Positive Learning Outcomes Research Articles

Evaluation of artificial intelligence fall school program at Smart University of Medical Sciences

Background: Educational evaluation is one of the main pillars of educational systems, and course evaluation is a survey that students or course members complete at the end of a class or academic course. This study aims to evaluate the ‘Artificial Intelligence Fall School Program’ at Smart University of Medical Sciences. Methods: This study was conducted by collecting on various aspects of the course, including the course structure, teaching methods, instructors, scientific evaluations, and pre- and post-course tests. The course evaluation was conducted using an online questionnaire. In the initial phase of the study, the sample size was determined to be 96 participants, as calculated using Cochran’s formula. The research data were statistically analyzed at two levels: descriptive and inferential. Descriptive analysis was performed using statistical indicators such as frequency, percentage, and mean. The inferential analysis was conducted using the paired t test. Analyses were performed using SPSS 22. Results: From the viewpoint of the participants, all artificial intelligence (AI) schools in the field of medical sciences were deemed satisfactory. A paired t test was used to analyze and compare the pre-test and post-test scores of participants in the Fall AI schools. The results indicated an increase in the post-test scores of participants, following their involvement in the seven-week AI schools, compared to their pre-test scores. Conclusion: This evaluative study offers crucial insights into the effectiveness of the "Fall AI Schools" training program in fostering AI proficiency among medical professionals. The quantitative findings reveal a statistically significant positive response and learning outcomes among the participants across the seven specialized schools.

Effects of Using Immersive Virtual Reality for Science Education on Learning Outcomes: A Randomized Controlled Pilot Study

Immersive virtual reality (IVR) technology influences students cognitive process and affective experience according to previous research findings. Yet empirical studies that investigate the impact of immersive virtual reality (IVR) on science education in secondary schools are limited. This article reports a pilot study that has two objectives: 1) To investigate whether learning science with IVR leads to more positive learning outcomes than that with a traditional video-viewing activity; 2) To investigate whether corrective feedback produces more positive learning outcomes than explanatory feedback in IVR-mediated contexts. A randomized controlled pilot trial was designed during a school year at a secondary school in western China. Forty-seven participatory students were randomly assigned to a control group (learning with instructional videos, n = 17), an intervention group 1 (learning with IVR with corrective feedback, n = 15), and an intervention group 2 (learning with IVR with explanatory feedback, n = 15). We evaluated an array of student learning-related outcomes, including extraneous and germane cognitive load, intrinsic learning motivation, academic self-efficacy, learner satisfaction, and academic achievement. The results revealed significant difference in intrinsic learning motivation, academic self-efficacy, learner satisfaction, and academic achievement and insignificant difference in extraneous and germane cognitive load when students learned with video and IVR. In terms of the type of feedback provided in IVR-mediated environments, students who were prompted with corrective feedback and explanatory feedback showed little difference in their learning outcomes. Reasons related to the findings and limitations are discussed.

Bringing engineering into primary science classrooms using engineering design and community of practice approach—An evaluation of STEM × Play program

Due to the rapid growth of STEM-skilled jobs, there is an urge of introducing engineering in earlier years of schooling to not only flourish students’ motivation and interest but to also acquire the required skills for surviving in the high digital demand environment. This paper aims to share an innovative pedagogy–STEM × Play in-curriculum program and to report the post-program evaluation of primary school students’ perceptions about and attitudes toward learning STEM and teachers’ perception of teaching STEM. There was evidence of positive student learning outcomes including critical skills needed for STEM professions such as comfort with failure, collaboration, critical thinking and problem solving. Mentors from universities and industries were found crucial for improving teachers’ STEM skills.

