Practical Learning Experience Research Articles

Interdisciplinary collaboration: addressing global challenges through innovative learning strategies

In this era of globalization, students in Indonesia face increasingly complex challenges in understanding, addressing, and contributing to global issues. However, the existing curriculum often fails to provide adequate perspectives and skills to tackle these global problems. Therefore, this research aims to provide students with a holistic, practical, and relevant learning experience to address global challenges through a Team-Based Project strategy that integrates compulsory courses in higher education with a global citizenship education approach. Cross-curricular collaboration helps students see the interconnectedness of various disciplines, which is essential in addressing complex global issues. Survey results indicate a variation of views among student groups regarding their understanding of global issues. This innovative learning strategy utilizes principles of behaviorist theory, such as stimulus-response, positive reinforcement, and social interaction, to create an engaging, relevant, and responsive learning environment tailored to students' needs. Through involvement in joint projects focused on global issues, students are stimulated to contribute and take concrete actions in seeking solutions and bringing about positive change on a larger scale. Thus, this learning strategy is expected to enhance students' understanding, skills, and commitment to addressing global challenges in the contemporary era.

Teaching Equitable Couples Counseling: Using Role-Plays and Reflecting Teams in an Online Classroom

We adapted previous descriptions on couples counseling experiential learning practices to an online classroom in counselor education. Specifically, we utilized two doctoral teaching assistants in a quarter-long couple role-play scenario and incorporated reflecting and co-counseling teams. The adapted strategies included attention to sociocultural aspects that addressed working with a queer couple among other salient identities. We offer the strengths and challenges of the approach and discuss implications for marriage, couple, and family counselor educators.

Time to sense biofield (Prana) experiences between hands: A preliminary single blinded randomized placebo controlled trial

Aims There is minimal research on the duration of biofield experiences. This preliminary study used the experiential learning practice of Master Choa Kok Sui

Research-based learning as an innovative approach for teaching students of environmental engineering: a case study of the emerging field of microplastics in soil

We implemented research-based learning (RBL) as an alternative to traditional frontal classroom lectures and laboratory sessions to impart knowledge on the emerging topic of microplastics in soil to students. The RBL module aimed at studying how microplastics (MPs) affect soil processes. We designed low-cost, small-scale and simple experiments for master’s students in Environmental Engineering at the Hamburg University of Technology. Students reported a clear understanding of concepts underlined by their presentation of the results and enthusiasm towards future exploration for their master’s or doctoral projects evidenced by a number of students carrying out research projects in the same field after finishing the module. The experiments were consequently published as an online learning module with the Hamburg Open Online University, to make them accessible for other students. The recent push in the education sector to include innovative teaching and learning methodologies offers new opportunities for RBL that are practical and replicable learning experiences that foster students’ research and problem-solving skills in areas of chemical, soil physics and environmental engineering fields.

The learning activities of RBL-STEM: Prototyping a water-powered lamp to enhance students' climate change literacy

Addressing climate change and the finite nature of fossil fuels necessitates proactive solutions, one of which is embedding climate change literacy within educational frameworks. This form of literacy aims to equip students with a comprehensive understanding of the concepts, causes, impacts, and potential solutions related to climate change. An educational approach that integrates these elements is the RBL-STEM learning model, particularly through the study of Renewable Energy. For instance, students engage in practical activities like constructing simple water-powered lights, which helps con textualize energy availability issues. This developmental research employed the 4D model to create and refine teaching modules, student worksheets (LKPD), and assessments for climate change literacy. The effectiveness of these materials was evaluated with a cohort of 25 fourth-grade students at SDN Tenggilis Mejoyo I in Surabaya. The findings indicated that the RBL-STEM learning resources related to Renewable Energy were well-designed, effective, and suitable for educational use. Importantly, they significantly enhanced the students' understanding and literacy regarding climate change, demonstrating the value of integrating hands-on, practical learning experiences in the curriculum to foster a deeper awareness and knowledge of renewable energy and climate-related issues.

Assessment and Scalability

The concept and practice of experiential education is rapidly expanding as universities seek to strengthen and integrate high-impact practices under experiential education plans and centers. While this integration has the potential to create synergy across disparate experiential learning offerings and to provide the benefits of experiential learning to all enrolled students, across majors and modality, scalability and assessment present a challenge. Many experiential learning practices were designed to serve a subset of enrolled students, and are resource-intensive in terms of faculty development and content delivery, assessment, and financial resources required. This paper presents the development and in-progress refinement of a experiential learning program at a regional comprehensive university in the southeast. The goal is to provide a detailed description of one EL program at one particular type of university, in order to add heterogeneity to the options university leaders can use as models. In addition, while this program has faced stumbling blocks, we believe it presents a strong template for other EL programs, with particular strength in comprehensive assessment.

