Undergraduate Learning Research Articles

The role of community in research-based learning: undergraduate perspectives

ABSTRACT Background In an era where individuals’ understanding of the world is constantly challenged and contested, undergraduate students need to develop their capacities to think critically and learn collaboratively. Research-based curricula can support the development of these attributes by engaging students in communities of practice (CoPs). There is currently limited understanding of the role of CoPs in undergraduate learning. Purpose We aimed to investigate undergraduate students’ perspectives and experiences of being involved in a CoP across research-based curricula in Hong Kong. We posed the following research questions: (1) Do students see the existence of a community in their programmes, and if so, how do they perceive the community? and (2) In what ways do students perceive the role of the community in their learning? Method A multiple case-study approach was adopted, with 113 students interviewed across four undergraduate programmes. Interviews were conducted by peer students, who were trained and supported by the authors of this paper. Analysis was underpinned by Wenger’s CoP framework, which identifies three core elements of a CoP: mutual engagement; joint enterprise and shared repertoire. Findings Students perceived the community with professors differently from that with peers. While they experienced all three elements of the CoP framework in the community with peers, only the first two of these were experienced in the community with professors. Some students did not perceive being in a community with their professors at all, while others believed they were gradually moving into one. Students often perceived a large ‘power distance’ between themselves and their professors, which could inhibit the development of a community. Postgraduate students sometimes bridged this gap. Conclusion Efforts are needed to facilitate more equal and productive dialogue between professors and students. Curriculum designers may wish to facilitate networking and shared research interests between students and professors, providing an environment for students to develop a sense of community. In addition, postgraduate students could take a more active role in supporting undergraduate student learning.

Exploring the moiré effect of graphene structure through optical diffraction experiments

Abstract Moiré effect is a common phenomenon that arises from a slight mismatch in the period of two structures. A prominent example in the microscopic world is magic-angle twisted bilayer graphene (MATBG). In this work, to enhance undergraduate students' advanced learning of interference and diffraction, we reproduced the microscopic structure of MATBG on a macroscopic scale by creating hexagonal structured masks. By designing a suitable optical path, we were able to realize the optical diffraction of this macrostructure. The results revealed two additional periodic diffraction patterns in the twisted double-layer masks, which are relevant to the moiré effect. Through theoretical derivation and computer simulation, we explained the observed diffraction patterns, which matched well with the experiments. This designed project not only improves students' knowledge in optics and laboratory operation skills, but also deepens their comprehension of moiré effect and crystal diffraction, showcasing its potential for further expansion and application in undergraduate physics education.

Employing a coaching model of supervision during physiotherapy placements: charting the learner experience in England.

The UK government has moved to increase pre-qualification training places across all Allied Health Professions by 50%, without any reduction in quality of education. Universities and healthcare teams are therefore being asked to change their ways of working and consider alternative practice supervision models during placements. This study explores the experiences of pre-qualifying physiotherapy learners involved in a trial of one such model, a coaching and peer-learning approach. The work described assesses its facility as an augmentation to the traditional one-to-one clinical supervision model. A qualitative-thematic approach using semi-structured interviews was employed. Detailed, open-ended interviews were conducted in order to ascertain the nuanced experiences of participants involved in the trial. An intervention in multiple sites (both hospital inpatient and community care) within a single NHS trust, administered by a single UK university. ParticipantsSeventeen pre-qualifying participants involved in the trial consented to be interviewed. Of these, 11 were final year undergraduate learners, and 6 were final year postgraduates, of which 12 identified as female and 5 identified as male.. Analysis revealed four interconnected major themes: 1. Teamwork, Camaraderie and Hierarchical Tensions in Peer-Support; 2. Adapting to Leadership and Being Led; 3. Safety Nets versus Supervisors; 4. Fast Starts and Variable Endings in Learning and Experience. The model was broadly well-received by participants, and ultimately gave rise to greater workplace confidence, with potential impact for capacity, though the nuanced outcomes of the research indicated contingencies around gradual assimilation and group dynamics that should be considered in future development. CONTRIBUTION OF THE PAPER.