Test anxiety's influence on attitudes, confidence and efficacy in STEM courses: a pilot study

PurposeThis pilot study aims to examine the prevalence of test anxiety and its interplay with attitudes, confidence, efficacy, academic performance and socio-demographic factors within the domain of science, technology, engineering and mathematics (STEM) courses.Design/methodology/approachThe authors employed a quantitative, cross-sectional design with 549 sixth-grade students from public lower secondary schools in Prishtina, Kosovo, using the Student Attitudes Toward STEM Survey (S-STEM) for middle/high schools and the test anxiety questionnaire.FindingsOver 70% of Kosovo's sixth-grade students reported moderate to severe test anxiety. The age of students was found to be inversely related to academic performance in STEM. The father's employment was associated with favorable STEM attitudes, confidence, efficacy and academic performance. Having a personal study environment was connected with favorable STEM attitudes, confidence and efficacy in STEM, whereas access to technology was associated with positive academic performance. Test anxiety, academic performance and personal study space predicted students' attitudes, confidence and efficacy in STEM and 21st-century learning.Practical implicationsEducational institutions should prioritize student well-being. By addressing test anxiety, these institutions can create supportive learning environments that improve attitudes, confidence and efficacy in STEM fields. These efforts are crucial for STEM career development and student success in the 21st-century workforce.Originality/valueThe current study findings contribute to a deeper understanding of the factors influencing STEM student engagement and performance, highlighting the importance of addressing test anxiety for positive learning outcomes while emphasizing the need to consider socio-economic and contextual factors in education.

Learning Outcomes of e-Learning in Psychotherapy Training and Comparison With Conventional Training Methods: Systematic Review.

Mental disorders pose a major public health problem in most western countries. The demand for services for common mental health disorders has been on the rise despite the widespread accessibility of medication. Especially, the supply and demand for evidence-based psychotherapy do not align. Large-scale increase of modern psychotherapy is difficult with current methods of training which are often expensive, time consuming, and dependent on a small number of top-level professionals as trainers. E-learning has been proposed to enhance psychotherapy training accessibility, quality, and scalability. This systematic review aims to provide an overview of the current evidence regarding e-learning in psychotherapy training. In particular, the review examines the usability, acceptability, and learning outcomes associated with e-learning. Learning outcomes are assessed in different modalities including trainee experiences, knowledge acquisition, skill acquisition, and application of trained content in daily practice. Furthermore, the equivalence of web-based training and conventional training methods is evaluated. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a search from Ovid, MEDLINE, PsycINFO, and Scopus databases between 2008 and June 2022 was conducted. Inclusion criteria required studies to describe e-learning systems for psychotherapy training and assess acceptability, feasibility, or learning outcomes. The risk of bias was evaluated for both randomized and nonrandomized studies. Learning outcomes were categorized using the Kirkpatrick model. Effect sizes comparing e-learning and traditional methods were calculated. The search yielded 3380 publications, of which 34 fulfilled the inclusion criteria. Positive learning outcomes are generally associated with various e-learning programs in psychotherapy training including trainee satisfaction, knowledge, and skill acquisition, and in application of trained content in clinical practice. Learning outcomes generally show equivalence between e-learning and conventional training methods. The overall effect size, indicating this disparity, was 0.01, suggesting no significant difference. This literature displays a high level of heterogeneity in e-learning solutions and assessment methods. e-Learning seems to have good potential to enhance psychotherapy training by increasing access, scalability, and cost-effectiveness while maintaining quality in terms of learning outcomes. Results are congruent with findings related to e-learning in health education in general where e-learning as a pedagogy is linked to an opportunity to carry out learner-centric practices. Recommendations for conducting psychotherapy training programs in blended settings supported by activating learning methods are presented. However, due to the heterogeneity and limitations in the existing literature, further research is necessary to replicate these findings and to establish global standards for e-learning, as well as for the assessment of training outcomes in psychotherapy education. Research is especially needed on the effects of training on patient outcomes and optimal ways to combine e-learning and conventional training methods in blended learning settings.

A participatory framework for bridging the conceptual and talent gaps in supply chain management education

AbstractThis article argues that current Supply Chain Management (SCM) education and training is inadequate to meet the human capital needs of industry. To bridge this gap, we propose the development and deployment of SCM educational programs that provide learning opportunities earlier in students’ educational journeys. We argue that such programs should be based on self‐directed learning of SCM knowledge, business concepts/skills, and their real‐life application with help from industry partners. We present a case study of a four‐way partnership SCM educational program for high schoolers, which utilizes a project‐based learning method. Survey data and focus group discussion revealed positive developmental learning outcomes, the program's uniqueness, and challenges such as lack of awareness, expertise, and industry partners. We evaluate the efficacy of this four‐way partnership among industry, government agencies, universities, and high schools and discuss the importance of “champions” for each partner. Our findings offer a scalable educational model that leverages multi‐stakeholder engagement to address the SCM talent and educational conceptual gap.

