Student Learning Perspective Research Articles

Empowering Student Learning Through Artificial Intelligence: A Bibliometric Analysis

Scholarly interest in artificial intelligence (AI) has surged as researchers delve into its transformative impact on various aspects of our lives. AI poses both benefits and challenges, particularly in the context of educators' endeavors to comprehend the intricacies of students' learning processes. Although the use of AI to enhance and assist student learning is relatively new, the exponential growth of scholarly attention and publications in AI and student learning in recent years underscores the compelling necessity for further inquiry. Investigating this area is crucial for understanding the emerging trends in this research domain. This study aims to provide insights into the burgeoning research trajectories on AI from a student learning perspective. Using a bibliometric approach, this study examined 663 scholarly articles pertaining to the interface between AI and student learning published between 1961 and 2024. Our findings reveal four major thematic areas including AI in education and educational technology, AI-driven learning environments, essential AI enablers, and human learning and highlight promising avenues at this intersection.

Alkenes, Brought to You in Familiar Faces

Organic chemistry has been stigmatized as an unduly challenging subject throughout history. However, some undergraduate students excel in the subject when they attempt to understand the content rather than routine memorization. It is evident that rote memorization, a primary result of a student failing to understand the relevance of the material, has to be relegated to ensure student success in organic chemistry. By connecting familiar experiences/ideas to the course content, an instructor can improve the relevance of the content, thereby achieving higher goals for student engagement and performance. In this study, alkenes and their reactions, often the first functional group covered in the introductory organic chemistry sequence, were introduced to the students through familiar examples such as nutritional values of vibrantly colored food, the science behind marvelous fall colors, alkene chain reactions leading to day-to-day used material, and various fun and informative laboratory activities. This unique introduction occurred during a span of 2 weeks before students started learning about alkenes and alkene reactivity in the lecture. Based on student surveys and feedback, this innovative and creative approach to introducing alkenes and their reactions through familiar examples complemented more meaningful student perspectives of learning about alkenes and other functional groups in organic chemistry.

Perspectives from Students: How to Tame the Chaos and Harness the Power of Technology for Learning

Technology continues to form an important part of the educational landscape, although the value of portable devices as learning tools is still being explored and debated. In light of the technology-based teaching methods suddenly brought into effect in response to the COVID-19 pandemic, the deliberate use of technology for learning is increasingly significant. The purpose of this article is to highlight student perspectives of learning with portable devices to inform the use of portable technology in the Canadian school system going forward. To gather student perceptions, the research team surveyed 704 students in grades 6 to 9 about their use of iPads in the classroom during a 1:1 technology initiative. While students were enthusiastic about the presence of portable technology, they also shared mixed feelings about the use of such technology as a learning tool. Key themes fell into three categories—engagement, inclusivity, and learning—as students shared their insight into the academic, social, and physical barriers that exist as a result of the technology. In the discussion, we identify lessons learned, especially in the area of self-regulation, and make recommendations on how to harness the power of this multi-faceted learning tool and minimize the chaos it can create when not utilized deliberately and carefully.

From the Co-Editors

From the Co-Editors

Lived Experience in Simulation: Student Perspectives of Learning From Two Lenses

BackgroundThis article explores undergraduate nursing students’ lived experience of learning during high-fidelity simulation (HFS). Literature is conflicting regarding the learning experience in different roles. MethodAn interpretive phenomenological qualitative study was completed to gain a better understanding of the lived experience of student learning in HFS. Data collection included both written reflections and semi structures interviews regarding student learning in simulation and factors that affected that learning. Results and ConclusionsA supportive learning environment is a key for learning in HFS. Anxiety and stress can impact student learning, and measures to keep anxiety at optimal levels need to be continual focus in HFS. Observers in this study preferred the observer role and describe it as “pressure off” learning. Doing simulation more often in the program and having an opportunity for a “do-over” in simulation were identified as areas that would enhance student learning.

Uma investigação do processo de formação continuada ofertado pelo Centro de Formação e Atualização dos Profissionais de Cuiabá-MT

