Learning Program Research Articles

School dropout, lag and repetition: strategies for inclusive and sustainable education in the framework of public policies

This study examines the structural factors that contribute to school lag and dropout in students from vulnerable areas. Factors include community violence, economic precariousness, and complex family dynamics, within the context of the post-pandemic impact. Through interviews, participatory observation, and documentary analysis, the experiences of students, teachers, and educational authorities are collected to identify patterns of exclusion. The results show that the socioeconomic context that affects students' motivation, attendance, and school performance, especially in areas with gang presence, is a lack of safe transportation, and poor access to basic services. The pandemic amplified these difficulties by affecting skills such as reading, writing, and math, generating a significant lag as well as an emotional disconnection from school. Although the Ministry of Education implements welfare programs, such as subsidies for food and transportation, their effectiveness is limited in the face of the magnitude of the needs, which generates dissatisfaction in the community. In response, alternative modalities have been explored, such as homeschooling and playful learning programs, as well as interventions in mathematics education that seek to strengthen basic and practical skills, although their impact is still uncertain. This study highlights the need for educational public policies that address the structural causes of dropout and offer early intervention strategies, safe school environments, and teaching methods that connect theory with practice, promoting quality education for all.

Design of BIPA Teaching Materials in the Riau Islands Context for Darmasiswa Students

Indonesian for Foreign Speakers (BIPA) is Indonesian for Foreign Speakers (BIPA) is a learning program to help foreign students learn Indonesian and familiarize themselves with its culture. This study aims to design an Indonesian language learning book for Foreign Speakers (BIPA) by highlighting the culture of the Riau Islands at a university in Batam using audio-visual aids, especially for Darmasiswa Republic of Indonesia students. The aim of this research is to design Indonesian language teaching materials for Foreign Speakers (BIPA) that focus on the cultural context and local wisdom of the Riau Islands, especially for Darmasiswa program students. This research found that it is critical to include interactive and culturally relevant resources in BIPA training, using research and development (RnD) methodology using interviews as the instrument. There were 6 Darmasiswa students who were interested in learning Indonesian who were the subjects of the research. In collecting the data, interviews were conducted and to analyze the data the researchers transcribed the data that had been obtained. The results of this research shed new light on the process used to create BIPA teaching material books that can be used for learning for foreign students at the Riau Islands level. This shows that making BIPA textbooks interactive with audiovisual components and adding interactive sections can increase student interest and participation. BIPA learning can be brought closer to the goals and ability levels of students by practicing efficient strategies to overcome discovered deficiencies and redesigning learning materials to increase interaction, diversity and cultural relevance. The implication of this research is that providing BIPA teaching materials designed with the context of the Riau Islands can provide significant benefits for the learning of Indonesian language and culture by Darmasiswa students.

Using Crisis Action Planning Exercises to Assess Program Learning Outcomes in Support of Outcomes-Based Military Education

Crisis action planning exercises (CAPEXs) and simulations, as limited forms of wargaming, are increasingly being used in military academic settings to evaluate learning objectives at the individual and program level. While there are reasons to believe that these exercises may be useful tools for programmatic assessment, questions remain about how to determine the conditions under which they should be used for this purpose. This article explores the tradeoffs of using these tools to evaluate program effectiveness and offers a tool to assist assessment designers in deciding when and how to adopt a crisis simulation for program assessment. Using evidence from the CAPEX at the U.S. Naval War College as a case study, the authors argue that using simulations specifically for program assessment requires additional cautions and considerations.

The impact of contextual culture on the implementation of blended learning in tertiary language programmes

ABSTRACT With the wide adoption of the blended approach by language practitioners, blended language learning (BLL) has developed into a new area in applied linguistics. Much research has been conducted on pedagogical innovation, technological tools, users’ perceptions and the creation of the BLL environment. Concerning the establishment of a BLL environment, BLL as a social activity among stakeholders has not raised the attention of the academic community. Grounded in Hofstede and colleagues’ cultural dimensions, the authors employed a layered approach to investigate the influence of contextual culture on the adoption of blended pedagogy in a language department in China. Through scrutinising documents and conducting interviews, they identified cultural factors rooted at the macro-, meso- and micro-levels. The study found that cultural factors at the macro-level catalysed BLL adoption, while cultural factors at meso- and micro-levels could be drivers and barriers as well.

