Understanding Of Learning Research Articles

Video-based multimedia on learners’ attitude towards astrophysics: Gender equity and school location

<p class="Abstract">Educational literature is richly provided with research confirming the benefits of video-based multimedia (VBM) in education. So, understanding learners’ attitude about learning using video-based multimedia makes sense. A convergent parallel mixed methods research design was used to analyze and interpret learners’ attitudes in the context of learning astrophysics using video-based multimedia. The research involved 294 students (168 male and 126 female) of senior five (grade 11) who purposively selected from eight public secondary schools in Rutsiro and Rubavu districts, Rwanda. Data were collected using a questionnaire (Cronbach alpha=.87), a semi-structured interview, and class observation. Quantitative data were analyzed using descriptive statistics and t-test (P level of significance) while content analysis was employed to analyze qualitative data. The findings revealed that there is no significant difference between male and female attitudes towards the use of video-based multimedia in learning astrophysics. Besides, the geographical location of the school influences the learners’ attitude. The results revealed some factors that affect learners’ attitudes towards learning astrophysics using video-based multimedia. Moreover, the findings recommend how the identified challenges could be alleviated not only in the Rwandan but in other science subjects worldwide. </p>

A qualitative analysis of free text comments of participants from a massive open online mindfulness course.

IntroductionMindfulness-based interventions are associated with improved health and wellbeing. Online mindfulness interventions offer potential scalability and cost advantages over face-to-face interventions. However, little is known about the experiences of learners, what they identify as being helpful to developing a practice of mindfulness and what outcomes they experience from undertaking an online mindfulness program.MethodsThe Mindfulness for Wellbeing and Peak Performance Massive Open Online Course is a 4-week mindfulness program which includes psychoeducation, mindfulness meditation, applications and moderated discussion forums. Of the 3,335 participants who completed the March 2020 course, 527 (16%) responded to the final forum which invited participants to describe the highlights of the course. In order to enhance understanding of participant experiences and perceived outcomes of undertaking the course, a qualitative analysis of these free text comments was conducted using reflexive thematic analysis.ResultsTwo overarching themes were identified: (1) internal mechanisms of developing mindfulness (subthemes: paying attention to the present moment, learning to let go and find acceptance, cultivating an attitude of gentleness, and learning through a sense of belonging) and (2) the translation of mindfulness into daily living (subthemes: mindfulness being a support to mental wellbeing, learning to deal with uncertainty and adversity, living a more conscious life, a greater connection with self and others and channeling attention into productivity).DiscussionThe themes and subthemes provided insights into the mechanisms learners used to develop mindfulness and how they translated mindfulness into their lives in a variety of beneficial ways. This understanding of learners' experiences could inform delivery of future online mindfulness interventions.

System design for using multimodal trace data in modeling self-regulated learning

Self-regulated learning (SRL) integrates monitoring and controlling of cognitive, affective, metacognitive, and motivational processes during learning in pursuit of goals. Researchers have begun using multimodal data (e.g., concurrent verbalizations, eye movements, on-line behavioral traces, facial expressions, screen recordings of learner-system interactions, and physiological sensors) to investigate triggers and temporal dynamics of SRL and how such data relate to learning and performance. Analyzing and interpreting multimodal data about learners' SRL processes as they work in real-time is conceptually and computationally challenging for researchers. In this paper, we discuss recommendations for building a multimodal learning analytics architecture for advancing research on how researchers or instructors can standardize, process, analyze, recognize and conceptualize (SPARC) multimodal data in the service of understanding learners' real-time SRL and productively intervening learning activities with significant implications for artificial intelligence capabilities. Our overall goals are to (a) advance the science of learning by creating links between multimodal trace data and theoretical models of SRL, and (b) aid researchers or instructors in developing effective instructional interventions to assist learners in developing more productive SRL processes. As initial steps toward these goals, this paper (1) discusses theoretical, conceptual, methodological, and analytical issues researchers or instructors face when using learners' multimodal data generated from emerging technologies; (2) provide an elaboration of theoretical and empirical psychological, cognitive science, and SRL aspects related to the sketch of the visionary system called SPARC that supports analyzing and improving a learner-instructor or learner-researcher setting using multimodal data; and (3) discuss implications for building valid artificial intelligence algorithms constructed from insights gained from researchers and SRL experts, instructors, and learners SRL via multimodal trace data.