The effectiveness of LMOOCs on participants’ attitudinal learning

This study investigated participants’ perceived attitudinal learning in language massive open online courses (LMOOCs). A mixed-method design was used to evaluate the attitudinal learning outcomes of 151 participants who completed the attitudinal learning questionnaire at the middle and end of the course, as well as 10 participants who participated in interviews. The questionnaire was used to measure four areas of attitudinal learning: cognitive, affective, behavioural and social. Results showed that participants perceived positive learning outcomes in cognitive learning, behavioural learning and social learning, providing insights into evidence that an LMOOC can be a useful tool to support positive attitudinal learning toward learning Chinese language and culture. Special attention should be paid to designing and facilitating LMOOCs in various contexts to further understand language learners and their attitudes.

Integration of Gamified Elements and Learning Style Data in Online Learning System

The increase in usage of Online Learning systems has provided a challenge to deliver e-contents based on user needs. This study uses learning style data to determine the learning profile and provide the content based on the user's needs, whereas gamified elements are used to increase user engagement. The combination of these two approaches would eventually increase the overall user motivation and interest in the platform. The model developed is used to predict the Learning Style (LS) preference by analyzing the activity data obtained from the student interaction in the course. Further, clustering is done to determine the LS preference of the user in the system. Content is designed based on user's learning styles and preferences and uploaded to the platform. Data were collected through surveys after the end of the course to measure students’ perception of the three variables: motivation, learning satisfaction, and learning outcomes. The findings from the study suggest that the students showed high motivation, positive learning outcomes, and satisfaction with the developed contents.

Discussion forums and student engagement: A social network analysis perspective

AbstractOnline courses frequently use discussion forums to enhance student engagement, an approach that is critical to fostering positive student learning outcomes. Because discussion forums are common in online classes, many instructors rely on summary statistics and self‐reported measures to assess student engagement. However, these metrics overlook the structural and relational dimensions of student interactions in discussion forums. To complement those other metrics, this study uses social network analysis to examine interactions in a discussion forum to expose the structural and relational dimensions of student interactions. We aggregated data on student interactions in a discussion forum for an undergraduate class with 31 enrolled students. The graphical representation of student interactions in the discussion forum revealed the social positions and roles of students and exposed the strengths and weaknesses in the structural and relational ties. Mathematical analysis accurately measures student interactions in the forum using measures of centrality. Both of those analyses enabled the description and comparison of interactions at the group and individual levels. Social network analysis is a practical method that adds another perspective to our understanding of student interactions in discussion forums. The outcomes of social network analysis can help instructors design courses, devise appropriate teaching interventions, and effectively use forums to engage students to improve learning outcomes.

Reinventing EdD Research Methods Courses

The education doctorate program fills an essential niche that allows practitioners to earn a doctorate and make a difference in educational practice and policy. However, critics claim EdD programs are failing to effectively prepare students. There has been a push for the reinvention of the EdD which includes improving EdD student confidence in their ability to undertake research. This calls for a redesign of research methods courses and purposefully grounding them in adult learning theory. The framework of transformative learning can foster higher-order learning by including key components such as critical reflection, collaborative dialogue, and awareness of context. This article shares a transformative learning model used to redevelop an EdD research methods course that emphasised self-reflective tasks such as identity memos, research design maps, and cognitive interviews. This learner-centred, constructivist approach resulted in positive learning outcomes including increased student confidence and enhanced practical knowledge and research skills.

Identifying best practices for virtual nursing clinical education: A scoping review.

