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Objectives: This study aimed to discover the extent to which medical students can evaluate medical websites, evaluation criteria used, factors affecting their abilities and whether a teaching intervention could rectify problems. Medical students and practitioners are required to evaluate medical information available on the Internet. Most current medical students are familiar with the Internet, but their ability to evaluate material may require improvement. Methods: A class of undergraduate medical students evaluated an unreliable medical website, received a teaching intervention on website evaluation criteria and re-evaluated the same site. This mixed-methods study was conducted at Sultan Qaboos University, Muscat, Oman, from September to December 2018. Results: A total of 149 (response rate: 82.3%) students participated. Students spent, on average, 4.69 hours per day on the Internet. No significant correlations were found between demographic indicators and Internet time. On a 10-point Likert scale, students’ scores ranged from 5–6, with no significant differences between the pre- and post-intervention evaluations, except for increased polarisation away from the mean. Qualitative comments indicated an awareness of relevant criteria but an overall inability to critically apply them. Conclusion: The results indicate that one cannot make a blanket statement about medical students’ ability to evaluate medical websites despite their familiarity with technology. Moreover, website evaluation should be viewed primarily from the information perspective and that critical thinking ability may play a major role. Due to these overriding factors, short interventions are unlikely to have an impact, and other educational strategies should be developed. These are necessary to ensure that medical students can function independently as life-long learners and medical professionals. Keywords: Internet; Medical Students; Oman.

While the interactional conditions and timing of applause in audience response to public speeches has received attention in conversation analysis research, little research has been done on applause in educational contexts. The nature of applause, however, can vary depending on the context. This paper examines classroom-specific applause and focuses on where in classroom interaction the applause can occur, who initiates the applause, and what the applause accomplishes in the interaction. The data come from 14 audio and video-recorded Japanese primary school EFL class sessions. The analysis reveals that the applause in the data was a typically teacher-initiated action and it regularly occurred in sequence closing position as a positive assessment to the students’ success in carrying out the teachers’ oriented-to expectations.

The Department of Clinical Laboratory Sciences at Virginia Commonwealth University incorporated the use of a game-based learning platform into a junior level Immunology course. The primary goal of this addition was to increase student engagement during review sessions. In previous years, each Immunology class was started with a review of material from an earlier lecture. The review consisted of short answer and multiple choice questions as a means to highlight important concepts and allow additional opportunities for students to ask questions. During these review periods it was observed that class participation ranged from 3-20%. Additionally, those who did participated were the same students in each class period. The incorporation of the game-based learning pAlatform into review sessions involved asking review questions in multiple choice format with 30 seconds of time for students to answer after each question was asked. This new format resulted in class participation increasing to 95-100%. Review of student answers also allowed the instructor to determine which areas the students needed additional assistance with before exams. Student feedback indicated that they enjoyed the ability to be anonymous when answering questions while still getting immediate feedback. This new review format will be utilized in additional courses, specifically Immunohematology. Furthermore, this game-based platform will be used to review material with senior students in their advanced senior level courses.

Admissions teams are challenged to select the best applicants for their college. There is a growing emphasis on selecting applicants with personal attributes important for success in a variety of veterinary careers, but there is no clear consensus on how to best identify these individuals. A number of veterinary colleges are utilizing multiple mini-interviews (MMIs), a highly structured type of interview in this selection process. However, due to travel restrictions currently associated with COVID-19, many are now considering virtual MMIs. Long Island University (LIU) took the step to conduct MMIs virtually for its inaugural class before the pandemic restrictions occurred, largely because it hoped to reduce the cost of admission by eliminating travel costs. In this process, we encountered a unique set of challenges, the resolution of which we believe constitutes best practices for virtual MMIs. This report describes the design and execution of an MMI for LIU. We were able to interview 340 applicants in 7 days. Based on feedback from applicants as well as raters, most considered it an acceptable means of interviewing students. Both raters and applicants expressed a high degree of satisfaction with the process, and we were able to separate applicants based on MMI scores with 88% reliability.

