Benefits For Students Research Articles

The Role of the Pacak Spensa Learning House through Online Learning

This research aims to describe the role of the Spensa Pacak Learning House in online learning at SMP Negeri 1 Koba, Central Bangka, Bangka Belitung Islands Province. The method used in this research is a qualitative descriptive method with data collection techniques through interviews, observations, and questionnaires. The sample collection technique used a purposive sampling technique. The research results showed that the Spensa Pacak Learning House played an important role in supporting online learning at SMP Negeri 1 Koba. Most teachers and students use the Spensa Pacak site provided by the school to support the learning process. With the Spensa Pacak Learning House, online learning at SMP Negeri 1 Koba can be carried out effectively and efficiently, thus providing positive benefits for students and teachers, although there are still several obstacles in its use, such as technical problems, limited internet access and minimal role of people. old. The supporting factor is that it can be used anywhere, and for an unlimited time.

The Indonesian Independent Learning Regulation and Students Economic Proficiencies

This research is intended to investigate the effect of the implementation of the independent campus learning program in Indonesia, which is intended to provide off-campus learning rights for students to study things other than the field of science they are engaged in both in other study programs and in other institutions outside the campus. is expected to provide additional knowledge and insight so that it will provide benefits for students after graduating from university, the effect of implementing the program is seen from the difference in economic proficiency scores for economics students who take part in the program and those who do not take part in the program, the measure used in viewing proficiency scores is Hansen's proficiency measurement model. This study involved 200 students who were divided into two groups, namely group one were students who took part in the program while group two were students who did not take part in the program. The results of this study indicated that there was a significant difference in proficiency scores for students who took part in the program compared to students who did not take part in the program.

Israeli Math Teachers‘ View on Integration of STEM Modules in Mathematics Studies as a Motivator in 9th Grade

In recent years, one of the main problems in learning mathematics is the motivation of students. It is important to use the possibilities of modern technologies and the availability of a STEM environment for the development and implementation of learning resources that will increase students’ motivation to study science and mathematics in depth. This report presents the results of a study conducted to evaluate the incorporation of problem-based learning (PBL) learning modules in motivating students to learn mathematics. The study was conducted in Israel with 9th grade students and their teachers. As part of our research, we developed a unique intervention program, tested its effects on the defined target groups, and attempted to determine the impact of the program on subgroups of students. The impact of the program was tested using pre- and post-program questionnaires checking the ability feeling, the perception of relevance, and the motivation using the MMQ /Mathematics Motivation Questionnaire/ and in-depth interviews with students and teachers. One of the aspects of the study examined teachers’ attitudes toward integrating the modules of STEM into the 9th grade mathematics curriculum. About 50% of teachers in the study, see major benefits for students in integrating STEM modules into mathematics instruction, but only about 25% see benefits for the teachers themselves. 90% of the teachers in the study, see certain challenges in combining these units, both for the teachers themselves and for the students.

Argument-based teaching

21st-century teachers are required to embrace new, student-centred pedagogical practices that lead to direct student benefits as critical and democratic citizens. One of these pedagogies is argument-based teaching. This theoretical paper provides an overview of argument-based teaching and its main applications and benefits. A relation with 21st-century teaching is established through the concept of critical literacy, a metaliteracy competence promoted by argument-based teaching and learning. After an overview of national and international initiatives, recommendations for teacher education are provided, considering the complexity of argument pedagogical content knowledge.

PEMANFAATAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS ICT (INFORMATION COMUNICATON TECHNOLOGES) DALAM MENINGKATKAN SEMANGAT BELAJAR SISWA SMA NEGRI 1 PADARINCANG

Information and communication technology (ICT) has had a major impact on various areas of human life, including the world of education. The use of ICT in education can provide many benefits for students, teachers and educational institutions as a whole. This article aims to examine the use of ICT in the world of education. This article takes data from various literature sources and research that has been conducted in various countries. The research results show that the use of ICT in education can provide significant benefits for students, such as increasing learning motivation, technological skills, cognitive abilities and creativity. Apart from that, the use of ICT can also provide benefits for teachers, such as making the teaching, evaluation and classroom management process easier. In educational institutions, the use of ICT can increase efficiency, productivity and service quality. However, the use of ICT in education also has challenges and risks that need to be considered, such as data security issues, unequal access, and dependence on technology. Therefore, the use of ICT in education needs to be done wisely and balanced with an appropriate approach to achieve the desired learning goals. In conclusion, the use of ICT in education can provide many benefits and opportunities for students, teachers and educational institutions. When using it, it is necessary to pay attention to the challenges and risks involved. Therefore, educational institutions need to carefully consider the use of ICT in education to achieve the desired learning goal

