Learning Practices Research Articles

PELATIHAN JURNALISTIK BAGI SISWA SEKOLAH MELALUI PENGGUNAAN MEDIA SOSIAL DI ERA MILENIAL

The dynamics of students in high school currently face various strong and unique challenges related to understanding journalism and the use of social media tools in the millennial era. The use of computers is a real activity of Youth Catholic Community (YCC) which continues to be dynamic. The problems faced by Cenderawasih Catholic High School and Frater High School students in using social media are a lack of good and wise knowledge and understanding, still having an emotional nature or lack of self-control, and not using social media applications constructively. Student learning practices still require serious efforts to increase productivity to be targeted, effective and measurable. The training aims to educate school students in understanding journalistic concepts with 3 (three) main aspects in the use of social media in the millennial era, namely: cognitive (knowledge), affective (attitude), and psychomotor (skills) to produce creative social media content with character constructive. Training methods include pre-training (information questionnaire), training implementation (tutorial, practice, and presentation) and training evaluation (rubric questionnaire). The training has educated students in understanding journalistic concepts with 3 (three) aspects of using social media in the millennial era. The results of the evaluation of 30 students, namely: cognitive aspects of 18 people or 60.00%, affective aspects of 22 people or 73.33%, and psychomotoric aspects of 21 people or 70.00%, so it can be said that in general students have been able to understand the use of social media well good.

Effectiveness of Digital Literacy Learning Model with Video Content Project In Enhancing Sustainable (SDG) Civic Intelligence

Objective: This study aims to find the effectiveness of a newly developed learning model, namely a digital literacy model with a video content project in improving citizenship intelligence, as an effort for sustainable development goals. Theoretical Framework: The theoretical framework is drawn from the utilization of digital technology and social media in learning practices. However, the utilization of digital technology does not show good digital literacy, the learning outcomes have not had an optimal impact, especially in improving citizenship intelligence. Method: The approach used in this study is a quantitative approach, quasi-experimental method. Sampling was sorted purposively, the experimental and control classes totaled 140 people from six classes, all classes used as research samples came from Mandiri University, Subang University, and Subang State Polytechnic. Data collection techniques were carried out with pre-post tests and questionnaires. Results and Discussion: The results of the study based on the pre-post test gain test showed that the experimental class got a gain value of 0.71 which was in the high criteria, this value was much different from the control class which got a gain value of -0.04 which was in the low criteria. Therefore, the digital literacy learning model with video content projects proved to be effective in increasing Civic Intelligence, compared to the conventional exploratory model with lecture and question and answer methods. Research Implications: This research has implications for the development of learning theory, because this model itself is the result of innovation from the philosophy of constructivism learning and cybernetic learning theory. Originality/Value: Practically, the results of this study are useful in improving the quality of learning practices, this model can be used by lecturers and students to achieve learning objectives.

Review on pedagogical practices for computational thinking in teacher education

As computational thinking (CT) enters school curricula, and research on teaching of CT emerges, the time has come to spotlight CT in teacher education (TE). To this end, we conducted a literature review on CT in TE for STEM subjects with particular focus on research into pre-service teachers’ (PSTs) learning of pedagogical practices. We found 31 articles addressing CT in TE for STEM subjects between 2012 and 2023, applying qualitative, quantitative, and mixed methods, mainly with smaller sample sizes. Almost all describe teaching interventions with research on PSTs’ CT skills or attitudes. Only five articles include research questions explicitly addressing pedagogical practices for learning to teach CT. However, 13 articles explicitly describe such pedagogical practices and another seven implicitly do so. The review shows that the practices for teaching CT is an under-researched area, and the field lacks a common language and systematic research approaches. However, we do find that TE has clear ambitions for teaching PSTs about pedagogical practices as well as CT skills and attitudes.