COVID-19 forced nurse educators across the world to rapidly shift clinical experiences from face-to-face to the virtual world without identification of best practices to guide this transition. The purpose of this review was to identify best practices in virtual clinical experiences for undergraduate and graduate nursing students using the Community of Inquiry model as a framework. A scoping review was conducted using the Joanna Briggs Institute Scoping Review process. Ten databases were searched systematically for literature related to virtual nursing student clinical experiences. The 36 articles retained for review were appraised using evidence-based rapid critical appraisal tools. The literature suggests virtual clinical experiences may positively impact clinical reasoning and judgement; knowledge gain, retention, and application; affective learning; communication and teamwork; competence; engagement; confidence; and satisfaction. However, increased anxiety, frustration with technology and access, difficulty asking questions, and increased cost were reported. Additional considerations included appropriate faculty training, student support, and accreditation and board certification requirements. Standards related to virtual clinical experiences and simulation for advanced practice registered nurses needs further study. Virtual clinical experiences resulted in positive student learning outcomes. Through the provision of quality virtual clinical experiences, nurse educators have the potential to maximize student learning and professional growth.

I think I can, I think I can’t: Design principles for fostering a growth mindset in the early years

ABSTRACT “I think I can, I think I can’ puffed “The Little Engine That Could.” The American folktale taught the value of optimism and hard work reflecting a growth mindset belief about abilities. A growth mindset positively impacts academic achievement, motivation, and children’s agency for learning. Few studies have explored how early childhood teachers can develop children’s growth mindsets. We report on a study that developed design principles to assist early childhood teachers to foster a growth mindset in children in early childhood classrooms at one school in Western Australia using design-based research. Two iterations of the principles were designed and examined with teachers of children aged 3.5 years to 6.5 years of age. During three focus groups conducted at the beginning, middle and end of two iterations, the researcher and teachers collaboratively developed, reflected, and refined the principles. Weekly video diaries recorded the participant’s reflections on the principles. The nine principles were found to improve early childhood teacher knowledge and practice to foster a growth mindset in children. The results from this study contribute theoretical and practical knowledge to support the inclusion of mindset theory in early childhood contexts to foster children’s growth mindset for positive learning outcomes.

Evaluation of a fully online flipped teaching course

Objectives The purposes of this study were to examine university students’ perceptions and perceived effects of online flipped teaching, and to explore the relationships between flipped classroom activities and student learning.
 Methods A total of 58 students received online flipped instruction. A questionnaire was administered measuring students’ perceptions and perceived effects of online flipped teaching method in general. In order to examine the relationships between flipped classroom activities and student learning, the correlation analysis between students’ video viewing rate, discussion board scores, and student learning outcomes were also conducted.
 Results The survey results suggest that the majority of students expressed a positive attitude towards the online flipped classroom after the course. High percentage of students reported that they enjoyed watching lessons on video and made full use of lecture videos to increase their understanding. Moreover, the online flipped model was perceived to increase communication among peers. Correlation analysis results indicate that both lecture video viewing and discussion board performance were significantly related to positive learning outcomes to some extent.
 Conclusions Overall, students appreciated the online flipped method, particularly for the increased engagement with peers and flexibility to learn at their own pace, which enriched the overall learning experience. Two instructional methods used in the online flipped classroom (having students watch pre-recorded lecture videos and participate in the discussion board) were found to be significant contributor of student learning.

Integrating digital literacies and scientific communication in a multimedia anatomy group assignment to advance contextual learning.

Anatomists are facing a new generation of learners who will study and work in a technology-rich environment. Indeed, digital technologies are tremendously changing how information and knowledge are communicated and retrieved. However, it remains unclear whether an anatomy assessment can be designed to promote contextual learning through integrating a digital communication strategy. To investigate this, assessment methods were diversified in the first-year neuroanatomy and third-year regional anatomy curricula through implementing a multimedia human anatomy group assignment integrating digital literacies and scientific communication. Through completing this multimedia assignment, students demonstrated their anatomy knowledge transfer using a range of approaches. The main mode of presentations chosen in the two anatomy units were non-animated video presentations (~50%), animated video presentations (~30%), storyboards (~10%), podcasts (~3%), and filmed videos (~3%). A 5-point Likert scale learning and teaching survey was conducted for a total of 195 undergraduate health science students to evaluate students' perception of this group assignment. The majority of students (70-80%) strongly agreed or agreed that the multimedia group assignment helped their teamwork skills. Students who produced animated videos significantly outperformed those who adopted the non-animated presentations during the end-of-semester theory examination (p < 0.05). This study demonstrates that an anatomy group assignment integrating digital literacy and scientific communication is an effective assessment strategy associated with a positive learning experience and outcome. This inquiry-based assignment promotes learning through assessment, allowing students to not only consolidate and extend anatomy knowledge but also developing effective digital communication skills, providing new insights into non-didactic anatomy assessments.

