Learning Pedagogy Research Articles

Ludic reading is 20 minutes a day? – Adding a socio-material perspective to ludic reading

This article presents unexpected findings about children’s experiences with ludic reading, discovered through a collaborative project involving schools, libraries, and Pedagogical Learning Centres (PLC). The findings reveal that while children’s ludic reading experiences often reflect a goal-oriented, functional approach typical of educational contexts, they also seek social, playful, and immersive reading environments. This article explores how a socio-material approach can illuminate these findings, which existing literature does not fully address. The research question guiding this study is: How can a socio-material perspective on ludic reading inform professionals in rethinking initiatives to enhance children’s ludic reading? The methodology involves analysing these unexpected findings, termed ‘stumble data,’ derived from empirical material based on child-centred methods. The results suggest that a socio-material perspective can bridge the contexts in which ludic reading occurs. The article concludes that this perspective provides new explanatory frameworks and practice opportunities by integrating social and material elements that have not been sufficiently explored in the literature.

Implementing Cooperative Learning for Sustainable STEM Education in Nigeria: Preservice Science Teachers’ Knowledge and Beliefs

The study investigated preservice science teachers’ (PST) knowledge and beliefs about the implementation of cooperative learning for sustainable science, technology, engineering, and mathematics (STEM) education in Nigeria given that evidence shows that several Nigerian teachers are still unskilled in 21st-century pedagogies. The study sought to determine PSTs’ competencies for implementing cooperative learning in science classrooms, as informed by their knowledge and beliefs about the effectiveness of applying cooperative learning to teach science concepts. Four research questions guided the study. The design of the study is a descriptive survey involving the collection of quantitative data via questionnaires. This research design is appropriate for the present study as it sought to determine the knowledge and beliefs PSTs have about cooperative learning (CL). The study sample was drawn from all the PSTs in the federal tertiary institution (Nnamdi Azikiwe University, Awka) in Anambra State, Nigeria using the convenience sampling technique. The data for this study were collected electronically using an adapted version of Bouas (1993). The scale’s reliability was determined using the Cronbach alpha technique (α=.73). Percentage, weighted mean, and standard deviation, and one sample t-test were used to analyse the data collected in this study. The study’s findings showed that PSTs in Nigeria were both knowledgeable and held positive beliefs about cooperative learning pedagogy. Based on the study’s findings, implications for the study were discussed.

Getting punk and personal: creating and evaluating podcasts and zines as pedagogy for teaching and learning in critical geographical methodologies

ABSTRACT Punk has its roots in the garage bands of the 1960s and 1970s as expressions of resistance to mainstream music. Punk, however, has evolved over time to encompass rebellion and an ethic of DIY (i.e. do it yourself) not just in music but in other domains to reject the status quo. Punk can be found in the university too. Podcasting and zines, for example, are such DIY approaches for postsecondary pedagogy. In this paper, we share our perspectives on the punk creation of a podcast series and zine associated with a course interested in engaging graduate students in critical geographical methodologies in the middle of the COVID-19 pandemic. This work came about through a synchronous online seminar that created space for graduate students to get punk and personal in their approach to engaging with course materials. We (Kiera, Saskia, Sam, and Erica) created a four-part podcast series and zine, “Getting Personal” that was submitted for evaluation in relation to the course objectives. When the course concluded, the professor (Heather) encouraged the podcasters to broadcast their DIY project. Doing so sparked mutual interest in further engagement with theory and praxis towards the work presented here; we speculate about the utility of punk projects as a pedagogical tool for uncertain futures.

Exploring Barriers to the Implementation of Problem-Based Learning Pedagogy in Ordinary Secondary School Mathematics in Tanzania

Globally, a significant body of literature ratifies Problem-Based Learning (PBL) as a promising pedagogical approach to enhance mathematics performance in schools. Tanzania, among other countries, has adopted and integrated PBL into its educational framework to improve students’ academic performance. Despite these efforts, the failure rate in mathematics has consistently exceeded 75% in Tanzania's Certificate of Secondary School Education Examination over the past decade. Therefore, this study aimed to (i) explore teachers’ perceptions of the barriers facing them in implementing PBL pedagogy in secondary schools and (ii) explore the barriers to implementing PBL pedagogy as perceived by students in secondary schools. This study employed a qualitative research approach and a case study research design in which simple purposive sampling technique was used to select eight (8) mathematics teachers and forty eighty (48) form four students from secondary schools in Arusha city council. Interview and Focus group discussion were used to collect data on the barriers for effective implementation of PBL pedagogy. Findings from thematic analysis revealed that large class sizes, a shortage of mathematics teachers, insufficient instructional time, inadequate teaching and learning materials, and competence insufficient to implement PBL pedagogy were the barriers. The study recommends that the Ministry of Education, Science and Technology improve the teaching and learning environment, providing in-service training to mathematics teachers on PBL pedagogy and employing more mathematics teachers in schools.

