Profound Learning Experiences Research Articles

谈判: Mega-games as Catalysts for Deep Experiential Learning in Higher Education

The study deepens into the transformative potential of mega-games as an innovative educational tool, offering profound and enriching learning experiences across diverse educational landscapes. Mega-games represent a fusion of various elements, including role-play, social interaction, simulations, rule-based systems, economic dynamics, political scenarios, and decision-making processes, all woven into an immersive narrative fabric. Through experiential learning, these games provide a unique platform for students to engage deeply with complex subject matter. This research centres on the application of mega-games within the context of sixth-semester students pursuing a degree in International Business at the Mexico State Campus of Tecnológico de Monterrey. Specifically, the study focuses on the simulation exercise titled 谈判 Tánpàn, which aims to immerse students in negotiation scenarios regarding the final price of a digital device manufactured in China. Drawing upon foundational principles outlined in Jesse Schell's book on game design, the exercise is meticulously designed to emulate real-world negotiation dynamics. The integration of game design principles, coupled with positive student feedback, underscores the efficacy of mega-games as potent educational instruments. Through rigorous analysis, the study unveils the profound impact of experiential learning on students' comprehension and application of negotiation techniques. By simulating authentic real-world scenarios, students are empowered to develop critical problem-solving acumen, hone their analytical thinking prowess, and refine their decision-making aptitude. Moreover, the immersive nature of mega-games fosters a dynamic learning environment that transcends traditional pedagogical approaches, fostering a holistic understanding of intricate subject matter. The success of the 谈判 Tánpàn simulation exercise serves as a testament to the potential of mega-games to revolutionize educational paradigms. It signals a burgeoning opportunity to expand the horizons of mega-games across various academic disciplines and participant cohorts. This study advocates for the widespread integration of mega-games as educational resources within Higher Education, championing their capacity to engender profound learning experiences and cultivate essential skills, heralding a new era of dynamic, immersive, and effective educational methodologies in diverse educational settings.

Deep learning in high schools: exploring pedagogical approaches for transformative education

In today's ever-changing education landscape, fostering deep learning is paramount for transformative education. Teachers play a pivotal role in this endeavor by implementing effective pedagogies that guide students beyond surface-level understanding toward profound learning experiences. This study aimed to explore the effective pedagogical approaches used in schools to promote deep learning within a transformative educational setting. Adopting a qualitative approach with a case study design, the study focused on a single school to investigate these approaches. The study population comprised teachers and learners, with a purposive sample of eight participants, including four teachers and four learners. Data collection utilized semi-structured interviews with predetermined questions for the participants. Thematic analysis was employed to systematically distill meaningful themes and patterns from the collected data. The findings indicated that pedagogical approaches significantly contribute to both deep learning and transformative education, emphasizing active student participation. As a result, schools should adopt effective pedagogical approaches such as group discussions, presentations, and projects to enhance students’ learning experiences. The study therefore recommends that learner-centred pedagogies, teaching methods and strategies should be used in schools to foster deep learning of learners.

Application of Virtual Reality (VR) in Health, Safety and Environment Subject for Fire Exit Training Module

The significance and extraordinary effectiveness of using VR technology into health, safety, and environment (HSE) education are highlighted. It addresses the many benefits that VR has to offer, especially when it comes to fire exit training, by giving students engaging, involving, and profound learning experiences. The research highlights the seamless incorporation of VR into Health, Safety and Environment (HSE) courses, where VR simulations serve as important tools for teaching crucial evacuation tactics and encouraging students' in-depth understanding and preparedness for actual fire emergencies. This study investigates students' responses regarding their understanding in one of the HSE subject following the implementation of VR technology. Valuable student feedback has been gathered through comprehensive surveys, enabling a continuous process of improvement and refinement for the HSE program. Overall, this research stands as a compelling testament to the profound impact of VR in optimizing learning outcomes and fostering a heightened sense of safety awareness in professional environments.

