Perceptual Learning Research Articles

Exploring alternative practice placement models in occupational therapy and physiotherapy: perspectives and experiences of learners and practice educators: a qualitative systematic review

AbstractWithin physiotherapy and occupational therapy practice placements, there is a predominance of the one-to-one supervision model which creates limitations for placement capacity expansion. Alternative placement models must be explored to meet training requirements for these professions and ensure the availability of a future workforce. The aim of this review is to explore the experiences and perceptions of practice educators and learners regarding alternative placement models, to inform future planning and the adoption of these opportunities. This qualitative systematic review followed the Joanna Briggs Institute methodology. A comprehensive search was conducted across six databases (CINAHL, MEDLINE, PubMed, Scopus, ERIC, PsycINFO), covering the period from January 2010 to December 2022. Meta-aggregation was used to synthesise the findings from the included studies. A total of 16 articles were included within this review. The learner voice was represented in 14 categories aggregated to five synthesised findings: professional growth and development, personal and psychological adaptation, alliances within collaborative learning, educational and learning process, and managing professional relationships. The practice educator voice was represented in 11 categories aggregated into four synthesised findings: providing the right support; professional identity; peer relationships and levels of satisfaction. This review highlights positive aspects associated with skill development, personal growth, and the formation of professional identity following alternative placement experiences. However, it also reveals concerns including uncertainty and anxiety related to role clarity, expectations, and the structure within these environments. This understanding of the perceptions and experiences of both learners and practice educators can inform the development of targeted support and guidance from universities, addressing these challenges and enhancing overall satisfaction. Further adoption of alternative placement models has the potential to expand practice placement capacity for learners offering a promising environment for healthcare education. These models provide learners with invaluable experiences and skills essential for their future careers.

Similarity Analysis of Computer-Generated and Commercial Libraries for Targeted Biocompatible Coded Amino Acid Replacement

Many non-natural amino acids can be incorporated by biological systems into coded functional peptides and proteins. For such incorporations to be effective, they must not only be compatible with the desired function but also evade various biochemical error-checking mechanisms. The underlying molecular mechanisms are complex, and this problem has been approached previously largely by expert perception of isomer compatibility, followed by empirical study. However, the number of amino acids that might be incorporable by the biological coding machinery may be too large to survey efficiently using such an intuitive approach. We introduce here a workflow for searching real and computed non-natural amino acid libraries for biosimilar amino acids which may be incorporable into coded proteins with minimal unintended disturbance of function. This workflow was also applied to molecules which have been previously benchmarked for their compatibility with the biological translation apparatus, as well as commercial catalogs. We report the results of scoring their contents based on fingerprint similarity via Tanimoto coefficients. These similarity scoring methods reveal candidate amino acids which could be substitutable into modern proteins. Our analysis discovers some already-implemented substitutions, but also suggests many novel ones.

Students’ Performance and Perceptions of Authentic E-Learning Activities in English Intercultural Learning

The study aims to investigate the influence of implementing nine real e-learning components in an online English intercultural course on improving the performance of vocational college students in China. There were 92 students involved in the course spanning thirteen weeks that comprised various task elements of group discussions, information gathering, online communication, and group reflection on the Chaoxing platform. Data were collected through performance data logging, questionnaires on the perception of authentic learning, and interviews. Qualitative and quantitative data results show that the students have improved their performance, with positive feedback on the life-relevant effect of learning activities. This research provides a humanistic perspective for online intercultural English education as it focuses on the fact that the integration of real-life activities during the English intercultural course is necessary for students' performance improvement

Digital skills in social work education: a human rights issue?

