Practices For Learners Research Articles

A study on digital transformation in the healthcare sector of Bangladesh: Current scenario and the future roadmap

Abstract Purpose: This study investigates the essential characteristics of digitalization and transformation in the healthcare sector in Bangladesh. It also examines the correlation between digital technology and developing factors in the current healthcare system and recommendations to overcome the crises still dwelling within the healthcare framework. Research methodology: To gain a more vital understanding of the underlying insights of Digital Transformations of the healthcare sector of Bangladesh, the authors decided to conduct explorative research in qualitative format. Results: As a developing country with increased economic solvency, Bangladesh is enduring a metamorphosis in medicine & healthcare. Despite inequity in digital-initiated “equality,” developing healthcare systems worldwide are getting in touch with digital technology. Limitations: There are shortcomings in theoretical research as the previous practice of pedagogues and learners is challenged by new-age communication and the healthcare system based on digital technology. Contribution: This study looks at the impressions of current Digital Transformation in pre-existing structures by the people of Bangladesh, and the study proposes a new national health server-centric approach for future solicitation.

Intentional Plagiarism? Strategies for Teaching Language Learners Academic Integrity

To stem the text-borrowing practices of language learners—considered plagiarism in the U.S. academic community—educators can use the strategies presented in this article to teach writing processes and scaffold academic integrity instruction.s

Deaf students’ linguistic access in online education: The case of Trinidad

ABSTRACT Comparatively little research on linguistic access in deaf education has occurred in the Caribbean when compared to the rest of the world. During the COVID-19 pandemic, many Caribbean countries attempted large-scale e-learning for the first time. This study investigates how an emergent system of e-learning that started during crisis conditions affects the linguistic access of deaf students in Trinidad and Tobago. The framework for investigation encompasses the learning management system, course materials and language and communication involved in e-learning. A phenomenological method of inquiry is employed to understand the processes of receiving and providing online deaf education in terms of those who experience it. Data are triangulated from deaf primary and secondary school students, their teachers, interpreters and parents. Deaf learners encountered unique modality-specific barriers since e-learning in the country was not prepared to convey the full range of communication available in sign language. Challenges also stemmed from institutional support issues, existing social inequalities and the unique sociolinguistic history of the local deaf community. These conditions have implications for deaf students’ language learning and academic success. These are important considerations of e-learning or blended learning practices for deaf learners that deserve further empirical scrutiny.

An Analysis of Students’ Perception About Instructional Practices at Post Graduate Level of Allama Iqbal Open University

Instructional practices are one of the fast-changing factors of teaching and learning in today’s fast technological development era. These are instructional practices which provide opportunity for better learning and effective relevant material to the learners. The purpose of this study was to analyze the students’ perception about instructional practices at post graduate level of Allama Iqbal Open University. This study was descriptive in nature and conducted by using survey with mixed-method approach as well as sequential exploratory design. Focused group discussion (N=12) was conducted during workshop with students’ consent. On the basis of focus group discussion, a questionnaire (26 items) was developed on five-point Likert Scale to find out students’ perceptions. Content validity was checked through experts’ opinion. Sample of N=802 were selected of MPhil and PhD students enrolled at Allama Iqbal Open University in all faculties i.e. Faculty of Sciences, Faculty of Social Sciences and Humanities, Faculty of Arabic and Islamic Studies, Faculty of Education using convenient sampling technique. Survey was conducted to collect the data. Data was analyzed by using statistical techniques of percentage, mean score, t-test, ANOVA (Analysis of Variance). The findings of the study highlighted the importance of instructional practices for open distance learners. Students’ perception regarding instructional practices was towards agreement (M=4.0). Students of faculty of Social Sciences and Humanities were found more satisfied as compared to the students of other faculties about instructional practices. The study led to the recommendations regarding instructional practices in different contexts and disciplines across all programs and faculties.

Bottom-up Analysis Engineering of Investigative Practices and Innovation of Reflective Activities in Life and Earth Sciences: From Information Theory to Systems Theory

