Previous Learning Experiences Research Articles

Exploring a learning model for knowledge integration and the development of critical thinking among nursing students with previous learning: a qualitative study protocol

Students often struggle to apply their knowledge of bioscience to their care practice. Such knowledge is generally learned through remembering and understanding, but retention quickly fades. They also experience difficulty progressing to higher-order cognitive skills such as applying, analyzing, evaluating, and even creating, which are necessary to develop soft skills, such as critical thinking, in the care profession. In order to improve existing programs, there is a need to better understand students' prior learning experiences and processes. The proposed study will explore the previous learning experiences of nurses enrolled in a two-year nursing program at a Taiwan university and identify the challenges they face in integrating multidisciplinary knowledge and developing critical thinking competency. The study will adopt a constructivist grounded theory methodology to collect interview data. The findings are expected to improve higher cognitive learning performance and inform the revision of the two-year nursing curriculum.

Cómo mejorar la enseñanza de inglés como lengua extranjera: creencias y actitudes de los profesores en formación sobre los materiales didácticos

Introduction: Teaching materials lay at the core of both effective instruction and successful learning of foreign languages (FL). This study investigates pre-service EFL teachers' beliefs about the effectiveness of teaching resources. Methodology: The participants were 84 students of teaching degrees enrolled in an English programme at a university in Spain. To collect the data, a survey was passed that inquired participants about their previous EFL learning experience, and both about their beliefs about teaching resources and how they would use them in the future. A mixed methods approach was used to analyse the data. Results: The participants had found the teaching resources of EFL inappropriate for the successful learning of this language, and were unanimous at the necessity of having criteria to select materials that meet the needs of students and teachers. Discussion: The participants had undergone a frustrating EFL learning experience both due to the resources that had been used, and to the way those resources had been implemented by their teachers. Conclusions: The design of innovative resources seems to be the way to make EFL learning accessible to everyone.

Incorporating Parents' Lived Experiences Into the Pediatric Audiology Course: A Qualitative Analysis of Student Reflections.

This study explores the underutilized pedagogical approach of incorporating lived experiences of parents with children possessing diverse hearing profiles and their family characteristics into the audiology curriculum for students. The aim was to investigate the impact of integrating such experiences into the classroom as an andragogical learning experience through the qualitative analysis of written student reflections. Twelve (N = 12) third-year female audiology students enrolled in a pediatric auditory (re)habilitation course attended a parent panel presentation during their regularly scheduled face-to-face class. Five parents of children with diverse hearing differences and diverse technology, communication, and educational choices participated on the panel as guest speakers via the Zoom platform. Students completed written reflections based on Rolfe's reflective framework. Written reflections were downloaded from Canvas and de-identified prior to uploading to NVivo software for coding, utilizing an inductive grounded theory coding strategy coupled with content analysis. This study underscores the effectiveness of written reflections as an effective andragogical learning model. Through reflective practice, students gained a deeper understanding of their experiences, values, and learning journeys, enhancing their competency in pediatric audiology and auditory (re)habilitation. Students articulated previous knowledge and learning experiences, utilized newfound insights from exposure to the parent panel of shared lived experiences, and connected this knowledge with future clinical applications. Key findings underscore the effectiveness of reflective practice as an andragogical learning model, facilitating the integration of prior experiences with new knowledge. Moreover, it aids the transition of the professional journey from the familiar to the unfamiliar, demonstrating the impact of combining real-world lived experiences to reinforce and highlight classroom topics. Additionally, reflective practice enhances professional efficacy by valuing patient/parent perspectives regarding clinical care and aligning with evidence-based principles.

The Impact of Separate and Blended Learning on the Quality of Education in Higher Education Institutions

The article deals with the question of how much the previous school or learning experience influences the quality of higher education. School education can be carried out by different teaching methods, and each of them is characterized by its own peculiarities. Separate (gender-segregated) and blended (gender-mixed) learning are two widespread methods that shape the educational process and influence the social interaction between students. Importantly, the quality of pre-university education can have a significant impact on students' willingness to study challenging subjects at university. Students with a solid knowledge base and good academic skills often find it easier to cope with more challenging academic material in higher education. Initial successes can significantly boost students' self-confidence, which in turn has a positive effect on their motivation and overall performance at university. When students enter higher education, they are exposed to a new educational environment, are exposed to new teaching methods and develop as individuals. However, it is also important to recognize that each stage of learning presents students with its own unique challenges and opportunities that require students to be flexible and adaptable to overcome successfully.