ABSTRACT Through a social justice lens, this article explores the growing digitalization of society that created ripe environments for a deepening digital divide that impacts access to the modern digital world for vulnerable populations in the European Union, Spain, and the United States. The COVID-19 pandemic response highlighted the need for and use of digital technology and skills, which brought the digital divide between the world’s regions, countries, and societies to the forefront. This digital divide is defined as the lack of access or adoption of high-speed internet/broadband services. As of 2016, the UN recognized the need to acknowledge internet access as a vehicle to reach other human rights, such as the right to work or access basic education. In today’s post-pandemic society, it has become more evident that the lack of access to the internet hinders access to information, services, and participation in the socio-political landscape. In social work higher education, the increase in the quality of eLearning and digitalization transformed the way teaching and learning happen and the perception of distance learning. Recommendations regarding including digital skills in every aspect of the social work curricula using a human rights framework are included.

“They already trusted us a lot”: Allied health students’ experiences of an innovative hospital, service-focussed placement model

Background A service-focussed placement model involves an innovative partnership between service and education providers to a) address service delivery needs and b) facilitate students’ competency development. Services are collaboratively redesigned such that students are positioned as collaborators in service delivery with their learning supported through evidence-informed educational design. This model was implemented in the hospital setting and was found to promote positive patient outcomes. Our study explored whether this model supports student learning. Methods Students’ perception of learning was explored using a multiple-case study design with data collected from 22 semi-structured focus groups and interviews with 64 senior year allied health students (physiotherapy n = 55; occupational therapy n = 9) across six placement settings. Inductive thematic analysis identified aspects of this placement model that facilitated and challenged students’ learning. Results A service-focussed placement model provides a quality student learning experience. Students identified the need to be prepared for independent learning. This placement model promoted their professional development and sense of autonomy through engaging them in early, active learning within a safe learning environment. Conclusions Students perceived that a service-focussed placement model equipped them for the ever-changing complexities and challenges of hospital services.

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.

Does Play-Based Learning Support Children’s Everyday Resiliency? A Cross-Case Analysis of Parents’ and Kindergarten Teachers’ Perceptions of Play-Based Learning as a Precedent to Young Children’s Coping During the Pandemic-Affected 2020–2021 School Year

Background: Play has long been credited with fostering self-regulation in young children, though few studies have examined how children draw upon early childhood experiences with play to navigate adversity later in childhood. The purpose of this study is to describe the facets of the children’s everyday resiliency that were attributed to their play-based experiences by parents and teachers as they reflected on the children’s kindergarten experiences during the COVID-19 pandemic. Methods: We used a cross-case study design to examine the positive coping strategies parents and teachers observed in three five-year-old girls and one six-year-old boy entering kindergarten during the 2020–2021 pandemic-affected school year. We recruited parent participants based on their child’s enrollment at a Reggio Emilia-inspired, play-based early childhood center in Northern Colorado for three or more years prior to entering kindergarten. Once parents enrolled in the study, we extended an invitation to their child’s kindergarten teacher to participate. Data included three one-hour interviews with each participant, field visits during remote learning, and artifact collection over the course of the school year. Results: Cross-case analysis revealed four themes: “Willing to Adjust”, “Understands the Situation”, “Uses Advanced Language”, and “Embraces Challenge”. Participants describe these children as willing to adjust to public health orders, having a deep understanding of the pandemic’s societal repercussions, using sophisticated language to process adversity, and embracing the challenge of becoming kindergarteners. Conclusions: Participants believed these children’s experiences with play-based learning promoted the interdisciplinary development of their social language, persistence, altruism, and cognitive flexibility; these traits fostered the children’s positive coping strategies throughout the pandemic-affected kindergarten year.

