Student Learning Research Articles

The role of the researcher-facilitator in professional learning networks

PurposeIn the research reported here we looked at data from three professional learning network (PLN) studies to answer the research question: What do researcher-facilitators do in PLNs and how do their roles vary across PLNs?Design/methodology/approachIn this research we used a multiple case study design focused on three individual PLNs, each one constituting an embedded case. To better understand the role of the PLN facilitator, we analyzed interview and artifact data to generate findings about how PLN facilitation was structured to support learning.FindingsDrawing from our analyses we identified four themes. Researcher-facilitators nurtured collaboration and distributed leadership; selected and offered theory, research and related resources; supported cycles of goal setting, action and reflection; and designed and implemented structures that built from teacher and student data. These three case studies show how PLN researcher-facilitators provided opportunities for teachers to step back from their practice and make evidence- and theory-supported meaning of their experiences. This study also advances understanding about how facilitators can position resources to support knowledge construction within PLNs. The third case study specifically illustrated how researcher-facilitators supported PLN members’ data-informed reflective inquiry. These case studies show the promise of providing educators with opportunities to enact agency, leadership and, at the same time, access supports.Originality/valueThe cross-case analysis of case studies offers much-needed empirical research regarding the role researcher-facilitators play within PLNs. Specifically, our study recasts the role of researchers, moving them away from unidirectional knowledge generators to instead facilitating opportunities for educators to bridge research/theory, evidence about student learning and practice.

Hands-on practicals in pharmacology teaching at university level: Outpaced by computer-based simulations, or is there a (blended) future?

Hands-on practicals in pharmacology teaching at university level: Outpaced by computer-based simulations, or is there a (blended) future?

Effectiveness of video displays versus traditional flashcards for global word learning in students with moderate-severe cognitive disabilities.

Effectiveness of video displays versus traditional flashcards for global word learning in students with moderate-severe cognitive disabilities.

Exploring the knowledge demands of a pharmacology assessment using Legitimation Code Theory.

Exploring the knowledge demands of a pharmacology assessment using Legitimation Code Theory.

How medical students learn about the social: Opportunities and limitations in service learning and volunteering.

How medical students learn about the social: Opportunities and limitations in service learning and volunteering.

Development of the Follow-Up Discourse Observation Protocol (FUDOP) for Characterizing Instructor Active Learning Follow-Up Behaviors.

Instructors often provide feedback to their class in multiple ways. One way is through their follow-up behaviors, which are the specific strategies instructors implement after active learning activities. These behaviors could play an important role in student learning as students receive feedback from the instructor. However, there is little research on the effects of different types of follow-up behaviors. Follow-up after active learning can be seen as a form of discourse between the instructor and the entire class. Previous researchers developed the Classroom Discourse Observation Protocol (CDOP) to analyze discourse between the instructor and individual students or small groups. We used CDOP as a starting point to develop and validate a new protocol, the Follow-Up Discourse Observation Protocol (FUDOP), to characterize instructional follow-up behaviors to the entire class after active-learning activities. We then used FUDOP to characterize follow-up behaviors of multiple instructors in introductory biology courses at three different universities. We measured consistent differences in these behaviors across instructors but not within instructors, demonstrating that instructors may engage in consistent follow-up behaviors. FUDOP could allow instructors and researchers to better measure and analyze follow-up behaviors and their effects, which could in turn provide guidance to instructors and faculty developers.

PERCEPTION OF ACADEMIC STRESS IN THE LEARNING OF FIRST YEAR STUDENTS

Introduction: Academic stress occurs when academic demands are perceived as exceeding individual capacity. Objective: This study aims to describe the perception of academic stress in students covering the first year of Riau University. Method: This descriptive quantitative study used a cross-sectional approach. Data were collected using the Perception of Academic Stress Scale (PASS) questionnaire, which includes 18 validated and reliable items. The sample consisted of 160 first-year students from four classes, selected through stratified random sampling. Univariate analysis described respondent characteristics and stress levels. Results: Most respondents were late teens (91.3%), female (92.5%), entered via SNBT (36.9%), and experienced moderate stress levels (78.1%). For academic expectations (69.4%), for workload and exams (77.5%), and for academic self-perception (69.4%). Conclusion: Most first-year nursing students at Riau University experience moderate academic stress. Future research should consider additional factors such as parenting style, emotional intelligence, and self-confidence to inform effective interventions.

NeuroApp, serious games for enhancing neuroscience learning in undergraduate students: A pilot study

NeuroApp, serious games for enhancing neuroscience learning in undergraduate students: A pilot study

Virtual laboratories complement but should not replace face-to-face classes: perceptions of life science students at Dundalk Institute of Technology, Ireland.

