Participants In Learning Environment Research Articles

Peer appraisal, participatory surveillance, and experiential mentoring: explicating communicative practices of participatory learning in an online support group for people with binging experiences

Much research has examined how participants in online support groups (OSGs) seek information or exchange social support while neglecting peer learning among users. Applying the perspective of community of practice (CoP), we conceptualize peer communications in OSGs as a participatory learning process of sharing and managing experiential knowledge. To explicate this learning process, we thematically analyzed 1,084 discussion threads in an anonymous Chinese OSG formed around binge eating. Our findings identified three informal strategies of participatory learning: (a) peer appraisal to validate shared suffering, (b) participatory surveillance to monitor peer progress, and (c) experiential mentoring to corroborate coping practices. This study elucidates the process by which OSGs generate, validate, and consolidate experiential knowledge through peer communication practices. It highlights the collaborative nature of knowledge construction within OSGs, in which members engage in bottom-up, trial-and-error approaches supported by their own experiential self-disclosures. Such a CoP allows participants to explore and test various coping strategies, fostering a participatory learning environment in which they can solicit or provide feedback based on their experiences.

Social Inclusivity in Teaching: In Pursuit of Students’ Advanced Capabilities

The study explores social inclusivity in primary schools in Indonesia, focusing on three main elements: acceptance of student diversity, empowerment of student agency, and establishment of democracy in the classroom. This research uses qualitative methods with case study methods. The data collection process obtained from curriculum documents, lesson plans, interviews, and observations are used to describe existing practices and opportunities for increasing social inclusivity. The collected data were analyzed in depth to illustrate existing practices and opportunities for increasing social inclusivity in primary school education settings in Indonesia. The research identifies three important aspects of social inclusivity: accepting diversity, empowering agency and student voices, and upholding democracy. Although the curriculum recognizes diversity and some teaching practices involve student voices, there is still room to promote more intact democratic practices in the classroom. The implication of this study is to emphasize the need for an equitable and participatory learning environment in the context of primary education. The findings emphasize the importance of acknowledging cultural diversity, encouraging student engagement, and strengthening democratic principles in the context of primary education in Indonesia.

Egalitarian Education: The Practice of Independent Learning at PAUD Sanggar Anak Alam Nitiprayan Kasihan Bantul Yogyakarta

Education at early childhood education (PAUD) Sanggar Anak Alam (SALAM) in Yogyakarta focuses on liberating and holistic development, nurturing students' faith, character, health, knowledge, independence, creativity, and responsibility through a research-based approach centered on nature and individual talents. Unlike traditional schools, SALAM, often called a 'school of life' or 'life laboratory,’ emphasizes experiential learning in a natural setting, aligning education with each student's unique interests and abilities. This study aims to analyze how the concept and practice of independent education are applied at PAUD Sanggar Anak Alam Yogyakarta. Employing a descriptive-qualitative approach, the research investigates how this educational philosophy translates into practice, emphasizing critical thinking, autonomy, and humanization. Through participatory observation, in-depth interviews, and document analysis, the study captures the perspectives of educators, administrators, and other stakeholders. Key findings include the integration of Freire's concepts into pedagogical practices, such as fostering egalitarian educator-student relationships, prioritizing dialogue, and embedding ethics in the curriculum. The study also examines the practical implications of this approach, highlighting the roles of educators as facilitators and the importance of nurturing environmental awareness and critical thinking from an early age. While the study's findings affirm the potential of Freire's model in early childhood settings, its context-specific nature and focus on a single institution necessitate caution in generalizing the results. Consequently, the research underscores the need for further exploration in diverse educational contexts. The study's implications extend to educational policy and practice, advocating a shift towards more participatory, student-centered, and dialogue-driven learning environments. This research contributes to the discourse on global educational reform by demonstrating the transformative power of liberatory education in fostering egalitarian and humanizing educational experiences.

