Stimulating Learning Environment Research Articles

Gamified flipped classroom as a pedagogical strategy in higher education: From a systematic vision

The gamified flipped classroom is a pedagogical strategy that combines the principles of the flipped classroom model with gamification elements to improve the learning experience in higher education. From a systematic vision, this strategy is based on careful planning and the integration of different components to achieve a motivating and effective learning environment. First of all, the flipped classroom model implies that students acquire basic concepts outside of the classroom, through resources such as videos, readings or interactive materials. Then, in the classroom, time is spent applying those concepts through hands-on activities, discussion, and collaboration. This investment of class time allows students to work more actively and deeply with the contents, favoring the understanding and application of knowledge. On the other hand, gamification refers to the application of game elements and principles in the educational context. This includes the use of challenges, rewards, competitions, and immediate feedback to motivate students and encourage their engagement in learning. Gamification also promotes active participation, collaboration, and problem solving, which improves knowledge retention and the learning experience. By combining the flipped classroom with gamification, a dynamic and stimulating learning environment is created in higher education. Students have the opportunity to explore concepts on their own, before class, allowing them to arrive prepared and ready to more actively participate in classroom activities. In addition, gamification adds a playful and competitive element that motivates students to push themselves and improve themselves. From a systematic view, the gamified flipped classroom requires careful content planning, the appropriate selection of digital tools, and the design of challenging and meaningful activities. It also involves continuous assessment to measure student progress and adjust strategies accordingly.

Penerapan Metode Kooperatif Tipe Stad Untuk Meningkatkan Prestasi Belajar Pendidikan Kewarganegaraan Pada Siswa Kelas XI IPS 1 SMA Negeri 1 Malaka Barat Tahun Pelajaran 2022/2023

This academic study aims to improve the learning quality of class XI IPS 1 students for the 2022/2023 academic year. In addition, it is to find out whether cooperative learning using the STAD method can improve Pkn learning achievement for class XI IPS 1 students in the 2022/2023 academic year. The teacher provides a good, fun, and stimulating learning environment so that students can think and develop according to their needs. Cooperative learning encourages students to work together to achieve goals. It is interesting to observe the extent and understanding of students in class XI IPS 1 about Civics after the STAD-type cooperative learning method was implemented in the 2022-2023 school year. Academic achievement is the final result of learning, which can be measured by the grades or scores achieved by students at the end of a given course. This research involved 36 enthusiastic students of class XI IPS 1. The use of observation sheets and test questions can facilitate data collection. The results showed that student participation in cycle II increased to 75.28, a significant value when compared to the value of cycle I 69.03. It is very encouraging to see an increase in student learning outcomes from 61.11% to 86.11% between cycles I and II. The results showed that STAD group learning increased the academic achievement of class XI IPS 1 SMA Negeri 1 West Malaka.

Can peers improve student retention? Exploring the roles peers play in midwifery education programmes in Canada

ProblemPeer support is understudied as a factor that can impact midwifery student retention. BackgroundRetention of midwifery students is essential for creating a sustainable maternity care workforce. Research shows that peer support positively influences students’ experiences, but it needs more focus on the role peers play in student retention. AimWe aimed to examine how peer support can facilitate midwifery students’ retention by exploring the role peers play in students’ experiences and identifying the types of support students offer each other. MethodsWe conducted 31 semi-structured interviews with students attending Midwifery Education Programmes across Canada. Data were analysed inductively, following the constructivist grounded theory method. FindingsWhile motivated and engaged peers improved students’ learning experiences and desire to remain in their program, peers who created an overly competitive academic environment hindered learning. Students also noted that a lack of diversity, particularly of Black and Indigenous peers, limited their ability to learn about culturally safe care. Most students felt a sense of community and relied on one another for emotional, academic, and instrumental support. DiscussionPeer support has mostly positive effects on student learning and should be formalized by midwifery educators to improve retention. Reducing pressure to succeed, targeting recruitment of students who are Black, Indigenous, and People of Colour, and establishing formal mentorship programmes could enhance the role peers play in student retention. ConclusionWhile retention of students is a complex issue, positive interactions with peers can create a stimulating learning environment and increase students’ desire to stay in their programme.

