Quality Of Learning Experience Research Articles

EDUCATION FOR EXERCISE PROFESSIONALS, DELIVERED BY EXERCISE PROFESSIONALS: THE ACTIVE EDUCATION PROGRAM

CASE SETTING Experience as director of a young exercise physiology clinic has facilitated extensive supervision of practicum students and graduates. This exposure has highlighted the inconsistent learning opportunities offered in pilates exercise prescription. This is alarming given the emergence of recent findings that suggest pilates is beneficial in the management of various pathologies. TREATMENT/INTERVENTION “The Active Education Program” was developed in January 2023 to facilitate structured learning opportunities for allied health students, graduates and professionals, particularly in the prescription and delivery of pilates based exercise. The courses involved in the program provide professional development in matwork, reformer, other studio equipment and rehabilitation based pilates exercise. Course participants receive a workbook and online exercise library for each course. The foundations and learning outcomes of this program are also embedded in a self-developed exercise science and physiology student placement strategy. Participants were asked to complete a survey on course completion pertaining to resource quality, experience and satisfaction. RESULTS A total of 32 participants completed at least one course in 2023. The quality and volume of the online exercise library was rated as ‘exceeding expectations’ by 87.5% and 90.6% participants respectively. The majority of participants (93.8%) felt confident in their ability to prescribe and deliver a matwork pilates class following participation, while 84.4% felt the course provided a high value of contribution to their professional development. Finally, 100% of attendees felt they received enough feedback during the course. REFLECTIONS/LEARNINGS The Active Education Program has demonstrated high quality learning experiences and promoted industry readiness. Previous feedback has facilitated the refinement of content and delivery strategies for forthcoming courses. For example, future endeavours include offering an online delivery option to increase program reach. The program will continue to connect professionals and provide a network of support while providing a high quality of professional development.

ОПЫТ РЕАЛИЗАЦИИ ПИЛОТНОГО ПРОЕКТА «ГРОДНЕНСКАЯ УНИВЕРСИТЕТСКАЯ КЛИНИКА» В АСПЕКТЕ ЭФФЕКТИВНОСТИ ПРАКТИКООРИЕНТИРОВАННОЙ ПОДГОТОВКИ МЕДИЦИНСКИХ КАДРОВ

The training of highly professional medical staff with minimal need in their further workplace adjustment is an important current problem facing health care and medical higher education institutions authorities. To a large extent, existing clinical healthcare organizations, which are an example of cooperative relationships are serving this purpose. At the same time, the existing practice of their functioning indicates an insufficient degree of integration of the academic environment and practical healthcare. The purpose of this publication is to summarize the experience of the pilot project “Grodno University Clinic” implementation regarding the efficiency of practice-oriented training of medical staff. The integration of academic medicine and practical healthcare in a university clinic allows solving a number of important problems. Maximum involvement of teaching staff in medical activities allows maintaining and improvement of their professional competencies. The logical consequence of this process is the improvement of the quality of practice-oriented undergraduate and postgraduate training of medical specialists. Participation of the students in the diagnostic and treatment process as both active observers and direct participants to an even greater extent contributes to a quality learning experience and a conscious approach to choosing their future specialization.

The End is the Beginning is the End: The closed-loop learning analytics framework

This article provides a comprehensive review of current practices and methodologies within the field of learning analytics, structured around a dedicated closed-loop framework. This framework effectively integrates various aspects of learning analytics into a cohesive framework, emphasizing the interplay between data collection, processing and analysis, as well as adaptivity and personalization, all connected by the learners involved and underpinned by educational and psychological theory. In reviewing each step of the closed loop, the article delves into the advancements in data collection, exploring how technological progress has expanded data collection methods, particularly focusing on the potential of multimodal data acquisition and how theory can inform this step. The processing and analysis step is thoroughly reviewed, highlighting a range of methods including machine learning and AI, and discussing the critical balance between prediction accuracy and interpretability. The adaptivity and personalization step examines the current state of research, underscoring significant gaps and the necessity for theory-informed, personalized learning interventions. Overall, the article underscores the importance of interdisciplinarity in learning analytics, advocating for the integration of insights from various fields to address challenges such as ethical data usage and the creation of quality learning experiences. This framework and review aim to guide future research and practice in learning analytics, promoting the development of effective, learner-centric educational environments driven by balancing data-driven insights and theoretical understanding.