Automated Assignment Assessment System (AAAS) using Language-Transformer

Abstract—The Smart Assignment Engine is a web-based tool that simplifies assignment management and fosters collaboration among students, teachers, and administrators. Using the power of BERT (Bidirectional Encoder Representations from Transform- ers), this intelligent platform optimizes efficiency across the board by streamlining all areas of assignment administration, from creation and submission to grading and feedback, by utilizing cutting-edge web development technology. The user experience is improved by BERT’s superior natural language understanding and context awareness, which allow for more complex and contextually relevant interactions. The goals of this research project are to improve educational outcomes, foster collaboration, and rethink assignment manage- ment. Combining smart technology with user-centered design facilitates efficient administrative processes, improves student- teacher communication, and creates a dynamic, participatory learning environment. Additionally, recommendation algorithms powered by data science and reinforced by BERT’s contextual understanding offer customized advice, including individualized video lessons and practical training, with the purpose of maximiz- ing student performance and goal attainment. This study sheds light on the ways in which BERT and Firebase work together to foster innovation in the field of educational technology. Index Terms—BERT (Bidirectional Encoder Representations from Transformers), Collaboration, Web development technolo- gies, Firebase, Data security, Assignment lifecycle management

Curriculum framework to facilitate critical thinking skills of undergraduate nursing students: A cooperative inquiry approach.

Critical thinking (CT) is vital in assisting nurses to function efficiently in the ever-changing health care environment. A CT-based curriculum framework provides the impetus necessary to drive the acquisition of CT skills of students. Yet, there is no known CT-based framework contextualized to developing countries where seniority tradition is a norm. Therefore, the aim of this study was to develop a CT-based curriculum framework to facilitate the development of CT skills of nursing students in developing countries. Cooperative inquiry. Using purposive sampling, 11 participants comprising students, educators and preceptors developed a CT-based curriculum framework. Findings were organized into a framework illustrating interconnected concepts required to foster CT skills of nursing students. These concepts include authentic student-facilitator partnership, a facilitator that makes a difference; a learner that is free to question and encouraged to reflect; a conducive and participatory learning environment; curriculum renewal processes and contextual realities.

“Defining Ourselves for Ourselves”

Black girls have long created their own subversive and creative forms of curriculum and pedagogy. I explore adolescent Black girls’ suggestions for teaching and learning about Black girlhood online based on a virtual summer arts program called Black Girls S.O.A.R. Through performance ethnography, we contended with our conceptualizations of Black girlhood and identity sense-making. The co-researchers suggested that storytelling, learner-centered pedagogy, and intentional community-building must be central in virtual pedagogy and saw reclaiming girlhood and self-care as two essential topics for teaching Black girlhood content. I also reflect on the tensions and possibilities of co-constructing participatory learning environments with Black girls, particularly as it relates to disrupting power and adultism.

Bringing lecturing back to life: An interactive perspective into university literature classes

Lecturing is often seen as an outdated and tedious mode of teaching in university education due to its monologue-style content delivery. However, some lecturers tend to embrace a more interactive approach to ensure a democratic and participatory learning environment, in which students are encouraged to contribute to discussions, problem-solving or critical thinking tasks. This strategy allows participants to interact and cooperate more equally, which levels the power asymmetry between lecturer and students. In the light of this discussion, the data for this study was collected through audio recordings, interviews, observations, and field notes in the English Language and Literature Department at a state university in Turkey. Seven teaching hours were audio-recorded and transcribed with Jeffersonian transcription codes (1984) for an in-depth conversation analysis of classroom lecturer-student and student-student interaction. The data along with complementary information from interviews and notes were also used to identify the interactional architecture of academic lectures. Representative extracts are provided to illustrate how the strategies are put into use and presented in the interaction. This paper thus offers an insight into the interactive lectures and techniques used to make teaching more interactive and cooperative in content-based classrooms, which would potentially be beneficial for lecturers to develop an awareness of their interactional habits and language alternation practices.

Unravelling workplace educators’ judgment processes when assessing students’ performance at the workplace

ABSTRACT The assessment of workplace learning by educators at the workplace is a complex and inherently social process, as the workplace is a participatory learning environment. We therefore propose seeing assessment as a process of judgment embedded in a community of practice and to this purpose use the philosophy of inferentialism to unravel the judgment process of workplace educators by seeing it as an interrelated system of judgments, actions and reasons. Focussing on the unfolding of a process, we applied a longitudinal holistic case study design. Results show that educators are engaged in a constant judgment process during which they use multiple and adaptive frames of reference when forming their judgment about students. They construct an overarching image of students that develops throughout the placement, and their judgments about students go hand in hand with their actions relating to fostering independent practice.