Comparing Virtual to In-Person Delivery of Continuing Medical Education in Dementia Care: Which Is Preferred?

There is limited understanding of learners' perceptions of virtual learning during the COVID-19 pandemic, as well as the use of virtual modalities for interprofessional education (IPE) in primary care. Four of 7 in-person annual "Booster Day" IPE sessions for health professionals working in primary care-based memory clinics in Ontario, Canada, were canceled when the pandemic was declared; these sessions were replaced with 2 sessions delivered via live-streamed videoconferencing. This study compares Booster Day session participants' perceptions of the in-person and virtual sessions and assesses their preferences for in-person or virtual sessions in the future. Survey methodology. Interprofessional primary care-based memory clinic team members attending 1 of 5 annual IPE events, 3 delivered in-person immediately prior to the COVID-19 pandemic and 2 subsequently delivered virtually via videoconferencing. Chi-squared test and analysis of variance was used to identify significant differences in reaction, attitude, and preference ratings between delivery modalities. There were no significant differences in satisfaction, relevance, knowledge acquisition, and intentions to apply new knowledge between delivery modalities. Although attendance via videoconferencing was perceived as useful, enjoyable, engaging, and as more feasible to attend, it was rated as less enjoyable and perceived as having fewer opportunities for networking than in-person sessions. Most participants preferred in-person sessions. Quality engagement and networking, as afforded by in-person IPE, are highly valued by health professionals attending dementia-related education. IPE on complex health issues of the older people requiring interprofessional perspectives may be best suited to in-person formats.

Semantic waves and their affordances for teaching scaffolding to pre-service teachers

Background: Research argues that parents/teachers and learners work collaboratively and this active participation in scaffolded activities builds knowledge and extends understandings. However, researchers who have explored scaffolding as a pedagogic tool do not demonstrate how this tool looks in practice.Objectives: As a teacher educator, I introduce concepts like scaffolding as part of pre-service teachers’ theory of learning. The purpose of this article is to explore how the Legitimation Code Theory (LCT) concepts of semantic gravity and semantic waves, show modelling interactions that reveal the learning pathways leading to independent mastery of the task.Method: The study was conducted in 2020, which presented a unique opportunity to watch one teacher teach three Grade 3 learners online on a one-to-one basis, providing for comparisons between them. This qualitative study represented a case-study research design and employed data analysis using a semantic gravity translation device. Convenience sampling was used when selecting the participants. A story, ‘A visit to the dentist’, was used to identify the metaphors in the text.Results: Using semantic waves, I show how the teacher works with concepts, criteria, text resources and learner understanding. The analysis exposed pathways that could now be purposefully designed.Conclusion: Further research is necessary to investigate the value of semantic waves as a means of enabling teachers to track these kinds of interaction.Contribution: The findings provide the means to demonstrating how semantic waves may assist teachers to design and operationalise learning pathways in ways that scaffolding cannot.

Representing transition experiences: A multimodal critical discourse analysis of young immigrants in children's literature

Because literature can serve as a mirror for children's self-reflection and a window into humanizing insights on immigrants and immigration, it can be a powerful educational tool to promote understanding of immigrant learner's experiences and needs. However, this has not always been the case. As such, informed by our theoretical framework of critical discourse studies (CDS) and raciolinguistics, this study explores the representations of immigrant children's experiences in children's literature. Employing multimodal critical discourse analysis, the authors analyze the visual and verbal representations of immigrant children (and the ideologies behind them) in 18 picture books with immigration themes. Findings reveal how the children are represented visually and/or verbally in ways that create understanding and empathy for the characters, but other times in more problematic ways. The authors conclude with suggestions for how to select (visual and verbal) curricula that avoids problematic ideologies of immigrant children and how to teach children to de-construct these ideologies when they encounter them.