Challenges and Approaches to Overcoming Educational Barriers in a Distance Learning Environment

The purpose of this study was to identify and assess the specific challenges faced by incarcerated students in a distance learning environment and to explore effective strategies for managing their academic endeavors. The study intentionally selected twelve incarcerated inmates who were currently enrolled in various educational programs. The data were acquired through the process of conducting audio-recorded interviews, which were then transcribed verbatim by a proficient transcriber. The author employed an interpretive paradigm to examine the data and derive significant conclusions. The findings demonstrated that the amalgamation of resilience and determination had a crucial role in empowering students to overcome the barriers impeding their education. In addition, students have employed controlled internet access in prisons and the incorporation of technology-enhanced learning alongside traditional classroom teaching as essential methods to properly manage their academic studies. These strategies prioritize the need to enhance the accessibility of educational resources and support networks within prisons in order to enhance the educational accomplishments of incarcerated individuals. The study's findings suggest that it is crucial to make practical and policy changes in order to effectively meet the specific needs of incarcerated students engaged in remote learning programs. Typical barriers include (i) restricted technology access, (ii) limited finances, and (iii) the challenge of staying focused in a distracting setting. Notwithstanding these challenges, the participants shown exceptional tenacity and resolve, utilizing diverse tactics to effectively handle their academic pursuits. The success of these individuals was influenced by several key variables, such as the assistance provided by prison education officers, the capacity to effectively employ restricted technical tools, and the self-discipline to establish organized study routines.

Flipped learning in medical education: Enhancing engagement through innovative pedagogy

Flipped learning has emerged as an innovative instructional approach in medical education, transforming traditional teacher-centered models into dynamic, learner-centered environments. This pedagogical strategy involves students engaging with instructional content outside the classroom, followed by interactive activities during class time, thereby enhancing student engagement and promoting active learning. Grounded in educational theories such as Constructivism and Adult Learning Theory, flipped learning facilitates knowledge construction through pre-class engagement and fosters self-directed learning, particularly relevant for adult learners in medical fields. Successful implementation requires meticulous design of instructional strategies, high-quality pre-class materials, and engaging in-class activities that promote collaboration and critical thinking. Assessment methods must also adapt to this framework, utilizing formative assessments to gauge understanding and encourage continuous improvement. Additionally, faculty development initiatives are essential for equipping educators with the skills necessary to implement this approach effectively. Flipped learning not only improves student performance but also cultivates a supportive learning atmosphere, fostering critical thinking and communication skills. This article advocates for the evaluation of flipped learning programs using the CIPP model to assess their effectiveness and guide future innovations in medical education.

Help Me Develop Me

The purpose of this case study was to assess the effectiveness of practicum-based learning in college athlete development programming at a Division I institution. This case study featured a social cognitive career theory (SCCT) approach to understanding the experiences of 19 Division I collegiate athletes who participated in athlete-centric conferences for the first time. Athletes were interviewed both before and after the conferences. After data collection, the authors conducted a narrative analysis of their experiences to determine how well the athlete’s experiences fit within the SCCT model. The findings provide a case for developing a mandated policy for college athlete development frameworks featuring a practicum-based learning baseline and utilizing the SCCT framework for athlete development and advancement.

Estimation of heart dose in left breast cancer radiotherapy: Assessment of vDIBH feasibility using the supervised machine learning algorithm.

