Previous Learning Experiences Research Articles

Exploration on Teaching Reform of Applied Statistics in Economics and Management Based on Ability Improvement

Solid ability of logical analysis and mathematical statistics has become the essential basic skills of contemporary college students, and the teaching of applied statistics has become the main way to acquire this skill. However, most applied statistics courses still focus on theoretical derivation and interpretation, and its characteristics have not been fully reflected. Taking the students of economics and management as the research object, this paper summarizes the main problems existing in the teaching process of applied statistics, and puts forward some reference solutions from the perspective of improving the application ability based on previous students' learning experience and effect feedback in order to provide beneficial help for the teaching reform of applied statistics in the future.

K-12 students' online learning motivation in China: An integrated model based on community of inquiry and technology acceptance theory.

Learning motivation is crucial to online learning success, especially for K-12 students. Although previous research has proved that there are many factors influencing online learning motivation, few studies have systematically investigated this phenomenon from the integrated perspectives of community of inquiry and technology acceptance, two theoretical frameworks that are commonly used to explain experiences of and attitude towards online learning. This study investigates the effects of K-12 students’ perceived presence and technology acceptance on their online learning motivation. A total of 13,610 valid questionnaires were collected from K-12 students from Wuhan and adjacent areas in central China participated in the survey. The findings reveal that: (1) perceived usefulness, self-efficacy, social presence, and perceived ease of use have a larger positive effect on online learning motivation, while cognitive presence has a small positive effect on online learning motivation; (2) teaching presence positively influences online learning motivation through social or cognitive presence; (3) factors, such as school location, previous online learning experience, family social-economic status, and prior academic achievements, may influence technology acceptance. The implications for designing, developing, and managing K-12 online education are discussed.

AKTIVITAS METAKOGNITIF SISWA DALAM MEMECAHKAN MASALAH BANGUN RUANG SISI DATAR

Metacognition is an important aspect in problem solving. This study aims to describe the students' metacognitive activity in solving the problem of building a flat side with a qualitative approach. The research subjects were three students of MTSN Malang 1 with good communication skills in the categories of high, medium, and low mathematical abilities. Data collection was done by giving the problem of flat side space and interviews. In the problem understanding phase, students perform metacognitive awareness when they rethink a given problem marked by rereading the problem by considering and monitoring things that are important to solve the problem. In the planning phase, students perform metacognitive regulation when they rethink the ways that have been linked to previous learning experiences marked by considering clues to problems that have been connected to the learning experience. In the phase of implementing the plan, students carry out metacognitive evaluations when they think back about the solution that is being worked on by changing and correcting the image that is being made and determining another more appropriate way. In the re-examination phase, students carry out metacognitive evaluation and awareness when they rethink the solutions that have been made marked by rereading the problem and checking the completion from the beginning to the end and convincing themselves that the solutions made are correct.

Transition to emergency distance learning amid COVID-19 pandemic through the lens of students’ subjective experience of the transformation of university learning environment