أثر إستخدام التعلم التشارکى على تطویر مادة الحاسب الآلى فى مجال الملابس والنسیج

ملخص البحث يعتبر التعلم التشارکى مدخلا أو إستراتيجية للتعليم ، يعمل فيه المتعلمون معا في مجموعات صغيرة أو کبيرة لإنجاز مهمة أو تحقيق هدف تعليمي مشترک ، حيث يتم اکتساب المعرفة و المهارات والاتجاهات من خلال العمل الجماعي المشترک . ونظرا للتطور التکنولوجي و ظهور تقنيات الويب 0 . 2 فقد ظهر ما يسمى بالتعلم التشارکي عبر الانترنت ، و بيئات التعلم التشارکية عبر الويب ، وهي بيئات متعددة الأدوات . فقد قامت الباحثة بإجراء هذا البحث لتطوير مقرر الحاسب الألى للفرقة الرابعة فى مجال الملابس والنسيج وذلک من خلال استخدام التعلم التشارکى لتنمية مهارات تصميم الأزياء لدى الطلاب عن طريق تطبيقات علي الهواتف النقاله للرسم وتطويعها لرسم الأزياء لخدمة مجال الملابس والنسيج . وقد استخدمت الباحثة فى تطبيق البحث عدة أدوات ( الاختبار التحصيلى – الاختبار المهارى) قبلى وبعدى وأظهرت النتائج الإحصائية أثر طريقة التعلم التشارکى فى تنمية المهارات اللازمة لمجال تصميم الأزياء مما ساهم فى تحقيق أهداف البحث . Abstract Participatory learning is an entry point or strategy for education, in which learners work together in small or large groups to accomplish a task or achieve a common educational goal, where knowledge, skills and trends are acquired through joint teamwork. Due to the technological development and the emergence of web technologies 0. 2 The so-called online participatory learning and participatory learning environments have emerged across the web, which are multi-tool environments . The researcher carried out this research to develop the computer course of the fourth division in the field of clothing and textiles through the use of participatory learning to develop the skills of fashion design in students through applications on mobile phones for drawing and adapting them to draw costumes to serve the field of clothing and textiles . The researcher has used several tools in the application of the research .

Enhancing New Media Literacies of Social Work Students through a Participatory Learning Environment

Social workers must have the requisite new media literacies to engage in social work practice in the modern digital age and increase their digital competence. This article demonstrates how students can obtain the necessary digital competencies for their future social work practice through an enhanced participatory learning environment based on 12 specific new media literacies situated in a master’s level macro social work practice course. A description of the learning assignments and participatory activities is provided along with results from a mixed-methods evaluation of the student’s experiences. Findings indicate statistically significant results in increasing new media literacies among students and that participatory learning activities enhanced student knowledge and skills. Discussion and implications related to new media literacies and the future of social work education are also provided.

Students´ Perception of Real-Time Quiz Kahoot! As a Review Tool in Higher Education: A Case of Study

The use of gamification has spread in recent years, proving to be an effective tool to increase student motivation. Among them stands out Kahoot!, an online questionnaire in which students compete among themselves by counting both the number of correct answers and the response speed. Its effectiveness has been tested mainly in primary and secondary students, with much less available information at higher levels. This study evaluates the opinion of 48 students in Plant Science, a subject of 2nd course of Agricultural Engineering Grade, after carrying out three Kahoot! questionnaires with 12 questions with a single-answer, with two weeks between one and the next. To evaluate the contents fixation a reunified quiz was done, one week after the last Kahoot!, chosen randomly five questions from each questionnaire. The satisfaction of more than 90% of the students was positive or very positive, mainly because of creating a more positive and participatory learning environment. The use as a scoring tool produces a decrease in the acceptance in some students, producing anxiety in 25% of the students, due to the limited available time in about 27% of students. Furthermore Kahoot! has been found as a efficient tool for consolidating knowledge, as the number of questions that the students have consolidated is greater than 20% in the three questionnaires carried out, regardless of whether the period elapsed was 5, 3 or 1 week.

