Practical Learning Research Articles

Comparative study of social studies curriculum in scandinavian countries in developing students' social skills

Social skills play a central role in shaping individuals who are able to adapt and contribute to society. This article analyzes the comparative social studies curriculum in Scandinavian countries (Denmark, Norway and Sweden), focusing on how students’ social skills are developed through their approach to learning. The research method used is a qualitative approach with an emphasis on document analysis and uses a horizontal descriptive approach in the context of comparative education. The results of the comparison found that Denmark emphasizes the integration of social skills in practical learning and research projects, Norway through an integrated approach with its contemporary issues while Sweden applies innovation through technology and community involvement. The comparison between the three countries revealed similarities, differences, as well as challenges and successes in the development of students’ social skills. The conclusions of this analysis provide a foundation for recommending best practices and improvements in social studies curriculum, which can be applied globally to enhance students’ social skills development in this modern era.

Prospects, Challenges and Guidelines for Practical Deep Learning in Geoengineering

Prospects, Challenges and Guidelines for Practical Deep Learning in Geoengineering

A Practical Multiobjective Learning Framework for Optimal Hardware-Software Co-Design of Control-on-a-Chip Systems

A Practical Multiobjective Learning Framework for Optimal Hardware-Software Co-Design of Control-on-a-Chip Systems

Interpartner learning capabilities and relationship performance during complex projects

Purpose Success in projects requires understanding and managing increasing complexity. This study aims to address the gap in the literature regarding the relationship between project complexity and various forms of interpartner learning capability. In addition, the authors explore the moderating effect of supplier design responsibility on the relationship between project complexity and interpartner learning capability. Design/methodology/approach From an electronics supplier’s perspective, the authors propose that the effect of project complexity is a process of knowledge acquisition and sharing that is facilitated by various forms of interpartner learning capability, including absorptive learning and joint learning, with the upshot of fostering name-brand customer dependence in international exchange relationships. A questionnaire survey is used to collect data from project, product and account managers in the electronics manufacturing industry. The conceptual model is tested using 226 returned questionnaires. Findings The results indicate that complex projects can drive absorptive learning and joint learning capability, fostering enhanced customer dependence and relationship performance. Further, supplier design responsibility has a positive moderating effect on the relationship between project complexity and joint learning capability. However, project complexity is not significantly moderated by the effect of supplier design responsibility on absorptive learning capability. Originality/value Complexity fosters behaviors that influence interpartner learning, which highlights the connection between project management complexity and organizational learning in theory and practice.

Academic literacies as a theoretical underpinning for Learning Development support

Research into academic literacy or literacies, however the term is defined, and how the field relates to disciplinary practice, has been debated in recent decades (Lillis and Scott, 2007; Lillis, 2019). Consideration of academic literacies is also a key component of the Learning Development community as the profession has evolved and developed its own identity. Is the term defined as ‘literacy’ or ‘literacies’? Is it a core component of Learning Development practice, or is it more tied to disciplinary and curriculum-based delivery? By understanding the literature around the definition and the development and application of academic literacies, can we consider how this relates to current perceptions and understanding of the field in a Learning Development context and what impact it may have on student learning? This workshop provided participants with the opportunity to hear about current research being undertaken by the ALDinHE research virtual Community of Practice (vCoP) to investigate our current understanding of academic literacies, how they are (or it is, if considered a singular literacy) perceived across the Learning Development community, and how we might measure its impact on our practice and student learning. For simplicity within this paper, academic literacies will be referred to as a plural form. Due to the historical creation of Learning Development teams in response to sector changes in higher education, this workshop provided participants with the opportunity to hear about the current research on academic literacies. Participants were also able to discuss their own experiential views to develop a shared understanding of how we may apply this understanding to practice, and what the impact on our work may be. The workshop aimed to help define our understanding of academic literacies—both in terms of the literature and in practice—and take away ideas and examples of practice that we can apply in our own work.