Predictive power of psychosocial factors on learning practices among older Japanese adults based on organismic integration theory

ABSTRACT Despite the importance of learning activities for older adults, the proportion of those engaging in such activities remains low. To devise interventions that would increase participation in learning, it is essential to analyze the psychosocial predictors of learning. This study employed a cross-sectional design, with data collected through a self-administrated questionnaire, and proposed two hypotheses: 1) Self-efficacy in learning, interest in learning, recognition of the effectiveness of learning, and social support from family and friends significantly predict the will to engage in learning practices by the older adults (H1); 2) Social support from family and friends predicts the willingness of older adults to engage in learning practices through mediating the significant factors identified in H1 (H2). The research group comprised 516 participants aged 60 years and above from Machida City, Tokyo. The statistical analysis was performed using Mplus version 8. Results supported most aspects of H1. Self-efficacy in learning, interest in learning, and support from family and friends were found to significantly predict learning practices (self-efficacy in learning: β = .242, p < .001; interest in learning: β = .187, p < .01; and support from family and friends: β = .159, p < .05). H2 was also supported as social support from family and friends significantly predicted learning practices via two psychological variables identified in H1. Each indirect prediction was significant as when older adults are supported by their family and friends, their learning practices are predicted through self-efficacy in learning (β = .087, 95% confidence intervals: .042, .145) and interest in learning (β = .082, 95% confidence intervals: .033, .150). These findings provide valuable directions for policymakers, practitioners, and teachers to improve older adults’ engagement in learning.

Stages of teaching law students to draft international legal documents in English based on artificial intelligence tools

Importance. At the present time, the technologies of artificial intelligence are gradually finding their way into a wide variety of different fields of professional activity, including education. Over the past years, there has appeared a great corpus of research in pedagogical and methodical literature dedicated to the didactic and methodological potential of artificial intelligence. This study represents how the use of artificial intelligence technologies can diversify the learning and professional practice of learners, as well as take over some of the routine functions of a teacher. Genie AI, LegalAI, AI Legal Document Generator – these are all new artificial intelligence tools that allow international law students to draft international legal documents according to the characteristics of the legal systems of foreign authorities. At the same time, their linguodidactic potential is insufficiently revealed, which requires the development of a step-by-step methodology for teaching students to draft international legal documents in a foreign language based on these artificial intelligence tools. The aim of the research is to develop a step-by-step methodology for teaching law students to draft international legal documents based on artificial intelligence tools.Materials and Methods. The study is conducted on the basis of an expert approach. The materials are scientific articles considered with pedagogy and teaching foreign language methodology published in Higher Attestation Commission scientific journals and journals indexed in Scopus and Web of Science. Scientific literature analysis, methods of observation, and survey of university professors who deliver profile disciplines to students of the ‘Jurisprudence’ major, are used.Results and Discussion. A step-by-step methodology of teaching law students to draft international legal documents based on Genie AI, LegalAI, AI Legal Document Generator artificial intelligence tools is developed. The methodology consists of the following series of steps: 1) students study the structure of an international legal document taking into account the specificities of the legal systems of the participating countries in a regular class as part of an integrated course;2) students study or repeat an active vocabulary and grammar that are used in the process of drafting an international legal document; 3) explanation of the goals of drafting international legal documents on the basis of Genie AI learning practice, defining it’s stages and period to the students;4) discussion about information security and author ethics and the inadmissibility of unauthorised borrowing of generative AI material; 5) extracurricular independent educational practice on drafting international legal documents by students with the artificial intelligence tool; 6) mutual evaluation and discussion in small groups of students regarding international legal documents drafted with artificial intelligence tools; 7) selective evaluation by the instructor of legal documents drafted by students on the basis of practice with the artificial intelligence tool; 8) students’ reflection on the usefulness of using the artificial intelligence tool for drafting international legal documents.Conclusion. The novelty of the research lies in the development of a step-by-step methodology for teaching law students to draft international legal documents based on Genie AI, LegalAI, AI Legal Document Generator artificial intelligence tools. Prospects for further works are studying the linguodidactic potential of other artificial intelligence tools created for lawyers, and developing methods of teaching language aspects, types of speech activity, and specialised disciplines on their basis.