The aim of the current research was to identify the students’ subjective experience of the transforming learning environment according to the perceived opportunities provided by the digital learning environment of the university.Methodology and research methods. The research methodological framework is based on leading theories related to the students’ behaviour in digital learning environments (DLE). The synthesis of the theories considered made it possible to propose a theoretical model of the students’ subjective experiences in relation to DLE of the university, which was operationalised by constructing a questionnaire that reveals the students’ perception of the main components of the DLE. The following methods were employed: a questionnaire on alienation from study, a method for the assessment of students’ subjective experiences, and the Academic Motivation Scale (AMS). Previous distance learning experience was identified by the use of self-rating scales. The survey results were analysed qualitatively and quantitatively using the Cronbach Alpha coefficient, the Spearman’s rank correlation coefficient, and the Pearson’s chi-squared test. The authors also used factorial ANOVA, correspondence analysis and multiple linear regression analysis. Statistical calculations were performed using Statistica ver. 7.0 (Statsoft). 4558 students from 30 Russian universities (located in 23 subjects of Russia) took part in the research.Results. The present research demonstrated a change in the usual forms of learning activities carried out by students in the distance learning process. Distance learning is presented to students as a basis for meeting the need for subjectivity of their personality, the ability to initiate their own learning activities. Students feel that there are sufficient conditions and resources for mastering digital learning tools, and they easily adapt to the digital environment of their universities. However, in this process, the student acts as an atomised subject, weakly interacting with other people and not feeling a sense of interpersonal closeness and connectedness with others.The research findings revealed that the perceived characteristics of the DLE of the university have a direct impact on the inner states of students in the learning process. The formation of a stable social environment within the framework of the DLE, which ensures harmonious interaction and communication between the subjects of the educational process, contributes to achieving an optimal balance of students’ subjective experiences, reduces the risk of negative inner states that lead to learning demotivation, the experience of alienation from study, the growing sense of meaninglessness and emptiness in the learning process.Scientific novelty. The developed model of the influence of DLE on the subjective experiences of students in the emergence distance learning made it possible to identify significant DLE components, which determine the motivational and emotional states of students, and to establish student ratio to achieve the optimal balance of subjective experiences.Practical significance. The empirically based findings presented in this study can be used to design the DLE of the university, to determine the directions of work on the formation of psychological readiness of students for distance learning.

Random case analysis in general practice clinical team meetings

The Medical Board of Australia intends to mandate that at least 25% of continuing professional development (CPD) is focused on performance review. The aim of this article is to describe howrandom case analysis (RCA) can beused for performance review in general practice clinical team meetings, and outline its benefits and challenges. RCA is a powerful learning method for CPD. Involving peers in case review allows practice quality improvement and safety issues to be explored. Planning is required to overcome logistic and legal barriers and to ensure accreditation of the activity by The Royal Australian College of General Practitioners. Vital to the success of RCA is a supportive educational environment and the provision of learner-centred and specific feedback.

Understanding Demotivating Factors on EFL Students in Online Learning

Demotivation is a complex problem that many foreign language (FL) learners faced, and it is caused by a variety of factors including the teacher, poor self-esteem, and previous bad language learning experiences(BABA KHOUYA, 2018). This study aimed to understand the demotivating factors on EFL students in online learning. The participants of this study were three students of the third grade of senior high school in Karawang. This study used a qualitative case study design to address the research objectives. The data for this study was gathered through semi-structured interview questions as an instrument of this study. The collecting data was obtained through Google meeting. The result of this study revealed that there are two demotivating factors on EFL students in online learning. Those are the teacher’s methods and learning material. In this case, the researcher found out that those factors are from the external factors. In the teacher’s method, there are two aspects that demotivate EFL students in online learning. The first aspect is because the teacher always speaks English all the time during learning. The second is because the teacher did not evaluate the students’ assignments. The last factor is the learning materials, the students get difficult to understand the materials during online learning.
 
 Keywords: demotivation factors, online learning.

A Gyopo English Teacher’s Professional Identity in an EFL Context

There is a growing research interest in language teachers’ professional identity. Nevertheless, unlike studies involving the identity of native and non-native English-speaking teachers, few studies analyzed Gyopo English teachers’ identity despite a sizeable body of Gyopo teachers in the Korean educational context. Using post-structural perspectives of identity, this case study analyzed the identities of a Gyopo instructor as an English teacher and how such identities were reflected in classroom practice. Data were collected through interviews, classroom observations, and self-reflective reports written by the participant. Findings reveal that the participant constructed multiple professional identities as a teacher with previous language learning experiences, a bridge-builder, a multitasker, and a teacher who is not a native English speaker but an American, and a replaceable person. While experiencing identity conflicts, she constantly negotiated and renegotiated her multiple, contradictory identities to position herself more favorably. Based on these findings, the present study offers pedagogical suggestions.