Interdisciplinary Perspectives on Education and Society: Bridging Theory and Practice

This paper delves into the crucial nexus between education and sociology, underscoring the imperative need for embedding sociological insights within educational methodologies to foster more equitable and effective learning outcomes. Through an exhaustive analysis, it showcases the profound influence of societal dynamics on the fabric of education, emphasizing how factors such as social context, social capital, and the overarching framework of education as a social system play pivotal roles in shaping educational equity and the quality of learning experiences. By meticulously examining these dimensions, the paper unravels the intricate interplay between the societal constructs and educational processes, highlighting the consequential impact of external social factors on the internal mechanisms of educational institutions. Further, it proposes actionable strategies for the harmonious integration of educational and sociological perspectives, focusing on innovative curriculum development, pedagogical strategies aimed at inclusivity, and the far-reaching implications of these practices on educational policy. By advocating for a systemic infusion of sociological principles into the educational discourse, the paper suggests comprehensive teacher training programs designed to equip educators with the necessary tools to understand and leverage the socio-cultural backgrounds of their students. Such initiatives, it argues, are essential for creating learning environments that not only acknowledge but celebrate diversity, thereby paving the way for a more inclusive and socially just educational landscape. Through its exploration and recommendations, the paper makes a compelling case for the transformation of educational practices by integrating sociological insights, thereby enhancing the efficacy and equity of learning experiences across diverse societal settings.

Designing and implementing a synchronized multi‐university cover crops course

AbstractThe increasing attention around cover crops in US agriculture to address many sustainability challenges necessitates targeted educational approaches to support future agriculture professionals. This article describes the process by which a team of educators, with different areas of expertise and from different regions, collaborated to design and implement a multi‐university, semester‐long, hybrid course titled “Cover Crops in Agroecosystems.” Course development occurred over 2 years during which the format, learning outcomes, as well as synchronized topics and activities were discussed, negotiated, and finalized. The course consisted of weekly pre‐recorded lecture videos, in‐person labs, and remote synchronous multi‐site meetings. An end‐of‐semester survey administered at six universities in fall 2022 found that students valued the multi‐regional dimension of the course, including learning from different instructors and interacting with students from other institutions. The survey also found broad student agreement that learning objectives were achieved, particularly around topics of cover crop agronomy and management. The team's experience with course development highlights how designing and implementing a multi‐university course where students report a quality learning experience is achievable. However, course execution ultimately required considerable effort, more than 2 years of planning, as well as ongoing team discussions and modifications that did not significantly reduce the time needed to prepare a more traditional individual instructor‐led course. Course execution also required considerable flexibility in decision‐making that aligned with different university constraints, instructor styles, and student needs. This effort and flexibility resulted in a quality student experience on a topic area of importance for advancing sustainable agriculture.

Investigating VET teachers’ experiences during and post COVID

Vocational education and training teachers play an integral role in ensuring students, both international and domestic, gain quality learning experiences and positive outcomes. The COVID-19 pandemic caused rapid changes and abruptly shifted vocational education from face-to-face teaching to teaching at a distance. This study aims to investigate vocational education and training teachers’ experiences during and post COVID-19. A systematic review and analysis of 26 publications, published between 2019 and 2022 in English-language peer-reviewed journals, revealed areas that were underexamined and warranted deeper exploration, including the impacts on pedagogy and recognition of the precarity under which many vocational teachers work. Such challenges impact students and teachers economically and mentally. Investigation of teacher experiences can aid management and policymakers to respond to the uncertainties of the post-pandemic world as it provides us with critical moments to rethink the management of professional development and support for teachers to be able to provide equitable opportunities to students’ differentiated needs.

Effect of Instructional Supervision on Education Quality in Secondary Schools in Kaham District, Tanzania

The pursuit of quality learning experiences is vital to fostering individual growth, societal progress, and global competitiveness. This paper assessed the role of instructional supervision in the delivery of quality education. This study was conducted in 5 selected secondary schools in Kahama, Tanzania. A mixed research approach and a convergent parallel design were used. One hundred and fifty seven (157) respondents composed of 142 teachers, 5 heads of schools, 5 school board members, 4 ward educational officers and 1 district educational officer were involved. Data were collected through questionnaires, interviews, and document analysis. Quantitative data were analysed using Statistical Packages for Social Science (SPSS, version 21) while qualitative data were analysed thematically. The findings indicate that when instructional supervision is conducted appropriately it significantly contributes to teacher professional growth which in turn contributes to optimizing the quality of education. Additionally, the study found maximum cooperation between supervisors and supervisees to be paramount in instructional supervision. The findings also indicated that for instructional supervision to be effective, school leaders are to promote a culture of academic excellence, by ensuring conducive teaching and learning environment. Moreover, classroom visits should be regarded as supporting and encouraging teachers rather than a faulty finding strategy. Hence, this study is a wakeup call to all those involved in instructional supervision to strive towards promoting a positive mindset towards instructional supervision and to give it the priority it deserves to ensure the achievement of quality education

