Student Perceptions Of Learning Research Articles

Evaluating the Educational Environment in a Private Medical College Through Students' Eyes: Insights from the DREEM Scale

Background: Medical students' learning experiences and success are greatly influenced by their educational environment. For this environment to be continuously improved and to be in line with changing educational standards, regular assessment is necessary. A validated instrument that is frequently used to assess educational climates in health science institutions is the Dundee Ready Education Environment Measure (DREEM). Aim and Objective: Using the DREEM scale, this study sought to evaluate the educational environment as perceived by PramukhSwami Medical College (PSMC) first-year MBBS students in order to pinpoint areas of strength and room for development. Methods: 86 first-year MBBS students at PSMC participated in a cross-sectional study. The 50 items in the DREEM questionnaire, which was divided into five domains—students' perceptions of learning (SPL), teachers (SPT), academic self-perception (SAP), atmosphere (SPA), and social self-perception (SSP)—were used to gather data. The mean scores for each domain were examined using descriptive statistics to pinpoint areas in need of development. To investigate disparities in perception, comparisons based on gender were also examined. Results: A generally positive educational environment was indicated by the overall mean DREEM score of 145 ± 11.45 out of 200. SPL (37 ± 2.7), SPT (30 ± 1.8), SAP (23 ± 2), SPA (35 ± 3), and SSP (20 ± 2) were the subscale scores. Significant differences in SPT, SPA, and SSP scores were found by gender-based analysis, with female students reporting higher satisfaction in some domains (P < 0.05). Conclusion: With high SPL and SPA scores, the results indicate that first-year MBBS students at PSMC have favorable opinions of their learning environment. To further improve student satisfaction and academic achievement, specific interventions could be beneficial in areas like SPT and SSP. These gaps might be successfully filled by putting peer support networks and faculty development programs into place. Frequent evaluation with DREEM can support ongoing.

Medical students’ perception on their educational environment by using Dundee Ready Educational Environment Measure at a Malaysian medical school

Background Optimal educational environment in medical school has been shown to have desirable effects on medical students. In providing this environment, the input from medical students is proven to be a necessity. Objectives: The objective of this study is to obtain the perception of preclinical and clinical students on their current educational environment. Methods A cross-sectional study using self-administered Dundee Ready Education Environment Measure (DREEM) questionnaire was conducted among medical students in UiTM to measure their perception on educational environment. DREEM consisted of 50 items grouped into five subscales which addressed different aspects of educational environment: students’ perception of learning (SPoL), teachers (SPoT), atmosphere (SPoA), academic self-perception (SASP) and social self-perception (SSSP). Results A total of 894 out of 1165 students completed the questionnaire. The overall mean score of DREEM was described as more positive than negative (mean score: 131.81/200), with significant difference between pre-clinical and clinical students in SPoL and SSSP subscales. SPoL was interpreted as having a more positive perception (mean score: 33.06/48), SPoT as moving in the right direction (mean score: 30.11/44), SASP as feeling more on the positive side (mean score: 20.75/32), SPoA as having a more positive attitude (mean score: 30.72/58, and SSSP as not too bad (mean score: 17.17/28). Educators were perceived as being knowledgeable, encouraging students to participate, and wellprepared for class. Students also perceived that they have good friends, learnt a lot on empathy and the knowledge taught was relevant for future career. All students perceived that educators were authoritarian, overemphasized on factual learning, and they were unable to memorise all. Clinical students viewed educators to be angry in class, too tired to enjoy the course, stressful and lonely. Conclusion In conclusion, the educational environment was viewed positively by the students with clinical students having more areas of concern when compared to pre-clinical students. Bangladesh Journal of Medical Science Vol. 23 No. 04 October’24 Page : 1168-1177

Medical students perception of learning environment evidence from Jimma University Medical Centre