Enhancing Early Childhood Education: Integrating Theory and Practice

This paper delves into the fusion of educational theories and practical instructional methods within the realm of early childhood education (ECE), emphasizing the creation of enriched learning environments that support holistic development and foster profound learning experiences. It underscores the pivotal role of integrating foundational theories from developmental psychology, constructivism, and socio-cultural perspectives with effective teaching strategies, such as play-based learning and inquiry-based teaching. These pedagogical approaches encourage active exploration, creativity, and critical thinking, laying a robust foundation for cognitive, social, emotional, and physical development. Furthermore, the paper explores innovative curriculum design strategies, including integrated learning and project-based approaches, which are instrumental in promoting interdisciplinary understanding and real-world application of knowledge. By weaving educational theory seamlessly into curriculum design and instructional methodologies, educators can offer a more engaging, relevant, and comprehensive educational experience. This integration not only nurtures young learners' development across multiple domains but also equips them with the skills and dispositions necessary for navigating the complexities of an interconnected global community, thereby laying the groundwork for lifelong success and fulfillment.

Value of a blended learning supervision course at the advanced level: Supervisors’ experiences

Aim: To explore what experiences specialist nurses and midwives have with a blended learning course (digital course component one and physical course component two) to develop their supervisory competence. Methods: A qualitative descriptive design with two focus group interviews (n=9) and written reflections from participants (n=70) from five courses conducted in 2021 and 2022. Findings: Thematic analysis revealed two main themes: 1) The value of blended learning in a clinical supervision course and 2) Areas for improvement. Participants experienced a profound learning outcome through the acquisition of theoretical knowledge digitally during part one of the course, followed by in-person engagement in simulation-based learning activities in part two. Specifically, the participants gained a heightened awareness of the complexity of supervision and increased confidence in using communication tools through simulation. The challenges faced in the digital part of the course highlighted the need for technical improvements, emphasizing the importance of improving flexibility and development of an application for easy access to learning resources. Conclusion: The findings indicate that the blended learning approach enhanced supervision competence. The online component facilitated a more profound learning experience in the in-person simulation-based course. Recommendations for improvement centered on simplifying content and introducing greater flexibility and accessibility in the digital part of the course.

Penggunaan Teknologi Augmented Reality dalam Pembelajaran Tafsir Al-Qur'an pada Lembaga Pendidikan Islam

The use of Augmented Reality (AR) technology in teaching the interpretation of the Al-Qur'an in Islamic educational institutions is a profound and relevant issue. Dynamic changes in Islamic teaching approaches drive research on the integration of technology as an effective means to enhance students' understanding and direct involvement in the teaching and learning process. This research adopts a literature review method (library research) with a focus on analyzing scholarly works, books, and articles related to the use of AR in the context of Islamic education. The aim of this research is to explore the potential and positive impact of using AR in enhancing the understanding of the interpretation of the Al-Qur'an. The research findings reveal that the integration of AR in teaching the interpretation of the Al-Qur'an provides a more interactive and profound learning experience. This enables students to connect the sacred text with their real-world context. The success of implementing this technology is reflected in increased student participation, higher learning motivation, and a deeper understanding of the content of the Al-Qur'an interpretation. These findings provide a strong foundation for the development of innovative teaching strategies in Islamic educational institutions, creating a more dynamic and relevant environment for the development of students' religious understanding.

Comparative Study on Think-Pair Share and Jigsaw Methods of Teaching Chemistry among S.H.S Students in Ghana.

This study compared the effect of think-pair-share and jigsaw methods of Teaching chemistry in the Ghanaian's senior high schools. The quasi-experimental design was adopted for the study. The population of the study was 100 S. H. S chemistry students in our lady of Lourdes Girls' Senior High school out of which a sample of 61 students on the same year group was selected using purposive and random sampling techniques. The instruments for data collection was chemistry test and it was validated by the lecturer. Data were collected by administering the instruments as pretest and posttest before and after treatment respectively. The data obtained were analyzed using mean, standard deviation and the t-test. The findings of the study showed a significant difference in the mean scores of the students taught using think-pair-share and those taught using jigsaw method in favour of think-pair share method. This was further certified by the value from the t-test which indicates a significant difference between the the two methods. From this study, it is therefore recommended that chemistry educators/ teachers be encouraged to integrate the think-pair-share method to facilitate more profound learning experiences and that workshops and seminars be organized for chemistry instructors to adequately and accurately incorporate the think-pair-share method into their teaching methodologies.

