Participation In Learning Process 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.

Sustainable vanilla pod dryer for small scale producers based on a participatory learning process

The traditional vanilla curing process can take up to three months. Although vanilla pods can be dried in an oven, faster drying methods can result in inferior quality and high costs. The objective of this paper was to evaluate the participatory development of a vanilla pod dryer, adapted to local conditions and based on the four principles of sustainability, to improve vanilla producers' traditional vanilla bean drying process. In participatory workshops attended by 11 participants and four facilitators, the traditional vanilla curing process was analyzed, and the basic constructional and functional parameters for a vanilla pod dryer were defined. Two models of solar dryers were constructed and tested in cooperation with the vanilla producers over a period of four months. The direct model performed better than either the indirect model or traditional sun drying. The vanilla dried significantly faster in the direct solar dryer. The drying rate in the solar dryer model was significantly higher than the drying rate of sun drying. No statistically significant difference was found in the content of vanillin for treated and untreated pods. However, the vanillin content of solar-dried vanilla is slightly higher than that of sun-dried vanilla, meaning that use of the solar dryer model did not affect vanillin content and therefore quality. In the endogenous development focus, participatory learning processes are fundamental to promoting intervention strategies, optimizing resources, and empowering local actors.

Cultural Restoration Participatory Learning Process on Tha Poetry to Promote Environmental Sustainability Conservation of Ethnic Students, Chiang Mai Province

This research aims to: 1) Synthesize knowledge regarding environmental management through the cultural introduction to Tha Poetry by the indigenous Pga K'nyau people in Chiang Mai province; 2) Develop a manual for the cultural restoration participatory learning process to promote environmental sustainability conservation of ethnic students in Chiang Mai province; and 3) Study the satisfaction towards the manual for the cultural restoration participatory learning process to promote environmental sustainability conservation of ethnic students in Chiang Mai province. This research is a Participatory Action Research (PAR) study. The samples used in the research consist of 1) a knowledge-providing group on Tha poetry, comprising 5 local Pga K'nyau scholars; 2) a manual assessment group consisting of 5 Pga K'nyau environmental knowledge experts; and 3) a trial group for the learning process, comprising 30 Pga K'nyau ethnic student teachers. The tools used in the research include 1) unstructured interviews; 2) a manual quality assessment form for Tha poetry of Pga K'nyau to promote environmental conservation; and 3) a satisfaction questionnaire. The qualitative data were analyzed using content analysis, and the quantitative data were analyzed by finding the mean and standard deviation. The research found that:
 
 1) The synthesis of knowledge concerning environmental management through the cultural introduction on Tha Poetry among the indigenous Pga K'nyau people in Chiang Mai province revealed that Tha serves as a poetic introduction reflecting the life and existence of the Pga K'nyau. “Tha” holds significance for everyone, acting as a medium for transmitting knowledge and wisdom. It is a poetic introduction that melds life, experiences, teachings, and memories from the older generation, being recited in every ceremony from weddings, pre-marital counseling, gender role socialization, New Year celebrations, guest receptions, blessings requests, illnesses, to funerals. The content of Tha thus encapsulates the relationships between individuals, between humans and nature, and between humans and supernatural forces. The Pga K'nyau people emphasize environmental conservation, believing that nature has local deities who protect and look after the area. Furthermore, there's a tradition of transmitting knowledge through Tha Poetry for environmental conservation to achieve sustainability. This document has been created to revive the knowledge embedded in the cultural introduction of Tha, a heritage of wisdom passed down through generations, for the training and education of descendants, delving deeply into the conservation of natural resources and the environment. This ensures that individuals studying this will gain understanding from the teachings of the Pga K'nyau community. Currently, the practice of reciting Tha Poetry has been diminished, necessitating adaptation and conservation to preserve Tha in the culture of the Pga K'nyau people.
 