Impact of Online Learning Platforms in Enhancing Employees' Skills and Knowledge in Academia

Abstract: The study investigates the impact of online learning platforms like Coursera and NPTEL on enhancing educators' skills and knowledge in academia. With digital transformation accelerating post-COVID-19, platforms offer flexibility for professional development, yet challenges persist. The study, conducted through a survey of 73 educators in Bengaluru, uses quantitative and descriptive methods, applying statistical tools like Correlation, Chi-Square tests, and ANOVA to assess platform effectiveness. Key findings reveal that platforms like LinkedIn Learning and Udemy are popular, but balancing work and learning is a challenge for many. While educators appreciate the flexibility, 56.2% express dissatisfaction with the long-term career growth and skill development offered by these platforms. The study highlights the need for better interactive features, practical learning opportunities, and improvements in course content to support effective professional growth in academia. In conclusion, while online platforms provide valuable resources, they must address these gaps to fully meet educators' needs for continuous upskilling

The Role of Artificial Intelligence (AI) and machine learning in social work practice

The integration of Artificial Intelligence (AI) and Machine Learning (ML) into social work practice is transforming the landscape of service delivery and decision-making. This paper explores how these technologies enhance case management, predictive analytics, and resource allocation in critical areas such as child welfare, mental health, and substance abuse treatment. Key trends highlighted include the use of AI-based predictive analytics to identify at-risk populations and facilitate early interventions, as well as the deployment of chatbots and virtual assistants for providing accessible mental health counselling and social support. Furthermore, the paper addresses ethical considerations and challenges associated with AI implementation, particularly the potential biases in algorithms that may affect the assessment of social needs. Additionally, the integration of AI tools into social work education and training is examined to prepare future professionals for a technology-driven environment. By analysing the current applications of Natural Language Processing (NLP) for client data analysis, AI-powered software for predictive risk assessments, and automated case management systems, this paper advocates for a balanced approach to AI adoption, ensuring that the core values of social work, such as equity and social justice, remain central to practice. Ultimately, this exploration underscores the potential of AI and ML to enhance social work outcomes while also emphasizing the necessity of ethical frameworks and ongoing training for practitioners.

From research to resources: developing a case-based learning curriculum for navigating clinical uncertainty

Purpose This study aimed at rethinking ways in which educators from different fields can collaborate to respond to the rapidly evolving demands of health professions education (HPE). The goal was to investigate how a research-to-resources approach can be applied to engage in knowledge translation (KT) of research findings for the benefit of introducing medical students to uncertainty in the clinical learning environment. Design/methodology/approach An interdisciplinary team of medical educators, human resource development (HRD) scholars and emergency medicine fellows engaged in iterative cycles of action research (AR) to develop, pilot and refine case-based learning resources on clinical uncertainty. The team leveraged prior research on physicians’ decision-making during COVID-19, experimented with generative AI tools, and collected feedback from medical students to guide resource development. Findings The findings of this study are twofold. On the one hand, the authors reflect on the lessons learned of developing case-based learning with the help of generative AI. While student feedback indicated that the case helped normalize and process experiences with uncertainty, key challenges included adapting research data to create relevant, sustainable learning resources and designing effective discussion prompts. On the other hand, the authors provide insights into the opportunities and challenges of our interdisciplinary collaboration. The authors show that knowledge utilization is not simple, but complex, and that more work needs to be done to effectively disseminate resources as part of the desired uncertainty curriculum. Practical implications This study attempts to apply a KT framework for bridging the research-practice gap in HPE through interdisciplinary collaboration and AR. It provides lessons learned for developing case-based curricula on complex topics like uncertainty. The findings highlight the need for adaptive KT processes when dealing with rapidly evolving healthcare contexts. Originality/value This paper offers a novel example of research-to-resource KT in medical education, integrating perspectives from HRD and leveraging emerging technologies. It contributes to understanding how interdisciplinary teams can collaborate to create timely, evidence-based educational resources for navigating uncertainty in professional practice. The study also provides insights into the challenges and opportunities of translating complex research findings into practical learning tools to tackle real-world challenges in HPE.