The heavy trends of the Information Society are knowledge that requires the spirit of innovation, creativity, flexibility and critical thinking “more than benign introspection.” In addition, information about each other’s relationships with oneself, the other and the environment is crucial to enable individuals to understand the complex reality.The Moroccan school is part of this societal vision, by renovating its education and training programs, which claim the development of the quality of procedural, cognitive and metacognitive strategies.In this perspective this research work aimed at studying the engineering analysis of investigation approaches in the teaching of SVT for the implementation of a reflexive practice in lycian learners, generating the ability to process information and invest in mechanisms for understanding, conceptualizing and proceduralizing cognitive and metacognitive strategies.Informational investigative capacity is crucial because it informs learning decisions, which can lead to innovations in the delivery of cognitive styles. To do this, we chose to conduct our study, through interview surveys and semi-structured questionnaires. The first among teachers and the second for SVT inspectors from three provincial directorates of National Education.The results show that the majority of those involved in education are involved in the classical informational approach and the experimental approach. The use of investigative analysis approaches remains episodic in some learning units (scientific ecological output and DNA extraction).Teachers are keen to introduce new information technologies to create favourable conditions for learning about investigative approaches, in order to improve the power of analysis, treatment and critical thinking and coping with situations of authentic and novel learning. We are concerned about the ability to understand what and how each of its actors is further shaping.

Current Status and Directions of Professional Identity Formation in Medical Education

Professional identity formation (PIF) is an essential concept in professional education. Many scholars have explored conceptual frameworks of PIF and conducted empirical studies to advance an understanding of the construct in medical education. Despite its importance, it is unclear what educational approaches and assessment practices are actually implemented in medical education settings. Therefore, we conducted a literature review of empirical studies reporting educational practices for medical learners’ PIF. We searched the Web of Science database using keywords and chose 37 papers for analysis based on inclusion and exclusion criteria. Thematic analysis was conducted. Most empirical papers (92%) were from North America and Western Europe and used qualitative research methods, including mixed methods (99%). The papers reported the use of reflection activities and elective courses for specific purposes, such as art as an educational activity. Patient and healthcare experiences were also found to be a central theme in medical learners’ PIF. Through an iterative analysis of the key themes that emerged from the PIF studies, we derived the following key concepts and implications: (1) the importance of creating informal and incidental learning environments, (2) ordinary yet authentic patient experiences, (3) a climate of psychosocial safety in a learning environment embracing individual learners’ background and emotional development, and (4) the reconceptualization of PIF education and assessment. In conclusion, research on PIF should be diversified to include various cultural and social contexts. Theoretical frameworks should also be diversified and developed beyond Kegan’s developmental framework to accommodate the nonlinear and dynamic nature of PIF.

Exploring the notion of teacher feedback literacies through the theory of practice architectures

Feedback literacy research has largely focussed on learner processes and how teachers can support them. However, a socio-material perspective on feedback as a situated practice foregrounds the interplay between actors, resources, contexts and structures, requiring a repositioning of teachers as entangled with others within practice. This merits further exploration of teacher feedback literacies. We undertake this exploration through the theory of practice architectures, which enables us to interrogate the structures which influence the possibilities for feedback practices and illustrate them in a constructed exemplar. This approach highlights the interrelatedness of teacher and learner practices, and that knowing not only one’s own role, but how practices are co-produced, is part of feedback literacies. Teacher feedback literacies might then be considered as learning to negotiate, align and resist with/in/against the structures which continue to re-make and reproduce ‘old ways’ of doing feedback. This creates a notion of teacher-learner feedback literacies, where teacher feedback literacies are not a separate capability, but entangled and embodied knowing and acting. Efforts to develop feedback literacies must turn to embedded but explicit experiential learning about feedback. Teachers and students should be prepared for possibilities in emergent interactions, rather than following feedback formulae.

Sharing Sensitive Information: A Hidden Profile Employee Selection Exercise

Employee selection and group decision-making skills are critical for ensuring hiring is valid, meets organizational goals, and considers ethical and legal limitations. This exercise has participants role-play members of a search committee reviewing job finalists using shared and unique information. A novel twist to traditional hidden-profile exercises is introduced by including unique information inappropriate for employment decisions (e.g., health information, an old misdemeanor charge). By uncovering unshared details and deciding whether to discuss potentially biasing information, learners practice group decision making and consider legal issues. While exploring professional guidelines and best practices, the exercise acknowledges that managers occasionally know sensitive or potentially biasing information. Although primarily an human resource activity, the exercise includes a traditional hidden-profile variant with organizational behavior learning goals. Both variants are appropriate for learners across the organizational spectrum. A teaching note for adapting the in-person exercise for synchronous or asynchronous online delivery gives detailed instructions for popular learning management systems.