How to navigate the evolving world of clinical placement: an Australian university collaboration to support clinical supervision

Clinical placement is an integral part of medical radiation science student learning and development. Clinical placement provides opportunity for students to apply their theoretical knowledge and enable students to prepare for their future professional practice. Clinical supervisors have a significant role in this process to facilitate student learning on clinical placement. However, clinical supervisors often have little formal training to supervising students on placement and will default to their own previous learning experience. There is a need to provide an educational perspective from tertiary education partners to assist medical radiation practitioners in their role of supervising students. This paper is a collaboration between Australian Nuclear Medicine University partners with the aim to support and educate nuclear medicine technologists, and indeed all medical radiation practitioners to competently fulfil their role regarding student supervision and assessment.

Insights into Delivering Cross-Cultural Medical Education in the UK and Malaysia

Newcastle University UK operates an international campus, NUMed, in Malaysia. NUMed delivers the same medical degree programme as in the UK, within a different cultural context. In this paper, medical education faculty and NUMed graduates with experience working in both the UK and Malaysia provide insights into cross-cultural diversity in approaches to learning. Observations from small and large group teaching and approaches to assessment are discussed in relation to students’ cultural backgrounds including previous learning experiences and English language abilities. We provide practice points for educators preparing a diverse range of students to work in global healthcare settings.

Adaptation to emergency remote teaching: an ESOL course for older Chinese learners

ABSTRACT This study examines the adaptation of an ESOL course for older Chinese migrant learners to Emergency Response Teaching mode as a result of the government-imposed restrictions to contain the spread of Covid-19. Through interviews and the analysis of learner diaries, we consider the experience of the school manager and teachers, and the strategies used by the learners, in relation to online delivery, with a particular focus on the measures taken to cater for a group of third-age learners with minimal previous language learning experience. Our analysis highlights the importance of collaborative decision making, team teaching, and a didactic approach that is sensitive to learners’ cultural backgrounds and that provides adequate L1 (i.e. first language) support. From a curriculum perspective, we discuss the importance of including content that is responsive to the evolving emergency context, and which strengthens learners’ ability (and inclination) to use the language-rich context of the public sphere for learning purposes. We also discuss the relative challenge of shifting grammar and vocabulary focused lessons to online delivery. Learners appeared to employ more frequently memory, cognitive and metacognitive strategies and we discuss this in relation to their current emergency learning context and previous educational background.

The Online Learning Academic Achievement of Chinese Students during the COVID-19 Pandemic: the Role of Self-Regulated Learning and Academic Entitlement

In the spring semester of 2020, all Chinese higher education institutions delivered courses online across the nation in response to the COVID-19. This study explores Chinese college students’ self-regulated learning, academic entitlement, and academic achievement during the transitioning from face-to-face to online learning environments during this special time. Structure equation modeling was conducted, and results indicate that academic entitlement associates with students’ online learning academic achievement. Whereas self-regulated learning does not relate to academic achievement in the online learning setting. Additionally, academic entitlement is marginally associated with academic achievement only among male students, while self-regulated learning is not a significant predictor for both genders. However, self-regulated learning is marginally linked with higher academic achievement among students who do not have previous online learning experiences but not among those who took online courses before.

Where do Language Mindsets Come from? An Ecological Perspective on EFL Students' Mindsets About L2 Writing.

Although recent research suggests that language mindsets (i.e., fundamentalbeliefs aboutthe fixedness and malleability of language learning ability) are important for L2 learners' motivation and learning behaviors, much research has focused on quantitative approaches and static individual differences, with little emphasis on its student-centered and ecologically-relevant phenomena. The aim of this study was to take an ecological perspective to understand the development of mindsets about L2 writingand their relevance tomotivation. Based on an analysis of in-depth interviewswith six (two males, four females) adult EFL learners in Iran, we identified that several eco-systemic factors underlie the emergence, complexity, and dynamics of the learners' mindsets regarding the skill of L2 writing. Students emphasize that teachers (microsystem) play a central role in constructingtheir mindsets about L2 writing. In addition, their previous learning experiences, including teachers, parents, and high-stake exams (mesosystem), the institutional policies that emphasize English oral skills and neglect writing skills (exosystem), and the mainstream culture in favor of a natural talent for writing skills (macrosystem) also contributed to the emergence of learners' mindsets. Moreover, the results highlighted the domain-specific and dynamic nature of language mindsets, such that learners considered their mindsets about L2 writing skills differently from other skills (e.g., speaking) and that their mindsets changed in different stages of the learning processes. We show that the ecological approach can unpack the complex-dynamic and multifaceted nature of mindsets, providing theoretical and pedagogical implications for fostering growth mindsets and improving learners' L2 writing motivation.