O presente texto faz parte de uma pesquisa que objetivou analisar a pertinência do processo de criação do Centro de Formação e Atualização dos Profissionais da Educação Básica (CEFAPRO), do município de Cuiabá, estado de Mato Grosso (MT). Partimos dos pressupostos do Método Descritivo, uma vez que iremos observar, registrar, analisar, descrever e correlacionar fatos, no que tange à contribuição dos CEFAPROs para formação dos profissionais da educação do estado de MT, e, consequentemente, o processo aprendizagem. A pesquisa foi construída em uma abordagem qualitativa, baseada nas experiências empíricas dos sujeitos quanto às formações continuadas ofertadas pelo CEFAPRO. Os instrumentos de análise foram a entrevista e os documentos oficiais da SEDUC. Os resultados indicam que: todos os sujeitos pesquisados já participaram de formação continuada ofertada pelo CEFAPRO; a formação recebida contribuiu e continua contribuindo com a prática pedagógica. Outro dado evidenciado é que, nesse modelo de Formação Continuada, o estado de MT é pioneiro. Assim, ao fazer a triangulação dos dados com o resultado da pesquisa, o relatório do CEFAPRO e os documentos oficiais, percebemos que, apesar dos problemas descritos pelos pesquisados, o CEFAPRO-MT está cumprindo com a sua função: gerir a formação continuada e contribuir com a melhoria da prática pedagógica, na perspectiva da aprendizagem do aluno.

Interdisciplinary: challenges and opportunities for design education

We explore the potential drivers for and barriers to interdisciplinary education in design from the student learning perspective. To achieve this, a series of in-depth student interview studies were conducted at two interdisciplinary design schools in the Republic of Korea and the UK. Results indicated both awareness and synthesis of interdisciplinary perspectives across the two schools. However, these abilities appeared more heavily dependent upon individual student attitudes and interests, compared to the programmes of study themselves. Instructor bias and potential integration issues at school and institutional levels were further cited as challenges to interdisciplinarity. However, results also indicated application as a key driver for the acquisition and synthesis of disciplinary perspectives. Students, within the applied discipline of design, responded well to interdisciplinarity when accompanied by opportunities to integrate disciplinary knowledge through application within their own project works. Implications for interdisciplinary approaches to design education are finally discussed together with suggested avenues for future investigation.

Phenomenography in the Student Learning Perspective: A Review of Studies in Academic Contexts

Academic institutions have gradually structured their policies on the basis of their students’ perceptions, satisfaction and needs. This paper explores the use of phenomenography in the Student Learning Perspective, which claims that students’ perceptions of the learning environment, in light of their motivations and expectations, determine how situational factors influence approaches to learning and learning outcomes. Firstly, the article investigates the context of development of this line of research and the studies concerning the effect of environmental, organizational and contextual factors on students’ perceptions and learning; secondly, it describes the phenomenographic research methodology and the theoretical models of learning process developed. Finally, the paper reviews the studies on study approach and contextual variables, and discusses the applicability of SLP models to different academic systems and practical applications concerning teaching quality, assessment tools and students’ perceptions of the quality of the learning environment.

Lesson Study: professional development (PD) for beginning and experienced teachers

Central in this study is the professional development of beginning and experienced teachers collaborating in Lesson Study teams. Two high school teacher teams participated, a chemistry and a multidisciplinary team. Each team consisted of a beginning and an experienced teacher. Both teams went through the Lesson Study cycle twice. What and from what the beginning and experienced teachers learned, differences in teacher leaning and what Lesson Study elements contributed to this learning were studied in a qualitative multiple case study using interviews, reflective journals, and recordings . The Extended Interconnected Model for Professional Growth was used to interpret teacher learning. Our results show that two Lesson Study teams materialized in which participants shared experiences, thoughts, and ideas related to teaching and learning. Lesson Study contributed to both beginning and experienced teachers’ PCK development. The combination of two phases in this professional development program proved instrumental for this PCK development: a development phase in which participants meet new pedagogies, discuss these in the perspective of student learning, design a lesson plan and prepare for class use. Followed by a class enactment phase where the designed lesson is enacted, students are observed, subsequently salient results are discussed and the lesson plan revised.

Bridging the Gap from Classroom-based Learning to Experiential Professional Learning: A Hong Kong Case

This paper describes and evaluates a funded longitudinal teaching development project that aims to bridge the gap from classroom-based theory learning to experiential professional learning, and thereby prepare ideal and competent world class graduates. To align with the University's shared mission to foster links with the business community, the design of the internship program has a threefold purpose and was implemented in stages. It intends to enhance students' professional awareness-knowledge-skills through a multi-leveled approach integrating classroom learning with professional practice. A debriefing mechanism was also built in enabling students to share their learning and professional challenges, and theory application to problem-solving scenarios. A 360 degree multiple evaluation procedure were used to measure the project effectiveness, including the use of industry consultants, student interns, hosts, and academic supervisors. The project has proved to promote closer ties with the business community and enhance students' professional competencies to increase future success in the competitive job market. The impact of the internship program is significant in two aspects. From the perspective of student learning, the internship allows students to understand how they can improve business efficiency by applying communications theories. From the teaching perspective, the successful and unsuccessful intern experiences can be drawn upon in developing class-room teaching. These lessons can focus on preparing students to solve real-world business communication problems.

