Positive Learning Research Articles

Pola Komunikasi Antarpribadi Antara Pelatih dan Siswa Sekolah Sepak Bola (SSB) Tuna Betawi Srengseng, Jakarta Barat

This research examines the interpersonal communication patterns between coaches and students in the context of youth soccer development at the Tunas Betawi Soccer School (SSB) in Srengseng, West Jakarta. The study aims to understand how communication between coaches and students influences soccer coaching within the SSB environment. Qualitative research methods were employed, utilizing participant observation and interviews to collect data from several coaches and actively involved students in the soccer coaching program at SSB Tunas Betawi.Findings indicate that effective and supportive communication between coaches and students plays a crucial role in creating a positive learning environment and building strong relationships. This communication not only enhances the technical and tactical aspects of soccer coaching but also supports broader personal and social development among students. Coaches who can deliver instructions clearly, provide constructive feedback, and motivate students positively tend to create an atmosphere conducive to optimal learning. Furthermore, the interaction between coaches and students also significantly influences the development of students' character and mental attitudes towards sports.The implications of this study underscore the need for improving communication patterns in youth sports coaching contexts. This includes a better understanding of individual learning styles, emotional management, and motivating students to achieve their optimal potential in sports. These findings contribute significantly to the development of more effective coaching practices beneficial for children's development at SSB and other sports environments.

PECULIARITIES OF COMMUNICATIVE LEADERSHIP COMPETENCE

This article discusses the features of communicative competence, which is an integral part of modern leadership, ensuring successful interaction in a diverse and rapidly changing environment. Leaders with high communication skills can adapt to the challenges of the time, maintain a high level of team motivation, and achieve their goals. The authors explore the key aspects and characteristics of leaders' communicative competence. It is crucial for successful team management in a globalized and culturally diverse environment. In addition, the paper presents the main components of communicative leadership competence, analyses the works of domestic and foreign scholars on leadership competence, studies modern views of communicative leadership competence, and considers the leadership competence of future teachers of English. It is known that communicative leadership competence is an integral part of the professional training of future teachers of English. High communicative skills allow teachers to interact effectively with students and colleagues, create a positive and productive learning environment, and contribute to their personal and professional growth.

Strategic leadership and organisational change in distance and e-learning contexts

The rapid expansion of e-learning, accelerated by the COVID-19 pandemic, has reshaped the educational landscape, necessitating strategic leadership and organisational change. This study examines the pivotal role of strategic leadership in navigating the complexities of digital learning environments and driving successful e-learning initiatives. A comprehensive literature review and data analysis were conducted, utilising sources from the US, West African countries, China and other Asian and European nations. The findings highlight the importance of digital competence, visionary leadership and effective change management strategies in implementing e-learning. Challenges such as technology access disparities, digital fluency and integrating interactive learning tools were identified. The emergence of e-leadership, emphasising adaptability and fostering positive digital learning environments, was also noted. Strategic leadership and organisational change are critical in successfully adopting and managing distance and e-learning. Therefore, policy makers should prioritise addressing technology access gaps, enhancing digital literacy and supporting educators and students. Visionary leadership must be cultivated to steer educational institutions through the evolving demands of the 21st century. The study needs longitudinal data on the long-term impact of e-learning on student outcomes to deal with its limitations and thoroughly examine the financial implications of transitioning to e-learning for educational institutions.

Organizational Culture and Child-Friendly Schools: Insights for Early Childhood Education

This study explores how a conducive learning environment in P.A.U.D. affects early childhood development and public trust in schools. This study aims to identify critical factors that create a positive learning environment and provide practical recommendations for educators and policymakers. This study uses a qualitative approach with a case study method, where data are collected through in-depth interviews, observations, and documentation. The data obtained are analyzed using Milles and Huberman’s interactive analysis technique, which involves the process of data reduction, data presentation, and conclusion. The analysis results show that collaboration between teachers, staff, parents, and children is essential in building a supportive learning atmosphere and increasing parental trust in the quality of education. Emotional support from teachers and the active participation of parents in school activities have proven crucial in creating a conducive environment. The conclusion of this study confirms that a conducive learning environment not only increases children’s motivation and achievement but also strengthens the relationship between schools and the community. The main contribution of this study is to provide an effective strategy for developing collaboration between schools, parents, and the community to create an optimal learning environment.

