Supportive Learning Community Research Articles

Here to Help: How Pandemic Pedagogy Made for Face-to-Face Change

To bridge the gap between the learning goals of the classroom and the overtaxed, returning-from-the-pandemic learner, adapting teaching practices to respond to present-day experiences became a way to facilitate success. Weaving anecdotal experiences with pedagogical scholarship, this discussion explores the impact of practices that approach the learning experience with grace (Su, 2021) and care (Mehrotra, 2021). These practices include the value of putting Maslow’s Hierarchy of Needs before Bloom’s Taxonomy of Learning (Mutch & Peung, 2021), and adopting a trauma-informed approach to create opportunity for all students’ success. This includes: Incorporating opportunities for students to make decisions and exercise choice over aspects of their assignments and facilitating a sense of ownership over their learning (Wolpert-Gawron, 2018), incorporating structured engagement among peers to create a supportive learning community (Lang, 2020), and incorporating practices of instructional care and holistic recognition to build trusting relationships.

Here to Help: How Pandemic Pedagogy Made for Face-to-Face Change

To bridge the gap between the learning goals of the classroom and the overtaxed, returning-from-the-pandemic learner, adapting teaching practices to respond to present-day experiences became a way to facilitate success. Weaving anecdotal experiences with pedagogical scholarship, this discussion explores the impact of practices that approach the learning experience with grace (Su, 2021) and care (Mehrotra, 2021). These practices include the value of putting Maslow’s Hierarchy of Needs before Bloom’s Taxonomy of Learning (Mutch & Peung, 2021), and adopting a trauma-informed approach to create opportunity for all students’ success. This includes: Incorporating opportunities for students to make decisions and exercise choice over aspects of their assignments and facilitating a sense of ownership over their learning (Wolpert-Gawron, 2018), incorporating structured engagement among peers to create a supportive learning community (Lang, 2020), and incorporating practices of instructional care and holistic recognition to build trusting relationships.

Students’ challenges in Romanian tertiary education

This study explores the challenges faced by Moldovan students in their first year of tertiary education at the ‚Alexandru Ioan Cuza’ University of Iași, Romania. This article aims to explore the impact of these factors on higher education, particularly in the field of economics. Using a mixed-methods approach, including participant observation, interviews, and document analysis, the research investigates the intersection of literacy, academic progression, and English language proficiency among Moldovan students. Despite facing limitations such as sample size constraints and language barriers, the study uncovers promising insights into students’ experiences and the formation of a supportive learning community. As the research progresses, preliminary findings indicate enthusiastic student engagement and the emergence of a positive group dynamic. By addressing these challenges, the study seeks to contribute to the advancement of educational practices and the empowerment of Moldovan students within the Romanian higher education landscape.

Bridging the Digital Divide: The Role of Online Education in Promoting Equity

This qualitative case study examines the impact of online education in Smith County (a pseudonym), a rural area in the southwestern United States characterized by economic challenges and a large Hispanic population. This study aimed to identify the barriers to and facilitators of educational equity in digital environments. A purposive sampling was utilized to select participants who could provide rich, in-depth insights into the impact of online education within Smith County. In-depth interviews were conducted and focus groups held with students, teachers, and administrators within Smith County. Data analysis was conducted through an iterative process of coding and thematic analysis. The study was informed by the theoretical framework of digital divide and culturally responsive pedagogy. This study delved into the nuanced challenges faced by this community, including technological access, digital literacy, and socio-economic factors. The analysis also explored the pedagogical approaches and support systems that contribute to effective online learning experiences within this rural area. The findings revealed a complex interplay of factors affecting online education engagement and success, highlighting the critical role of tailored support services, culturally responsive teaching, and community partnerships to enhance educational outcomes. The study underscores the importance of understanding local contexts and learner needs in designing and implementing online education programs that specifically address equity. Major conclusions point toward the need for comprehensive strategies that go beyond providing internet access, emphasizing the creation of inclusive, supportive online learning communities. This research contributes to the discourse on educational equity in the digital age, offering insights for educators, policymakers, and online education providers seeking to improve access and outcomes for all learners.