The role of art and art education in spreading environmental awareness in the school environment: التربية الفنية ودورُها في تحفيز الإبداع والتوعية بالبيئة وبمخاطر "كورونا" في الوسط المدرسي

Art is an expression and a cultural, educational and social message, the language of civilization, the most important form of it, and through it we understand societies and study their development, it is a civilized production and a cultural expression that has conditions and laws that distinguish it from other production or regular expression. Art is an unusual expression that is an eye-catching expression or production that is sensational. Art must reflect taste, science and mission in order to be an art aimed at all senses, emotions, minds and human perceptions throughout the ages and across different cultures. Art education is one of the positive entry points for providing students with positive values ​​and attitudes towards protecting and improving the environment In order to prepare a generation that is aware of its problems and the importance of interaction between it and its environment, where environmental education and art education are involved in containing basic concepts that can be put into practice in teaching, art education is one of the areas that can achieve the goals of environmental education and clarify its concepts effectively. Through this article, we tried to highlight the importance of art and art education in spreading environmental awareness, especially in light of the spread of the epidemic of the Corona Virus Covid-19, and what art education can offer to spread environmental awareness through the practice of learners of this subject in various phases in the school environment.

THE PLACE OF SIGN LANGUAGE IN THE INCLUSIVE EDUCATION OF DEAF LEARNERS IN ZIMBABWE AMID CRPD (MIS)INTERPRETATION

This paper sets to explore how Zimbabwean law and policy relate to the CRPD in informing educational practice for learners who are deaf. The paper is an analytical discussion of the educational policy and practice issues related to the recent recognition of Zimbabwean Sign Language (ZSL) in a multicultural context where mother-tongue-based teaching is a right for meeting the inclusive education needs of all learners, including those who are deaf. It argues that one-size-fits-all, deficit interpretations of Zimbabwean inclusive education policies and law are in violation of the ‘sensory exception’ enshrined in the Salamanca Statement (UNESCO, 1994). These interpretations occur in the midst of major misinterpretations of the CRPD evident in General Comment 4. Misinterpretations of the CRPD affirm instances of local policy contradictions, inconsistencies and co-articulation as some policies are imbued with perceptions of deafness as a disability at the same time also having aspects that recognise deaf people as a linguistic minority. The deficit interpretations and inconsistencies in local policies occur despite constitutional provisions that recognise deaf learners’ right to a preferred sign language. Based on this case example of deaf learners, a general re-interpretation of the CRPD and a re-conceptualisation of inclusive education are recommended.

Chapter 4: Understanding Community through Critical Service-Learning: Preparing Future Teachers to Enact School Reform Principles that Empower Youth

Background/Context A number of states across the United States are seeking to implement school redesign efforts to support greater equity and to empower youth. Because these initiatives require teachers to implement strategies they typically have not experienced as learners, there is a need for models to prepare them to enact these innovations. Research has shown that service-learning can provide a view into educational experiences that are different from what teacher candidates experienced in their own schooling. Purpose/Focus of Study The state of Vermont recently legislated school reform that includes three elements: (1) proficiency-based learning, (2) personalized learning, and (3) flexible pathways to graduation. Enacting these mandates requires fostering youth voice. When redesigning our courses to model these principles, we added a critical service-learning experience to a content literacy course in our teacher education program, providing one-on-one academic support to resettled refugee youth. This qualitative study explores the learning outcomes of that service-learning experience. In addition, this study examines how these learning outcomes relate to the knowledge, skills, and dispositions needed to enact school reform efforts focused on empowering youth. Research Design This interpretive study examines the critical service-learning experience embedded in a content literacy course. Candidates provided weekly academic support to resettled refugee youth in one of three community centers. There were 18 participants in the study. Data collection included reflection papers, an anonymous questionnaire, and interviews with selected participants. Conclusions/Recommendations Data analysis demonstrates that the service-learning experience (1) cultivated an awareness of individual learners, (2) increased the understanding of pedagogical practices for diverse learners, (3) fostered a sense of cultural humility, and (4) broadened understanding of the community. Taken together, these impacts help prepare future teachers to enact school reform in ways that empower youth.

The Affordances of Digital Social Reading for EFL Learners

The goal of this study is to illustrate the affordances mediated by digital socio-literacy practices of university-level EFL learners engaging in collaborative reading of texts from an ecological perspective. For this purpose, a total of 38 first-year undergraduate students taking a compulsory EFL course in Turkey participated in the research. Data collected from learners' digital annotations on a digital annotation tool (DAT) and reflective papers were qualitatively analyzed. As a result, the construct of affordance was operationalized in an EFL digital social reading context through indicators derived from learners' annotations. The findings based on student-reported data showed that digital collaborative reading practices had contextual, social, and linguistic affordances for EFL learners. Following the discussion of the findings, the study invites future research to examine L2 learners' practices in a DAT-mediated environment in relation to affordances for specific language areas such as grammar and writing.