Investigation and analysis of clinical medical undergraduate learning behaviors under different teaching models

Medical education plays a critical role in preparing future doctors, responsible for the well-being and health of individual patients. Given its unique significance, understanding how to enhance the intrinsic motivation of clinical medical undergraduates for a 5-year program is a key research focus in China. Based on this purpose, the transformation of higher education in the major of clinical medicine has been conducted worldwide. To evaluate the attitude of clinical medical undergraduates on the transformation of education, this study investigates the impact of different teaching models on the learning attitudes of students at Shantou University Medical School, aiming to provide insights into effective educational strategies. Within the set-up of different teaching models, involving active-learning classes, English-medium instruction classes, and conventional clinical classes, we employed a comprehensive survey targeting undergraduates enrolled in three distinct teaching models. The survey explored multiple dimensions of learning behaviors, including classroom engagement, study time, and overall motivation. Results indicated that students participating in active learning classes exhibited superior classroom engagement and devoted more time to their studies than those in English-medium instruction classes and conventional clinical classes, while the difference between English-medium instruction classes and conventional clinical classes was not significant. These students reported a higher intrinsic motivation towards their learning experience, suitable to apply self-directed learning methods. In conclusion, this study underscores the importance of adopting diverse and adaptive teaching strategies to cater to the varied learning attitudes of clinical medical undergraduates, suggesting conducting self-evaluation or pre-evaluation of the students for adapting to different clinical teaching methods. Meanwhile, enhancing teacher guidance and support throughout the learning process is essential. By implementing different educational approaches, medical schools can effectively enhance student motivation and educational outcomes, contributing to the advancement of medical education.

Examining the Effects of Different Types of Achievement Goal Orientation on Undergraduate Students' Engagement in Distance Learning: The Mediating Effect of Self-Efficacy.

This study investigates the impact and mechanisms of achievement goal orientation on online learning engagement among undergraduates, using a sample of 461 students enrolled in online courses from four universities of varying levels in Shanghai, China. Self-efficacy is introduced as a mediating variable, and structural equation modeling is employed to assess the effects. The findings reveal that different types of achievement goals have varying natures and intensities in their associations with undergraduate online learning engagement. Self-efficacy partially mediates the effect of mastery-approach goals on online learning engagement, but does not mediate the effects of mastery-avoidance, performance-approach, or performance-avoidance goals. The study recommends leveraging the guiding role of mastery-approach achievement goals to help students set scientific and reasonable goals, and stimulating students' self-efficacy through the dual influences of external support and internal motivation. With the support of these strategies, significant improvements in undergraduate online learning engagement can be achieved.

Comparable achievement of workplace performance of student and graduate nurses: A quantitative cohort evaluation

AimThis study explored the achievement of workplace capabilities synonymous with nursing practice. It investigated progressive development of workplace performance, against requisite standards of practice, of corresponding cohorts of student nurses during their final year placement and registered nurses during their graduate year, in south-eastern Queensland, Australia. BackgroundA capable nursing workforce is vital for the provision of safe, quality health care. Internationally, the literature discusses the breadth of capacities required for the practice of nursing. A perennial challenge is comprehensive pre-registration education that ensures new graduate nurses meet standards for practice to provide comprehensive care. MethodsA quantitative evaluation design was used to assess the progressive development of workplace performance of both student nurses across their final year placement (n=214) and graduate nurses in their first nine months (n=197). Capabilities of both cohorts were assessed using the Australian Nursing Standards Assessment Tool (ANSAT), based on Australian registered nurses’ standards for practice that has demonstrated utility and validity for both students and graduates. ResultsA total of 642 student assessments and 409 graduate nurse assessments were used for analysis. Findings revealed congruence in weaknesses in workplace performance for both students and graduates. Students and graduates consistently rated lowest in capabilities pertaining to high cognitive tasks that involved analysing data and modifying plans. Of interest, completing comprehensive, systematic assessments was stronger in students than in graduates. ConclusionThis is the first comparable quantitative study exploring the progressive development of students and graduate nurses’ workplace performance aligned to nursing practice standards. Questions of limitations throughout educational learning experiences during industry placement are raised in these findings. Furthermore, it is proposed that educational approaches be organised to address areas identified as weakest on graduation as these are most evident in initial employment. This research explicates a largely undefined area of nursing practice that can inform undergraduate learning priorities.