Τhe teacher’s key role in the challenge of the effective classroom management

Classroom management includes the teacher’s actions in order to create and sustain a supportive and stimulating learning environment, through building up authentic relationships of interaction and cooperation with his/her students. The aim of this paper is to highlight the teacher’s key role in the challenge of the effective classroom management, as s/he has to cope with a highly heterogenous students’ population, his/her multifaced tasks and the dynamic changes in the educational field. The results showed that a successful classroom management is facilitated by the teacher’s professional readiness and his/her developed communication skills, who planning and organizing the educational process, according to students’ diverse educational needs and interests, providing them a high-quality educational work in a well-structured engaging and reflective learning environment and cultivating meaningful relationships of reciprocity, contributes, decisively, to their academic learning and socio-emotional development.

Teaching and Learning Strategies

This scientific article examines the effectiveness of creativity and language learning strategies in foreign language teaching and the advancement of speaking, writing, reading, and listening comprehension skills. By employing multimedia resources such as videos, audios, and songs, the study aims to investigate the impact of these tools on language acquisition. Through a comprehensive analysis of various methodologies, the research reveals that integrating multimedia into language learning fosters a more engaging and immersive environment, leading to significant improvements in learners' linguistic abilities. The findings suggest that incorporating creativity and language learning strategies through multimedia can facilitate more efficient language acquisition and provide valuable implications for foreign language education practices. Highlights: Multimedia integration enhances language acquisition: The study demonstrates the positive impact of multimedia resources, such as videos, audios, and songs, on the development of speaking, writing, reading, and listening comprehension skills in foreign language learners. Creativity and language learning strategies promote engagement: The research highlights the importance of incorporating creative approaches and effective language learning strategies in foreign language teaching to create an immersive and stimulating learning environment. Implications for foreign language education practices: The findings provide valuable insights for educators, suggesting the integration of multimedia and the utilization of creativity and language learning strategies to enhance language acquisition and improve overall linguistic abilities in learners. Keywords: creativity, language learning strategies, multimedia integration, foreign language teaching, linguistic abilities.

Ролята на учителя в управлението на класната стая: стимулиране на активно участие и ангажираност

For achieving high effectiveness in the educational process and creating and maintaining a stimulating learning environment, a crucial role is played by teachers’ skills. This article focuses on the role of the teacher in classroom management, specifically in promoting active participation and engagement of students. A general overview of the multidimensional engagement model proposed by Fredericks, Blumenfeld, and Paris (2004) is presented, encompassing cognitive, emotional, and behavioral engagement. Research studies, practical applications, and specific strategies for stimulating active participation and engagement discussed.

Language and Communication Challenges for Hearing Impairment at Early Childhood

Early Childhood makes a positive contribution to children’s long term development and learning by facilitating an enabling and stimulating environment in these foundation stages of lifelong learning. Parents as caregivers are critical in providing a stimulating learning environment to the child and the first two and a half to three years need not be in a formal learning environment. The National Curriculum Framework acknowledges the significance of involvement of parents, family and community. India has a tradition of valuing the early years of a child’s life, and a rich heritage of cultural practices for stimulating development and inculcating “sanskaras” or basic values and social skills in children. In the past this was delivered primarily within joint families, through traditional child caring practices which were commonly shared and passed on from one generation to another. However, there have been changes in the family as well as social context in the last few decades. Families and communities represent vast geographic, social, cultural, linguistic, and economic diversity within the country. Children also differ in their physical, emotional, social, and cognitive capacities. Urban and rural communities offer different types of opportunities and face distinct challenges in providing good quality early care and learning experiences to children. Socio –economic status as well as social and cultural diversity characterize the nature of family life and the context for growing up in India. Language & Communication development is always in line with the growth of the child. Parents should always pay attention to these development, because at this time, largely determines the learning process. This can be done by giving a good example, to motivate children to learn. Parents are largely responsible for the success of children's learning and should always strive to improve the potential of children in order to develop optimally. This study seeks to describe the language and communication challenges are at the early childhood. Language and communication challenges are divided into different types. Start early period this early lingual child starts to say the word & communicated - first word which is the most amazing moment for parents. The challenges that affect languages & communication in Hearing impairment which is family relationship, peer relationships and personality.