Efficient quantum circuits for machine learning activation functions including constant T-depth ReLU

In recent years, Quantum Machine Learning (QML) has increasingly captured the interest of researchers. Among the components in this domain, activation functions hold a fundamental and indispensable role. Our research focuses on the development of activation functions quantum circuits for integration into fault-tolerant quantum computing architectures, with an emphasis on minimizing T-depth. Specifically, we present novel implementations of ReLU and leaky ReLU activation functions, achieving constant T-depths of 4 and 8, respectively. Leveraging quantum lookup tables, we extend our exploration to other activation functions such as the sigmoid. This approach enables us to customize precision and T-depth by adjusting the number of qubits, making our results more adaptable to various application scenarios. This study represents a significant advancement towards enhancing the practicality and application of quantum machine learning. Published by the American Physical Society 2024

The Influence of Chinese and Western Cultural Differences on English Translation and Its Countermeasures

Abstract English plays an irreplaceable role as a bridge of global communication. However, the cultural differences between China and the West have a profound impact on English learning and translation practice, resulting in the reduction of semantic accuracy and information richness, which damages the effect of communication and restricts the style of translation. These cultural differences not only lead to understanding errors in the translation process, but also lead to the loss of cultural connotation, the conflict of expression and the mismatch of logical structure, thus increasing the complexity and challenge of English translation. To solve these problems, this paper suggests some strategies to alleviate the influence of Chinese and Western cultural differences on English translation, such as enhancing the training of cultural awareness, improving the accurate grasp of the context, flexibly adjusting the ways of language expression and optimizing the logical expression structure. In addition, it is emphasized that while mastering language skills, English learners should deeply understand and respect the cultural background of the source language and the target language, so as to improve the quality of translation and the effectiveness of communication. These measures will help English learners to translate and apply English more accurately and freely, not only in the literal sense of the language, but also in the cultural level.

Community-Based Digital Initiatives: Challenges and Opportunities for LIS Education

The integration of experiential learning with community service is a prevalent pedagogical approach in Library and Information Science (LIS) education, particularly in courses like digital collections and fieldwork experiences. This paper explores the challenges and opportunities associated with community-based digitization projects within an LIS program, drawing upon anecdotal evidence from various instances of faculty and student involvement. Through reflective analysis, the author identifies key themes such as community needs and barriers, the practicality of hands-on learning, and the complexity of collaboration. The paper proposes a framework for potential interinstitutional and cross-community collaboration, aiming to bridge the gap between LIS education and practical applications. By delineating essential resources and potential avenues for support, the framework seeks to facilitate the sustainability and success of community-based digital initiatives. However, uncertainties regarding funding accessibility and institutional policies pose significant challenges, highlighting the need for ongoing research and collaboration in this field.

Simulation-Based Approaches for Training Communication and Counseling Skills in Clinical Education in Audiology: A Scoping Review.

This review article aimed to obtain an understanding of the positive outcomes and challenges associated with the use of simulation-based approaches for teaching communication and counseling skills in clinical education in audiology as described in the literature. A scoping review was conducted during October 2023 to identify published journal articles that described how simulation-based approaches were used for teaching or assessing communication and/or counseling skills among audiology students. Database searches yielded 208 articles initially. Following abstract screening and full-text review, 17 articles were included for analysis. Most studies focused on using simulation-based approaches for teaching, and there was a stronger focus on pediatric audiology. Most studies involved the use of standardized patients, with data collected via quantitative approaches using rating scales and surveys. Simulation-based approaches can offer positive learning experiences and practice opportunities for students acquiring communication and counseling skills. However, the benefits of simulation over traditional methods are unclear. Students may struggle to integrate technical and communication skills in simulated learning experiences. Engaging with simulation-based approaches may provide important practice opportunities, but these methods are not sufficient to ensure acquisition of communication and counseling skills. More qualitative studies are needed to understand the nuances of if and how students might acquire such skills via simulated learning experiences. We offer some suggestions for improvement of future studies on this topic.

