Practical Learning Experience Research Articles

Singular Therapeutic Plan: Strategies For The Well-Being Of The Elderly In Primary Care

Background: Elderly health faces challenges due to increased life expectancy and the prevalence of chronic diseases. In this scenario, the Singular Therapeutic Project (PTS) emerges as an innovative strategy, initially developed in mental health, but now applied in geriatrics. The PTS promotes a personalized care plan, created in collaboration with the elderly person, their family and an interdisciplinary team, focusing on the needs This approach not only improves adherence to treatment, but also promotes autonomy and protagonism, essential for quality of life in old age. Aim: This experience report aims to describe the practical learning experience of medical students in the implementation of a STP for an elderly patient in primary health care, highlighting the impact on medical care and education. Experience Report: During the second semester of 2024, medical students had the opportunity to experience the practice of the Singular Therapeutic Project (PTS) in a real context, through home visits in the territory of Primary Health Care at the Basic Health Unit (UBS) Riozinho in the municipality of Bragança-PA. During the home visit to the patient's home, several instruments were applied for a more complete evaluation of both the elderly woman and her caregiver, her husband, 83 years old. Among these tools, the Adult Stress Symptom Inventory (LIPP) and the Zarit Caregiver Burden Interview (ZBI) scale were used to assess caregiver stress and burden. Conclusion: The participation of medical students in the construction of the Singular Therapeutic Plan (PTS) in primary health care is an essential training experience that significantly enriches the training of future professionals.

Harmonizing AI and human instruction in legal education: a case study from Israel on training future legal professionals

ABSTRACT This article examines the integration of artificial intelligence (AI) into legal education and its potential to enhance the training of future legal professionals in an increasingly technological environment. The study critiques traditional legal education methods, arguing that they fall short of equipping students with the practical and technological skills required for modern legal practice. Through a case study of AI implementation in a criminal law course at an Israeli law school, this article highlights the practical benefits and challenges of incorporating AI tools such as interactive learning modules, automated assessments, and AI-powered legal simulations. The findings indicate that AI can complement traditional teaching methods, providing a more personalized and practical learning experience. The study also addresses the ethical considerations of AI use, including bias and data privacy issues, emphasizing the need for a balanced approach where AI enhances but does not replace human instruction. The case study demonstrates how AI integration can better prepare students for the technological demands of the legal profession, offering insights that may serve as a model for broader implementation in legal education globally.

Exploring Teaching Reform in Fashion Design Major based on Virtual Reality Technology

With the development of technology and social progress, digital teaching has become the mainstream trend, and digital teaching technology is constantly integrated into the teaching of fashion design majors. Fashion design will further evolve and improve virtual simulation technology, continuously enhancing the intelligence and interactivity of teaching, and providing students with comprehensive and practical fashion design learning experiences. This article provides an overview of virtual reality technology, its application in fashion design teaching, application types, problems and solutions in the application of virtual reality technology in fashion design, and research on the reform of virtual reality technology in fashion design teaching. It proposes that virtual reality technology effectively improves the classroom teaching efficiency of fashion design, stimulates students' design and innovation inspiration, promotes the practicality of fashion design, and provides students with a good learning environment and methods. Applying VR technology to the field of modern education continuously promotes the development of teaching and education work, providing new teaching models and innovative teaching methods for national education work.

Digital Transformation in Higher Education System: Learning Technologies at Open University of Mataram

The proliferation of technology has significantly impacted learning development. This study aimed to investigate the effectiveness of learning technologies based on students’ perspectives and to discover the challenges encountered when using technologies. In conducting a qualitative case study, the researcher collected data using an open-ended questionnaire at the Open University of Mataram. The data from six informants were analyzed by using the thematic analysis technique. The analysis procedures were based on Kawulich's (2004), which encompassed narrative, coding, interpretation, confirmation, and presentation. The result showed that the students found technology in their learning was effective primarily in creating attractive, practical, and accessible learning experiences, promoting flexible learning and independent learners, and enriching and deepening understanding. Meanwhile, three main challenges were identified: an unstable network, social media, environmental distraction, and a lack of technological competence among students. This study recommends researching teachers’ perspectives on digital transformation for further studies

