Student Learning Experience Research Articles

EVALUATING THE DENTAL LEARNING ENVIRONMENT: A STUDENT-CENTRIC PRESPECTIVE ACROSS PRECLINICAL AND CLINICAL YEARS USING DUNDEE READY EDUCATION ENVIRONMENT MEASURE (DREEM) TOOL

Objectives: The learning environment has a profound role in students learning and success. It also has an integral role in the development of the curriculum. The aim of this study to evaluate the learning environment and compare dental students' perception of the learning environment of pre-clinical and clinical years. Materials and Methods: This cross-sectional study was conducted from October 2023 to April 2024. A total of 170 both male and female BDS students from all four years at the Bacha Khan College of Denistry were included in the study. A stratified random Sampling Method was used. Students migrated from other colleges in the middle of the sessions and students currently working as interns or house officers were excluded from the study. Dundee Ready Education Environment Measure (DREEM), a 50-item questionnaire that uses a 5-point Likert scale (4 = strongly agree to 0 = strongly disagree) was used to measure strength of agreement with statements on five domains of learning. Learning (L), Teaching (T), Academic self-perception (ASP), Atmosphere (A) and Social self-perception (SSP). Frequency distributions and descriptive statistics were tabulated in IBM SPSS (version 21). Mean scores for each dimension of learning were used for analysis. Comparative analysis was done using independent sample t test. Results: The DREEM questionnaire was completed by 147 students, 78 1st and 2nd year students (preclinical training phase) while 69 3rd and 4th year students. 34.6% of the participants were male and 66.6% were female. The mean age of the participants was 21.4 years (SD=1.72). Tukey's post hoc analysis within the participants revealed a significantly lower DREEM score of the Final year compared with the 1st year (p < .003), and 3rd year (p< 0.031). The items within each domain with the biggest signifi cant differences (p ≤ 0.05) was between Pre-Clinical Training Phase and Clinical training. Conclusion: This study examined the educational setting in our institution. The students of Bacha Khan College of Dentistry showed a predominantly satisfaction with their educational environment. The primary results indicated that students in the early stages of their studies, namely those in their pre-clinical years had positive opinions across all aspects of their learning environment. Overall, the findings from the study highlight the importance of understanding how students perceive their educational environment throughout diff erent stages of their dental training. By delving deeper into these differences and correlations, educators and administrators can make informed decisions to enhance the curriculum and ultimately improve the learning experience for students. This implies that a more tailored and effective approach to dental education could lead to better outcomes and preparedness for future dental professionals.

Unveiling the core constructs: A statistical approach to evaluating user experience with Chatbots in higher education (A case study from a university in Ecuador)

Introduction: Chatbots are increasingly utilized in education, offering real-time, personalized communication. While research has explored technical aspects of chatbots, user experience remains under-investigated. This study examines a model for evaluating user experience and satisfaction with chatbots in higher education. Methodology: A four-factor model (information quality, system quality, chatbot experience, user satisfaction) was proposed based on prior research. An alternative two-factor model emerged through exploratory factor analysis, focusing on “Chatbot Response Quality” and “User Experience and Satisfaction with the Chatbot.” Surveys were distributed to students and faculty at a university in Ecuador to collect data. Confirmatory factor analysis validated both models. Results: The two-factor model explained a significantly greater proportion of the data’s variance (55.2%) compared to the four-factor model (46.4%). Conclusion: This study suggests that a simpler model focusing on chatbot response quality and user experience is more effective for evaluating chatbots in education. Future research can explore methods to optimize these factors and improve the learning experience for students.

The Efforts to Improve Mathematics Learning Outcomes in Sequences and Series Materials Using a Problem Based Learning Model with a Differentiated Strategy

The failure to integrate differentiated learning in the classroom is the driving force behind this research. Mapping students’ learning needs is the first step in implementing individualized instruction in the classroom. Learning readiness, student interests, and learning profiles are three views on differentiated learning that can be used to map out students’ requirements. The purpose of this study is to enhance student learning experiences and results. Two devices are used for data collection: learning achievement exams and student activity observation sheets. Both descriptive statistical analysis and descriptive analysis were used to analyse the data. The average class score was 74 in the first cycle and improved to 84.4 in the second. Every student was able to meet the 75-point Minimum Completeness Criteria (KKM) set by the school. It is possible to enhance student learning activities and outcomes by combining differentiated learning with the Problem Based Learning model, according to the study’s findings. In addition to offering a learning environment that puts students’ needs first, problem-based learning activities also benefit formative and summative learning through the third step of differentiation.