Middle Leadership in Educational Teams: Practices and Effects on the Development of Learning Communities

In a new context of management and teaching action, framed by the organisation of the school into educational teams, middle leaders can play a key role in promoting learning communities, teacher development and improving teaching. Therefore, it seems relevant to understand the practices of these leaders that make their leadership effective. To this end, we adopted a qualitative research paradigm, operationalised through a case study, combining a quantitative and qualitative approach. Thus, we articulated data analysis processes based on descriptive statistics, which we subjected to structural and semantic analysis and interpretation, with a qualitative approach, essentially based on content analysis, to delve into some unique contexts and the perspective of individual actors. After analysing the data, we conclude that educational team coordinators play a fundamental role in facilitating the interpersonal characteristics of learning communities, involving teachers in a more collaborative and collegial working environment. However, their role in facilitating teacher learning is weaker, which hinders their contribution to deepening teacher learning and changing classroom practices.

Middle Leadership in Educational Teams: Practices and Effects on the Development of Learning Communities

In a new context of management and teaching action, framed by the organisation of the school into educational teams, middle leaders can play a key role in promoting learning communities, teacher development and improving teaching. Therefore, it seems relevant to understand the practices of these leaders that make their leadership effective. To this end, we adopted a qualitative research paradigm, operationalised through a case study, combining a quantitative and qualitative approach. Thus, we articulated data analysis processes based on descriptive statistics, which we subjected to structural and semantic analysis and interpretation, with a qualitative approach, essentially based on content analysis, to delve into some unique contexts and the perspective of individual actors. After analysing the data, we conclude that educational team coordinators play a fundamental role in facilitating the interpersonal characteristics of learning communities, involving teachers in a more collaborative and collegial working environment. However, their role in facilitating teacher learning is weaker, which hinders their contribution to deepening teacher learning and changing classroom practices.

Supporting Young Children of Immigrants and Refugees: The Promise and Practices of Early Care and Learning. By Maura Sellars, Scott Imig, and Doug Imig

Supporting Young Children of Immigrants and Refugees: The Promise and Practices of Early Care and Learning. By Maura Sellars, Scott Imig, and Doug Imig

Enhancing Learner Autonomy and Cultural Awareness: Strategies of Vietnamese Tertiary-Level EFL Teachers

&lt;p style="text-align:justify"&gt;This qualitative study investigates the strategies employed by Vietnamese tertiary-level English as a Foreign Language (EFL) teachers to promote learner autonomy (LA) and enhance cultural awareness. This research provides a deeper understanding of EFL teaching practices in this setting, conducted in the context of Vietnam’s evolving educational landscape, where English proficiency and cultural competence are increasingly prioritized. The study utilized semi-structured interviews with nine EFL teachers from two different Vietnamese tertiary institutions, representing various career stages: novice, mid-career, and near-end career. Thematic analysis was employed to analyze the data, revealing a range of strategies encompassing collaborative learning, technology integration, personalized feedback, real-life scenarios and role-play, reflective learning practices, local culture incorporation, contextualized language instruction, critical thinking, and cultural analysis, student-centered environments, interdisciplinary approaches, language skills for intercultural communication, and authentic material use. Findings highlight the multifaceted nature of language teaching, emphasizing not just linguistic competence but also cultural understanding and LA. These strategies are crucial in a globalized world where intercultural communication is a key skill. The study suggests the need for continuous professional development and policy support for diverse and holistic teaching practices. It offers practical insights for EFL educators, particularly in similar socio-cultural contexts, on integrating various strategies to enhance language skills and cultural awareness.&lt;/p&gt;

Navigating the Contradictions of ePortfolio Implementation: A Practice-Based Approach Through the Lens of Activity Theory