Teaching a New Obturation Technique in Preclinical Endodontic Training: Assessment of Student Learning Experience, Performance, and Self-Evaluation

IntroductionThis study investigated the impact of implementing hydraulic condensation (HC) as a second obturation technique in the Endodontic Preclinical course for dental students trained in warm vertical compaction (WVC). MethodsA total of 70 students performed root canal treatment of 2 extracted molars; they performed the HC technique for the first time after a demonstration. The combination of the obturation technique (WVC or HC) and the type of molar (maxillary or mandibular) was randomly assigned, resulting in 4 groups (n = 35). The students answered a questionnaire appraising their learning experience and completed a self-evaluation rubric. Masked instructors graded projects. Data were statistically analyzed (significance set at 5%). ResultsMost of the students (91%) considered learning 2 obturation techniques relevant and considered it difficult to perform the downpack in molars (P < .05). About half of the students (45.7%) responded that HC resulted in fewer errors and disagreed that WVC derives in a more homogeneous obturation; accordingly, 52.9% of the students selected the highest self-grading for HC obturations, while only 38.6% for WVC. No significant difference was found in the distribution of grades attributed by students and instructors (P > .05). Students reported significantly higher levels of confidence for HC and difficulty for WVC (P < .05). No difference was found between the techniques regarding the presence of voids. The presence of multiple errors was more frequent for WVC (P < .05). ConclusionThe findings indicate a positive learning experience and comparable performance among preclinical dental students in implementing HC as an alternative obturation technique.

Examining the influence of social support and resilience on academic self-efficacy and learning outcomes in pre-licensure student nurses

BackgroundAcademic self-efficacy is recognized as a vital element influencing students' academic performance, while social support and resilience have been recognized as potential predictors of academic self-efficacy. PurposeThe purposes of this study are twofold: (1) to examine the influence of academic self-efficacy on learning outcomes in nursing students, and (2) to explore whether social support and resilience serve as predictors of academic self-efficacy. MethodA quantitative cross-sectional research design was utilized in this study. A total of 265 Filipino student nurses registered in a government nursing school participated in the study. ResultsStudent nurses reported moderate to high levels of general academic self-efficacy. Increased levels of academic self-efficacy were associated with better academic performance and clinical performance. Resilience emerged as a strong predictor of academic self-efficacy. ConclusionsThe findings of this study highlighted the value of resilience in promoting academic self-efficacy among student nurses. Furthermore, the research establishes the significance of academic self-efficacy in enhancing positive learning outcomes for these students. The findings underscore the need for interventions targeting the development of resilience to enhance academic self-efficacy, leading to improved learning outcomes.

An exploration of the relationship between active learning and student motivation in STEM: a mixed methods study.

Much of the research on science, technology, engineering, and mathematics (STEM) students' motivation measures the relationship between student motivation and academic outcomes, focusing on the student's mindset. Our mixed-methods research takes a different approach and considers the relationship between student motivation and instructional practices. Teaching practices and student motivation were analyzed simultaneously in undergraduate Biology classes using a self-determination theory-based survey to measure students' motivation during courses that were observed using the Classroom Observation Protocol for Undergraduate STEM (COPUS), and observation notes were collected to document instructor and student behaviors. Quantitative data were used to differentiate students' motivational levels, and qualitative data were collected to describe how instructors use specific teaching practices. The results provide a lens into how students' intrinsic motivation varies alongside the instructional practices and interactions in these classes. We found a correlation between higher levels of student motivation in interactive lectures and student-centered teaching profiles. This study highlights how the same practice can be implemented by multiple instructors with varying student motivation scores, pointing out the importance of fidelity to evidence-based instructional practice methods. The results of this study are discussed in the context of published empirical studies examining evidence-based instructional practices that are conceptually supportive of autonomy, competence, and relatedness. Active learning practices observed in this study correlated to positive learning outcomes are discussed and may serve as a guide for instructors interested in implementing specific active learning practices. Recommendations for instructors and departments that are interested in flexible methods to monitor progress toward active learning practices in biology and other STEM disciplines by combining the COPUS and self-determination survey results are presented.NEW & NOTEWORTHY This study uses a novel combination of instruments to describe students' intrinsic motivation in response to teaching practices. Findings demonstrate that active learning methods may support higher student motivation. Recommendations drawn from the study include using a variety of active learning methods, using evidence-based instructional methods with fidelity, and monitoring the students' affective response to those methods. Alignment of active learning practices to the components of self-determination may result in higher quality student motivation in science, technology, engineering, and mathematics (STEM) courses.