The volunteer deep inspiration breath hold (vDIBH) technique is used to reduce the heart dose in left breast cancer radiotherapy. Many times, it is faced that despite rigorous exercise and training, not all patients get benefited as expected. The primary objective of this study was to develop a machine learning program for prediction of mean heart dose before left breast radiotherapy under vDIBH. The present work is based on the dosimetric parameters of eighty-two left breast cancer patients, who have undergone modified radical mastectomy, enrolled for their radiation treatment. The trained machine learning algorithm employed linear regression to establish a correlation between Haller Index and heart mean dose (HMD) received during the ca left breast cancer radiotherapy. Subsequently, HMD values were used to model the regression relationship with maximum heart distance (MHD). The method adopted is beneficial in patient selection and assessment for suitability of patients' radiotherapy planning under vDIBH treatment technique. For data from 21 test patients, the mean of HMD obtained from the treatment planning system (TPS) and the mean of predicted HMD by developed program were found to be 468.76 cGy and 464.66 cGy, respectively. The present work facilitates precise HMD prediction in left breast cancer radiation therapy even before starting the treatment planning process. Additionally, this program offers suggestions in terms of modifications in treatment settings for even better results of vDIBH techniques if not matches with the anticipated results.

Older Adults’ Wellbeing and Involvement in a Uruguayan Intergenerational Learning Initiative

ABSTRACT Within Latin America, the evidence surrounding intergenerational learning experiences remains limited. This study addresses this gap and marks a significant contribution to the literature by evaluating a Uruguayan intergenerational learning program using a systematic mixed-methods approach – the first of its kind in this country. Over eight workshops, the program assessed levels of wellbeing and involvement among older adult participants through observation, a series of interviews and focus groups. The findings revealed medium-to-high levels of wellbeing, increased involvement over time and a desire for program continuity. Notably, participants expressed interest in assuming leadership roles in planning and found smaller group settings to be more beneficial to engagement. The results provide comprehensive insights into participant preferences for intergenerational programs and their effectiveness. These findings pave the way for future research and the development of tailored intergenerational programs that cater to the unique sociocultural context of Uruguay and beyond.

Building on purposive interpretation outcomes to discern occupational practices from interview-to-the-double results

Studies leading to revised teaching and learning in business have relied on survey questionnaires without recognising multi-party data collection and evaluation procedures. The study demonstrates how the interview-to-the-double (ITTD) approach builds on the purposive interpretation (PI) results in documenting regulated occupation practices to discern a qualification framework. Recent arguments have been made to develop business rescue practitioner capabilities through short skills development programmes (SSDPs) as continuing professional development (CPD) mechanisms. The advocacy for the use of SSDPs to develop practitioner talent in the field recognises the limitations of prior development of practitioners. The study employed the ITTD, a qualitative inquiry approach promoting practice theory, to obtain results on occupational practices in a regulated environment with 11 professional organisations. The occupational practices determine the occupation’s teaching and learning outcomes. The results and conclusions are based on ITTD data collected from practitioner sessions. The practice theory’s tenets guided the assessment of the opportunities to build the ITTD data collection procedures on PI results to document occupational practices needed for the learning and development of business rescue practitioners. The findings show that business rescue practitioners have 11 categories of occupational tasks constituting occupational areas of corporate renewal work. The investigation argues that corporate renewal or rehabilitation practices are unified, outcome-oriented, and enacted practices requiring a distinct competency framework. The paper argues that the ITTD approach can methodically verify occupation practices premised on legal prescripts. The study verified occupational tasks traceable to specific training disciplines not addressed in the SSDPs or in the previous practitioner training. The study illustrates the opportunities to build ITTD procedures on purposive PI results to address problems associated with surveys in practice documentation in the management curriculum development. The rush to use survey instruments to make a case for occupation-specific learning and development programmes provides misleading results if the PI and ITTD-generated data do not complement results from survey procedures. Documenting practices in a regulated occupation requires multiple data collection approaches to determine learning competencies.

Adults who learn online: Exploring the online learning readiness of nontraditional undergraduate students in a Ghanaian university

Despite the growing population of non-traditional (mature) students in online learning programmes in universities across the world, less is known about the online learning readiness of this unique category of students. Drawing on qualitative online survey with 128 non-traditional students enrolled in distance education programmes at the University of Ghana, this paper investigates their online learning readiness and solicits their perspectives on ways of improvement. The findings reveal that while mature students exhibit lower levels of online learning self-efficacy, they demonstrate a strong sense of self-directedness in their studies. Furthermore, poor internet infrastructure and network connectivity, a lack of social engagement in the online learning environment, and limited knowledge on digital tools impacted on students' online learning readiness. In response, students recommended enhanced technical support and training, improved peer and tutor interactions, increased student support services, and better management of work-life balance. The study recommends for universities to address these specific needs to optimize the online learning experience and outcomes for mature students.