This study aims to assess medical students’ perception of the quality of the learning environment at Jimma University Medical Centre (JUMC), Ethiopia using the Dundee Ready Education Environment Measure (DREEM). A cross-sectional survey design was applied to assess students’ perceptions during their clinical attachment wards in JUMC. The DREEM inventory consisted of five sub-domains such as student perception of learning (SPL), student perception of teacher (SPT), student academic self-perception (SAP), student perception of the atmosphere (SPA), and student social self-perception (SSSP) that administered to 323 undergraduate medical students. Descriptive statistics, t-test and ANOVA were computed using SPSS 20 to analyse the data. The overall DREEM mean score was found to be 111.35 and SD of 13.67 from the maximum score of 200. In this study, the overall DREEM mean score of female was significantly higher than the mean of their male counterparts. Despite the ANOVA result across years, first year clinical year I students had higher perception of learning environment as compared to senior batches. In general, the overall means score of students on the DREEM scale revealed that they perceive the learning environment more positively. However, some areas need to be revised across all five domains of the learning environment to make improvements.

Faculty Experiences: Virtual versus Traditional Problem-based Learning during COVID-19 in a Saudi Medical College

Abstract Background: The COVID-19 pandemic has forced a fast change to new teaching approaches based on online education. Problem-based learning (PBL) was one of the modified teaching strategies. The current study sought to examine faculty perceptions of virtual versus traditional PBL during the COVID-19 pandemic at a Saudi medical college. Methods: This is a retrospective cross-sectional study conducted at King Saud University’s College of Medicine. We compared the perceptions of faculty members who facilitated traditional face-to-face PBL in 2019–2020 and virtual PBL in 2020–2021. An online survey with demographic and practice data was distributed. The faculty’s perception of PBL facilitation, student learning, and overall satisfaction was investigated using a 5-degree Likert scale: 15 items grouped into three main areas. All of the questions were written in a way that compares traditional and virtual PBL. Mean scores were determined for all parts, and the findings were reported as mean standard deviation, with scores of 3 and above considered positive, and scores of <3 considered negative. The data were analyzed with SPSS version 25.0. Results: In the study period, 57 faculty members facilitating PBL replied to the survey (response rate 67.85%). There were no gender variations in the representation of participants (male 56.1%, female 43.9%), and they come from a variety of basic and clinical departments. The majority of participants (91.3%) have more than 2 years of PBL facilitation experience, and 64.2% have received training in both virtual and traditional PBL facilitation. The faculty assessment of facilitating virtual PBL was favorable as overall satisfaction, with the mean of the components in the satisfaction section being 3.67. In terms of facilitation preferences, we discovered that despite the amount of effort involved in facilitating traditional PBL sessions (mean = 3.47), their motivation to facilitate traditional PBL was higher than that of virtual PBL (mean = 3.33). Faculty perceptions of students’ learning in PBL were more traditional, with the mean of the items in this section (such as students’ motivation, participation, and group dynamics) being higher (3.616). Conclusions: The faculty’s satisfaction with their abilities to properly facilitate virtual PBL sessions did not detract from their motivation to be in direct personal interaction with students during PBL sessions. To ensure faculty care about students’ learning in virtual PBL, their perception had to be correlated to their learning outcomes.

Evaluating the Perception of Undergraduate Medical Students About the Educational Environment by Using the Dundee Ready Educational Environment Measure (DREEM) Questionnaire.