Using Multimedia Dissection Videos to Supplement Learning of Veterinary Anatomy in the COVID Era and Beyond: Student Perceptions and Benefits.

Anatomy is a foundation for veterinary medical education, yet its teaching has traditionally posed an academic challenge to students. Anatomy is a three-dimensional (3D) subject that students are often expected to learn using one- or two-dimensional learning resources. Visualization of structures and the transfer of images to animal specimens can impede knowledge acquisition and student confidence. As a response to the COVID-19 pandemic, the first-year anatomy course (Anatomy I) at The Ohio State University College of Veterinary Medicine was delivered virtually in Autumn 2020. Instructors were challenged to create equivalent learning experiences without face-to-face interaction and cadaveric access. Fortunately, multimedia dissection videos were in production and supplemented students' learning of anatomic structures and dissection techniques. Videos included complete narration, explanations, diagrams, labels, and self-check opportunities. To evaluate the perceived effectiveness of the videos on student learning, the Anatomy I teaching team surveyed all first-year veterinary students following the course. Of the 104 students (64%) who completed the survey, 101 (97%) agreed or strongly agreed that the videos helped solidify their anatomy knowledge, skills, and understanding. The most helpful video characteristics included the demonstration of dissection techniques on a cadaver and the visualization of structures on 3D specimens. Students also appreciated the ability to review content at their own pace/convenience, a feature inherent to recorded (asynchronous) video-based instruction. These data suggest that video-based instruction may effectively supplement students' learning of veterinary anatomy and improve the transfer of knowledge, particularly when other forms of direct instruction are inaccessible.

Student Access Application

In an era where a lot of disruptive technologies that change the entire perspective of the market are arriving very often. One such is the emergence of Mobile App Development, which completely changed the way users utilized software. Even though soft- ware development generally meant a stand-alone or Web application in the past, now it has landscape, facilitating seamless access to academic resources is paramount for student success. Preliminary findings indicate a significant improvement in students' ability to access academic resources efficiently, leading to heightened engagement with course materials and improved communication between students and faculty. The SAA demonstrates promise in addressing challenges associated with traditional methods of information dissemination in educational institutions. The implications of this research extend beyond the immediate benefits for students, as institutions can draw insights for optimizing their technology-driven strategies to enhance overall educational experiences. The findings presented in this paper contribute valuable knowledge to the ongoing discourse on leveraging mobile applications to create more accessible and engaging learning environments for students in the digital age.

Gamification and Computational Thinking in Education: A systematic literature review

The rapid development of gamification and computational thinking seems to open up new educational horizons by providing new opportunities for students to acquire the basic digital skills needed for their cognitive development. Gamification, on the side, flourishes because it brings about high degree of participants’ engagement in an activity. Accordingly, on the other side, the growing scientific interest in computational thinking centers on the fact that it provides a fruitful field of dialogue in the research community for the development of critical and analytical thinking of students. Hence, this paper aims to synthesize knowledge about gamification and computational thinking for improving education for the benefit of students. Specifically, this paper describes: (a) the theoretical background of gamification in learning and education, (b) relevant studies in literature and their findings, and (c) specific gamified applications of STEM [Science, Technology, Engineering, Mathematics] which have been developed to this subject area. Four databases were searched, and 37 papers were finally selected for this review. The findings from the presented learning theories set the foundation on how students obtain knowledge, and the relevant studies in the field of gamification and computational thinking showed some first positive outcomes stemming some first research attempts which need further examination. Furthermore, it seems that with the right use of game mechanics and elements, well-designed applications of STEM gain students’ interest to learn through gameplay and motivate them to cultivate computational thinking and problem-solving skills

Interdisciplinary all-on-four® concept for mandibular jaw in dental education - do students benefit from individual 3d printed models from real patient cases?

