Learning Opportunities For Students Research Articles

Agile Backward Design: A Framework for planning higher education curriculum

AbstractIn the last two decades there has been an increase in research and discussion regarding curriculum in Higher Education (HE). The literature in this field tends to focus on curriculum change at either the whole institution or individual program or unit level. Formal writing on HE curriculum also does not offer a framework that openly draws upon context, learner needs, pedagogical approaches, and industry requirements to formulate a collaborative model of curricular development. To fill these gaps in HE curriculum discussion and literature the aim of this study was to develop a cross-disciplinary model applicable to both unit (academic module that makes up a program) and program (degree) levels of curriculum development by enabling academics to generate and structure engaging learning opportunities for students. The research team developed this model by drawing on elements of Agile mindset and Backward Design. We call it Agile Backward Design (ABD). This paper reports on this new approach to curricular design. A critical reflective inquiry approach was used to discuss the development of the model. To report the transformation that was made at the program and unit level a case study was employed. In ABD, the researchers have constructed a dynamic and responsive framework that has been foundational in the design and development of innovative curriculum and pedagogy at the unit and program level of undergraduate degrees in the IT discipline area.

Deciding on “next steps” together: Using progress guides to better differentiate feedback for all in diverse middle school math and science classrooms

While researchers and practitioners have long known that differentiating formative feedback (FF) is a requisite for creating more equitable learning opportunities for students, less is known about how teachers plan for, enact, and reflect on differentiated FF dialogues with students individually, in small groups, or as a whole class—a lens on practice we refer to as “configurations”. This empirical, qualitative case study used a new FF framework to explore how middle-school math and science teachers engaged in FF dialogues with students in different configurations, modalities (written, spoken, nonverbal feedback), and directionalities (teacher-driven, peer-to-peer-driven, self-driven feedback). Findings from analyses of classroom videos, transcripts, and reflections on the use of criterion-referenced assessment tools, including a tool called a “progress guide”, found participants engaged in differentiated FF conversations with students more frequently when using scaffolds/tools. Teachers reported more confidence when using progress guides to launch one-on-one and small-group discussions of “first-draft” responses to tasks. The use of progress guides in student-driven self-assessment protocols also increased teachers’ sense of self-efficacy in providing differentiated feedback during class time. Results showed that equity-oriented feedback exchanges in high-needs schools centred on visible boundary objects such as progress guides helped teachers and students plan “next steps” with purpose and intention.

“Zoom pals:” a pilot evaluation of a virtual service-learning program to address social isolation in long-term care residents living with dementia

ABSTRACT A mixed-methods, embedded case study design was used to triangulate the effects of a virtual service-learning paradigm, “Zoom Pals,” on participants and community partners including Communicative Disorders students, adults with dementia, and long-term care facility (LTCF) staff. Zoom Pals was designed to provide an experiential learning opportunity for students while addressing social isolation for older adults during the COVID-19 pandemic. A convenience sample of 18 adults with dementia residing in an LTCF, eight student volunteers, and three LTCF staff members participated. Results of this exploratory study showed active engagement and consistent communication across sessions for older adults, although individuals with mild dementia were more responsive than those in moderate stages. Themes from resident interviews included positive emotions, a sense of novelty, and decreased loneliness. Students endorsed significantly increased communication skills and comfort and a trend toward improved dementia knowledge. Students’ post-experience surveys emphasized learning communication strategies, making a difference, empathy, reciprocal benefits, and realizing the complexity of a dementia diagnosis. This pilot study demonstrates the feasibility of delivering remote service learning and social interventions for adults with dementia and provides a useful road map for others interested in increasing their reach by adapting in-person group behavioral interventions for remote delivery.

Keeping Students with Long-term Conditions Connected with Schools: Facilitators for Sustainable Virtual Connections.