A Collaborative Online International Learning Experience for Doctoral Nursing Students and Faculty From Three Countries: Reshaping the Educational Landscape

Abstract The COVID-19 pandemic presented opportunities for educational innovations and the development of intercultural learning experiences. A global health assignment guided by a collaborative online international learning pedagogy was assigned to doctoral nursing students from three different countries. Icebreaker activities, along with the Culturally You diagram, commenced the team-building process. Students, mentored by course faculty, completed the assignment, a 10-minute presentation and reflections. Positive trends in intercultural sensitivity scores were observed, highlighting exposure to a new teaching platform, global health issues, and the value of faculty mentorship. While challenges existed, successful collaborations could thrive even during a pandemic.

The development of social learning: from pedagogical cues to selective learning.

Learning new information from others, called social learning, is one of the most fundamental types of learning from infancy. Developmental studies show that infants likely engage in social learning situations selectively and that social learning facilitates infant information processing. In this paper, we summarize how social learning functions support human learning from infancy focusing on two aspects of social learning; pedagogical learning and selective learning. We also provide an overview of the developmental process of social learning based on the findings of developmental research. This review suggests that the learning facilitation effects of pedagogical learning decrease with development, while the facilitation effects of selective learning are observed even in older ages. The differences in these learning facilitation effects are considered to be due to the differences in the utility of learning in uncertain environments. The findings of the studies imply the unique nature of human social learning and the critical role of social interactions in cognitive development. Understanding the development of social learning provides valuable insights into how infants learn and adapt in complex social environments.

Practitioners’ Experiences of School Readiness in Rural Early Childhood Centres in QwaQwa Free State, South Africa

The analysis of the school preparation experiences of rural early childhood practitioners. Multiple complex issues exist regarding school preparedness in South Africa. Research has found that many South African children are unprepared for formal schooling. Some of the challenges experienced by these young learners were low reading strength, learning setbacks and complications, and sluggish general development. As a result of these issues, young children face long-term repercussions. These include the inability to escape the cycle of poverty, lack of educational support, and poor socioeconomic conditions within their environment. Therefore, it can be argued that teaching within the South African public schooling context is marred with difficulties and unforeseen challenges. It is difficult to imagine how to modify South African infrastructure so all children can reach their full potential. Given that our ancient past is still rife with historical and power changes, the government must consider several factors while developing ways to aid transformation. This study investigated the perspectives of practitioners on school preparedness. At the same time, it investigates the significant learning at the grass-roots level that emerged from participation in a critical paradigm-based participatory action research project. The study is anchored in a philosophical methodology that leverages Practitioners’ idea that early childhood learners are ready for formal school. They do not emphasize play as a pedagogy for learning in preparation for school readiness. This paper is grounded in constructivism, which helps comprehend how school readiness knowledge improves formal education for young students. The author used the qualitative research approach with an interpretive paradigm to explore practitioners’ school readiness experiences. The author developed a semi-structured interview schedule to collect data from six practitioners in the Thabo-Mofutsanyana district in the Free State Province. The findings revealed practitioners lacked appropriate training and support in preparing young learners in ECD centres. Furthermore, practitioners lacked appropriate pedagogical skills to strengthen teaching and learning. The study recommended that practitioners receive ongoing professional teacher development in school readiness and use various teaching and learning strategies such as play pedagogy.