PurposeDigitalization is assuming increasing significance in dental education, as dental students are increasingly exposed to digital implant planning and contemporary technologies such as 3D printing. In this study, we present a cohort analysis aimed at assessing the potential benefits derived from the utilization of 3D prints to seamlessly translate planned procedures into real-life applications.Methods21 dental students participated in a virtual planning and hands-on course across two cohorts (C1: n = 10, C2: n = 11). The virtual implant planning phase involved the placement of four implants on an atrophic lower jaw model. Subsequently, Cohort 1 (C1) executed the implantation procedure on a prefabricated hands-on model, while Cohort 2 (C2) engaged with 3D prints representing their individual implant planning during the hands-on session. Subjective assessments of knowledge, skills, and the perceived utility of 3D prints were conducted through pre- and post-course questionnaires, utilizing a 5-point scale.ResultsIn the subjective evaluation, 17 out of 21 participants expressed a positive appraisal of the use of personalized models. Notably, there was no statistically significant improvement in overall knowledge scores; however, there was a discernible increase of 0.5 points in the ratings related to perceived expertise and procedural abilities.ConclusionWhile there was a notable increase in the subjective ratings of knowledge and abilities, no statistically significant difference was observed between the two groups. The consensus among dental students is that individually planned and printed implant models serve as a valuable and effective tool in hands-on courses.

Evidence-Based Synthesis of The Role of Community Partnerships in Enhancing Online Education at Historically Black Colleges and Universities

This review examines the crucial role of community partnerships in enhancing online education at Historically Black Colleges and Universities (HBCUs). It highlights how these collaborations can address unique challenges faced by HBCUs, offering insights into successful models and best practices for developing impactful partnerships. The significance of community partnerships lies in their potential to broaden access, improve curriculum relevance, and support student success, contributing to educational equity and innovation at HBCUs. The literature underscores the multifaceted benefits of such partnerships, including resource and technology access, alignment of educational programs with workforce needs, and comprehensive student support. Despite these advantages, the review identifies gaps in empirical research specifically linking community partnerships to online education enhancements at HBCUs, indicating a need for further study. In summary, community partnerships emerge as essential for advancing online education at HBCUs, providing a pathway towards educational equity and societal development. The review encourages policymakers, educators, and community leaders to foster these collaborations, leveraging their transformative potential for the benefit of HBCU students and the broader community.

Excellence for All? University Honors Programs and Human Capital Formation

Can public university Honors programs deliver the benefits of selective undergraduate education within otherwise nonselective institutions? We evaluate the impact of admission to the Honors College at Oregon State University, a large nonselective public university. Admission to the Honors College depends heavily on a numerical application score. Nonlinearities in admissions probabilities as a function of this score allow us to compare applicants with similar scores, but different admissions outcomes, via a fuzzy regression kink design. The first stage is strong, with take-up of Honors College programming closely following nonlinearities in admissions probabilities. To estimate the causal effect of Honors College admission on human capital formation, we use these nonlinearities in the admissions function as instruments, combined with course-section fixed effects to account for strategic course selection. Honors College admission increases course grades by 0.10 grade points on the 0 to 4 scale, or 0.14 standard deviations. Effects are concentrated at the top of the course grade distribution. However, course grades of first-generation students decrease in response to Honors admission, driven by low performance in natural science courses. Results suggest that selective Honors programs can accelerate skill acquisition for high-achieving students at public universities, but not all students benefit from Honors admission.

“Unmeasured” and never-ending working hours in UK higher education: time for workers, unions and employers to reinterpret the law?

