Student Learning Experience Research Articles

Navigating new waters: The academic learning experiences of international postgraduate taught students in UK higher education

ABSTRACT This study explores the academic learning experiences of international postgraduate taught students at a UK university. Employing a longitudinal case study design, the study collected data from 168 interviews and 3 group sessions with 12 students. The findings reveal three principal themes: evolving motivations for studying abroad, the variability of lecturer support, and the impact of cultural and linguistic barriers on classroom participation. Students’ initial motivations centred on academic advancements evolve into a broader appreciation for personal and cultural growth, while lecturer support is shown to be crucial yet inconsistent, significantly affecting students’ academic success. Additionally, cultural norms and language proficiency significantly contribute to students’ reluctance to participate in classroom discussions. The study contributes to the broader discourse on international education by providing practical implications for educational stakeholders on how to enhance support systems, tailor teaching methods, and create more inclusive academic environments that address the needs of these students.

Co-designing a pedagogical model for immersive virtual environments in healthcare education

ABSTRACT Technology is flooding the healthcare sector, making it essential to advance pedagogy in conjunction with technology. The aim of this study was to inquiry about participants` learning experience with IVR application and to co-design a pedagogical model for using IVR in healthcare education. The study employed a design-based approach utilizing several data gathering and analysis methods. After each learning experience, data were gathered through an online questionnaire utilizing the standardized simulation design scale. After the experiment, participants co-designed a pedagogical framework based on their learning experience. Data were analyzed using qualitative methods and descriptive statistics (M, MD). Altogether, the study involved 47 informants. Based on the data analysis, the participants were generally satisfied with IVR and believed it offered enhanced possibilities for training, although there were doubts about whether it actually helped them learn. Participants valued the support provided by the facilitators, whereas statements concerning the fidelity of the scenarios scored lowest. The pedagogical framework was developed based on the data. The study’s results can be utilized when designing immersive learning experiences for healthcare students and professionals.

Peer feedback in higher education: student perceptions of peer review and strategies for learning enhancement

ABSTRACT This article explores student perceptions and experiences of peer review, the influences on potential feedback uptake, and the value attributed to discourse and collaborative learning processes in personal development. Higher education is increasingly promoting active student engagement in feedback, yet perceptions of the quality of feedback experiences, as voiced in evaluations and national student surveys, appear to contradict this movement’s aims, calling into question the effectiveness of current practice. This article aims to contribute to the development of dialogic feedback approaches by identifying potential barriers and enablers to effective peer review, with this insight significant for improving student learning experiences. Based on a qualitative study and thematic analysis of formative peer review practice by undergraduate students, it found that peer reviews are valued as a dialogic feedback practice because they encourage independent learning, and that they offer significant value in developing critical thinking skills and self-reflection. Key student engagement factors include constructive learning environments, emotional management, tutor-student power relations, and iterative cycles of developmental learning. The theoretical and practical implications of these findings are discussed. The article contributes novel strategies for advancing peer review practice and embedding dialogic feedback within higher education to increase student agency over their own learning.

Bridging Classrooms and Communities: The Transformative Impact of Community-Based Dental Education on the Learning Experiences of Undergraduate Students.

This study aimed to evaluate the impact of community-based dental education (CBDE) on the learning experiences of undergraduate dental students and recent dental graduates from two diverse geographical regions. The study followed a cross-sectional design, conducted online using Google Forms, with ethical approval from Qatar University. A non-probability purposive sampling method was used to recruit dental students and recent graduates from three institutions in India and one in Qatar. A questionnaire based on 20 closed-ended items and two open-ended questions, developed by a team of dental academics, was used for data collection. Data analysis involved descriptive statistics, analysis of variance (ANOVA) and thematic analysis for open-ended responses. The study included 148 participants, with 116 female (78.37%) and 32 male (21.62%) students, mostly from India (75%) and the rest from Qatar (25%). ANOVA revealed significant differences based on age, country and stage of education (p < 0.001). Dental interns had the highest mean score (1.12 ± 0.8), while Year 2 students had the lowest (0.75 ± 1.08). Female participants had a slightly higher mean score (1.05 ± 0.77) than male participants (0.92 ± 0.98), although this difference was not statistically significant (p = 0.127). Key challenges included inadequate support and cultural barriers in India, and conflicts with religious obligations and didactic workload in Qatar. Recommendations focused on enhancing field activities, logistical support and mentorship programmes. The study shows that dental students value CBDE for developing essential skills for community engagement. However, challenges differ across socio-cultural contexts, highlighting the need for more localised and supportive frameworks to improve CBDE experiences. The variation in student perceptions by age, education stage and country suggests that CBDE strategies should be flexible and adaptable to address the diverse learning needs of students.

