Practical Learning Experience Research Articles

Analysis of Practical English Learning Experience

Analysis of Practical English Learning Experience

The Effect of Laptop Note-Taking on Students’ Learning Performance, Strategies, and Satisfaction

With the pervasiveness of laptops in the classroom setting, the effectiveness of laptop-assisted note-taking has not been comprehensively investigated. Many inconsistencies in this area still existed with intense debate towards academic performance, learning strategies, and student satisfaction. To fill this missing gap, this study probed the effect of laptop note-taking on the above constructs. The present study applied the comprehensive review by objectively selecting all relative literature from online database, with a main focus on learning areas and conducting the objective procedure. This study covered the positive, negative, as well as neutral effects of laptop note-taking on learning performance. Reasons behind the negative impact and worries were investigated in caution. Tackling the major concerns of distraction and multitasking, this study argued that these concerns might not be the main cause of low performance, individual’s characteristics and preference for the teaching styles shall be taken into consideration. Based on the above arguments, this study provided educators with multiple suggestions on alternative pedagogical approaches to improve teaching practice and student learning experience. The satisfaction of courses was probed together with the reasons for low satisfaction which promoted relative teaching instruction and teacher training. In this vein, this study contributed to the laptop note-taking areas by comprehensively analyzing the effect of laptop note-taking on learning strategies and satisfaction, which were unfortunately ignored by previous studies. Moreover, the present study enriches the e-learning knowledge and supports its practice by proving the side effects of simply banning laptops in class and suggests educators to integrate laptops into their pedagogical designs as well as learn more technology-based teaching strategies. Future research should reinvestigate the effect of laptop note-taking in class with more caution and endeavor to enhance the effectiveness of laptop note-taking in the class by capturing all possible variables of student learning, especially technology-relative variables.

Empathy, Education, and Awareness: A VR Hackathon’s Approach to Tackling Climate Change

Climate change education is crucial for fostering informed and engaged future generations. However, traditional pedagogies often fail to engage learners fully and provide real-world, experiential learning. This paper presents a novel approach to climate change education through a three-day virtual reality (VR) hackathon. The hackathon focused on four United Nations (UN) Sustainable Development Goals (SDGs)—Quality Education, Affordable and Clean Energy, Sustainable Cities and Communities, and Climate Action. Using VR technology and game design software, engineering students worked in teams. They competed against each other in designing immersive environments that demonstrated their understanding of these SDGs and climate change. Our goal was to encourage the development of empathy, education, and awareness around these critical global issues. The hackathon also integrated authentic assessments, mirroring real-world engineering tasks and providing a more practical and relevant learning experience. Our findings suggest that this VR hackathon has significantly enhanced students’ understanding of the SDGs and climate change issues, their competency with VR technologies, as well as their teamwork and problem-solving skills. This paper discusses the hackathon’s design, implementation, and outcomes, highlighting the potential of such innovative approaches in tackling climate change education and awareness.

A reflective practice learning experience with higher education exercise physiology students

ABSTRACT Accredited exercise physiologists are higher education qualified health professionals who prescribe exercise as a preventative and treatment modality for individuals diagnosed with chronic conditions. Reflective practice is integral to the exercise physiology discipline, however its integration into curriculum requires further development and research. Utilising clinically based scenarios, final year students (N = 21), participated in a three-week reflective learning experience using the 6 step SPROUT acronym, represented as Situation, Past experiences, Read and refer, Other influences, Understanding and Taking it forward. Students completed the Reflection in Learning Scale (RLS) and responded to questions about confidence. Reflective scripts were reviewed, and clinical supervisors were interviewed. For the RLS, students scored higher on planning, knowledge integration and mental processing and lower for topic interactions, mindful summarising and coping with negative feelings. Students (75%) indicated that they were mostly or very confident in the use of reflective practice. Qualitative responses showed that using SPROUT did reinforce clinical learning. Time constraints and the separateness of higher education from the ‘real world’ were also points of view. Analysis of student scripts revealed a range of developing reflective ability. Supervisors focused on the importance of reflective practice and the contribution, that SPROUT had made to the overall experience.