Not Just Plug and Play: Integrating Professional Skills Development into Undergraduate Experiential Learning Courses

This study evaluated the effectiveness of the FUSION Skill Development Curriculum in maximizing students' self-assessment of professional skills when integrated as a graded component in capstone internship courses. The course instructors were co-investigators in a scholarship of teaching and learning (SoTL) project that used measures embedded in the curriculum to study student learning outcomes. An essential benefit of the curriculum was identified as the potential for life-long learning through metacognition. A data-driven approach to curriculum integration triggered changes in teaching practices associated with motivational design principles. These changes included allocating time for peer discussion of professional skills, scaffolding feedback aligned with internship learning, and taking a holistic view of skill development throughout an academic program. Overall, the study explored the nexus between skill development and internship/experiential learning and generated practical insights for scaling up the FUSION initiative, as well as a proposed model of curriculum renewal for professional skills development.

The development of pre-registration occupational therapy student perceptions of research and evidence-based practice: A Q-methodology study

Background Pedagogically sound curricula are needed for occupational therapy (OT) students to adopt evidence-based practice (EBP) principles and internalise EBP within their professional identities. Exploring students’ perceptions of this knowledge area can contribute to effective curriculum design. Aims/Objectives To explore the evolution of pre-registration OT student perceptions of research and EBP over the course of their engagement with undergraduate teaching and learning. Materials and methods The Q-sort approach synthesises different viewpoints regarding a sample of statements, using by-person factor analysis (respondents = variables; statements = sample). Final year pre-registration OT students completed the same Q-sort at three timepoints (pre-dissertation [n = 18]; post-dissertation submission [n = 12]; post-student research conference [n = 6]). Q-sort responses were intercorrelated and factor-analysed; extraction of factors with an eigenvalue of ¬>0.9 and varimax rotation identified majority viewpoints. Results Significant factors were revealed at each timepoint: 1a: ‘Evidence–inseparable from OT practice’, 1b: ‘Research for research’s sake-inseparable from the occupational therapy identity’, 2: ‘Who am I to question the gurus?’, 3: ‘I can do it with confidence…but so what?’ Conclusions Opportunities for completing ‘authentic’ student research projects, with ‘ownership’ of results, may enhance research and EBP confidence and professional identity. Significance Findings expand current knowledge regarding effective use of pre-registration educational opportunities to support future research and EBP.

A Conceptual Framework for Open Distance Learning of Economics in Malaysia

The aim of the paper is to propose a comprehensive conceptual framework of open and distance learning (ODL) for economics courses to enhance the effectiveness and accessibility of economics education. The rise of ODL, fueled by advances in digital technology, has significantly transformed higher education, providing flexible learning opportunities that transcend geographical limitations. However, teaching economics in an ODL environment presents unique challenges, particularly in maintaining student engagement and delivering complex theoretical content. This research draws from literature review and key concepts to conceptualise a model for ODL in economics undergraduate teaching and learning. The proposed framework emphasizes the integration of synchronous and asynchronous learning methods, the use of Learning Management Systems (LMS) and the incorporation of interactive technologies such as virtual and augmented reality to facilitate an engaging and effective learning experience. Additionally, the framework addresses curriculum design, student engagement and assessment strategies, proposing a balanced approach that combines traditional teaching methods with innovative digital tools. By focusing on the goal of teaching students to "think like an economist," this framework provides a structured approach to ODL that enhances both the delivery and the reception of economic education. The paper’s recommendations are to modernize the curriculum, strengthen institutional support and optimize the use of digital tools in the teaching of macroeconomics. This research contributes to the broader discourse on the potential of ODL to transform economics education in Malaysia and beyond.