To fill the gap and add literature on systematic reflections in the area of teacher identity developments, this research, which is a part of a larger case study, described how reflection class followed by pre-service teachers of English language in a teacher development program in Indonesia (PPG Pra-jabatan) was conducted. Using a single case study with embedded design and multiple data sources (observations, interviews, and document analysis), this research found that in its effort to help pre-service teachers' identity development, the reflection class followed a certain procedure that comprises of two phases (i.e. reflection phase and publication preparation phase). In addition, this research also found some protocols that were adhered by the reflection class (i.e. involving social reflection, providing a safe and secure learning environment, feedback provision to the reflections, and giving appropriate prompts). This research recommends the teacher education and teacher professional development programs give more attention to how reflection is conducted. In particular, it is suggested that some protocols of conducting a good reflection are considered so that the pre-service teachers can make the most of the reflective activities.

Recently, developing students’ thinking, especially critical thinking (CT), has become a hot issue. Critical thinking has been claimed to have an important impact on learners’ reading comprehension because it can help them analyze, evaluate, construct their thinking, solving problems and reasoning (Ennis, 1989). However, the extent that teachers’ classroom activities contribute to developing students’ critical thinking has rarely been researched. The current case study was conducted with six EFL high school teachers and 10 reading lessons in Vietnam to explore the teachers’ use of questions and to analyze if these questions could facilitate the students’ critical thinking. Classroom observations and the cognitive domain of Bloom’s taxonomy were adapted as the research instruments. The study results reveal common types of questions are often used by high school teachers in their reading lessons. Suggestions are made on types of questions that teachers should function more in their class in order to enhance students’ critical thinking.

The role of grammar instruction is inevitably important for second and/or foreign language mastery. Unfortunately, in practice, many English teachers in foreign language contexts such as in Indonesia still teach grammar deductively; that is, learners are provided the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples. This particular method of teaching is believed to produce learners who cannot use the language communicatively although they have considerable knowledge of grammar rules. It has also been seen as contributing to learners’ passive participation and negative feelings towards grammar learning. The aims of this paper are to give an alternative solution to that problem by offering some ideas of game-based activities and to investigate students’ perception of the implementation of communicative game-based grammar learning. Using pre- and post-study questionnaire, the research study was conducted with 30 adult EFL learners taking an after-class English course. The findings indicated that these activities were effective in creating a non-threatening and more relaxing grammar classes, changing students’ negative perception of grammar learning and improving their perceived communicative skills.

The aim of the study is to investigate the impact of placement test, pop-quizzes and portfolio assessment on class attendance and language achievement. The study also encompasses gender and faculty as other independent variables that affect the students’ class attendance and language achievement. The data gathered from a total of 307 students studying English in the elective preparatory class of a state university in Turkey are analysed through SPSS 25. In the study, descriptive and inferential statistics are implemented. Descriptive analyses such as frequency and percentage are applied in order to reveal information about participants. Independent Sample t-tests, one-way ANOVA, post hoc tests and regression analyses are also performed to determine the relationship between dependent and independent variables. The findings in the study show that portfolio tasks are the most important factors for students’ class attendance and language achievement, which demonstrates that authentic assessment is an important factor. It is found that males do not attend the classes more than females but females are more successful than males. In addition, the faculty as another independent variable does not have a significant effect on class attendance but engineering faculty has a significant impact on language achievement rather than economics faculty.

