Teaching Learning Research Articles

Symposium 2: The potential for Networked Learning in Environmental Assessment teaching in Sweden

This paper explores the current teaching of Environmental assessment (EA) in Sweden. EA processes aim at identifying the potential advantages and disadvantages of a proposed action mainly applied in physical landuse planning and for the approval of projects. EA not achieving best practice has been an issue within research for a long period of time. At the same time, the competence requirements on EA practitioners are very high. Recent court verdicts have raised a concern about the competence status among Swedish practitioners in the field of EA. The aim of this paper is to explore and analyse the current teaching in EA in Sweden in order to develop this field through influence from other disciplines, in this case Network Learning (NL). The paper builds on two different analyses. The first being an analysis of Swedish EA courses. The second being a comparison of the International Association for Impact Assessment (IAIA) Best Practice Principles for Teaching, and the Design dimensions for NL. The analysis shows that most of the courses are leaning more towards practical training than integration of research contribution and research training. This means that there is a risk that the students will leave the university with a low absorptive capacity. The analysis has also identified that vital competences are lacking in current teaching. These are the awareness of EA being an interdisciplinary process and integrative and systems thinking. This despite, the ability to synthesize information from different sources to develop a holistic understanding is central to EA practise. The comparison with the design dimensions for NL experiences shows a clear correlation with the category pedagogy of the IAIA Principles an indirect correlation with content and skills. The social dimension in NL is not visible in the analysed course syllabuses, and notions of conflict management and reflective practice are weak. The backbone of EA teaching is the same in all countries and there are good opportunities, with technology, to build international teaching networks. This would enable more knowledge sharing in larger teaching communities in the field of EA teaching. Therefore, network learning offers a potential for EA teaching, bridging the gap between theory and practice.

Explore the Teaching Design of English Reading based on the Alignment of Teaching, Learning and Evaluation

The “Alignment of Teaching, Learning and Evaluation” emphasizes the integration of teaching content, learning process and evaluation method in the whole teaching process, through which students’ comprehensive ability, teachers’ professional development and teaching reform can be facilitated. Taking Living Legends (Reading and Thinking) from Lesson 2, Unit 3, Book 1 by People’s Education Press as an example, this study explores how to guide students to complete the knowledge input, intake and creative output from text interpretation to practical application, then to innovation and transformation based on text and students analysis, aiming to sort out the specific methods and steps of integrated teaching, learning and assessment from macro planning to micro classroom teaching, and provide practical enlightenment for integrated reading teaching, learning and assessment in senior high school and useful data for theoretical research on teaching evaluation.

La percepción de estudiantes ante la aplicación de metodologías activas en el curso de diseño asistido por computadora

Aim. This study aims to determine the impact of applying active methodologies (flipped classroom teaching, collaborative, and discovery learning) on students’ perception of the development of a computer-aided design (CAD) course. Method. The research employed a mixed-method design (quantitative - qualitative). For the stimulus, a teaching-learning environment was prepared and applied based on the aforementioned methodologies. Subsequently, data was collected from a sample of 132 industrial engineering students, using a five-level Likert scale questionnaire, previously validated and complemented with interviews from delegates of three sections. Quantitative data were analyzed using descriptive statistics and the sign test for inferential contrast, while qualitative data were examined through in-depth interviews with the delegates. Results. The students responded favorably to the applied methodologies. Likewise, methodologies encouraging students’ participation, making them the central actors and, at the same time, enabling them to construct their own paths to knowledge, were well received by students. Conclusions. The results showed a positive impact of the chosen active methodologies on student’s perceptions of the CAD course development. This research can be replicated in other CAD-related courses to gain a better understanding of the impact of those methodologies on students.