“I Feel Like I Belong, and I Know Why I Belong”: An Intersectional Identity-Affirming Counterspace

This paper draws on qualitative interview data with student-residents and alumni of an undergraduate residential learning community at a large U.S. university. The authors bring together the frameworks of intersectionality and counterspace to explore how student-residents experienced the intersectional framework of the residential learning community. This paper outlines how the community served as an intersectional identity-affirming counterspace and considers the limitations and challenges of the space within the larger social and institutional context. It concludes with a consideration of the implications for efforts toward educational justice and equity.

Edu-Metaverse Design: Perspectives of Undergraduate Learners

Using the metaverse can revolutionize learning and interacting with information. However, despite extensive research on the topic, there is still a lack of understanding of how learners perceive and experience this technology. To design learning experiences, designers must know the current landscape of metaverse implementation and digestion by student users. This article provides an overview of metaverse implementation examples to address this gap and then examines learners' perceptions of using the metaverse in education. Through a qualitative study, we aim to explore the potential advantages and obstacles of applying the metaverse to learning from an informal learning perspective, as perceived by learners. Compared to current implementation strategies, student feedback suggests a diversity of motivations and experiences in valuing the Edu-metaverse. Therefore, our study provides valuable insights into how the metaverse learning design can enhance learner engagement, interaction, and collaboration while identifying potential challenges and limitations. Ultimately, this research helps designers and educators better understand how metaverse technology can impact and improve learning experiences.

Promoting Discussions About Diversity in the Language Classroom: Digital Storytelling as an Exploratory Case Study

Digital storytelling is a narrative technique that combines audio, video and animation elements. It can be used to provide opportunities for the promotion of cultural understanding in the university language classroom. In this study, pedagogy that combines digital storytelling techniques and computational technologies are explored, as part of language studies that can allow instructors to create an intercultural experience. The outcomes of an undergraduate learning exercise have been evaluated, along with this researcher’s experience as an instructor who used digital storytelling in a French-as-a-second-language classroom, and includes these students’ solicited feedback. In this case study, a group of students conducted internet research to explore the online cultural diversity and cultural differences of Francophone culture. They then created digital stories to represent this diversity. The findings have been analysed to evaluate the potential place of inclusivity and diversity tools in French-as-a-second-language learning, and to share the potential of this practical pedagogy approach for other university educators.

From “helping peers succeed” to “struggling to develop research questions”: factors that contribute to and detract from science identity in undergraduate learning assistants

Science identity impacts undergraduates’ persistence in their science courses and careers. Here, we investigated science identity in learning assistants, undergraduate peer educators who provide academic and social support in science courses. Understanding learning assistants’ science identities has particular value because of their dual role as science students and peer educators. While previous research has investigated disciplinary identity among physics learning assistants, we extend that work by investigating science identity among students who served as learning assistants in six different science courses, seeking to understand the ways in which they characterize their science identity and the experiences they describe as important in its development. Analysis of twelve interviews revealed three distinct groups of learning assistants: those with lower, intermediate, and high science identities. Recognition by important others, research experiences, and constrictive definitions of science were salient for science identity across all groups, while other experiences had varied salience. Notably, learning assistants with lower science identity described learning to use scientific language as critical for identity development, while learning assistants with the highest science identity found helping others to be an important contributor. Surprisingly, learning assistants with intermediate science identity cited uncertainty about their ability to develop research projects as important for determining their science identity. To communicate the variation in and factors relevant to science identity among learning assistants, we have developed three personas that can serve as tools to help programs and instructors develop robust support for learning assistants’ science identity.