Sherlock Holmes and the Neurophysiologists: Unraveling the "Mystery" of Active Learning Success.

The Sherlock Holmes (SH) Project is a collaborative problem-solving activity in the form of a murder mystery that is a great resource for upper-level undergraduate courses in neurophysiology that emphasize synaptic transmission and neuromuscular communication. This project, originally described by Adler and Schwartz (2006), has become a central focus of the Neurophysiology course at Allegheny College, along with many complementary activities that work to reinforce the neuroscience material and skills such as creative experimental design and analysis. Active Learning research in advanced levels of undergraduate courses is rare in the pedagogy literature, and this paper adds to that body of research. Formal assessment of the course generally and the SH Project specifically support the hypothesis that the active learning pedagogical strategies employed foster a positive and successful learning environment.

Strategi Efektif dalam Manajemen Kelas untuk Meningkatkan Keterlibatan Siswa

Increasing student participation is one of the main goals in education.Effective classroom management plays a key role in achieving this goal. This overview describes some effective classroom management strategies to increase student participation. Create a positive and informative learning environment. This can be achieved by building positive relationships with students, setting clear rules and expectations, and positively reinforcing desired behaviors. Implement active learning that is student-centered.This can be done by using various learning methods, such as collaborative learning, project-based learning and problem-based learning. Provide effective feedback and evaluation. Effective feedback and assessment help students understand their progress and learn from their mistakes. Parent and community involvement. Parents and the community can play an important role in supporting student learning.

The Impact of Two-Stage Testing and Other Tutorial Co-Learning Activities on Cohort Cohesion and Learning Outcomes in a Large-Enrollment Undergraduate Course

Large enrollments in undergraduate courses pose several teaching and learning challenges that impact students’ learning experience and performance. Implementing co-learning activities in tutorials of large courses can help mitigate these challenges and improve the learning environment. One type of collaborative learning activity that has become increasingly popular is two-stage testing but there are limitations to how two-stage testing has been conducted. We undertook a study to elucidate whether our modified two-stage testing protocol and other co-learning activities performed in tutorials can enhance the learning experiences of undergraduate students and foster a sense of community in a large-enrollment research methods course. The specific aims of our study were to: 1) Assess whether co-learning activities including two stage testing in tutorials improves learning outcomes and fosters cohort cohesion in a large-enrollment junior undergraduate science course. 2) Evaluate the impact of our modified two-stage testing approach on student learning and long-term retention. To assess cohort cohesion students were asked to complete a survey and were invited to participate in focus groups. Results indicated that tutorials did foster cohort cohesion among students in the tutorial. The tutorial activities helped scale down the course size and connect with their peers. We tested our modified two-stage testing protocol by administering a two-stage test (an individual test consisting of short-answer questions followed by a group test that was comprised of a subset of the individual test questions that was completed during tutorials). Approximately three months after the individual test, a retention test was administered. Student grades were significantly higher in group tests compared to the individual tests. Interestingly, students on average scored 6.2% higher on the retention test questions that were from the group test, compared to questions that were only on the individual test. These results support the idea that group tests help improve student retention. Students reported tutorials and two-stage testing to be a positive learning experience.