Foreign Language Anxiety: A Study on Spanish Learners

Foreign Language Anxiety: A Study on Spanish Learners

Study on the Causes and Effects of Foreign Language Learning Anxiety among Chinese College Students

This study delves into the causes and impacts of foreign language learning anxiety among Chinese university students, a topic of significant relevance in the context of China's increasingly globalized educational landscape. Recognizing the crucial role of language proficiency in both academic and professional arenas, this research aims to unravel the multifaceted nature of anxiety experienced by students in learning foreign languages, particularly focusing on the Chinese higher education environment. The research identifies several key factors contributing to language learning anxiety. High-stakes testing culture, traditional pedagogical approaches focusing on rote memorization, and societal emphasis on academic perfection emerge as primary contributors. These elements, coupled with limited opportunities for practical language application, create an environment where anxiety can thrive. The study also notes the influence of personal factors such as students' self-perceptions and previous language learning experiences on their anxiety levels. In terms of impact, the study finds that language learning anxiety significantly hampers students' academic performance, particularly in language proficiency and participation in language classes. Moreover, it extends beyond academic ramifications, affecting students' motivation, attitude towards language learning, and overall psychological well-being. The anxiety experienced in the classroom can lead to broader issues of social withdrawal and diminished self-confidence, with potential long-term implications for students' professional development and global competency. The study's findings underscore the need for educational reforms and the introduction of teaching methods that emphasize interactive learning and communication skills, aimed at reducing anxiety and enhancing language proficiency. The research also highlights the importance of psychological support for students, suggesting that addressing emotional and psychological factors is as crucial as improving pedagogical strategies in foreign language education. In conclusion, this study provides a comprehensive understanding of the causes and impacts of foreign language learning anxiety among Chinese university students. It offers insights for educators, policymakers, and mental health professionals, suggesting a holistic approach to language education that addresses both the academic and emotional needs of students, thereby enhancing the overall quality of language learning experiences in China.

(223) Specific Training Needs of Student Midwives in Sexual Health and Clinical Sexology

Abstract Introduction According to the WHO, sexuality is an integral part of human life, encompassing all dimensions of human beings: physical, emotional, mental, and social well-being associated with sexuality, involving a positive and respectful approach. It is essential to educate and train health professionals such as midwives to address sexual problems and provide the necessary information to their clients, in order to ensure comprehensive and quality care. There is still a lack of specific sexual health training programs in the midwifery curriculum in several countries worldwide. Objective This study aims to assess the student midwives’ training needs in sexual health and clinical sexology. Methods It is a knowledge, attitudes, and practices cross-sectional online study that took place over 5 weeks starting March 1st, 2023. All enrolled student midwives in public and private midwifery schools in the country were contacted through the schools’ social media groups. The online questionnaire was a 29-item Google form elaborated in concertation with the Frequency, Gravity Problem (FGP) grid of questions. Results The study included 206 student midwives (answer rate: 87%). The participants were representative of the population of student midwives (31% 1st, 33% 2nd, and 36% 3rd year and 31% from the North, 38% from the center, and 31% from the South of the country). The participants’ mean age was 22,1± 1,04 years and 96% were single. When asked about their experience with sexual interviews, 60.7% felt uncomfortable. The reasons for that feeling were the absence of previous learning simulations and experiences (84%), the lack of confidence in their knowledge (70%), the fear of a potential lack of interest of the clients about sexual health (59%), sexuality is taboo (28%). Regarding their training and education in sexual health and clinical sexology, 94% declared that it was only theoretical, 47% considered it as unorganized and 68,5% thought that there was a lack of correlation between the time allowed and the content of the sessions. The instructors were judged as qualified by 36% of the participants. The resources were considered useful by 19%. And 23.3% of the students enrolled in other non-academic training in sexology during the previous year. The expressed need for specific sexology training was expressed in 94%. The needs were regarding knowledge in 55%, Attitudes in 80%, and practices in 55%. Conclusions A specific academic curriculum in sexual health and clinical sexology is a necessity within the student midwives' training. This educational program needs to reinforce some knowledge and practices and mainly address the attitudes of healthcare professionals toward clients asking for information and/or help regarding their sexual health. Prevention has also to be integrated into this program. Role-playing and simulations in small groups seem the most adapted pedagogical techniques to re-enforce attitudes within students. Disclosure No.