Much of the research in law and finance reduces long, complex texts down to a small number of variables. Examples include the coding of corporate charters as an entrenchment index or characterizing dense securities complaints by using variables that capture the amount at issue, the statutes alleged to have been violated, and the presence of an SEC investigation. Legal scholars have often voiced concerns that this type of dimensionality reduction loses much of the nuance and detail that is embedded in legal text. This paper assesses this worry by applying text analysis and machine learning to a corpus of more than five thousand complaints filed in private securities class actions that collectively contain over 90 million words. This analysis demonstrates the richness of the information embedded in these complaints by answering three related questions. First, does the text provide indications of the eventual outcomes in the cases? Second, do text-based variables out perform non-text variables in predicting outcomes? And, finally, does text analysis outperform market participants when used as a basis for picking securities? The evidence suggests that the answer to all three of these questions is yes and these findings have several implications. First, the results suggest that there is meaningful information embedded in text and, relatedly, that excessive reduction of dimensions may produce omitted variable bias. Second, evidence of abnormal returns is consistent with the understanding that it takes time for market participants to absorb complex information. Finally, the ability to predict first-filed complaints more readily than consolidated complaints suggests that the goal of the Private Securities Litigation Reform Act to reduce the race to the courthouse and improve the quality of initial complaints has not been fully realized.

Pedagogies to develop autonomy and social responsibility in early adolescent learners persist as an ongoing agenda for schools. This paper reports on one Australian regional secondary college’s pilot program to improve learner engagement in one year 8 class using applied learning principles across the curriculum. In late 2006, participating students in this applied learning initiative were interviewed in small groups, their parents surveyed, and their home group teacher interviewed. Overwhelmingly, student perspectives strongly endorsed the pilot program and were consistent with parent and teacher observations of these same students’ feelings toward engagement within the program. This article details adolescents’ self-reported significant learning, locating them within a wider discourse of secondary school curriculum and current knowledge about early adolescent learners. This article also provides particular reference to the applied learning principles around which the pilot program was conceived and framed.

The research objective was to describe the profile of students' mathematical problem solving abilities based on Polya's stages in terms of reflective cognitive style and impulsive cognitive style. This type of research is a qualitative descriptive study. Data collection methods in this study were tests and interviews. The instruments in this study were the MFFT test and problem-solving tests. The subjects in this study were students of class IXD SMP Nuris Jember with 25 students consisting of 6 fast accurate students, 5 slow inaccurate students, 10 reflective students and 4 impulsive students. This study focuses on reflective and impulsive students. The results showed that at the stage of understanding the problem, reflective students were able to write down what was known and asked the questions using sentences based on their understanding. Impulsive students are able to write down what is known and be asked on the questions using sentences that are similar to the questions. At the planning stage, reflective students are able to model problems into mathematical models and write settlement plans and write settlement methods, while impulsive students are able to model problems but do not write completion plans and do not write settlement methods. At the stage of implementing the plan, reflective students tend to solve the problem to the end correctly. Impulsive students are able to solve problems until the end but the results obtained are wrong, impulsive students also experience errors in counting and tend to rush in solving problems. At the re-examination stage, reflective students are able to determine the final solution by utilizing data at the planning stage and are able to explain the final conclusion of the problem but do not write down the solution, while impulsive students have not been able to determine the final solution by utilizing data at the planning stage and have not been able to explain the final conclusion problems and not writing solutions. In general, reflective students in solving problems are more thorough and considerate so that the resulting answers are more accurate. Students with impulsive cognitive style in solving problems tend to rush without examining the problem in depth, so that many make mistakes in the answers. Keywords: Problem Solving, Polya Stages, Reflective and Impulsive Cognitive Style

IntroductionThis study investigated the effects of seating distance and orientation on engagement in novice and experienced learners in a large classroom explicitly designed for Team-based Learning (TBL). Learning what affects TBL engagement may improve its implementation.MethodsParticipants were novice first-year and experienced second-year undergraduate medical students in Singapore (male=103, female=57). Their age ranged from 18 to 23 (M=19.5, SD=1.06). This quasi-experimental study considered two factors. Firstly, the distance from the teams’ table to the tutor’s table. Secondly, students’ orientation at each table, with either their front or back facing the tutor. Engagement was measured using two instruments, Situational Cognitive Engagement Measure and Classroom Engagement Survey at two TBL sessions – before and after swapping seating arrangements.ResultsFor experienced students, seating distance did not significantly affect engagement (p=0.08–0.89). Novice student’s engagement levels decreased significantly for those who moved further; M=3.30 to 2.98 (p=0.009–0.023). However, overall engagement also decreased post-swap regardless of direction moved; M=3.26 to 3.00 (p=0.004). For both cohorts, seating orientation did not significantly affect engagement (p=0.07–0.62). Those unaffected by seating arrangement commended the classroom’s design, such as screens all around and quality audio-visual system. Novice students exhibited a stronger preference to sit nearer to the tutor than experienced students. Both groups preferred sitting with their front- facing the tutor.DiscussionWithin specially designed TBL classrooms, seating distance and orientation did not significantly affect engagement. Technologically enhanced team-centric spaces provide a favorable environment for TBL, though students’ preferences for seats may change with more TBL experience.