“Reach Out, Not Harm”: Navigating between Physical Punishment and Alternative Strategies in Addressing Student Discipline Challenges for a Positive Learning Environment

Based on the interpretivist ontological assumption that teachers and students hold unique positions regarding school discipline, this study explores their perspectives on using physical punishment and alternative strategies to address challenging discipline problems. 20 teachers (with more than 5 years of teaching experience) and 20 students (aged 16-18 years old) from a secondary school in Indonesia who were identified through purposeful snowball sampling were engaged via semi-structured interviews and an open online survey to capture their perspectives. Data were thematically analysed following Newton’s (1980) comparison of school discipline models to reveal both parties to be in favour of alternative discipline strategies because physical punishment was deemed to have adverse effects and does not educate. The alternative disciplining strategies proposed by the teachers and students match with the characteristics of the following models: Individual fulfilment (approach students, dialogue and negotiation), scholarly discipline (strict adherence to school rules, consistency in rule enforcement, teacher as a role model); and educational technology (reminders of school rules, progressive disciplining process). The “fair disciplining” theme in the students’ data had no model fit. Meanwhile, no evidence suggests inclinations toward the social reconstruction model of school discipline. This study provides a glimpse into the diverse disciplining strategies which are the result of a bottom-up inquiry for addressing students’ challenging behaviours to cultivate a positive learning environment.

Secondary school students' appraisal profiles and their relations with academic emotions in mathematics

This study adopted a person-centered method to investigate the latent profiles of students' cognitive appraisals based on control-value theory, providing a picture of their academic emotional landscape. Students' appraisal profiles regarding academic emotions were also compared. The data were collected from 1762 students (50.7 % male; Mage = 13.88, SD = 0.84) in 68 mathematics classrooms across 11 secondary schools in Jiangsu, China. Latent profile analysis identified four patterns based on academic control and value: extrinsic value orientation (4.9 %) and low (13.4 %), medium (41.3 %), and high appraisal profiles (40.4 %). Students in the high appraisal profile showed the highest level of positive emotions and the lowest level of negative emotions, followed by those with the medium appraisal profile. Those in the extrinsic value orientation profile, however, displayed the lowest level of positive emotions and the highest level of negative emotions. The four profiles also showed significant correlations with the students' background characteristics. Educational relevance statementThis study aims to explore possible subgroups of control and value appraisals and their relationships with academic emotions in mathematics classrooms. This study suggests that students in the high appraisal profile (i.e., high academic control and value) tend to report high levels of positive emotions and low levels of negative emotions, followed by students in the medium profile (i.e., medium academic control and value). Additionally, students in the extrinsic value orientation profile (i.e., high extrinsic value but low academic control and intrinsic value) performed worse than the students in other three appraisal profiles both emotionally and academically. Therefore, it is crucial to foster students' competence beliefs and intrinsic value in mathematics to enhance their positive learning experiences.

GEMINI GOOGLE: A POTENTIAL TOOL FOR ENGLISH LEARNING

Based on previous surveys, it is evident that Food Technology students at Thu Dau Mot University face challenges in learning English, such as limited vocabulary, weak grammar, inaccurate pronunciation, and poor listening and speaking skills. These can lead to declining academic performance and restricted career opportunities. The paper highlights the potential of Artificial Intelligence (AI) in overcoming these challenges. AI tools like Gemini Google can provide personalized learning experiences, improve interaction with the language, and offer immediate feedback. Gemini is specifically chosen due to its free access, Vietnamese interface, and support for over 40 languages. This study demonstrates that Gemini is an effective tool for undergraduate students, particularly those in Food Technology who have weak English backgrounds, to improve their English skills. Gemini improves vocabulary, grammar, speaking, listening, pronunciation, reading, and writing. It offers simple instructions and ideas in both English and Vietnamese, making it ideal for beginners, self-learners, and people with limited English proficiency. Unlike traditional learning, Gemini provides access at any time and from any location, as well as the ability to overcome shyness and blunders. Gemini's large, up-to-date database and user-friendly interface enable personalized learning paths and can be paired with other methods for best language learning. The study also proposes various strategies for utilizing Gemini Google to improve English learning effectiveness in areas like vocabulary, grammar, listening, speaking, reading, writing, and creating a positive learning environment. Furthermore, Gemini's value extends beyond languages, offering assistance in a variety of other areas

Technology-Enhanced Feedback System Usability in the Context of Self-Regulation Promotion