فاعلیة بعض أنماط التقویم فى بیئة التعلم التشارکى عبر الفصول الافتراضیة على تنمیة مهارات حل المشکلات الحسابیة لدى الطلاب القابلین للتعلم

يهدف هذا البحث إلى التعرف على بعض أنماط التقويم فى بيئة التعلم التشارکى عبر الفصول الافتراضية على تنمية مهارات حل المشکلات الحسابية لدى الطلاب القابلين للتعلم وتکونت عينة البحث من (60) طالب وطالبة من طلاب مدرسة الفکرية ببورسعيد مقسمة على مجموعتين تجريبيتين حيث المجموعة التجريبية الاولى تعتمد على التقويم الذاتى والمجموعة التجريبية الثانية تعتمد على تقويم الاقران ولتحقيق هدف البحث استخدم الباحث الاختبار التحصيلى لقياس مدى تحصيل الطلاب فى مهارات حل المشکلات الحسابية المرتبطة بمادة الرياضيات وبطاقة ملاحظة مهارات حل المشکلات الحسابية والتى ساعدت فى اخراج الباحث لمهارات حل المشکلات الحسابية المرتبطة بالبحث وتحليل محتوى لمادة الرياضيات وبيئة التعلم التشارکية القائمة على منهج الرياضيات المدعم بالانشطة والتکليفات وفق لنمط التقويم (ذاتى ـ اقران ) ويشمل البحث الحالى على متغير مستقل واحد هو أنماط التقويم ذو مستويين هما (التقويم الذاتى ، تقويم الاقران ) ومتغير تابع واحد هو مهارات حل المشکلات الحسابية وبعد دراسة المحتوى (مادة الرياضيات) وتطبيق الادوات قبليا وبعديا اسفرت نتائج البحث تفوق الطلاب الذين تم تقييهم باسلوب تقويم الاقران فى الاختبار التحصيلى وبطاقة الملاحظة عن الطلاب الذين تم تقييمهم باسلوب التقويم الذاتى . This research aims to identify some evaluation patterns in the participatory learning environment through virtual classrooms on the development of arithmetic problem-solving skills for students who are able to learn. The research sample consisted of (60) male and female students from the Fikriya School in Port Said divided into two experimental groups, where the first experimental group depends on Self-evaluation and the second experimental group depend on peer evaluation. To achieve the goal of the research, the researcher used the achievement test to measure the extent to which students’ achievement in arithmetic problem-solving skills related to mathematics and a note card for arithmetic problem-solving skills, which helped the researcher produce arithmetic problem-solving skills related to research and content analysis of mathematics and the environment. Participatory learning based on the mathematics curriculum supported by activities and assignments according to the evaluation style (self-peer) and the current research includes one independent variable which is two-level evaluation patterns (self-evaluation, peer evaluation) and one dependent variable which is arithmetic problem-solving skills and after studying the content (Article Mathematics) and the application of the tools before and after the results of the research resulted in the superiority of the students who were Evaluate them using the peer evaluation method in the achievement test and the observation card on the students who were evaluated using the self-evaluation method.

The right to a second chance: lessons learned from the experience of early school leavers who returned to education

Based on a holistic perspective of education that articulates school pedagogy and social pedagogy, the main goal of this paper is to identify effective ways to ensure the right to education to vulnerable and marginalised young people who have dropped out of school. The research leading to this paper was part of a European research project which investigated how young people’s responses to conflict can provide opportunities for positive social engagement. This specific study explored early school leaving and school re-engagement from the point of view of a group of 20 Portuguese young early school leavers who later returned to school through Second Chance Education. Through a qualitative approach using individual in-depth interviews, participant observation and focus group, the study sought to offer a comprehensive reading of early school leaving and school re-engagement by addressing the diversity of motivations, experiences, factors and consequences associated with them, as well as the role that educational policies and school factors can play in it. The study’s findings revealed that, for many socially and economically vulnerable youngsters, mainstream schools are places of individual failure and interpersonal conflict where they don’t feel welcomed and from which they stop expecting positive outcomes. This favours a progressive disengagement from education that reinforces social marginalisation. However, the findings also showed that by engaging in second chance education projects, youngsters develop greater commitment to education and identify relevant positive changes in terms of personal and skills’ development, behavioural adjustment and establishment of life goals. According to the participants’ experiences, the holistic and individualised socio-pedagogical approach of such projects is particularly apt to respond to their needs. Community-based educational approaches, practical and participatory learning environments, and the emotional investment and support from teachers and staff are shown to be the most effective socio-educational features when trying to re-engage vulnerable young people in education.