Transforming Summer Literacy: How Innovative Programs Cultivate a Passion for Reading and Stronger Student Connections

This study examines the perspectives of children enrolled in a six-week summer literacy program and its impact on their attitudes toward books and reading. Specifically, the research aimed to explore how culturally relevant pedagogy and engaging literacy activities influenced children’s motivation to read by addressing the following two research questions: What are participants’ perspectives on the benefits of a summer literacy program? and What are participants’ perspectives on reading and books after immersion in a summer literacy program? The sample consisted of 21 children in grades 1–6. Using a mixed-methods approach, including surveys and open-ended questions, the study investigated participants’ perceptions of the program’s content, structure, and the quality of relationships with instructors and peers. The research focused on how the use of culturally relevant literature and enrichment activities shaped children's reading experiences and the role of child-staff relationships in fostering engagement. Outcomes revealed that the program's diverse literature, coupled with interactive activities, significantly contributed to cultivating a passion for reading. A supportive, nontraditional learning environment and positive relationships between children and staff further enhanced participants’ perceptions of reading and learning. This study highlights the effectiveness of innovative summer literacy programs in fostering a love for reading and strengthening student engagement.

Comparing conventional and action video game training in visual perceptual learning.

Action video game (AVG) playing has been found to transfer to a variety of laboratory tasks in visual cognition. More recently, it has even been found to transfer to low-level visual "psychophysics tasks. This is unexpected since such low-level tasks have traditionally been found to be largely "immune" to transfer from another task, or even from the same task but a different stimulus attribute, e.g., motion direction. In this study, we set out to directly quantify transfer efficiency from AVG training to motion discrimination. Participants (n = 65) trained for 20h on either a first-person active shooting video game, or a motion direction discrimination task with random dots. They were tested before, midway, and after training with the same motion task and an orientation discrimination task that had been shown to receive transfer from AVG training, but not from motion training. A subsequent control group (n = 18) was recruited to rule out any test-retest effect, by taking the same tests with the same time intervals, but without training. We found that improvement in motion discrimination performance was comparable between the AVG training and control groups, and less than the motion discrimination training group. We could not replicate the AVG transfer to orientation discrimination, but this was likely due to the fact that our participants were practically at chance for this task at all test points. Our study found no evidence, in either accuracy or reaction time, that AVG training transferred to motion discrimination. Overall, our results suggest that AVG training transferred little to lower-level visual skills, refining understanding of the mechanisms by which AVGs may affect vision. Protocol registration The accepted stage 1 protocol for this study can be found on the Open Science Framework at https://osf.io/zdv9c/?view_only=5b3b0c161dad448d9d1d8b14ce91ab11 . The stage 1 protocol for this Registered Report was accepted in principle on 01/12/22. The protocol, as accepted by the journal, can be found at: https://doi.org/10.17605/OSF.IO/ZDV9C.

Accounting for credit card rewards programmes: the perceptions of managers and experts

Purpose International Financial Reporting Standard (IFRS) 15 required credit card rewards programmes (CCRPs) to reconsider their accounting practices. While Brink and Steenkamp (2023a, 2023b) developed a theoretical accounting model for CCRP transactions after the effective date of IFRS 15, this model should be validated and finalised as an accounting framework. Thus, the purpose of the present paper was to examine the validity of Brink and Steenkamp’s (2023b) model by interviewing CCRP managers and obtaining the opinions of experts in the field, and then develop a framework for accounting for CCRP transactions after the effective date of IFRS 15. Design/methodology/approach A qualitative exploratory approach within an interpretive paradigm was applied. Fifteen semi-structured interviews were conducted with South African CCRP managers, after which the Delphi technique (with 22 experts) was used. All data collected were analysed using thematic analysis, after which the CCRP accounting framework was finalised. Findings The study confirmed parts of the theoretical model, updated the model for what was evident in practice (e.g., not identifying interest as a relevant revenue stream, not differentiating between an open-loop and closed-loop structure and not including interest in the interchange fee) and improved the model by including alternative accounting treatments and additional guidance (e.g., to determine how the CCRP transaction should be viewed and to determine the value of award credits without an observable value). Practical implications The CCRP accounting framework provides practical guidelines for CCRP accounting and will assist managers of CCRPs in their decision-making processes and the application of judgement. Originality/value The study developed a CCRP accounting framework embedded in a decision tree and included all possible alternatives for accounting for CCRP transactions, which is a novel contribution to the field.

