Preferred Learning Activities Research Articles

STUDENT ENGAGEMENT, CHALLENGES AND COPING MECHANISMS IN HIGH SCHOOL ONLINE DISTANCE LEARNING DURING COVID-19 PANDEMIC

Most educational institutions made sure that instruction was uninterrupted at the start of the COVID-19 pandemic. As a flexible learning method, most schools chose online distance learning (ODL). Consequently, the Internet is among the many tools that ensures continuity in teaching and learning. Many schools have adopted ODL using their learning management system (LMS). However, schools are challenged in attaining the expected engagement among students. Students must cope with the new learning environment wherein they are physically separated from teachers and peers. This research aims to assess the engagement of senior high school in the ODL environment. Specifically, it describes the respondent’s engagement profile, preferred learning resources and activities, and challenges faced in ODL. Student logs from the university LMS during the second semester of 2020 – 2021 were utilized for engagement profiling. On the other hand, an online survey was conducted among 424 students to gather their preferred learning resources, activities, and challenges experienced in ODL. Results show that assignments and files are the most common resources used during the ODL. It shows that attendance and quizzes are what students often visit. Quiz and Wiki are where students spend their time. The result indicates that Slideshows and PDF or MS word materials are the most preferred learning materials. The Lesson is the most preferred learning activity, and students perceived that this activity is the most useful in the ODL. Lack of motivation or confidence earned the highest mean of 3.49, described as “every time.” Heavy workload, procrastination, lack of interaction, and technical issues are rated “every time,” showing that respondents are heavily challenged. In terms of coping, the result indicates that daily login and breaking down responsibilities were the most common mechanism. Communicating with the teachers yielded the lowest coping mean. The study concludes that engaging students in online distance learning are very challenging, especially when learners are not ready. Preferences in terms of learning resources and activities are multi-faceted. There is a need to improve the variation of asynchronous activities like interactive multimedia, such as gamification.

Blended learning in undergraduate dental education: a global pilot study

ABSTRACT Aims To explore the global trends in blended learning in undergraduate dental education during the COVID pandemic and during the recovery phase by engaging with the students and faculty and evaluate the implications for dental education in the post-COVID era. Methods It was a pilot cross-sectional study which employed a convenience sampling technique to recruit representatives of dental faculty and undergraduate students in 80 dental institutions globally. A previously validated questionnaire consisting of a combination of closed and open-ended items was used for data collection. Responses to these online questionnaires were processed and analysed using the R statistical computing environment. Results A total of 320 dental students and 169 faculty members from 47 different dental institutions participated in the study. Video and Live Online Tutorials were considered to be the most effective method of online learning followed by online question banks by both groups. Significant differences were noted between faculty and students regarding time spent and effectiveness of online teaching and learning, respectively, both before and after the start of COVID. The results highlight the faculty need to engage more closely with the students to address their learning needs. Finally, the participants provided several recommendations regarding the future development of teaching and learning strategies as well as assessments in the post-pandemic era. Conclusions This is the first study which explores blended learning in dental education with participants from multiple institutions in different regions of the globe. Compared to the faculty, students considered online learning to be less interactive and preferred learning activities and all assessments to be delivered face-to-face. The results underscore the need to adapt teaching practices to suit the learning needs of the students.

Supporting Interprofessional Collaboration in Deprescribing: Needs Assessment for an Education Program.

: Deprescribing is a complex process involving patients and healthcare providers. The aim of the project was to examine the learning needs and preferences of healthcare providers and students to inform the development of an interprofessional deprescribing education program. : An online survey of pharmacists, nurses, nurse practitioners, family physicians, and associated students practicing or studying in Nova Scotia was conducted. Respondents were recruited by purposive and snowball sampling to have at least five respondents within each professional/student group. Questions captured participant's self-reported comfort level and professional role for 12 deprescribing tasks and their learning preferences. : Sixty-nine respondents (46 healthcare providers and 23 students) completed the questionnaire. Average comfort levels for all 12 deprescribing tasks ranged from 40.22 to 78.90 of 100. Respondents reported their preferred deprescribing learning activities as watching videos and working through case studies. Healthcare providers preferred to learn asynchronously online, while students preferred a mix of online and in-person delivery. : Learning needs related to deprescribing tasks and roles were identified, as well as preferences for format and delivery of education. Development of an education program that can provide a shared understanding of collaborative deprescribing tailored to learner preferences may improve deprescribing in practice.