Relationship between science teachers’ teaching motivations and career development aspirations

ABSTRACT While science teachers play a pivotal role in schools in fostering students’ scientific literacy, interest, and aspirations, many countries face a lack of motivated pre-service teachers (PSTs) for science education. Accordingly, this study aims to explore science PSTs’ motivations for choosing a teaching profession and how these motivations are associated with their aspirations to remain in the teaching profession. The study chose seven factors that were relevant to the Social Cognitive Career Theory framework and investigated the relationships among those factors. The results indicated a positive relationship between the PSTs’ motivation to work with children and career development aspiration, while those who stated having more time for family as the key motivation to choose the teaching profession presented a negative association. Also, this study revealed the critical role of previous learning experiences and perceived teaching ability in increasing the science PST’s planned effort and persistence in the teaching profession.

Assessing Evidence-Based Practice Knowledge, Self-Efficacy, and Use Among Respiratory Therapists.

Evidence-based practice is at the forefront of providing quality patient care by using the best available evidence and clinical expertise, while also considering patient needs and preferences for clinical decisions. However, evidence-based practice may not be consistently used even when the evidence supports the therapy. The purpose of this study was to assess the factors associated with the use of evidence-based practice among respiratory therapy faculty teaching in a large community college system and post-professional students enrolled in a university-based, respiratory therapy baccalaureate degree-advancement program. A non-probability, descriptive survey research design was used to develop and administer an online questionnaire. All respondents demonstrated sufficient knowledge and understanding of introductory concepts of evidence-based practice but knowledge of specific components of the evidence-based practice process was not as strong. Self-efficacy in knowledge and the use of evidence-based practice among faculty and degree-advancement students varied. Faculty and students rated their self-efficacy high in assessing patients' needs, values, and treatment preferences but ratings were lower for using the PICO (patient/population/problem, intervention, comparison, outcome) technique and interpreting common statistical tests. Students viewed their previous evidence-based practice learning experiences more favorably compared with faculty (P = .008). Faculty and students searched and read the research literature more often compared with critically appraising and using the research literature. Logistic regression analysis indicated no statistically significant relationship of knowledge, self-efficacy, and learning experiences to the use of evidence-based practice among respiratory therapy students, Χ 2 (4, N = 54) = 7.73; P = .10. Analysis of the results suggested that respiratory therapy faculty and students were knowledgeable and confident with regard to evidence-based practice but their use of evidence-based practice in clinical decisions was limited. Although the evidence-based practice knowledge, self-efficacy, and learning experiences had minimal influence on the use of evidence-based practice, the results of the study provide a foundation for future research.

Praktik "Teaching English" Mahasiswa Program Studi Tadris Bahasa Inggris Melalui Program Praktik Lapangan di MA AL Fatah Badas

PPL is a practical program that aims to develop professional students by applying their knowledge, attitudes, and skills. This program requires students to integrate their previous learning experiences into teaching activities and other tasks in order to gain practical experience in managing an educational institution. Through this program, students have the opportunity to directly engage with the conditions of an educational institution and gain new experiences that complement their theoretical knowledge. The goal of this teaching practice program can give some advantages for the students, the MA Al-Fatah institutions, and the Islamic Institute of Hasanuddin Pare. This research is conducted through a field study by using a qualitative descriptive method, which involves describing research of the data through word explanations. The data is collected through observations and teaching activities carried out by students of the English Tadris study program. The practical Field Experience of Islamic Institue of Hasanuddin Pare 2022-2023 is done on December 6th 2022 – February 4th 2023 at Islamic Senior High School Al –fatah Badas Pare.