EVALUATING THE QUALITY OF TEACHING AND EDUCATION IN STUDENTS OF SPECIALTY PHYSICAL THERAPY, OCCUPATIONAL THERAPY: ADAPTATION OF THE UKRAINIAN VERSION OF THE QUESTIONNAIRE K. ETLQ

The quality of education as an indicator of the development of society is characterized by various aspects and should be considered in the time dynamics. It is important to provide an opportunity to analyze and evaluate the quality of a significant component of the educational process as a training course. In order to improve the quality of educational activities in higher education institutions of Ukraine, tools for assessing the quality assurance system of higher education are being actively developed today.
 Objective: linguistic and cross-cultural adaptation of the tool "Questionnaire on the experience of teaching and learning" Experiences of Teaching and Learning Questionnaire in Ukrainian.
 Materials and methods. The study involved 632 students aged 2-6 years majoring in 227 - physical therapy, occupational therapy Lviv State University of Physical Culture named after Ivan Boberskyj in order to assess the disciplines of the curriculum. Data collection was conducted during the 2019/2020 and 2020/2021 academic years. Respondents rated 17 training courses. 
 Results. "Questionnaire on teaching and learning experience" - a tool that allows you to take into account and predict the impact of various factors on student learning outcomes of different specializations and levels of education, professional experience, motivation, etc., it is also suitable for use in different cultural environments. The survey was conducted on the following content blocks: "Approaches to teaching and learning", "Teaching and learning experience", "Training course requirements" and "What did you learn in this training course". Additional requirements of the course that students wanted to assess in the content block 3 are related to the organization of training, the structure and content of the course and the interaction between teacher and student. According to content block 4, from 41.46% to 55.85% of students indicated that they additionally received "quite a lot" of achievements related to the course and related to the activities of the student.
 Final rating scale for how well students managed to pass the course showed that 70% or more of the answers were high marks for passing the course (7, 8 and 9 points) were noted by senior students, in contrast to 2nd year students who rated themselves lower.
 Based on the results of studying the results of the questionnaire, taking into account the comments of respondents and the recommendations of the editor, the final adapted Ukrainian version of the Questionnaire on teaching and learning experience (ETLQ) was formed.
 Discussion of results. Researchers emphasize that students rely on knowledge, understanding and previous learning experience when studying any discipline. Reforming and improving the educational programs of the first and second educational levels of the specialty 227 physical therapy, occupational therapy in accordance with the new needs of the health care sector, approved educational standards and world standards continues.
 Conclusions. Linguistic and cross-cultural validation of the Teaching and Learning Experience Questionnaire (ETLQ) proved that the questionnaire is understandable and acceptable for the development and content of training courses, adjusting the approaches used by the teacher. The questionnaire allows the student to comprehend the efforts spent by him during training for high-quality training courses and increase the effectiveness of training.

The Relationship between The Learning Styles and Academic Performance of Medical Faculty Students

Objective: Medical students have with different learning styles and different educational backgrounds. While the curriculum is being prepared, the success of students this situation should be considered. This study is designed to reveal the learning styles of the second-year medical students and to compare their academic performance with their learning style.Methods: One hundred and four students of 2nd-year Bezmialem Vakif University Medical School are included in the study. To reveal the learning styles, Kolb’s Learning Styles Inventory applied to all students. Also, the academic performance of each student was listed. We compared the statistical relationship between gender and academic performance with students’ learning styles.Results: Of the 104 students’ there was 59 female, 45 male in gender. According to the questionnaire, most of the female and male students were assimilators (abstract-passive learners) (%58.5) and divergers (concrete –passive) (%28.8). Students’ academic performance results were between 75-80. We did not find a statistically significant difference between gender and students’learning styles and academic performance results ( p>0.05).Conclusion: Identifiying and monitoring of students’ learning styles in the universities especially in medical schools is neglected. However, we should know students’ learning style in order to recognize their learning habits shaped by previous learning experiences and to improve their success. Moreover, it is important to improve students’ performance by using learning strategies and methods suitable for different learning styles.