FACILITATING ENGLISH LANGUAGE ACQUISITION PROCESS THROUGH TECHNOLOGY CLUBS

English language acquisition can be significantly enhanced through technology clubs, offering learners a relaxed environment distinct from traditional classrooms. These clubs facilitate subconscious language acquisition, promoting immersion and natural communication. By embracing technology, learners access a wealth of resources independently, expanding vocabulary and usage while encouraging informal interaction. Technology clubs foster active engagement, allowing learners to express themselves freely. This paper examines the role of technology clubs in supporting language acquisition processes. In the contemporary landscape, technology is paramount in language acquisition, with clubs providing dynamic platforms for immersive English language engagement. Leveraging multimedia resources like videos and podcasts, learners hone listening and comprehension skills, tailored to individual preferences. Interactive platforms within these clubs offer engaging activities, from language games to virtual conversations, fostering collaboration and a supportive learning community. Mobile applications further enhance learning accessibility, enabling practice anytime, anywhere. Technology clubs curate immersive environments, where learners engage in authentic communication through virtual simulations and online communities. Peer collaboration is encouraged through forums and projects, facilitating shared learning experiences. In conclusion, technology clubs offer a versatile and engaging approach to language acquisition, empowering learners with diverse opportunities to develop proficiency. Through multimedia resources, interactive platforms, and peer collaboration, technology clubs facilitate effective language learning.

ADVANTAGES AND DISADVANTAGES OF FLIPPED CLASSROOM IN ADULT EDUCATION USING DISTANCE LEARNING FOR LEARNING PROGRAMMING

The flipped classroom model has emerged as an innovative approach to education, particularly gaining traction in adult education and distance learning contexts. This pedagogical framework reverses the traditional classroom structure, encouraging students to engage in self-directed learning at home while reserving class time for interactive activities and collaborative projects. This paper provides a comprehensive review of the advantages and disadvantages of the flipped classroom model, particularly focusing on its application in adult education, programming learning, and distance education. Five key themes emerge from the discussion: flexibility, personalized learning, active engagement, technology reliance, and assessment challenges. While the flipped classroom offers benefits such as flexibility in scheduling, personalized learning experiences, and increased interaction, it also poses challenges related to technology dependence, potential learning style mismatches, and difficulties in measuring engagement and providing timely feedback. Through a theoretical lens grounded in constructivist learning theory and active learning principles, the paper explores how the flipped classroom model aligns with contemporary educational theories and practices. Furthermore, practical recommendations are provided for educators looking to implement the flipped classroom model in adult education settings, emphasizing the importance of creating high-quality pre-class materials, promoting active learning and practice, and fostering a supportive learning community. By leveraging the theoretical underpinnings of constructivism and active learning, educators can optimize the flipped classroom model to cater to the unique needs of adult learners, promote engagement, and enhance learning outcomes.

Fostering Translating Skills to Young Learners: A Case Study

This case study explores strategies for fostering translation skills in young learners at MI Miftahul Huda Ngadireso, Malang, Indonesia. It delves into the importance of language acquisition during the early stages of education and examines specific methodologies used to enhance translation abilities. The study assesses the impact of interactive and immersive approaches on linguistic development, providing insights into effective pedagogical practices for nurturing basic translational proficiency in young language learners. This study indicates that Shobahul Lughah (morning language learning) effectively improves students’ translating skills. Furthermore, the study emphasises the value of constant practice and exposure to varied language inputs in developing fluency and accuracy in translation tasks. Moreover, the study emphasises the importance of taking a balanced approach to language training that includes both explicit and implicit learning possibilities. While explicit education offers learners systematic guidance and unambiguous explanations of linguistic topics, implicit learning experiences promote inquiry, discovery, and subconscious internalisation of language patterns and conventions. Finally, by embracing novel pedagogical approaches and establishing a supportive learning community, educators may help young students become efficient interpreters and communicators in an increasingly interconnected global world.
 