Background This study uses the Dundee Ready Educational Environment Measure (DREEM) questionnaire to investigate undergraduate medical students' perceptions regarding their educational environment. The study recognizes the pivotal role of the educational environment in shaping future healthcare professionals and aims to contribute valuable insights for continuous improvement. The DREEM questionnaire, a validated tool, provides a structured approach to assess various dimensions of the educational environment. The study explores teaching and learning, academic atmosphere, student self-perception, social support, and overall satisfaction, seeking to identify strengths and areas for enhancement. The overarching goal is to offer evidence-based recommendations for academic institutions, curriculum developers, and policymakers to foster an environment that optimally nurtures the learning experiences of undergraduate medical students. The study aspires to contribute to the ongoing efforts to refine and elevate medical education, ensuring the holistic development of future healthcare professionals. Aims & objectives Using the DREEMquestionnaire, evaluate undergraduate medical students' perceptions regarding their educational environment. Identifying thestrengths and weaknesses in the current educational environment, encompassing teaching and learning, academic atmosphere, student self-perception, and social support. Methodology All undergraduate medical students of C.U.Shah Medical College and Hospital, Surendranagar, Gujarat (India), were included in the study. DREEM questionnaire was introduced in classroom settings in digital form with the help of Google Forms. The perceptions were obtained and analyzed with the help of Google Sheets. Results The DREEM questionnaire mean scores (124.58/200) indicate an overall positive perception of the educational environment among medical students, with total scores falling within the 'More Positive than Negative' range. The domain-wise analysis reveals scores for Students' Perception of Learning (SPL) 30.09/48, Students' Perception of Teachers (SPT) 27.87/44, Students' Academic Self-Perceptions (SASP) 20.60/32, Students' Perception of Atmosphere (SPA) 30.31/48, and Students' Social Self-Perceptions (SSSP) 15.72/28, indicating varying perceptions across different aspects of the educational environment. Within the domains, the SPL scores range from 10 to 44 (mean: 29.91), with one response in the 'very poor' range. SPT scores vary from 4 to 44 (mean: 27.49), with three 'very poor' responses. SASP scores range from 6 to 32 (mean: 20.73), with one response in the 'Feelings of total failure' range. SPA scores range from 9 to 48 (mean: 30.29), with one response in the 'Very poor environment' range. SSSP scores vary from 6 to 28 (mean: 15.66), with five 'Miserable' responses. Conclusion The study using DREEM scores highlights a generally positive perception of the educational environment among medical students. Areas for improvement include addressing fatigue-related concerns and enhancing teacher-student interactions, emphasizing the need for targeted interventions to ensure ongoing enhancement in the learning environment.

A framework for using SET when evaluating faculty

ABSTRACT This paper presents a framework for utilizing Student Evaluations of Teaching (SET) in faculty evaluations. Recognizing the ongoing debate about the validity of SET as a measure of teaching effectiveness, the authors agree with scholars who propose viewing SET as a tool for gauging ‘student perceptions of learning’. They present a method that combines post-estimation residuals from an Ordinary Least Squares (OLS) model, which accounts for key confounding factors, with simple mean SET scores. This approach provides a more nuanced perspective on each faculty member's individual ratings. The authors draw on SET data from courses taught by tenured faculty in the Faculty of Arts and Sciences at a large, private university in the Northeastern United States. Their findings suggest that the proposed residual framework can help address some of the concerns associated with the use of SET in personnel decision-making. However, they caution that this approach requires careful explanation and should be used in conjunction with a comprehensive review of a professor's full teaching portfolio. The study contributes to the ongoing discourse on the use of SET in faculty evaluations, offering a more equitable and nuanced approach to interpreting SET data.

Analysis Of Microbial Culture Learning: Understanding The Relationship Between Technical Competence And Students' Perspectives At Dharmawangsa University, Medan

This study examines the relationship between test scores and students' perceptions of learning microbial cultures. The objectives of the research were to determine how students' technical skills correspond with their subjective perceptions of difficulty in various aspects of learning, and to identify the most difficult aspects of learning microbial cultures. Data were collected through tests and questionnaires administered to microbiology practicum students. Analysis revealed a significant correlation between test scores and student perceptions in most aspects of learning, but with variation between aspects. Aspects of basic microbial culture concepts showed a positive correlation, suggesting that students with a strong understanding of the concepts perceived less difficulty. In contrast, bacterial inoculation techniques showed a negative correlation, indicating a mismatch between technical ability and perceived difficulty. The analysis provides a comprehensive view of the factors influencing the learning of microbial culture. The results show that students perceive bacterial inoculation techniques as the most challenging aspect, despite moderately skilled students demonstrating adequate technical ability. Potential sources of technical complexity in the inoculation process, such as steps requiring precision and access to hands-on equipment, contribute to students' perceived difficulty. Although the relationship between test scores and student perceptions of microbial culture learning has been explored in this study, additional research is needed to delve deeper into the complex factors that contribute to this relationship

Dental Students’ Perceptions of the Current Educational Environment and Readiness for the Simulation-based Teaching Model: A Questionnaire-based Cross-sectional Study from Malaysia