Online and Face-to-Face Education Quality Evaluation in the repercussions of the "Covid-19" pandemic according to the point of view of the faculty of Education members at Kuwait University

This study targets the quality of online and face-to-face education in the repercussions of the (Covid-19) pandemic from the point of view of the faculty of Education members at Kuwait University. The descriptive analytical method was adopted. A total of 90 faculty members of Kuwait University were recruited. The results reveal that the quality of education was higher in face-to-face learning in comparison with online learning. However, no statistically significant difference was found between the online and face-to-face evaluation methods according to the perceptions of the faculty members. The study encapsulates recommendations to increase the number of courses to train the faculty members and enhance their skills related to online education, and to redesign the educational curricula and pedagogical strategies to achieve educational outcomes. The findings of the study are helpful to improvise the quality of online learning and teaching and learning experiences of faculty and students of Kuwait University.

Construction of a model of factors influencing student learning experiences in a blended collaborative learning model: A quantitative evaluation

Construction of a model of factors influencing student learning experiences in a blended collaborative learning model: A quantitative evaluation

Clinical Clerkship With or Without Scheduled Patient Consultations: Does It Make a Difference to Medical Students’ Experiences of Learning?

Abstract Background Becoming a medical expert involves leadership and professionalism, which are critical skills to learn in medical education. However, a gap exists in understanding how didactic variations in the organisation of clinical clerkships impact medical students’ opportunities to develop these skills. This study explored how clinical clerkships with or without scheduled patient consultations affect medical students’ experiences of learning leadership and professional behaviour. Materials and Methods We conducted a qualitative, quasi-experimental study. Data were gathered through 11 end-of-clerkship focus group interviews with 87 fifth-year medical students who participated in one of two 8-week clerkships at a surgical department: a clerkship with a mentor physician or a clerkship with scheduled patient consultations in combination with a mentor physician. Using a constructivist lens, we analysed the focus group interview transcripts and applied grounded theory principles to the iterative coding process. Results The analyses resulted in a descriptive framework displaying nine themes. Each theme was described as a spectrum of meanings that offers a nuanced understanding of how didactic variations in the organisation of clerkship impact how students ascribed meaning to the learning experiences in undergraduate medical education, focusing on learning leadership and professional behaviour. Discussion This study investigates differences in student learning experiences when participating in a clerkship with or without scheduled patient consultation and, therefore, adds new insight into the need for a balanced, thoughtful, and didactic approach to medical education that considers both clinical exposure and co-regulated learning.

The Application of Blended Online and Offline Teaching Methods in College English Public Courses

In the multimedia age, college English is gradually adopting a hybrid teaching method between online and offline. The hybrid teaching method has the advantages of face-to-face teaching and network teaching. Internet technology provides technical support for the combination of traditional classroom and virtual learning environments, provides personalized learning experiences for students, improves the teaching quality of teachers and optimizes the learning effect of students [1]. The online-to-offline hybrid teaching method ADAPTS to the development trend of education and conforms to the basic national conditions of China. Because of this, this paper will analyze the challenges, value and significance of blended teaching method in college English public courses, and on this basis, focus on analyzing the innovative path of adopting blended teaching method in college English public courses to provide some inspiration and suggestions for college teachers to carry out blended English teaching.

The Influence of the Project-Based Learning Model on the Learning Outcomes of Fifth Grade Students in Science at Elementary School 01 Baru Cijantung, East Jakarta

This study aims to analyze the effect of the Project-Based Learning (PjBL) model on the learning outcomes of fifth-grade students in science subjects at Elementary School 01 Baru Cijantung, East Jakarta. The research involved two groups: a control class receiving conventional instruction and an experimental class taught using the PjBL model. The results indicate that students in the experimental group achieved higher scores and demonstrated better engagement compared to those in the control group. Statistical tests confirmed a significant influence of PjBL on student learning outcomes. These findings suggest that the PjBL method enhances not only academic achievement but also critical thinking and problem-solving skills in science subjects. The study encourages the integration of PjBL in the elementary school curriculum to improve student learning experiences.