 Keywords: Translating; Young Learner; and Skills.

Empowering Education: Integrating Canva as an Innovative Instructional Media in Community Schools

This community activity aims to strengthen the awareness and skills of SD Negeri 1 Peunaron teachers regarding the use of Canva as a learning medium. Through a series of activities, including familiarization sessions, hands-on demonstrations, and group practice sessions, teachers are given in-depth instruction on how to integrate Canva into everyday learning. The results of this service include the creation of more creative and interesting learning materials, as well as the formation of a mutually supportive learning community between teachers. Even though obstacles related to technology accessibility still exist, the successful implementation of Canva at SD Negeri 1 Peunaron provides motivation for continued initiatives. This success not only represents a revolution in teaching practice, but also marks the first step towards more innovative learning in rural settings. In this way, this service will not only have an impact at the local level at SD Negeri 1 Peunaron, but can also become a model for other schools in utilizing technology to improve the quality of learning. This success provides a framework for further investigating the potential of technology in rural education, creating a wave of innovation that could change the learning paradigm in schools across the region.

Chinese Primary School Teachers’ Perceptions of Social Media-Based Microlearning for Improving Students’ English-Speaking Abilities

Aim/Purpose: This study aimed to identify primary school teachers’ perceptions of leveraging social media-based microlearning to improve students’ English-speaking abilities. Background: The value of social media as an effective educational tool for English language learning has been recognized by educators in higher education in China. However, there is a lack of investigation into primary school teachers’ perceptions of using social media to improve English in China, especially English speaking, which has long been a weak component for Chinese EFL learners. Microlearning, as an effective learning approach for training, has been effectively adopted in various fields. Therefore, exploring the Chinese primary school teachers’ perceptions of social media-based microlearning to improve students’ English-speaking abilities may contribute to innovative learning for EFL speaking. Methodology: This study served as a case study, particularly a single-case design, in investigating how in-service Chinese primary school teachers perceived the role of social media-based microlearning in improving students’ speaking skills. Data was gathered through an online qualitative survey and analyzed via Thematic Analysis using NVivo 14. Twenty participants were recruited through convenience sampling from a primary school in Chengdu, Sichuan, in southwest China. Contribution: This study contributed to the awareness of using social media-based technologies to improve Chinese college students’ English-speaking abilities by providing the teachers’ perspectives. Findings: The analysis yielded several subthemes for the six primary themes, namely Disparities, Affordances, Drawbacks, Challenges, Suitable Content Types, and Helpful Suggestions. Specifically, the affordances of social media-based microlearning included Flexibility in Learning Pace, Accessibility and Convenience, Diverse Learning Resources, and Authentic Language Exposure. Additionally, there are five suitable content types: Multimedia-based Stories and Content, Practical English, Popular Channels, and Learning Skills. The analysis of drawbacks and challenges indicated that the learner-centered design of social media-based microlearning still needs improvement. Lastly, focusing on the creation of a supportive learning community, several subthemes were listed for Helpful Suggestions. Recommendations for Practitioners: The findings revealed that social media-based microlearning is a promising approach to English-language learning in primary schools. Relevant guidelines, challenges, and suggestions found in this study should also be taken into consideration for effective application. Recommendation for Researchers: For researchers in the field of instructional technology, it is essential to realize that this study primarily focuses on teachers’ perspectives in terms of the use of social media-based microlearning for learning, which means that incorporating the viewpoints of students and experts may be necessary for an in-depth needs analysis. Impact on Society: Leveraging social media-based microlearning to enhance students’ English-speaking abilities presents advantages and disadvantages. Yet the potential for effective social media-based English learning, if well designed, becomes promising. Future Research: More empirical studies investigating social media-based microlearning modules on students’ English speaking should be conducted for future research, along with integrating new technologies or teaching paradigms, such as social media-based collaborative learning.

Group Assessments to Help Build Online Learning Communities in Biomedical Science Distance Learning Programmes.