Impact of Virtual Reality on Pharmacology Education: A Pilot Study.

Introduction Virtual reality (VR) is a powerful tool in health professional education. It has been successfully implemented in various domains of education with positive learning outcomes. The three-dimensional (3D) visualization offered by VR can potentially be applied to learn complex pharmacology topics. This study aims to investigate whether VR technology can improve the learning of complex pharmacological concepts. Methods A VR learning module on cardiovascular drugs was developed using Kern's six-step framework. 32 medical students participated in the pilot study. Their pharmacology knowledge was assessed using pre- and post-intervention tests. Additionally, feedback from the participants were collected through a post-intervention survey that assessed learner satisfaction, ease of use, perceived usefulness, quality of visual elements, intention to use, and comfort level during the VR experience. Results Participants scored significantly higher in the post-intervention test than in the pre-intervention test (p <0.05). A majority of the participants (90%) were satisfied with the VR module, finding it easy to use, and time efficient. A minority of participants (15%) preferred a traditional learning format while some participants (20%) experienced discomfort in VR. Conclusion Our findings suggest that VR enhances pharmacology knowledge in medical students and is well-received as an innovative educational tool. By providing immersive 3D visualization of complex drug actions, VR has the potential to transform pharmacology education into an engaging and effective learning experience.

Improving physical education in higher education institutions in the Philippines: Examining teachers' roles and perceptions in the implementation of CHED Memo No. 39, S. 2021

This paper examined the implications of the Commission on Higher Education Memorandum Order No. 39, Series of 2021 on the roles and perceptions of physical education teachers. The study wants to gain a better understanding of the implications of the CHED memo on physical education teachers. This study employed a qualitative research approach in a phenomenological approach to understand the experiences of PE teachers with regards to the implementation of mentioned CMO. A purposive sample of 12 respondents made up of 9 males and 3 females were selected to answer the interview guide to gather the necessary data. Thematic analysis was the analytical techniques used to analyze the data. Ethical considerations were taken into account to ensure the trust and confidentiality of the respondents. The results revealed the positive impact of CMO 39 on higher learning institutions, including increased access to quality higher education for students, improved teaching, learning, research outcomes, and the development of a more inclusive environment. The research revealed that the implementation of the program was successful in terms of increasing student engagement and positive learning outcomes. It also highlighted the importance of teacher involvement in helping to create an effective learning environment for students. This research provides further evidence of the impact of teacher involvement in the successful implementation of educational programs, emphasizing the need for teacher support in order to ensure that students are able to achieve their learning goals.

The Impact of Single-Dose Debriefing for Meaningful Learning Training on Debriefer Quality, Time, and Outcomes: Early Evidence to Inform Debriefing Training and Frequency.

This study evaluated the impact of a single dose of training in Debriefing for Meaningful Learning (DML) on learner knowledge outcomes and time spent in debriefing. Regulatory bodies recommend that faculty who debrief receive training and competence assessment to ensure positive student learning outcomes, yet there is little literature describing the training needed. There is also little understanding of the impact of a single training on the length of debriefing, debriefer skill, and learner outcomes. Following training, debriefers submitted a recorded debriefing for assessment by experts; their learners completed knowledge assessment tests at three time points. Longer debriefing time led to higher DML Evaluation Scale scores. Learner knowledge scores improved and later decayed. The results of this study contribute to the evidence about the importance of training to debrief well, the impact of training on the length of debriefing time, and subsequent learner outcomes.