Towards a New Critical Literacy: Literature, Community Engagement and The Global Public Good

What does it mean for a student to be critically literate in the Twenty First Century? How do we teach critical literacy within university humanities programs in the United States? And what are the implications of critical literacy for the conception and praxis of the global good? Using Richard Hoggart and Raymond Williams’ conceptions of critical literacy, I outline a pedagogical approach to literature and cultural studies that offers a conceptual space for students to imagine and engage with ideas of the global good. From the perspective of student learning, this approach to community engagement offers students opportunities to “read” their own social context critically and engage with, as well as, contribute to various local, national and global communities in meaningful, material ways. But what is important is that in doing so, such contributions come from the starting point of disciplinary knowledge, rather than from a problematic volunteerism or service framework that are often associated with the term community engagement. A critically literate approach to community engagement enables students to understand how literary studies can enrich an understanding of their global context in ways that other disciplines cannot and, therefore, the type of knowledge that the field produces. Drawing upon concrete examples of student learning from a range of university classes in which I have employed this pedagogical approach, I conclude that the student learning experience that results from such a process is qualitatively different—both with respect to the sorts of knowledge that students’ produce, as well as the dispositional affects it engenders in students’ lives. Such a learning experience holds the promise of achieving Raymond Williams’ vision of adult education as a process of “building social consciousness” and “real understanding of the world”—a substantive critical literacy for a globalized world.

Qualitative variation in approaches to university teaching and learning in large first-year classes

Research on teaching from a student learning perspective has identified two qualitatively different approaches to university teaching. They are an information transmission and teacher-focused approach, and a conceptual change and student-focused approach. The fundamental difference being in the former the intention is to transfer information to students, while in the latter the intention is to change and develop student understanding. Much of our research has been conducted in first-year classes of 100 or more students. The paper begins by outlining a model of teaching and learning based upon this research. It then reviews the quantitative research showing the relationship between teachers' approaches to teaching in large classes and their students' approaches to learning. Further analyses of previously collected data are used to identify the size of the relationship between teachers' approaches and their students' approaches. The paper concludes by discussing how a more conceptual change and student-focused approach can be manifested in large classes. © 2013 Springer Science+Business Media Dordrecht.

Using eportfolio to address professional standards in a teacher education programme: The student voice

Electronic portfolios are presented in the literature as a technological tool with significant potential for professional application (JISC, 2008). Since the introduction of Graduating Teacher Standards (GTS) by the New Zealand Teachers Council in 2007, all pre-service teacher education programmes are required to demonstrate their achievement through programme design. Eportfolios are an ideal vehicle for evidencing such achievement through their potential to support synthesis of theory and practice in self-appraisal against standards (Strudler & Wetzel, 2005), facilitate reflective practice (Stefani and Mason, 2007; Lin, 2008), demonstrate professional growth and development over time (Barrett, 2005). Furthermore, eportfolios have been conceptualized as both a process and a product (Darling, 2001) thus meeting the dual expectation of supporting and facilitating learning as well as showcasing end-product artefacts. In New Zealand the introduction of eportfolios is a recent innovation, and not much is known about the ways in which learners view this technology or the ways in which it might support their learning and development, particularly against professional standards.
 
 The aim of this research project was to explore student perspectives of learning through eportfolio in a Bachelor of Education programme at AUT University. A small self-selected sample of students from two consecutive cohorts participated in the 2009/2010 project. Questions related to GTS were embedded in two of the research questions: (1) How does an eportfolio help students to learn? and ((2) How does the eportfolio contribute to growth and development of students as emergent professionals?
 
 Philosophically the research was located within the Interpretivist paradigm. Drawing on conceptions of naturalistic inquiry (Denzin & Lincoln, 2000) where reality is recognised as complex, influencing students both individually and within a broader social learning context, the researchers sought to collect participant views through focus groups and interviews. This qualitative data was analysed through an inductive approach of categorising and seeking themes.
 
 The first finding suggests authentic assessment related to Graduating Standards provides reassuring evidence to pre-service student teachers of their growth and development towards beginning teacher status. Secondly, eportfolio activities can support a range of thinking skills linked to achievement of Standards such as purposeful goal-focussed thinking, evidencing and relating, reflecting and appraising. Thirdly, eportfolios and Standards are perceived by pre-service students to have value for employability and in supporting their transition to the workplace.
 
 We contribute to current debate by arguing against a 'tick-box' approach to Standards which might signal surface learning. We argue for deep learning through a holistic approach which utilizes the potential of eportfolios to shift pre-service students towards greater professional autonomy through self-assessment against Standards.