Towards a sustainable training on epidemiology and public health in Tamil Nadu, South India: a narrative review

Aiming to improve public health, with the science of epidemiology, Tamil Nadu Dr. MGR Medical University established the department of epidemiology in February 1997 and began its two year Master's degree program in Epidemiology and Public Health. A core mission of the department is to provide high quality education in epidemiology, translate epidemiologic research findings into clinical practice, and advance epidemiology research. In order to ensure that epidemiological research and practice continue to be of high quality, we aim to establish principles, activities, and successful outcomes of graduates contributing to the reduction of disease burden in human populations through research, education, and service. The description of courses was based on internal discussions and reviewing documents. The central components of the courses were divided into input, process and outcomes. A total of 55 students were enrolled in epidemiology from 2001-2004 and 75 in public health from 2017-2024 with Faculty-to-student ratio ranging from 4 to 5. Learning methods include lectures, technology-based learning, and group and individual instruction. In the field, students spend 75% of their time in state/central government institutions, and are required to submit a field report upon completion. There are 250 publications, 200 projects, 30 abstracts and 7 chapters, graduates working under state health departments of India, ICMR institutes, and pursuing additional degrees at John Hopkins and universities of France. With our guiding principles of think big, go far, learn together, and inspire change our goal is to provide evidence of sustainable epidemiological training.

A survey-based study: assessing inpatient attending perspectives on teaching learners, feeling valued, and symptoms of burnout

BackgroundPhysician burnout is rising, especially among academic physicians facing pressures to increase their clinical workload, lead administrative tasks and committees, and be active in research. There is a concern this could have downstream effects on learners’ experiences and academic physician’s ability to teach learners on the team.MethodsA 29-question RedCap survey was electronically distributed to 54 attending physicians within an academic learning health system who oversaw the General Medicine inpatient teaching services during the 2022–2023 academic year. The aims were to assess this cohort of attending physicians’ experiences, attitudes, and perceptions on their ability to effectively teach learners on the team, feeling valued, contributors to work-life balance and symptoms of burnout, Fisher’s Exact Tests were used for data analysis.ResultsResponse rate was 56%. Attendings splitting time 50% inpatient / 50% outpatient felt that team size and type of admissions model affected their ability to effectively teach learners (p = 0.022 and p = 0.049). Attendings with protected administrative time felt that non-patient care obligations affected their ability to effectively teach the learners (p = 0.019). Male attendings and attendings with ≤ 5 years of General Medicine inpatient teaching experience felt less valued by residency leadership (p = 0.019 and p = 0.026). 80% of attendings experienced emotional exhaustion, and those with > 10 weeks on a General Medicine inpatient teaching service were more likely to experience emotional exhaustion (p = 0.041). Attendings with > 10 weeks on a General Medicine inpatient teaching service and those who were a primary caregiver were more likely to experience depersonalization (p = 0.012 and p = 0.031). 57% of attendings had reduced personal achievement.ConclusionsInstitutions should seek an individual and organizational approach to professional fulfillment. Special attention to these certain groups is warranted to understand how they can be better supported. Further research, such as with focus groups, is needed to address these challenges.

Exploring librarians' practices when teaching advanced searching for knowledge synthesis: results from an online survey.

There is little research available regarding the instructional practices of librarians who support students completing knowledge synthesis projects. This study addresses this research gap by identifying the topics taught, approaches, and resources that academic health sciences librarians employ when teaching students how to conduct comprehensive searches for knowledge synthesis projects in group settings. This study applies an exploratory-descriptive design using online survey data collection. The final survey instrument included 31 open, closed, and frequency-style questions. The survey received responses from 114 participants, 74 of whom met the target population. Some key results include shared motivations to teach in groups, including student learning and curriculum requirements, as well as popular types of instruction such as single session seminars, and teaching techniques, such as lectures and live demos. This research demonstrates the scope and coverage of librarian-led training in the knowledge synthesis research landscape. Although searching related topics such as Boolean logic were the most frequent, librarians report teaching throughout the review process like methods and reporting. Live demos and lectures were the most reported approaches to teaching, whereas gamification or student-driven learning were used rarely. Our results suggest that librarian's application of formal pedagogical approaches while teaching knowledge synthesis may be under-utilized, as most respondents did not report using any formal instructional framework.