Pengaruh Penggunaan Media Nyata Berupa Peta Timbul pada Materi Peta Kelas X terhadap Hasil Belajar Siswa di SMA 1 Pertiwi Kota Padang

The objectives of this study are 1) To determine the influence of the use of real media in the form of embossed maps in class x map material on the learning outcomes of students at SMA 1 Pertiwi Padang 2) To find out the learning outcomes of students who use embossed map media and those who do not use embossed map media. This study uses a quantitative method with an experimental type of research. The pretest was carried out in two groups to find out the basic abilities of each control and experiment class. The population in this study is all students of class X of SMA 1 Pertiwi Kota Padang which totals 264 students with 2 class samples with purposive sampling techniques. The variables in this study are divided into 2 namely independent variables and bound variables. The data sources in this study are primary and secondary data. The collection techniques in this study are test, questionnaire and documentation techniques. The research procedure in this study was carried out in 2 classes, namely the experimental and control classes. The test of this research instrument is a test of validity, reliability, and differentiation. The data analysis tests in this study were the normality test, homogeneity, hypothesis test (T), and N-Gain test. The results of this study show that 1) The use of real media in the form of embossed maps on map material has an effect on student learning outcomes at SMA 1 Pertiwi Padang which is seen through the results of hypothesis testing (T) which is also supported by the improvement of student learning outcomes after using embossed map media in the experimental class and then an N-Gain test with a score of 82.50% for the embossed map media group and 60.00% for the conventional media group (lecture). 2) To find out the learning outcomes of students who use pop-up map media and those who do not use pop-up map media have been fulfilled with the scores of students who use pop-up map media higher than students who do not use pop-up map media as seen from the N-Gain Test. One of the advantages of using Embossed Map Media is the high level of interactivity through the practice of making embossed maps. Pop-up Map Media provides a non-boring learning experience for students.

Language and Literacy Learning Experiences of Deaf Students in Multilingual Primary Teacher Education Classrooms in Zambia: A Case Study of Kitwe College of Education

This study explored the language learning experiences and challenges faced by deaf students in multilingual classrooms at Kitwe College of Education, specifically within the Primary Teachers Diploma program. It examines how the language barriers in a curriculum designed primarily for hearing students impact deaf learners' literacy development. Using a case study approach, data were collected from focus group discussions, classroom observations, and document review, focusing on first, second, and third-year students. Stratified purposive sampling was employed to select 15 students from across the academic levels. Thematic analysis was used to identify key themes in language and literacy learning. The study highlights significant challenges related to auditory-based instruction, such as phonics and phonemic awareness, which are inaccessible to deaf students. The lack of consistent sign language interpreters and difficulties understanding English-based literacy instruction were recurring issues. Deaf students also struggled with reading fluency, grammar, and syntax. Peer teaching proved valuable, but adapting the Primary Literacy Program (PLP) for deaf students was challenging. Despite communication barriers, Zambian Sign Language (ZSL) and visual aids were helpful. The study calls for an inclusive educational environment by integrating ZSL into the curriculum, revising literacy strategies, and developing more inclusive assessment methods. Educational policy should be revised to better address the linguistic needs of deaf students, ensuring equitable access to learning opportunities.