Whether or not schoolchildren exhibit better behavior in the context of wearing uniforms has been a longstanding area of debate in education. Nonetheless, there has been little empirical inquiry into the benefits or drawbacks of school uniform policies. To contribute new insights to the dialog, the present investigation used nationally representative data from the Early Childhood Longitudinal Study Kindergarten Class of 2011 (n = 6,320) to examine students’ social-behavioral and engagement outcomes across the elementary school years as a function of school uniform policies. In general, students in schools that required school uniforms did not demonstrate better social skills, internalizing and externalizing behavior, or school attendance as compared with students in schools without school uniforms. These associations were true across both public and private schools. There was, however, some indication that low-income students in schools that required uniforms demonstrated better school attendance than low-income students in schools that did not.

Background This study aimed to investigate predictors for academic success, including satisfaction with online class and academic achievement, in the coronavirus disease 19 (COVID-19) pandemic era. Purpose To obtain basic data needed to improve the quality and outcomes of online learning in lectures for nursing students. Method A cross-sectional, descriptive, nationwide online survey in South Korea was performed using structured questionnaires. Participants were 200 nursing students taking online-based learning at universities in 2020. Data were analyzed using descriptive statistics and hierarchical multiple regression with SPSS WIN 26.0 program. Results Cyber-class flow (β = 0.65, p < 0.001) was a significant predictor of satisfaction with online class. Self-directed learning (β = 0.18, p = 0.014) and satisfaction with online class (β = 0.19, p = 0.035) were significant predictors of academic achievement. Conclusion To achieve academic success from online learning, self-directed learning should be prioritized and satisfaction with online class needs to be managed by nursing educators. To improve satisfaction with online class, cyber-class flow should be considered when designing teaching and learning methods for undergraduate nursing education programs.

Abstract. Teacher-student relationships have been shown to be highly relevant for student outcomes, but they are also important for teachers. Teachers have a basic need for relatedness with their students and recent empirical evidence underlines the relevance of teachers' relationships with the students of a class. However, a validated instrument which specifically addresses the relational phenomenon between a teacher and the entire group of students within a class – which we define as teacher-class relationship – is yet missing. Thus, the goal of the present research was to develop and validate an instrument which captures the teachers' self-reported quality of the teacher-class relationship (the TCR scale). To do so, we adopted a mixed methods approach: In Study 1 (qualitative, N = 56), we analyzed interviews to explore the cognitive validity of the TCR items, and in Study 2 (quantitative, N = 209), we tested the psychometric quality of the TCR scale and its external validity in terms of correlative links with related constructs. Study 1 results showed that seven out of the original 13 developed items were highly cognitively valid in that the teachers associated main aspects of relationship quality with these items and answered them by referring predominantly to the whole class instead of individual students. Study 2 results confirmed that these seven items formed a unidimensional scale with high internal consistency (Cronbach's α = .89). Furthermore, the TCR scale was significantly linked with teachers' class-specific teaching emotions and self-efficacy as well as with teachers' job-related burnout symptoms and emotional labor. We conclude that the TCR scale represents a reliable, valid and parsimonious instrument to measure the quality of teacher-class relationships. We hope that the existence of this scale fuels future research to further investigate teacher-class relationships and their connections with teachers' emotional and professional wellbeing.

