Theory-based Learning Research Articles

Enhancing clinical law education through immersive virtual reality: A flow experience perspective

BackgroundThe existing literature lacks experimental studies that provide a genuine virtual reality experience, particularly within the context of the flow experience, as it relates to clinical legal education. AimsThis study investigates the impact of immersive Virtual Reality (VR) on clinical law education, with a particular focus on the flow experience. SampleEighty-three law students participated in case practices. MethodThe study adopted an experimental design that included a random post-test control group, two distinct VR environments, immersive VR and desktop VR, were employed to create authentic scenarios mirroring real-life legal cases, and differences between the groups were tested using One-Way Multivariate Analysis of Variance (MANOVA). ResultsThe results revealed that immersive VR significantly enhances the flow experience of law students compared to desktop VR. Participants in the immersive VR group demonstrated higher levels of focused attention, telepresence, time distortion, and interaction, indicating a more profound immersion. Surprisingly, there was no significant difference in terms of enjoyment between the two groups, contradicting previous research in this area. ConclusionsThis study is pioneering in its approach, offering a unique contribution to the field of law education. It highlights the potential of immersive VR as a valuable tool for enhancing clinical legal education and creating more engaging learning experiences. Expanding the use of these virtual environments to both practical and theory-based learning methods presents an exciting avenue for further exploration in the field of legal education.

Experiences of Allied Health Clinicians Accessing a Pilot Project ECHO® Program to Support Learning in Pediatric Feeding.

Pediatric feeding disorder is increasing in prevalence, yet low clinician confidence regarding its management is a barrier to care. Targeted clinician training is needed as traditional didactic training programs are limited in both their accessibility and capacity to provide opportunities for the application of theory-based learning. This study examined the experiences of a group of clinicians involved in a multidisciplinary PedFeed ECHO® network, a virtual community of practice established to support speech pathologists, occupational therapists, dieticians, and psychologists in Queensland, Australia, working with children with pediatric feeding disorder. Sixteen clinicians (34% of the total PedFeed ECHO network) from different professional backgrounds, clinical settings, and locations participated in semistructured interviews three months post completion of eight ECHO sessions. Inductive thematic analysis revealed three themes: (1) broad-ranging outcomes of PedFeed ECHO, (2) participant experiences of PedFeed ECHO, and (3) facilitators for future success. PedFeed ECHO was viewed very positively and provided participants with a valuable opportunity for information sharing and collaboration as a multidisciplinary team. Participants described impacts on their professional practice, knowledge, confidence, and professional isolation, as well as service and patient-level impacts. Several facilitators for the success of future PedFeed ECHO cohorts were provided. Insights from participants will serve to improve the design and delivery of ECHO training for future cohorts. Monitoring clinical skill development over a longer period of time and exploring clinician perceptions regarding direct impact on patient care are needed to further validate the impact of ECHO.

The perception of transversal skills among students of business administration: Gender gap. Service-learning, gender and skills in higher education

Higher education is increasingly oriented towards educating in values, based on the acquisition of practical skills. This has led to the development of active methodologies which complement theory-based learning and classroom lectures. Service-learning integrates ethical and social commitment by applying previously acquired skills and knowledge in real-life situations. This study aims to analyse the self-perception of transversals skills among students of business administration through a service-learning and the possible influence of gender. A questionnaire comprising 57 variables using a Likert scale was administered to a sample of 210 students, the data were analysed, and statistic significance tests were carried out. The results suggest there is a positive relationship between participation in the service-learning activity and the level of skill, especially for ethical and social skills, with significant differences by gender. This work aims to contribute to the consolidation of service-learning as a tool for the acquisition of ethical and social skills at universities, which is so important for future managers of companies and organisations.