Holistic Education Framework for Individualised Anti‐Stigma Quality Learning

ABSTRACTIn any educational setting, stigmatisation and implicit biases can stifle growth and reduce the quality of the learning experience of students from low socio‐economic status by creating invisible barriers to opportunity and achievement. Furthermore, due to the lack of monitoring and mentoring, these invisible barriers become harder to detect and overcome. Considering that human learning potential has no limits, there is a need for quality teaching and learning processes that provide fitting unstigmatized learning experience to each individual learner. To achieve the fitting learning experience and desired outcomes, understanding teaching quality is essential for continuous improvement of educational objectives, curricular contents and instructional delivery. Considering that teaching and learning are two interconnected phases of any educational process, both teaching and learning have distinctive subphases leading to desired outcomes that are tied to the long reaching educational objectives. It is evident that, at the end of any successful education process, the learning outcomes demonstrated by the constructed learning of the learner are strongly linked to the quality of the instituted educational objective, curricular contents, and quality unstigmatized delivery of the teacher to each individual learner. In fact, studies of the quality of the learning experiences show that one of the main keys to maximising learners' success is the quality of course contents and instructional activities. To ensure quality of the learning experience to all the learners in the class, these instructional activities must provide the needed monitoring and mentoring to each individual learner. In this paper, a framework for individualised unstigmatized holistic education process teaching and learning phases is discussed from quality of education perspective. The framework addresses the full learner development, the corresponding holistic teaching, and the teacher learner interface. The essential elements, subphases and key characteristics are discussed through the development of the three educational framework domains. The development and deployment of the presented framework are illustrated in higher education context.

Teacher support and secondary school students’ learning engagement: A moderated mediation model

Learning engagement has attracted increasing interest in recent years, with teacher support, academic self-efficacy, psychological resilience, and positive academic emotion identified as key factors. However, the moderated mediating mechanisms between teacher support and learning engagement remain unexplored. This study aimed to investigate the roles of academic self-efficacy and psychological resilience as mediators, and positive academic emotion as a moderator, in the relationship between teacher support and secondary school students’ learning engagement, from the perspective of the Self-determination Theory and Emotion Regulation Theory. The study involved 665 participants (Mage = 14 years, SD = 0.790) randomly selected from four public secondary schools in Eastern China. Data were analyzed with the structural equation model (SEM) in SPSS 24.0, AMOS 24.0, and PROCESS 3.5. Results indicated that teacher support was directly and positively associated with learning engagement. The results also indicated that teacher support was indirectly and positively related to learning engagement through academic self-efficacy and psychological resilience. Additionally, the moderation role of positive academic emotion manifests in the association between academic self-efficacy and psychological resilience. These findings illuminate the complex dynamics underlying learning engagement and provide valuable insights for educators and researchers in promoting optimal learning experiences for secondary school students.

Enhancing learning experiences for students with learning disabilities through digital pedagogies: insights from Saudi schools

ABSTRACT The combination of digital technologies in the educational curriculum provides better learning experiences for students with learning disability. This study delves into the influence of digital pedagogies on the perspectives of students with learning difficulties in Saudi schools. The study aims to investigate how digital pedagogies influence the students with the learning disability learning process in school educational settings. The data were gathered from 410 students with learning disability through interviews. The findings of the study reveal the benefits of digital pedagogies which provide an individualized learning experience based on the diverse requirements and preferences of individual learners, increase motivation levels, and foster engagement in learning activities. The study result indicates that utilizing the digital pedagogies resources contributes to the self-learning capacity of students with learning disability, and leads to the positive perception of engaging in learning and accessing educational resources. The study makes a novel contribution to analyzing the students with learning difficulties perspectives related to digital pedagogies' influences on students' learning outcomes in the Saudi School context. The study demonstrates leveraging digital technologies to create more equitable and accessible educational opportunities for students with learning disability and fostering a more inclusive educational system.

Integrating Virtual Reality Into English Language Instruction: Assessing Efficacy And Student Motivation

This study investigates the effectiveness of incorporating Virtual Reality Videos into the English language learning model at Universitas Teknologi Digital Indonesia. Employing a quasi-experimental design, the researcher implemented two distinct learning methods across separate class groups. One group utilized the Virtual Reality learning model, while the other adhered to traditional instructional methods. The assessment of the learning model's efficacy employed statistical tests and questionnaire analyses administered to participants post-learning sessions, coupled with classroom observations. Results from the research revealed that students utilizing Virtual Reality videos achieved higher scores compared to those using conventional videos. While questionnaire responses indicated relatively comparable outcomes, Virtual Reality videos demonstrated a marginal advantage concerning student learning experiences and motivation. This study contributes valuable insights into the pedagogical benefits of integrating VR technology, emphasizing its positive impact on language acquisition within the higher education context