Seeking Education, Equity, and Diversity (SEED)

Introduction Health care work cultures that embrace diversity, equity, and inclusion (DEI) foster innovations, synergy, and appreciation for differences. To promote DEI, health care systems have encouraged professional development on cultural humility, which is awareness of one’s values, beliefs, and social position, given the current cultural context while mindful of history. The national SEED Project (Seeking Educational Equity and Diversity) is a professional development program that prompts reflection and perspective shifting about workplace culture and systemic change. However, reports that examine the SEED learning experience and the participants’ intention for behavior change are lacking. The purpose of our study was to examine: (a) The SEED learning experience, (b) How personal views can foster cultural humility, and (c) The impact of SEED on intentions to effect change. Methods A purposive sample of eight (N = 8) faculty and staff from a SEED cohort at an academic health science center, with regional programs, participated in in-depth interviews to explore their personal views of how to foster cultural humility in health care and the impact of SEED to prompt intentions for behavior change. The investigators conducted a thematic analysis using an inductive, iterative method. Independently, they read each transcript and created codes for each comment. Subsequently, they compared findings, developed a coding frame, and grouped codes into potential themes. They then individually applied the coding frame to the data and considered themes. Finally, they built consensus on codes and synthesized codes into themes. Results Thematic analysis indicated the participants had a profound learning experience, which prompted them to develop cultural humility by re-framing cultural experiences and resolving to become more proactive about DEI in the workplace. They found small group discussions were insightful and provocative. These discussions led to new perspectives and behavior change or intentions for behavior change. Our analysis generated three themes: (1) Connecting with diverse perspectives, (2) Developing new perspectives, and (3) Being proactive with advocacy and new strategies. Conclusion Health care professionals and organizations can use our findings to encourage professional development that potentially stimulates behavior change, the ultimate goal of professional development, related to DEI. Future studies should examine the impact of this professional development within their organization and in the delivery of health care.

Seeking Education, Equity, and Diversity (Seed)

Introduction Health care work cultures that embrace diversity, equity, and inclusion (DEI) foster innovations, synergy, and appreciation for differences. To promote DEI, health care systems have encouraged professional development on cultural humility, which is awareness of one’s values, beliefs, and social position, given the current cultural context while mindful of history. The national SEED Project (Seeking Educational Equity and Diversity) is a professional development program that prompts reflection and perspective shifting about workplace culture and systemic change. However, reports that examine the SEED learning experience and the participants’ intention for behavior change are lacking. The purpose of our study was to examine: (a) The SEED learning experience, (b) How personal views can foster cultural humility, and (c) The impact of SEED on intentions to effect change. Methods A purposive sample of eight (N = 8) faculty and staff from a SEED cohort at an academic health science center, with regional programs, participated in in-depth interviews to explore their personal views of how to foster cultural humility in health care and the impact of SEED to prompt intentions for behavior change. The investigators conducted a thematic analysis using an inductive, iterative method. Independently, they read each transcript and created codes for each comment. Subsequently, they compared findings, developed a coding frame, and grouped codes into potential themes. They then individually applied the coding frame to the data and considered themes. Finally, they built consensus on codes and synthesized codes into themes. Results Thematic analysis indicated the participants had a profound learning experience, which prompted them to develop cultural humility by re-framing cultural experiences and resolving to become more proactive about DEI in the workplace. They found small group discussions were insightful and provocative. These discussions led to new perspectives and behavior change or intentions for behavior change. Our analysis generated three themes: (1) Connecting with diverse perspectives, (2) Developing new perspectives, and (3) Being proactive with advocacy and new strategies. Conclusion Health care professionals and organizations can use our findings to encourage professional development that potentially stimulates behavior change, the ultimate goal of professional development, related to DEI. Future studies should examine the impact of this professional development within their organization and in the delivery of health care.