Students with Long-Term Conditions (LTCs) experience prolonged absences that can impact their school connectedness and belonging. Inclusive education policies in New Zealand advocate for equitable learning opportunities for students with disabilities. Students with LTCs are included under this purview, but responses to their unique learning and connectedness needs are not well articulated. Literature suggests the potential of technology to enable virtual connections to keep these students' continued presence and engagement in class (i.e., sustainable connections). Studies internationally and in New Zealand, argue that virtual connections with schools can enhance educational opportunities and a sense of belonging for students with LTCs. However, limited research is available on developing and nurturing such ongoing connections with schools. This article reports on a qualitative study investigating New Zealand stakeholder perspectives on the facilitators of virtual connection with schools for students with LTCs. Findings from a thematic analysis of 18 individual interviews with stakeholders highlighted six facilitators for virtually connecting these students with schools, indicating the need for a flexible approach tailored to students' needs, strong support systems and purposeful, safe and inclusive connection opportunities. The stakeholders indicated these facilitators as essential for the virtual school connections to be sustainable and enhance students with LTCs' presence, belonging and social connection in schools.

Simulation as a method in a supervision course, experiences of midwives and specialist nurses: A qualitative study

AimTo explore supervisors’ experience of simulation in a student supervision course BackgroundThe relationship between student and supervisor is crucial for the students’ learning and quality of education. The supervisors have an important role in facilitating a good start and the best learning opportunities for students in clinical placement. Supervision can be demanding and there is a need to strengthen supervisors in their role. An interprofessional supervision course was designed, using simulation as a method. Simulation is frequently used for acute situations to improve patient safety but is less common in student supervision. In our supervision course, simulation was introduced in the digital component and practiced in the physical component. The 4–6 members of the interprofessional simulation groups were assigned roles as either participants or active observers. They were guided by a facilitator, who constructed student-supervisor scenarios, allocated roles and facilitated reflection. DesignA qualitative, explorative design involving focus groups and written reflections. MethodsTwo focus groups (n=9) were conducted following a pilot course in addition to written reflections (n= 80) after four courses. After revising the course and the interview guide, two additional focus groups (n =10) were held and a further 43 written reflections received. The empirical data were analyzed using thematic analysis by Braun and Clarke. ResultsThe three themes.1. Interprofessional simulation provides a wider perspective on the student- supervisor relationship.The participants experienced being active in different roles, followed by subsequent joint reflection. They expressed increased relational understanding as well as the importance of verbal and nonverbal communication in supervision through learning from other interprofessional supervisors.2. Simulation provides realism by entering into the situation. Simulation fostered activation of the senses that improved the supervisor’s ability to be attentive to the student’s needs.3.Challenging to simulate the role of supervisor. Most participants were willing to force themselves out of their comfort zone to learn. However, quite a few felt uncomfortable participating in simulation on communication and preferred observing others. ConclusionThe participants experienced simulation as valuable for strengthening their awareness of their ability to influence students’ learning and relational understanding. The results showed the value of reflective observation in addition to participating in simulation. Simulation might contribute to improved supervision, although different experiences that inhibit learning outcomes must be acknowledged.

Disrupting Durabilities of Colonial Logics in the Field of Special Education: Toward Abolitionist Futures

Background: The field of special education (SPED) has struggled with persistent equity problems in providing meaningful learning opportunities for students of color. These inequities are experienced by students navigating the intersection of race and disability, marginalizing and harming them. Critical scholars urge SPED to carefully consider its epistemic investments when attempting to address these injustices. Purpose: This essay demonstrates the connections between persistent equity issues in SPED and the colonial logics of placement and sorting. By drawing parallels between the epistemes that organize SPED and colonial logics, this essay argues that addressing equity issues in SPED must seriously consider its entanglements with colonial durabilities. Recommendations: This essay urges SPED to consider abolitionist praxis as a way of disrupting the persistent inequities faced by multiply marginalized students of color. Abolitionist praxis provides the necessary tools for dismantling the durability of colonial logics.

Installation of Clean Water Piping for Resident on Jl. Arjuna, RW 08 and 09, East Labuh Baru, Pekanbaru

Water is a crucial resource for sustaining life; however, access to it through the Regional Drinking Water Company (Indonesian: Perusahaan Daerah Air Minum [PDAM]) remains limited in certain communities. As a result, residents frequently depend on groundwater sourced through independent pumping by households, places of worship, public facilities, private and government offices, and others. An assessment of the buildings on Jl. Arjuna RW 08 and 09, East Labuh Baru District, Pekanbaru, indicates a significant lack of adequate clean water installation systems, highlighting a need for targeted community service efforts. This initiative aims to rectify these deficiencies by drilling wells to establish reliable sources of clean water and installing a comprehensive clean water piping system to ensure effective distribution from the source to the end users, thus aligning with Indonesian National Standards (SNI). The project involves faculty members as part of their commitment to the tri-dharma of higher education, offering both a practical learning opportunity for students and a valuable service to the community.