Learning for adaptation and 21st-century skills: Evidence of pupils’ flexibility in Rwandan primary schools

Recent global challenges like the COVID-19 pandemic have highlighted the growing importance of children learning 21st-century skills for adaptation and flexibility. Competence-based curricula encourage creativity and problem solving but little is known about their development in low-income countries or relationship with conventional academic outcomes like literacy. This study examines pupils’ cognitive flexibility, the underlying basis for many 21st-century skills, in Rwandan primary schools and finds little association with their reading abilities. The findings advance international knowledge regarding child development in resource-poor contexts, suggest a need for more holistic measurement and offer a new approach for understanding learners’ adaptability.

A Qualitative Study on EFL Teachers’ Awareness towards the Implementation of Dynamic Assessment

Dynamic Assessment focuses on understanding learner’s abilities to acquire the skills after being exposed to mediation. The problem is that a large number of teachers affirm that the results of summative assessment are not satisfactory and they do not represent their students’ actual potential. This study endeavors to explore EFL university teachers’ awareness of dynamic assessment (DA), investigating their opinion of DA as well as identifying their implementation of DA in their EFL classes. This qualitative study used semi-structured interviews to obtain the data. The informants were 15 EFL teachers in four universities who were selected by using purposive sampling. The findings of the study indicated that EFL university teachers are unaware of dynamic assessment. It is confirmed that they lack theoretical knowledge of DA. However, the study revealed that teachers’ practical use of DA is limited. Furthermore, the results unveiled that EFL teachers have positive attitudes towards DA.

Investigating Indian ESL Learners’ Silent Behaviour in Response to Oral Tasks in Online and Offline Classes

As teachers and researchers, we are intrigued by learner silence and wonder how to understand silence in the classroom, particularly when silence prevails as we request a response to an oral task. In Indian ESL contexts, reasons for learner silence are less investigated as it is considered juxtaposed to classroom interaction. This study explored reasons for undergraduate level learner silence in online and offline language classrooms in relation to teacher questioning. It further tried to surface the reasons for learners’ silent behaviour. Though the nature of the study is qualitative, as the data collected is from 125 students, it is quantified. The implications of the study suggest that online and offline teachers focus on the quality of speaking tasks in the classroom with a better understanding of learners’ silent behaviour and prudent planning of classroom interaction activities resulting in effective learning.

Effects of University Adult Learners' Individual Background, Understanding, Value, and Attitude of Participation about happiness of lifelong learning

This study was conducted to find out how the individual background, understanding, value, and participation attitude of adult learners participating in the university lifelong curriculum affect perceived happiness through lifelong education. The perceived happiness of adult learners, the dependent variable of this study, was measured mainly in four areas: improving self-esteem, satisfaction of internal growth, decreasing negative effect, and improving the searching for meaning. To achieve the purpose of the study, a self-report online survey was conducted on adult learners participating in the lifelong education degree course at C University in Chungcheong Province, and 189 people who agreed to participate in the survey and responded without missing data were used for analysis. As for the analysis method, descriptive statistics, correlation analysis, and multiple regression analysis were applied. As a result of the analysis, first, intrinsic values, individual satisfaction-oriented attitudes, and social activity participation-oriented attitudes of adult learners influenced 'improving self-esteem'. Second, the attitude toward self-satisfaction and the attitude toward leisure influenced 'satisfaction with internal growth'. Third, grade, intrinsic value, social activity participation-oriented attitude, and leisure-oriented attitude influenced 'reduction of negative emotions'. Fourth, intrinsic value, extrinsic value, and leisure-oriented attitude had a statistically significant effect on 'improving the pursuit of meaning'. Based on the results of this study, implications that can enhance perceived happiness as an educational outcome in the affective aspect of adult learners participating in lifelong education were derived.