Functional caption literacy development through intra-formal L2 viewing

Drawing on the digital literacies framework developed by Pegrum et al. (2018), this article proposes that caption literacy, a form of multimodal literacy, enhances the learning experiences of language learners who engage in self-directed second-language viewing. It presents a pedagogical approach referred to as intra-formal learning, which enables students in educational settings to build on previous digital learning experiences, such as watching Netflix TV series in a foreign language. Prior knowledge is extended through guided exploration of learning options (including caption use) and interaction between students who are encouraged to reflect on and share their learning experiences. This study investigates the developmental processes during the seven-week-long intervention. The development of functional caption literacy, going beyond the mechanical ability of operating subtitles, represents a critical ability for learner-viewers as it enables them to optimise viewing options in accordance with their processing capacities and preferences within their social context.

Threshold concepts in group-based mentoring and implications for faculty development: A qualitative analysis

Introduction The literature on faculty development programs for mentors is scarce. This study examines mentors’ experiences and challenges, with the aim of identifying threshold concepts in mentoring. It also discusses the implications for the faculty development of mentors. Methods Semi-structured interviews solicited personal narratives and reflections on mentors’ lived experiences. Data analysis was guided by the threshold concepts framework allowing for the identification of significant and transformative shifts in perspectives. Results We interviewed 22 mentors from two Norwegian and one Canadian medical school with group-based mentoring programs. The mentoring experience involved four significant threshold concepts: focusing on students’ needs; the importance of creating a trusting learning space; seeing oneself through the eyes of students; and aligning mentor and physician identities. Conclusion Taking on a mentor role can provoke personal and professional dilemmas while also sparking growth. The trajectories of developing as a mentor and as a professional physician may be seen to mutually validate, mirror and reinforce each other. Faculty development programs designed specifically for mentors should aim to stimulate reflection on previous learning experiences and strive for a successful alignment of the distinct pedagogical and clinical content knowledge required to fulfill various professional roles.

Self-Regulated Resource Management in Emergency Remote Higher Education: Status Quo and Predictors.

Because of the COVID-19 pandemic in the spring term 2020, students faced a sudden change from on-campus learning to online learning with synchronous and asynchronous online courses (emergency remote teaching). To study successfully, students not only needed to be prepared in terms of digital readiness (workspace, IT equipment, previous online learning experiences, and sharing information online), they also faced challenges that pertained to the self-regulated management of external resources (environment structuring, time management, and help-seeking). In the current study, we investigated students’ digital readiness for the sudden switch to online learning; differences between students’ intended and actual use of external resource management strategies; and the influence of students’ digital readiness on their actual use of resource management strategies. Students enrolled in a full-scale, German university (N = 662) answered two online questionnaires (before and in the middle of the term). Descriptive statistics indicated that students seemed to be ready to study online. However, repeated measures ANOVA showed that students were not able to manage their resources during the term as frequently as intended. Finally, separate regression analyses revealed that availability of workspace and IT equipment predicted the use of environment structuring strategies. Additionally, IT equipment and information sharing behavior predicted students’ help-seeking. Based on the current results, we discuss implications for the promotion of student self-regulated learning (SRL) in online emergency remote teaching based on both external resources and digital readiness.