 2) The development of a manual for the cultural restoration participatory learning process on Tha Poetry to promote environmental sustainability conservation of ethnic students in Chiang Mai province revealed that the manual comprises the meaning of Tha, Tha poetry sections for promoting environmental conservation through synthesis, and activity sheets for learning Tha poetry to promote the environmental sustainability conservation. The manual has a highly appropriate learning standard level. 3) The study on satisfaction towards the manual for the cultural restoration participatory learning process on Tha Poetry to promote environmental sustainability conservation of ethnic students in Chiang Mai province found that the majority of the students expressed satisfaction towards the manual, indicating that it is clear and highly beneficial for learning, rating it from high to the highest level.

Development and validation of student worker worksheets based on the RADEC learning model for Natural and Social Sciences (IPAS) subjects in elementary schools

This research aims to develop and test the validity of student worksheet based on the RADEC Learning Model (Read, Answer, Discuss, Explain and Create) in Natural and Social Sciences (IPAS) subjects at elementary school level. The RADEC model is used as a basis for designing worksheets that support an active, participatory learning process and stimulate an in-depth understanding of science concepts. This research uses a development research approach. The development stage includes needs analysis, worksheet design, and validation by experts. It is hoped that the results of this research will contribute to improving worksheets as a learning aid that can improve students' understanding of science material in elementary schools. Apart from that, this research can also provide guidance to educators and students in implementing the RADEC Learning Model to improve the quality of learning in the classroom.

Investigating Interactive Learning's Effects on Guard Duty Course Learning Outcomes for Cadet Students

The learning results of cadet students taking the guard duty course are examined in this study to determine the effectiveness of interactive learning. Results of post-test data analysis using a sample of 46 students and the pre-experiment approach revealed a significant improvement in learning outcome scores. The median score grew from 80.3 to 82.5, while the mean score went from 80.5 on the pretest to 83.3 on the posttest. Also noticeably rising were the minimum and maximum scores. This research suggests that interactive learning enhances students' comprehension and knowledge. The constructivism learning theory, which emphasizes the value of active involvement in learning, is in accord with the ideas of this advancement. However, it is also essential to consider other elements like the caliber and drive of the instructors. The findings of this study offer a framework for creating more interactive and participatory learning processes in educational situations.

Investigating Interactive Learning's Effects on Guard Duty Course Learning Outcomes for Cadet Students

The learning results of cadet students taking the guard duty course are examined in this study to determine the effectiveness of interactive learning. Results of post-test data analysis using a sample of 46 students and the pre-experiment approach revealed a significant improvement in learning outcome scores. The median score grew from 80.3 to 82.5, while the mean score went from 80.5 on the pretest to 83.3 on the posttest. Also noticeably rising were the minimum and maximum scores. This research suggests that interactive learning enhances students' comprehension and knowledge. The constructivism learning theory, which emphasizes the value of active involvement in learning, is in accord with the ideas of this advancement. However, it is also essential to consider other elements like the caliber and drive of the instructors. The findings of this study offer a framework for creating more interactive and participatory learning processes in educational situations.

DISEMINASI TATA KELOLA ADMINISTRASI DIGITAL DI WILAYAH PEMERINTAHAN DESA ABUSAKIM BENGKULU TENGAH DALAM MENUNJANG DESA CERDAS

This charity event (PKM) was held in Abu Sakim Village, Pondok Klapa District, Bengkulu Central Governorate. The method used is Participatory Learning and Practice Process (PLA). The purposes of this non-commercial service implementation are to:1) Support the development of village management utilizing village technology. 2) As the main database and information for managing village government and village development in Abu Sakim, provide village officials with an understanding of proper and correct village government management. The results of these PKM are:1) Abu Sakim village officials understand the appropriate leadership management of the village as per the guidelines of the Minister of Home Affairs Decree No. 47/2016. 2) Abu Sakim village officials already know how to digitally process and operate village administration, paving the way for smart villages.