Introduction: To facilitate the advancement of dental education in Malaysia, it is imperative to get insight into the perceptions held by dental students towards the current situation of the Educational Environment (EE). Moreover, in the current evolution of the educational framework, a shift is occurring from the conventional pedagogical approach to the implementation of simulation-based experiences. For a better understanding of virtual learning, it is crucial to determine students’ level of technology readiness. Aim: To identify the students’ perceptions regarding the present dental EE in Malaysia and their technology readiness for a simulation-based teaching and learning model and to verify whether technology readiness influences students’ perceptions of the present EE. Materials and Methods: The study utilised a cross-sectional survey design. A total of 146 dental students enrolled in year 4 and year 5 of three dental faculties in Malaysia were invited to this study from May to June 2023. The survey used the Dundee Ready Educational Environment Scale (DREEM) and the modified Technology Readiness Index (TRI) to measure students’ perceptions of EE and readiness for the new educational model. Mann-Whitney U tests were conducted to explore the differences among different demographic information for both DREEM and modified TRI. Multivariable linear regression analysis was conducted to determine associated factors with the TRI score. Pearson’s correlation coefficient was used to measure the correlation between DREEM and modified TRI. All tests for statistical significance were carried out using Statistical Package for Social Sciences (SPSS) software version 26.0. Results: The overall global score of DREEM was 127.74/200. Comparing the subscale and global DREEM scores between public and private universities, significant differences were found in all dimensions and global DREEM scores except for students’ Social Self-Perception (SSP). Year four Undergraduate (UG) students showed more positivity in Students’ Perception of Learning (SPL) (p=0.020) and Students’ Perception of Teachers (SPT) (p=0.031) than year five students. While the overall mean score of the modified TRI was 3.08/5. The level of technology readiness would not affect the overall global DREEM score. Conclusion: Dental UGs’ perception of the EE is considered to be “more positive than negative.” However, improvements are needed in SPL and SPT. Generally, dental UGs in Malaysia have reached an adequate technology readiness level toward simulation-based teaching and learning.

Pre-Algebra Student Negative Sign Computer-based Learning

Middle school students who struggle with manipulating math expressions involving the negative sign have demonstrated difficulty learning pre-algebra content that prepares them for higher-level math courses. This study involved a multimedia intervention to improve middle school students' negative sign proficiency and math self-efficacy. A mixed-methods action research study was implemented involving 28 middle school students who participated in an intervention three days a week, working on 12 computer-based math learning modules. The module's learning goals focused on students evaluating negative sign expressions supported by Realistic Mathematics Education learning theory, cognitive theory of multimedia learning, and multimedia self-efficacy instructional strategies. The results showed a statistically significant improvement in negative sign math proficiency, a non-significant improvement in math self-efficacy, and that student perceptions of learning through the modules were favorable. This research contributes to understanding technology intervention learning environments that include middle school math self-efficacy instructional strategies.

Study to assess perceptions of the Educational Environment among medical undergraduate students using the Dundee Ready Education Environment Measure (DREEM)

Abstract Background: The educational environment can be described as the atmosphere perceived by the students and teachers. It affects the transfer/acquisition of knowledge and skills needed in training medical students. Assessing the Educational environment of medical schools is a current global trend and has even been suggested by the National Medical Commission. The DREEM tool is a widely accepted and globally validated instrument for assessing the educational environment in undergraduate medical institutions and has five subscales including perceptions of learning, perceptions of teachers, academic self-perceptions, perceptions of the environment and social self-perceptions. DREEM is a valid tool in referring to deficient areas in the learning process. Objective: To assess the student’s perception of the educational environment using the Dundee Ready Education Environment Measure (DREEM) questionnaire among undergraduate medical students. Methodology: A Cross-sectional study was conducted at Dr. Shankarrao Chavan Government Medical College, Nanded from January 2022 to December 2022 among 450 first to final-year MBBS students using the DREEM inventory scale. Results: The first-year students perceived the Educational environment most positively, with the highest global DREEM score of 120/200. The global scores of the 4th-year students were the lowest. The highest scores were recorded for the Student's perceptions of learning (SPL) domain (34.19/48, 71.23%), followed by student's academic self-perceptions (SASP) (22.21/32, 69.41%), student's perceptions of atmosphere (SPA) (32.25/48, 67.19%), student's perceptions of teachers (SPT) (30.48/44, 69.27%). Conclusion: The undergraduate medical student's perception of the educational environment is positive and there is scope for improvement and some general measures like improvement of student's accommodation, inclusion of stress relieving measures in the curriculum, encouragement of extra-curricular activities etc.