Wealth Creation with Financial Games: A Fun Way to Teach Financial Planning to University Students

Background and Aims: Wealth Creation through financial games is important because it provides interactive and practical learning experiences for university students, improving their understanding of financial planning. These games make complex financial concepts more accessible and engaging, providing students with the necessary skills to effectively manage their finances. This paper aims to investigate Wealth Creation with Financial Games: A Fun Way to Teach Financial Planning to University Students. Methodology: The review article's methodology rigorously examines the effectiveness of financial games in teaching financial planning by collecting and analyzing extensive data sets. Using a variety of sources and systematic criteria, the review provides a nuanced understanding of how different types of financial games affect student engagement and learning. The analysis focuses on key themes and assesses the overall effectiveness of these games in improving financial education. Results: the finding found that financial games are a compelling and interactive way to improve financial literacy in university students by increasing engagement, providing practical applications of financial concepts, and improving retention through immersive experiences. These games have great potential to supplement traditional educational methods by making complex financial concepts more accessible and relatable. Conclusion: The findings show that financial games are an effective and engaging tool for increasing financial literacy among university students because they provide practical, immersive learning experiences. They show great promise as a supplement to traditional education, making complex financial concepts more accessible and engaging.

Ability to organize experiential activities of teachers in primary schools

This study examines the capacity of primary school teachers to design, organize, and evaluate experiential activities, utilizing a robust measurement framework grounded in the 2018 General Education Program. The evaluation encompasses 540 teachers, drawing on diverse sources, including questionnaires, regulatory documents, and input from educational stakeholders. The findings highlight commendable strengths in planning and organizing experiential activities, with 324 teachers demonstrating excellent or good capacity. However, critical gaps are evident, particularly in contextual analysis, testing tool design, and information processing, reflecting a need for targeted professional development. The measurement framework, calculated with a distance value of 0.8, employs a scale categorization that offers nuanced insights into the varying impact of experiential activities. The study underscores the significance of targeted professional development initiatives tailored to address identified gaps. Curriculum adaptations are recommended to leverage successful strategies, and informed decision-making is facilitated by evidence-based policies. The findings advocate for a culture of continuous improvement in educational practices. While the study provides valuable insights, limitations include contextual specificity, potential subjectivity in self-reported data, and the exclusion of student perspectives. A quantitative emphasis, reliance on a single methodology, and a sample size of 540 teachers may impact generalizability. This research informs educational stakeholders, policymakers, and practitioners about the current state of experiential education in primary schools. The study, within its limitations, contributes actionable insights to enhance the effectiveness of teacher training and curriculum design, fostering an environment conducive to experiential learning practices.

The Impact of Differentiated Learning in the Merdeka Belajar Curriculum on Elementary School Literacy as the Object of the Kampus Mengajar Program

The Merdeka Belajar curriculum emphasizes students' freedom to determine the course of learning according to their interests, needs and potential. However, it must be acknowledged that each student has a different understanding and ability in studying Islam. This research aims to analyze differentiated learning in elementary schools with the Teaching Campus program. This type of research is a quasi-experiment with a one-group pre-test and post-test design. The research subjects were 19 elementary schools. The instrument used is an essay test consisting of 15 items. Data analysis used an independent T-test assisted by IBM SPSS 25. The results of the research showed that there were differences in literacy outcomes using differentiated learning. The differentiated learning model in the Merdeka Belajar curriculum can increase literacy. Elementary schools that follow this learning model show significant improvements in literacy understanding, active participation in learning, and high learning motivation. The differentiated learning model effectively increases literacy in Elementary Schools with the Teaching Campus Program. This model can provide each student with a more relevant, exciting and practical learning experience by accommodating individual differences.

Assessing Evidence-Based Practice Knowledge, Self-Efficacy, and Use Among Respiratory Therapists.