Implementation of Spinning Wheel Moped Media to Increase Enthusiasm of Class XII Students at SMK Bhakti Praja Adiwerna

This study aims to understand the implementation of Spinning Wheel Moped media in increasing the enthusiasm of students of class XII TJKT 1 at SMK Bhakti Praja Adiwerna towards Guidance and Counseling services. The research method used is qualitative with a field research approach, where data is collected through in-depth interviews and participatory observation of 33 students involved in the Guidance and Counseling program. The results showed that the use of Spinning Wheel Moped media provided a more interesting and interactive learning experience for students. Students revealed that this media helped them feel more engaged and motivated to attend Guidance and Counseling sessions, as well as increased their understanding of the importance of self-development. Through more active interaction with the media, students were able to explore various themes of self-development in a fun way, so their enthusiasm in attending Guidance and Counseling services increased significantly. This study provides implications for counselors to consider using innovative media in Guidance and Counseling services to create a more creative and engaging learning environment. In addition, the results of this study can serve as a foundation for further research on innovations in education. As suggestions or recommendations from this study, counseling teachers are expected to carry out counseling services in a creative way to avoid boredom and improve communication between clients and counselors.

The Quiet Learner of the UK Art Classroom

AbstractThis paper investigates the perceptions and implications of quietness among students in the UK classroom, challenging the prevalent notion that vocal participation equates to engagement and success. Despite concerns from educators and parents about quiet students' engagement, this research explores how silence and quietness function as integral components of classroom dynamics. Through interviews with Year 11 students, the paper examines students' views on their quietness and its role in learning. The literature review reveals diverse conceptualisations of quietness, ranging from an absence of speech to positive social disengagement, attentive listening and creativity. Theoretical frameworks such as Figured Worlds and Flow Theory are employed to understand how students' identities and learning experiences are shaped by their quietness. The findings conclude that the negative perceptions of quiet students arise from a misunderstanding of quietness, advocating for a progressive view that recognises the benefits of 'quiet ways' in teaching and learning. Further research with educators is proposed to explore their perceptions of student quietness and its impact on educational practices. This study contributes to a nuanced understanding of classroom participation, challenging traditional expectations of vocal engagement.

Interpretation as a Technique to Foster Inclusive Classrooms at Higher Learning Institutions in Zambia: A Case Study of Kitwe College of Education

This study aims to explore the implementation of interpretation techniques designed to promote inclusivity in educational settings, particularly those characterized by linguistic diversity and limited resources. The focus is on understanding how various techniques, such as sign language interpretation, simplified language, peer assistance, visual aids, and bilingual instruction, contribute to enhancing the learning experiences of students with disabilities and language barriers. A phenomenological approach was used to gather in-depth insights into participants' experiences. The study involved a sample of 15 participants, including three teacher educators, two interpreters, and ten students. The data was collected through multiple methods, including focus group discussions (FGDs), lesson observations, and individual interviews. These techniques allowed for the exploration of participants' perspectives on the effectiveness of inclusive strategies and the challenges faced in their implementation. Thematic analysis was applied to identify common patterns and challenges, particularly focusing on systemic issues such as resource limitations, the availability of trained interpreters, and cultural attitudes. The analysis further examined how these barriers impacted the success of interpretation techniques in fostering an inclusive learning environment. Additionally, the role of time constraints and linguistic diversity was explored as factors complicating the consistency and accessibility of inclusive practices. The findings highlight the significant impact of inclusive strategies on the learning experiences of students, yet they also point to substantial challenges that hinder the full potential of these practices. The study calls for increased investment in resources, professional development, and the creation of standardized policies to address these barriers. Practical implications suggest that educational institutions must adopt comprehensive and consistent strategies to ensure inclusivity for all students.