Are we really Bayesian? Probabilistic inference shows sub-optimal knowledge transfer.

Numerous studies have found that the Bayesian framework, which formulates the optimal integration of the knowledge of the world (i.e. prior) and current sensory evidence (i.e. likelihood), captures human behaviours sufficiently well. However, there are debates regarding whether humans use precise but cognitively demanding Bayesian computations for behaviours. Across two studies, we trained participants to estimate hidden locations of a target drawn from priors with different levels of uncertainty. In each trial, scattered dots provided noisy likelihood information about the target location. Participants showed that they learned the priors and combined prior and likelihood information to infer target locations in a Bayes fashion. We then introduced a transfer condition presenting a trained prior and a likelihood that has never been put together during training. How well participants integrate this novel likelihood with their learned prior is an indicator of whether participants perform Bayesian computations. In one study, participants experienced the newly introduced likelihood, which was paired with a different prior, during training. Participants changed likelihood weighting following expected directions although the degrees of change were significantly lower than Bayes-optimal predictions. In another group, the novel likelihoods were never used during training. We found people integrated a new likelihood within (interpolation) better than the one outside (extrapolation) the range of their previous learning experience and they were quantitatively Bayes-suboptimal in both. We replicated the findings of both studies in a validation dataset. Our results showed that Bayesian behaviours may not always be achieved by a full Bayesian computation. Future studies can apply our approach to different tasks to enhance the understanding of decision-making mechanisms.

Efficient Multi-Domain Text Recognition Deep Neural Network Parameterization With Residual Adapters

Recent advancements in deep neural networks have markedly enhanced the performance of computer vision tasks, yet the specialized nature of these networks often necessitates extensive data and high computational power. Addressing these requirements, this study presents a novel neural network model adept at optical character recognition (OCR) across diverse domains, leveraging the strengths of multi-task learning to improve efficiency and generalization. The model is designed to achieve rapid adaptation to new domains, maintain a compact size conducive to reduced computational resource demand, ensure high accuracy, retain knowledge from previous learning experiences, and allow for domain-specific performance improvements without the need to retrain entirely. Rigorous evaluation on open datasets has validated the model’s ability to significantly lower the number of trainable parameters without sacrificing performance, indicating its potential as a scalable and adaptable solution in the field of computer vision, particularly for applications in optical text recognition

Impact Of The Germane Load On Students’ Behavioral Intention On Online Courses During Covid-19: Mediating Role Of Instructional Design And Moderating Role Of E-Learning Personalization

The study is carried out to examine the impact of the germane load on the Students’ Behavioral Intention of students studying in the public universities of China. Meanwhile, the study has also examined the mediating role of instructional design and moderating role of e-learning personalization. The study has used the SEM-PLS is to examine the relationship between and among the variable. The current study has investigated the relationship between germane load and instructional design, future behavioral intentions and instructional design, and future behavioral intentions with the germane load. The survey was conducted among the university students of China who participated in online learning programs during the COVID-19 pandemic. Moreover, the mediation influence of germane load on the relationship of future behavioral intentions and instructional design has been studied. It was found that all the relationships were positively correlated. The mediation influence of instructional design was found between the relationship of future behavioral intentions and instructional design. The study has examined the instructional design as a mediator. The analysis of an instructional design focusing on setting course plans results in improved germane load, which improves the process of learning, and future behavioral intentions among students are increased. It is important to note that usage intention and germane load are benefited through an effective instructional design. Therefore, the association between usage intention and germane load is important to be examined for analyzing a good understanding of the content among students and their plan for continuing e-learning in the future. In literature, studies have worked on instructional design, which results in improved learning and intention to continue e-learning and among students. However, there is a need to explore instructional design that focuses on general course planning to improve behavioral intention in the future based on the previous learning experience. The study is among the pioneers on the issues related to e-learning mechanisms in eastern Malaysia.