Impact of Expert Sessions and Industry Talks on Undergraduate Learning and Development: A Kirkpatrick Model Evaluation

Impact of Expert Sessions and Industry Talks on Undergraduate Learning and Development: A Kirkpatrick Model Evaluation

The dynamic relationship between enjoyment and anxiety in monologue communication tasks of Arab female EFL undergraduate students: an idiodynamic approach

Foreign language learners experience fluctuations in their levels of enjoyment and anxiety during communication tasks as they navigate communication challenges. These emotional surges can impact cognitive resources and speech-processing ability. However, there is scant empirical evidence on the associations between emotions at the personal level during foreign language learning (FLL) communication task performances. To address this gap, the present study utilized the idiodynamic approach to investigate the relationship between enjoyment and anxiety in monologue tasks performed by Arab Female undergraduate learners of English as a foreign language (EFL). Participants rated their emotions on a per-second basis after watching a video recording of their task performances and were interviewed about the reasons for fluctuations in their ratings. The study found that the negative relationship between anxiety and enjoyment varied from strong to moderate across 30 segments of speech per person. The emotions of anxiety and enjoyment were analyzed through triangulation of ratings, prompted recall interviews, and performance data. As a result of this investigation, four distinct sets of factors that affected these emotions were identified: Task execution (such as pre-task preparation and time constraints), task layout (including its structure and theme), cognitive-linguistic factors (such as transient disruptions in conceptualization and formulation speech processes), and performance measure (including assessment of one’s own linguistic proficiency).

Undergraduate dental curricula in Middle Eastern and Arabic-speaking African Nations − A cross-sectional study

PurposeTo evaluate the design of undergraduate curricula, teaching and learning practices, assessments, admission criteria and quality assurance in dental schools across Middle Eastern and Arab-speaking African nations. MethodologyA cross-sectional survey was sent to 40 dental colleges in the Middle East and African Arabic-speaking countries. A purposefully designed proforma consisting of 21 items divided into five sections based on admission criteria, curriculum delivery, teaching and learning practices, assessment methods, and quality assurance was used for data collection on Google forms. Participation in the survey was voluntary and all participants were consented before data collection. The data was analysed for descriptive statistics. ResultsA total of 28 dental institutions participated in the study yielding a response rate of 70 %. The data showed variations in the admission criteria, curricula, and assessment methods. The reliability statistics were satisfactory (Cronbach’s alpha = 0.89). ANOVA showed significant differences were noted in the clinical experience of students by country and curriculum design (p ≤ 0.001). Gaps were also identified in the quality assurance processes at some of the participating institutions. ConclusionThis study provides a snapshot of undergraduate dental education in the Middle East and Arabic speaking African countries. Although a majority of the institutions follow a student-centered approach, some in institutions still follow the traditional teacher-centered approach which is not consistent with the contemporary strategies in healthcare education. The admission criteria are based on high school grades albeit with some variations. The duration of dental programs is five years at most institutions with or without an additional foundation year. Variations were also noted in the assessment weightings, clinical targets and quality assurance procedures. Further collaboration is required to facilitate harmonization of dental curricula in the region, solicit international recognition and to better support their graduates in pursuing postgraduate studies and employment options.

The Mediation Effect of Academic Self-Efficacy on Academic Procrastination, Performance, and Satisfaction of Chinese Local Technology University Undergraduates.