Coronavirus Disease and its Impact on Virtual Education: A Review

A novel coronavirus named Covid-19 spread worldwide from China which disrupted global interaction with the countries, thus closing different regions and borders. This impacted all the sectors. This review briefed the virtual teaching system during pandemic situation and challenges of this teaching system. In academia sector, efforts are required by educational communities to adopt virtual learning and training practices with continuous hygienic practices. This type of virtual learning environment increases communication and interpersonal skills in society. As compared to theoretical studies, virtual education gives students a profound learning experience enabling students to feel connected and engaged to the learning strategies.
 
 Bangladesh Journal of Infectious Diseases, April 2022;9(Suppl_1): S58-S60

Faculty and Students' Perceptions on Experiential Learning Based Anatomy Dissection Hall Sessions for Medical Undergraduates.

IntroductionExperiencing is essential to learning anything in life. Medical educators across the world aim at achieving profound learning experiences for their students. Several applications of experiential learning into health professions education have been witnessed over the past two decades. Though many researchers have tried to implement authentic learning experiences in medical education, only a handful have been able to demonstrate its effectiveness in anatomical sciences education. In this study, the authors asked the question – Can experiential learning-based dissection hall sessions be innovated to improve the contextual learning of anatomical sciences during early clinical exposure?MethodsThree experiential learning theory (ELT)-based sessions were conducted. Perceptions from faculty and students were collected.ResultsThe satisfaction index of the students' perception of the ELT based sessions was of 96.1% and for faculty was 100%. The emergent facilitating factors in the learning process were found to be: more profound and interactive contextual learning experience; improved problem-solving approaches based on dominant skill activities of dissection hall; and learning experiences created to cater to different learning needs of students. The optimal facilitator to student ratio range suggested for these sessions was 1:10 to 1:15.DiscussionThe faculties were motivated to utilize this learning experience to further research teaching innovations at the present institution. Experiential learning-based sessions applied to anatomical sciences education can effectively foster positive student engagement and profound learning experience.

Application of Massive Open Online Course to Grammar Teaching for English Majors Based on Deep Learning.

The study aims to explore the roles of Massive Open Online Courses (MOOCs) based on deep learning in college students’ English grammar teaching. The data are collected using a survey. After the experimental data are analyzed, it is found that students have a low sense of happiness and satisfaction and are unwilling to practice oral English and learn language points in English learning. They think that college English learning only meets the needs of CET-4 and CET-6 and does not take it as the ultimate learning goal. After the necessity and problems in English grammar teaching are discussed, the advantages of flipped classrooms of MOOCs are discussed in English grammar teaching. A teaching platform is constructed to study the foreign language teaching mode under MOOCs, and classroom teaching is combined with the advantages of MOOCs following the principle of “teaching students according to their personalities” to improve the listening, speaking, reading, writing, and translation skills of foreign language majors. The results show that high-quality online teaching resources and the deep learning-based teaching environment can provide a variety of interactive tools, by which students can communicate with their peers and teachers online. Sharing open online communication, classroom discussion, and situational simulation can enhance teachers’ deep learning ability, like the ability to communication and transfer thoughts. Constructivism with interaction as the core can help students grasp new knowledge easily. Extensive communication and interaction are important ways for learning and thinking. The new model provides students with profound learning experience, expands the teaching resources of MOOCs around the world, and maximizes the interaction between online and offline teachers and students, making knowledge widely rooted in the campus and realizing the combination of online resources and campus classroom teaching. Students can learn the knowledge through autonomous learning and discussion before class, which greatly broadens the learning time and space. In the classroom and after class, the internalization and sublimation of knowledge are completed through group cooperation, inquiry learning, scenario simulation, display, and evaluation, promoting students to know about new knowledge and highlighting the dominant position of students.