Learning by concordance (LbC) to develop professional reasoning skills: AMEE Guide No. 141

Developing effective clinical reasoning is central to health professions education. Learning by concordance (LbC) is an on-line educational strategy that makes learners practice reasoning competency in case-based clinical situations. The questions asked are similar to those professionals ask themselves in their practice and participant answers are compared to those of a reference panel. When participants answer the questions, they receive an automated feedback that is two-fold as they see (1) how the panelists respond and (2) justifications each panelist gives for their answer. This provides rich contextual knowledge about the situation, supplemented by a synthesis summarizing crucial points. As many educators in the health sciences are engaging in introducing innovative approaches, many consider building LbC learning modules. Elaborating, designing and implementing a LbC tool remain a challenge. This AMEE Guide describes the steps and elements to be considered when designing a LbC tool, drawing on examples from distinct health professions: medicine, nursing, physiotherapy, and dentistry. Specifically, the following elements will be discussed: (1) LbC theoretical underpinnings; (2) principles of LbC questioning; (3) goals of the concordance-based activity; (4) nature of reasoning tasks; (5) content/levels of complexity; (6) reference panel; (7) feedback/synthesis messages; (8) on-line learning platforms.

Grade 12 national examination assessment practices for learners with visual impairments in selected schools in Mwense and Lusaka districts, Zambia

The study aimed at examining the practices at Grade 12 level with respect to learners with visual impairments. The sample was drawn from Mwense and Lusaka districts of Zambia. The study was guided by the following objective: to establish the current practices of the Grade 12 national examination assessment for learners with visual impairments in selected schools of Mwense and Lusaka districts, Zambia. The study was qualitative, and a case study design was used. The study comprised 22 respondents consisting of four pupils, six school leavers, and six school specialist teachers, two school headmasters, two Education Standard Office (ESO) in charge of special education, and two officials from the Examination Council of Zambia (ECZ). Semi-structured interviews were used to collect data. Thematic analysis was used to analyse data based on the themes that emerged in the study. The study findings revealed that learners who were totally blind wrote their examinations using braille format, and enlarged print was used for those learners who were partially sighted. The findings of study also showed that the examination questions were modified into a descriptive form, and by doing so, learners were able to access the examinations. The study further revealed that learners were given extra time during the examinations, although this was not adequate. It was equally revealed that there were no special provisions that were considered when marking examination scripts for the learners with visual impairments, meaning their scripts were marked just like other scripts for learners without sight challenges. Based on the findings, it was recommended that the Examination Council of Zambia should come up with a marking centre where the scripts for the learners with visual impairments could be marked to solve the problem of missing results, among others.

Elevated Activity of the Sympathetic Nervous System Is Related to Diminished Practice Effects in Memory: A Pilot Study.

Background:Reductions in memory practice effects have gained interest as risk factor for future cognitive decline. Practice effects vary with age and can be moderated by factors such as individual variability in arousal or stress experience acting as an additional cognitive load.Objective:In the current pilot study, we examined whether sympathetic nervous system activation moderates the relationship between age and practice effects.Methods:Thirty cognitively healthy individuals aged 40–70 years performed a mnemonic discrimination task twice. Salivary alpha amylase (sAA) samples were obtained at different time points as a proxy of sympathetic activity. Spearman correlations examined the relation between practice effects and sAA. Subsequently, age by sAA interactions on practice scores were explored with bootstrapped linear regression models. Additionally, participants were divided in learners (exhibiting practice effects) and non-learners based on the difference in mnemonic discrimination performance.Results:Higher age and baseline SNS activity were independently related to lower practice effects. The non-learners showed significantly higher sAA scores at all time points compared to learners. Among the learners, baseline-adjusted lower levels of sAA after encoding were associated with greater practice effects, particularly in middle-aged individuals. No such interaction was observed for non-learners.Conclusion:These results show that higher baseline sympathetic activation is associated with worse practice effects independently of age. Additionally, in a subgroup of middle-aged learners practice effects were observed when sympathetic activity remained low during learning. These findings suggest that elevated sympathetic nervous system activation may be a promising indicator of imminent cognitive decline.