TEACHING STRATEGIES IN SWIMMING AND AQUATICS

Research-based instructional materials, such as course manuals, should be used to optimize the performance of instructors teaching swimming and aquatics. This study used an exploratory research design to explore the teaching strategies and challenges of ten swimming and aquatic course instructors at Bicol University through survey interviews and curriculum analysis. The study revealed that the instructors used various teaching approaches in the course, depending on the topic. Major challenges were poor facilities, overcrowded pools, and a lack of professional development. A course manual covering the eight topics of the course was developed. The manual was evaluated and scored as acceptable for use in teaching the course. It was concluded that the techniques for implementing theory-based learning and the difficulties that educators face may serve as the foundation for the development of successful teaching resources, such as books and manuals. Strong institutional support for providing adequate facilities and professional development for instructors is recommended. Use of the manual developed here is encouraged to evaluate its effectiveness.

Using Critical Social Theory as Professional Learning to Develop Scholar—Practitioners in Physical Education: The Example of Bourdieu’s Theory of Practice

In this conceptual article, we present the idea that the physical education (PE) teacher is, out of professional necessity, a scholar—practitioner. To substantiate and evolve this idea, we develop a Deweyian pragmatist view of the scholar—practitioner which also embraces criticality. This stance collapses the binary notion of theory and practice and instead embraces theory and practice as a duality. We add a critical dimension to this duality through recognising that scholar—practitioners (especially leaders) require criticality and cultural awareness to raise questions over knowledge conventions and the mitigations of contextual factors their learners may face. We then turn to the critical and practical sociology of Pierre Bourdieu to illustrate how the use of theory may help PE scholar—practitioners enhance their criticality and cultural awareness. More specifically, we draw on Bourdieu’s primary concepts of field, capital and habitus to show how the application of this theory can help PE scholar—practitioners position themselves in relation to their profession and how they might know their field; be aware of their, and their students’, capital worth in relation to that field; and know themselves (their personal—professional habitus). In conclusion, we suggest that for PE scholar—practitioners, theory-based learning and its applied use might be considered a form of professional learning and not be limited to Bourdieu’s theory but extended to include a range of other aspects of critical social theory. We finish by suggesting that this approach to the PE scholar—practitioner is even more pertinent due to the field of PE becoming increasingly a third space—something which requires additional research and analysis.

Manajemen Pendidikan Entrepreneur dalam Meningkatkan Kompetensi Wirausaha Santri pada Pondok Pesantren Riyadlusharfiwalmantiq

This study aims to determine the implications of planning, implementing and evaluating entrepreneurial education on the entrepreneurial competence of students at the Riyadlusharfiwalmantiq Islamic Boarding School. The research method uses a qualitative approach with phenomenological methods, data collection techniques using observation, interviews and documentation techniques. The analysis technique uses SWOT analysis. The validity test used source training and technical triangulation methods. The results of the study indicate that the Entrepreneurship Education plan at the Riyadlusharfiwalmantiq Islamic Boarding School is set out in the form of an entrepreneur learning curriculum, which consists of theory-based learning planning and practice-based planning. Furthermore, it is described in the form of a learning syllabus that contains basic competencies, subject matter, indicators, learning activities, time allocation and assessment. Entrepreneurship education is implemented with two methods, namely theory-based learning and practice-based learning. Evaluation of the results of Entrepreneurship Education is carried out in 2 ways, directly (during the learning process) and post-learning. To examine the evaluation of entrepreneurial education learning using an evaluation model, namely the evaluation of the CIPP (Context, Input, Process, and Product) model. Entrepreneurial competence of students at Riyadlusharfiwalmantiq Islamic Boarding School was formed to have social entrepreneur and corporate entrepreneur competencies. Entrepreneurial education management has implications for students to gain knowledge, skills, and attitudes and aims to make students have the ability and ability to become beginners in entrepreneurship.