Evidence-based practice is at the forefront of providing quality patient care by using the best available evidence and clinical expertise, while also considering patient needs and preferences for clinical decisions. However, evidence-based practice may not be consistently used even when the evidence supports the therapy. The purpose of this study was to assess the factors associated with the use of evidence-based practice among respiratory therapy faculty teaching in a large community college system and post-professional students enrolled in a university-based, respiratory therapy baccalaureate degree-advancement program. A non-probability, descriptive survey research design was used to develop and administer an online questionnaire. All respondents demonstrated sufficient knowledge and understanding of introductory concepts of evidence-based practice but knowledge of specific components of the evidence-based practice process was not as strong. Self-efficacy in knowledge and the use of evidence-based practice among faculty and degree-advancement students varied. Faculty and students rated their self-efficacy high in assessing patients' needs, values, and treatment preferences but ratings were lower for using the PICO (patient/population/problem, intervention, comparison, outcome) technique and interpreting common statistical tests. Students viewed their previous evidence-based practice learning experiences more favorably compared with faculty (P = .008). Faculty and students searched and read the research literature more often compared with critically appraising and using the research literature. Logistic regression analysis indicated no statistically significant relationship of knowledge, self-efficacy, and learning experiences to the use of evidence-based practice among respiratory therapy students, Χ 2 (4, N = 54) = 7.73; P = .10. Analysis of the results suggested that respiratory therapy faculty and students were knowledgeable and confident with regard to evidence-based practice but their use of evidence-based practice in clinical decisions was limited. Although the evidence-based practice knowledge, self-efficacy, and learning experiences had minimal influence on the use of evidence-based practice, the results of the study provide a foundation for future research.

Educational Experiences Become Experiential When the Learner is Fully Present

The 21st century has seen a dramatic rise in experiential learning research and practice. After the previous century, where research on subjective experience was for the most part excluded from academic journals, there is today a resurgence of scholarly research on experience and experiential learning. Yet, how do we know when a given educational experience is experiential? We argue that there is something more to experiential learning than just having an experience. That “something more” is a process of experiencing, a process whereby the learner deeply engages with an experience and is fully present. Through research conducted from an international sample of learners who based response to their lived experience outside of the classroom, we extend findings from Stock & Kolb (2021) and introduce a revised version of the Experiencing Scale based on the discovery of the overarching importance of the role of presence and its ramifications for the experiencing process. Our analysis here suggests that when learning is experiential, it is characterized by active participation, sensory engagement, deep involvement, alert/ aware attention and being fully present in the here-and-now. 

Development of a Decision Support System for Perishable Food Management in Culinary Education Institutions Using Machine Learning with Linear Regression

This study presents the development of a decision support system tailored for educational institutions with culinary programs, aimed at optimizing the management of perishable food items. The system employs a machine learning approach, specifically linear regression, to predict and enhance decision-making regarding the handling, storage, and utilization of perishable ingredients. The foundation of the system lies in the collection and analysis of historical data pertaining to various perishable food items commonly utilized in culinary education. Key variables, including temperature, humidity, storage duration, and other relevant factors, are identified to build a robust linear regression model. This model serves to predict the remaining shelf life of perishable goods, offering valuable insights into optimal storage conditions. Instructors benefit from a tool that enhances the practical learning experience, fostering a deeper understanding of food preservation and waste reduction. Continuous feedback mechanisms are integrated to improve the system's accuracy and relevance over time. Culinary educators can contribute insights, ensuring that the system remains aligned with the dynamic needs of culinary education.By incorporating this decision support system into culinary programs, educational institutions can not only empower students with practical skills but also in still a culture of sustainability and resource efficiency. The linear regression model, as a part of the system, aids in making informed decisions that align with industry best practices, contributing to the development of responsible and skilled culinary professionals. This research represents a significant step towards leveraging machine learning techniques to enhance culinary education, offering a practical and innovative solution for the management of perishable food items within educational settings.

The Impact of Covid-19 Pandemic on Mental Workload and Fatigue of Students during Online and Offline Practicum

Learning activities underwent policy changes during the Covid-19 pandemic were carried out online and offline. During the Covid-19 pandemic, there were many ways that universities did to keep learning going, such as implementing online learning and online learning. Practical learning experiences changes in the teaching and learning process system due to university policies. This study aims to measure the level of mental workload and the level of student fatigue during online and offline practicums and to determine the relationship between mental workload and fatigue level. The methods used in this research are the National Aeronautics and Space Administration Task Load Index (NASA-TLX) and Subjective Self Rating Test (SSRT) methods. The results showed that the level of mental workload of students was in the high classification with the NASA-TLX dimensions of effort, mental needs, and performance. The level of student fatigue is in the moderate classification with part of the SSRT, namely the weakening of activities. The results of the correlation test show that there is a relationship between mental workload and student fatigue levels with a positive direction of relationship.