Impact of Virtual Learning on Student Performance and Engagement in Remote Hilly Areas of Uttarakhand

The rapid shift to virtual learning during the COVID-19 pandemic brought significant changes to the education system, especially in geographically challenging regions like the remote hilly areas of Uttarakhand, India. This study explores how these shifts affected high school students' academic performance and engagement in virtual classrooms, given the unique challenges posed by limited infrastructure and connectivity. This study investigates the impact of virtual learning on student performance and engagement in the remote hilly areas of Uttarakhand, India. With the sudden shift to virtual education during the COVID-19 pandemic, schools in these regions faced unique challenges due to their geographic isolation, lack of internet access, and frequent power outages. The study aims to assess how these conditions have influenced the effectiveness of virtual learning and its impact on students' academic outcomes and engagement levels. A total of 51 high school students from 05 government schools in remote areas of Uttarakhand participated in this research. Data was collected through structured questionnaires, focusing on students’ experiences with virtual learning, their academic performance before and after the shift, and their engagement with online classes. The study used both quantitative and qualitative methods, including descriptive statistics, logistic regression, and MANOVA, to analyze the data. Findings indicate that while virtual learning provided an essential educational lifeline during the pandemic, students in remote areas encountered significant barriers that hindered their learning experiences. Limited internet access and frequent electricity cuts were among the primary obstacles reported. Despite these challenges, a majority of students found virtual classrooms useful for maintaining continuity in their education. The study also reveals that virtual learning positively influenced student engagement, particularly in subjects that incorporated interactive content. However, the overall academic performance showed mixed results, with some students struggling due to the absence of traditional classroom interaction and practical learning opportunities. This research highlights the need for improved infrastructure and policy interventions to support virtual education in remote regions. It concludes that while virtual learning has potential, addressing technological and logistical barriers is crucial for ensuring equitable and effective learning experiences for all students in such areas.

Assessment of Entrepreneurial Education Service Quality Among Management Students in Salem District, Tamil Nadu

The quality of higher education is increasingly becoming an important issue as the socio-economic development of a country owes much to it. All over the country, the main aim is to increase the standard of education. Parents and government utilize a huge amount of money on educational system. India has the largest numbers of colleges as well as the largest number of management education institutes and infrastructure in the world. The objective of the study is to study the socio-economic profile of the management students and to measure the level of the entrepreneurial skills, level of satisfaction among the management students in Salem district. A survey was conducted from the target audience, students from the Management studies. 350 sample sizes were collected from 20 selected institutions both Government and Private colleges in Salem district Tamil Nadu, using stratified proportionate random sampling method. Microsoft excel 2019 and JASP (Jeffrey’s Amazing Statistics Program) software was used for data Analysis. The questionnaire instrument scale is based on Likert’s five-point scale. The study adopted descriptive research design. The results reveal a strong correlation between service quality dimensions (infrastructure, faculty support) and student satisfaction. Recommendations are made to enhance entrepreneurial education, focusing on improving physical infrastructure, curriculum relevance, and practical learning opportunities.

Digital Employee Training With Digital Adoption Platforms Boost Learning and Knowledge Management of Corporate IT Systems

Due to increasing digitalization, employees need to use an increasing number of corporate IT systems. Digital Adoption Platforms (DAPs) recently address the resulting need for increased learning and skills to master such systems. Although of great practical importance, software adoption and learning literature has not yet studied the phenomenon of DAPs. Thus, after studying currently used DAPs (n=22 DAPs) we created our own DAP with interactive functionality based on this research. Subsequently we conducted an online experiment (n=152 employees) to assess if DAPs have positive training and learning effect on employees. More specifically, we compared the training and learning effects of using the DAP vs. using a classic user manual. The results of our ANOVA analyses show that employees using a DAP for learning will perceive a new corporate IT system as more useful than employees using a classic user manual for training. The use of DAPs significantly increases an employee's intention to use the new corporate IT system showing significant positive learning and training effects.

A novel taxonomy for facilitating in-depth comparison of continuing engineering education practices

IntroductionThis study addresses the urgent need for standardized frameworks in Continuing Engineering Education (CEE) to support lifelong learning in the rapidly evolving global workforce. Significant events, such as the Digital Transformation and the rise of artificial intelligence, have highlighted the demand for adaptable and diverse learning systems, especially in engineering education. On the one hand, the World Economic Forum's, 2023 Future of Jobs Report predicts a transformation in 44% of workers’ core skills within 5 years, with engineering facing substantial labor shortages. On the other hand, the Paris Agreement’s call for sustainable development necessitates a workforce with skills aligned with the green transition.MethodsThe research introduces an innovative framework taxonomy that categorizes and organizes CEE programs by integrating standardized terminologies. It focuses on critical elements such as resourcing, organizational models, and program development strategies to provide a comprehensive structure that supports consistency and comparability across diverse educational contexts.ResultsUnlike existing models, the proposed framework enhances cross-institutional learning and dissemination of best practices. It identifies key components required for effective CEE management, filling a critical gap in the literature. The study’s output is a taxonomy for discussing and comparing CEE institutional approaches and practices to advance the field and foster a global CEE community committed to excellence in engineering education.DiscussionsThis study equips educators, policymakers, and industry leaders with a practical tool to design, implement, and scale CEE programs. It ultimately fosters a skilled workforce prepared to meet the challenges of future technological and sustainable transitions, supporting the development of a standardized approach to CEE.