AN ANALYSIS OF SECOND LANGUAGE ACQUISITION - THE CASE STUDY OF A HONG KONG LEARNER OF ENGLISH

The present second language acquisition research has attempted to enhance an in-depth understanding of the way learners acquired English. Situated in this line of research, the current case study, thus, explores the process in which how a learner from Hongkong (learner D) has learned English as a second language. Particularly, this study aimed at finding out (1) student motivation to learn English, (2) her learning strategy in distinct skills of English, (3) the learning styles that she prefers to use and (4) different aspects affecting her learning. Learner D was required to complete four questionnaires and an interview on two separate days. The questionnaires were counted and analysed while the audio recordings were transcribed and coded for evidence of learning background, learning strategies, motivation and learning styles. The findings revealed that the participant was a motivated learner of English and her principal needs were daily communication and academic purposes. Also, D is a flexible learner as she had several learning styles and she applied various learning strategies. Therefore, she improved her English quickly after moving to Manchester, UK for her exchange course.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0949/a.php" alt="Hit counter" /></p>

Being a migrant learner in a South African primary school: recognition and racialisation

ABSTRACT This article is an exploration of racialised understandings of migrant learners within the educational space of primary school and the social context of xenophobia in South Africa. These understandings draw from small-scale creative visual research that focused on migrant learners’ perspectives on their school experiences. Framed by the concepts of ‘recognition’ and ‘White privilege’, it uses the spatial encounter between two learners – one racialised as White and one as Black – and draws on elements of storytelling to present their fragmentary, mosaic-like narratives, highlighting two facets of racialisation: the prizing of White migrant identities and the erasure of Black migrant identities. This study contributes to the field of children’s geographies in terms of revealing how migrant primary school children experience the school space differently as differently racialised individuals, as well as how research approaches common in education (picturebooks) and Critical Race Theory (storytelling) can enable such stories to emerge in migration research.

Great Question! The Art and Science of Crafting High-Quality Multiple-Choice Questions.

Assessment of medical knowledge is essential to determine the progress of an adult learner. Well-crafted multiple-choice questions are one proven method of testing a learner's understanding of a specific topic. The authors provide readers with rules that must be followed to create high-quality multiple-choice questions. Common question writing mistakes are also addressed to assist readers in improving their item-writing skills.

Learning Sciences with Technology: The Use of Padlet Pedagogical Tool to Improve High School Learners’ Attainment in Integrated Sciences

This study sought to examine the integration and application of an online collaborative instructional technological tool, known as Padlet, to reinforce and strengthen Ghanaian high school learners’ understanding of Integrated Sciences (IS). The study utilised a sequential mixed-methods exploratory design to collect qualitative and quantitative data. The study used purposeful sampling to select four high schools to participate in the study. Twenty science teachers and 100 high school learners were sampled for the study. The sampled teachers were trained in a professional learning community on the utilisation and integration of Padlet in classroom instructions and integrated the tool in their classroom instructional practices for one month. Data collection was carried out through classroom observations, semi-structured interviews, and learner task performance assessments. Quantitative data were analysed descriptively to determine the relationships between the variables using the Statistical Package for the Social Sciences’ (SPSS) mean, frequencies, t-test, and ANOVA. The qualitative data were analysed using thematic content analysis. The findings show increased learner engagement and retention, which improved learner achievement in the subject. Therefore, it is recommended that effective pedagogical courses should be included in the training of science teachers on technology integration to facilitate learner understanding and retention in the subject.

Upaya Peningkatan Minat Belajar di Era New Normal Pada Anak-Anak Warga Dusun II Desa Tumpatan

The problem of online learning is one of the problems felt by all children and adults. As in the learning era in the midst of a pandemic, learning has not yet obtained maximum results and is even lagging behind other countries. The purpose of this community service is so that school-age children do not feel bored because of online learning and have a high interest in learning in the future. Then knowledge and understanding are given to the target regarding the procedures for building interest in learning, so that it is hoped that they can learn according to government regulations. The target achieved in this service is to increase interest in learning and will increase knowledge in being a student in the midst of the Covid 19 pandemic. The method used is to provide socialization on procedures for building interest in learning to redefine knowledge that was left behind due to the pandemic. The resulting learning process to the government and provide knowledge, understanding and skills of learners. The lecture method and visits from participants as well as evaluating explanations about increasing interest in learning using learning media will provide a more real assessment of the target for the success of this activity. It is hoped that the target will participate in the socialization seriously and is targeted to produce knowledge and skills in general knowledge both online so that it can provide even better benefits in increasing knowledge.