Effects of Critical Thinking Implementation on Enhancing of Teaching Quality

Critical thinking is a training program for teachers in order to improve teaching and the educational approach to students. The aim of this research is to address the implementation of this training program from the viewpoint of students and teachers. In this paper, we investigated the effects of the application of critical thinking in raising the quality of teaching in 9-year schools in Kosovo. But this paper initially treats from the theoretical aspect, which as a training program is based on the constructive and progressive approach. This philosophy of education sees the student as a subject engaged in the acquisition of knowledge and positive school experiences. While for a more complete illumination of the research, we received the opinions of 517 students from schools where the philosophy of critical thinking is applied and from schools that still work according to traditional educational practices. Here we compare the opinions of students about the quality of teaching of teachers who have been trained with critical thinking techniques and strategies and of other students whose teachers have not yet received the aforementioned professional training. Regarding the effects of the application of critical thinking in improving teaching, through questionnaires we also received the opinions of 234 teachers trained in critical thinking and teachers who have not yet been trained in the approach and teaching strategies according to critical thinking. The use of critical thinking techniques and strategies has raised the teaching quality and mobilizes students in the active acquisition of knowledge, creating a positivist spirit and a stimulating learning environment. Also, students engage with awareness and full will towards achieving their successes. Through this new philosophical approach, educators have also contributed to improving the quality of students' learning and raising their learning results. At the same time, playing the role of instructor in the classroom, they initiate learning debates on environmental and social topics. This approach prepares students for lifelong learning by creating work habits and creative skills found for work and being active in their social environments.
 
 Received: 25 August 2022 / Accepted: 27 October 2022 / Published: 5 November 2022

EARLY COMPUTER SCIENCE LEARNING WITHOUT A COMPUTER

This work presents the activities of a teacher that creates and leads an educational process, which is co-created by students, according to their abilities. The aim of such learning process is early computer science and computational thinking education. The theoretical part explains problem-oriented teaching, computational thinking and why it should be developed already in the lower grades of primary school. Then the teaching activities are presented that enable students to learn computer science without devices. Problem oriented activities are based on a created stimulating learning environment with emphasis on critical thinking and creativity development. The activities were prepared in such a way that students of this age are familiar with the elements used. Key words: computational thinking education, early computer science education, problem-oriented education

Affordances and obstacles when integrating digital tools into science teaching in preschools

ABSTRACT Background Although science and technology are viewed as closely related subjects, they are rarely combined in preschools. Purpose This article investigates preschool teachers’ perspectives on integrating digital tools when teaching science, asking how and why they use digital tools, and examining the affordances they experience and obstacles they encounter when incorporating digital tools. Sample Eighteen Swedish preschool teachers volunteered to participate in the study. Design and method Data were collected through group interviews and analyzed using a thematic approach, together with the Technological Pedagogical Content Knowledge (TPACK) framework, to obtain a more detailed picture of the teachers’ experiences. Results Most of the participants were positive about using digital tools when teaching children science, and they emphasized the need for training on how to use the tools themselves. The preschool teachers viewed digital tools as good complements to other tools when teaching science and to find information about science facts. Moreover, there were generic reasons for using digital tools, such as to stimulate critical reflections among the children, to document activities and to create stimulating learning environments. However, one group of preschool teachers struggled with integrating digital tools when teaching science. Discussion Digitalization in preschools and the rest of society is developing. The preschool teachers found possibilities and challenges in using digital tools when teaching children science. Still, future studies are needed to investigate how this will develop. In addition to the results, we found that TPACK served as a useful framework for analyzing and discussing our results. Therefore, we recommend TPACK when analyzing and discussing the use of digital tools in future preschool studies.