The humanistic view has a far-reaching influence on education. This work presents an innovative pass-through game style teaching approach to improve the quality of classroom teaching in the rapid development of higher education in China, and creating a model for classroom teaching with a humanistic view. A case study in teaching “Chemical Engineering Principles 2” for undergraduate students in Quzhou University is presented, and great improvement in students’ tests and national competition results, and their satisfaction have been demonstrated. Through the pass-through game style teaching, individual attention for students in big class can be realized.

Background This research investigated student satisfaction and self-confidence in learning with virtual simulations in a prelicensure class. Method A descriptive mixed-method approach used the National League for Nursing's Student Satisfaction and Self-Confidence in Learning questionnaire with additional items to survey 28 students' perception after using three vSim for Nursing™ Pharmacology clinical scenarios. Results Although the initial use of vSims were perceived as helpful and effective, difficulty with navigation and unrealism was reported by most students as limitations. Conclusion These findings reveal a consistent trend with previous research that suggests upgrades in vSim software design might ease the navigation, realism, and fluid actions of the computer-animated nurse and patient avatar to improve the usefulness of vSims as an active learning strategy in class. Additional research is warranted into students' perceptions with vSims and the effect on various learning outcomes to assist nurse educators with integrating vSims effectively into a didactic course.

Purpose Team-based learning (TBL) has gained popularity across the health professions, including in interprofessional contexts. The authors conducted this systematic review to summarize the published evidence regarding the extent, design, and practice of interprofessional TBL within health professions (including medical) degree programs to inform interprofessional education (IPE) educators and curricula designers. Method In June 2020, the authors searched PubMed Central, CINAHL, Web of Science, and ERIC for original research articles describing TBL programs with student representation from multiple health professions degree programs that were published between January 2010 and June 2020. Included articles underwent data extraction for study characteristics (e.g., country of origin, topics covered, class descriptors) and the 7 core design elements of TBL: team formation, readiness assurance, immediate feedback, sequencing of in-class problem solving, the 4 Ss (significant problem, same problem, specific choice, and simultaneous reporting), incentive structure, and peer review. Results Twelve articles were included. Significant variability was noted in the application and reporting of the 7 core design elements of TBL, which highlighted challenges to the implementation of interprofessional TBL. Conclusions Although the structured format of TBL provides a suitable pedagogy for IPE, this review identified challenges associated with the effective integration of IPE into TBL, including: the unequal distribution of students to teams as a result of there being multiple disciplines from different programs; varied levels of student experience with the pedagogy of TBL; a lack of resources required for large groups of students; timetabling requirements for multiple disciplines from different programs; inability to provide more than one TBL session; design of patient cases that suit multiple disciplines; alignment of topics within the curricula of multiple disciplines, programs, and universities; inequities in grading for different students within the same TBL program; and limited opportunity for peer review.

The topic of student engagement has emerged by the end of the last century and has become an interesting research topic for its robust correlation with a large number of desirable and positive educational outcomes. While in-class student engagement has been largely studied, out-of-class student engagement seems to receive less attention. This study closes the gap in the literature by presenting evidence on the relationship between out-of-class engagement and student learning outcomes using two different datasets of 492 and 491 business students in Hanoi, the capital city of Vietnam. The structural equation modeling analyses using SmartPLS show significant effects of cognitive and agentic engagement on student learning outcomes. In addition, out-of-class agentic engagement is confirmed to be a separate and distinct subcomponent of student engagement.

Top Indonesian higher education institution (HEI) has not excelled in education quality in Southeast Asia. The statistics exhibit that only two percent of HEIs comply with requirements of high rank of national accreditation. Lack of management and effective policy of HEIs are the source of low education quality. One of the main reasons is the evaluation, as the basis for decision making, comes from biased measurement. Students, as the consumers in an HEI, are the source of reference for evaluation. Evaluation based on student perspective is important to understand individual learning profiles to formulate policy that meets student needs. This study aims to conduct a preliminary study in understanding the gap in research of higher education quality based on student perspectives that consider systemic approaches such PDCA cycle. We conduct a literature review to map the potential research. The study found five previous studies that conduct quality evaluations involving student perspectives. However, these studies mostly conduct only temporary evaluation, not continuous high frequent measurements. Furthermore, the studies are not supported by an information system which does not lead to a systemic approach. Previous studies may produce biased student evaluation due to the long-time interval between evaluation and schedule of study class. These studies do not take into consideration building a systemic approach of quality evaluation in HEIs.