Designing Effective Scripts and Resources to Support Simulated Practice, Using Basic Life Support as an Exemplar

This is the third instalment in a series of papers featured in this journal, focusing on the application of mental simulation in nursing. This specific article addresses the pervasive issue of skill decay in Basic Life Support (BLS) training, proposing an innovative solution through the integration of mental simulation. Despite mandatory annual BLS updates for nurses, evidence suggests a decline in skills over time, posing risks to patient safety. Traditional methods, reliant on face-to-face sessions, may not sufficiently prevent skill decay, particularly in time-sensitive scenarios. The article advocates for mental simulation as a complementary and accessible approach to augment traditional BLS training. Focused on the vivid mental rehearsal of actions, mental simulation offers a promising avenue for nurses, seeking to reinforce correct techniques and deepen their understanding of BLS interventions. Guided by the physical, environment, task, timing, learning, emotion, perspective (PETTLEP) framework, the discussion navigates through the practical application of mental simulation. The framework serves as a model for crafting scenario scripts, emphasising each of the PETTLEP elements. Recommendations include the incorporation of progressive scripts aligned with learners’ evolving knowledge, providing a nuanced approach to skill enhancement. Authenticity is emphasised through the integration of real experiences into scripts, adopting a first-person perspective, and incorporating sound effects. While acknowledging challenges such as empirical testing and individual differences, the paper concludes by highlighting the potential of mental simulation to bridge gaps in nursing education. In offering a practical and immersive learning experience, mental simulation emerges as a valuable tool for nurses aiming to optimise their BLS proficiency, ultimately contributing to enhanced patient safety.

The impact of online degree programs on employment opportunities in contemporary India

The contemporary global economy demands a highly skilled and adaptable workforce, yet a persistent gap persists between the skills sought by employers and those possessed by the workforce. Online degree programs have emerged as a transformative solution, offering accessible and flexible pathways for individuals to acquire the skills necessary to meet the demands of the modern job market. However, despite their growing popularity, there remains a research gap in understanding their effectiveness, particularly in India. This research aims to evaluate the effectiveness of online degree programs in bridging the skills gap, preparing students for the workforce, and assessing the relevance of their curricula in meeting contemporary job market demands, particularly in India. The study employs a mixed-methods approach, including surveys with educators, students, and employers, as well as interviews with industry experts. The findings reveal that online degree programs play a significant role in closing the skills gap and fulfilling job market demands in contemporary India. The curricula of these programs are highly relevant and aligned with industry needs, offering practical learning experiences that enhance students’ employability. Moreover, online education provides an inclusive, flexible, and cost-effective approach to education, enabling individuals from diverse backgrounds to access quality education. Overall, this research underscores the importance of online degree programs in preparing individuals for success in a rapidly changing and competitive global economy. By leveraging the full potential of online education, we can create a workforce that is well-equipped to meet current industry needs and adapt to the challenges of the future.

EMPOWERING LITERACY IN MARITIME EDUCATION: STRATEGIES AND PROFESSIONALISM ALIGNMENT

This research investigates language instruction strategies and professionalism alignment within maritime education, focusing on 45 junior cadets. Through qualitative analysis, findings reveal varying language proficiency levels among cadets, with a predominant need for technical terminology mastery and communicative competence. Additionally, cadets emphasize the importance of practical learning experiences, such as shipboard training, and the integration of cross-cultural competence training. The research highlights the alignment between language instruction practices and international standards, notably the International Maritime Organization's (IMO) Standards of Training, Certification, and Watchkeeping (STCW) convention. Moreover, professionalism attributes, including safety awareness, ethical conduct, and leadership skills, are identified as integral components of maritime education. Recommendations include the integration of specialized language resources, continuous evaluation of instructional practices, and the promotion of ethical leadership. By addressing language instruction needs and professionalism requirements, maritime education institutions can enhance cadets' readiness for successful careers in the maritime industry.