GOTTA CATCH’ EM ALL: UTILIZATION OF IMPROVISED INSECT TRAPS AS HOME-BASED BIOLOGY EXPERIMENT FOR INSECT TAXONOMY

Classifying, naming, and identifying insects have been complicated topics among science teachers and students. This problem is due to the highly technical collection protocols, safekeeping procedures, the unavailability of appropriate learning resources, and the closure of school laboratories and facilities due to the COVID-19 pandemic. Using the remote learning setup, this study utilized Improvised Insect Traps (IITs) to provide an authentic learning experience in teaching and learning insect taxonomy at home. The study aimed to determine the effects of using IITs on students’ self-efficacy beliefs and perceived levels of engagement. In this quasi-experimental study, 42 students designed and developed their improvised insect traps. Insect collection and classification were accomplished within four weeks. A 20-item validated survey questionnaire on self-efficacy and engagement levels was administered via Google Forms. Students’ feedback was gathered using virtual focus group discussions and open-ended questions. Results revealed that IITs effectively improved students’ self-efficacy beliefs (Z=0.033, p-value=0.022, g=0.68), while no improvement was noted in students’ perceived levels of engagement (Z=0.143, p-value=0.188, g=0.07) in teaching and learning insect taxonomy. Moreover, students’ feedback and responses were classified as Affordances or Constraints. Subthemes such as motivation, satisfaction, authentic learning, safety, and parental involvement were generated in the thematic analysis. Overall, this study found that the IITs activity is relevant in teaching insect taxonomy and delivering practical learning experiences among students in a distance learning modality.

Experiences of baccalaureate nursing students in preceptorship during the COVID-19 pandemic: a systematic review protocol.

The objective of this review is to appraise and synthesize current evidence of the clinical experiences of baccalaureate nursing students in preceptorship during the COVID-19 pandemic. Nursing education programs support quality clinical practice learning experiences, which are essential for preparing students for both the current and future workforce. The COVID-19 pandemic has drastically changed the health care system and, previous estimates of the global shortage of nurses have now almost doubled. Understanding nursing students' clinical experiences during the pandemic can assist with identifying the needs of the future workforce. Nursing students complete the final practicum, also known as the last clinical, internship, or preceptorship, before they are eligible to apply for licensure. This review seeks to explore these pre-transitional, unprecedented preceptorship experiences during COVID-19 to better understand how to prepare pre-licensure nurses for the altered workforce. This review will include qualitative studies that address the clinical experiences of undergraduate nursing students in preceptorship during the COVID-19 pandemic from 2020 until the present. The databases to be searched will include CINAHL, MEDLINE, ERIC, Google Scholar, and Embase. Reference lists of included studies will be reviewed to identify additional studies. Gray literature will be searched for via ProQuest Dissertations and Theses, Google, and GreyNet International. Unpublished studies will be searched for on websites, including those of national associations of nursing. Study selection, critical appraisal, data extraction, and data synthesis will be performed independently by 2 reviewers. The findings will be collated using meta-aggregation to produce comprehensive synthesized findings and a ConQual Summary of Findings. PROSPERO CRD42022328303.

Analysis of Educational Curriculum Reconstruction Mining Vocational in Preparation of MBKM in Industry

The research aims to analyze empirical data concerning the competencies essential in the field of mining work, aligning them with industry needs, and assess the outcomes of the analysis in relation to the implementation of Mining Vocational Education and its curriculum, focusing on relevance to industry standards. The Delphi technique method was employed for this research, with participants including experts invited to the FGD forum, mining student alumni, students from the Faculty of Engineering at UNP, and representatives from the industry. Data collection utilized questionnaires and direct interviews. The research results substantiate the necessity for technical and managerial competencies, as well as other essential soft skills. It is emphasized that lecturers must possess teaching competence along with expertise in their respective fields. Additionally, industry collaboration with the educational sector is imperative. The findings underscore the need for the development of a Relevant Competence-Based Curriculum (MBKM), encompassing curriculum design, industry-aligned learning activities, tools for MBKM implementation, and effective socialization of MBKM. Notably, only 46.3% of students graduated on time, with 77.1% securing employment. Language proficiency was identified as a challenge, with 30.4% facing difficulties due to foreign language skills. Personality aspects were deemed crucial by 93% of companies, and the research indicated a high demand for practical learning experiences, particularly in the laboratory setting, at 85%. The overall Learning Experience Assessment yielded a score of 78%.