Technology-based approaches to enhance clinical learning opportunities for student nurses in a nursing education institution in Gauteng

BackgroundClinical learning opportunities and experiences are vital in nursing education to enhance the student nurses’ acquisition and advancement in clinical skills competencies and preparedness to fulfil their professional nursing responsibilities. A paradigm shift of nursing colleges to higher education, the rapid advancement of technology and digitally native students entering the health and nursing profession, require nursing education to upgrade and complement the old teaching and learning pedagogies with new innovative and creative methodologies. The adoption and integration of technology for supported clinical learning will not only enhance clinical competencies and skills development but will also improve the delivery of quality healthcare aligned with the global standards in clinical education and the health profession PurposeThe purpose of the study was to explore and describe the perceptions of nurse educators, clinical facilitators, and operational managers on how clinical learning opportunities could be enhanced through technology. This aimed to outline technology-based approaches to enhance clinical learning opportunities for student nurses. MethodsQualitative, explorative, and descriptive methods were used to achieve the purpose of the study. A purposive sampling method was used to consciously select nurse educators, clinical facilitators, and operational managers as participants. They were able to provide in-depth and rich data on how clinical learning opportunities for student nurses could be enhanced through technology. The demographic information of the participants consisted of twenty-nine female nurse educators, two male nurse educators, nine female clinical facilitators, four female operational managers, and one male operational manager. Data was collected through agenda focus groups and semi-structured individual interviews. A matrix-building method of data analysis as guided by Miles, Huberman, and Saldaña’s framework was used with the development of themes. SettingThe study took place in a public Nursing Education Institution (NEI) in Gauteng that provides education and training for undergraduate nursing programme at a diploma level. ResultsThree themes emanated from the analysis which included promoting the use of web-based learning and interactive video recordings, adopting, and using high-technology systems (virtual and augmented patient simulations), and ensuring accessibility to technology-supported clinical learning resources and the internet. DiscussionThe transition to online learning technology-based approaches will provide accessibility to various clinical learning platforms across time and location to enhance clinical learning opportunities and experiences for student nurses.

Increasing maritime cybersecurity awareness through game-based learning

Abstract Increased connectivity, digitalization and emerging autonomous operations within the maritime sector are paving the road for new cybersecurity risks. Such risks are not just a technical concern, as effective awareness and training programs play an important role in increasing the knowledge of relevant cyberattacks and defences, thereby improving security practices among stakeholders. Serious games have emerged as an engaging method to train individuals, effectively communicate an understanding of emerging cybersecurity threats and promote cybersecurity culture and hygiene. This paper delves into the development process of an asymmetrical strategy game for the maritime sector. The game uses a red versus blue paradigm to educate players about critical assets of maritime operations and how they can be exploited. The novelty of this work has been to design a gameplay based on actual incidents that for instance shipping companies have been facing up until today and likely future events. We employ a design science research methodology to ensure problem relevance and utility for practitioners. The game has been designed towards a demography of students from maritime education and training institutions and professionals working in the maritime sector but should be appealing to others looking to expand their comprehension of the maritime cybersecurity intricacies as well. The game serves as a pedagogical learning tool for elevating cybersecurity awareness, preparedness and response in the maritime digitalization sphere.

Comparing fourth-year medical students’ procedural surgical skill learning outcomes between third-person point-of-view video lectures and first-person point-of-view immersive virtual reality: a pilot study of surgically implanting a subdermal drain on cadavers

The use of virtual reality (VR) training in medical school education has increased over the last decade partly due to coronavirus-19 (COVID-19) and due to technology advancements in this integrative area. As medical students are being trained in new pedagogical interventions, it is important to drill-down and focus on the areas of most translational concern for assessing their competency and proficiency. Thus, the present pilot study sought to evaluate a group of fourth-year medical students’ ability to learn a modified medical school curriculum on implementing a subdermal drain by first learning how to stitch on a silicone model (i.e., proper stitching only) and then being randomly assigned to either a third-person point-of-view (TP-POV) or first-person point-of-view (FP-POV) immersive VR group to learn how to conduct the surgical procedure (i.e., conceptually and procedurally). Then, the participants’ surgical procedural motor skills were assessed on a single attempt to demonstrate their competency and proficiency on a cadaver. The results showed that the pedagogical learning differences in FP-POV immersive VR improved the cleanliness and accuracy of the surgical dissection movement and drain placement with 100% proficiency in the first attempt at implementing this surgical technique on a cadaver. Additionally, there was statistically significant improvement in the dissection movement (p < 0.05*) and the tension test (p < 0.01**) in the FP-POV group compared to the TP-POV group, even with a small sample size in the present pilot study. These findings offer unique training opportunities to be considered when designing future VR curriculum with the suggested use of repeated-measures designs on the surgical procedural motor skills to assess learning curves and their potential translations in reducing operating room errors, costs, planning and scheduling times, and surgery overlaps, thereby positively contributing to a more efficient and safer OR surgical experience by staff and patients in the near future.