Tell Me More®: A medical student focused humanistic communication model to enhance student professional identity formation through meaningful patient encounters

IntroductionThe Tell Me More (TMM)® program provides a template for guided interviews to help providers procure an expansive social history from patients and connect with them as people beyond their illness. (TMM)® may provide a dual benefit: it improves the patient’s experience with their healthcare team and the medical students' experience in developing their identity as a physician. Our aim was to characterize the impact of the patient-student conversations in TMM® on the participating medical students through analysis of their written reflections throughout the program. MethodsStudents conducted interviews with hospitalized patients using the TMM® template, Through narrative medicine and individualized posters, patients were able to highlight their unique qualities. ResultsQualitative analyses of 63 journal reflections from 14 students, across 7 hospital settings, identified 6 themes. These included connection, humanism, discovery, impact, privilege, and perspective. ConclusionReflective practice as a learning pedagogy created an opportunity to enhance the medical students’ awareness of empathy and compassion during the TMM® program. Documentation of reflections assured students would process the encounter as a profound learning experience and develop their professional identity formation as a student preparing to become a physician. Practical implicationsTMM® provides an opportunity for medical students to practice and apply their interpersonal and communication skills through authentic patient encounters.

Public school teachers’ experiences of profound learning

Teachers play a fundamental role in the democratic process by forming an educated populace. Of our many different expectations of teachers, teacher-as-lifelong-learner is among the most neglected. Our basic research questions are: what are teachers’ perceptions of profound learners and profound learning experiences. Through an in-depth focus group with public school teachers, the purpose of this study was to build our understanding of teachers-as-learners by exploring these two questions. Based on this research, the qualities of a profound learning experience include: growing, emotive, disruptive, real, irreversible, either positive or negative, social, opening, and surprising. Profound learners, according to themes which emerged: have depth of thought, are emotionally wise, take life seriously, are adventurous in thought and deed, are unbounded, and are humble. Through a constructivist lens, these qualities direct us to the following findings: profound learning is non-dualistic and holistic, is a cumulative process, and is integral to the complex role of structural identity.

Becoming a Mother and Learning to Breastfeed: An Emergent Autoethnography.

A woman's journey into motherhood and first encounters with breastfeeding are profound learning experiences. During the perinatal period of my first pregnancy, I kept a journal documenting my thoughts and feelings. What emerged from my journals is an autoethnography, revealing my new understandings of myself as a woman within a culture of mothers and a deeper understanding of myself as a learner. Anecdotal stories shared with me by other women became the impetus for my reflection during my journey into motherhood. Although learning to breastfeed for the first time, I became aware of the significance of lived experience on my learning. As I interweave my personal and scholarly voices, I present to you my journals layered with my research.

The Chemical Theatre - Education, Entertainment / Teatr Chemiczny - Edukacja, Rozrywka

Abstract Seven simple demonstration experiments are described in this article, which can be used by teachers of chemistry for a wide variety of audiences. In addition to detailed instructions for each experiment, important background information is given, thus enabling the demonstrations to become part of a profound learning experience, which is the primary aim of the chemical theatre.

Emerging Technologies in Higher Education: Is it All About Learning Management Systems

A lot is being invested in the use of emerging technologies which encompass web-based technologies like Learning Management Systems (Blackboard or Moodle) for teaching and learning in Higher Education institutions across South Africa. The question to ask is, “Are Learning Management Systems the only technology available” to enhance teaching and learning. The purpose of this paper is to investigate whether LMS usage has an added advantage in the Higher Education environment as opposed to other technologies like wiki’s, blogs, facebook, twitter and Google drive. This paper investigates the enablers and constraints of the lecturers that use an LMS called Blackboard, as opposed to those that use other technologies. A social realist perspective was used to understand the agential influences, structural or cultural in the use of Blackboard’s and other technologies. This study could be described as being located within an interpretive paradigm employing qualitative data collection methods as a form of inquiry. An open ended questionnaire was distributed to thirty seven lecturers who use different types of technologies to enhance their teaching and students’ learning. Data was analysed into themes that align to the research questions on the survey. Lecturers felt positive about their current use of Blackboard and the support given and felt that it will be beneficial to their teaching and learning practices if other technologies received the same support. This paper recommends that the use of technologies like blogs, wikis and facebook..... creates profound learning experiences that enhance the classroom environment. DOI: 10.5901/mjss.2014.v5n11p117

"Listening to the silence quietly": investigating the value of cultural immersion and remote experiential learning in preparing midwifery students for clinical practice.