A Practical Framework for the Continuous Advancement of Entrepreneurship Education

Problem statement: As the business environment becomes more and more complex due to rapid globalization, increasing competition and advancing technologies, universities are under more pressure to respond by providing students with experiential learning opportunities that mirror reality. In this study, we attempt to provide a better learning experience for students. Specifically, we provide a framework from a student learning perspective that improves our capability to determine what the goals and objectives should be for entrepreneurship education and how they could be modified or adjusted to maximize student learning experiences. Conclusion/Recommendations: We identify three distinct types of “zones” -the comfort zone, the learning zone and the panic zone to help identify appropriate activities to include in specific courses. It is a framework other universities can easily use to better understand and improve upon a specific entrepreneurship course and program offerings to help maximize student learning. Although this paper targets students in an entrepreneurship program, it is sufficiently general for utilization in other areas as well.

A collaborative learning environment for management education based on experiential learning

In many areas of applied sciences, such as management and engineering, the generation and dissemination of theory and knowledge is increasingly woven into practice. This leaves teaching and research institutions with the challenge of developing and organising teaching activities that are effective from a student learning perspective. This paper presents the design and the operating principles of a learning environment that has been formulated in a joint development by teachers and researchers of the universities of Zaragoza (Spain) and Aalborg (Denmark). In this paper we describe what the learning environment developed consists in, beginning by presenting the theoretical foundation considered for its design, to then describe it in detail and present it. Finally, we will discuss the implications of this environment for researching and teaching in this field, and gather the conclusions of this study and the future developments to be considered.

Innovative Delivery Of MBA Business Foundation Coursework: Does Integrated, Team Teaching Make A Difference?

Team-teaching is often viewed as a viable alternative to traditional delivery approaches in graduate business programs. However there is little research to support the benefits of team-teaching from a student learning perspective. This paper demonstrates that student achievement in “downstream” MBA courses is significantly improved when they complete integrated, team-taught business foundation courses.

A New Use for Practitioners in Teaching Negotiation

This article examines the role that practitioners as guest lecturers have traditionally played in the teaching of negotiation. The authors argue that, as seen from the perspective of student learning, this traditional role has not utilized the practitioner's expertise and experience to an optimal degree. Because of this, they have redesigned the role of the practitioner as guest lecturer in their negotiation course. They describe this new role in some detail. Their goal is to encourage students to understand how and why integrative negotiation techniques can work beyond the classroom in what students call the “real world.”

Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance1

This paper describes an evidence‐based quality assurance system for teaching and learning, which takes as its starting point a well‐researched theoretical perspective on student learning in higher education. We argue this explicit use of a relevant theoretical base promotes coherence between quality assurance and improvement processes. We outline the principal features of our university's quality assurance strategy, systems and processes, and describe how the university's teaching quality assurance policy and systems have been implemented. We then consider the extent to which the project has achieved its goals of fostering an evidence‐based approach to teaching consistent with the student learning perspective on which the policy and systems are based. We also present data on student learning experiences showing reliable changes in the quality of the student learning experience. We discuss the applied significance of these changes, with a particular focus on changes in the experiences of commencing first year university students.

A student learning perspective on teaching and learning, with implications for problem-based learning.

Over the last 20 years or so, there has been a substantial development in our understanding of how and what university students learn in their courses (here meaning a component of a programme) and programmes of study. This research has shown that rather than there being a direct connection between the way teachers teach and design their courses, and the quality of their students' learning outcomes, the relationship is indirect. The way students perceive and understand their learning context and the way they approach their learning in relationship to these perceptions have been found to be major intervening factors between teachers' teaching and students' learning outcomes. Their perceptions are, in turn, constituted in relation to their prior experiences of teaching and learning and what is designed for them to learn. In this paper, some of the key findings of this research and how it can be related to a problem-based learning (PBL) perspective in higher education are outlined. In particular, it is argued that the variation in students' perceptions and understanding of what PBL is about is fundamental to the way they approach their studies and to their learning outcomes.

An exploration of student learning in mathematics

Limited work reported within the student learning perspective supports the existence of discipline‐specific forms of learning behaviour. There may thus be discipline‐specific sources of variation in students’ self‐reported learning behaviour that can inform the modelling of learning outcome, and that can contribute towards a formulation of individual‐level risk assessment in the study of mathematics. Additionally, the literature on mathematics education suggests that there may be cognitive processes invoked in the learning of mathematics that are not represented in generalized models of student learning. This paper reports the results of two exploratory studies of student learning in mathematics among university and technikon students, respectively. The first study is an analysis of first‐year university students’ self‐reported learning behaviour based on the Extended Approaches to Studying Inventory (EASI). The results suggest that there is an empirical manifestation of a dimension of variation in learni...