Cultural Heritage for Sustainable Education Amidst Digitalisation

The integration of cultural heritage in education facilitates critical thinking, experiential learning, cross-cultural collaborative learning and ultimately, quality learning experiences. This process is further enhanced by the increasing adoption of digital technology, which makes education more accessible. However, some countries in the European Union have low digital literacy and a high student dropout rate. Also, the use of cultural heritage in education is declining as young learners are becoming increasingly unaware of their cultural identity. Within this framework, a study of mixed methods (questionnaires and interviews) was conducted in three European countries to examine digital and cultural heritage competencies among young learners. The results of the paper reveal how digital cultural heritage increases learners’ resilience by promoting competences for digital transformation, which in turn enhances learning and engagement with cultural heritage. Drawing on our findings, the paper proposes a new innovative hybrid model within the framework of sustainable education (SE).

Community of Inquiry: Designing Quality Online Instruction for Special Educator Preparation

Online education programs are on the rise and institutions of higher learning are utilizing Learning Management Systems (LMS) to facilitate online learning. The Community of Inquiry (CoI; Garrison et al., 1999) framework identifies three categories of cognitive presence, social presence, and teaching presence to guide the development of online instruction and has been adopted by numerous institutions of higher learning. This article identifies instructional strategies conducive to the design of online presence using the CoI framework to ensure quality learning experiences in online special educator preparation programs. We address some of the features of LMS system tools present in Canvas that are utilized by instructors when designing and implementing online instruction to include: communications, modules and assignments, collaboration, and grading.

Exploring residents' perceptions of competency-based medical education across Canada: A national survey study.

Background: As competency-based medical education (CBME) is implemented across Canada, little is known about residents' perceptions of this model. This study examined how Canadian residents understand CBME and their lived experiences with implementation. Methods: We administered a survey in 2018 with Likert-type and open-ended questions to 375 residents across Canada, of whom 270 were from traditional programs ("pre-CBME") and 105 were in a CBME program. We used the Mann-Whitney test to examine differences across samples, and analyzed qualitative data thematically. Results: Three themes were identified across both groups: program outcome concerns, changes, and emotional responses. In relation to program concerns, both groups were concerned about the administrative burden, challenges with the assessment process, and feedback quality. Only pre-CBME residents were concerned about faculty engagement and buy-in. In terms of changes, both groups discussed a more formalized assessment process with mixed reactions. Residents in the pre-CBME sample reported greater concerns for faculty time constraints, assessment completion, and quality of learning experiences, whilst those in CBME programs reported being more proactive in their learning and greater selfreflection. Residents expressed strong emotional narrative responses including greater stress and frustration in a CBME environment. Conclusion: Findings demonstrate that residents have mixed feelings and experiences regarding CBME. Their positive experiences align with the aim of developing more self-directed learners. However, the concerns suggest the need to address specific shortcomings to increase buy-in, while the emotional responses associated with CBME may require a cultural shift within residency programs to guard against burnout.

Using Metaverse in Education: Bibliometric and Content Analysis on Applications, Tools and Impacts

The study aims to investigate the impact of metaverse technologies in the field of education. To achieve this objective, bibliometrics and content analysis were employed. During the study, a total of 178 studies were subjected to bibliometric analysis, while 112 studies specifically focused on education were examined through content analysis. The analysis revealed that most publications were concentrated in 2023 (n=98) and 2022 (n=67). Furthermore, the most frequently employed keywords in these studies included metaverse, virtual reality, augmented reality, education, and artificial intelligence. In terms of country distribution, the highest number of publications originated from China (n=103), followed by South Korea (n=73), India (n=34), and the USA (n=30). On the authorship front, the most prolific contributors were Kim, J., Lee, H., Lee, L. H., and Niyato, D. In the realm of metaverse utilization in education, virtual reality, augmented reality, mixed reality, and extended reality technologies emerged as the most prominent. Additionally, the analysis identified higher education and secondary education as the primary contexts for metaverse application. The recommendations presented in the examined studies were categorized into five groups: To Ensure a Quality Learning Experience, To Improve Student Experience, For Skill Development, To Support Education Activities, and For Material Use. Finally, regarding the limitations of metaverse technology in education, a six-category structure was identified, encompassing Technical Problems, High Cost, Ethical and Safety Concerns, Learning Requirements, Limitations of the Technology Used, and Health Problems.