Virtual laboratories (VLs) enable students to experiment, analyze data, or interact with digital content in a nonphysical space. VLs include simulations, electronic notebooks, videos, and augmented reality. As part of the "VL Project," comprising five academic institutions in Ireland, we sought to determine how VLs might enhance practical learning in undergraduate life science students at Dundalk Institute of Technology (DkIT). From 2021 to 2024, we exposed students to VLs in multiple degrees (e.g., BSc Bioscience, BSc Pharmaceutical Science, BSc Biopharmaceutical Science). We focused on Labster simulations and Lab Archives electronic notebooks. Over 600 students performed VLs in 14 modules from first to fourth year (e.g., Biotechnology, Immunology, Bioanalytical Science). We surveyed students before and after using VLs and conducted focus groups to evaluate emergent themes in depth. Among respondents (n = 263), the most beneficial component of laboratory experiences, as indicated by 58% of students was experimental work (as opposed to prepractical talks or postlaboratory assessments). Ninety percent of students agreed with the statement: "VLs enhanced my level of confidence with experimental science." Seventy-five percent of students stated VLs should only be used to complement face-to-face (F-2-F) teaching. Thematic focus group analysis revealed students valued VLs as prelaboratory tools, allowing repeated engagement with, and troubleshooting of experiments in a safe, nontime-limited manner. In conclusion, students reinforced they valued hands-on experience, in-person instructor guidance, and real-world demonstration for experimental work. VLs can complement but should not replace F-2-F laboratory experiences in undergraduate life sciences.NEW & NOTEWORTHY This study represents the largest and most systematic analysis of student perceptions of life science virtual laboratories conducted in Ireland. Our findings provide student-centered feedback on the potential benefits and challenges of using virtual laboratories to enhance life science learning and have wide implications for how these resources might be best utilized in other institutions in the future.

Applying the jigsaw learning method to structural kinesiology.

The jigsaw method is a cooperative learning strategy that allows students to assume dual roles as both learners and teachers. Jigsaw encourages individual accountability and engagement with peers to drive learning, leading to a collaborative environment that emphasizes communication and teamworking skills. Anatomy is often a difficult subject for students, considering the detail and volume of information covered. We outline the jigsaw method for an undergraduate structural kinesiology course, where students first formed learning groups to master specific anatomical topics before regrouping into teaching groups to share their knowledge. To enhance the impact of the jigsaw method, we discuss common challenges to the technique and how to overcome these barriers. Thus, we aim to display the potential of the jigsaw method to foster a supportive learning environment in structural kinesiology, despite limitations, to enhance student engagement and learning.NEW & NOTEWORTHY The jigsaw learning approach divides complex anatomical concepts into manageable subtopics for students to learn in small groups. This method then fosters collaborative learning and peer teaching to communicate subtopics to others, putting together the whole puzzle of a concept. By assuming dual roles as learners and teachers, students develop critical thinking, communication, and teamwork skills. We provide a detailed framework for implementing jigsaw learning in undergraduate structural kinesiology courses.

Using Self-Determination Theory to Explain How Mind Mapping and Real-time Commenting Enhance Student Engagement and Learning Outcomes in Video Creation

Using Self-Determination Theory to Explain How Mind Mapping and Real-time Commenting Enhance Student Engagement and Learning Outcomes in Video Creation

Enhancing pharmaceutical calculation proficiency: Exploring self-directed learning and self-reinforcement assessment strategies for student success.

Enhancing pharmaceutical calculation proficiency: Exploring self-directed learning and self-reinforcement assessment strategies for student success.

Higher education in a frontline city during the Russian-Ukrainian war: cumulative effects of prolonged online learning

The article reveals the peculiarities of online learning at universities in a frontline city Kharkiv during the Russian-Ukrainian war; the effects of prolonged online learning for students are studied. The empirical part of the article is based on the results of a study conducted in November-October 2024 through in-depth semi-structured interviews with twelve higher education experts (department heads, deans, and professors from six Kharkiv universities). It is emphasized that the cumulative effects of prolonged online learning for students in the frontline city of Kharkiv have manifested themselves in a deterioration of the quality and results of students’ learning; difficulties in their academic socialization and involvement in research cooperation with teachers. The duration of online learning also negatively affected the teachers’ satisfaction with their professional activities in the absence of live communication with students in university classrooms. It is emphasized that the quantitative indicators of students’ academic performance at the universities of the frontline city of Kharkiv did not decrease due to the lower requirements for students’ academic performance, the possibility for students to use auxiliary learning materials when taking tests or writing exams online, and the inability of some students to participate in the learning process due to objective circumstances during the war. Despite the negative effects of online learning in the universities of the frontline city of Kharkiv, it is important to partially preserve online learning (in the context of blended learning) after the war, which will help the development and maintenance of professional contacts with Ukrainian teachers/researchers who are migrants and will enrich the social capital of frontline universities.

Boosting polyp screening with improved point-teacher weakly semi-supervised.

Boosting polyp screening with improved point-teacher weakly semi-supervised.