EPortfolios have emerged as promising technology and practices to redefine pedagogical and learning practices in higher learning institutions. This study examines ePortfolio technology and practices implementation at - a dual-sector educational institution offering higher education and vocational training programs. The implementation, spearheaded by a dedicated central teaching and learning unit in collaboration with faculty academics, signifies a strategic institutional shift towards enhanced reflective practice and learning documentation. While prior research has acknowledged the general integration of ePortfolios within university pedagogy, there exists a lack of literature examining the nuanced challenges and prospects presented by learning design frameworks. Our paper seeks to address this gap by employing activity theory as an analytical framework to dissect the complexities of ePortfolio implementation within higher learning environments. Through the methodological lens of action research, we provide a nuanced narrative of the multi-faceted hurdles encountered during the roll-out of the ePortfolio platform and practices. Our findings not only delineate these obstacles but also showcase ePortfolios’ potential for pedagogical innovation. The paper aims to contribute to the ongoing discourse on digital pedagogies, offering valuable insights for educators, administrators, and policymakers to navigate the challenges of ePortfolio implementation process. This way the study offers ways to navigate such challenges to harness the full spectrum of ePorfolio systems and practices to support successful implementation in higher education institutions.

Language Learning Strategies of Maritime Students

Language learning strategies for maritime students might differ depending on their individual requirements and programs. In this premise, this study aimed to determine the extent of Language Learning Strategies by Maritime Students in a private school in a highly urbanized city in the central Philippines during the first semester of the School Year 2023-2024 as the basis for the language mastery program. The data needed for this descriptive research framework, coupled with statistical analysis to investigate the language learning strategies, was collected from 438 first-year maritime students using a standardized questionnaire. The results indicate that most parents hold graduate-level education, influencing academic environments. Most students are enrolled in a Bachelor of Science in Marine Transportation, with a balanced distribution of private and public school backgrounds. The study examines language learning strategies used by maritime students, finding moderate utilization in both direct and indirect dimensions. The study highlights the importance of tailored language learning support in marine education, enhancing language learning practices and promoting practical communication skills for professional endeavors. Moreover, it reveals notable language learning strategy employment variations among BSMT and BSMarE students. BSMT students showed slightly higher engagement in metacognitive aspects, while BSMarE students showed moderate engagement in affective and social strategies. The overall mean suggests areas for improvement in language learning behaviors. The study compares language learning strategies among maritime students and reveals significant differences based on a program of study. Bachelor of Science in Marine Transportation students show higher engagement; in contrast, BSMarE students show no significant difference. The findings suggest tailoring specific language learning strategies to enhance students’ proficiency and academic success. Specialized support programs tailored to academic specializations and collaborative efforts among language teachers and faculty across programs are essential to enhancing language learning in maritime education. Keywords: Education, language learning, maritime, strategies, private school, central Philippines

From social-emotional learning to social-emotional competence in Israeli-Palestinian teachers’ professional development

ABSTRACT This qualitative study investigated the contribution of a tailored 30-hour teachers’ professional development (TPD) course in social-emotional learning (SEL) to developing the social-emotional competence (SEC) of 50 Israeli-Palestinian teachers. The course incorporated active learning practices such as mindfulness, simulations, and puppet theater grounded in the CASEL framework and ecological theory. Analysis of semi-structured interviews and reflective texts revealed the course’s effectiveness in improving teachers’ SEL knowledge, self-awareness, self-management, decision-making, social awareness, and relationship skills. It also promoted understanding of conducting culturally situated SEL to address issues such as violence and meet parents’ needs during COVID-19. Overall, incorporating experiential SEL practices into TPD can develop teachers’ SEC and wellbeing. Recommendations include further research on adapting SEL for minority communities to enable transformative education.

Сили движение и равновесие биомеханика на човешкото тяло интердисциплинарна stem практика

We came up with the learning practice we hereby share spontaneously – it is based on the interaction of biology, physics, technology and art, sports and mathematics. It can be organized in 2, 3 or more classes, depending on the subjects you wish to include and depending on when you decide to make it happen. The lesson we present here was created at a time when students have already studied the human musculoskeletal system, which is tied to basic concepts and fundamental interactions from mechanics in physics.