Exploration of the Reform of a Blended Teaching Model Under an Outcome-Based Approach

This paper, proposes practical teaching recommendations based on the integration of blended teaching and outcome-oriented education through a case study. Through an in-depth exploration of projects such as creating individual resumes, the study reveals that the blended teaching model, while providing a personalized learning experience, complements the philosophy of outcome-oriented education. Utilizing online learning platforms to stimulate students’ interests in self-directed learning and continuously optimizing teaching methods through a comprehensive performance assessment and practical skill development provide students with a more practical and holistic learning experience. This research offers valuable insights and guidance for future educational practices, presenting actionable teaching approaches for schools and educational institutions.

A Study on the Construction of College English Context Vocabulary Teaching Based on Hands-Off Data-Driven Learning in China

Hands-off data-driven learning is a data-based, student-oriented learning model characterized by inquiry and discovery. English context vocabulary teaching is the key to English teaching in colleges and an important indicator to evaluate the quality and level of college English teaching, which is a language teaching paradigm focusing on the language environment. Combining the two approaches can give students a more realistic, practical, and meaningful language learning experience. This paper analyzes the vocabulary learning level of two non-English major undergraduate classes at Southwest University of Political Science and Law before and after the application of the context experiment. The positive effect of context vocabulary teaching in the control groups is verified by comparing and analyzing the influence of context teaching based on hands-off data-driven learning on their scores and learning results between the experimental and control groups. It shows that the combination of context in English vocabulary teaching with hands-off data-driven learning can help to improve students’ ability to understand, absorb, and apply English vocabulary.

From simulation to reality: development of a small-scale autonomous electric vehicle for educational and research purposes

Robotics is a constantly evolving field, making it possible to perform various tasks that help people every day. Among these tasks, robot safe navigation through different environments is one of the challenges of mobile robotics. This work presents the development of a small autonomous vehicle designed for navigation using predefined coordinates. The chosen navigation strategy uses virtual vector fields that exploit an interaction of virtual attractive and repulsive forces. The proposed strategy has been validated through simulations and in real scenarios. Furthermore, this work presents the development of the physical prototype of the robot, emphasizing the practical and educational aspects of using autonomous robots, providing valuable insights and practical learning experiences in robotics and navigation.

The Integration of Business Model, Curriculum and Core Business Operation for Commerce Laboratory

Laboratories in vocational higher education have an important role in complementing the learning process for students to gain an optimum learning experience, especially in Vocational Colleges, where the quality of students is expected to possess skills and expertise that are applicable in the workplace. Laboratories in vocational higher education have many important roles in students' learning experiences, especially in the area where students are able to sharpen their practical skills by directly applying all the theories they have learned. This provides students with the opportunity to optimize and even master various skills relevant to their chosen field of study or profession. The optimization of student learning includes making laboratories function as real business entities, so that students can gain learning experiences in conditions that closely resemble those in the industry. One of the efforts to develop the potential of resources owned by a laboratory is to maximize the business potential of each laboratory, especially Commerce Laboratories. Integration between the business process and the learning process in commerce laboratories is necessary to ensure that both aspects run smoothly, rather than being misaligned. When the laboratory functions as a business entity, it can achieve maximum profit while simultaneously providing practical learning experiences to students.

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

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. 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. 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 (X 2 = 38.247, p ≤ .001), physical sensations of energy (X 2 = 12.02, p ≤ .001) and pain (X 2 = 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. 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.

How to Create Serious Games? Proposal for a Participatory Methodology

The demand for practical, engaging, and enjoyable learning experiences has led to a shift in student preferences. Students now seek active learning approaches that prioritize their involvement and utilize technology. In response to this demand, simulators and serious games have emerged as effective strategies in education. Serious games offer numerous benefits, including the promotion of critical thinking, creativity, problem-solving skills, and improved knowledge retention. However, it is crucial to ensure that serious games are well-designed to maintain their appeal and playful nature. Inadequate requirements definition during the initial stages of development can lead to issues in game design. This article emphasizes the importance of establishing clear requirements and objectives in the creation of serious games for educational purposes. By doing so, effective serious games can be developed that meet the needs of students and align with educational goals. This systematic approach to game development ensures that the games are engaging, effective, and conducive to learning.