The presence of experienced individuals enhance the behavior and survival of reintroduced woolly monkeys in Colombia.

Primate populations are under threat due to human activities, like illegal trafficking, requiring conservation efforts such as reintroduction programs. However, these initiatives often encounter challenges, such as aspects of individual behavior related to movement and foraging. The presence of experienced conspecifics has been suggested to improve the success of these programs. This study focuses on woolly monkeys and examines how the presence of experienced conspecifics influences the performance of reintroduced individuals. Focal animal sampling was used to collect data on proximity, diet composition, home range, and use of vertical strata of three groups of reintroduced woolly monkeys. Data was analyzed for the first 2 and 6months after release of individuals. The results reveal that the involvement of experienced conspecifics speeds up the process of adaptation, particularly in terms of diet diversity and spatial utilization; however, differences in individual responses were also prevalent. Our findings highlight the importance of incorporating individuals with prior wild experience into reintroduction groups for improving the likelihood of success. Additionally, the study underscores the role of social learning in captive management practices, aiding in post-release behavioral adaptation and survival. This research offers valuable insights for primate conservation, emphasizing the significance of considering the presence of experienced individuals and possible social learning processes in the planning and execution of effective reintroduction efforts.

Examining generative AI–mediated informal digital learning of English practices with social cognitive theory: a mixed-methods study

Abstract This study explores the integration of generative artificial intelligence (GenAI) in informal digital learning of English (IDLE) practices, focusing on its potential to enhance language learning outcomes and addressing the technological challenges language teachers face in utilising AI-based tools to facilitate second language acquisition. Based on the research context of IDLE and holistic learning ecology and drawing on the theoretical frameworks of technological pedagogical and content knowledge and social cognitive theory, we performed a mixed-methods investigation with an empirical experiment to assess the effectiveness of GenAI followed by semi-structured interviews. The results suggest that the GenAI-mediated IDLE practices effectively improve college students’ oral proficiency in English from both technological and humanistic perspectives. However, results also indicate that the GenAI conversational partner alone is not adequate to provoke continuous extramural GenAI-mediated IDLE practices. We discuss the theoretical and pragmatic significance of GenAI-mediated IDLE in educational equity and reformation.

Development of Learning Media Using the Articulate Storyline Application in Integrated Thematic Learning

This research is motivated by the conventional nature of learning that takes place in the classroom, that is, it is still teacher-centered, not student-centered. This research aims to produce learning media using the Articulate Storyline application in integrated thematic learning that is valid, practical and effective to improve student learning outcomes in class III elementary schools. This research uses research and development (R&D) methods with the ADDIE development model which has five stages, namely Analysis, Design, Development, Implementation, Evaluation. At the analysis stage, observations and interviews were carried out with teachers and students in elementary schools, at the design stage a learning media was designed according to the data and facts obtained. At the development stage of the learning media that has been designed, validation is carried out to find out whether the product is valid for application. Validation is carried out in three stages: first, validation by five validators who are experts in their respective fields with an overall average result of 88 with a very valid category. The results obtained after evaluating the practicality test of the teacher response questionnaire obtained an average score of 91 in the very practical category, and the student response questionnaire obtained an average score of 90 which was in the very practical category. In the effectiveness test, the learning results obtained an average value of 89 in the effective category and for the N-Gain Score an average value of 0.74 was obtained with a percentage of 74, including the effective category. Based on the results of validity, practicality and effectiveness tests, it can be concluded that the learning media using the Articulate Storyline Application in thematic learning is a valid, practical and effective learning media.