예비교사의 디지털 역량에 대한 요구분석

The recent digital transformation in school education, including advancements in g enerative AI and digital technologies, highlights the need for digital competence a mong teachers. This study investigates the digital competence needs of pre-service elementary school teachers using Importance-Performance Analysis (IPA), Borich's Needs Assessment Model, and The Locus for Focus Model. The study participants were 98 first-year pre-service teachers from University A. The results showed th at pre-service teachers perceived all four sub-competencies of digital competence a s highly important. Among these, the sub-competency with the highest priority wa s the capability to utilize digital technology in education, specifically in areas such as digital-based curriculum reconstruction, design of personalized learning using di gital technology, evaluation, selection, and development of digital technologies, data, services, and content, and design of practical learning experiences based on digital technology. The findings suggest that teacher education curriculum should be impr oved to reflect the high-priority competencies identified by pre-service teachers. B ased on the results, discussions and implications for research are proposed.

Effectiveness of Abstract – Visual – Concrete Approach in Enhancing Students’ Level of Conceptual Understanding and Mathematical Self-Efficacy

This study was designed to transform mathematics instruction into a more engaging and practical learning experience, emphasizing real-world applications. The primary objective was to enhance conceptual understanding and mathematical self-efficacy among Grade 11 senior high school students in Statistics and Probability during the 2021-2022 academic year's second quarter. The findings demonstrated that mathematical self-efficacy positively correlates with conceptual understanding, with high-efficacy students showing greater confidence and positive attitudes toward mathematics. The Abstract-Visual Representation-Concrete (A-V-C) instructional approach proved effective in teaching Pearson product moment correlation and regression analysis. This method progresses from abstract concepts through behavioral modeling to exploratory concrete experiences, enabling students to develop comprehensive understanding through structured, hands-on learning.

Salmon's five-stage model and E-Portfolios: a pathway to intercultural communication skills in virtual learning during COVID-19

The article presents the research results of a transnational virtual exchange (VE) project, the Intercultural Digital Community Buiding conducted with EFL Algerian and multidisciplinary Turkish students that started a few days before the COVID-19 pandemic. It aimed to investigate how Intercultural Digital Community Building enhances participants' intercultural communication skills based on Salmon's five-stage e-tivities for an e-moderating and project-based training course aligned with the experiential approach. Additionally, it assesses the effectiveness of e-portfolios as reflective tools to document and facilitate the development of these skills. The research opted for a qualitative-dominated mixed methods approach, involving 26 students (n=15 Algerian and n=11 Turkish) over three months during the COVID-19 pandemic. The findings revealed significant improvements in the participants' intercultural communication skills, attributed to Salmon's e-tivities-paced online learning and the reflective nature of the course. E-portfolios' results proved effective for participants and researchers to track progress and reflect on learning experiences, suggesting that incorporating structured experiential learning and reflective practices into virtual exchange programs can substantially enhance intercultural communication skills. Future research should explore such virtual exchanges' long-term impacts and scalability across diverse educational contexts and academic fields.

Learning and teaching with ChatGPT: Potentials and applications in foreign language education

This literature review delves into the applications and implications of ChatGPT, an artificial intelligence-driven chatbot, in educational settings. As technology continues to permeate the field of education, ongoing debates persist regarding the potential impact on learners' critical thinking skills and the evolving role of educators. Instead of resisting such technologies, this review contends that discussions should focus on strategies to optimize their use within education. By conducting a comprehensive document analysis, this study hones in on the utilization of ChatGPT, harnessing its natural language processing technology, within the realm of foreign language acquisition. The findings of this review indicate that ChatGPT can significantly enhance foreign language writing skills and conversational capabilities, offering tailored language support. Through personalized feedback and guidance, ChatGPT has the potential to facilitate more effective knowledge acquisition and create practical and interactive learning experiences, particularly in applied sciences. It is important to note, however, that ongoing debates surrounding accuracy, currency, and reliability should be taken into account. Thus, the study emphasizes the cautious and responsible use of ChatGPT within educational contexts. To summarize, when used responsibly, AI chatbots such as ChatGPT can enrich language learning processes and provide practical and active learning experiences, ultimately fostering more effective knowledge acquisition. Therefore, this review underscores the significance of bolstering the tech-literacy of both educators and students, integrating novel technological skills into educational curricula, and investing in comprehensive training on technology usage for students. By embracing these approaches, educational institutions can harness the full potential of AI chatbots in enhancing the learning journey.