Integrating employability learning and career development learning: Insights into a business school approach

This practitioner reflection shares insights based on our seven-year journey pursuing an ambitious curriculum transformation espousing partnerships pedagogy within the School of Business (SOB) at Western Sydney University (WSU). With a significant proportion of first-generation and culturally and linguistically diverse students, employability is of strategic significance for WSU. The objective was to integrate employability and career development learning while addressing confidence and self-esteem deficits among graduates. Massification of the higher education sector, new universities, courses and pathways along with the competition among university graduates for employment all compound the issue. This challenging landscape required a unique approach to achieve a fundamental shift in learning and outcomes to prepare students for life beyond university. A massive curriculum transformation was endorsed and led by a cross-disciplinary team adopting partnerships pedagogy to transform the student learning experience. This reflection documents the practitioner journey involved in developing a program expressly targeting graduate employability for business students. Emphasis is on the experiences and challenges encountered while implementing a partnership-based approach to build, sustain, and cultivate graduate employability, through the development of industry networking experiences.

Analysis of Student Activities Based on Log Files in E-Learning Using Clustering Algorithm

This study was conducted to analyse log data generated by e-learning platforms such as Moodle or similar platforms. The main objective of this research is to identify patterns and insights that can help improve the student learning experience and the efficiency of platform management. This study identifies the most effective clustering algorithms for grouping students based on their behaviour and achievements in the e-learning environment, namely K-means and K-Medoids. The methods used to determine the optimal number of clusters are the Silhouette Coefficient method and the Elbow method, utilizing both methods to determine the best clustering algorithm results. Based on the analysis using K-means and K-Medoids clustering methods on the log data of the programming algorithm course, the total number of action logs over a one-month period is 95,461, with an average of 892 action logs per participant. The distribution of action logs based on class (A, B, and C) shows variation in the number and average of action logs per class. Types of activities such as assignments, forums, video views, and course views have different average frequencies, with video views being the most frequently visited activity. Pearson correlations between activity types show strong relationships between activities, with the highest correlation between visits and course views. The optimal number of clusters based on the Elbow and K-Medoids methods is three clusters. Cluster 3 in K-Means has the best performance with the smallest DBI value (0.424) and the smallest centroid distance (21,168.534).

Translanguaging pedagogy on the digital stage: exploring Chinese undergraduates’ English grammar learning through DingTalk platform

The internet sphere has become a disruptive platform for education, leading to a reworking of the language instruction scene. This research investigates the intersection of Translanguaging Pedagogy with the dynamic digital platform DingTalk, with the objective of enhancing the English grammar learning experience for Chinese undergraduate students. The goal of this study, which is multilingual context-based, is to investigate the as-yet-unexplored field of using students’ linguistic repertoires in virtual environments. Utilising a mixed-methods methodology, this work incorporates a quasi-experimental design and qualitative investigation to elucidate the complex interaction between Translanguaging Pedagogy and the immersive potential of DingTalk. The study involved a population of 58 Chinese undergraduate students, with qualitative insights further enriched through interviews with 4 participants. The results reveal notable enhancements in English grammatical skills among individuals who participated in the Translanguaging method using DingTalk. These findings underscore the effectiveness of incorporating Mandarin as a cognitive bridge. Qualitative observations shed light on the cognitive and emotional aspects of this new method, unveiling its profound influence on the acquisition of language. The present study aims to alter educational paradigms by illustrating the mutually beneficial connection between pedagogy and technology in the context of improving language acquisition. In light of the global shift towards remote education, this research presents a groundbreaking approach that paves the way for a future characterised by comprehensive and skill-oriented language instruction, fostering inclusivity.