The trend in education today is to restore the point of view of student success in learning that will be successful if a conducive environment is created. Learning material will be easy to remember if students play a direct role in learning, not just listeners. In the past, students were often burdened with target material to train their memory. However it worked in the short term. Their memory will disappear over time. But things like this make students fail in solving problems every day.The core of the discussion that will be discussed in this research is, "How is the implementation of the question paper throwing method in Islamic Education learning?"In this study, researchers conducted action research which consisted of two phases. Each phase is divided into four stages, namely: design, implementation and observation, reflection, and improvement. The object studied was elementary school student no.09 VII Koto Sungai Sarik Semester two of the 2018/2019 academic year. The data obtained are in the form of formative test results, observation sheets of teaching and learning activities.Based on the results of data analysis, it can be concluded that student learning outcomes have increased from phase 1 to phase 2, namely, phase 1 (63.63%), phase 2 (81.81%).Thus, the learning system that uses the question-throwing method should be able to influence the learning motivation of elementary school students No. 09 VII Koto Sungai Sarik Even Semester Academic Year 2018/2019, and this learning model can be applied by Islamic Education teachers in learning in their class

This research was conducted because of the need to develop intellectual potential in the learning process carried out by Islamic Religious Education teachers in SMP N 29 Padang. The purpose of this study is to determine the efforts made by Islamic Religious Education teachers to develop students' intellectual potential in improving the learning process. The research method used is descriptive field research. In this study PAI teachers have made efforts to develop students' intellectual potential, such as the provision of subject matter in accordance with the basic competencies to be achieved, giving students the task to improve students' memory and understanding of the material provided, recalling students' knowledge and insights, and deliver material using the lecture method, ask students to memorize lessons, give students the opportunity to discuss and present in front of the class, and the teacher uses the method of thinking in delivering the material.

This study aims to find out the effect of storytelling assisted by pop-up media to improve language skills and attitude of opinion in children aged 5-6 years. This study uses a quantitative pre-experimental research design with one group pre-test-post-test design without a control class. This research is conducted in TK Laboratorium UM, Malang City; with the population of the students of Class B. The data analysis used in this study includes normality test, homogeneity test, and hypothesis test. According to research and data analysis that has been carried out and the results obtained in this study, it can be concluded that there is a significant effect between storytelling assisted by pop-up media to improve language skills and the attitude of opinion in early childhood. Keywords: storytelling, pop-up media, language development skills, attitude of opinion.

Penelitian ini bertujuan untuk menganalisis faktor-faktor yang dapat menumbuhkan minat baca siswa, khususnya pada jenjang Analisis Faktor Terhadap Upaya Menumbuhkan Minat Baca Siswa SMP dan SMA. Penelitian ini merupakan jenis penelitian kualitatif deskriptif yang sumber datanya terdapat pada siswa SMP dan SMA Metro School Makassar. Hasil penelitian ini menunjukkan bahwa gerakan literasi sekolah (GLS) membaca 15 menit sebelum pelajaran dimulai, dinilai masih kurang efektif penerapannya dalam upaya menumbuhkan budi pekerti dan minat baca siswa. Selain itu, dalam penelitian ini ditemukan sembilan faktor yang dapat memengaruhi upaya menumbukan minat baca siswa yakni, (1) Leader atau guru, (2) alokasi waktu untuk membaca, (3) jenis bacaan, (4) tempat membaca atau perpustakaan, (5) ketersediaan buku bacaan, (6) finansial atau ekonomi siswa, (7) dukungan orang tua, (8) toko buku, (9) motivasi untuk meningkatkan minat baca.