Numerous studies have explored the integration of technology-enhanced feedback systems in education. However, there is still a need for further investigation into their specific impact on teacher satisfaction, which is essential for effective feedback delivery to students. This study addresses this gap by analyzing teachers’ satisfaction with the “Compliments and Comments Tool”, a technology-enhanced system developed to provide written feedback to students. Using a quantitative approach, this study examined teachers’ perceptions of the tool’s usability in the Slovenian education context, involving a diverse group of 3412 primary and secondary school teachers. Data were collected through surveys employing the System Usability Scale (SUS) and Technology Acceptance Model (TAM) for quantitative analysis, complemented by qualitative insights. The results showed high teacher satisfaction, valuing the tool for facilitating feedback and supporting a positive learning environment. These findings suggest that the “Compliments and Comments Tool” is a valuable addition to educational technology, promoting effective teaching and enhancing student engagement. This study emphasizes the critical role of user-centered design and system usability in educational technology, particularly in fostering effective feedback and promoting student self-regulation.

Engaging Students Through PowerPoint: The Power of Multimodal Learning

Teachers play a crucial role in fostering a positive and motivating learning environment for their students. One effective method to enhance student learning motivation is the use of PowerPoint as a multimodal tool. This study aimed to enhance students' learning motivation using PowerPoint in this capacity. Classroom Action Research (CAR) was applied, with 36 XI-grade hospitality students selected through purposive sampling. Field notes were used to record the implementation process, observation sheets examined improvements in students' learning motivation, and interviews identified the challenges of using PowerPoint as a multimodal tool. The results demonstrated that using PowerPoint effectively enhanced student learning motivation, with student participation increasing from 49.2% in the preliminary study to 77.7% after the intervention. Significant improvements were observed in various aspects: attentiveness, expression of ideas, task completion, active participation, collaboration, and engagement in group discussions. However, the study also highlighted challenges, such as the need for expertise in seamlessly integrating PowerPoint and tailoring materials to diverse student needs, including facility-related issues. These findings suggest the necessity for future research to investigate teacher training programs and examine the impact of various multimodal elements in PowerPoint presentations on student engagement. Despite the challenges, PowerPoint remains a promising tool for enhancing classroom dynamics and student motivation.

Medical student learning on a distributed training platform in rural district hospitals.

Decentralising medical school training enhances curriculum relevance, exposing students to generalist patient care in diverse contexts. The aim of the study was to understand the student experiences of learning during their 7-week Family Medicine rural rotation. Final year medical students who had completed their Family Medicine rotation in November 2022. A qualitative study involving 24 final year students (four semi- structured interviews and four focus group discussions [4 x 5 students]). All interviews were recorded, transcribed verbatim and analysed thematically. Analysis revealed positive learning experiences and identified the following themes: taking responsibility for learning, the generalist context, teaching and learning in context and managing the learning environment. Active participation in hospital activities, exposure to disorientating dilemmas that challenged assumptions and reflection on these experiences led to transformative learning and knowledge co-construction.Contribution:The study contributes to the discussion and reinforces the advantages of distributed, experiential training, highlighting the positive impact of meaningful participation and transformative learning opportunities.

Computer-assisted DDL vs. Mobile-assisted DDL: Exploring EFL Learners’ Preferences and Experiences with Two Corpus Interfaces

Data-driven learning (DDL) has traditionally been studied via standard corpus interfaces, such as COCA, Sketch Engine, IntelliText, and other similar corpus tools. In addition, DDL has traditionally been seen as part of the computer-assisted language learning (CALL) approach, primarily because access to corpora and corpus interfaces has historically been limited to desktop computers. However, with the emergence of several simplified and mobile-friendly web corpus interfaces and with mobile assisted language learning (MALL) gaining momentum in language education, along with its potential in DDL, mobile-assisted DDL has become an alternative learning technique. This paper reports on a study carried out with a group of undergraduate EFL students studying at International Balkan University (IBU). In this study, the participants were given linguistic tasks to complete using new web corpus interfaces as reference tools, namely, CorpusMate and Netspeak. The first corpus interface was exploited via the traditional CALL approach, whereas the latter was utilized with mobile technology. The results of the study revealed positive learner perceptions and experiences with the newly introduced tools, while they also displayed enthusiasm and motivation to engage in DDL within the context of MALL. The present study provides valuable insights into students’ perspectives and experiences with state-of-the-art corpus tools and mobile technology, which can help shape future paths for research in DDL and MALL.