An Authentic Learning Experience for Medical Students on Conducting a Family Meeting

An Authentic Learning Experience for Medical Students on Conducting a Family Meeting

Innovative Learning Practices as A Driver of Students' Performance

Higher education institutions have faced the imperative of adapting pedagogical approaches to meet the demands of the twenty-first century and the changing needs of their students. This study investigates how active learning methodologies impact undergraduate students' academic performance in two different academic fields: engineering education and the social sciences. The study was carried out within the context of a Portuguese higher education institution, the Polytechnic University of Coimbra, using a sample of 97 undergraduate students. Results reveal that active learning approaches, particularly problem-based learning (PBL), enhance student engagement, learning experiences, and competencies. Moreover, the research indicates significant differences in the effectiveness of these approaches between the fields of engineering and the social sciences, with engineering students demonstrating a more pronounced improvement in their academic performance. These findings highlight the importance of integrating innovative active learning practices into higher education environments to better prepare students for the challenges of modern societies.

Effect of theme game-based learning on psychiatric violence risk assessment and response knowledge, skills, and self-confidence of nursing students: A randomized controlled trial

BackgroundTheme game-based learning has the potential to enrich student learning experiences, leading to improved learning outcomes. Yet, there remains a research gap regarding its application in addressing psychiatric violence, leaving uncertainties about the comparative advantages of theme game-based learning over situational simulation learning strategies. ObjectivesThe goal was to measure the effect of integrating theme game-based learning into psychiatric violence risk assessment and response training on nursing student psychiatric violence-related knowledge, skills, and self-confidence. DesignThis study was a randomized controlled, pre-test, and post-test trial. SettingThe study was conducted at a medical university in Guangzhou, Guangdong, China. ParticipantsThere were 103 third-year nursing undergraduates (intervention group = 51, control group = 52) in the study. MethodsAn Objective Structured Clinical Exam and the Workplace Violence Management Ability Assessment Questionnaire for Intern Nursing Students were used to assess student skills. The knowledge test and the Confidence in Coping with Patient Aggression Instrument were used to measure student knowledge and self-confidence level before and after intervention. ResultsNursing students in the theme game-based group demonstrated significantly superior skills and confidence in violence risk assessment and response compared with students in the situational simulation group (p < 0.001, p = 0.039, p = 0.006, respectively). However, there was no significant difference in knowledge of violence risk assessment and response between the two groups (p = 0.510). ConclusionTheme game-based learning in psychiatric violence risk assessment and response training appeared effective in enhancing the violence management abilities of nursing students.

Reflection on Challenges Faced by Chinese Students in Australian Curriculum Assessment System based on AfL

The growing population of international students in Australian higher education institutions presents a unique set of challenges for educators responsible for implementing the Assessment for Learning (AfL) principle. This article explores the specific obstacles faced by Chinese students as they strive to adapt to the Australian higher education curriculum evaluation system from their own perspectives. Additionally, the authors of this article offer in-depth and targeted strategies aimed at enriching the learning experiences of Chinese international students by applying AfL principles. These proposed methods are intended to provide assistance to international students who share a similar educational background in China, helping them overcome the diverse learning challenges encountered in a new and unfamiliar educational setting.

Supporting students’ wellbeing through a virtual resilience application during COVID-19 pandemic

The coronavirus disease of 2019 (COVID-19) impacted learning experiences of students around the world. To limit the spread of the infectious virus, public health officials had to implement various measures that included lockdowns and physical isolation. Such measures also impacted students’ access to support systems and negatively impacted their overall wellbeing. Through this project, students at a community college were offered access to a virtual resilience training through the Headversity application. The Headversity application provides training in six skills namely, mental health, mindfulness, self-expertise, energy management, hardness and mental fitness. Students completed a pre and post survey designed to gather their experiences. The Headversity service provider shared the performance indicators every 3 months. The performance indicators showed the skills that was accessed more frequently and the skills that needed more attention. A total of 346 students enrolled to use the application. Of these, 163 enrolled to complete the survey. It was evident from students’ feedback that the virtual application was easy to navigate, helped them to train on relevant skills and was timely given the COVID-19 pandemic. However, a few students indicated that they would have preferred contact with a trainer rather than getting generic support system through the application.