A tale of two time zones: exploring emergency remote learning and stress coping during COVID-19 pandemic

AbstractThe sudden shift to emergency remote teaching during the COVID-19 pandemic left higher education institutions unprepared to address the diverse needs of international students. While much of the existing research has broadly identified the challenges international students faced, there has been limited focus on in-depth exploration of the impacts on their well-being and stress-coping, particularly for those studying remotely from their home countries. This qualitative study examines the emergency remote learning experiences of fifteen Chinese international doctoral students enrolled in U.S. institutions while living in China during the pandemic. Drawing on semi-structured interviews and social media posts, the study explores the impact of various stressors from cross-border learning contexts on students’ physical, emotional, social, and academic well-being. In response to these challenges, Chinese international doctoral students developed a range of coping strategies, from self-regulation to seeking social-emotional support. However, many also engaged in negative coping due to inadequate support from institutions and instructors. This study contributes to a deeper theoretical understanding of how contextual factors, particularly social and geopolitical influences, shape the learning experiences and stress-coping mechanisms of international doctoral students in remote settings. Additionally, it provides practical recommendations for higher education institutions to incorporate a more humanizing and empathetic approach in future remote learning programs and emergency responses.

Physicians’ clinical experience and perspectives following a pilot, blended learning, point of care ultrasound course in Ghana- a mixed methods analysis

BackgroundPoint of Care ultrasound (POCUS) is rapidly gaining popularity in resource constrained settings. Optimising training is important to ensure safe and effective implementation. To expand POCUS expertise in Ghana, we co-developed and piloted a context specific, multi-disciplinary, blended learning programme, targeted at physicians of any grade or speciality providing acute care in the public health sector. In this retrospective mixed method study, we capture the “real world” experience of participants, using POCUS in their daily practice, as well as the barriers and enablers they perceived to implementation.ResultsEight emergency and internal medicine specialists and residents participated, working across three teaching hospitals, treating both general and specialist patients. They implemented each POCUS application taught, with cardiac indications, inferior vena cava (IVC) assessment, deep venous thrombosis (DVT) diagnosis, lung/pleural assessment and peripheral vascular access being most frequent at 3–6 times/week. An estimated 40% of patients could not have afforded any other diagnostic tests. They considered the pilot curriculum adequate for general practice and the majority of applications of low difficulty (71%). For cases sent for second opinion, they are self-reported that their findings were confirmed in 60–78% of cases. Perceptions about the relative advantage of POCUS over the usual approaches to diagnosing patients enabled implementation. Generally, they believed that POCUS improved their clinical decision making and that more certified training courses need to be run at lower cost to make them more accessible. All participants valued ongoing connections after training to ask for help and consolidate their skills. Continued evaluation and reflection on their POCUS practice to improve quality was unanimously reported as important, yet none had a formal system for this. The strongest barrier was access to equipment and maintenance. A lack of training opportunities and local mentors, and negative beliefs from other departments and hospital administration were further barriers.ConclusionOur new blended learning curriculum met the needs of physicians caring for patients with general and specialist presentations, with strong reported positive experience of improved bedside diagnostic capabilities, especially for the large proportion of patients unable to afford or access alternative diagnostic tests. Their experience drives the need for further training and for solutions to current barriers of equipment availability, training costs and lack of quality assurance mechanisms.