Online Learning and its Transformative Impact on Digital Learning in Higher Education Institutions

The COVID-19 pandemic has catalysed a significant transformation in higher education, accelerating the adoption of digital learning methodologies and challenging traditional pedagogical approaches. This study employs a mixed-methods approach to investigate online education's efficacy during this transition. A questionnaire administered to students (n=36) explores their experiences, challenges and perceptions of online learning, aligned with the TPACK framework. Additionally, semi-structured interviews with teachers examine their strategies, approaches and assessment methods online. By integrating insights from both students and educators, the study aims to provide recommendations for overcoming identified constraints in online education. The research also explores gender differences and motivational levels among participants, offering a comprehensive understanding of factors impacting online education. Findings will elucidate the current state of online education in higher education institutions and identify areas requiring improvement. As academia shifts towards blended learning, open education and digital learning, this study contributes to facilitating the effective implementation of online teaching and learning practices among students and teachers.

An exploration of undergraduate health science students’ experiences of blended learning andragogy: A rapid review

Introduction: Blended learning is defined as the combined use of in-person and online learning, through interactive multimedia and face-to-face engagement with curriculum content. Recently, higher education institutions have experienced major inevitable changes in teaching and learning approaches, sparking interest in the exploration of these approaches- including blended learning. Aim: To explore undergraduate health sciences students’ experiences of blended learning. Method: A rapid review of articles published in English was conducted between 18th-22nd February 2022 using the following databases: Pubmed, Ebscohost, Web of Science, Scopus, Africawide Information and CINAHL. Articles found were exported to Endnote, version 20.2.1. The Preferred Reporting Items for Systematic Reviews and Meta-analysis flow chart was used to document the search. The Critical Appraisal Skills Programme was used to appraise the articles, which were analysed using thematic analysis. Findings: Eight quantitative articles were analysed and categorised on the hierarchy of evidence. Three themes emerged: 1. Student engagement and perceptions of blended learning, 2. Student academic performance, and 3. Challenges of blended learning. Conclusion: Positive experiences of blended learning were reported, including: significant improvement of student academic performance, higher levels of satisfaction and an increased student engagement. Ineffective online learning platforms and/or technological devices resulted in students experiencing anxiety and frustration. Implications for practice Blended learning may be a feasible option to maintain and enhance students learning experience. Students’ academic performance could improve with blended learning Blended learning could increase students’ engagement within the andragogical field.

BLENDED LEARNING IN TEACHING ENGLISH LITERATURE DURING THE COVID-19 PANDEMIC: TEACHERS’ PERCEPTIONS

This study investigates teachers' perceptions of blended learning in the context of English Literature during the Covid-19 pandemic. The research aims to understand how English teachers adapted to the sudden shift from traditional to blended learning environments. The research includes exploring the strategies employed by teachers when integrating literature lessons into a blended learning approach, impacts of blended learning during the pandemic to teachers’ teaching professionalism and problems faced by teachers when designing Literature lessons during the pandemic. Four English Literature teachers from SMK Datuk Peter Mojuntin, Penampang participated in semi-structured interviews, providing different perceptions into their experiences with blended learning. The findings reveal that technology played an essential role in facilitating teaching and learning during the pandemic. The combination of traditional and digital methods allowed for a balanced approach to teaching English Literature, fostering interactive and collaborative learning experiences. Despite these benefits, the transition to blended learning presented significant challenges in terms of adaptation, professional growth and connectivity issues. The study helps to understand the implications of this research especially for researchers, teachers and students. The data gained from this study offer guidance for improving blended learning practices and addressing the needs of students and teachers in a rapidly evolving educational setting.