Developing Skills of Cloud Computing to Promote Knowledge in Saudi Arabian Students

The present study aims to develop the skills of the cloud computing applications and the knowledge economy among the university students by designing a participatory electronic learning environment. A sample was chosen from the students of the “General Diploma” in the Faculty of Education, King Khalid University. This sample was divided into two groups; experimental group that comprised of 15 students trained through the participatory e-learning environment; whereas, the control group comprised of 17 students, who were trained through the Blackboard Learning Management System. Skills for cloud computing applications and a knowledge economy skills scale were developed. Kolmogorov-Smirnov Mann was used for identifying the normality test of variables. Whitney test and Spearman correlation test were used to analyze the results, which indicated that the design of a participatory e-learning environment based on the theory of communication contributed to improve the skills level of cloud computing applications and knowledge economy skills. The results showed that participatory e-learning environment based on the theory of communication significantly contributes towards improving the skills level of cloud computing applications and knowledge economy skills among the students from Saudi Arabian universities. Moreover, future studies need to focus on blueprint in the context of the educational system of Saudi Arabia.

Exploring how educators at the workplace inform their judgement of students’ professional performance

ABSTRACTVocational education aims at preparing students for their future as professionals; thus, students are often required to undergo a form of on-the-job learning. Assessment of professional performance during on-the-job learning is not based on single observations, but on prolonged participation at the workplace culminating in judgement by a workplace educator. However, little is known about how educators reach a judgement. This paper, therefore, aims at exploring how educators inform their judgements about students’ professional performance. We consider the workplace to be a participatory learning environment, which entails that judgement about professional performance should be made in relation to the community students participated in and that the educator from that community has a central role. Our study takes an explorative approach based on interviews and uses template analysis to generate insight. Findings revealed that educators use multiple strategies to gather and process information about students to inform their judgement. Findings also showed that assessment starts at the first meeting, when the educator forms a first impression of the student and judges whether or not the student is suitable for the job. Educators at the workplace also showed that they are aware of the context in which they form their judgement.

Designing performer training: digital encounters with things and people

This article investigates how digital technologies can be used to enhance the relational aspects of performer training. Saner and Robinson reflect on a practice as research project, Enactive Encounters, where they use poor technology and everyday objects to create participatory learning environments. The teacher–student relationship is challenged and transformed into playful interactions between participants through enactive encounters that aim to embody different aspects of specific training practices.

Fostering wise judgement: professional decisions in development programmes for early career engineers

This paper reviews literature that explores the role of judgement in professional practice. It discusses how workplace decisions, work activities and reflection on these activities may contribute to the development of wise judgements, or ‘wisdom’, and how workplaces can leverage these activities for induction and transition to work programmes. This review of the literature is prompted by survey results inviting engineering graduates and professionals to identify the capabilities they believe are most significant to success in the engineering workplace. The requirement for sound professional judgement resonates in participant responses. The paper summarises views of expertise, the relationship between experience and the development of professional judgement and the broader contribution of expansive and participatory learning environments to developing professional judgement. It concludes that the organisation of work and job design can facilitate the articulation of new engineers to professional practice, and that organisational learning programmes can leverage workplace activities to foster wise judgement in graduate engineers.