Understanding the ongoing learning needs of Australian paediatricians: Evaluation of a pilot paediatric video teaching programme.

The purpose of this study was to evaluate whether pre-recorded video-based lectures (VBLs) covering a range of paediatric topics are an acceptable means of providing ongoing education for consultant and trainee paediatricians in Australia. Previous participants (paediatric consultants and junior medical officers) of a neurology outreach teleconference programme offered by a paediatric neurologist between 2017 and 2020 were invited to participate in a multi-specialty pre-recorded video-based education programme. Acceptability was explored by assessing relevance, likelihood of utilising VBL's in the future, uptake and learning activity preferences. The impact of VBLs on confidence, currency and practice was also explored. Additional data including topics of interest, preferred video format, duration, viewing method and frequency of delivery were captured, to better understand participant preferences to inform future efforts. A total of 135 consented; 116 returned baseline; 94 returned follow-up surveys. Preferred learning activities included a live/interactive component. Videos were considered relevant. Preferences for pre-recorded videos improved from ninth to sixth most preferred learning activity post-intervention. VBL convenience and accessibility were valued. Practice was altered in: approach to management, use of treatments, confidence in decision-making, and discussion with families and patients. The average view duration was 16 min. Longer videos yielded slightly lower audience retention rates. For future offerings, the majority endorsed a preference for a 'mixed' video format and duration of 20-40 min, offered monthly. Video-based medical education is an appealing and sustainable alternative, given the convenience of unrestricted accessibility, in meeting ongoing learning needs of Australian paediatricians and trainees.

Considering how disciplinary differences matter for successful online learning through the Community of Inquiry lens

The purpose of this study was to explore how students’ perceptions of the Community of Inquiry presences and their components influence their affective learning outcomes are varied across academic disciplines. Twenty-three undergraduate students were recruited from different academic disciplines, interviewed, and their data were analyzed using a constant-comparative method. The results of this research indicate that students perceive teaching presence components as important for their successful online learning experiences, regardless of academic discipline. For social presence, some differences were found according to academic areas. Most interviewees, except for those from the hard-applied disciplines (e.g., engineering, information sciences), perceived the importance of social presence components for achieving learning outcomes. Finally, this research found that students from different disciplines may put more emphasis or value on particular types of learning activities or learning resources that influence their affective learning outcomes. Overall, this research implies the importance of considering discipline-specific differences in the nature of knowledge, preferred learning activities, and student presences. Implications and future research are discussed.

Preferred professional learning activities of Cambodian EFL teachers

Teachers’ professional learning is increasingly receiving attention among key stakeholders of educational institutions, including school principals, teacher educators and teachers themselves. As classroom practitioners continue to improve their performance, they are highly likely to engage in various types of techniques for their professional learning. This preliminary study adopted a mixed method approach to investigate preferred professional learning activities by Cambodian teachers who teach English as a foreign language (EFL) either at a private language school and or a public institution. Data collection involved a questionnaire to collect quantitative data, together with semi-structured interviews with six teachers who had responded to the survey, to explore perceptions of each preferred professional learning activity. The results indicated that while ‘reflection on experiences’ was the most frequently occurring way of professional learning, participants who were interviewed also appreciated the benefits and convenience of ‘learning from others in interaction’. The study, however, was unable to identify any evidence of systematic reflective practices and collaborative reflection in the collected data. The research findings have led to some implications for institutions to consider.

Blended Learning Activities in an e-Business Course

The objectives of this study were threefold: to understand students’ perceptions of activities in a blended learning environment; to determine their preferred learning activities in this context, paralleling the four stages of Kolb’s learning cycle; and to determine the effectiveness of the blended learning used, based on scores achieved in an e-business course supported by the BLearning assessment system, a custom-designed reflective assessment tool. A mixed-methods approach was used to identify the students’ preferred activities. Findings indicate that (1) blended learning can add interest and variety to improve the students’ learning experience, (2) students prefer blended learning activities that match the first three stages of Kolb’s learning cycle (concrete experience, reflective observation, and abstract conceptualisation), and (3) data collected from the e-business course exam results show that the blended learning process was effective. In aligning teaching activities to student preferences, the notion of “teaching patterns” is introduced as the teaching perspective on these activities. Findings further indicate that blended learning activities based on the first three stages of Kolb’s learning cycle may be more suitable for students who share similar learning preferences.