The Impact of Public Policies on Teaching Learning Activities Due to The Covid-19 Pandemic

Covid-19 In response to the COVID-19 pandemic, Indonesia, as declared a national disaster by President Joko Widodo through Presidential Decree No. 12 of 2020, has transitioned into an emergency response phase for non-natural disasters. The World Health Organization labeled COVID-19 a global pandemic on March 11, 2020. The pandemic has significantly disrupted various aspects of daily life, notably the education sector. To maintain educational continuity amidst this crisis, the Indonesian government implemented online learning policies. This shift from traditional face-to-face instruction to distance education poses unique challenges, especially for elementary and kindergarten students. This journal explores the impact of these public policies on teaching and learning during the pandemic, using a descriptive-analytical literature review. Findings reveal that while technology facilitates continued education, it also introduces challenges related to academic culture, values, attitudes, skills, and technological readiness. The study underscores the crucial role of technology in bridging the gap created by the pandemic and highlights the need for addressing associated obstacles to enhance the effectiveness of online education.

Literasi Digital Dalam Meningkatkan Hasil Belajar Fikih Siswa Kelas XI Agama Materi Pernikahan Dalam Islam MAN Model 1 Manado

This research is Classroom Action Research (PTK). The research subjects were students of class XI Religion MAN Model 1 Manado. The population in this study were students of class XI Religion MAN Model 1 Manado. The number of students in class ), and 4) Reflection Stage (Reflecting). The use of digital literacy in research refers to or adapts the demonstration learning method with the Explicit Instruction learning model. The improvements made by the researcher in cycle II provided an increase in student learning outcomes so that there was 1 student remaining who had not achieved a completeness score in learning Islamic jurisprudence material on marriage with a normalized gain calculation value = 0.25 in the low category and a percentage increase in learning outcomes of 80% to 96 % of students who achieved a completion score. In other words, there has been an increase in student learning outcomes in learning Islamic jurisprudence material on marriage by using digital literacy.

Feasibility of submaterial module for reproductive system disorders based on inventory of medical plants

Modules are teaching materials designed to be studied by students independently or with minimal guidance from educators because they are equipped with their learning instructions. This study aims to determine the feasibility of teaching materials for reproductive system disorders submaterial modules from the inventory of medicinal plants that facilitate and relieve menstrual pain in Tumiang Village, Samalantan District, Bengkayang Regency. The research method was used research and development (R&D) Borg and Gall model, including potential problems, data collection, product design, design validation, and product revision. The validation of the teaching materials was done by five validators using validation sheets. The aspects assessed in the validation sheet consist of content, language, presentation, and graphics. The validation data were analyzed using the Content Validity Ratio (CVR) and the Content Validity Index (CVI). The results of the validation of the module’s instructional materials yielded a CVR value of 1.00 for each criterion with a valid category and a CVI value of 1.00 with a valid category. Based on these results, it can be concluded that the module on reproductive system disorders from the results of the inventory of medicinal plants that facilitate and relieve menstrual pain is suitable for use as teaching material.

Impact of TOC (Teacher Organizational Commitment) and VTLE (Virtual Teaching Learning Environment) on Teachers' Innovative Work Behavior (TIWB) Influencing ICT Skills and Employees Creativity

The use of technology in education has challenged traditional paradigms of teaching and learning, resulting in instructor adaptability and creativity. The rapid advancement of digitalization has resulted in an unparalleled array of tools and platforms that educators can employ to augment the learning process. Consequently, the objective of this study was to examine the relationships among teacher organizational commitment (TOC), teachers' innovative work behavior (TIWB), virtual teaching-learning environments (VTLE), employee creativity and ICT abilities. It also explored how technology readiness and virtual integration play a moderating influence. A quantitative study approach was used, with a broad sample of teachers from various educational institutions participating. Data was collected from 502 teachers using validated self-report surveys that measured the dimensions under research. The variables' relationships were examined using structural equation modeling. The results showed that teacher organizational commitment and creative work behavior are positively correlated. Virtual teaching-learning environments were discovered to have a considerable impact on innovative work behavior. ICT skills and employee creativity strongly were associated with innovative work behavior. Furthermore, virtual integration and technological readiness were recognized as important moderators that shape the interactions between commitment, virtual environments, innovation, and creativity. This study advances our understanding of the interactions between technology, commitment, innovation, and virtual worlds in influencing instructors' behavior. It emphasizes the significance of dedication and technological integration in promoting innovative teaching techniques. The study provides guidance for educators, educational organizations, and legislators who want to improve education in the digital era.