ЕФЕКТИВНИ МОДЕЛИ НА ВЗАИМОДЕЙСТВИЕ ДЕТЕ–РОДИТЕЛ–ДЕТСКА ГРАДИНА

The article examines the cooperation between kindergarten and family, which is expressed through various models of interaction that promote a shared commitment to children’s education and openness in the relationship between all participants in the process of raising and educating preschool children. The article examines two models of interaction with the parent community – literary dialogue collection and project work. The purpose of these forms of interaction is to create a basis for a stimulating learning environment through partnership with parents, providing conditions for the formation of skills in children needed in their first grade, namely: language skills, purposeful work, practical thinking, work discipline and communication skills. The forms of interaction presented in the report are realized with teachers, parents and children of the fourth age group in the kindergarten „Zname na mira“, Vratsa.

University Students’ Attitudes towards using the Nearpod Application in Distance Learning

Creating a stimulating learning environment is a challenge in distance learning settings. This study aimed to investigate university students' attitudes towards using Nearpod in distance learning. For purposes of the study, the researchers developed a questionnaire of 20 items for which the validity and reliability were verified. The study sample consisted of 190 students. The students were taught different courses remotely in the second semester of the academic year 2020-2021 via Nearpod and Zoom. The results showed that the students had positive attitudes towards using Nearpod. In addition, the results showed that teacher support was the most important variable (x ̅=3.69), while student interaction and participation via Nearpod was predicated by students. Using appropriate applications to increase teacher support and student interaction is the most important variable in distance learning settings. The results also showed that there were no statistically significant differences (α = 0.05) attributed to the gender and academic stage variables.

PROVISIONS OF INCLUSIVE EDUCATION IN NATIONAL EDUCATION POLICY-2020

The National Education Policy-2020 is one of the milestones in the history of Indian education system. It is India’s third education policy which replaces the 1986 National Education Policy. The purpose of this policy is to guide the development of “education system rooted in Indian ethos that contributes directly to transforming India, that is Bharat, sustainably into an equitable and vibrant knowledge society, by providing high-quality education to all, and thereby making India a global knowledge superpower” (NEP, 2020). The policy emphasises on Inclusion and Equity. The policy stated that “a good education institution is one in which every student feels welcomed and cared for, where a safe and stimulating learning environment exists where a wide range of learning experiences are offered and where good physical infrastructure and appropriate resources conducive to learning are available to all students”. This paper is an attempt to highlight the provisions of inclusive education given in this policy with special reference to students with disabilities or Divyangjan. These provisions will ensure the contributions of students with disabilities also in the transforming India.

Nursing students’ development of using physical assessment in clinical rotation—a stimulated recall study

BackgroundThe overall aim of this study was to explore third-year bachelor nursing students’ stimulated recall reflections on their physical assessment competence development. The choice of learning strategies in nursing education seems to have great impact on nursing students’ use of physical assessment skills while in clinical rotation. There is a need to explore nursing students’ learning processes related to the use of physical assessments.MethodsExplorative qualitative design using a triangulation of data collection methods. Nine final-year nursing students’ physical assessment performances during patient encounters were audio-taped and observed. Shortly after, an individual stimulated recall interview based on the audio-recorded patient encounter and observation notes was conducted. A two-fold analysis was conducted: 1) analysis of students’ performed assessments, and 2) phenomenological hermeneutical analysis of the stimulated recall interviews.ResultsNursing students assessments shifted from a checklist approach to a symptom-based, more holistic and person-centred approach, emphasizing conversation as part of their assessments. The nursing students also reported that a safe and stimulating learning environment was a prominent feature for their continuing development. Learning from skilled role models with expectations to them using physical assessment skills facilitated their continuing skills appliance, interprofessional communication and reflective practice.ConclusionsThis study contribute with a novel, comprehensive and in-depth description of what influenced nursing students’ learning processes experiences of using physical assessment skills during clinical rotation. The results reveal the need for targeted course designs by implementing scaffolded learning activities in practical and theoretical courses aimed at strengthening students’ learning of physical assessment skills—building upon and emphasizing their prior knowledge and competence, which may lead to more confident registered nurses and promote patient safety in different health care contexts. We propose using stimulated recall systematically as a novel reflective learning activity in nursing education to foster clinical reasoning and metacognition skills and achieve deep learning.