Using social robots as inclusive educational technology for mathematics learning through storytelling

Introduction: This exploratory study investigates the potentials of social robots as an inclusive educational technology to enhance mathematics learning. Methodology: More specifically, we investigate the effectiveness of the social robot Pepper in engaging students in inclusive didactic activities through storytelling and providing them with immediate, personalized and emotional feedback. Our focus is on integrating innovative artificial intelligence (AI) with Universal Design for Learning (UDL) principles. The research sample consisted of five students, engaging with Pepper in inclusive mathematics sessions. Results: Our results suggest that the use of Pepper significantly increases student engagement by providing them personalized support. Discussions: The robot’s capacity for dynamic and empathetic student interaction creates a more stimulating and encouraging learning environment. Conclusions: This study shows the potential of social robots in inclusive education, especially when it comes to enabling tailored learning experiences for students in mathematics education that adapt to their various needs. The results of this study need to be validated through future research involving more participants over a long period of time

The Crucial Role of Teacher Support in Enhancing Willingness to Communicate, Professional, Communicative and Lexical Competences

Effective communication skills are essential in education as they significantly enhance student learning experiences and outcomes. This article explores the role of Willingness to Communicate (WTC) and communicative competence in language learning, emphasizing the importance of teacher support in fostering these competencies. Key factors influencing WTC, such as self-communicative competence, communication apprehension, and individual psychological traits, are discussed. The article highlights the pivotal role of teacher involvement, immediacy, and autonomy support in promoting student engagement, self-efficacy, and language proficiency. Furthermore, the development of lexical competence and the use of innovative teaching approaches, such as flipped classrooms and collaborative learning activities, are examined as effective strategies for improving communication skills. The article underscores the importance of creating supportive classroom environments that reduce communication anxiety and promote active participation. Ultimately, the integration of robust teacher support practices and ongoing professional development is critical for enhancing communicative competence and ensuring long-term academic and professional success for students.

Introducing patient stories in health sciences education: the learning experiences of students

BackgroundIt has been advocated that the development of medical school curricula must be informed by students, doctors in training, educators, employers, other health and social care professionals and patients, families and carers. Patients are widely employed to teach clinical and interpersonal skills, and while recognised as crucial in health education, they have mostly been offered a passive role. We assessed the impact of patients contributing personal illness narratives in the master curriculum of allied health care professionals on students’ learning experiences.MethodsWe designed a module (Patient and Society) for a master’s degree programme in Health Sciences at the University of Southern Denmark in collaboration with six patients. The patients contributed to the teaching by sharing and discussing their personal illness narrative. At the end of the module, as part of the exam, we asked the students to reflect on the patients’ contribution to the module and how this affected their learning experiences. The 500-word exam responses of 29 students were analysed, in collaboration with six patients, using thematic analysis.ResultsIncluding patients’ illness narratives lifted students’ academic learning, and their personal and professional development. The stories brought theoretical concepts to life; it helped the students to obtain, retain, and apply academic knowledge. Actively and uninterrupted listening to patients’ illness experiences promoted empathy and critical reflection on clinical practice. Faced with the impact of a disease on a person’s life, seeing the healthcare system through a patient’s lens made students reflect critically on the medical positivist model ruling the health care system focused on just fixing the medical problem with very little room for the illness experience.ConclusionOur analyses support previous findings indicating that patient narratives are a powerful tool to achieve academic and professional development. Working with patients in health education has the potential to work towards a more inclusive epistemological stance in the health care system and health research.

Improving Vocational and Technical Education: Comparing Flipped and Traditional Classrooms’ Impact on Learning Performance in Management Courses

This essay examines the effectiveness of flipped classroom approaches in improving learning outcomes among first-year management students at Chinese vocational colleges. Using a quasi-experimental design, the study involved fifty classes with a total of 1,000 students, divided into experimental and control groups. The study aimed to evaluate how the flipped classroom model influences academic achievement, analytical, creative, and practical intelligence, as well as learning attitudes. It also investigated whether cognitive styles (visual vs. verbal orientation) moderated the relationship between teaching methods and learning outcomes. Results show that the flipped classroom significantly enhances cognitive learning achievements, analytical, creative, and practical intelligence, and fosters a more positive learning attitude compared to traditional methods. Notably, cognitive styles had a minimal impact on learning outcomes, suggesting that the benefits of flipped classrooms apply broadly across different learning preferences. This research enhances the understanding of effective pedagogical strategies in vocational education and underscores the flipped classroom&amp;rsquo;s potential to improve student learning experiences.