Two-Way Immersion Classrooms during the COVID-19 Pandemic: Parent and Teacher Perceptions of Student Learning

The present study examined parents’ and teachers’ perceptions of student learning in Spanish–English Dual Language Education (DLE) programs during the COVID-19 pandemic. The participants included 72 parents of students from kindergarten to second grade and eight teachers in two schools in the southeastern U.S. Parents retrospectively reported their perceptions of their children’s instruction and learning experiences in English and Spanish during the 2020–2021 school year. Teachers reported if their students had opportunities to practice oral bilingual skills and their perception of students’ improvement in English and Spanish skills. Parents reported that there were more opportunities to practice English than there were to practice Spanish. Teachers reported that remote instruction offered fewer opportunities than hybrid instruction did to practice oral language skills. Overall, the teachers agreed that students’ language skills in English and Spanish improved. Similarly, the parents agreed that students’ language skills improved; however, they reported that their English skills improved more than their Spanish skills did. Student and family background factors, such as language fluency and parental education, were negatively associated with barriers to remote access. Implications for future research and suggestions for supporting students attending DLE programs during remote instruction are offered.

Impacts of the COVID-19 Pandemic on Student Performance and Perceptions of Learning

The COVID-19 pandemic has greatly affected higher education, but when learning shifted to an online environment it provided an opportunity to gain insight into how classroom format influences student performance and preferences. Thus, our objective was to assess student performance across classroom types, along with student perceptions of learning, to better understand the learning environment at the height of COVID-19. We evaluated student performance by final grade in undergraduate animal genetics (ANEQ 328) and large animal physiology (ANEQ 305) courses across four semesters, from before the pandemic through the return to in-person learning. In addition, students received surveys with questions regarding their learning experience. Survey analysis showed a consistent influence of COVID-19 within the classroom, mostly due to secondary effects. Student performance increased (P < 0.05) or was maintained in the pandemic centered semesters compared to pre-pandemic scores. When in-person learning resumed, scores in the ANEQ 305 course were worse (P < 0.05) than any previous semester but scores in the ANEQ 328 course returned to pre-pandemic levels. Overall, this study indicated that student performance was not negatively affected by the online transition during COVID-19 in these two courses, but it did decrease student satisfaction with their learning.

Practical nursing students' learning and assessment during work-based placement: A qualitative study.

To describe practical nursing students', mentors' and educators' perceptions of student learning and assessment of learning progress during work-based learning. A qualitative descriptive study. The research data were collected by interviewing eight practical nursing students, 12 mentors and eight educators (total n = 28) from three vocational institutions and four social- and health care organizations in Finland during November 2019-September 2020. The interviews were conducted as focus group interviews, after which the collected material was subjected to content analysis. The researchers had received appropriate research permits from the target organizations. Work-based learning depends on the student, who must be goal-oriented and responsible for their own learning. The mentor also plays a key role in the learning process as the supporter and enabler of a student's goal-oriented learning process. The educator is responsible for instructing both students and mentors, and supporting a student's goal-oriented learning process. The vocational institution also has a role in successful learning among practical nursing students as an enabler of students' individual learning process. The participants shared that the workplace is responsible for ensuring a secure learning environment.