Community theory-based learning framework for Higher education

With the increased request for better student success, several methods investigate teachers' effectiveness undertaken with continued support from a related learning technology. With less durational experiences or extended education, programmers can have several ranges in theory-based universities. Teaching effectiveness in higher education strengthens students' impact and performance in the learning environment. The technological development in different platforms is completely understood and enhances education strategies. Community-based learning advantages for higher education are well recorded. The author concludes that educational institutions must make thoughtful choices about the parts they use, that they should strategically manage the network of internal and external stakeholders, including all communications and well-informed decisions, that they should recognize that shifts in student perceptions are common and encourage flexibility in system operations, and that it is normal for platforms to have specialized, high-performing departments/sections. The perspective of the group member is relatively less understood. Therefore, this paper proposes a community theory-based learning (CT-BL) framework to improve higher education learning technologies. CT-BL presents perspectives on how professors should contribute to strengthening partnerships between students and educators. The descriptive statistical model is used in a questionnaire session to recognize the central points in community participants' answers. Practical application of the framework within a variety of conservation groups illustrates the integrated approach's potential to serve as a portal through which practitioners can enter the realm of social science theory to better comprehend the current state and future directions of CT-BL interventions and activities. Students from several universities form collaborations to describe the way of theory-based learning. The community-based learning is evaluated based on the questionnaire raised by the learning participants. The community-based theory enhances higher education learning technologies. The overall participants of the University's higher education strategies are focused on community-based learning. Added teacher support for student awareness of information, experience, and competence and expanded academic participation in all cooperation elements involving advisor suggestions. The numerical results show that the proposed CT-BL model enhances the evaluation rate of 95.6%, reliability ratio of 94.2%, an efficiency ratio of 95.3%, the recognition accuracy of 90.3%, learning recognition rate of 92.2%, the impact of beliefs of 96.2%, dynamic nature rate of 93.4% when compared to other existing models.

Threaded Type Integrative Learning Model Develops Creative Thinking Skills of Elementary School Students

Implementing the learning process in several elementary schools still emphasizes mastery of learning materials or theory-based learning. This study aims to analyze the effectiveness of the threaded integrative learning model in developing elementary school students' creative thinking skills as one of the essential skills in the 21st century. This study used an experimental research design with a pretest-posttest control group design. The population of this research is 313 students. The sample of this research was 173 students of class V selected using the cluster random sampling technique. Methods of data collection using tests. The instrument used to collect data is test questions. Data analysis techniques using descriptive qualitative analysis, quantitative, and inferential statistics. The study results showed a difference between the creative thinking skills of the experimental group students, who were taught by the threaded type of integrative learning model, and the control group, who were prepared by conventional methods. The threaded integrative learning model could develop the creative thinking skills of elementary school students. The threaded integrative learning model makes it easier for students to learn so that they can develop the creative thinking skills of elementary school students.

Theory-Based Learning Design with Immersive Virtual Reality in Science Education: a Systematic Review

Theory-Based Learning Design with Immersive Virtual Reality in Science Education: a Systematic Review

Implementasi Teori Konstruktivistik Dalam Proses Pembelajaran Pendidikan Agama Islam

This research is motivated by the important role of students in building constructive habits of mind. In order for students to have the habit of thinking, teachers need freedom and a learning attitude to achieve this through constructivist theory-based learning. This research is field research (Field Research) which is descriptive qualitative in nature. The subjects of this research are Islamic Religious Education teachers. So this research uses purposive sampling. Purposive sampling is a person who is considered capable of providing information to make it easier for the writer to obtain information from the object under study. Data collection techniques use observation and interviews. The results of this research concluded that the steps in implementing constructivist learning theory at SDUA Taman Harapan Curup are: a. introduction, namely by making preparations, by looking at the material to be taught, b. In essence, the teacher instructs students to form small groups, one group consisting of two people, and the teacher gives assignments to students to discuss and analyze the problems given. c. Closing activity, the teacher instructs students to present the results of their discussion.

Teaching Practical Skills in Anesthesia, Intensive Care, Emergency and Pain Medicine-What Is Really Relevant for Medical Students? Results of a German National Survey of Nearly 3000 Anesthesiologists.