Boundary crossings: innovating assessment practices in higher education

Purpose Advancing assessment practices represents an underexplored yet integral dimension of further progress for the field of sustainability-related teaching and learning in higher education. This study aims to address this area by seeking to understand the barriers that program leaders and instructors face in advancing assessment practices to identify possible innovations. Design/methodology/approach A conceptual framework centered on boundaries and boundary crossings is used to conceptualize barriers and possibilities in innovating assessment practices. The study then examines how a boundary object, the deliberation of assessment practices among a sustainability education community of practice, can be leveraged to identify boundaries and boundary crossings. Through an exploratory action research approach, data were collected via workshops, interviews and a survey. These were analyzed using reflexive thematic analysis. Findings Six themes were identified as key areas for barriers and possibilities for advancing assessment practices. These themes are: defining sustainability education, practice characteristics, interdisciplinary approaches, transdisciplinary strategies, meeting demands and facilitating innovations. For each theme, status quo practices and potential innovations are described as well as boundary-crossing strategies to enable advances in practice. Originality/value This study considers the conceptual, practical and logistical breakthroughs needed to advance assessment practices across course, program and institutional levels of sustainability-related teaching and learning in higher education. The insights from the study provide considerations for the design and implementation of assessment practices while also suggesting the value of participatory deliberative processes in shaping innovations in practice.

Data-driven invariant learning for probabilistic programs

Data-driven invariant learning for probabilistic programs

Improving mathematics outcomes for multilingual learners in dual language programs through targeted teacher professional development

AbstractProviding instruction in a student's home language through bilingual education has proven to be academically beneficial for multilingual learners (MLLs). The present study contributes to this literature by examining the possibilities and limits of a professional development program (Mathematics and Language Literacy Integration [MALLI] in Dual Language settings) with dual language (Spanish/English) teachers and the impact on elementary grade MLLs' state mathematics and English language proficiency assessment outcomes. MALLI was a year‐long professional development project that included models for integrating language and literacy into Spanish‐language mathematics instruction using Lesson Study with Video Clubs. Coarsened exact matching was utilized to establish a treatment and unbiased comparison group. MLLs taught by MALLI teachers had state mathematics assessment average standardized scores of 0.374 standard deviation units higher than comparison students whose teachers did not participate in MALLI. These results were statistically significant, equivalent to moving the performance of an average MLL from the 50th percentile to the 64.6 percentile rank. However, the effect on State English language proficiency scores was small and not statistically significant. This study illustrates the potential impact of specially designed professional development to improve MLLs' mathematics outcomes.

Influence of the COIL methodology on the development of intercultural competence and sustainability in Latin American business students

Purpose This study aims to investigate the impact of an collaborative online international learning (COIL) program on student behavioral satisfaction and community engagement, with a focus on diversity and sustainability. Explore how these changes affect students’ perceptions of the impact of these activities and their motivation to use sustainable practices in their future careers. Design/methodology/approach A combination of research methods combining qualitative and quantitative methods was adopted. Quantitative data were collected through satisfaction surveys that included Likert scale to measure various aspects of the COIL experience. Qualitative data were obtained from students’ open statements and semi-structured interviews. Analysis uses statistical and literary techniques to identify key themes and patterns in the student’s understanding. Findings Results showed overall high student satisfaction with COIL’s activities; this highlighted the positive impact of multicultural leadership and integrating sustainability into the business. Statistical analysis revealed a positive relationship between the relationship quality created by COIL and the perception of safety-related factors. In addition, students have the desire to apply the principles they have learned in their future work. Originality/value This study contributes to the understanding of sustainability education within COIL by examining three critical dimensions: the promotion of sustainable practices in future professional environments, the development of sustainability competencies and the impact of sustainability topics on students’ perceived relationship quality and safety within collaborative international projects. Through this lens, the author investigates how COIL-based activities shape students’ commitment to sustainable practices, enhancing their intercultural competence and readiness for a globalized workforce.