تصمیم بیئة للتعلم الإلکترونى التشارکی القائم على التدوین الصوتى وأثرها على تنمیة مهارات تصمیم وإنتاج البرامج الإذاعیة وتنمیة التفکیر الناقد لدى طلاب کلیة التربیة النوعیة Designing an environment for participatory electronic learning based on audio blogging and its impact on developing the skills of designing and producing radio programs and developing

يستهدف البحث الحالى تصميم بيئة تعلم إلکترونى تشارکى قائمة على التدوين الصوتى بعد القيام بتحديد الأسس والمعايير اللازمة للبيئة المقترحة، والتعرف على فاعلية البيئة المقترحة فى تنمية مهارات إنتاج وتصميم البرامج الإذاعية لدى طلاب قسم تکنولوجيا التعليم بکلية التربية النوعية وتنمية التفکير الناقد، وذلک من خلال اجراء تجربة البحث على طلاب الفرقة الثانية شعبة تکنولوجيا التعليم، حيث تألفت عينة البحث من المجتمع الکلى للطلاب الفرقة الثانية شعبة تکنولوجيا التعليم بکلية التربية النوعية بجامعة عين شمس خلال العام الجامعى (2015/2016) وعددهم (30) طالبا وطالبة، وأظهرت نتائج البحث الحالى التوصل إلى تحديد الأسس والمعايير اللازمة لتصميم بيئة التعلم الإلکترونى التشارکى، وقد أسفرت نتائج البحث عن وجود فروق ذات دالة إحصائية عند مستوى (0.05) بين متوسطي درجات افراد مجموعة البحث المجموعة التجريبية والضابطة في کل من القياس القبلي والقياس البعدي في الدرجة الکلية للاختبار التحصيلي، وبطاقة الملاحظة، واختبار التفکير الناقد لصالح القياس البعدي من خلال بيئة التعلم الإلکترونى التشارکى المقترحة، کما بينت النتائج أن بيئة التعلم الإلکترونى التشارکى المقترحة تحقق فاعلية بنسبة کسب أکبر من 2,1 مقاسة بمعادلة بلاک. The current research aims to design a participatory electronic learning environment based on audio blogging after determining the basics and criteria for the proposed environment, and to identify the effectiveness of the proposed environment in developing the skills of production and design of radio programs for students of the Department of Educational Technology in the Faculty of Specific Education and Critical Thinking Development. The second part was conducted by the Department of Educational Technology, where the research sample consisted of the total number of students in the second division of the Education Technology Department at the Faculty of Specific Education at Ain Shams University during the academic year (2015/2016 ) and the number (30) students. . The results of the study showed that there were statistically significant differences at (0.05) between the average scores of the experimental group and the control group in both the pre-measurement and the post-measurement in the total score of the achievement test, the observation card, and the test. Critical thinking in favor of telemetry through the proposed participatory e-learning environment. The results showed that the proposed e-learning environment achieves an efficiency ratio greater than 2.1 measured by the Black equation.

Instilling a sustainability ethos in accounting education through the Transformative Learning pedagogy: A case-study

Abstract This paper draws on the extended theorisation of Mezirow's (2000) psycho-critical Transformative Learning pedagogy, a form of deep-learning, to examine how accounting education could (i) challenge the unproblematic perpetuation of economic rationalism in accounting's predominately technical curriculum, and (ii) sow the seeds of a sustainability ethos. This pedagogy initiates a disorienting dilemma by contrasting accounting's economic rationalism with sustainability's ecological resilience. It then enables learners to discover deeper layers of this tension in a student-centred participatory learning environment: learners harness their emotional intelligence to critically evaluate accounting's financial perspective, and expand their consciousness of the other. A case-study on the lived-experiences and perceptions of two consecutive cohorts of accounting students sheds light on how and why this pedagogy contributed to five (of ten) graduates interviewed reconsidering their existing moral consciousness and professional identities, four graduates reinforcing their prevailing sustainability perspectives, and one graduate, with language difficulties, maintaining accounting's financial perspective.

Students Teaching Texts to Students: Integrating LdL and Digital Archives

The arrival of the digital age has not only reshaped and refocused critical research in the humanities, but has provided real opportunities to innovate with pedagogy and classroom structure. This article describes the development of a new pedagogical model that integrates learning by teaching with student access to electronic archival resources. This teaching approach counters many of the drawbacks of conventional post-secondary instruction by engendering a more participatory learning environment, facilitating the deformation of restrictive critical categories, deepening students' interpretative abilities, and at the same time giving faculty opportunities to broaden their own research.