Practical Learning Experience Research Articles

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

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

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

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

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

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

EMPOWERING LITERACY IN MARITIME EDUCATION: STRATEGIES AND PROFESSIONALISM ALIGNMENT

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Virtual Reality Technology in Practical Teaching Methods

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

Sourcebook update: RBC hemolysis studies using a simple modified blood film technique.

Water movement across the cell membrane is crucial, with red blood cells (RBCs) experiencing the flow of water in both directions at a rate of approximately 100 times their volume per second. This process typically results in no net water flow due to an equal balance of water movement in opposite directions, a phenomenon known as osmosis, driven by water potential or impermeant solute concentration. Understanding osmosis is essential for both physiology and medical practice, yet its complexity may not be effectively conveyed to the students through traditional teaching methods. This study presents a novel approach to observing the osmotic effect on RBCs using a simple, modified blood film technique. Aimed at enhancing educational understanding of cellular behavior in different osmotic environments, this method provides a practical hands-on learning experience. By applying various osmotic solutions to prepared blood films and observing the resultant morphological changes in RBCs under a microscope, this technique allows for direct visualization of osmosis in action.NEW & NOTEWORTHY This study presents an innovative teaching approach for understanding osmosis and its effects on red blood cells. Using a simple, modified blood film technique, students can visually observe and engage with the dynamic process of osmosis. This hands-on method enhances learning, making complex physiological concepts accessible and practical. Ideal for resource-limited settings, it bridges theoretical knowledge and practical application, transforming physiology education.

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.

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.