ABSTRACT Higher Education staff in the United Kingdom (UK) work long hours to complete their duties. In a 2021 survey, staff reported a weekly average of 51 hours: a fact well understood to undermine health and educational quality. Yet, UK law sets a maximum working week of 48 hours, and failure to uphold this maximum is a criminal offence for employers. Seeking to understand this contradiction, the article reveals that staff are denied otherwise universal legal Health and Safety protection by the development and reinforcement of legal interpretation that assumes they have sufficient ‘autonomy’ to avoid overwork. As this is a position mutually constructed and accepted by both employers and unions, all efforts to reduce hours, including Industrial Action, have worked from this premise. However, critical analysis of university Terms and Conditions, against relevant jurisprudential developments, adds significant original value by questioning the validity of the status quo legal interpretation. Specifically, a landmark legal ruling against the UK by the European Court of Justice, and the resulting 2006 amendment to the UK Working Time Regulations, strongly suggests most University Terms and Conditions are legally noncompliant. As such, HE stakeholders should pressure powerbrokers involved in this omnipresent dispute to revisit the law: specifically with a view to re-establishing any fundamental rights of which they are currently illegitimately deprived. Where this was successful, empirically informed weekly workload modelling – rather than irrelevant, abstract annual calculations – would become a legally enforceable necessity for the benefit of staff and students alike.

The Balancing Act of Repurposing Feature Films and TV Series for University Teaching

Contemporary educators have increasingly recognised the diversity of their student population and, hence, have attempted to use multimodal teaching methods for additional student learning benefits. One popular example is repurposing film and TV content for higher education pedagogies. However, integrating these materials into teaching effectively often proves more complex than lecturers might anticipate. This entry investigates the merits and challenges of using FF/TV in teaching to determine the factors that impact development of an effective FF/TV pedagogy for student learning, through an interdisciplinary review of the existing literature, followed by a qualitative survey and semi-structured interviews with lecturers across disciplines at Australian universities. Using visual literacy theory, cognitive load theory, and dual coding theory, data analysis reveals that the pros and cons of integrating film and TV in teaching are in fact interconnected, and the main role of the teacher is to pedagogically balance them. Evidence-based and theory-grounded suggestions for application are detailed throughout the discussions.

“I’m Afraid It’s Going to be Awkward”: Students’ Perceived Barriers to Visiting Instructors During Office Hours

Research shows that students benefit from outside-of-class interaction with instructors (Guerrero & Rod, 2013; Pascarella & Terenzini, 2005) yet rarely take advantage of visiting faculty during office hours (Abdul-Wahab et al., 2019; Bippus et al., 2003; Griffin et al., 2014). We interviewed 39 students in six focus groups to learn more about why this is the case. Our transcribed focus group discussions revealed six barriers students experience interacting with faculty during office hours and six ways students perceive faculty mitigating the barriers. From these data, we note three implications for instructors as they understand and manage their interaction with students outside of class.

Simulation in midwifery: the role of motivation in designing an undergraduate experience

Simulated learning is gaining momentum in midwifery education. Evidence shows that it offers multiple benefits for students, including improved decision making, empathy and interdisciplinary teamworking. Motivational theory can be used to design implementation of simulation at a curriculum level, which is an ongoing process of identifying and implementing appropriate design actions. Using motivational theory as a guide enables relevant actions to be identified for the implementation of simulated learning in midwifery, while also providing a theoretical basis for evaluating the impact of simulated learning in a midwifery curriculum. When implementing simulation, it is important to establish an expert working group, responsible for discussing the appropriate application of motivational learning theories when developing the key design actions. The aim of this article is to share how three main design actions were developed by a simulation expert working group, drawing on key motivational learning theories.

Do the institutionally disadvantaged students benefit more from boarding at school in their studying? The role of migration and Hukou status in China

While the impact of boarding school on academic achievement has been extensively debated, the differential effects on distinct student groups divided institutionally have yet to be thoroughly explored. Moreover, previous studies focus on comparing boarding schools vs. day schools, which tend to suffer from bias due to the sorting processes of different school types. In this study, we employ the school-fixed effect model and inverse probability weighting approach to examine the association of boarding on middle-school students’ academic outcomes in China, where most schools have a mixed population of boarders and non-boarders. Based on the two waves of panel data from the China Education Panel Survey (CEPS) in 2013 and 2014, we find that boarding is positively associated with students’ academic scores, particularly math and Chinese. Rural-origin students, including rural local students and rural migrant students, benefit more from living on campus. Reduced study distractions, such as housework and playing can partially explain this positive boarding effect. This study lends empirical support to the positive effect of boarding on academic performance among students who are segregated by Hukou and migration status in China.