Self-Efficacy of Students Taking the English Writing 3 Course in an Online Learning Setting

The aim of this study was to examine the self-efficacy of students taking the English Writing 3 online tutorials at Universitas Terbuka. This study applied a quantitative approach and survey method was used to collect data. A single-stage sampling procedure was adopted to collect information about student self-efficacy. Using a questionnaire to collect data, a thorough understanding of student self-efficacy was developed. Student self-efficacy was scored on a five-point scale. The research participants were students taking the English Writing 3 online tutorials. Of 650 students, 233 students completed and returned the questionnaires. Descriptive analytics were used to describe and summarize the data in order to provide the ground for finding new facts. The findings indicated that the majority of students had high self-efficacy. The students demonstrated sufficient ability, confidence, and resilience to accomplish certain tasks that were necessary for their learning This study confirmed that male and female students did not significantly differ in self-efficacy. It was found that there may be a link between age (maturity) and self-efficacy. In addition, self-efficacy could be attributed to previous learning experience. It was apparent from this study that self-efficacy was dynamic; self-efficacy development and growth were likely influenced by student learning progressions. The present study has provided a deeper insight into the nature of students learning English writings in an online distance learning environment.

Envisioning Future Elementary School Teachers’ Practices in The Post-Pandemic Era: A Visual Narrative Inquiry

The COVID-19 pandemic has revolutionised the educational landscape massively, including the way teachers enact their roles both inside and outside the classroom context. The abrupt changes also influence pre-service teachers’ way of envisioning themselves as future teachers in the post-pandemic era. The aims of this study is to analyze the underlying influences and concerns for their choice of future projection as post-pandemic elementary school teachers. This study using the photo-narrative frame construct of visual narrative inquiry, this study explored the way three first-year pre-service elementary school teachers imagined their. The data were collected from students’ self-portraits and written narratives narrating their past, current, and future projection as post-pandemic teachers. The multimodal narrative analysis was applied to analyse both the visual and written narratives. The findings suggest that technology integration and student-centred pedagogy became the most common themes when the pre-service teachers projected their future selves. At the same time, their previous schooling experiences and future concerns about becoming a teacher had certain impacts on the way they projected themselves as future teachers. Therefore, it is recommended that future pre-service teachers should be given opportunities to reflect on their previous teaching and learning experiences and project what they wish to emulate and enhance for their future teaching practices.

The perception of foreign languages and culture for early childhood

Language acquisition is a multifaceted process that often intertwines with acculturation. When a child encounters a foreign language and culture at an early age, they start to gain an understanding of both their native cultural values and the values of the other culture. As young learners gradually become aware of the world beyond their immediate surroundings, their cultural awareness undergoes a profound expansion. This research endeavors to delve into the perceptions of language learning and the assimilation of the target culture among very young language learners, irrespective of whether they have received formal language education. In pursuit of this objective, a semi-structured qualitative study was designed. The study included interviews with ten kindergarten students of age 5 in Antalya, Turkey. Participants were divided into two: one group had received foreign language education for three years, while the other had not received any. The conversations were recorded and subsequently subjected to an in-depth analysis carried out. The compelling findings of this research reveal that young language learners who have been exposed to previous language learning experiences are significantly better equipped to discern and appreciate the distinctions presented by a foreign language and culture. Moreover, it becomes evident that very young learners, even at the tender age of five, can grasp the lifestyles, needs, and interests of individuals from foreign cultures when they are immersed in a communicative language-rich environment. This underscores the pivotal role of early language exposure in fostering not only linguistic proficiency but also cultural awareness and understanding among children.

One Mind, Many Languages: Czech as an Additional Language in Plurilingual Repertoires