Addressing the role of technology in internationalization at a distance: Voices of students' in international distance learning from Ghana—sub‐Saharan Africa

AbstractThe past two decades have witnessed a surge of distance learning in higher education across the world. Scholars have argued that this is due to the increasing use and recognition of technologies to act as a means, channel and source for internationalization of knowledge. Further, internationalization at a distance (IaD) has seen a rapid increase in universities in Ghana, sub‐Saharan Africa, due to increased use of digital technologies and high demand for foreign education. Yet, there remains limited research about the role of technologies in facilitating and mediating IaD in countries in sub‐Saharan Africa. Moreover, few studies have explored students' experiences in IaD regarding prospects and challenges in Ghana, sub‐Saharan Africa. Therefore, the purpose of this research is to explore students' experiences and voices regarding the role of technologies in facilitating and mediating distance learning including students' critical reflections on the technological shift of IaD in higher education (including the COVID‐19 pandemic period) in Ghana. Data were collected following a qualitative research design via an in‐depth semistructured interview of 28 students (16 females and 12 males) enrolled in IaD learning program in three foreign universities (two in the United Kingdom and one in the United States). Data analyses were done via a constant comparative approach. Findings showed that students experienced enhanced quality of learning through the varied use of technologies such as Zoom, Team and Google Hangouts. However, students faced challenges such as unequal access to technologies, intermittent Internet connections/outages, high cost of tuition and lack of social and teaching engagement. These findings in many ways contribute to a new understanding and knowledge building of students' experiences and challenges of IaD in sub‐Saharan Africa. Practitioner notesWhat is already known about this topic? The number of students in internationalization at a distance (IaD) education programs is increasing alongside the development of digital technologies and the expansion of digital infrastructure. Increasing demands for higher education in sub‐Saharan Africa have led to an increase in the number of students from Ghana in IaD. What this paper adds? Ghanaian students in IaD benefited from the use of various digital technologies, improving their engagement and facilitating the acquisition of digital skills. They faced barriers in accessing digital technologies and Internet connectivity. Implications for practice and/or policy Pretraining programs and workshops to enhance students' digital skills before starting distance education could be beneficial for Global South students in IaD. Education provider should support the access to digital technologies and Internet connectivity of Global South students in IaD.

The role of artificial intelligence in personalisation of the learning process

The study aims to empirically test the role of artificial intelligence in personalizing student learning through surveys, quantitative and qualitative data analysis, and modeling. To determine the role of artificial intelligence in personalizing the educational process, a survey of students was conducted on the organization of the educational process using artificial intelligence (format, form of education, educational environment, consulting communication tools, motivations). Based on the preferences and requests of students, an experimental program of personalized learning was generated and tested. The participants of the educational process were asked to evaluate the role of artificial intelligence in personalizing learning by the following criteria: motivation to learn, level of educational outcomes, productivity of communication in the teacher-student system, convenience and accessibility of education. Most participants in the educational process noted the positive impact of the experimental personalized learning program developed using artificial intelligence based on their requests due to its convenience and accessibility, as well as the productivity of communication in the teacher-student system. The study's results can be used in the educational process of higher education institutions of other profiles. The prospect of research is to develop recommendations for using artificial intelligence tools to prepare personalized learning programs in higher education.

The World Smarts STEM Challenge: A promising approach to fostering STEM and global competence skills for adolescents in the US and Ghana.

Given the increasingly global nature of work, the global workforce needs STEM (science, technology, engineering and math) workers who have both STEM content knowledge and intercultural competence. This study reports on findings from a 10-week bi-national virtual STEM challenge, the World Smarts STEM Challenge, that brought adolescents in the United States and Ghana together to complete a STEM learning program. There were 114 participants from Ghana (female = 56%) and 95 from the US (female = 48%); Mage = 16.21 years, SD = 1.65. In Ghana 100% of participants identified as ethnically Ghanaian and in the US participants identified as Black/African-American (50%), Latino/a/x or Hispanic (23.9%), Asian/Asian-American (7.6%), White/European-American (7.6%), bi-racial or multi-racial (7.6%), and "other" (3.3%). After the Challenge, participants increased in awareness of global issues, and engagement with others, but also showed a small but significant decrease in respect for people from other cultural backgrounds. Girls demonstrated an increase in global-mindedness in both countries and Ghanaian participants reported an increase in self-efficacy for global issues and demonstrated significant growth in both STEM ability self-concept and STEM activism orientation. Findings suggest the value of virtual STEM Challenges for building both STEM and global competence skills.