Time to sense biofield (Prana) experiences between hands: A preliminary single blinded randomized placebo controlled trial

Aims There is minimal research on the duration of biofield experiences. This preliminary study used the experiential learning practice of Master Choa Kok Sui's hands sensitisation to determine the duration to experience biofield sensations in between hands and to find the relationship between learning style preferences and biofield sensations. Methods This randomized placebo controlled, single blinded trial included 88 male and female pre-service teachers, aged 22.8±1.2 years. Participants completed a ruler drop test for reaction time, and Six Letter Cancellation test for measuring attention, learning style questionnaire for preferred method of learning, before randomization. The experimental (hands facing each other as introduced by Master Choa Kok Sui) and sham (hands facing opposite) groups practiced hands sensitisation. A semi-structured questionnaire was provided to gather information about biofield sensations and the time it took to experience these sensations between the hands. Results All (N=44) the participants in the experimental group and 13 participants in the sham group reported experiencing biofield sensations. A significant difference was noticed in experiencing magnetic (X2 = 38.247, p ≤ .001), physical sensations of energy (X2 = 12.02, p ≤ .001) and pain (X2 = 62.259, p ≤ .001) among the experimental and sham group . In the experimental group, the average time taken to first experience magnetic sensation, other biofield sensations and temperature variation was 34.84±12.97seconds, 40.28±20.96 seconds and 42.50±19.79 seconds, respectively. Minimum time taken to first experience biofield sensation was 5 seconds and lasted up to study duration of 120 seconds. There was no correlation found between reaction time, sustained attention, and the time needed to experience biofield sensations. Conclusions This study highlights importance of Master Choa Kok Sui hand sensitization in controlled setting revealing differences in experiences of various biofield sensations, showing valuable time-related insights and variability of sensation based on preferred learning.

INTEGRATIVE STUDY OF LANGUAGE RULES IN THE PROCESS OF TEACHING JUNIOR SCHOOLCHILDREN THE AZERBAIJANI LANGUAGE

The morphology of the Azerbaijani language has a wide range, so the question arises about the introduction of grammatical and lexical system of language rules. The relevance of the study is determined by the need to update the means of teaching junior high school students the rules of the language in Azerbaijani language lessons. The article is designed to reveal the features of grammatical and lexical structure and a comprehensive study of the language norms of the Azerbaijani language for elementary school students. The article aimed to describe grammatical and lexical features and their expression during students’ integrative learning of language rules. For this, the research used the methods of analysis, synthesis, comparison, deduction, generalisation, and a pedagogical experiment. The deductive method played a crucial role in this study, revealing unique aspects of the child’s lexical and grammatical mastery. This was achieved by using common knowledge related to education and language capabilities. Deduction was important for the formulation of distinctive features and characteristics that should be taken into account by teachers when teaching the Azerbaijani language. In addition, the article uses the method of generalization to prepare exercises for schoolchildren from a wide range of educational subjects. This approach involved incorporating the theoretical ideas explored in the study into the content of the exercise. The aim was not only to introduce these concepts but also to reinforce their understanding of the tasks, thus assessing the degree of students’ understanding and mastery. This approach enriches the educational process, ensuring the effective implementation of theoretical knowledge in practical learning experience. As a result of the work, it was established that the comprehensive study of language rules from morphology involved increasing the level of student’s knowledge, namely their conscious understanding of words in the process of speaking. Therefore, the main areas of the formation of speaking abilities and skills of younger schoolchildren are revealed. The article proves that this process is closely related to the increase in vocabulary, which, in turn, is an indicator of the richness of the language. The study presents a structured approach to teaching Azerbaijani language to junior high school students, focusing on morphological analysis, suffix exercises, and the interrelation of grammatical and lexical features. It emphasizes integrating these aspects to enhance students’ understanding and use of language. Key findings demonstrate the effectiveness of this integrative method in improving vocabulary, speech culture, and overall linguistic competence.

Beyond the classroom: Fostering English communication skills in vocational education through podcasting and radio broadcasting

Addressing the challenge of developing effective English communication skills in vocational education, this study explores the integration of podcasting and radio broadcasting as an alternative to traditional classrooms. The goal is to provide vocational students with a more immersive and practical learning experience in line with communicative language teaching principles. Putra Rifara Vocational School initiated a Radio Podcast program, emphasizing technological proficiency. A seminar, "Hosting Podcast in English," was conducted to train students in podcasting and radio broadcasting. Practical exercises were included to enhance language skills, including articulation, opinion expression, and real-time dialogues. A needs analysis revealed students' interest in podcasts as learning material, with challenges related to internet limitations. The initiative positively impacted students' attitudes, behaviors, linguistic proficiency, and soft skills development. Ongoing training and mentorship are recommended to empower students in confidently hosting English podcasts. This initiative demonstrates the potential of podcasting and radio broadcasting to enrich English language learning in vocational education, contributing to linguistic proficiency and soft skills development within the educational environment. Considerations for improving internet accessibility and guiding podcast selection are recommended for future implementations.