Learners' engagement assessment in e-learning during the COVID-19 pandemic: nation-wide exploration.

The purpose of this study is to determine how learners feel about distance learning as a substitute for face-to-face learning. A nationwide survey of over 11,000 students was conducted during the covid-19 outbreak to evaluate how students in grades 8–12 responded to and viewed full-time e-learning practices. Two-thirds of students had negative attitudes toward e-learning, according to the findings of the survey in the five selected issues of effectiveness, ease of use, interactivity, motivation, and academic assessment of the e-learning platform. Regardless of the students’ age, gender, grade, branch, or technology used, they all had a negative opinion regarding e-learning.In addition to technological issues, the majority of students cited psychological and social factors as reasons for their negative attitudes toward e-learning, such as a lack of readiness and ability to adapt to a new style of education, ineffectiveness of the means and methods used, and poor communication with teachers and other classmate learners.On the practical side, the study’s findings point to the necessity to adapt the teaching style via the electronic platform to be more acceptable to students, particularly in terms of engagement and providing a stimulating learning environment.

Using virtual reality in lumbar puncture training improves students learning experience

BackgroundLumbar puncture (LP) is a commonly performed medical procedure in a wide range of indications. Virtual reality (VR) provides a stimulating, safe and efficient learning environment. We report the design and the evaluation of a three dimensions (3D) video for LP training.MethodsWe recorded a stereoscopic 180-degrees 3D video from two LPs performed in clinical settings in Fernand Widal Lariboisière University Hospital, Paris, France. The video was administered to third-year medical students as well as to a residents and attendings group during LP simulation-based training sessions.ResultsOn 168 participants (108 novice third-year medical students, and 60 residents and attendings with prior LP experience), satisfaction after video exposure was high (rated 4.7 ± 0.6 on a 5-point scale). No significant discomfort was reported (comfort score graded 4.5 ± 0.8 on 5). LP-naive students displayed higher satisfaction and perceived benefit than users with prior LP experience (overall, P < 0.05). Trainees evaluated favorably the 3D feature and supported the development of similar tutorials for other medical procedures (respectively, 3.9 ± 1.1 and 4.4 ± 0.9 on 5).ConclusionWe report our experience with a 3D video for LP training. VR support could increase knowledge retention and skill acquisition in association to LP simulation training.

Izokrenuta učionica - model hibridne nastave

In the field of education, special attention has been paid recently to improving the quality of the teaching process as well as readiness to adapt to many challenges of modern society, especially in extraordinary circumstances such as the COVID-19 pandemic. One of the alternative ways of teaching is the model of the Flipped Classroom, whose basic settings come from the Theory of Self-Determination. The essence of the Flipped classroom is in creating a stimulating learning environment in accordance with one's own abilities and interests, outside the classic classrooms. The didactic-methodical implications of the application of this teaching model are reflected in the possibility of individualizing the learning process (students choose the type of teaching material offered, determine the time, place and pace of learning), in developing students' cognitive abilities for independent research, critical analysis and use of different sources (printed and electronic) for additional explanations of curriculum content. The received feedback increases the motivation to learn. The work of students is harmonized with their possibilities, interests and prior knowledge. Disadvantages of this model are: insufficient training of teachers to create and work on e-learning platforms, which requires additional training in computer literacy for both teachers and students, preparation of materials takes a lot of time, greater cognitive load for students, adapting the curriculum to this model, and students spending a lot time in front of a computer.