OPEN PEDAGOGY: INDEPENDENCE AND INTERDEPENDENCE IN TEACHING ABOUT NEW MEDIA

In the quest for independence from traditional media constraints, open pedagogy — involving students in the creation of openly licensed materials — offers training in open culture practices alongside deeper learning. Our research builds upon an exploratory study by Hilton et al. (2019). We collected quantitative and qualitative data about the experiences of 85 students participating in an open pedagogy course project: creating content for the open textbook Humans R Social Media (HRSM). We asked students to compare their experiences working on HRSM with traditional learning activities (e.g., writing papers, taking quizzes). About 66% of students said the HRSM project had greater educational value than traditional learning activities. Most students (54.1%) also reported that HRSM helped them master more core academic content, and 51.8% said the project helped them become more collaborative learners. Although a small percentage preferred traditional learning activities, most students reported that open pedagogy’s focus on agency and choice enabled them to share their individuality and creativity. We also found that students valued knowing their work could be shared beyond the classroom; and that publishing, in the words of one student, “gave me more incentive to make sure my assignments were my best product.” This study tentatively reinforces the benefits of independent, hands-on learning as well as collaborative interdependence in an online environment. These findings suggest the active nature of open pedagogy holds rich possibilities for cultivating participatory learning activities, involving students in the creation of knowledge as they learn, and cultivating interdependent connection and community.

Foreign Language Motivation: A Case of IUS Students

Motivation plays important role in success in any line of work, consequently in language learning as well. Motivation in language learning is closely related to the achievement of the students, because success in second language learning is not achievable without motivation. In order to determine motivation of the students in SLA researchers have developed different ways in order to determine the level of motivation among different types of students. This research paper aims to determine the components of motivation in learning English language among IUS students. The second aim of this research is to identify the components of learner preferences for specific classroom practices and activities among IUS students. The third aim of this research is to identify relationships between the components of motivation and preferred classroom learning activities among IUS students .In this particular research, researchers used qualitative methodology to obtain the results for this study. Smidth’s questionnaire was adopted and administered to 33 IUS students. The research findings indicated that extrinsic motivation (M = 34.15), was the highest motivational factor for the students. Expectation as a motivational factor (M = 26.4), was at the second place for the students. Motivational strenght with the M = 13.00 followed as the next motivational factor. Intrisic motivation (M = 12.97), stereotypical attitudes toward Americans & British (M = 12.15), personal psychological needs (M = 9.06) with their means as shown in the brackets were the least influential factors in students motivation.

E-LEARNING AND ASSESSMENT IN MEDICAL INTERNS IN ANESTHESIOLOGY AND INTENSIVE CARE DURING PANDEMIC COVID-19

The continuous technology development and speed at which information can be spread, contribute to the development of distance learning for medical professionals, which during COVID-19 pandemic have become even more urgent. The purpose of this study is to analyze the effectiveness of online learning implementation for a second year interns in «Anesthesiology and intensive care» due to COVID-19 pandemic in 2020. As from March to June the Department of surgery, anesthesiology and intensive care at Bohomolets National Medical University shifted away from traditional teaching and assessment to distance learning, which affected examination of interns. The effectiveness of teaching and assessment were evaluated by Interns and Professors through Google Forms. The final exam results in 2018, 2019 and 2020 were also compared. The key finding of the study was acceptance of distance learning by Interns as effective in gaining theoretical knowledge and practical skills. The extent of Interns’ knowledge compared to the previous years was considered by our professors as unchanged or higher. Unlike the majority of professors, who believed that traditional classroom lectures are more appropriate and effective, the Interns preferred online learning activities, which in their vision were much more convenient.