The Integration of Community Problem Analysis and Involvement in Teaching and Learning

As a participatory action research approach, the participatory problem-solving learning process incorporates teaching and learning by applying active learning methodologies and instruments to analyze community problems. The target group comprised 40 people, split into 10 undergraduate students and 30 community leaders, based on quantitative and qualitative data. Active learning methods used in research on learning growth involve students in developmental learning activities. Integrating teaching and learning activities into a suitable community and social development in a tangible manner through a process of practice outside the classroom through community engagement. Participants and researchers collaborate to design teacher-student interactions that emphasize student action and participatory assessment. Students and teachers can collaborate to create a work division planning process, which includes the following steps: work planning, tool study, job description division, operational calendar, coordination, community context study, implementation process, improvement, problem solving, and development of tools to analyze community problems. Research has found that learners learn and develop skills through self-practice, such as going to an area and finding community problems. This was a problem-solving skill practice from real situations in the community, and self-assessment and community assessment in enabling students to discover their own flaws and lead to self-development.

Menumbuhkan Jiwa Kepemimpinan Generasi Muda Melalui Kewirausahaan Di Desa Karunia Kecamatan Palolo Kabupaten Sigi


 Community Service Activities are one of the Tri Dharma of Higher Education that must be implemented. This community service activity was held in Karunia Village, PaloloDistrict, Sigi The method used is the mentoring and training approach or the Participatory Learning Process. Canuna Village. So the purpose of this Community Service Activity is to provide material understanding of the importance of the leadership spirit of the younger generation through entrepreneurship. The results of the Community Service mean that community service activities like this are very beneficial for the village community in growing the leadership spirit of the younger generation. Participants in this activity were youth and community leaders. Participants were very enthusiastic about following the material through lectures, questions and answers and discussions, suggestions that can be given to the Village.

Innovative Instructional Design Packages for Promoting Inclusive and Participatory Interactive Learning Experience in Nigeria

This position paper focuses on innovative instructional design packages for inclusive and participatory interactive learning experience in Nigeria. The theoretical backup adopted for inclusive and participatory learning was constructivism which holds that learners construct knowledge through active involvement. The paper x-ray instructional design packages, basic components such as analysis, design and development and evaluation. The characteristic of good instructional designs as highlighted include provision of a clear roadmap, maximizes learners’ enragement, assign the right content at the right time, giving evidence based on methodologies to help the students learn and delivers measurable results. Instructional design models considered appropriate for inclusive and participatory learning process were examined as Addie, Rapid, Gegne’s Nine Event instructions and Isman instructional design models. This models serve as framework for developing modules or lesson that enhances the possibility of learning and encourages the engagement or participation of learners in the classroom. Learning in the cognitive, affective and psychomotor domains becomes specific areas of aptitude, skills and abilities in the learning domain. The study also highlighted the benefit of instructional design packages, this includes Promoting effective, efficient and appealing instruction, Promoting learners’ involvement and motivation among others. The indicators of inclusive and participatory learning, principles and application were discussed. Challenges in the application of instructional design packages for inclusive and participatory learning that one could experience are human resources or training, leaners issues, fund, personality treat, learning style and preference challenges along with remedies. It was concluded that, it is imperative for students to be taught rightly according to principles that will make the learner a better person and the goals of education actualized through method that aim at improving critical thinking skills as innovative instructional designs. However, there’s no model which can be claimed to be absolutely superior to the others and any one of the models mentioned in the study might be used by instructors for different curricula and subject matters.

Organizational learning the Nordic way: learning through participation

PurposeIs there a specific way of thinking about organisational learning in Nordic countries? Are concepts such as organisational learning and learning organisations imported, or do they emerge with specific meanings from more local discourses? Beyond that, are they supported by specific learning theories? The purpose of this paper is to trace the way that the concepts of organisational learning and learning organisations appear in research and policy documents in Norway and to identify what sort of learning theories pertain to those concepts. The authors discuss whether Norway’s case exemplifies a Nordic way of thinking about learning in organisations.Design/methodology/approachThrough an archaeological investigation into the concepts of organisational learning and learning organisations, the authors explore the theoretical and cultural framing of the concepts in research and policy. The authors limit our work to large industrial field experiments conducted in the 1960s and to large education reform in the 2000s.FindingsDuring the industrial field experiments in the 1960s, the concept of organisational learning evolved to form participatory learning processes in non-hierarchical organisations able to contribute to democracy at work. Education policy in the 2000s, by contrast, imported the concept of the learning organisation that primarily viewed learning as an instrumental process of knowledge production. That strategy is incommensurable to what we define as a Nordic way, one in which learning is also understood as a cultural and social process advanced by democratic participation.Originality/valueThe authors add to organisational learning theories by demonstrating the importance of cultural context for theories and showing that the understanding of learning is historically and culturally embedded.