TRANSFORMATIVE PEDAGOGY IN THE DIGITAL AGE: UNRAVELING THE IMPACT OF ARTIFICIAL INTELLIGENCE ON HIGHER EDUCATION STUDENTS

Artificial Intelligence (AI) has become a transformative force in education, significantly influencing students. This research explores AI's impact on learning experiences, academic performance, career guidance, motivation, self-reliance, social interaction, and AI dependency. Utilizing a descriptive-comparative design, 194 student respondents were chosen through stratified sampling. The results show that students generally perceive AI positively. Students agree that AI enhances personalized learning, engagement, and critical thinking, although practical hands-on learning experiences received less favorable feedback. Academically, students concur that AI helps them identify weaknesses, improve assignments, and track progress, despite some reservations about its efficacy in exam preparation. For career guidance, students agree that AI effectively matches skills with career options, recommends internships, and provides resources, though it is less effective for long-term planning. Students also believe AI boosts motivation through gamified learning and progress tracking and fosters self-reliance via self-directed learning and critical thinking support. Socially, students agree that AI facilitates collaboration, peer learning, and networking. Additionally, students demonstrate a reliance on AI for their learning processes. Notably, female students report a more significant impact on social interactions than male students. The type of device used (laptop vs. cellphone) significantly affects the learning experience, with laptop users reporting a more substantial impact. Differences in AI's impact are noted among various courses, particularly benefiting education students more than those in hospitality management and agriculture. However, age and family income do not significantly influence AI's overall impact. Keywords: Artificial Intelligence, descriptive-comparative, impact on learning, higher education

Augmented Reality Technology For Arabic Vocabulary Learning As A Model Of Quran Reflection For Hearing Impairment Adults

This study uses innovative Augmented Reality Technology to analyze a new model design of Quranic reflection through learning Arabic vocabulary for adult learners with hearing impairments. Learning the Arabic vocabulary contained in the Al-Quran and understanding its meaning will facilitate the process of reading, understanding, memorizing, and practicing it. Nevertheless, Tadabbur Al-Quran, through a vocabulary approach based on Augmented Reality Technology for deaf adult learners, has still not been researched and developed. Therefore, a new model should be well-designed and appropriate to their needs and preferred learning styles. This study uses the needs analysis model of Hutchinson and Waters, 1987 which consists of Lacks, Needs, and Wants to collect data. The study findings show that most respondents do not know the Arabic vocabulary in Juz 30 related to humans, animals, plants, and other natural creations and phenomena. In addition, most of them agreed to learn the Arabic language in Juz 30 with the help of AR technology. This study will provide a practical learning experience for adult learners with hearing impairments using Augmented Reality Technology.

The Singular Therapeutic Project As A Learning And Comprehensive Care Tool: Experience Report On The Management Of Chronic Pain In An Elderly Patient

Background: Chronic pain is a complex condition that affects patients physically, emotionally, and socially. Addressing it effectively in primary care requires a holistic approach that integrates non-pharmacological and pharmacological strategies. The Singular Therapeutic Project (STP) enables personalized, patient-centered care through multidisciplinary collaboration. Aim: This experience report aims to describe the practical learning experience of medical students implementing a STP for a patient with chronic pain, highlighting the impact on care and medical education. Experience Report: During the second semester of 2024, medical students from Bragança, Pará, engaged in home visits through the STP framework under faculty supervision. These visits facilitated an expanded understanding of the patient’s clinical and psychosocial context using tools such as genograms, ecomaps, and functional assessments. Students applied interventions to manage chronic pain and address barriers to medication adherence. Additionally, collaboration with the healthcare team ensured adjustments to care based on the patient’s evolving needs, promoting reintegration into physical activities. Conclusion: The implementation of the STP fostered practical and humanized learning by emphasizing empathy, teamwork, and communication skills. This approach strengthened the students' understanding of primary healthcare, enabling the development of professional competencies essential for managing complex patient cases and contributing to the patient’s improved quality of life.