Translingual arts-based practices for language learners

Abstract In this article, we advocate for the enriching role of arts-based practices in the delivery of a translingual pedagogic approach. With a growing interest in translanguaging, ELT practitioners are searching for models and creative ideas that foster a translingual environment for their learners. We have responded to this call and developed a collaborative project entitled ‘Creative Language Practices: Exploring Translanguaging in Pedagogical Contexts and Beyond’. The project brought together language researchers from the University of Glasgow, creative artists, and school teachers. By sharing our approach and practices, we want to promote the adoption of translingual values and guiding principles through the use of arts as a methodology for language learning and meaning-making. Instead of feeling intimidated by the complexity and difficulty of the concept of translanguaging, teachers and practitioners could adopt an arts-based pedagogy as the catalyst for creative practice that will help learners to explore their creative resources.

Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices

Teachers play an important role in the success of inclusive practices for diverse learners in regular classrooms. It is, therefore, important to examine their beliefs and preparation to teach in inclusive classrooms. The main purpose of this study was to analyze the attitude of active Chilean teachers (n = 569) towards inclusion, their self-efficacy regarding inclusive practices, and their intention to teach in inclusive classrooms. Our secondary objectives were to explore the relationship between their attitudes and self-efficacy and to determine the influence of demographic and professional variables on these two constructs. A positive and significant relationship between teachers’ attitude and self-efficacy was found. Teacher qualification was not significantly related to attitudes towards inclusion but was negatively associated with their self-efficacy beliefs concerning inclusive practices. Secondary education teachers reported lower teaching efficacy beliefs for inclusion than pre-school, primary, and special education teachers. The type of school emerged as a significant predictor of teachers’ attitude and self-efficacy beliefs. The implications of this research and need for additional teacher and in-service training to improve educators’ attitudes and self-efficacy are discussed.

Advancing Medical Education Through Innovations in Teaching During the COVID-19 Pandemic.

Medicine relies on education of trainees for growth of the field. Medical education has benefitted from a rapid pace of innovation, but due to the coronavirus disease 2019 (COVID-19) pandemic, many paradigms underpinning the medical education of trainees shifted-rendering numerous teaching modalities unusable. The COVID-19 pandemic, however, accelerated the development of novel teaching methodologies, which our trainees are now adapting to. We sought to examine emerging teaching methodologies to understand the opportunities available for medical education to innovate our teaching practices for learners in the midst of the COVID-19 pandemic. In this narrative review, we drew upon the experiences of the authors as both life-long learners and educators. We then reviewed literature pertaining to novel teaching methodologies developed in medical education since the start of the COVID-19 pandemic. Several medical specialties have employed novel teaching methodologies including use of telemedicine, remote teaching, online curricula, virtual rotations, virtual conferences, simulations, and learning consortia to continue engaging trainees during the COVID-19 pandemic. There is a paucity of literature that addresses efficacy of novel teaching methodologies compared to more traditional teaching methodologies. The COVID-19 pandemic presents an opportunity for medical education to combine new and innovative teaching methodologies to create novel, accessible, and engaging learning opportunities for our trainees.

Ciencias bilingües: how dual language teachers cultivate equity in dual language classrooms

ABSTRACT The purpose of this study is to document how K-8 critically conscious, dual language, science teachers (CCDLSTs) working with bilingual learners (BLs) practice their critical consciousness via the four tenets of dual language education: ideological clarity, pedagogical perspective and clarity, access for all, and equitable spaces (IPAE). This paper is informed by the fourth tenet and research question: How do CCDLSTs create equitable spaces in science learning environments? Previous research offers limited information on how dual language, science teachers practice their critical consciousness. Given the era of Common Core State Standards and the number of BLs left with underprepared teachers, this study advances an understanding of what CCDLSTs are doing in classrooms to draw upon the assets of BLs while implementing the Next Generation Science Standards (NGSS). A phenomenological qualitative design was used to gather interview and observational data of how six CCDLSTs working in Southern California public schools employed a critically conscious pedagogy in a Spanish/English dual language setting while creating access to science content with equity at the core. Findings include research-based examples of the instructional processes CCDLSTs used in their classrooms to create equity while teaching science in dual language classrooms.

Simulation: an Innovative Approach to Engaging Preclinical Medical Students with Bioethics.

Integrating bioethical concepts into preclinical medical school curriculum and engaging early medical learners in bioethics are a challenge. A total of 140 medical students participated in a 2-h simulation activity consisting of a series of standardized patient (SP) encounters. A total of 41 of 140 students (29%) completed the learner evaluation survey. Ninety-one percent thought that the SP encounter was relevant to their role as a future physician. Ninety-three percent of students rated the exercise as highly effective. SP encounters enhance preclinical medical students' engagement with bioethics and provide learners practice applying these concepts to clinically relevant scenarios.