Using a Rapid Knowledge Translation Approach for Better Sexual and Reproductive Health and Rights in Bangladesh, Burundi, Indonesia, and Jordan.

Translation of knowledge into policy and practice is important to prevent sexual reproductive health and rights (SRHR)-related morbidity and mortality and ensure access to rights. Existing approaches to knowledge translation are often relatively rigid and implicitly assume linear processes, leading to time-consuming processes that are not tailored to countries' needs. SRHR knowledge platforms designed and implemented a collaborative rapid improvement model for knowledge translation (CRIM-KT) in Burundi, Bangladesh, Indonesia, and Jordan. The approach consisted of learning sessions and action periods aimed at improving policies and practices addressing the prevention of child marriage and teenage pregnancies. To evaluate the approach, a participatory action learning process took place throughout the implementation (September 2017 and January 2019). An end evaluation was conducted using a desk review of project documentation, in-depth interviews, and a focus group discussion to document the process, outcomes, and lessons learned. In Indonesia, a local government policy was changed that aims to prevent child marriage by avoiding misinterpretation of a local cultural practice. In Jordan, the cabinet endorsed a national action plan to prevent child marriage and changes in practice took place. In Burundi, no tangible changes in policy and practice in SRHR were observed. In Bangladesh, practice changed by strengthening coordination for collaboration and exchange among stakeholders to prevent child marriage. In all countries, the approach considerably strengthened participants' knowledge translation capacities. The CRIM-KT led to improvements in policy and practice in a relatively short time frame and different contexts. This can be explained by the systematic, structured, and participatory approach, allowing for contextual adaptation and involvement of stakeholders, as well as the cross-learning on 2 levels (international and country collaboration teams). The principles of the CRIM-KT may be further developed and applied in other fields in global health to strengthen knowledge translation processes.

Peningkatan Kemampuan Aparatur Desa Dalam Tata Kelola Pelaporan Keuangan Desa

This community service activity (PKM) aims to increase the understanding and ability of the Sandang Pangan Village apparatus, Sampolawa District, South Buton Regency, in village administration governance as regulated by Permendagri No. 14 of 2016 concerning Guidelines for Village Government Administration and Permendagri No. 20 of 2018 concerning financial management. village. To create regularity in village administration, it is necessary to provide assistance in the preparation of administrative reporting, especially good and correct village financial reporting management. The purpose of community service activities is assistance and guidance to government officials, using the Participatory Learning and Action (PLA) approach or Participatory Learning and Practice Process. PLA is a community empowerment method consisting of a learning process (training, brainstorming, and discussion). The results of this service activity are 1) Village officials have known and understood good and correct village financial reporting management, as evidenced by the results of the training in the form of a draft report document according to the guidelines from the Ministry of Home Affairs regulations. 2) Village administration and village financial reporting so far have not been in accordance with the rules for their preparation, disorganized and irregular that has been carried out by village officials, changed for the better with the creation of a report module that is structured according to village administration. For this reason, efforts to improve the ability of village officials require a scheduled training program so that their competence in preparing report governance will be even better in the future.