As a part of a major reform of the medical curriculum in Germany, the national catalogue of learning objectives is being revised with the focus shifting from theory-based learning to teaching practical skills. Therefore, we conducted an online survey to answer the question, which practical skills are essential in anesthesia. Participants were asked to rate the relevance of several skills, that medical students should be able to perform at the time of graduation. A total of 2898 questionnaires could be evaluated. The highest ratings were made for "bringing a patient into lateral recumbent position" and "diagnosing a cardiac arrest". All learning objectives regarding regional anesthesia were rated as irrelevant. Furthermore, learning objectives like "performing a bronchoscopy" or "performing a rapid sequence induction" had low ratings. In the subgroup analysis, physicians with advanced training and those who were working at university hospitals rated most skills with higher relevance compared to others. Our survey provides a good prioritization of practical skills for the development of new curricula and assessment frameworks. The results can also help to establish our discipline as a cross-sectional subject in competency-based medical education, thus further increasing the attractiveness for medical students.

Efektivitas Model Pembelajaran Treffinger Terhadap Berpikir Kreatif Siswa

This study aims to analyze the effectiveness treffinger learning model affecting students' creative thinking in learning Sociology. The treffinger learning model has three essential advantages: understanding challenges, generating ideas and preparing actions that can improve students' creative thinking skills. This study was a semi-experimental study with a non-equivalent control group design. The sample consists of two classes: the experimental class and the control class. Data collection employed a description test that met the instrument's validity and reliability. All data were analyzed using a comparative test preceded by a requirements analysis test. The study revealed a difference in students' creative thinking between the experimental class using treffinger learning models and the control class with conventional learning models. Since the average score of the experimental class was higher, it is concluded that the treffinger learning model affects students' creative thinking. The theoretical implication is that using social reconstruction theory-based learning is relevant in the context of social learning.

Developing a Gagne theory-based learning video for thematic subject in elementary school

The COVID-19 has shown many significant impacts in life such as in educational field which required students and teachers to conduct a blended learning using creative learning media. It should be able to make the students learning independently. However, that was not an easy thing since the teacher only used a conventional learning media: lecturing and textbook. To solve it, this research aimed to design learning media which focused on Tematic Subjects from Indonesian curicculum of 2013. The development was focused on Science subject only. The development model used ADDIE model and implemented Gagne's 9 steps/events of learning theory. The results of the research found that (1) design of Science learning video with the ADDIE model, (2) Science learning video is valid with resulted: good predicate (80.4%) on expert review of the subject matters, very good predicate (97, 7%) on expert review of the Science learning video media, very good predicate (94.1%) on learning design expert review, very good predicate (93.76%) on individual test, very good predicate (92.61%) on small group test, and very good predicate (90.45%) on field test. Importantly, (3) the effectiveness of development concluded that there was a significant difference between the results of pretest and posttest.

Blending cybersecurity education with IoT devices: A u-Learning scenario for introducing the man-in-the-middle attack

ABSTRACT Nowadays, due to the increasing number of cyberattacks, cybersecurity education, training, and awareness are considered crucial for preparing current and future IT professionals. Thus, it is essential for educational institutions to foster well-designed learning strategies in the field of cybersecurity that will not only focus on theory-based learning interventions but also on encapsulating authentic learning practices. In this context, the paper at hand presents a ubiquitous scenario-based learning (SBL) intervention, blended with IoT devices for introducing the topic of the man-in-the-middle attack to 1st-grade students in vocational education. The learning scenario enables two-way plain text communication through a LoRa network. For securing the transmission and assure confidentiality, basic encryption techniques are enabled for the transmitted messages. Meanwhile, an eavesdropper, acting as the man-in-the-middle attacker, tries to intercept the communication, by applying different decryption techniques. For this purpose, a u-Learning app was developed. The app was evaluated by ninety 1st-grade students of an educational institute of vocational training, in terms of effectiveness, efficiency, knowledge acquisition, and learners’ satisfaction. Among others, the results show that the effectiveness and the efficiency of the proposed learning process were 92.03%, and 89.63%, respectively. Finally, learners’ satisfaction was high, and their knowledge acquisition was improved.