Introduction: Biomedical Science distance learning courses offer flexibility in study while in employment. Asynchronous and self-learning approaches are common within such courses and often student-student interaction is limited. The aims of this study were to establish learning communities, develop confidence in participating in online teamwork and foster an appreciation of transferable skills including digital capabilities through remote group activities. Materials and Methods: Two cohorts of students (n = 20/n = 21) were enrolled in a microbiology module of an IBMS accredited MSc distance learning course. Groups of 4-5 students produced a digital output relating to current global infection-related issues, namely, assignment 1, production of a slide deck, which peers could use as learning resources and assignment 2, a voiceover PowerPoint debate, and infographic, voting assessment and peer/self-marking. Students also prepared reflections using written format and a FlipGrid video-recording. A qualitative content analysis was conducted on reflections from all students. Students completed a pre- and post-assignment survey focused on the development of transferable skills for the biomedical sector. Results: Students' skills and confidence increased following completion of the group assignment, as evident from the pre- and post-questionnaire responses, namely, possession of digital skills and digital creation abilities (29% v 83%), applying for jobs which require digital skills (54% v 89%), talking about examples of using digital media during job interviews (21% v 78%) and demonstration of creativity during assignment tasks (33% v 90%). Critical thinking was more commonly demonstrated during the debate in comparison to the slide deck activity (p = 0.001). The importance of developing digital skills, was higher following completion of the group activities (p = 0.03). Students reflected on the value of the group activities in relation to knowledge acquisition (85%, 86%), collegiality (70%, 71%), digital skills development (80%, 90%), the fact that the activities were enjoyable (70%, 67%) and the development of peer interaction and support (50%, 67%) in relation to assignment 1 and 2, respectively. Discussion: Increasingly digital technologies are being used in the healthcare sector resulting in updated HCPC Standards of Proficiency. This study highlights that virtual group activities promote the establishment of supportive learning communities and the development of transferable skills including digital capabilities for application within the biomedical science workplace.

Navigating the landscape of academic coaching: a comprehensive bibliometric analysis

PurposeAcademic coaching (AC) has gained a significant attention to support student success and achievement in higher education, management and psychology. This study aimed to conduct a comprehensive bibliometric analysis of AC literature to identify the top authors, research patterns, hotspots and research topics in the field.Design/methodology/approachThe study utilized a bibliometric analysis of articles published between 1987 and 2023, using descriptive and network analysis methods with tools such as RStudio, Biblioshiny, Excel and VOSviewer. The study also conducted functional, mapping and content analysis, to identify AC literature's key themes and research areas.FindingsThe results revealed an increasing interest in AC, with increased publications. However, there are gaps in geographical diversity and authorship. Most studies were conducted in the United States of America and the UK, and were published in education, psychology and coaching journals. Common themes included coaching, professional development, higher education and mentoring. Emerging research areas include: coaching efficacy in education, AC as an online learning support and professional learning communities. More studies are needed in different contexts and with larger sample sizes.Originality/valueThis comprehensive bibliometric analysis adds to the existing literature by presenting a detailed analysis of the field of AC, filling a gap in the current literature. The study's unique contribution is its examination of emerging research areas and themes in AC literature, providing directions for future research. This study is particularly relevant for researchers, practitioners and policymakers interested in understanding AC's state of the art and identifying promising areas for future research.

Investigating the Learners Profile of EFL Intermediate Speakers in 21st Century : A Case of Senior High School Students

This descriptive research aimed to analyze and describe the learners profile of Senior High School students at A Private Senior High School Cirebon in the academic 2022/2023. The subject of this study is the tenth grade students of Senior High School Cirebon. There were 4 students and 1 English teacher who were choosen as the subject of the study. Interview and literature review technique was applied in determining the subject. In order to collect the data for this study, the interviewed by face to face directly to find out how many characteristics Learners Profile their have in 21st century and find out the factors students have to make them successful as English students in 21st century. The research finding show that students get six characteristics of Learners Profile such as students have critical thinking, collaboration, a good communication, have creativity skill, have innovation think and their have own self-direction. To be a successfull English students must have grow a sense of motivation within yourself, have supportive learning community surround them and students uses media technology in learning English.