Abstract Plurilingualism goes beyond the mere ability to use multiple languages; it emphasizes the interconnected nature of languages within an individual's linguistic competence. In line with the European language policy, university students are becoming users of several languages, and international university students in Czech universities often learn Czech as their fourth language or beyond (L4+). Understanding how their linguistic competencies interact can impact their language acquisition experience. Learners may perceive interactions among the languages within their linguistic repertoire. The concept of Perceived Positive Language Interaction (PPLI, Thompson, 2016) pertains to the perception that languages previously studied are interrelated in a positive way, ultimately enhancing a plurilingual's ability to acquire additional languages. This study explores the relationships between Czech as an additional language and the learners' prior languages. The research aims to answer three main questions: Do learners of Czech as L4+ perceive positive interactions among their learned languages? In what areas do these interactions manifest? How does Czech relate to their other languages? The study was conducted at a Czech university that provides optional introductory Czech courses (A1/A2), primarily to students in the Erasmus+ program. Fifty-four international students filled in an open-ended online questionnaire over two consecutive semesters. The analysis revealed that while students perceived positive interactions among some of the languages they had learned, especially within language families, interactions across typologically different languages occurred, particularly between Czech and German. The participants' mother tongue also emerged as a significant factor. While language instruction often follows a monolingual approach, where the target language is the primary mode of classroom interaction (Woll, 2020), learners may significantly benefit from their previous language learning experiences when learning an additional language. Despite the relatively limited research sample, this study suggests the didactic potential of positive language interaction in language teaching and learning and highlights further research opportunities.

Measurement invariance of the English reading motivational structure of bilingual and multilingual university students

Self-related beliefs can influence language learning motivation. In turn, reading motivation can facilitate self-related beliefs in influencing English reading comprehension (ERC). Additionally, past language learning experience affects future language learning. Thus, this study examined the motivational structure in English reading of 1170 first-year students of 13 universities from nine Indonesian provinces (Mage = 19.3, SD = 0.85). Data were collected at one measurement point using the Motivation for Reading Questionnaire to measure reading self-efficacy, extrinsic motivation, and intrinsic motivation (IM); a four-item self-concept questionnaire; the English Reading Behavior Questionnaire, and an ERC. The study developed and evaluated two hypothesized models on the moderating role of past second language (L2) learning experience. The results of structural equation modeling corroborated the moderating influence of being bilingual and multilingual learners on the motivational variables, although not each of the expected paths fit the model. Among the variables, intrinsic motivation exerted the highest effect on the ERC of Indonesian university students. A difference analysis using one-way analysis of variance (ANOVA) on the motivational variables between the two groups demonstrated that multilingual groups outperformed the bilingual group in nearly all motivational variables. The results implied that categorizing students according to their previous learning experience with a foreign language can help teachers to prioritize their teaching to improve the reading comprehension achievement of students.

Exploring English Major Students’ Pronunciation Anxiety

This paper reports a descriptive account of English language learners’ perceived pronunciation anxiety, which is a relatively underexplored area of foreign language learning anxiety. The participants of the study were English Language and Literature students studying at a public university in Türkiye in the 2022-2023 academic year. The research data were collected through a questionnaire survey form consisting of the Measure of Pronunciation Anxiety in Foreign Language Classroom (MPA-FLC) and a personal information section and were analyzed via statistical tests in SPSS. The findings indicated that the students felt mild-to-moderate levels of pronunciation anxiety and that the pronunciation anxiety component with the highest rating was beliefs about pronunciation and its importance as a communicative skill. The study also sought to examine the effects of some learner characteristics on pronunciation anxiety. The findings demonstrated that the students’ gender, perceived English proficiency and previous language learning experiences influenced their anxiety levels whereas the variables of age and year of study in the department had no significant effects on student responses. The females, those students with lower levels of perceived proficiency, and those who received intensive English language education at the foreign language departments at high school reported higher pronunciation anxiety. The results are discussed in the light of available literature providing implications and recommendations for further research.

The transformative cognition of English as a Foreign Language student teachers' personal practical knowledge.

This study investigates the process by which English as a Foreign Language (EFL) student teachers transmute their Pedagogical Content Knowledge (PCK) into Personal Practical Knowledge (PPK) within a blended learning community. Data sources, including conversation transcripts, reflective journals, and field notes, were meticulously examined utilizing the commonplaces of temporality, sociality, and place. Several key findings were unveiled: (1) the volume and focal points of transformed PPK varied across participants; (2) the metamorphosis of PCK into PPK was found to be selectively partial, filtered by factors such as previous learning experiences, course expectations, and levels of engagement; and (3) the selection process was molded within the dynamic interplay of the internal components of the blended learning community and the external socio-cultural conditions. The study concludes that the cognition mechanism of EFL student teachers' PPK is characterized by elements of variation, selection, and dynamism.