Analysis of the Effect of Artificial Intelligence on Role Cognition in the Education System.

Taking the entire education system in Taiyuan City, Shanxi Province, Central China, as an example, this paper uses the questionnaire survey method to analyze the effect of artificial intelligence (AI) on role cognition in the education system. The education system targeted by this questionnaire survey involves 8 categories: preschool education, primary education, secondary education, higher education, adult education, computer network education, enterprise education, and social education; the respondents include 368 teachers, 402 students or learners, 118 school managers, and 124 family members of students or learners in all above education categories. The questionnaire design has a total of 34 question classified into 6 role cognition items, with a 5-level score; a total of 1012 questionnaires were distributed, and 978 were recovered with a recovery rate of 96.64%, in which 957 were valid questionnaires with an effective rate of 97.85%. The study results show that the learning of AI-assisted courses is strongly dependent on course role cognition, and the construction of role cognition is related to the understanding of course content, teaching methods, and activity methods. Therefore, the effect of AI on role cognition in the education system needs to be systematically analyzed from the aspects of function realization form, resource presentation method, supporting hardware form, teacher-student interaction method, and representation method of works. As connecters, teacher's role cognition is limited by the degree of understanding learners, the amount of resources, and data processing capabilities, but the advantage is that they can flexibly monitor and adjust. AI technology is flexible and diverse, it functions in learning and teaching activities in a variety of ways, and there is no agreement on the terminology to describe its role in role recognition. The results of this paper provide a reference for further researches on the effect of AI on role cognition in the education system.

Investigating EFL Teachers' Professional Development in Frater Don Bosco Senior High School Lewoleba

Abstract Undoubtedly, to promote more holistic, pleasurable, and meaningful second language learning enterprises for learners, EFL teachers are advocated to sustainably hone their professional development concerning their knowledge and pedagogical competencies. This present qualitative study was conducted in the light of the critical incident technique to discover particular unforgettable teaching-learning events enabling teachers to promote significant changes in their vocation. Further, 10 self-reflective inquiries were also addressed to 2 invited senior EFL teachers working in Frater Don Bosco Senior High School Lewoleba, Nusa Tenggara Timur Province. Two major findings were revealed from these self-reflective inquiries namely EFL teacher’s sound desire to continue upgrading professional development through professional learning and EFL teacher’s strong intentions to improve learners’ target language competencies through the exhibition of professional development. Although the two invited EFL teachers had significantly fostered their professional development through profound caring, attentiveness, and understanding of learners’ distinctive learning backgrounds, it is indispensably required for Indonesian educational institutions to provide a considerable number of professional development training appropriate with varied teaching-learning contexts undergone by our teachers to ensure that a higher degree of professionalism resided within their careers and learners’ learning rides. Keywords: EFL teachers, professional development, critical incident technique

Learning Loss Recovery Dashboard: A Proposed Design to Mitigate Learning Loss Post Schools Closure

Research has shown the effectiveness of designing a Learning Analytics Dashboard (LAD) for learners and instructors, including everyone’s levels of progress and performance. An intertwined relationship exists between learning analytics (LA) and the learning process. Understanding information or data about learners and their learning journey can contribute to a deeper understanding of learners and the learning process. The design of an effective learning dashboard relies heavily on LA, including assessment of the learning process, i.e., gains and losses. A Learning Loss Recovery Dashboard (LLRD) can be designed as an instructional tool, to support the learning process as well as learners’ performance and their academic achievement. The current project proposes a LLRD prototype model to deal with potential learning loss; increase the achievement of learning outcomes; and provide a single, comprehensive learning process, where schools can evaluate and remedy any potential learning loss resulting from the distance-learning period that was caused by the COVID-19 pandemic. This systematic dashboard prototype functions to determine learning gains by K–12 learners. It is expected that the implementation of the proposed dashboard would provide students, teachers, and educational administrators with an integrated portal, for a holistic and unified remedial experience for addressing learning loss.