Assessment of academic burnout among undergraduate medical and health sciences students: a survey study from the United Arab Emirates

PurposeThis study aims to assess the prevalence of burnout among undergraduate medical and health science students and to identify the factors associated with its development.Design/methodology/approachA cross-sectional study was conducted involving students from Ras Al Khaimah Medical and Health Science University. The Maslach Burnout Inventory-Student Survey was used to evaluate three subscales of burnout. Ethical considerations were met, and informed written consent was obtained from participants. Bivariate and multiple logistic regression analyses were conducted to examine the relationship between demographic, personal and school environment factors and burnout.FindingsOut of 453 students surveyed, the majority were females (74.8%) aged 18–20 years (60%). Significant levels of burnout were reported, with emotional exhaustion, depersonalization and reduced personal accomplishment affecting over half of the participants (69%). Factors such as being in the clinical years, long-distance commuting challenges and involuntary college selection were identified as predictors of burnout.Research limitations/implicationsWhile the study provides valuable insights, limitations may include the specific context of the university and potential biases in self-reported data.Practical implicationsThe findings underscore the importance of raising awareness, maintaining work-life balance and implementing coping strategies to support student well-being and foster a positive learning environment. Suggestions include time management and seeking guidance from mentors or mental health professionals.Originality/valueThis study contributes to the understanding of burnout among medical and health science students, especially within the unique context of the United Arab Emirates, given the convergence of students from diverse nationalities and cultural backgrounds.

Young Chinese Language Learners’ L2 Motivational Self System and Learning Achievement in Chinese Literacy Acquisition

ABSTRACT This study investigated the impact of young Chinese second language learners’ motivation on their Chinese literacy acquisition. Based on the L2 Motivational Self System (L2MSS), 188 Grade 5 ethnic minority students in Hong Kong were assessed. They completed an L2MSS questionnaire, a Chinese oral vocabulary test, and Chinese literacy measures, which covered Chinese character reading, spelling, reading comprehension, and sentence writing. Structural equation modelling results showed that the L2MSS tripartite predictors—ideal L2 self, ought-to L2 self, and learning experience—predicted the students’ intended learning effort and literacy achievement, controlling for oral vocabulary. The ought-to self had the strongest total effect on effort and achievement, while the ideal self had a substantial effect on the learning experience and indirectly contributed to effort. This study argues that young learners’ perceived social expectation significantly influenced their motivation to learn to read and write Chinese. Their identification as fluent Chinese readers and writers generated positive learning experiences that were conducive to literacy learning.

Positive and unlabelled machine learning reveals new fast radio burst repeater candidates

ABSTRACT Fast radio bursts (FRBs) are astronomical radio transients of unknown origin. A minority of FRBs have been observed to originate from repeating sources, and it is unknown which apparent one-off bursts are hidden repeaters. Recent studies increasingly suggest that there are intrinsic physical differences between repeating and non-repeating FRBs. Previous research has used machine learning classification techniques to identify apparent non-repeaters with repeater characteristics, whose sky positions would be ideal targets for future observation campaigns. However, these methods have not sufficiently accounted for the positive and unlabelled (PU) nature of the data, wherein true labels are only available for repeaters. Modified techniques that do not inadvertently learn properties of hidden repeaters as characteristic of non-repeaters are likely to identify additional repeater candidates with greater accuracy. We present in this paper the first known attempt at applying PU-specific machine learning techniques to study FRBs. We train an ensemble of five PU-specific classifiers on the available data and use them to identify 66 repeater candidates in burst data from the CHIME/FRB collaboration, 18 of which were not identified with the use of machine learning classifiers in past research. Our results additionally support repeaters and non-repeaters having intrinsically different physical properties, particularly spectral index, frequency width, and burst width. This work additionally opens new possibilities to study repeating and non-repeating FRBs using the framework of PU learning.