Validation and clinical performance of a single test, DNA based endometrial cancer molecular classifier

ObjectivesWe have previously shown that DNA based, single test molecular classification by next generation sequencing (NGS) (Proactive Molecular risk classifier for Endometrial cancer (ProMisE) NGS) is highly concordant with the...

Protocol club: a social learning framework for the research delivery workforce.

'Protocol club' is a learning activity underpinned by social learning theory that is designed 'by the research delivery workforce, for the research delivery workforce'. A protocol club meets regularly to critique the feasibility and deliverability of publicly available study protocols. To describe a proof-of-concept protocol club aimed at addressing the training needs of a research delivery workforce at two NHS England trusts. The authors piloted their club with research delivery staff at the two trusts. This provided insights about group dynamics, communities of practice and confidentiality. From these results, the authors developed the framework, worksheets and other practical elements to operationalise the protocol club. A protocol club is a useful activity for practical learning. Protocol clubs can be embedded in research delivery practice as a potential framework.

Development of Small-Scale Kits and Flipbooks for Practical Acid-Base Instruction

Practicum is essential to learning because it provides practical learning opportunities in building students' knowledge. Learning using the practical method can explain abstract theories into concrete ones and can be analyzed in more detail so that this method can improve cognitive, psychomotor, and affective skills. Practical activities in schools currently still use large amounts of chemicals. The resulting waste is only thrown in the trash or the drain. Disposal of large amounts of chemical waste will affect the surrounding environment. Based on this background, the researcher aims to develop a small-scale practical kit and flipbook for instructions on practical acid and base solutions. This type of research is development research (R&D) and uses the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). Material and language experts and media experts validate products. Product trials were carried out at SMAN 15 Tangerang Regency. The results of the validation of the small-scale practicum kit and flipbook practicum instructions were material 87% (very feasible), language 80% (feasible), and media 84% (very feasible). The product trial results stated that the small-scale practical kit and practical flipbook instructions were suitable for use in the learning process

Protecting oneself while supporting the organisation: A longitudinal exploratory study of healthcare workers’ coping strategies and organisational resilience processes in the first year of the COVID-19 pandemic

The COVID-19 pandemic has been a major source of stress for health professionals and health institutions. In response, healthcare workers adapted their behaviours to protect their health and the organisational resilience of their institutions. The study aimed to explore these individual coping and organisational resilience strategies and their evolution during the first year of the pandemic. Based on a mixed and longitudinal protocol, the study included staff from several French-speaking Swiss healthcare institutions. Participants completed an online questionnaire three times during the first year of the pandemic. They described daily problematic work situations, coping styles, and organisational resilience strategies. ‘Problem solving’ was the most frequently reported coping style, followed by ‘positive thinking’, and in a lesser extent ‘seeking social support’ and ‘avoidance’. A high level of ‘problem solving’ and ‘positive thinking’ was associated with well-managed situations, learning and development of new work practices and higher team performance. A higher level of ‘seeking social support’ and ‘avoidance’ tended to be associated with high-risk problematic situations that hindered organisation resilience. Coping strategies differed depending on profession, job tenure and hierarchical status. The article concludes with recommendations for improving both organisational resilience and individual workers’ well-being in healthcare institutions.

Advancing radiology education for medical students: leveraging digital tools and resources

This study evaluates diverse educational resources to address the gaps in diagnostic radiology education for medical students, aiming to identify tools that enhance theoretical knowledge and practical diagnostic skills. Employing a multi-faceted review, we analyzed digital platforms, academic databases, and social media for resources beneficial to medical students in radiology, assessing their accessibility, content quality, and educational value. Our investigation uncovered a broad spectrum of resources, from foundational platforms to advanced simulation tools, varying in their approach to teaching radiology. Traditional resources provide essential theoretical knowledge, while digital tools, including interactive case studies and multimedia content, offer immersive learning experiences. Notably, resources integrating machine learning and social media facilitate dynamic, peer-to-peer learning and up-to-date case discussions. Despite the minimal current focus on VR, its role in enhancing interactive learning is notable. The diversity in educational tools highlights the evolving nature of radiology education, reflecting a shift towards more engaging and practical learning methodologies. Identifying and integrating a variety of educational resources into radiology education can significantly enhance learning outcomes for medical students, preparing them for the complexities of modern diagnostic radiology with a well-rounded educational approach.