PHOTOVOICE ANALYSIS OF INDUSTRIAL PRACTICE EXPERIENCE: A COLLABORATIVE AUTOETHNOGRAPHY STUDY

This study aims to examine the experience of implementing industrial practice with photovoice analysis through a collaborative autoethnography approach and reveal the factors that determine the success of industrial practice. This research is qualitative and uses a partial collaborative autoethnography approach. The source of research data is industrial practice activities. The sampling technique was carried out through purposive sampling. Data collection was carried out through critical autoethnography, observation, and Focus Group Discussion (FGD). The validity test technique used was FGD. Data analysis was carried out through content analysis. The results of this research include: first, the study of industrial practice learning experiences contained aspects of togetherness and cooperation (collaboration ability category); discussion (communication ability category); involvement, contribution, initiative, responsibility, and dedication (proactive category); implementation of knowledge, fast learning, self-development, obedience, and time management (adaptive category). Second, the factors determining the success of industrial practice include a supportive partner work environment, team solidarity, student competence, and student personality.

Advancing Nurse Practitioner proficiency and confidence: An evaluation of postgraduate training in rural and medically underserved communities.

Nurse practitioners (NPs) are critical in delivering primary health care, especially in underserved and rural areas. Transitioning from academic training to practical application poses challenges, highlighting the need for structured post-licensure training (PLT). To address the knowledge gap regarding the impact of PLT programs on the clinical development, confidence, and care delivery of NPs using an innovative evaluative approach. Using a mixed-methods approach, this study engaged 19 NP fellows in quantitative and qualitative evaluations. Assessments of clinical skills and feedback were collected using the REDCap platform, focusing on mentorship and the practical application of skills. Quantitative analysis showed improvements in several domains: patient-centered care (median score increase from 8 to 10, p = .005), knowledge of evidence-based practice (median score from 8 to 9, p = .028), and health systems (median score from 8 to 9, p = .014). Qualitative feedback underscored the benefits of the program's structured support and practical learning experiences while revealing the need for improvements in mentor preparedness. The PLT program effectively advanced NP proficiency across various domains, particularly in patient-centered care and evidence-based practice. However, it also highlighted a crucial need for focused mentorship in developing leadership skills. The study's limited scope, dependence on self-reported measures, and specific statistical methods constrain the broader applicability of its findings. Future research should aim to validate these results across diverse settings and explore long-term outcomes. This study provides new perspectives on NP workforce development, emphasizing the importance of structured mentorship and training, especially in medically underserved communities.

Experiential Learning: The Effects of a Digital Learning Companion Project on Tutors’ Service-Learning Outcomes

Abstract: Community-oriented education has witnessed an increasing interest in online service-learning opportunities. Digital Learning Companion is an online service-learning project supported by Taiwan’s Ministry of Education to give students experiential learning opportunities and practice social responsibility. As part of the initiative, 189 local and international students served as tutors for remote children. A mixed-methods design, including pre- and post-questionnaires and sharing videos, was employed to evaluate its effects on service-learning outcomes. The results revealed that all tutors improved personal competence, interpersonal relationships, and charitable responsibility. However, no significant difference was found in social justice responsibility. Furthermore, significant differences between the international and local tutors were noted in outcomes regarding personal competence, interpersonal relationships, and charitable responsibility, with the mean scores of the international group higher than those of the local one. Conversely, no significant difference was found in social justice responsibility with respect to nationality. The findings highlight the benefits to tutors with respect to personal and interpersonal development and support the implementation of similar service-learning projects.

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

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.

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.