It Takes Two: Online and In-person Discussions Offer Complementary Learning Opportunities for Students.

Discussions play a significant role in facilitating student learning through engagement with course material and promotion of critical thinking. Discussions provide space for social learning where ideas are deliberated, internalized, and knowledge is cocreated through socioemotional interactions. With the increase of internet-based and hybrid courses, there is a need to evaluate the degree to which online discussion modalities facilitate quality discussions and enhance student achievement. We assessed the effectiveness of asynchronous online discussion boards and traditional face-to-face discussions via qualitative (thematic coding and discussion network analysis) and quantitative (Bloom's taxonomy) techniques and evaluated student perceptions via precourse and postcourse surveys. We found differential strengths of the two formats. Online discussions increased response complexity, while in-person discussions fostered improved connections with course material. Themes related to sharing of personal identity, humanity and verbal immediacy were more frequent throughout in-person discussions. Survey responses suggested that a sense of community was an external motivator for preference of in-person discussions, while anxiety was a factor influencing online discussion preference. Our findings suggest that online and in-person discussions are complementary, and work in tandem to facilitate complex student thinking through online environments and social learning within the classroom.

Latin* Student Success After the COVID-19 Pandemic

One notable outcome of the COVID-19 pandemic was the increased availability of online learning opportunities for higher education students. Despite the increased access and flexibility, few studies have examined the impact of Latin* students’ academic outcomes. Using a mixed-methods design, this study utilized administrative and focus group data from students enrolled in a Hispanic-Serving Institution (HSI) to examine the educational outcomes and experiences of Latin* undergraduates. Findings suggest that the impact was especially acute for Latina students, who opted to complete courses online rather than in-person, enrolled in fewer credits, and experienced lower grade point averages compared to other female students.

Challenges and Opportunities to Well Education

High-quality human resources and the progress of a country heavily rely on education. In Indonesia, the education sector faces significant challenges that hinder progress, such as insufficient funding, disparities between urban and rural education, and uneven quality across various institutions. These challenges often result in disparities in access and learning opportunities for students in different regions. Nonetheless, Indonesia also holds substantial potential to improve and enhance its educational quality. A key opportunity lies in leveraging rapidly advancing technology and information, which can help bridge educational gaps and provide better resources for students and teachers. The aim of this paper is to delve into the difficulties faced in the education sector and identify opportunities to improve the quality of education in Indonesia comprehensively. By understanding these challenges and utilizing existing potential, it is hoped that a more inclusive and high-quality education system can be created to support national progress

Toward Culturally Responsive Instructional Leadership from Structured Critical Self-Reflection (CRILS)

ABSTRACT This study analyzes a principal preparation course structured by Culturally Responsive School Leadership (CRSL) and critical educational leadership research. Introducing CRILS (Culturally Responsive Instructional Leadership Structured by critical self-reflection), the methodology aims to humanize school experiences for Black and racially minoritized students. Through qualitative inquiry, including interviews and analysis of racial autobiographies, the study found that critical self-reflection helped participants recognize biases and confront negative emotional responses. CRILS extends CRSL by incorporating lessons from pre-Brown practices and emphasizes reflective practices among all school-affiliated adults to foster student learning and guidance opportunities.

Immunology in Practice: a modular framework to support Master of Science students conference attendance and engagement.

Sharing a passion for the advancement of the discipline, the scientific community provides an authentic environment for new members to acquire the knowledge and develop the professional identity needed for their future careers. Supporting opportunities for higher education students to participate in this community can complement their classroom-based education and be extremely beneficial to their learning. Situated in the authentic environment of the scientific community, conferences are organized events where professionals meet to advance their discipline, and which have been shown to provide unique learning opportunities for university students. Here we present a modular framework created to support Imperial College London's Master of Science in Immunology students' attendance at the British Society for Immunology Annual Congress. The module's evaluation indicates an overall students' satisfaction with the content, organization, teaching, assessment, feedback and community aspects of the framework and draws attention to areas of potential improvements. Furthermore, the data emphasize the importance of preconference preparation, of academic mentoring and discusses the role of peer support. Finally, the data highlight the benefits for students of discovering the true breadth and depth of their discipline, of interacting with members of the community and how these contribute to the development of their professional identity.