Analysing the Sensitivity of SVM Kernels on Hyperspectral Imagery for Land Use Land Cover Classification

Support Vector Machine is a non- parametric statistical learning theory-based machine learning technique that classifies the data by maximising the margin between two classes by constructing a hyperplane between them. Although SVM’s are well known for binary classification problems, for multiclass classification problems- they use certain kernels, to turn the linear boundaries into non-linear boundaries in a higher dimensional feature space. In this context, the type of kernel used in non-linear SVMs have a profound effect on final performance of SVM classifier. The current study focuses on analysing the sensitivity of various linear and non-linear SVM kernels and parameters used in them for classifying 10 different land use/cover features from remotely sensed space borne hyperspectral image. Forty five different models were tested to analyse the performance of each kernel with varying penalty values for classification of land use/land cover classes. Analysis of the classified maps was made based on the final overall accuracy, error/penalty parameter and degree of polynomial. Experimental results show that SVM with RBF kernel outperformed the other kernels with an overall accuracy of 90.63%, with an error penalty of 100 and a gamma value of 0.006 followed by polynomial kernel of degree 2.

Undergraduate dental students’ perspectives on teaching and learning during the COVID-19 pandemic: Results from an online survey conducted at a South African university using a mixed-methods approach

Background. Many institutions of higher education transitioned from classroom-based settings to remote settings as a response to the COVID-19 pandemic. However, it is unclear how undergraduate dental therapy and oral hygiene students responded to this transition in the learning environment. Objectives. To explore undergraduate dental students’ knowledge, perceptions, attitudes and practices related to clinical and theory-based learning at a South African university. Methods. A mixed-methods approach comprising a concurrent dominant status design (QUAN/qual) was used. Therefore, the study was a crosssectional quantitative survey with descriptive qualitative data. An online, self-administered questionnaire with open- and closed-ended questions was developed to gain insights into students’ knowledge, perceptions, attitudes and learning practices during the COVID-19 pandemic. Results. Most respondents (n=86; 80.4%) agreed that they had the necessary skills to engage with online learning (p=0.04). Respondents in the first year (n=25; 76%), second year (n=24; 73%) and third year (n=32; 28%) were either unsure or did not agree that they understood online platform-based lectures better than classroom-based lectures. The major emergent themes included external (internet connectivity) and internal (students’ coping skills) barriers to online learning. Conclusions. This study highlighted dental student challenges in embracing the blended approach of teaching and learning. While this may be a new norm for curriculum delivery, it is important to include student input in curriculum-related decision-making processes.

Al-Tarjamah Al-Fauriyyah Method with Cognitive Learning Theory in Speaking Skills Learning

Learning is a business process that involves mental activities that occur with it the process of active interaction with the environment in the form of knowledge, understanding, behavior, as well as in learning Arabic that requires deep methods the learning. This article aims to examine the methods of al-tarjamah al-fauriyyah that cognitive theorybased learning can be used in speaking skills learning. An article this is characterized by the literature review, data is extracted through literature study. The results of the analysis of this article found that the al-tarjamah al-fauriyyah method is a method that uses cognitive learning theory, and can be used effectively in speaking skills learnin