The Pedagogical Analysis of Digital Media Utilization in the Anatomical Sciences: An Innovative Approach to Teaching the Cadaveric Dissection and Anatomy of the Heart

IntroductionThe anatomical sciences have been regarded as the cornerstone of medical education for centuries. Although vital for healthcare students, understanding the human anatomy can be cognitively challenging, especially for beginner learners. Furthermore, lectures and cadaveric dissections as traditional teaching methods can be costly for the corresponding faculty. With advancements in technology, however, multimedia may harbour great potential to assist educators in their tasks and supplement the traditional pedagogy of teaching anatomy. Additionally, learners can have greater accessibility and flexibility to strengthen their knowledge outside of curricular time and learn at their own pace, respectively. Thus, the impact of utilizing multimedia on anatomy education prompts further investigation.ObjectivesThe purposes of this study include understanding the role of a video‐based dissection and anatomy guide and investigating its impact on medical education via learners’ attitudes.MethodsA video‐based guide on the cadaveric dissection and anatomy of the heart was filmed at the University of British Columbia, edited using the Camtasia 2020 software, and made available to learners via YouTube, a media platform that is readily accessible to the public. The video features a list of learning objectives, step‐by‐step dissection of the heart, the associated and labeled gross anatomical structures, important and labeled notes related to the structures, dissection techniques for learners, and review questions for viewers to test their knowledge on the content discussed. A feedback survey was included at the end of the video, and responses were collected for a period of three months.ResultsFrom October 2020 to January 2021, the cadaveric dissection guide and anatomy video of the heart received 2,036 views, 90 “Likes” and 0 “Dislikes”. During this time, a total number of 65 respondents provided feedback. The majority of respondents are from Canada (90.8%), study Doctor of Medicine (93.8%), and are in their first year of their degree (86.2%). When asked about their purpose(s) for watching this video, respondents indicated that they used the video to prepare for their anatomy lab(s) and dissection(s) (86.2%), anatomy lecture(s) (58.5%), examination(s) (52.3%), for self‐studying (46.2%), and for pleasure (16.9%). Although only 3.2% of the viewers completed the survey, an astonishing number of respondents strongly agreed that the video assisted them in fulfilling their goal(s) (81.5%). On a 5‐Point Likert Scale (“Very Poor” = 1; “Very Good” = 5), the organization and logical flow of the video received the highest score and had the lowest standard deviation (4.80 ± 0.47), while the transitions between contents received the lowest score and had the highest standard deviation (4.45 ± 0.79); the overall quality and rating of the video received a score of 4.71 ± 0.52.ConclusionIn summary, the results indicate that multimedia, at least in the format of a video‐based guide, can supplement a learner’s understanding of the dissection and anatomy of the heart. Additionally, video‐directed learning is greatly beneficial in helping them fulfill their purpose(s).

Pandemic-induced pan-academic educational response in a minority university.

Abstract Education system is extremely vulnerable to the consequences caused by COVID-19, especially the need to strengthen pharmacy education. We utilized this opportunity to rebuild education post-pandemic at Chicago State University College of Pharmacy. Of many avenues opened to development, teachers obligated to update their digital competencies. The pandemic had widened achievement gaps and exposed weaknesses in education systems we had an opportunity now to reimagine a more equitable and resilient education system that delivered a better education to all minority students. Current educational set up was built when our understanding of human learning and learners, knowledge, and skills, as well as teaching pedagogy and teachers’ expertise was quite different from present. Pandemic gave us one-time life window of opportunity to pause and update our educational needs. The purpose of this project was to support such a process of exchange of knowledge. The panic button was sounding and both educators and students were baffled by how to proceed in the wake of pandemic. We encouraged to implementing technology into science education in a way allowing both teachers and students to develop collaborative skill sets and advance adaptability. We recognized the need to support not only students but also students’ families, especially in vulnerable minority communities. We found a “spring effect” and found that pandemic-induced suppression of education bounced back and even rise above the level of past normal. Since it has involved the whole world (pandemic) the educational response should be (pan-academic) and hopefully it will serve as a solution to global problem (panacea) like (vaccine) for all.