The objective of this study was to investigate the impact of the problem-based learning (PBL) method on Neurology education for Traditional Chinese Medicine (TCM) undergraduate students. This ...observational study was conducted during the 2020/02 and 2020/04 intakes of the third year TCM undergraduate students at School of Traditional Chinese Medicine, Xiamen University Malaysia. A total of 86 students were enrolled in the study and randomly assigned to either conventional learning groups or PBL groups. Students who missed more than 1 session of the course or did not complete the questionnaires during the evaluation periods were excluded from the study (n = 0). An independent sample t test was used to compare the results between the 2 groups, with a significance level set as P < .05. The PBL group demonstrated significantly higher scores in theoretical and clinical practical examinations, satisfaction with the teaching level, students perspectives, and self-learning skills. Additionally, the PBL group had significantly higher scores on the dundee ready educational environment measure compared to students in the conventional group ( P < .05). The implementation of the PBL teaching method in Neurology education for TCM undergraduate students proved to be an engaging and effective learning approach. It significantly improved students learning performance and their ability to analyze and solve problems related to neurology diseases and their management knowledge.
Urban planners must adapt to changing social needs as the profession evolves. Planning students' views on the profession during COVID-19 are examined in this paper. This study collected discussions ...from students on a virtual bulletin board. Students were asked how planners support public health protocols, what planning products need updating, and how planners can meet future challenges. Students believe urban planners are crucial for public health and safety and that infrastructure planning and development should anticipate uncertainties. This study shows how early tertiary students view their future careers and that planners must anticipate planning and development uncertainties.
The aim of the present study was to focus on how students articulate and discuss what factors influence students' decisions to defend or not defend victims when witnessing bullying. In this unique ...qualitative cross-collaborative study, where two research teams collected interviews from two cultural contexts, eighty-nine students with an age-range from 9 to 14 years old participated. Participants included 43 Swedish students and 46 US students (50 girls, 39 boys). The interviews were analysed through a collaborative qualitative analysis aimed at constructing shared concepts of our data as a whole. The results revealed five broad factors among the students when they reasoned about how they act as a bystander in bullying situations: (a) informed awareness, (b) bystander expectations, (c) personal feelings, (d) behavioural seriousness, and (e) sense of responsibility. The results indicated that each of these considerations could make the students more or less likely to defend as well as to defend in a certain way. According to these five broad factors, students seemed to adjust their bystander acts, which suggests that students' bystander acts vary depending on situational factors that influence bystanders' interpretations of bullying and decision-making about how to respond to observed bullying.
This 2-year longitudinal study compares students' trajectories for perceived teacher-student relationship quality and students' self-efficacy (together discussed as students' school trust) to ...previously documented teacher-perceived experiences in teacher teams' collective learning processes. The article's main contribution is the reflection in students' perceptions, of their teachers' perceived quality and attainment in collective learning processes. Comparisons between schools show that trajectories for students belonging to the only teacher team that experienced a more mature and successful learning process in an earlier study, differed significantly from the trajectories for students in compared teams. Differences demonstrated large positive effect sizes (d=0.81-1.14). Individual analysis provides deeper insights about how these students' perceptions changed. Additionally, the full sample data confirms earlier findings of substantial cross-associations between student-perceived teacher-student relationship quality and student self-efficacy. For example, sustainable associations between supportive teacher-student relationships and students' global academic self-efficacy and self-efficacy for self-regulative learning were found (r = 0.43-0.51).
Introduction: Problem based learning is an educational strategy in which students work together in a collaborative way to solve a given problem/scenario that they are expected to experience in their ...real life setting. Students' work in a group of 12-13. The group members' work under the leadership of the group leader.
Aims & Objectives: This study aims to investigate the perceptions of students' regarding the qualities of PBL group
leaders.
Place and duration of study: The study was conducted in the University College of Medicine and Dentistry. Total 30 2nd Year MBBS students were included in the study.
Material & Methods: This was a qualitative descriptive exploratory study. Three focus group discussion sessions were conducted. The sessions were tape- recorded and were then converted into written document. The data was analyzed by using Atlas ti; a qualitative data analysis tool and themes were generated.
Results: Initially the entire document was read and line to line coding was done which resulted in 300 codes, a second cycle of coding resulted in 95 codes, which were reduced to 78 codes after the third cycle. Finally, 17 codes were formed which were pertinent to the research objective and 5 themes with various sub-themes.
Conclusion: PBL promotes collaborative learning under the group leader. This current study provides a guideline to students and medical colleges regarding the qualities of PBL group leaders and will also help in inculcating these qualities.
The disruption and development of technology has rapidly transformed the educational system these days. Its practicality has driven students to equip themselves with technological devices and ...software, particularly those with Artificial-intelligence. This study aimed at identifying students’ perspective on the implementation of Artificial-Intelligence Powered App as Learning Aid in Improving Learning Autonomy. Specifically, this study identified whether or not the use of Artificial-Intelligence Powered App as Learning Aid could change learners’ perspective on autonomous learning and improve their learning autonomy. Further, the perspective being investigated is related to learners perspective on their role in fostering autonomy as well as learners’ perspective toward the teachers’ role. The researchers conducted the study by following a collaborative action research. The data of the study were collected using questionnaires and semi structured interview. Then, the results of the questionnaires were analyzed quantitatively and the results of the interview were analyzed qualitatively. This study finds out that incorporating artificial intelligence powered apps has successfully changed learners’ perspective on autonomous learning. Besides, the use of artificial intelligence powered app also works positively in fostering learners’ autonomy. Since this study was conducted using action research method, the result of the study cannot be generalized to a larger population. Thus, an experimental study that apply inferential statistics analysis is needed to support the results of the study. HIGHLIGHTS: • One of the challenges in fostering learner autonomy is making them understand of the need to be autonomous. • Learners initially thought that teachers should spoon-feed them the learning materials. • AI powered apps like Mondly has the potential to help students understand their roles and teacher’s roles during learning by providing them features that encourage autonomous learning activities, such as planning, monitoring and evaluating their learning.