The risk assessment of public-private partnership projects using artificial intelligence algorithms

Purpose: is to develop an innovative approach to risk management in public-private partnership (PPP) projects using advanced artificial intelligence technologies that allow creating the risk assessment model that takes into account non-linear relationships between various risk factors.Methods: in addition to traditional methods of scientific knowledge, interdisciplinary approaches of risk management and established practice of machine learning were used in the work. The methodological basis of the study was formed by works on the risk assessment and the application of AI algorithms in this area. The empirical basis of the study was the data of the official portal of ROSINFRA on public-private partnership projects.Results: the practice of applying AI algorithms to the task of assessing the risks of PPP-projects in Russia and abroad was studied. It is established that the most effective result is shown by the models based on Random-Forest-Classifier. However, the presented solutions do not take into account Russian economic realities. The authors have structured a database of implemented PPP-projects suitable for risk modeling. The model for assessing the risk of failure to achieve the objectives of Russian PPP-projects has been developed and its quality has been assessed. Recommendations on implementation of the model in the operational loop of PPP projects realization processes are offered.Conclusions and Relevance: the developed model allows, according to the general parameters of PPP project (region, authority, term of agreement, industry and scope of implementation, etc.) with the accuracy of 93% (according to the ROC\AUC metric), to assess the risk that the project will end incorrectly (due to a failed tender, refusal to launch, termination by court decision, cancellation/annulment of the tender). With the help of the model the executive authorities of the Russian Federation can build risk management for PPP projects management in the regions and thus contribute to their efficiency improvement. The article may also become useful for project management practitioners and appraisers.

The practicality of long-term blended teaching and learning at a South African institution

Background: The rapid revolutionisation of technology and other factors such as the recent COVID-19 pandemic, prompted higher education institutions to consider the possibility, necessity and implications of officially adopting a blended teaching and learning approach on a long-term basis.Aim: This research aimed to explore the practicality of a long-term blended teaching and learning model at a South African higher education institution.Setting: This research was conducted at a selected South African higher education institution.Methods: The article adopted a qualitative case study approach, and one-on-one semi-structured interviews were conducted. The data collected was then analysed using thematic analysis.Results: Although the institution was generally ready for blended teaching and learning during the pandemic, best practices such as further training and development for both lecturers and students on the pertinent systems and technology are imperative if a long-term blended teaching and learning is to be successful. There were also concerns regarding external, technological, and socio-economic issues that could hinder a successful long-term blended model.Conclusion: While the research revealed the institution’s overall ability to swiftly transition from face-to-face, to distance online and blended teaching and learning approaches during the COVID-19 pandemic, it also revealed that work still had to be done to fully prepare the institution for formalised blended teaching and learning in the future.Contribution: This research builds on limited research on blended teaching and learning at South African contact higher education institutions and adds new theory regarding some best practices for successful blended teaching and learning.

The Mediating Role of Self-Efficacy Between Solution-Focused Thinking Skills and Psychological Resilience Among Pharmacy Students in Turkey

ObjectiveThe objective of this study was to examine the relationships between solution-focused thinking, self-efficacy, and psychological resilience in pharmacy students and to investigate the mediating role of self-efficacy in the relationship between solution-focused thinking and psychological resilience. MethodsTo achieve the objective of this study, a cross-sectional, descriptive, correlational study was conducted. ResultsA total of 884 pharmacy students participated in the study. A total of 877 student’s questionnaires were found to be valid for analysis. This study, which, to the best of our knowledge, is the first to examine the relationship between psychological resilience, solution-focused thinking, and self-efficacy levels in pharmacy students, found that students demonstrated above-average levels of psychological resilience, solution-focused thinking, and self-efficacy. Based on the research, it was determined that self-efficacy played a mediating role in the connection between solution-focused thinking and psychological resilience among pharmacy students. ConclusionStrategies that promote psychological resilience and self-efficacy, such as solution-focused approaches to learning, self-reflection, positive refraction, and skills practice, need to be integrated at all stages of the school curriculum and their efficacy assessed. Furthermore, teachers can use solution-focused approaches to develop the students’ skills and competencies in coping with challenges. To meet the increasingly complex demands of health care systems, pharmacy students need to acquire high levels of competence and self-efficacy, and the pharmacy curriculum should be designed to aid them in achieving this.