ADDIE model as a methodology for the design of distance courses

The ADDIE model is an iterative approach aimed at designing and implementing distance learning courses that are adaptable to the needs and characteristics of students. It allows for improvements and adjustments in each of its phases, ensuring a quality learning experience for students immersed in virtual environments. This article reflects on the experience of designing distance courses for a postgraduate educational program using this methodology, highlighting the advantages and challenges that arose during the process.

COMMUNITY ADVISORY COUNCILS: AN ENGAGEMENT STRATEGY FOR PATIENT-CENTERED LEARNING

Abstract Advisory councils provide a forum for patients and families to partner with health care systems and share experiences, perspectives, ideas, feedback, and recommendations that can improve both the patient experience and health care outcomes. Research shows that patient partnerships fostered through advisory councils can also positively impact health professions education and training by supporting patient-centered learning. With a goal to promote collaboration among community stakeholders in the delivery of geriatrics education and training, a Geriatric Workforce Enhancement Program formed a Community Advisory Council. A project team developed the council goals, structure, application and recruitment processes, and facilitation methods. Over two years, a total of 27 older adults, caregivers and community advocates participated in the advisory council both online and in-person. Council members completed an orientation session and met four times over a twelve-month period. At each meeting, faculty prepared two to four open-ended discussion questions regarding knowledge, skills, and attitudes relevant to the nursing home workforce, student education, continuing education, and community outreach. Responses were collected through paper surveys and online forms. Thematic analysis of qualitative responses identified common themes that were shared with education and clinical leadership to inform and improve learning experiences, health care processes, and council engagement. Presenters will describe the council’s structure and composition as well as recruitment, facilitation, and evaluation methods, and lessons learned. This project demonstrates a replicable model of evaluating education that involves older adults, families and community in co-creating quality learning and patient experiences.

Emotional and spiritual quotient for sustainable education’s service quality

<span lang="EN-US">A sustainable ecosystem of universities needs to show outstanding performance in the areas of employability, institutional social responsibility, and creative and performing arts. Thus, this study determined the influential role of emotional quotient (EQ) and spiritual quotient (SQ) on the lecturers’ excellence service quality (ESQ), which eventually led to effective classroom teaching. The data of 127 respondents were analyzed using the structural equation model with partial least square. The results confirmed that both types of quotients positively influence the lecturers’ teaching progression at the university. EQ and SQ have the encouraging power to motivate the academicians for the best service to the university through a quality learning experience. It can be concise that institutions that practice EQ and SQ values can perform better and blend a harmonious working spirit and tandem with the university’s growth. Support for </span><span lang="EN-US">sustainable development goal</span><span lang="EN-US"> (SDG-4) via EQ and SQ is now required in humanizing education to ensure academicians’ competency and well-being, particularly in the aftermath of the Corona Virus Disease-19 disruption. Policymakers in the university should now capitalize the intelligence through professional initiatives. This study could have been better with a bigger sample size, but the investigation had limited access due to the university's policy on privacy.</span>

IMPLEMENTATION OF ACADEMIC SUPERVISION ON DIFFERENTIATED LEARNING IN PUBLIC SD 07 SUNGAI RAYA KUBU RAYA DISTRICT

The aim of the research is to describe the implementation of differentiated learning through academic supervision at SD Negeri 07 Sungai Raya. The research subjects were grade 1 teachers and grade IV teachers who implemented the Merdeka curriculum using differentiated learning. The method used is descriptive qualitative. The data analysis used is qualitative analysis. Research data shows that the implementation of differentiated learning through academic supervision at SD Negeri 07 Sungai Raya has been carried out in accordance with planning, implementation and supervision results. This is demonstrated by the plans prepared by the teacher. The implementation of differentiated learning that has been carried out by teachers through academic supervision has been carried out. Teachers have prepared the implementation of learning that will be carried out properly. Academic supervision is, carried out to help teachers improve their professional abilities, which include academic knowledge, classroom management, and learning process skills, and can use all these abilities to provide quality learning experiences for students

Balls and Beats in Physical Education

Physical education teachers who are looking for creative activities that engage students and that meet national and state standards for learning, may find “Balls and Beats” as a perfect solution. “Balls and Beats”, in a fun and dynamic atmosphere, covers all the basic needs for effective student learning based upon the the national standards for K-12 physical education. The content provided in this article can help physical educators provide quality movement and learning experiences in a fun, success-oriented way.