Digitalna (r)evolucija u kontekstu osnovnoškolskog obrazovanja - stavovi učitelja i studenata učiteljskih i pedagoških fakulteta

Revolutionary development of the global communication network has also been reflected on the electronic book as the most important product of digitalization, and a significant educational resource in the function of providing a stimulating learning environment. The authors examine teachers' experiences (N=1117) (a) in relation to the justification of using electronic books and the attitudes of teachers and students of teacher education and pedagogy faculties (N=214) in relation to (b) the perspective of using different formats of books and (c) the universal values of the book, regardless of the format in which it was published. The research results show that teachers' motivation for using electronic books in teaching is mostly intrinsic; that teachers and future teachers agree in their attitudes regarding the use of electronic and printed books in the context of text media future development, as well as in their attitudes related to the universal values of the book in general, regardless of advantages and disadvantages of the format in which it was designed. The developed critical attitude of teachers and future teachers towards the potential of technological development of the book in the function of active knowledge building is significant from the aspect of the functionality of modern media in the educational context, bearing in mind that the key role in designing the learning process with the use of modern technology actually belongs to the teacher.

Entrenamiento de equipos interprofesionales con simulación in situ para mejorar la calidad de la reanimación cardiopulmonar

IntroductionIn situ simulation facilitates training in clinical settings under similar emotional pressure that occurs in real life situations. The objective of the present study was to assess the feasibility, implementation, facilitators self-confidence and teaching challenges of a training program of cardiopulmonary resuscitation through an in situ simulation plan. MethodA training program was designed for the facilitators. The number of professionals trained and in situ simulations performed were recorded, as well as the logistical challenges. An ad hoc survey was designed to assess facilitators self-confidence and educational challenge which were classified using the debriefing assessment for simulation in healthcare©. ResultsDuring a period of 3 years, 95 trained facilitators implemented 378 in situ simulations that allowed to train 1281 nursing professionals working at inpatient units. Integration of in situ simulations with daily activities and availability of facilitators were the main logistical challenges. Stablishing and maintaining a stimulating learning environment and structuring the debriefing in an organized way were the main educational challenges. ConclusionsIn situ simulation helps to train the coordination of nursing teams taking care of patients in cardiorespiratory arrest and to identify the risks that may affect patient safety. Identifying the educational challenges during the implementation of in situ simulation facilitates the design of specific educational and monitoring strategies.

New technologies for inclusive education

Considerable changes on the methods of communication, as well as on the knowledge building and social interactions, are a result of innovations linked to the use of the mass media, of digital tools for information processing and on the massive diffusion of the Internet. One of the most significant technological innovations of the last few years is undeniably Internet, established thanks to the Web around the beginning of the nineties. Numerous authors have investigated the changes resulting from technological evolution and the intertwining that is generated between technological innovation and knowledge production processes is of particular relevance. A lot of research also highlights the advantages related to the use of new technologies in teaching. The features of the new technologies allow, therefore, the activation of numerous perceptual and sensory channels that can help improve the learning experience. In this regard, Teatino considers: “the new horizons opened by multimedia represent the synthesis of the characteristics on which the mechanism of motivation is triggered: novelty, attractiveness, functionality and feasibility are qualitative factors that stimulate cognitive processes” (Teatino, 2010). The fundamental aspect of multimedia communication is certainly the dynamism and multisensory involvement that digital devices are capable of conveying by allowing the creation of rich and stimulating learning environments within the teaching context. Moreover, it should be stressed how important technological innovations are for students with disabilities or with specific learning impairment. In particular, the use of assistive technologies is fundamental for pupils with disabilities: these technologies represent a very important link between the “functioning” of students and their participation in school activities, allowing to overcome those barriers (not just physical) that limit their full inclusion. In this paper we intend to analyze the main characteristics of assistive technologies and, in general, of new technologies for the purpose of school inclusion, starting from the premise that it is essential to guarantee disabled students the full development of their potential to achieve their educational success. In this work we intend to reflect on the possible methodologies and on the multiple uses of new technologies in the creation of inclusive learning paths.