Theories of change: navigating diverse expert perceptions and preferences for global food system transformation

IntroductionEfforts are underway to transform food systems in light of their contributions to global challenges like climate change. However, food systems are highly complex, involve noteworthy place-based challenges, and there is often debate and disagreement among experts over appropriate technologies or interventions to prioritize. Tracking progress, and understanding these differences, is thus a critical need.MethodsWe surveyed food systems experts in eight countries about their preferences for 20 different food system transformation strategies and their sentiment regarding whether current initiatives are sufficient to meet 2030 goals for climate and biodiversity.ResultsExpert sentiment is overwhelmingly negative, and experts are concerned about multiple “transformation gaps,” including gaps in ambition, strategy, and implementation. Expert rankings for 20 strategies vary notably among countries and in ways that do not match those same experts’ rankings for the strength of the science behind each lever. Factor analysis reveals four distinct theories of change informing experts’ subjective biases: transformation via technical optimization, via smallholder support, via nature-positive solutions, and via supply chain enabling conditions.DiscussionThese findings provide insights for navigating the complexities of food system transformation and illustrate the influence on our strategies of preconceptions and biases in how we have come to understand the nature of the challenge.

Future Trends in Angler Behavior Based on a Delphi Study in the Nordic Countries

ABSTRACTRecreational fisheries are dynamic social‐ecological systems. Identification of anticipated future trends supports the design of policies and management to deliver outcomes for fisheries resources, users, and communities. To this end, we applied a forecasting method (i.e., Delphi survey) to recreational fisheries in five Nordic countries. The survey consisted of three rounds and included 20 diverse experts from each country. The study focused on expert perceptions of future trends in angler behaviors linked to specific angling activities (e.g., gear used, species targeted), and more general behavior (e.g., social media use, stewardship). Experts unanimously expected increases in fly fishing, stewardship, and use of angling‐related technologies and social media platforms in the upcoming decade. Results can guide future research, management, and collaboration related to recreational fishing in the Nordic countries and beyond.

Examining students’ learning experiences in hybrid environments

In the aftermath of the pandemic, a generation of students who are comfortable with learning online and prefer having the autonomy to decide how they want to learn – in-person or remotely – has emerged. Hybrid learning, where teaching instruction is given to students in different spatial settings at the same time, is a modality that has the potential to deliver stimulating learning experiences to support diverse learning needs. The experiences in various forms of learning – in-person, fully online and hybrid – have exposed students to various modalities of learning and access to resources. However, the absence of physical presence and the lack of feedback from remote students has caused lecturers to be uncertain of the effectiveness of hybrid lectures and tutorials. Thus, understanding students’ learning and their considerations when determining their preferred modality will provide lecturers with clear strategies for supporting students. This qualitative study aims to examine students' learning experiences in a research-intensive public University in New Zealand university. The study was guided by the following questions: (i) What are students’ perceptions of learning in a hybrid environment?; and (ii) How do students learn in hybrid environments? In-depth interviews with 15 students who have experienced hybrid education in a research-intensive public university in New Zealand was conducted using a descriptive case study. Three categories that described students’ considerations and dispositions towards learning in hybrid environments, and how various conditions and resources within their learning environment influenced their behaviours emerged. Preliminary findings found that students’ dispositions towards learning were critical factors that contribute towards their behaviours in a hybrid environment. Unlike traditional conceptions of teaching and learning, hybrid education requires students to be active participants in their learning and take charge of their own learning in aspects such as deciding how they best learn. Despite minimal social and physical interaction with lecturers and their peers, students found hybrid learning to be effective. Interviews with students who had experienced hybrid education highlighted perspectives that differed from previous studies. Remote students showed willing and drive to excel in their studies despite being disconnected from their peers in the physical spaces, and did not feel that they had less of a learning experience. This finding echoes that of Zhong et al., where social presence was not found to be significantly related to learning persistence. Students found having immediate access to information and lecturers to be more important than whether they could communicate and interact with other in-person classmates. The study recommends strategies lecturers can employ to improve teaching practices in hybrid environments. This includes ensuring all materials are digitally captured synchronously and having a student partner to monitor questions or teaching assistant to address questions the chatroom will help remote students greatly. Further analysis of the current data will take a closer look at how students’ dispositions play a part in students’ engagement levels and their behaviours in hybrid environments.