Effectiveness of SBAR-based simulation programs for nursing students: a systematic review

BackgroundSituation, background, assessment, and recommendation (SBAR) has been extensively used in clinical and nursing education. A structured communication program increases effective communication, positivity, and education satisfaction during inter-professional collaboration among nursing students. This systematic review aimed to identify and synthesize evidence on the effectiveness of SBAR-based simulation training for nursing students.MethodsA research protocol was developed according to the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols guidelines. The protocol for this study was registered in PROSPERO (CRD42021234068). Eight bibliographical databases were searched for studies published between 2001 and 2021, using relevant search terms. Searches were conducted in PubMed, Embase, Cumulative Index to Nursing and Allied Health, and Cochrane Central Register of Controlled Trials for literature in English, and DBpia, Research Information Sharing Service, Korean Studies Information Service System, and Korea Institute of Science and Technology Information for literature in Korean. After screening titles, abstracts, and full-text papers, pertinent data were extracted, and critical appraisals of the retrieved studies were performed. Data were analyzed using the framework approach, and the findings were presented in a narrative summary. The Effective Public Health Practice Project “Quality Assessment Tool for Quantitative Studies” was used to assess the quality of the included studies.ResultsTwelve studies were included: 3 randomized controlled trials and 9 quasi-experimental studies. Two overarching themes were noted, namely communication clarity and critical thinking. The results of six out of 12 studies produced significant results in favor of SBAR-based simulation in terms of communication clarity. Divergent results were obtained regarding communication ability, critical thinking, confidence, learning self-efficacy, and attitude toward patient safety. The results of these studies highlight that communication clarity ultimately leads to positive results in terms of nursing students’ behaviors related to patient safety.ConclusionsThis review provides a comprehensive update of the literature on the effectiveness of SBAR-based nursing simulation programs for nursing students. These programs were found to have positive learning outcomes because of clear and concise communication. Further studies on the effectiveness of various learning outcomes derived from SBAR-based programs are required.

Exploring the merits of including an optional reflexive writing workshop within a compulsory undergraduate module

There is some evidence that reflective writing can have positive learning and teaching outcomes. Although there is some discussion in the literature about the merits of stand-alone creative writing workshops, to our knowledge there is not much evidence on the effects of a reflective writing workshop offered as part of a formal university module, with the aim to enhance and complement learning and encourage students to connect with the wider scholarly community through their writing. Brief testimonials were analysed using thematic analysis. The writing workshop appeared to provide a space to write freely while negotiating power structures in academia, a space to develop an individual writing voice and a writing habit. The publishing part of the workshop was also not taken up as much, which emphasizes the importance of focusing on the process rather than product in education.

Pre-seed grant as an enabler of learning

PurposeThe paper focuses on how student entrepreneurs learn from the process of applying for low-threshold seed capital grants of about €2500Design/methodology/approachAn in-depth inductive study was conducted on the seed capital grant initiative TrønderEnergi–Bidraget (TEB). The research design was based on the Zaltman metaphor elicitation technique (ZMET) to capture the interviewees' perceptions about TEB. From the interviews, 596 codes were identified and grouped into 54 categories. The results are illustrated in a consensus map.FindingsTEB is an enabler of student venture creation processes through both the money awarded and activities fostering learning and development. Learning by doing is visible through two processes: 1) repeated writing of applications and 2) “forced” reflective thinking through the steps in the application process. The iterativeness of these processes due to repeated applications to the low threshold initiative is important for learning.Practical implicationsThe authors recommend that university managers and policymakers offer seed funding to student entrepreneurs to ensure that the offering is a low threshold. A low threshold is decisive for generating a positive learning outcome from the application process. The seed funding initiatives should require students to put time and energy into all the integrated processes to make value out of the iterativeness of the processes.Originality/valueThis paper extends the discussion on the additionality of receiving grants by focusing on the process of applying for a grant. This research contributes to the student entrepreneurship literature by suggesting that the design of the application process and forced reflections are important for learning, as well as specifying the antecedents for student motivation for continued entrepreneurial activity in the application process.