Enhancing Learning Motivation in Islamic Religious Education: The Role of Sahabat Anak Muslim Comics among Elementary School Students

The background of the study is based on the low interest and motivation of students in participating in Islamic Education learning, which still dominantly uses conventional lecture methods. This study aims to measure the effect of Comic media Sahabat Anak Muslim on increasing student learning motivation in Islamic Religious Education (PAI) subjects at the elementary school level. This study used a quantitative approach with an experimental Pretest-Posttest Control Group design. The research subjects comprised 72 students in grades V and VI at SDN Gondang, which were divided into experimental and control groups. The instrument in the form of a learning motivation test was given before and after treatment. The results showed an increase in the average score from 77.22 to 77.78 in the experimental class, while the control class increased from 71.81 to 72.50. The paired sample t-test showed that the increase was statistically significant (p < 0.05). This finding contributes to the innovation of visual and narrative-based learning media in Islamic character education. Comic press is proven to increase students’ engagement and understanding of teaching materials in a contextual and fun way. This study suggests the need for further exploration with more diverse samples and levels of education to gain a more comprehensive and in-depth understanding of the effectiveness of educational media in religious education.

Design Studio Pedagogy: A Comparative Study of Teaching Approaches

Objectives: This study presents a comparative analysis of various teaching methodologies within design studio instruction, focusing on their impact on student learning outcomes, creativity, and problem-solving skills. Methods: Utilizing both quantitative and qualitative research methods, the study includes a student survey and interviews with faculty members. Results: The results, derived from a comprehensive survey of 100 students from universities in Bahrain, reveal a positive perception of design studios. Interviews with instructors highlight the strengths and challenges inherent in different teaching methods. Traditional lectures are effective in conveying fundamental knowledge, whereas project-based learning, design thinking, collaborative learning, and experiential learning prioritize hands-on experiences, real-world applications, and innovation. Conclusion: The study identifies challenges such as technological issues and resource constraints, and proposes tailored teaching methods, enhanced engagement, resource provision, and professional development as mitigation strategies. This research provides valuable insights into the effectiveness of various educational approaches and offers recommendations for improving design studio education and addressing challenges to enhance the overall educational experience.

A Literature Review on Smart Apps Creator-Based Teacher Performance Management Model for Strengthening Supervision in Elementary Schools

This study reviews a teacher performance management development model leveraging the Smart Apps Creator application to enhance supervision effectiveness in elementary schools. In the current digital era, school supervision must adapt to innovative technologies to ensure quality foundational learning. The Smart Apps Creator offers a platform for real-time feedback, improved communication between teachers and supervisors, and increased accountability. This model emphasizes collaborative engagement, comprehensive user training, and equitable access to digital resources. By digitizing performance appraisals, feedback systems, and professional development tools, the platform encourages continuous improvement in teaching quality. Nevertheless, challenges remain, including limited digital literacy among educators, inadequate infrastructure in under-resourced schools, and resistance to shifting from traditional supervision practices. To overcome these barriers, the study advocates for structured implementation supported by training, policy alignment, and inclusive planning. It also recommends a mixed-methods research design and longitudinal evaluation to measure the model's impact on both teacher development and student learning outcomes. Findings from this review are expected to guide policymakers, school leaders, and educational stakeholders in integrating technology into supervision strategies that are sustainable, inclusive, and adaptable to diverse school contexts.

Development of a systematic humor pedagogical framework to enhance student learning outcomes across different disciplines in Hong Kong

Development of a systematic humor pedagogical framework to enhance student learning outcomes across different disciplines in Hong Kong

PENGARUH MODEL CONTEXTUAL TECHING AND LEARNING (CTL) BERBANTUAN MEDIA WORDWALL TERHADAP HASIL BELAJAR MATA PELAJARAN IPAS SISWA KELAS IV GUGUS 4 KECAMATAN PANJI

This research is based on the lack of variation in the learning process in schools, which has an impact on the low learning outcomes of students in science subjects. The aim of this research is to find out how the CTL model assisted by Wordwall media has an impact on learning outcomes for science subjects in class IV Gugus 4 Panji District. This research is a quasi-experimental research. The research population consisted of 24 students from class 4 of SD Negeri 4 Curah Jeru as the experimental class and 24 students from class 4 of SD Negeri 1 Tenggir as the control class. Samples were collected by means of research data obtained through student learning outcomes tests. The proposed hypothesis was tested using the t-test, with results of Tcount 39.1 and Ttable 2.013. Ho was rejected. Based on this data, it can be concluded that the learning outcomes of students taught using the CTL model assisted by wordwall media are not comparable to the learning outcomes of other students. who were taught without the CTL model assisted by language media.

The impact of digital resource utilization on student learning outcomes and self-efficacy across different economic contexts: A comparative analysis of PISA, 2022

The impact of digital resource utilization on student learning outcomes and self-efficacy across different economic contexts: A comparative analysis of PISA, 2022