A Course-Based Undergraduate Research Experience (CURE) using Ocean Plastic Microbes as a Framework that Is Impactful for Both In-Person and Online Course Modalities

A course-based undergraduate research experience (CURE) is described, both in its original, field-based and in-person design, as well as its adaptation to online delivery during the COVID-19 pandemic. The CURE experience was centered around the topic of microbes attaching to ocean plastic debris, and included connecting nontraditional undergraduate students attending a primarily teaching institution to personnel of a research-intensive institution. The CURE was implemented in nonmajors and majors’ general biology laboratory courses, as well as in an introductory microbiology lab course for health majors. Student perception of the CURE was assessed quantitatively through self-administered retrospective surveys, and qualitatively using open-ended survey questions and focus group interviews. Survey questions were grouped into four themes: (1) research at the research institution, (2) research at the teaching institution, (3) laboratory skills, and (4) interest in science. To assess impact of the CURE by modality, major and course level, theme scores were analyzed using ANOVAs (α = 0.05). Changes in student perception of learning were measured by comparing the “before” and “after” survey scores in each theme. The main source of variation in the model was time, followed by theme and major, while modality had a negligible effect. Overall, there were increases in student perception of learning across all themes across modality, major, and course level; however, not all were statistically significant. Highest gains were observed among nonmajors, while those of the majors’ upper division courses were the lowest. On the other hand, majors’ overall scores were the highest. Health majors’ survey gains were mostly between those of nonmajors and majors. Qualitative data contextualized the quantitative results. The online adaptation was a valuable alternative, especially for nonmajors, as it expanded the range of students reached, with results similar to the in-person alternative. Preliminary data show a positive effect of the CURE in student success majoring in biology.

Perceptions of Learning and Engagement with Mobile Technology in a University Setting

Mobile technology has changed the landscape of post-secondary education. This descriptive study examined student and instructor perceptions of student learning and engagement while using mobile technology. Overall, student perceptions of learning and engagement were neutral; however, instructors reported higher positive perceptions on both constructs. Positive aspects of mobile technology included themes of interactivity, convenience, note taking, and collaboration, whereas negative aspects included distraction, technology compatibility, and note taking. While there seems to be potential for the use of iPads in the classroom, caution should be taken when considering how to implement mobile technology into the curriculum.

Perception of undergraduate students towards online teaching during COVID-19 pandemic in a medical college in Hyderabad, India

Background: The emergence of the COVID-19 pandemic has affected medical education and clinical training and forced medical schools to switch over to online teaching. To assess the success of online learning, knowing students' perceptions is an important criterion. The present study evaluated the students' insight toward online teaching and learning. Aim of the current study was to evaluate the students' perspective toward online teaching through an online questionnaire in the challenging time of the SARS-CoV-2 pandemic. Objective of the study was to assess students' perception of online teaching and barriers faced by them. Methods: This institutional-based cross-sectional study was conducted between 1 September to 30 September 2021 at medical college, Hyderabad. Out of 600 students of MBBS 1 to 4 year, 329 agreed to participate. They were given an online questionnaire that included the Dundee ready education environment measure, to assess students' perception of the educational environment. A part of it was used, i.e., SPL (students' perception of learning) domain, to assess the student’s perception. Results: Overall score of perception of online teaching-learning according to the SPL domain was 23.41±4.61, which was less than the optimal score of 25, which indicated many problems in this method of online teaching-learning. 67.5% preferred face-to-face teaching to online teaching. Conclusions: The COVID-19 pandemic has drastically affected traditional teaching-learning methods, and online teaching has emerged as a boon to continue the learning process. However, many students faced many obstacles adapting to this new learning model. Hence, the offline mode of teaching was preferred over the online mode.

Evaluation of the Undergraduate Learning Environment at Dental Schools in Syria

The learning environment plays a vital role in dental education. A positive learning environment could improve students' satisfaction, psychosocial well-being, and academic achievement. This study set out to measure the quality of the learning environment according to the Dundee Ready Educational Environment Measure (DREEM) at different dental schools in Syria. The study included dental schools at Damascus University (DU), Tishreen University (TU), and University of Hama (HU). DU and TU are considered 2 of the largest universities in Syria. Students across all years of study were invited to complete an Arabic version of the DREEM questionnaire. In total, 1205 students completed the questionnaire: 650 were from DU, 309 from HU, and 243 from TU. Cronbach's alpha value of the DREEM instrument was 0.927. The total DREEM score for all universities was 108.8 ± 31.5 (n=1205), which is 54.4% of the total score; DU scored the lowest on the DREEM scale (105.9 ± 28.5) followed by TU (111.1 ± 34.3) and HU (113.3 ± 34.4). There was a significant difference amongst the 3 universities (P=.001) with a small effect size (eta-squared=0.01). At the subscale level, students' perception of learning (SPL) at DU and TU was perceived unfavourably, and the social self-perception of students (SSP) was negatively perceived across all universities. Clinical students scored significantly lower than their preclinical counterparts. No significant difference emerged between male and female students. This study provides a baseline data on the learning environment at dental schools in Syria. Although the study suggests a more positive than negative perception of the learning environment, Syrian dental schools scored considerably lower than their Arab and international counterparts. Aspects related to SPL and SSP were the most serious areas requiring improvement, and future research should focus on designing proper interventions to address them.