Professional development programmes on playful learning for early childhood teachers: a systematic review

ABSTRACT This study conducted a systematic review of empirical research to examine the effectiveness of professional development (PD) programmes aimed at promoting playful learning pedagogies among early childhood teachers. Despite the growing adoption of policies advocating for playful learning, a considerable disparity persists between policy ideals, research findings, and actual instructional practices. This study identified a scarcity of rigorous research on this topic, with nine qualifying studies showcasing nine distinct PD programmes, each characterised by diverse training delivery methods, intensity levels, and playful learning conceptualisations. While these programmes reported enhancements in teachers’ playful learning pedagogies, predominantly through reflection and coaching strategies, the lack of rigorous research methodologies employed in the studies hinders definitive conclusions about optimal practices and significant impacts on teacher practices and student outcomes. It is recommended that playful learning PD programmes integrate research findings from the science of learning, embrace community and cultural values as an integral part, and incorporate both reflection and coaching strategies to bridge the gap between policy, research, and pedagogical implementation.

Introducing pre-service teachers to game-based learning

Game-based learning has increased research and interest in teacher education and teacher pedagogy. However, there is still much to learn about how teachers understand and feel about game-based learning pedagogy in the classroom. This study utilized a quantitative research methodology to better understand the changes in beliefs and attitudes toward game-based learning of teachers before and after experiencing game-based learning opportunities first-hand. The participants in this study were ninety-six pre-service teachers enrolled in a Child Growth and Development course at a public Hispanic Serving Intitution in South Central Texas University. Findings from this study indicate that pre-service teachers are comfortable using game-based learning pedagogy prior to any game-based learning interventions. Specifically, game knowledge, game content knowledge, and game pedagogical content knowledge, had a strong positive relationship with learning opportunities, attitudes towards game-based learning and overall acceptance of digital game-based learning score. Access to game-based learning experiences significantly increased teachers’ game pedagogical knowledge, game content knowledge, and experience with games knowledge. Overall, pre-service teachers’ personal experiences with gaming and attitude towards gaming is one of the key factors that contributes to their positive attitudes towards game-based learning and their ability to see the learning opportunities games have in their future classrooms.

Assessment FOR students, OF students, BY students: Student-centred assessment with assessment as learning pedagogy

Assessment as learning (AaL) is conceptualised as a learner-led approach that uses assessment as a learning tool, enhancing metacognition and self-regulated learning (Yan & Boud, 2021), but its practical implementation remains underexplored. This paper proposes a pedagogical framework called Democratic Assessment, which includes activities such as writing self-reflective journals (selfassessment), acting as assessors (peer-assessment), and developing unit tests (learner-created assessment). A case study with 16 B2-level students at EF Brisbane showed that these strategies foster self-regulated learning and critical thinking, leading to improved outcomes. However, further research is needed to validate these findings and expand AaL's applicability.

Explaining heterogeneity in student diversity across economics departments

While the field of economics lacks diversity, there is little consensus on the underlying causes of or most effective solutions to this problem. The authors of this article combine data from the Integrated Postsecondary Education Data System (IPEDS) with data from their own survey of U.S. economics departments to identify institution and department characteristics associated with observed variation in gender and racial diversity of undergraduate students across departments. They focus their attention on student support, role modeling, course content, and the use of active learning pedagogy. While they find no significant associations between course content or student support with student diversity, they find that gender diversity in departmental faculty is a strong predictor and that active learning is positively associated with gender diversity.

Active Learning Pedagogies in High School and Undergraduate STEM Education

Active learning (AL) typically involves (1) students applying knowledge and higher-order thinking (2) individually and in groups to (3) problems, cases, scenarios, or questions while (4) reflecting on their learning [...]

An ecological approach to understanding transitions and tensions in complex learning contexts

The move away from transmission-based lecturing toward a more student-centred active learning approach is well evidenced in STEM higher education. However, the examination of active learning has generally remained confined to formal timetabled contexts, with assumptions made that students independently manage the transition between timetabled and non-timetabled learning. This paper introduces research findings from a mixed methods study that used an ecological approach when investigating student transitions between a formal lecture theatre and adjacent informal breakout space in a UK STEM university. Using quantitative occupancy monitoring data to analyse usage patterns of both spaces, in combination with qualitative ethnographic observations and field interviews, permitted a purposeful exploration of student engagement with transitions within and between the two learning spaces. The ecological approach aided the discovery of spatial, pedagogic and agentic transitions and tensions, which subsequently informed strategic modification of space across the institution to facilitate the adoption of active learning pedagogy.