Using the online education planned based on anderson’s theory to facilitate the practice learning experiences of nursing students: A phenomenological study

AbstractThis study aimed to explore nursing students' practice skills learning experiences in online education based on Anderson's Theory and to investigate and interpret these experiences among students. Besides, this study proposes to evaluate the planned online nursing education based on Anderson's theory. With a phenomenological qualitative design, the study sample included 17 nursing students using purposive sampling. In-depth semi-structured interviews were performed to collect data. The data were analysed using the interpretative phenomenological analysis method. Three major themes were identified as follows: (a)Practice skills learning experiences; (b)Coping process in practice skills learning; (c)Suggestions to improve online practice skills learning process. Students expressed both positive and negative experiences. To cope with the process, they used different learning materials as well as individual ways of coping. They also offered suggestions on the learning process, teaching content and interaction and evaluation for practice skill learning in online education. The findings demonstrated that students perceived inadequacy in these skills but also expressed that they improved their psychomotor, cognitive and affective skills. In addition, Anderson's theory created positive results in the online nursing skill training process.

Lost futures: COVID-19 as a crisis of employability for arts and humanities students in the UK

ABSTRACT That COVID-19 impacted the ability of Higher Education providers to furnish students with practical learning experiences is in no doubt. Between 2020 and 21, national and internationally imposed restrictions on in-person activities incurred a dramatic shift towards online learning systems across the globe and the de-prioritisation or adaptation of many employability-based offers for university students. Arguing that these changes disproportionately impacted employability provision for students registered on professionalisation-based Arts and Humanities courses we use the results of 27 semi-structured interviews, conducted with students registered on one of six UK-based museums, curatorial or heritage courses between 2020 and 2021, to explore how COVID-19 manifested as a crisis of employability for these students. Focusing particularly on Mark Fisher’s [2014. Ghosts of My Life: Writings on Depression, Hauntology & Lost Futures. Winchester: Zero Books] reflections on the psychological and affective impacts of previous international crises (e.g. the 2008 financial crash), we use our analysis to highlight the ways in which employability was felt by our participants during this period through the effects of stagnation, loss and a resistant hauntological presence. Such findings, we argue, are not specific to COVID-19 alone, but are conditional to a more general response to the employability crisis that we suggest has relevance to university educators beyond the UK. Indeed, it is our contention that understanding such global systemic shocks from a student perspective is essential if we are to improve our responses to such crises in the future, and we use this article to urge further reflections on the enmeshment between employability and crisis going forward.

From classrooms to cyberspace: Understanding pedagogical approaches and outcomes in Metaverse learning environments

In recent years, the educational landscape has undergone a seismic shift propelled by the emergence of Metaverse learning environments. This transformative phenomenon has sparked widespread interest and prompted scholars to delve deeper into its intricacies. Our research plans to meticulously explore and comprehend the diverse pedagogical methodologies adopted within these cyberspatial realms, focusing on unravelling their outcomes and educational implications. As we embark on this scholarly journey, we recognize the need to contextualize the evolution from traditional brick-and-mortar classrooms to the dynamic expanse of cyberspace. This transition marks a shift in the physical setting and a fundamental reimagining of educational paradigms. Thus, our study endeavours to trace this trajectory, shedding light on the nuanced interplay between pedagogy, technology, and learning outcomes within Metaverse environments. Employing an interdisciplinary approach, we aim to dissect the multifaceted nature of Metaverse learning, transcending disciplinary boundaries to gain a comprehensive understanding. This entails delving into these digital realms' immersive and collaborative dimensions, exploring how they shape the educational experience and foster innovative pedagogical practices. Moreover, our research seeks to uncover the transformative potential inherent in metaverse learning environments. By critically analyzing their affordances and limitations, we aim to offer insights into how these digital platforms can revolutionize education, paving the way for a more inclusive, engaging, and practical learning experience. In essence, our study aspires to contribute to the ongoing discourse surrounding the future of education in the digital age. By interrogating the complexities of Metaverse learning through a rigorous scholarly lens, we endeavour to chart a path forward that harnesses the full potential of these emerging technologies for the betterment of education.

The Value of Kinship in Educating Children: A Case Study of Homeschooling Practice

This qualitative research is a case study of HSA, which maintains kinship values in its education system. This study aimed to examine the forms of interaction within the community and how structures and kinship values form a practical learning experience for children. Data were collected through observation and interviews to see how kinship values were implemented in learning. According to this study, positive values instilled in families prepare children to cope with the real world. Then, kinship values emerge from HSA's three core values. These values are Islam, growth, and ta'awun. By teaching these values to children, they will be equipped with the necessary skills to lead successful lives to help foster strong families and communities. In addition, the valuable principle that "my children are yours, and your children are mine" further strengthens family values among HSA members. The kinship values emphasize the importance of family, focusing on mutual support and care.