Human Resource Management Strategies in Improving Lecturer Performance in Higher Education

Higher education has a very important role in the development of society and the progress of a country. In the higher education environment, the role of lecturers or teachers is crucial in creating a quality learning experience for students. This study aims to examine how human resource management can play a role in improving lecturer performance in higher education. This research is a literature review that uses a qualitative method approach, which means it will analyse and interpret data by relying on information and text from various sources. The results of the study show that regular and continuous evaluation of human resource management strategies is an important stage in adjusting and improving the approach applied. This allows higher education institutions to continue to grow and ensure that their lecturers have maximum support in an effort to provide quality education and improve the institution's reputation

Teaching digital interprofessional collaboration.

Interprofessional communication in Australian clinical practice has recently shifted from paper records to electronic medical records (EMRs), and there is therefore a need for universities to prepare health graduates for digital communication. An interprofessional team co-designed and co-facilitated an online interprofessional activity for third year pharmacy and fifth year medical students utilising a simulated EMR (EHR Go™). Students completed a series of profession-specific tasks relating to a simulated patient, then came together in interprofessional groups of 10-12 to establish a collaborative medication charting plan. A total of 640 students participated in the activity, of which 60% (386/640) were medical students. Immediately after the interprofessional workshop, students were invited to complete a voluntary anonymous evaluation. Five-point Likert scales were used to rate the relevance to practice, achievement of learning outcomes, organisation and overall quality of the activity. Students were also asked to contribute qualitative feedback. Of the participants, 28% (180/640) completed the survey, and 53% (96/180) of respondents were medical students. A majority of survey respondents agreed or strongly agreed that the activity was relevant to practice (94%; 170/180), achieved the learning outcomes (84%; 151/180), was well organised (74%; 133/180) and was a quality learning experience (79%; 143/180). The positive feedback focused on appreciating the opportunity to discuss with interdisciplinary colleagues the rationale for admission medications. Constructive feedback included the need for clearer directives regarding pre-workshop activities. This interprofessional education (IPE) activity presents a feasible, innovative approach to teaching pharmacy and medical students digital communication and collaboration using a simulated EMR. Overall, a majority of learners were satisfied with the learning experience and felt that the IPE activity achieved the learning outcomes and was relevant to practice.

An Empirical Investigation of Business Student’s Satisfaction on Online Learning Environment

This study aimed to identify the factors that explain the online learning environment of business students. The descriptive correlational research design was used to examine and explore the variables among 360 business students enrolled in three Higher Education Institutions in Northern Mindanao, Philippines. A Raosoft sample size calculator was utilized to compute the sample size reinforced with single-stage cluster sampling. The questionnaire was adapted from four different sources and the content was validated by experts in the field. Descriptive statistics, Pearson’s correlation, and multiple regression were applied to the data gathered to determine relationships among the variables and examine the degree of predictive influence of the independent variables on the dependent variable. The results revealed that engagement strategies are important in online learning, and business students in higher education manifest a high level of the educational atmosphere, specifically on ethics and professionalism. Engagement strategy and educational atmosphere have a significant relationship to the quality of e-learning and student satisfaction; Educational atmosphere is a predictor of the quality of e-learning, while engagement strategies, educational atmosphere, and quality of e-learning are predictors of student satisfaction. Further, all dimensions of engagement strategies and educational atmosphere are important in online learning and can provide opportunities for students to explore the learning environment for a quality and satisfactory online learning experience.

Financial Analysis Training Enhances Students' Professional Competencies

This community service activity was implemented due to a lack of understanding of financial analysis supplied by vocational high schools. This activity is designed to help students improve their critical thinking, analytical skills, and professional abilities. Methods such as instructions and practical training in financial analysis, discussion methods, and questionnaire distribution are used to ensure that this community service activity remains effective in subsequent years. This action will be carried out offline on Thursday, April 6, 2023. This activity drew 45 participants, all of whom were in grade 11 and majoring in accounting at Metta Maitreya vocational high school. According to the evaluation results, students' understanding of financial analysis increased by 71% during the training. This increase was due to students discussing material during the training process, which was more of a two-way interaction, resulting in a more interesting and quality learning experience. This financial analysis training is regarded as beneficial and has a positive impact on Metta Maitreya vocational high school students. This training is designed to excite students' enthusiasm for accounting topics, particularly financial statement analysis.