Expanding the Agricultural Educator’s Toolkit: Identifying Challenges in Digital Media Production Technology

This study explores the perceptions and experiences related to agricultural educators in Minnesota who have used digital media production tools and concepts as learning activities in the classroom. As the cost associated with digital media production equipment and software continues to decrease, this technology is becoming more accessible and creates the potential for new types of classroom outputs. This type of learning activity is in its infancy in School Based Agricultural Education (SBAE). As more educators look to embed 21st century skill-based projects in their coursework, it is important to begin exploring needs and resources identified by those currently engaged in this strategy. The researchers in this project aimed to better understand how the participants map knowledge and identify gaps when using digital media production as a learning tool. The project examined the motivations, experiences, implementation processes, and future goals of participants. A collective case study was used to explore this phenomenon. In-depth interviews with educators were examined using qualitative open coding techniques. This produced emergent themes regarding lesson design and implementation as well as perceptions of student learning. Educators highly valued this student learning activity to develop communication skills necessary for many career paths. Other emergent themes were an increase in student engagement, critical thinking, media literacy, and transferable skills. The study found barriers to digital media activities such as prior experience with technology, school district resources, professional development opportunities, and lesson preparation time. Educators identified a need for streamlined resources and accessible professional development to fully embrace digital media as a learning strategy.

Impacting Culturally Responsive Teaching Strategies by Decreasing Bias Through Simulation Experiences

Simulated teaching environments have been used for more than two decades and are likely to continue to expand to meet the demands of teacher development programs. In this study, the self-reported changes in culturally-responsive teaching perceptions of ten classroom teachers serving more than six hundred students are reported. This paper includes first year findings from a program designed to use artificial-intelligence (AI) based algorithms to reduce implicit bias in teaching. Findings from this study include significant pre-post increases for self-efficacy related to culturally responsive teaching as well as instructional self-efficacy. These findings add credibility to the contention that a key innovation of using simulation programs for teacher professional development is that it provides teachers and teacher trainees many learning trials with simulated students, thereby increasing teacher confidence and competence, and which in turn will improve student learning. Findings set the stage for measuring the impact on student perceptions of learning and cultural engagement intended to support teachers in recognizing and ameliorating their own implicit biases.

Perspective of educational environment on students' perception of teaching and learning.

Cross-sectional research was designed using the Dundee Ready Education Environment Measure (DREEM) to examine the impact of the educational environment on students' perceptions of learning and teaching in a university offering higher education. Using a Likert scale, 300 participants from various streams were assessed. There were no disparities in the students' judgments in the five DREEM categories of discipline, accommodation, gender, level of study, and disciplines. In general, students judged that the student-teaching environment was satisfactory. To investigate the validity of the DREEM, we conducted Cronbach alpha analysis and exploratory factor analysis (EFA) employing principal component analysis with varimax rotation. Only 44 of the 50 factors were deemed to be significant, with a cumulative explained variance of 46.539%. The total construct dependability of the EFA nine-factor solutions was 0.954. Finally, only five acceptable factors explained 46.539% variance using the criteria of eigenvalue > 1 and Cronbach's alpha > 0.6. Factor analysis was appropriate as evidenced by the Kaiser-Meyer-Olkin Measure of Sampling Adequacy of 0.942. With a Cronbach alpha of 0.955, the revised first domain of "student perception of learning" was the most trustworthy DREEM item, accounting for 20.19% of the variance. The highest factor loading was for the item "Teaching helps me become a more active learner". A redesigned DREEM might be valuable for assessing the educational environment at institutions providing higher education.