Developing Learning Communities Online

While online course delivery in higher education has been increasing for several decades, students can face unique challenges in the digital environment. At a small university in Western Canada, online and blended learning have been a major focus for course delivery since 1995. Considering the risk that students could experience a lack of meaningful connection with their fellow students, the university launched a not-for-credit online learning module in 2006 that was designed to provide new-to-program students with resources and activities to encourage learning community development. Since the first module was launched, several programs at the university have adapted the original module to suit their specific needs. In this paper, we explore the experiences of graduate students in three programs over an eight-year period. Students completed surveys focused on the role of three module activities in helping them develop a supportive online learning community. The findings were organized under three areas that revealed elements of the module that worked well, areas for improvement, and suggestions for module additions. The recommendations call for making modules that are not-for-credit, mandatory, support both synchronous and asynchronous collaboration, use only one web-based entry point, consider time zones, and support students’ ability to balance their education with their out-of-school commitments. For those who may wish to include similar activities for their students, we have included a link in the paper to the Open Educational Resource that was developed in support of our research.

Community Language Learning in Tertiary-level Teachers

Community Language Learning, or CLL, is a student-centered method that strongly emphasizes building supportive learning communities and interpersonal communication. The study looks into the strategies instructors use to support CLL, the difficulties experienced in putting this strategy into practice, and the outcomes seen in student involvement, participation, and language competency. Interviews with tertiary-level instructors who know CLL were used in the research method to gather qualitative data. The research identified several CLL framework components, such as subject contextualization and sharing in groups, the teacher approaches to collaborative learning, and group discussions and sharing as beneficial practices. These techniques promoted individualized interaction, attentive listening, and direction, which boosted student involvement and engagement. The study did note specific issues with involvement and communication, as well as the language barrier experienced by non-native English speakers while applying CLL. A supportive classroom learning environment and scaffolding strategies to enhance language development were proposed as solutions to these problems. The findings demonstrated CLL's achievements, such as improved student engagement, enhanced communication abilities, learner empowerment, and the emergence of authentic use of language. In addition, the results underscored the significance of student involvement and engagement as success markers. The study also covered the effects of CLL on developing a learner-centered approach and a conducive atmosphere for language acquisition.

Social-Emotional Learning and Social Dimensions of Pre-Service Teachers

In today's inclusive and diverse society, students' first exposure to diverse backgrounds, opinions, and skills occurs in the classroom. Social-emotional learning (SEL) aims to help individuals understand their ideas and feelings, become more self- aware, and build empathy for others to assist all students to be successful. It is the teacher's responsibility to raise concerns and affection for students and to attend to their needs and feelings. Pre-service teacher preparation is training and development that teachers get before they start their teaching career as role models for their students and to help them become part of a collaborative and supportive learning community. This research discusses the level of social-emotional learning and the social dimension of pre-service teachers and analyzes its relationships. In this study, descriptive correlational research was used. A research-made survey questionnaire was used as the research instrument. The following are significant findings of the study: Pre-service teachers' levels of social-emotional learning in terms of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making are highly competent. Pre-service teachers' levels of social dimensions in terms of belongingness at school, social learning experiences, and relationships with teachers, peers, and parents are highly competent. The research reflects that it is possible to integrate SEL in a classroom setting considering classrooms as the central location of learning where the students spend the majority of their time.

Creating Inclusive Syllabi: Recommendations From the Field

Attrition is a persistent concern across online campuses. Because online programs often attract greater numbers of nontraditional, diverse students, attrition issues can especially impact learners from underrepresented groups. Modifications in language and communication, starting with the course syllabus, can create a foundation for an inclusive and supportive learning community. We describe our own process of revising the syllabus template within a counselor education program at a large, online university, via the Student Experience Project (SEP). We offer recommendations for current and future practice and concrete suggestions for higher education faculty members across disciplines.