BackgroundCultural immersion programs are increasingly offered to medical and health science students in an effort to provide experiential learning opportunities that focus on ‘the self’ as well as ‘the other’. Immersion programs encourage self-reflection on attitudes towards cultural differences, provide opportunities to build relationships and work with community members, and allow students to apply knowledge and skills learned in training programs in a supervised practice setting. The aim of this paper is to describe midwifery students’ reflections on a remote Aboriginal clinical placement that has been offered at a Western Australian university since 2010.MethodsInterviews were conducted over a period of 15 months with the first seven participants who completed the program. At the time of interview, four participants were in the final year of their undergraduate degree and three were practicing midwives. In addition, access was given to a detailed journal kept by one participant during the placement. Interviews also were conducted with midwifery staff at the university and practice setting, although the focus of this paper is upon the student experience.ResultsStudent selection, preparation and learning experiences as well as implications of the placement for midwifery practice are described. The remote clinical placement was highly valued by all students and recommended to others as a profound learning experience. Highlights centred on connections made with community members and cultural knowledge learned experientially, while challenges included geographic and professional isolation and the complexities of health care delivery in remote settings, especially to pregnant and birthing Aboriginal women. All students recognised the transferability of the knowledge and skills acquired to urban settings, and some had already incorporated these learnings into clinical practice.ConclusionsCultural immersion programs have the potential to provide students with rich learning experiences that cannot be acquired in classroom settings. In Aboriginal communities on the Ngaanyatjarra Lands students gained valuable insights into the impact of isolation on health service delivery, the extent and strength of cultural traditions in the region, and a heightened awareness of the difficulties encountered by pregnant and birthing Aboriginal women in remote locations.Electronic supplementary materialThe online version of this article (doi:10.1186/1756-0500-7-685) contains supplementary material, which is available to authorized users.

Advancing the Playing Field. A look at how virtual reality can change the future of anatomy teaching learning process

Play combines all three aspects of learning: visual, auditory, and kinesthetic. Visual learners have a preference for seeing. Auditory learners’ best learn through listening. kinesthetic learners prefer to learn via experience—moving, touching, and doing. Through play, children learn a set of skills such as social skills, creativity, handto‐eye coordination, problem solving, and imagination. It is argued that these skills are better learned through play rather than through flashcards or academic drills. An element of “play” is an essential condition for perennial learning to occur in all individuals. So why should we leave this tool behind while learning medicine? Commonly, lectures are designed to favor one or maybe two types of learning styles, usually leaving gaps within medical education. Play is more than simply having a good time; it is about working out rules, understanding constraints, being absorbed by novelty, using imagination and innovating. It is also about extending, modifying and augmenting learning activities. This project brings an overt element of play to the representation of fundamental anatomical concepts and thus engages students more strongly in the learning process. The “Microsoft Kinect™ gesture recognition device” enables users to simultaneously stimulate all three learning styles at once leading to the most profound learning experience. With the Kinect you experience an immersive 3D environment, with auditory commands coupled with kinesthetic control. Theoretically providing a learning machine that can be utilized in labs, tutorials, lectures, and even at home. This project brings the element of play to the representation of fundamental anatomical concepts, and thus engages students more strongly in the learning process.

Tyrone Werts

The Inside Out Prison Exchange Program housed at Temple University is an International educational program that brings together outside college and university students and inside incarcerated students in prisons and jails for a semester long college course. Started in 1997 in the county jail system in Philadelphia, PA, Inside Out is presently in 38 states and Canada, offering hundreds of courses that spans throughout the humanities and social sciences. The class is taught is a circle and emphasizes dialogue, exchange and collaboration. It impact participating students in ways far beyond education by providing a profound learning experience that is transformational. It invites participates to take leadership in addressing issues of crime, justice and social concerns.