Exploring Digital Learning Opportunities and Challenges in Higher Education Institutes: Stakeholder Analysis on the Use of Social Media for Effective Sustainability of Learning–Teaching–Assessment in a University Setting in Qatar

The use of social media (SM) platforms in higher education has seen significant growth since the global pandemic disrupted traditional learning methods and forced stakeholders to explore alternatives. This trend is expected to continue with the rise of newer digital learning platforms, tools, programs and pedagogies, particularly within the context of the Fourth Industrial Revolution and the evolution towards Education 4.0 and Education 5.0. Despite a significant level of research into SM’s role in informal learning, there has been limited exploration of its integration into pedagogical practices, particularly regarding assessment challenges and innovations in university settings. Additionally, there is scarce research on mobile applications in academics, hindering the effective integration of SM platforms into curricula. This study addresses these gaps by examining stakeholder perceptions of using SM for educational purposes in a university setting in Qatar. Following a comprehensive and comparative literature review and analysis, a thematic analysis of interviews with 20 stakeholders revealed that SM platforms go beyond communication, serving as tools to enhance professional identity, reputation, research profiles, knowledge dissemination, and social practices, but they lack methodologies to integrate effective learning, either independently or in formal learning/teaching/assessment settings. This study proposes a framework to optimize the use of SM platforms, with a particular focus on sustainability, for lifelong learning and knowledge-based societies leading to more sustainable and prosperous economies. The findings encourage the reconsideration of digital assessment and the expansion pedagogical practices in alignment with modern social learning through an expansive array of SM tools and platforms.

The Level of Attitude of Malay Language Teachers in Applying Digital Learning in Malay Language Teaching

The Level of Attitude of Malay Language Teachers in Applying Digital Learning in Malay Language Teaching

Space agnostic or space, place and delivery mode specific – one or the other: Addressing the privileging of the classroom over online learning

Purpose The purpose of this viewpoint paper is to address the privileged position that classroom learning continues to hold over online learning and to consider the nuances associated with space and place in learning design and teaching for online learners. Design/methodology/approach It is often believed that the learning that is undertaken in the classroom is superior to the learning designed and delivered for online delivery. In many instances online learners have been subjected to learning and teaching designed for the classroom – learning that is designed for a very different delivery mode, one in which space and place have a significantly different impact on learning, and where connectedness with teaching staff and other students is assumed. Findings No findings as this is a viewpoint paper. Research limitations/implications No research implications as this is a viewpoint paper. Practical implications This paper has practical implications for learning designers and those involved in the design and development of online learning events. Originality/value No originality value as such as this is a viewpoint paper.

Strategies for Cooperative Learning in Grammar Teaching of Senior High School

Strategies for Cooperative Learning in Grammar Teaching of Senior High School

Theoretical Prerequisites for the Application of Interactive and Active Methods of English Language Instruction in Distance Learning

This article examines the theoretical prerequisites for the use of active, and interactive methods of teaching English in the conditions of distance learning. The analysis of literary sources and the semantic understanding of the content of the research topic made it possible to develop a methodological apparatus for distance learning. The research objective of the article: theoretical justification of the use of active and interactive methods of teaching English in the conditions of distance learning. The object of the study is the process of distance teaching of the English language. The subject of the study is the use of active and interactive methods of distance teaching of English. Within the framework of the study, the following hypothesis is put forward if digital means are used in the process of distance teaching as an important condition of a distance learning system. It is necessary to take into account their content components, and the relationship with the taxonomy of learning goals, and learning experience, since this will reflect the activity, and interactivity of teaching English in distance learning.

A Study on Teacher’s Regulative Discourse in Online Academic English Writing Course

This study investigates the use of teachers’ regulative discourse in an online academic writing course from the perspective of Bernstein’s pedagogic discourse theory. By observing and analyzing the data from the “Academic English Writing” course on the China University MOOC platform, the study examines the forms, syntactic expressions, and functions of directives used by teachers in online classes and explores their impact on teaching and student learning. The findings reveal that teachers prefer to use direct regulative discourses, such as imperative sentences while utilizing indirect and more polite discourses less frequently. The findings help to provide references for MOOC teachers to optimize their use of regulative discourse.