Analysis of learning activities included in English text directed at students of Hospitality and Tourism

English for Specific Purposes (IFE) textbooks are an important tool in the teaching-learning process of English. The purpose of this study was to identify the preferences of the learning activities included in an IFE textbook that the students of Hospitality and Tourism. The sample was 97 students. The survey was structured by abilities in listening comprehension, reading, writing, among others, for the analysis the LT-Lab software was applied divided into six groups according to their abilities. The results showed: group 1 the preferred learning activities: videos, web sources and songs; group 2, use of grammar, vocabulary, games, reading comprehension; group 3, role-playing games, dialogues, vocabulary and description; group 4, in the videos; group 5, readings and web sources, group 6, read, complete the sentences and crossword puzzles. In conclusion, the learning activity included in an ESP textbook preferred by the students were videos, web sources, songs, use of grammar, vocabulary, among others.

EXPLORING PRE-SERVICE TEACHERS’ PERCEPTION TOWARDS TEACHER PROFESSIONAL DEVELOPMENT

Considering the role of teachers which is uneasy, it is necessary to develop an effective means of supporting and retaining teachers to provide good quality learning environment for students and a supportive work environment for teachers. Based on the urgency of professional development for teachers, pre-service teachers’ perception towards teacher professional development (TPD) becomes prominent to explore. The survey reflects the pre-service teachers’ perception with regard to professional development. The perception covers the most needed topics in TPD and the most needed learning activities which may give high impacts to their knowledge for teaching. This study involves pre-service teachers from English Department Batch 2016 who were taking internship program as English teachers in public or private schools in Banjarmasin.Regarding the pre-service teachers’ perception related to the needed topics, classroom management and knowledge of instructional practices in their subject field are the greatest area of development need followed by knowledge of their main subject and also ICT skills. On the concern of pre-service teachers’ perception related to most needed learning activities of TPD, courses or workshops is recognized as the most beneficial learning activities to improve teachers’ competences.The results of this study are expected to provide the basic thought for the implication for teacher preparation program in the future. Furthermore, the targeted implementation of the findings will give insights on the most needed professional development topics and most preferred learning activities which can be considered by the related institution when conducting teacher preparation program.

THE ROLE OF LEARNERS’ TEST PERCEPTION IN CHANGING ENGLISH LEARNING PRACTICES: A CASE OF A HIGH-STAKES ENGLISH TEST AT VIETNAM NATIONAL UNIVERSITY, HANOI

Among various factors influencing foreign language learning, learners’ perception of a high-stakes language test plays a crucial part, especially when the test serves as a threshold for their university graduation. In this study, the researcher tested a washback effect model by focusing on test-takers’ perception of the high-stakes test VSTEP in terms of test familiarity, test difficulty and test importance. On a sample of 751 Vietnamese learners of English at Vietnam National University, structural equation model was employed to validate the conceptual model. The analytical methods of Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were used for analysis. Our empirical findings revealed that VSTEP seems to have had a pervasive impact on the participating students. Senior students’ evaluations of VSTEP acted as the largest factor in constituting the participants’ perception of VSTEP. There are positive links between test pressure and test familiarity with students' goal setting and study planning as well as their selection of learning content and materials. Meanwhile, the pressure from the test had no effect on students’ seeking opportunities to practice with foreigners, and test familiarity did not influence students’ choice of study methods and exam preparing strategies. The emerging patterns from the data also suggested that participating students preferred test-oriented learning content and activities at the cost of interactive English practices for real-life purposes.

Neuroscience of Intrinsic Motivation

Neuroscience of Intrinsic Motivation

Teachers' self-directed learning and teaching experience: What, how, and why teachers want to learn

This study focused on teachers' self-directed learning; a concept derived from adult learning theories that accommodates for the idea that teachers formulate their own learning needs and consequently direct their learning. Teachers from 11 Dutch secondary schools (N = 309) were asked about their preferred learning domains (‘what’), their preferred learning activities (‘how’), and their reasons to learn about a selection of learning domains (‘why’). In regression analyses we tested for linear and non-linear relationships between teachers' teaching experience with their self-directed learning. Early- and late-career teachers showed higher preferences compared to mid-career teachers to learn about classroom management domains.