Experiential Learning about Database Design in the MLIS Curriculum: Software and Instructional Design for Threshold Knowledge

With almost all MLIS and similar degree programs having a required course covering database design, it is critical to develop curriculum that engages students in learning essential concepts and how to implement designs. We report on a project that explored how essential knowledge about database design can be taught effectively through experiential learning activities involving collaborative groupwork and using database software to build small databases and search forms. The focus is an existing required introductory course on information retrieval system design, in which students learn about database design concepts and implement their designs in browser-based software, building the database structure, content, and search forms. They learn about critical concepts in database design, including eliciting user needs and requirements, prototyping, teamwork, and iterative testing and evaluation. The project had two aims: to select new database software to use as a learning tool in the course and to redesign course assignments so that learning experiences would be enhanced. The project led to important findings about the student learning experiences, to improvements in the curriculum, and to recommendations for educators involved in similar courses.

Comparative Study on Non-Elite Clarinet Education in China and Australia: Cultural Influences and Educational Approaches

This paper presents a comparative study of non-elite clarinet education in China and Australia, focusing on differences and similarities in historical background, teaching focus, teaching methods, and music culture. Both China and Australia were colonies of Western countries and were deeply influenced by foreign cultures, showing a cultural characteristic of the interweaving of local and foreign cultures. The differences in local culture have led to the development of a unique educational philosophy. Chinese clarinet education, influenced heavily by traditional Chinese concepts and Western classical music, emphasizes technical mastery and exam standards, while Australian clarinet education focuses on individual expression and exploring diverse musical genres. The study reveals how each system reflects cultural values and educational philosophies unique to each country. The paper proposes that combining the technical rigor of Chinese education with the creativity-oriented approach of Australian education could foster a more comprehensive and engaging learning experience for non-elite clarinet students in both countries.

Exploring Preparedness, Motivation, Communication Tools and Strategies for the Engagement of Facilitators in Interprofessional Education

Interprofessional education (IPE) case-based events aim to nurture effective communication and active engagement among students from diverse disciplines. Facilitators play a critical role in the success of these events, yet limited research explores how to best prepare and motivate facilitators to fully engage students. This study addresses this gap by examining structured facilitator preparedness, motivational factors, and communication tools that enhance student engagement. Seven facilitators with prior IPE experience participated in semi-structured interviews to share their perspectives on preparation, motivation, and effective communication strategies. The interviews, lasting 45 to 60 minutes, were guided by questions adapted from Dalhousie University's Interprofessional Facilitation Scale (IFS) and included standardized prompts for discussion. Transcriptions of the sessions were analyzed to identify actionable strategies for facilitator development. The results revealed that structured preparation materials, such as case study notes and facilitation guides, significantly enhanced facilitators’ confidence and readiness to lead sessions. Motivation was closely tied to facilitators’ commitment to creating interdisciplinary collaboration and improving student learning outcomes. Effective communication tools, including structured prompts and guided discussion frameworks, were found to support student engagement and meaningful group interactions.This study provides educational institutions with practical strategies for enhancing facilitator training and support, emphasizing the importance of tailored preparation, motivational reinforcement, and effective communication techniques. These findings contribute to the development of stronger interdisciplinary collaboration and enriched student learning experiences in IPE settings.

Toward learning recovery: challenges of international students in China during COVID-19 online learning experience

Purpose The COVID-19 pandemic has highlighted the vulnerability of international students’ education in our V.U.C.A (Volatility, Uncertainty, Complexity and Ambiguity) world. It has challenged higher education institutions to deliver quality and equitable education aligned with Sustainable Development Goal no. 4. However, studies indicate that this pandemic has significantly impacted international students in terms of both policy implementation and academic experiences in online learning. Therefore, this study aims to explore the lessons learned from the online learning experience of international students studying in China during the COVID-19 pandemic. Design/methodology/approach This study employed an online survey to explore international students’ experiences with online learning during the COVID-19 pandemic. Using Microsoft Forms, it collected 125 responses from international students studying at Project 211 universities. The survey included responses from 67 male and 58 female international students. Among these, 80 students studied online from locations outside China, while 45 participated in online learning from within China. Findings The study revealed that international students in China faced significant challenges during online learning, including academic disruptions, technological barriers, financial strain and psychological stress, exacerbated by time zone differences and isolation. Despite these obstacles, students demonstrated learning resilience by employing strategies such as self-regulation, peer collaboration and skill development in technology use. Originality/value This study addresses the existing gap in proper support for international students, particularly during times of crisis. It highlights lessons learned from the pandemic and presents mitigation strategies based on the participants’ perspectives. These strategies aim to address the learning poverty identified by the World Bank.