Implementing active learning in a teaching–learning sequence on rolling motion for mechanical engineers

In this work, we describe a teaching–learning sequence (TLS) on rolling motion, designed and implemented within a Physics 1 course for Mechanical Engineers. The TLS was grounded in Physics Education Research findings and employed active learning strategies, particularly simulation-based exercises that included both conceptual questions and quantitative tasks. We detail and reflect on the development process of the TLS, focussing in particular on the alignment between the identified learning goals and the proposed instructional activities. We present data on students’ attainment of these learning goals, utilizing a post-instruction conceptual survey and an analysis of students’ performance in the final exam. Our research aims to contribute to the implementation of research-based, active learning sequences in large-enrollment contexts, specifically in those courses where both conceptual understanding and formal problem solving are valued.

Micro Learning-based Module: A Teaching Tool to Enhance Students’ Competence in Grade 9 Trigonometry

Globally, as the education field gear towards recovery from the Covid 19 pandemic, there is a must to adapt teaching strategies that will equip the teachers to continuously provide quality and engaging activities in a simplified manner that will bring out the best of the students. This paper describes the effectiveness of microlearning-based module as a teaching tool in enhancing students’ competence in Trigonometry. Data analysis gave results that there was mean difference of of 4.46 in illustrating, 5.02 for identifying, and 4.5 in solving after being exposed to the created learning material. The posttest result suggests that microlearning-based useful tool for enhancing students’ competence of the 9th – grade students in Trigonometry. Level. The hypotheses that claimed there was no significant difference between mean scores in the pretest and post- test of the three competencies in Trigonometry was negated. According to the results, students’ competence in Trigonometry were enhanced in terms of mean scores. Future student performance in the three competencies in Trigonometry can be projected to be better and more satisfying if this trend holds if it does. The created learning material can be credited with enhancing students' competence in illustrating the following topics: the six trigonometric ratios, the trigonometric ratios of special angles, and angle of elevation and angle of depression. Also, the microlearning module can improved the competency of identifying the trigonometric ratio that can be used in relating the angles and sides of a right triangle. The designed learning material can help the students enrich their solving skills such as solving the missing parts of a right triangle, evaluating trigonometric expressions of involving special angles, and problem solving involving right triangle, angle of elevation, and angle of depression. Hence, it is highly recommended that the school use this learning material to encourage effective teaching and quality learning.

A Comparative Analysis of English Language Student and Teacher Training in Inclusive Education and Specific Learning Difficulties in Canton Sarajevo in Bosnia and Herzegovina

The aim of this study was to conduct a comparative analysis of topics on inclusive education and Specific Learning Difficulties (SpLDs) provided in initial and continuing training opportunities for English language students and teachers in Canton Sarajevo in Bosnia and Herzegovina. The study follows a convergent mixed methods design with an explanatory nature. A questionnaire was used to gather both quantitative and qualitative data on student and teacher views about training in inclusive education and SpLDs at the English Department of the University of Sarajevo and the formal English language teacher professional development programs in Canton Sarajevo. The results suggest that teachers are exposed to more topics on inclusion and SpLDs in their professional training compared to students and potential future English language teachers in their initial training, with a focus on strategies of reflective practice to inclusive language teaching and language learning processes of students with SpLDs.

Reform of teaching and practice of the integrated teaching method BOPPPS-PBL in the course “clinical haematological test technique”

BackgroundIn order to meet the demand for laboratory talents in the clinical laboratory industry and address the current curriculum characteristics and shortcomings of the teaching mode of “Clinical Hematology Laboratory Technology”, we investigated the effectiveness of the bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary model combined with problem-based learning (BOPPPS-PBL) in undergraduate teaching of this course.MethodSeventy students majoring in Medical Laboratory Technology from the Army Medical University in the past 5 years have been selected and divided into two groups with the same teaching content and time. The control group (2015 and 2016 grades) used traditional teaching methods, while the experimental group (2017, 2018 and 2019 grades) used the BOPPPS-PBL model. After class, diverse evaluation methods were used to analyze the formative and summative exam scores of the two groups of students.ResultsAfter the reform, students performed significantly better in exams than before. In addition, the new teaching methods have had a positive impact, with students demonstrating high motivation for self-directed learning and problem-solving abilities.ConclusionCompared to traditional teaching methods. The BOPPPS-PBL integrated case study education model is a relatively effective teaching method to improve students’ problem-solving ability and comprehensive practical ability.