The hero’s learning journey

PurposeThe purpose of this paper is to discuss how educators can harness the natural momentum of learning to create a dramatic and exciting hero’s learning journey. Given the importance of motivation, educators can borrow ideas from game designers by using gamification – a process to re-frame a real life goal to be more appealing and achievable. A series of learning activities, developed to meet both cognitive and emotional needs, results in an engaging learning journey.Design/methodology/approachThe concept presented, based on PSI Theory, OCEAN Big Five character traits and player/learner archetypes, is that learners are motivated by three basic needs: affiliation, competence or certainty (assuming other physiological needs are met).FindingsArmed with insight into types of motivations at different phases, learner experience designers can create different learning journeys and user profiles. Learning activities can be planned for each need and phase based on changing motivations: collaborate and curate (affiliation), choice and ownership (certainty), challenge and accountability (competence).Research limitations/implicationsFurther research is needed in the area of gamification in education. A qualitative study should be conducted on preferred learning and assessment activities for each player archetype and, importantly, this research should represent broad samples and not be restricted to the online gaming community.Originality/valueRather than focussing on an isolated unit of study, and asynchronous eLearning modules, learning designers can use modern technologies to seed and nurture learning communities where each person has an appealing pathway to enable them to move from novice to expert at their own pace in a spiral of satisfying learning.

Assessing student clinical learning experiences.

This article describes the use of an activity worksheet and questionnaire to investigate the learning experience of students on clinical placement. The worksheet measures the amount of time students spend in different learning activities, and the questionnaire explores student satisfaction and preferred learning activities. An activity worksheet and questionnaire … investigate[d] the learning experiences ofstudents onclinical placement METHODS: The activity worksheet and questionnaire were used in a cohort pilot study of physiotherapy students on clinical placement. The activity worksheet provides details of the amount of time students engage in a range of clinical and non-clinical tasks while on placement, such as time spent treating patients, working individually, working with their peers and engaging in reflective practice. In combination with the questionnaire results, it allows clinicians to gain an understanding of the clinical learning environment experienced by their students. The data collected using these tools provide a description of the students' activities while undertaking the clinical placement. This information may guide the refinement of the clinical experience, and offers an opportunity to individualise learning activities to match students' needs and preferences.

Learning styles and learning preferences of higher diploma students

Background The student diversity in the Vocational Training Council (VTC) has been increasing in recent years. With most students coming from the Post 90s Generation, they share characteristics of the Net Generation, who are ‘associated with new forms of sociality’[1]. It is therefore important to update teachers to the learning styles and learning preferences of their students. Learning style is defined as ‘the manner in which an individual perceives and processes information in learning situations’, and the VARK model is adopted to analyze learning style. Learning preference is ‘the choice of one learning situation or condition over another’[2] and concerns students’ choices in learning such as preferred mobile learning activities, learning tools, communication media and video clips. To collect updated data for reference, this research aims to study whether there is any significant difference among Higher Diploma students of the seven disciplines in terms of learning styles and learning preferences.

Creation of Web 2.0 tools ontology to improve learning

The aim of the paper is to present systematic review results on ontology development tools, to establish interconnections between learning styles, preferred learning activities and related Web 2.0 tools, and also to create Web 2.0 tools ontology to interconnect learning activities with relevant Web 2.0 tools. This ontology is necessary for learners to semantically search for suitable Web 2.0 tools while learning in virtual learning environments (VLEs). Suitability of Web 2.0 tools depends on preferred types of learning activities which in its turn depend on preferred learning styles. The research results include: (1) systematic review results on ontology development tools and ontology representation language/formats; (2) established interconnections between learning styles, preferred learning activities, and relevant Web 2.0 tools using sets portrait method, and (3) creating Web 2.0 tools ontology to interconnect preferred learning activities with relevant Web 2.0 tools in VLE. The research results will be implemented in iTEC – pan-European research and development project focused on the design of the future classroom funded by EU 7FP. The research results presented are absolutely novel in scientific literature, and this makes the current study distinct from all other works in the area.

A Survey in a Thai Classroom on Learning Activities and Learning Problems

To identify an appropriate learning approach, particularly for Thai students, this paper surveyed a preferred learning activities and problems that students faced in a classroom. The forty one students from the information technology department were selected as convenient samples to respond to the open-ended questions. The results were analyzed from students’ preferred activities by using content analysis. It was found that students prefer a teachercentered approach with a discussion session to a student-centered approach. The greatest problem that students faced in a classroom caused by student ability was shyness to ask a question or speak up. Finally, the paper suggests that Thai culture and students ‘disciplines are significant factors influencing the ways students decide their preferred learning approach and activity. Moreover, the flipped classroom could be a powerful technique applied in a lecture class to enhance learning performance for Thai students because it could help lecturers manage their time with their students.