Compelling Classroom Accumulation and Harmonious Teaching of Public Elementary School Teachers

This study investigated the relationship between compelling classroom accumulation and harmonious teaching practices among public elementary school teachers in Manay District, Davao Oriental. The research employed a non-experimental quantitative design with a correlational approach. A total of 132 teachers from public elementary schools participated through universal sampling. Data analysis involved calculating means, Pearson's r correlation coefficient, and regression analysis. The findings revealed that both compelling classroom accumulation (encompassing vision, sensitivity, needs awareness, and risk-taking) and harmonious teaching (characterized by supportive, instructive, preventive, and responsive practices) were frequently observed among the teachers. Additionally, a statistically significant positive relationship was identified between these two factors. The study further suggests that the various aspects of compelling classroom accumulation significantly influence the development of harmonious teaching practices among the educators in Manay District. Based on these results, public elementary school teachers are encouraged to participate in conferences and training programs offered by DepEd. These professional development opportunities can equip teachers with the necessary skills to enhance their abilities, improve student learning opportunities, and implement more effective teaching practices.

Developing scientific entrepreneurship and complex thinking skills: creating narrative scripts using ChatGPT

The increased access to artificial intelligence (AI) applications has made it possible to develop more engaging and complex educational activities for students in different disciplines. This research explored expanding university students’ knowledge of scientific entrepreneurship skills using an Artificial Intelligence application. The students participated in a training experience using the conversational ChatGPT language model to generate narrative scripts for various topics on scientific discoveries and technological advances to create new products or services that offer cost-effective solutions based on science. The experience was designed employing the i4C model (identify, ideate, invent, inform). The study used a two-sample design with repeated measurements based on a pre-test and post-test. One hundred five graduate students from two master’s degree programs at the Bolivarian University of Ecuador participated during the 2022–2023 academic period. The results indicate that the students notably improved in acquiring the knowledge necessary for scientific entrepreneurial skills. The study concluded that applying AI ChatGPT with a narrative scripting strategy can create new learning opportunities for students.

Improving Self-Perceived Competencies of Second-Year Pharmacy Students Through an Introductory Medication Reconciliation Rotation

ObjectiveMedication reconciliation (MedRec) is an essential health care function that is particularly relevant to pharmacists’ expertise and a learning opportunity for pharmacy students. Our objective was to assess change across clinical competence, confidence, and communication skills after the completion of a MedRec rotation by second-year pharmacy students. MethodsA retrospective post-then-pre-survey including 29 questions was developed/delivered to students after the completion of required MedRec hours. The primary end point was the change in 3 domains via summed scores from individual questions. Cohen’s difference (d) was used to determine group effect size change. The secondary end points included individual question change, perceived patient impact, and subgroup analyses. ResultsOf 115 second-year pharmacy students, 81.7% (n = 94) participated in the study. Students self-reported increases on the Likert scale (0–10) of 2.49 ± 1.90 in clinical competency domain, 3.57 ± 2.13 in confidence domain , and 3.12 ± 2.15 in communication skills domain, representing statistically significant and large group effect changes across all 3. A total of 21 of the 22 individual questions had large group effect changes; 1 question (nursing communications) had a moderate group effect change. Student perception of MedRec impact on patient care (Likert scale 0–10) was positive: post-rotation score 7.39 ± 1.57. ConclusionTo the best of our knowledge, this is the first larger-scale study that examines student-evaluated outcomes of a MedRec-based rotation. Students self-reported high levels of post-rotation competency across all domains; students from ethnic minorities and with less work/MedRec experience increased their lower pre-rotation scores to statistically similar post-rotation scores, compared with non-minority and more experienced peers. Further study of the model and outcomes is advised.