Previous research suggests that the perception of available resources has a major influence on teachers' attitudes towards inclusive education (Avramidis, E., and B. Norwich. 2002. "Teacher's ...Attitudes Towards Integration/Inclusion: A Review of the Literature." European Journal of Special Needs Education 17 (2): 129-47; Schwab, S. 2018 (in press). Attitudes Towards Inclusive Schooling. A Study on Students', Teachers' and Parents' Attitudes. Münster: Waxmann). On the side of the students, no similar studies exist that examine the impact of insufficiently perceived resources on inclusive education. To assess the extent to which students - and their teachers - perceive that the resources at their school are adequate or meet their needs, the 'Perception of Resources Questionnaire' (PRQ) was developed.
To analyse the psychometric quality (factor structure, reliability, validity) of the instrument, data were collected from 42 inclusive classes (n = 701 students, n = 27 teachers) of lower secondary level in North Rhine-Westphalia, Germany. The main component analysis showed a single factor structure. The reliability of the scale (cronbach's alpha .67) can nevertheless be considered acceptable, since it is a short scale which comprises heterogeneous items in terms of content. For the purpose of validation, multilevel regression analyses were conducted. The findings show that only the teachers' perception of resources - and not the resources actually available - is a significant predictor for students' perception. Finally, the findings are discussed.
Technological innovations such as blended learning (BL) are rapidly changing teaching and learning in higher education, where BL integrates face to face teaching with web based learning. Thus, as ...polices related to BL increases, it is required to explore the theoretical foundation of BL studies and how BL were adopted and implemented in relation to students, lecturers and administration. However, only fewer studies have focused on exploring the constructs and factors related to BL adoption by considering the students, lecturers and administration concurrently. Likewise, prior research neglects to explore what practices are involved for BL implementation. Accordingly, this study systematically reviews, synthesizes, and provides meta-analysis of 94 BL research articles published from 2004 to 2020 to present the theoretical foundation of BL adoption and implementation in higher education. The main findings of this study present the constructs and factors that influence students, lecturers and administration towards adopting BL in higher education. Moreover, findings suggest that the BL practices to be implemented comprises of face-to-face, activities, information, resources, assessment, and feedback for students and technology, pedagogy, content, and knowledge for lecturers. Besides, the review reveals that the ad hoc, technology acceptance model, information system success model, the unified theory of acceptance and use of technology, and lastly diffusion of innovations theories are the mostly employed theories employed by prior studies to explore BL adoption. Findings from this study has implications for student, lecturers and administrators by providing insights into the theoretical foundation of BL adoption and implementation in higher education.
Increasingly, higher education institutions are giving more attention to the language proficiency of non-native English-speaking teachers (NNESTs) due to their growing numbers. Despite a recent surge ...in the literature on NNESTs in the global discourse of English language teaching (ELT), the impacts of NNESTs' language competency within the higher education systems of their countries remain woefully under-examined. Of particular concern is the absence of students' voices. Therefore, this study explores higher education students' perception of NNESTs' language proficiency. Data was collected through class observations of five NNESTs and followed-up semi-structured interviews with five student focus groups recruited randomly from each class. Our results show that while students concur that NNESTs' language proficiency contributes to their learning performance in class, other factors (e.g., the teacher's effective teaching style and charming personality, relaxed class atmosphere, the difficulty level of the teaching materials, and the learners' proficiency level) also perceived to play key roles in boosting students' class learning effectiveness. The findings highlight the need to include students in the design of teaching approaches, course design, and curricula, as well as the reflection process about NNESTs' language proficiency.
This study reports the viewpoints of students on Emergency Remote Teaching (ERT) in tertiary institutions in Nigeria during the COVID-19 induced schools’ closure. Three research questions guided the ...study. The descriptive survey design was adopted. A total of 1017 students formed the population for the study. Sample size of 100 students were drawn using simple random sampling technique. A 32 item structured questionnaire titled ‘Students’ View on Emergency Remote Teaching (SVERT)’ validated by experts with a reliability coefficient of 0.78 was used as instrument for data collection. Data was analysed using frequency, percentage and mean. The findings revealed the educational media used by NAU and KSU lecturers for ERT. It further revealed that students were satisfied with the coverage of course contents, but not fully satisfied with ERT due to inadequacy of learning activities, which led to boredom amongst isolated learners. It also found out that challenges experienced during ERT include high cost of data for internet subscription, inadequate electricity supply to keep device always charged before lectures, among others. The study recommended among others that ERT sessions should be designed with relevant and highly engaging and interactive learning activities to reduce boredom among isolated learners during learning.
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