Person centred approaches to learning hold a potential for a mature depth of understanding and engagement as opposed to the traditional 'transmission of knowledge' approach to learning

AimsDo students experience a person-centred experiential (PCE) approach to learning in a university context differently to transmitted knowledge learning from prior education, and if so, how?BackgroundThe person-centred approach, as defined and developed by Carl Ransom Rogers, remains on the margins of practice in the UK. The approach sustains a non-medical stance. All of the Improving Access to Psychological Therapies Person Centred Experiential Counselling (APT PCEC) workforce require a qualification in person-centred experiential counselling. In order to attune to Roger's hypothesis regarding the conditions required in order to facilitate psychological growth, person-centred learning is a principle stance.Researching experiences of PCE learning through anonymous feedback from students attending different levels of training (BA, MA and post qualification PCE-Counselling for Depress (CfD) License) is an initial test of the hypothesis .Counselling education in the UK is increasingly highly standardised and driven by competency frameworks. This work begins to uncover person-centred students’ evaluation of undertaking person-centred qualifications. Modules and continuing professional practice were constructed to facilitate a person-centred learning environment wherein the curriculum was designed by students or the experiential aspect of the learning drove the agendaMethodThe sample was made up of (N = 30) students. 8 students were studying for a Master's degree in person-centred experiential psychotherapy, 10 students were studying a BA in humanistic psychotherapy, 12 students were attending a mandatory IAPT Continuous Professional Development (CPD) training in PCE therapy. The evaluation responses were subject to a thematic analysis.ResultThe emerging themes parallel each other and indicate that degree students were very aware of the difference from their previous learning experience in education.68% of MA Students experienced psychological maturation through the process of training.83% of BA students became more agentic in their approach to learning.83% IAPT therapists noticed the nurturing, compassion and humane approach to the learning, despite the mandatory nature of the offer and empowered them in regards to their non-medical stance within an NHS context.ConclusionOur findings point to the significance and impact of person-centred learning for person-centred psychotherapists’ development during and post-qualification. Implications can be drawn in regards to engaging with person-centred learning in public sector and health contexts.Person centred approaches to learning hold a potential for a mature depth of understanding and engagement as opposed to the traditional ‘transmission of knowledge’ approach to learning.

Predictors of English as second language learners’ oral proficiency development in a classroom context

AbstractThe study investigates whether the relationships between complexity and fluency of English as second language (ESL) learners’ in‐class oral presentations as well as their individual differences (ID) and L2 oral proficiency change over time. Individual oral presentations completed by 76 ESL learners were audio‐recorded both at the beginning and end of a 15‐week semester. Each speech‐sample was rated for proficiency by two expert raters using the TOEFL speaking rubric. Linguistic variables included syntactic complexity indices, lexical sophistication indices, and breakdown and speed fluency measures. Learners’ first language background, age, gender, previous L2 learning experiences, and class‐levels were the ID variables. The results show that articulation rate was predictive of development in oral proficiency over time, and intermediate learners were more successful in developing their proficiency.

Perezhivaniya in L2 learning and motivation from a sociocultural perspective: A qualitative analysis of retrospective L2 learning essays

This article focuses on the role of perezhivaniya , or “emotional experiences,” in understanding L2 learning motivation. In creating, maintaining, and possibly terminating L2 learners' ideal or ought-to L2 selves (Dörnyei, 2009), not all L2-related experiences but only emotional ones having personal, subjective meaning are primarily involved. By using a grounded theory approach, 103 pre-service teachers' previous L2 learning experience and their motivational fluctuations from preschool to high school were analyzed. The motigraph of students showed that early childhood English education made a noticeable difference. The qualitative data proved the importance of early English input, the role of significant relationships, and the synergistic effect of emotional experiences and their positive appraisal. This article argues that L2 learners' accumulation of emotional experiences and their appraisal of those experiences are crucial to recognizing their L2 selves and enhancing the level of L2 learning motivation. The issue of self- and other-regulation and the expansion of the zone of proximal development through perezhivaniya are also discussed. • This article focuses on L2 learners’ previous learning experience and their motivational fluctuations. • Perezhivaniya are conceptualized as specific emotional experiences. • L2 motivation arises once perezhivaniya are appraised by a learner. • Self- and other-regulation and the expansion of the ZPD through perezhivaniya are discussed.