Question-Answer Relationships in Social Studies Courses with Students with Hearing Loss

Educational settings adopt an active participatory learning process in which students with and without hearing loss are guided towards knowledge through questions. Questions are believed to improve critical, creative and high-level thinking skills. This research is a case study aimed at identifying and suggesting some solutions to the problems that students with hearing loss experience in understanding and answering the types of questions asked in a Social Studies course. Eight students with hearing loss participated in the study. Data were collected through observations, interviews, documents, research logs and process products. Analysis of the data suggests that students with hearing loss are able to answer some cognitive memory questions as well as those that call for convergent thinking, divergent thinking and evaluative thinking skills in the Social Studies Course while requiring the instructor to simplify and materialize the question and encourage the students to interact with the group for some others.

Rethinking Mental Health Literacy Programmes For Enhanced Help-Seeking Behaviour among Young Male Adults

Educating and sensitization through mental health literacy (MHL) programmes is germane to raising awareness, reducing stigma towards help-seeking, and ultimately improving help-seeking behaviours in young male adults. This theoretical paper problematises various trajectories and approaches that are engaged with; in providing mental health literacy to enhance young male adults’ help-seeking behaviour. It further advances the critical pedagogical (CP) approach as an alternative trajectory for this task. This was achieved by positioning mental health literacy as a critical engagement that relies on transformative education in order to enhance help-seeking behvaiour. This article discusses the relevance of some prominent themes in critical pedagogy to the design of mental health literacy programmes for enhanced help-seeking. It, therefore, submits that for any meaningful improvement and change to take place in the ideologies, beliefs, and attitudes of young male adults towards help-seeking, a critical pedagogical approach should be engaged, with believed that this approach will facilitate critical dialogues, reflexive thinking, and participatory learning processes. It is anticipated that embedding the CP principles into the design of MHL programmes would assist practitioners and health educators to produce a transformational change in the behaviour of young male adults towards help-seeking.

Pengajaran Bahasa Arab Dengan Pendekatan Behavioristik

This study implicitly describes the participatory learning process of Arabic with a behavioristic approach. The research questions formulated are (1) how does the use of a behavioristic approach take place in the Arabic language learning process? (2) how the students' motivation before and after the use of a behavioristic approach; and (3) how effective is the use of a behavioristic approach in improving Arabic learning outcomes. This study uses a combined research approach to test learning competencies and the learning process. Respondents of the study were students of class V and VI Madrasah Ibtidaiyah Al Imam Lampung Timur totaling 35 students. The instruments used in this study were interviews, questionnaires, and tests. The results showed that the use of a behavioristic approach that was oriented towards providing stimulus-response continuously improved students' language acquisition. This acquisition is in the form of increased mastery of vocabulary, speaking, reading, and writing. A behavioristic approach to learning can improve Arabic learning outcomes. In addition to improving learning outcomes, a behavioristic approach can increase learning motivation. The increase in learning outcomes and learning motivation can be predicted because the behavioristic approach uses a pattern of repeated stimulus that is designed in a pleasant environment.

A model of participatory learning process for management of environmental health impacts in industrial communities area

PurposeThe purpose of this paper is to implementing environmental education concepts to manage environmental health impacts by letting the people in the community learn through the participatory learning process.Design/methodology/approachThe participatory action research (PAR) and the environmental education concept were conducted in managing the learning process for the people in Map Kha Sub-district, Rayong province. The purposive sampling technique and the stakeholder analysis were used to derive the informants of this study. They are those people living or working in the Mab Kha Sub-district area at least 2 years, aged more than 20 years old, and were willing to participate in all steps of the study. A total of 30 informants were divided into three groups as follows: The Key Informants, The Casual Informants and The General Informants. Data collection employed workshops with three techniques – Participatory Rural Appraisal (PRA), Future Search Conference (FSC) and Appreciation Influence Control (AIC) – to organize cooperative learning processes to managing environmental health impacts. The Content Analysis was utilized in this study through the categorization, grouping, analysis, interpretation and systemization of data. The study period was from June 2014 to December 2015.FindingsThe study found that most people are concerned and aware of the environmental pollution problems affecting the health in the areas and need to solve such problems. They are also prepared for various problems. However, they face the problems on that they still lack of the chance to be informed about the information on the pollution problems and lack of the chance to participate. For the participatory learning process used to manage the environmental health impacts in the industrial community, it is found that the people and the leading network partners perform well through the knowledge building process on the environmental pollution problems and the planning and evaluation lead to desired behavior of people and industrial community to manage environmental health impacts.Originality/valueThe study results emphasized that the participatory learning process of the network associates was the critical key in forming the community power to manage the environmental health impacts. Therefore, the learning process should be easy, not complicated, take a short time and be friendly that will make the community understand the problem and help protect the environment systematically.