Evaluating VR-Based Learning Experiences for Enhanced Engagement

Abstract: This research paper investigates the role of Virtual Reality (VR) in transforming educational experiences and enhancing student engagement. As educational institutions increasingly incorporate immersive technologies into their curricula, this study evaluates how VR-based learning environments can facilitate deeper engagement and improved learning outcomes. Through a qualitative approach, the research includes qualitative insights from interviews and focus groups assessing learner perceptions of VR experiences. The findings reveal that VR significantly enhances engagement by providing immersive, interactive, and contextually rich learning experiences, thereby promoting active participation and motivation. Additionally, the study highlights the potential of VR to cater to diverse learning styles and foster collaboration among students. However, challenges such as technical limitations, accessibility issues, and the need for adequate teacher training are also addressed. The paper concludes with practical recommendations for the effective implementation of VR in educational settings, emphasizing the importance of creating a supportive infrastructure to maximize its educational benefits.

Perceptions of Faculty and Students in Online Learning: Lessons From the COVID-19 Pandemic

The COVID-19 pandemic significantly changed how universities provide education -- teachers switched to online teaching methods, while students quickly adapted to the online learning environment. This study adopts the Community of Inquiry (CoI) framework to examine differences in student and faculty perceptions of online learning due to the impact of the COVID-19 pandemic. Student and faculty perceptions can be used to evaluate and ultimately improve the quality of education. This study used survey methods and data collection instruments with a Likert scale sample of 150 students and 150 faculty from a US university. This study’s results indicate a significant difference between perceptions of pedagogy, technology challenges, and difficulties in online Zoom courses. Furthermore, the authors provide practical implications for educators and administrators to navigate the rapid growth in online learning.

Fostering Tech Integration: Teachers' Attitudes Mediating Lifelong Learning and Technology Integration Self-Efficacy

What matters in education now is teaching and learning in a transformational era. It is primarily about what we demand from education and how we acquire information. To manage the dynamism of learning and teaching, it is crucial to research the teachers’ integration of technology in the context of lifelong education. This study investigates how teachers’ perspectives of lifelong learning and technology attitudes influence technology integration self-efficacy. A structural equation model was constructed to represent the causal relationships between variables. In the 2021-2022 academic year, 386 teachers from various high schools in Eskişehir, Türkiye, were selected using the stratified sampling method. Descriptive analysis and simple linear regression analysis were used to analyze the data, and exploratory and confirmatory factor analysis determined the structural validity of the scales. The validity of the structural equation model was tested by means of path analysis and the model was found to be acceptable. Results show that teacher attitudes mediate between lifelong learning and technology integration self-efficacy, thereby influencing successful technology integration in the classroom. Examining the relationship between teachers’ perceptions of lifelong learning and their level of competence in adapting to technological advances is expected to contribute to relevant studies in this area.

L2 English Learners Perception of English Diphthong /u/ and Chinese Pinyin (wo) /uo/ (nest) in Phonetic Contexts

Abstract: In English phonetics instruction, vowels often present challenges for second language learners. The articulation of vowel is complex and can be difficult for learners to be accurately grasped, making it hard for them to perceive the precise where English vowels are produced. Additionally, the vowel systems of English and Chinese differ significantly. Native Chinese speakers have internalized the Chinese vowel system, leading to pronunciation patterns that do not easily align with those of English. This paper examines the differences between the vowel systems of the two languages and the extent to which second language learners perceive specific vowels through a literature review. The findings suggest that the collected research on English and Chinese vowel system differences will serve as a valuable foundation for the upcoming experiment on the comparison and perception of the diphthongs /u/ and /uo/. Furthermore, the review finds that conducting experiments on the perception of diphthongs with native Chinese speakers can provide valuable insights for further development in bilingual classrooms of second language learning.