Pre-service Teachers Reflection on their Undergraduate Educational Research Experience through Online Instructional Delivery

Undergraduate research as a high-impact educational practice aims to develop the personal and professional growth of preservice teachers and prepares them to be effective practitioners in the field. With the sudden shift in instructional delivery, a dearth of studies focusing on students’ experiences in conducting research in the online learning environment is observed. This study examined the experiences of 80 preservice teachers from a teacher education institution implementing a pure online instructional delivery in conducting educational research through descriptive phenomenology. Their narrative accounts were obtained through their post-assessment reflective journal with seven guide questions and were analyzed using thematic analysis. Their nuances articulated that students' prior knowledge and experiences in research, presence of support groups, availability of learning resources, and perceived benefits were the enabling factors for their learning success. However, there were also challenges along the way such as communication barriers, lack of resources, overlapping responsibilities, and the quality of their output and performance. The presence of a supportive virtual learning environment and online learning community is critical to learning outcomes and the quality of learning experiences.

The Impact of an Instructional Development Program on College of Agriculture Faculty Members’ Teaching-focused Social Capital: A Mixed Methods Approach

The social aspect of faculty instructional development programs is increasingly recognized because the programs' impact is greatly influenced by social interactions among faculty participants. These interactions allow faculty members to reflect on and improve their teaching practices. Although the literature has shown that effective instructional development programs help develop faculty’s educational knowledge, attitudes, and teaching practices, little research has investigated how instructional development programs help faculty develop their teaching-focused social capital. To address this knowledge gap, this study examined the impact of an instructional development program, Teacher’s College, on faculty participants’ teaching-focused social capital development. The findings from the mixed-methods study indicated that Teacher’s College positively affected faculty participants’ teaching-focused social capital by promoting connections with individuals across the college and providing a supportive learning community. This study also found that online and socially distant meetings due to the pandemic and geographic distances diminished faculty participants’ opportunities to develop their social network and social capital. Based on the findings, we propose recommendations for Teacher’s College and future research in the evaluation of faculty instructional development programs.

Students' Cognitive Engagement in Problem Solving and Online Learning

One indicator of the success or failure of a learning process in the classroom is whether there is an increase in student learning outcomes, which can be seen from an increase in problem solving abilities. Furthermore, in online learning, student involvement is needed to support the learning success. The obstacles of the online learning process can be examined with the involvement of students (cognitive engagement). So, it is very important for lecturers to grow student involvement in online learning activities to achieve learning goals and maximum learning outcomes. By using qualitative research methods and involving two research subjects, this study aimed to determine how involved students are in the online lecture process and the level of students’ problem-solving abilities. Interviews and questionnaires were used to collect the data. The results showed that three types of student engagements were found thus far: supportive learning communities, engaging multimedia, and active online discussion forums.
 Keywords: cognitive engagement, problem solving, sequences, pandemic

An Analysis of the Features and Aspects of Student Activities from Different Performance Groups Participating in the College Learning Community

This study aimed to analyze the motivation of participation, satisfaction, and core competencies of two different groups of students, namely, higher and average performance groups, and then to compare the distinctive aspects of their activities according to the participation stages. For these purposes, this study collected the reflection journals and satisfaction surveys from 59 students who participated in the learning community, and analyzed the collected data by using content analysis and the independent <i>t</i>-test. The main research findings were as follows.</br>First, in both groups, the participants were motivated most by enhancing the major competencies, and they were satisfied most with the active participation of their fellow students. Additionally, the independent <i>t</i>-test showed that the scores pertaining to program satisfaction and core competencies of the higher performance group were significantly higher than those of the average group. Second, this study reconstructed the frameworks from the previous studies and developed the final framework, including 3 participation stages and 17 evaluation indicators for comparing the distinctive aspects of student activities. Third, compared to the average group, the results showed that the higher performance group had more frequency of responses in 11 evaluation indicators. The results also showed higher frequency of responses in all of the three stages of participation. Remarkably, the higher performance group had more frequency of responses in all the indicators included in the execution stage. Lastly, based on all the findings, this study derives practical implications applied to manage and support learning communities, and makes suggestions for strengthening the program.