A Comparative Study on The Perception of Parents and Teachers on Blended Learning Approach in The Division of Taguig City and Pateros

As technology advances and educators recognize the benefits of integrating digital tools with traditional teaching practices, blended learning has grown in popularity in a variety of educational settings. It provides a flexible approach that can be tailored to various subjects, grade levels, and student populations, paving the way for more dynamic and effective learning experiences. Technology is essential in blended learning. Teachers supplement the learning process with a variety of digital tools, multimedia, and interactive resources. This incorporation of technology enhances student engagement and fosters creativity in the learning experience. Students benefit from the flexibility of blended learning in terms of time and location. They can study at their own pace and on their own schedule by accessing learning materials, resources, and assignments online. This adaptability is especially useful for students with diverse learning styles and demanding schedules. The study determined the level of agreement on blended learning among Teachers having a student with special needs and parent having a child with special needs inside the classroom in the Division of Taguig during the school year 2022-2023. The study used a quantitative approach, specifically a comparative analysis, to investigate regular teachers' perceptions and parents of the use of blended learning.

Developing a non-cadaveric brain tumour surgery lab in resource-constrained settings.

To develop the country's first brain tumour surgery lab in resource-constrained settings, for training young neurosurgeons and residents. A workshop was developed using mixed-fidelity models for assessing and training a participant's psychomotor skills, hand-eye coordination, and teaching the principles of brain tumour surgery. Affordable noncadaveric models were used to compare and contrast the benefit of each teaching model. Within the existing space for wet labs at our institution, 8 different dissection stations were set up with adequate space for 2 people to work at a time. Each station was equipped with an operating room-Caliber microscope, a lighting system and a camera linked to a screen and high-powered electric drills and basic surgical equipment. Our team was able to develop and use 3D-printed skull models and animal brain models for training in complex approaches and craniotomy. Surgical simulation training, in a cost-effective manner, provides the benefit of training residents and students in neurosurgical techniques in a safe, controlled environment leading to improvement in skills and technique.

METHODS OF USING COMPUTER TRAINING PROGRAMS IN ENGLISH LESSONS

The usage of computer training programs in education has grown in popularity in the current digital era. One of the most innovative and technologically advanced methods for teaching and learning languages is the use of computer training programs, particularly when it comes to enhancing the chances of achieving language pedagogy's goals. These days, a growing number of academics and industry experts understand the value of utilizing diverse computer training programs in the process of teaching and learning languages. This article offer a wide range of benefits for both students and teachers, making them an essential tool in modern classrooms. Further, the study provides definitions of some important terms that related to computer training programs such as AI (Artificial intelligence) and explores some activities and stages of the lesson for using computer training programs in English lessons.

Second Language Arabic Knowledge Useful for Learning Hebrew Vocabulary

Arabic and Hebrew belong to the Semitic branch of the Afroasiatic language family, and thus, they are semantically and phonetically similar in many lexical aspects. This study examined the benefits of Malaysian university students having prior knowledge of Arabic while learning Hebrew. A two-page questionnaire was administered to two groups of 30 and 40 students at advanced and fundamental Arabic proficiency levels, respectively. Page 1 contained a checklist with Yes/No columns about 30 Hebrew words to examine the participants’ prior knowledge. If participants answered yes, they were asked to write the meaning of the word in English or Malay. They then answered multiple-choice questions about the 30 Hebrew words on Page 2. Arabic counterparts were not shown on the questionnaire to prevent cuing the participants. The first group of participants, 30 Malaysian students with advanced Arabic proficiency, learned an average of 23.07 Hebrew words. The vocabulary items most correctly identified by Group 1 were ‘olam “world” (30 correct answers), katavti “I wrote” (28), mavet “death” (28), melekh “king” (27), moakh “brain” (27), shabat “Saturday” (27), shen “tooth” (27), shamayim “sky” (26), shana “year” (26), ahavti “I loved” (26), and ozen “ear” (26). The second group, 40 Malaysian students with basic Arabic knowledge, acquired 12.83 words on average. The scores of the two groups differed with statistical significance at the 5% level (p < 0.001, df = 68, t = 14.26). From these results, it appears that Arabic lexical knowledge significantly facilitates Malaysian students’ acquisition of Hebrew vocabulary.