Charismatic Leadership Based on Student Friendly Learning Approach

The burden of responsibility to be the figure head of Pondok Pesantren in ensuring the quality of learning that many are faced with the challenge-the challenge of change civilization. Need a high loyalty, integrity full, is able to provide the best individual performance of the Leader of the multi-talented, in educating students with heartfelt, sincere, be personal loved ones and have an attraction worthy of being a role model to all people, be uswah at once has an example in life.. Dissertation using Qualitative Methods, the study about research are descriptive and tend to use the analysis. The process and the meaning is accentuated in qualitative research. The foundation of the theory be used as a guide in order to focus the research in accordance with the facts in the field. The results showed that, of charismatic leadership on a figure Kyai is a skill that consists of a art print life skills of the students and the art of managing a team of educators. Not just the skills to manage an organization, but must be coupled with the ability to supervise, direct, and motivate, in a way that is efficient and effective. Leadership that gives the effect of depth and incredible to motivate their followers in achieving the performance of the ideal. Theory-based Learning friendly students is the process of transper material science and the transformation of implementation science that is adapted to the capacity of students to more easily follow and apply them in real life. Between the Caregiver as the executor of education should be able to mengkulturasikan with primary sources that are used as a reference science students as a provision sailing on life. The Kyai/Sitter Boarding school Fauzan Sukaresmi Garut as well as the elements of Management of a charismatic figure of the presence of the self they are required to master the five basic competence i.e. the Competences of the Spiritual, Personality Competence, Competency Management, Entrepreneurship Competency, Competence, Supervision, and Social Competence.

Application of Constructivism Theory-Based Learning Model in Qur'an Hadith Lessons at Al-Jihad Junior High School Surabaya

This study aims to determine the application of constructivism learning theory in the Qur'an Hadith lessons at Al-Jihad Junior High School Surabaya. This research is expected to make a new contribution to the learning of the Qur'an and Hadith in general, and in particular to Al-Jihad Junior High School Surabaya as the school used for the research. The research approach used is qualitative with the type of case study research. The data generated from the qualitative method are in the form of descriptive narratives of written words or verbal statements from sources and people who have been determined by the researcher in advance. Data collection methods in this study were observation, interviews and documentation. The location of this research is in Al-Jihad Junior High School Surabaya. The subjects in this study were in the teacher's room and classroom, for the informants studied were teachers of all PAI subjects who also served as principals and students of Al-Jihad Junior High School Surabaya. The approach applied in learning the Qur'an Hadith is a constructivist learning theory that is useful for training students' independence, supported by various methods, namely the teacher makes small groups then gives a problem to discuss, the teacher plays a video in the form of a short film then the students conclude, the teacher invites students leave the classroom to do learning, the teacher invites students to play games in the classroom. Thus it will become social interaction in the classroom and psychologically will have a good impact on students if this method works well, the teacher is only a facilitator and mediator, the relationship between the teacher and students is as a partner who learns together.

Investigating Agropreneurial Intention among Students in Higher Learning Institution using the Theory of Planned Behaviour

This study uses the Theory of Planned Behaviour (TPB) to determine the factors influencing the intention of agriculture students in Universiti Putra Malaysia (UPM) to be involved in agribusiness. To meet the aim of this study, a Focus Group Discussion (FGD) was held among students from the Faculty of Agriculture, UPM. This method of qualitative data collection was utilized in order to gain an in-depth understanding of youth participation rates within the agriculture sector in Malaysia. A total of 20 students from UPM were involved in this study, most have had some amount of experience in entrepreneurship either formally or informally. Apart from personal factors and social norms, this study found that institutional factors, more specifically the way in which agricultural studies programs are set up, play an imperative role in influencing agropreneurial intention among students. A well-rounded, quality agropreneurship education that goes beyond theory-based learning, can in different ways positively influence the other determinants of agropreneurial intention thereby increasing agropreneurial intention. Efforts should be intensified to align agriculture education and training. Beyond trade-based learning, it should also focus on providing knowledge, technical skills, and attributes that young farmers need for their agropreneurship careers. At the tertiary level, learning should be multidisciplinary so that students can grasp and incorporate concepts pertaining to, for example, food sciences, risk management, or data analytics - that can help them be dynamic in navigating the growth of their agribusiness and potential pitfalls.