Assessment of the psychometric properties of the italian version of the midwifery student evaluation of practice (MIDSTEP-IT): A validity and reliability study

BackgroundClinical learning is a crucial component of the midwifery education program, necessary to support the acquisition of professional abilities through the integration of theoretical and practical learning experiences. Evaluating Bachelor of Midwifery students’ perception of their clinical learning experiences is important to improve midwifery educational programs. Aimthe objective of this study was the translation, cultural adaptation, and validation of the Midwifery Student Evaluation of Practice (MidSTEP) in a group of Italian midwives’ students. Methods“Translation and Cultural Adaptation of Patient Reported Outcomes Measures - Principles of Good Practice” guidelines were adopted to achieve the MidSTEP Italian version. Exploratory Factor Analysis was performed. Internal consistency for reliability was assessed using Cronbach's alpha reliability coefficient (α) and Omega coefficient (ω), while Intraclass Correlation Coefficients (ICC) were used to determine if the tool was stable over time. FindingsThe Italian version of MidSTEP (MidSTEP-IT) has good internal consistency: considering the Clinical Learning Environment Scale, Cronbach's α was 0.839 (for the “Skill Development” subscale α was equal to 0.739 and for the “Philosophy of Midwifery Practice” subscale α was equal to 0.825) while considering the Midwifery Preceptor Scale, Cronbach's α was 0.920. Factor analysis does not fully reflect the factorial analysis of the original version. ConclusionThe MidSTEP-IT had been proven to be a valid and reliable tool, easy and fast to administer, that could be effectively helpful for investigating and measuring the Italian midwifery students’ perception of their clinical learning experiences, according to the setting and impact of mentors on their professional growth. It is an innovative tool, valuable in both clinical practice and research to highlight the importance of encouraging a supportive clinical learning environment and an efficient preceptorship.

Book Review: Leadership Training in the Hands of the Church: Experiential Learning and Contextual Practices in North Africa and the Middle East. Joseph Nehemiah, Carlisle, Cumbria, UK: Langham Global Library, 2021.

Book Review: <b> <i>Leadership Training in the Hands of the Church: Experiential Learning and Contextual Practices in North Africa and the Middle East.</i> </b> Joseph Nehemiah, Carlisle, Cumbria, UK: Langham Global Library, 2021.

Development of DC Motor Speed Control Using PID Based on Arduino and Matlab For Laboratory Trainer

DC motors are widely used as propulsions, including in electric bicycles. The problem faced by students in the DC motor control laboratory working using software simulation is that they do not have practical learning experience using digital instruments. This article aims to develop a DC motor speed control that can be used to learn practical Proportional Integral Derivative (PID) control in the laboratory. The DC motor speed control was developed using a combination of Arduino UNO microcontroller and Matlab software. The PID method was used because it is still broadly studied and applied in industries. The test results showed that the developed trainer can work well with PID variable values that can be entered via the keypad, and DC motor transient responses can be displayed in Matlab. From the experimental results, it was found that the optimal PID variable values were Kp=0.04, Ki=0.05, and Kd=0.004, where the controller produced a low overshoot value, i.e., 0.73% of its set point and a settling time of 10.66 seconds. The test results of using the developed trainer in the Fundamental of Control Engineering laboratory work showed that the developed trainer gave students practical learning experience in designing PID control for DC motor speed by using digital equipment, i.e., microcontroller and actual DC motor as well as analyzing its corresponding transient response in Matlab software environment

Virtual Reality Technology in Practical Teaching Methods

This paper explores the integration of virtual reality (VR) technology into practical teaching methods, enhanced by the Whale Optimized Feature Extraction Recurrent Classification (WOFERC) model. The study aims to enhance the effectiveness and engagement of practical learning experiences through immersive VR simulations. Using simulated experiments and empirical validations, the efficacy of the WOFERC-enhanced VR teaching approach is evaluated. Results demonstrate significant improvements in student performance and engagement compared to traditional methods. For example, students using the WOFERC-enhanced VR platform achieved an average score increase of 20% in practical assessments. Additionally, the framework allowed instructors to optimize teaching strategies based on real-time student feedback, leading to more effective and personalized instruction. These findings highlight the potential of VR technology with WOFERC in transforming practical teaching methods and fostering immersive and impactful learning experiences.