Behavioral intentions of university teachers and students toward the adoption of the hyb-blended learning method: Evidence from Bangladesh

Hyb-blended learning is a novel method that can serve as a substitute for conventional classroom-based learning activities, demonstrating effectiveness in both pandemics like COVID-19 and other crises, as well as in non-pandemic situations. The successful application of this method in the field of education depends on the users’ intentions to adopt it. Therefore, this study aims to understand the behavioral intentions of teachers and students at Bangladeshi universities toward the adoption of the hyb-blended learning method. A correlational, cross-sectional, and sample survey-based research design was employed. Two structured questionnaires, one for teachers and one for students, were used to collect data from 171 teachers and 713 students from 11 public and 8 private universities in Bangladesh. The conceptual model of the study was developed on the theoretical underpinnings of the “Unified Theory of Acceptance and Use of Technology (UTAUT).” The study used a structural equation modeling technique to test the hypotheses. The results of the study revealed that the proposed learning method would increase teaching and learning opportunities for both teachers and students in Bangladeshi universities. They would adopt this method without relying on the experiences of others or what others think or say. Unlike teachers, the study also found that students would use it if they received support and influence from friends, fellow students, university authorities, and other external factors. However, their intentions toward adopting this method depend on the availability of resources and support for adopting it, as well as adequate and necessary understanding and talent to use it effectively. Results also revealed that they would adopt the method if it was found to be simple to use. The study has a notable practical implication, as it has proposed an alternative learning and teaching method that would be effective in Bangladeshi universities during the COVID-19 pandemic or other crises and in non-pandemic situations as well.

Teachers' situated knowledge: Addressing digital exclusion in rural contexts

This study delves into the intricate challenges surrounding incorporating information and communication technologies (ICTs) in education, particularly in regions characterized by digital exclusion, such as rural areas. By recognizing the potential of ICTs to support and expand student learning opportunities, this research explores the necessity for effective implementation through tailored professional development aligned with teachers' contextual conditions and needs. In addressing these challenges, the study explores the concept of technological appropriation, underscoring the significance of individual and contextual elements in adapting ICTs to users' specific needs and environments. Through unstructured face-to-face interviews with 21 teachers immersed in a digitally vulnerable rural context, this research unveils insights into how educators’ appropriate technologies to enhance student learning. The findings of this study contribute to the development of educational practices tailored to rural contexts, focusing on providing a meaningful and effective learning experience for students. By shedding light on teachers' strategies for navigating the digital landscape in challenging environments, the research aims to inform policies and practices that bridge the technological gap, ultimately fostering equitable access and enhanced educational outcomes in rural settings.

Analysis of dermatology away rotations available on the Visiting Student Learning Opportunities database and implications for diversity in dermatology: A national cross-sectional study

Analysis of dermatology away rotations available on the Visiting Student Learning Opportunities database and implications for diversity in dermatology: A national cross-sectional study

Discussing mental health benefits for teachers participating in outdoor education in Canada: a conceptual analysis and future research directions

ABSTRACT Outdoor education (OE) offers significant learning opportunities for students, yet teacher benefits remain underexplored. Teacher stress is causing compassion fatigue, burnout, and attrition, negatively impacting student outcomes. OE settings naturally provide educational, mental wellness, and self-care opportunities for teachers. Our research team, through a Communities of Practice focus group, identified several benefits for teachers engaging in OE. These benefits include enhanced emotional balance, sense of purpose, mental toughness, and physical endurance. Additionally, teacher competency can improve through increased knowledge, skills, attitudes, and behaviors. OE can serve as a vital part of a teacher’s self-care routine, being accessible and offering personal and professional benefits. We recommend further research on teacher experiences in OE to understand the benefits and barriers.

Examination of the Relationship Between Clinical Hours and NCLEX Success.

Clinical education provides important learning opportunities for students. Finding clinical sites and faculty can be a challenge. Exploring the relationship between the number of clinical practice hours and NCLEX-RN success may be helpful for curriculum development and revision. The purpose of this study was to provide descriptive information about clinical education in RN programs and determine if a relationship existed between the number of clinical hours and NCLEX-RN pass rate. A descriptive research design using a survey was sent to over 1000 accredited nursing programs in the United States. One hundred and fourteen surveys were completed. When comparing 2021 NCLEX-RN pass rates with clinical hours, there was a statistically significant difference at the 500 clinical hour interval. Nursing programs can ensure fiduciary responsibility while supporting clinical judgment development and licensure success by reviewing their curriculum and reconsidering the number of clinical hours in their programs.