Analysis of an intergenerational service-learning experience based on physical exercise in a community setting: a mixed-method study

IntroductionPhysical activity offers numerous benefits that improve psychological well-being, reduce dependency, and foster intergenerational relationships. Universities play a key role in promoting the health of students by proposing actions that contribute to a sustainable future, fostering a mature society and reducing ageism. This service-learning project aimed to assess the impact of an intergenerational cane-walking program on older adults and physiotherapy students in a community setting. The project focused on promoting health and fostering intergenerational relationships.MethodsA concurrent, nested mixed-methods design was used for the intervention, involving intergenerational group walks during the 2022–2023 academic year. The program was designed and supervised by faculty members and three fourth-year fellows. Data collection was based on adherence to the intervention, the Behavioral Regulation in Exercise Questionnaire (BREQ-3), interviews with older adults and feedback questionnaires completed by them and participating students.ResultsSatisfactory adherence was evidenced among older adults, with 65.79% of participants who completed the project and 72% who adhered to the intervention, although there were no statistically significant differences in terms of motivation to exercise taking that adherence into account. The project’s ability to foster intergenerational relationships was rated by the seniors at 9.50 ± 0.6, and 100% answered affirmatively about its capacity of contribute to improving their health and well-being. Student feedback also reflected high scores for fostering intergenerational relationships, with scores of 10 (fellows), 8.7 ± 1.2 (third-year students), and 8.27 ± 1.2 (second-year students). The project’s contribution to skills development was rated positively by 100% of the fellows, 88.6% of the second-year students, and 74.1% of the third-year students. In the nested study, three key themes related to exercise emerged by older adults: (1) perceptions of exercise, (2) barriers to exercise and (3) motivations for exercise. Regarding satisfaction with the program, three main themes emerged: (1) intergenerational relationships, (2) strengths of the program and (3) suggestions for improvement.ConclusionThe program appears to improve the well-being of older adults and provide valuable experiential learning for students. Thus, service-learning projects could effectively promote sustainable health practices, highlighting the important role of universities in community health initiatives.

CodeContrast: A Contrastive Learning Approach for Generating Coherent Programming Exercises

Generating high-quality programming exercises with well-aligned problem descriptions, test cases, and code solutions is crucial for computer science education. However, current methods often lack coherence among these components, reducing their educational value. We present CodeContrast, a novel generative model that uses contrastive learning to map programming problems, test cases, and solutions into a shared feature space. By minimizing the distance between matched components and maximizing it for non-matched ones, CodeContrast learns the intricate relationships necessary to generate coherent programming exercises. Our model architecture includes three encoder networks for problem descriptions, test cases, and solutions. During training, CodeContrast processes positive triplets (matching problem, test case, solution) and negative triplets (non-matching combinations) and uses a contrastive loss to position positive triplets close in the feature space while separating negative ones. Comprehensive evaluations of CodeContrast—through automatic metrics, expert ratings, and student studies—demonstrate its effectiveness. Results show high code correctness (92.3% of test cases passed), strong problem–solution alignment (BLEU score up to 0.826), and robust test case coverage (85.7% statement coverage). Expert feedback and student performance further support the pedagogical value of these generated exercises, with students performing comparably to those using manually curated content. CodeContrast advances the automated generation of high-quality programming exercises, capturing relationships among programming components to enhance educational content and improve the learning experience for students and instructors.

Integration of Information Technology in Guidance and Counseling Management in Schools: Challenges and Implementation Strategies

The integration of information technology (IT) in school education has a significant impact on teacher professionalism and educational management, including Guidance and Counseling services. This study explores how IT improves guidance and counseling management in schools by improving teacher empowerment, administrative efficiency, and student learning experiences. Through a literature perspective, data from various research sources is analyzed to assess the current state and challenges of using technology in counseling services. Although technology helps in organizing student data, assessment environments, and offering personalized services, challenges such as limited IT knowledge among counselors, lack of resources, and concerns about privacy and consent to change hinder its full implementation. This research emphasizes that effective management of guidance and counseling services, incorporating IT, is critical to meeting students' social, emotional and academic needs. The study concludes that, despite these challenges, strategic use of IT can transform guidance and counseling practices, improving student development and academic success.