To identify the relationship between academic procrastination, performance, self-efficacy, and satisfaction, we investigate the mediational role of academic self-efficacy between academic procrastination and satisfaction, and between academic performance and satisfaction, respectively, among undergraduate students of local technology universities in China. A cross-sectional study was conducted involving 388 undergraduate students from 22 local technology universities in Hubei, China. Data was collected through an online questionnaire measuring academic procrastination, performance, self-efficacy, and satisfaction. Descriptive statistics and Pearson correlation coefficients were used to analyze the relationship between variables. Structural equation modeling analysis and the bootstrap method were employed to examine the mediating effect of academic self-efficacy on the relationship between academic procrastination, academic performance, and academic satisfaction, respectively. (a) Academic procrastination was widespread, with 47.6% of respondents exhibiting high levels and 30.2% showing moderate tendencies. (b) Academic procrastination exhibited a negative and statistically significant relationship with academic self-efficacy and satisfaction, respectively. Conversely, academic performance was positively and statistically significantly associated with self-efficacy and satisfaction. Furthermore, academic self-efficacy displayed a positive and statistically significant correlation with academic satisfaction. (c) Academic self-efficacy mediated the relationship between academic procrastination and satisfaction as well as between academic performance and satisfaction. This study highlights the mechanism of academic satisfaction of undergraduate students, with a particular emphasis on the mediating role of academic self-efficacy, especially verifying its mediating role between academic performance and satisfaction. The findings hold significant implications for policymakers, university administrators, educators, and undergraduate students, offering insights for enhancing academic satisfaction in undergraduate learning and contributing to expanding the mechanistic understanding of academic satisfaction.

EFL Undergraduate Learners’ Experience on the Use of Mobile Applications for Independent Language Learning

This study analyzed Chinese university EFL learners' experiences with mobile apps for self-directed English learning. Surveying 199 English majors and interviewing 8, it found that students utilize apps for skill enhancement and exam prep, perceiving them as useful, albeit with varying degrees of effectiveness. Insights suggest fostering mobile learning initiatives and reforming university English pedagogy, enabling students to leverage personal experiences for learning gains and teachers to tailor teaching based on student feedback.

Measuring undergraduate evolution learning using the CANS: psychometric strengths and limitations

BackgroundEvolution continues to be one of the most difficult biological topics to teach, warranting innovative pedagogical tools and assessment strategies for enhancing evolutionary instruction. A major advance in measuring the evolution knowledge of undergraduate students came with the development of the Conceptual Assessment of Natural Selections (CANS). In this study, we use the CANS to measure knowledge and learning of natural selection in a large (N > 6000) sample of undergraduate students to expand upon prior validity testing of this instrument and advance knowledge of student evolutionary reasoning. We apply the Rasch measurement framework to examine if the CANS productively measures the intended construct and investigate the patterns of knowledge and learning about evolution among students with different backgrounds and demographic characteristics.ResultsWhile a unidimensional Rasch model demonstrated acceptable reliabilities and fit for most of the CANS items, some items showed problematic fit statistics and were resistant to instruction. The instrument items also did not span the full range of student abilities, which suggests relatively low measurement precision. Our large sample also allowed rigorous tests of multidimensionality, revealing the presence of multiple dimensions or constructs, some of which may not be intentional. These results generated specific item-level recommendations for improving this instrument. Using Rasch measures to examine learning patterns, we found that pre-test evolution knowledge was low but that there were high learning gains by the end of the course. However, some concept categories were found to be more difficult than others, suggesting the need for more attention to these areas by instructors. We also identified pre-test disparities in evolutionary knowledge by socially defined race and biological sex, yet students from all groups achieved comparable learning gains at the end of the course.ConclusionThe CANS holds great potential to generate critical insights about student evolutionary reasoning and provide information about which instructional approaches most effectively mitigate the notable knowledge disparities among students. We leverage the findings of this study to propose tangible ways in which this instrument may be improved in order to better achieve both of these goals.

The Pronunciation Problems Encounter EFL Learners in Spoken English at University

This research examines the pronunciation difficulties of EFL undergraduate learners at universities when pronouncing English phonemes. It collects data using recorded speech samples, pronunciation tests and questionnaires as part of a research method for collecting data. The instruments used for this study are collecting data and analyzing them. The test materials are prepared in speech levels. Therefore, the observations of these were based on auditory impressions. The results suggest that the participants had a pronunciation challenge with the phonemes in English. This research gives insights and supports ESL teachers in developing teaching techniques that will lessen or eliminate future issues with Arabic speakers' pronunciation of English phonemes.