Mind the Gap: Investigating Disaggregated Student Performance in an Upper-Division Biochemistry Course Following Team-Based Learning.

Team-based learning (TBL) is a highly intense active learning pedagogy that uses a cycle of preclass preparation, formative assessment for readiness, mini-lectures, and complex team exercises. Consistent with the literature on active learning, prior research on TBL consistently shows its benefits for student outcomes as compared with previous lecture. However, little work has examined student outcomes disaggregated by demographic variable. We analyzed assessment and student demographic data (i.e., binary gender, racial/ethnic group, generational status) in three semesters of TBL in an upper-division biochemistry course to understand the degree to which performance could be predicted by student demographics. We use theoretical and empirical research from social psychology to hypothesize that the intense interpersonal interactions of TBL could activate psychological threats, the effects of which would be measurable as differences in student performance that correlate with demographic variables. Our regression analysis did not support this hypothesis. This null result invites a deeper discussion on how we measure the potential effects of active learning on student outcomes, particularly given how important it is to account for intersectional and invisible identities.

The Effects of a Personal Learning Environment on Vietnamese EFL Undergraduate Students’ Speaking Skills

The personal learning environment (PLE) is a relatively new, learner-centred pedagogical approach using technology for learning. However, empirical research on PLEs remains in its infancy, especially in EFL contexts. This study therefore aimed to explore the effects of a PLE, designed by the researcher, on Vietnamese EFL undergraduates’ speaking skills and examine how these effects varied across different speaking proficiency levels. Forty students at a university in Vietnam participated in a research project lasting eight weeks utilizing the PLE for an English speaking course. Adopting a mixed-methods, quasi-experimental design, this research employed pre- and post-speaking tests, reflective journals, and semi-structured interviews to collect data. Data were analyzed using paired-samples t-tests, one-way ANOVA, and thematic analysis. The results revealed that the PLE enhanced students’ English speaking skills significantly. In addition, this enhancement varied across speaking proficiency groups, with the medium-level group experiencing the most considerable progress, followed by the low-and high-level groups. Qualitative findings from reflective journals and interviews highlighted students’ positive perceptions of using the PLE to enhance their speaking skills. In short, this research underscores the potential of using the PLE approach in developing students’ English proficiency and provides insights for educators and policymakers to employ autonomous language learning pedagogies.

Internationalizing the curricula through COIL in Japanese higher education: Towards inclusive, accessible, and pluralistic internationalization

Presented in this paper are findings from a research project exploring policies and pedagogies for collaborative online international learning (COIL) in the context of Japanese higher education. Our study comprised a qualitative investigation of a government-funded COIL project, in which 13 Japanese universities were awarded funding from 2018 to 2023 to establish and implement COIL programs with international partner universities primarily in the United States. Through our study we aimed to gain an understanding of the perceived opportunities and challenges of COIL as a policy idea for internationalization and as a pedagogy for internationalization of curricula (IoC) in the Japanese context. To achieve this aim, our research design entailed a comprehensive document analysis and 12 semi-structured interviews with educators involved with the funded COIL programs at eight different Japanese universities. Findings revealed that various actors both enabled and blocked COIL as a form of IoC, and that COIL itself served in many contexts as a mechanism that shaped IoC at institutional and personal levels more broadly, beyond the confines of the respective COIL programs. We argue that COIL offers a viable means to contribute to an inclusive and collaborative internationalized curriculum in Japanese universities, given adequate institutional support and faculty buy-in.

Message from the Editor-in-Chief

Higher education institutions continue to negotiate effective ways to embrace creative and engaging on-line learning pedagogies, so students can enjoy academic success. We continue to report many of the findings from on-going research into the effectiveness and impact these changes have made to student learning. Recognising the strength of academia and the challenges that plague access to a range of reliable resources, we need to ensure that policy-makers and educators alike continue to review best practices in order to provide the innovative delivery of pedagogical excellence. Higher education institutions are at the very nexus of career-focussed education as students seek qualifications to contribute positively to their community. We are proud to present this issue with contributions and perspectives from the Netherlands, the USA, Nepal, Uganda, Belgium and Slovakia. This issue has a strong focus on learner pedagogy, technology to enhance student engagement, and digital leadership adaptations. Research in these areas provide interesting and informative reading on how global educators continue with their core business of delivering relevant and meaningful education to their students.