Simulating land use changes, sediment yields, and pesticide use in the Upper Paraguay River Basin: Implications for conservation of the Pantanal wetland

As a consequence of accelerated and excessive use of pesticides in tropical regions, wilderness areas are under threat; this includes the Pantanal wetlands in the Upper Paraguay River Basin (UPRB). Using a Land Cover Land Use Change (LCLUC) modelling approach, we estimated the expected pesticide load in the Pantanal and the surrounding highlands region for 2050 under three potential scenarios: i) business as usual (BAU), ii) acceleration of anthropogenic changes (ACC), and iii) use of buffer zones around protected areas (BPA). The quantity of pesticides used in the UPRB is predicted to vary depending on the scenario, from an overall increase by as much as 7.4% in the UPRB in the BAU scenario (increasing by 38.5% in the floodplain and 6.6% in the highlands), to an increase of 11.2% in the UPRB (over current use) under the AAC scenario (increasing by 53.8% in the floodplain and 7.5% in the highlands). Much higher usage of pesticides is predicted in sub-basins with greater agricultural areas within major hydrographic basins. Changing the current trajectory of land management in the UPRB is a complex challenge. It will require a substantial shift from current practices, and will involve the implementation of a number of strategies, ranging from the development of new technologies to achieve changes in land use policies, to increasing dialogue between farmers, ranchers, the scientific community, and local or traditional communities through participatory learning processes and outreach.

Cross-Cultural Counseling as an Effective and Efficient Approach for Students

This research aims to produce an effective and efficient, participatory, creative, and fun learning process. The learning strategy is also a plan that contains a series of activities designed to achieve certain educational goals and as a starting point or point of view towards the learning process. The term approach refers to the view on occurrence of a process which is still very general in nature. Therefore, the strategies, approaches and learning methods used can be sources or depend on certain approaches. Two approaches are often used to learning, namely the teacher-centered approach and the student-centered approach. This study used a descriptive qualitative approach, taking primary and secondary data sources by interviewing, observing, documenting, the analyzing and testing the data with transferability, dependability, and confirmability. The result of this study indicate that learning with a cross-cultural counseling approach is very effective and efficient for the success of students in learning process because there is no difference between them and what happens is mutual understanding of culture, mutual assistance, tolerance, and understanding of each other’s interests.

The Effect of Team-Based Learning on the Performance of Medical Students in the Medical Physics Course

Background: Team-based learning (TBL) is an active and participatory learning process, which is used to train students on health topics. Objectives: The present study aimed to assess the effect of TBL in teaching a medical physics course on the poor performance of the students. Methods: This quasi-experimental study was conducted on 28 medical students at Qom University of Medical Sciences, Iran who were unable to pass the medical physics course in the past semesters. At the beginning the 10-session course, eight questions with four options were provided to the students, and the students had to answer the questions individually within a specified time. After collecting the questionnaire responses, participants were divided into six groups and completed the same test as a team. Afterwards, each question was displayed on a smart board and discussed. Results: After the procedures of the study, all the participants successfully completed the medical physics course. At the end of the course, 90% of the students reported that the TBL method was more appropriate than lecture, and 80% of the students believed that the TBL method encouraged them to participate in the learning process. In the final exam, the scores of the students in the medical physics course increased by 3.95 ± 2.09 units with the TBL method compared to the prior course, and the difference was considered significant (P < 0.01). Conclusions: According to the results, the implementation of TBL in the medical physics course improved the learning motivation, satisfaction, and mean scores of the students with poor performance.