Effective communication between people from different cultures requires not only the ability to speak a common language but also an awareness of sociocultural rules and sociolinguistics features, an important one being speech acts the realization of which realization by Emirati non-native speakers of English has not been studied sufficiently. This paper investigates a particularly face-threatening speech act - refusals. It explores Emiratis comfort level and the use of the refusal speech act in communicative exchanges with unknown tourists. The data set consisted of 94 participant responses to a pre-instructional activity in an introductory linguistics class. Both descriptive and inferential statistics were used to analyze the data sets. The key findings suggest that both male and female participants were rather comfortable conversing with a tourist couple that they had never met, but male participants reported being more at ease accepting the couples request to take a photo with the tourists at a statistically significant level. While more than half of the participants reported willingness to take the photo with the tourists, approximately 41.5% would decline such a request, with significantly more females declining the request. The most frequent components of the refusal speech act included a statement of regret, a thank-you note, and an excuse, reason, or explanation. Results also showed that linguistic devices for positive politeness purposes were used rather sparingly, and it was mainly the females who used them. Based on the results, it is helpful for visitors to the UAE to be mindful of Emiratis' sociocultural and sociolinguistic behaviors so that the nuances of communication can be understood and responses are appropriate, which can reduce the likelihood of communication breakdowns and increase the well-being of all involved in the interaction.

This study explored the self-efficacy of senior high school Science, Technology, Engineering, and Mathematics (STEM) students (N = 134) in an online physics class in terms of gender and its relationship to engagement. The study employed a descriptive correlation research design. Adapted instruments namely ‘Sources of Self-Efficacy in Science Course – Physics’ (SSSCP) and ‘Engagement in Physics Scale’ (EPS) were used to collect the data from the students. SSSCP was correlated with the scores of ‘Self-Efficacy for Academic Milestone-Strength’ scale for its validity. Reliability and validity of EPS was examined through Cronbach alpha and confirmatory factor analysis with acceptable results. Mean and standard deviation were used to answer the research questions while independent samples t-test, Cohen’s d, and Pearson r correlation were used to test the hypotheses. It was revealed that both male and female students have a high level of self-efficacy in the following: overall, vicarious experience, verbal persuasion, and performance accomplishment with an average level for the emotional arousal. Furthermore, a significant difference across gender was found only on the emotional arousal sub-level with a small effect size of 0.32. Moreover, positive correlation was found between overall self-efficacy and overall engagement as well as on cognitive engagement. On the other hand, a negative correlation was revealed between overall self-efficacy and emotional engagement. Focusing on increasing the self-efficacy of students in an online physics class should be practiced by teachers in order to increase engagement.

Many natural activities involve "stopping dilemmas": situations that require a repeated decision between investing effort to achieve some valued goal and stopping that effort to try something else. Previous research into these problems highlights two contradicting biases. While one class of studies suggests a tendency to stop too late (e.g., escalation of commitment), another class of studies suggests a tendency to give up too early (e.g., learned helplessness). Our paper clarifies the conditions that trigger these biases by focusing on two factors: the decision mode (ongoing decisions vs. planning in advance) and the probability each search effort will be costly. We find that experience with stopping dilemmas produces a reversed sunk-cost effect: Most participants stop too early when search is frequently costly but stop too late when search is usually rewarding. This effect can be explained by assuming that stopping decisions reflect reliance on small samples of past experiences with similar stopping dilemmas. Comparison of ongoing and planning decisions reveals an interaction: planning in advance increased search when searching was frequently costly, but decreased search when most search efforts were rewarding. This interaction can be explained by assuming a contingent re-evaluation process: Recent losses increase the tendency to reevaluate a plan to continue the search, and recent gains increase the tendency to reevaluate a plan to stop. In addition, we observe a preference for stopping strategies that imply maximal search. We assume this reflects an attempt to explore the full problem space. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The COVID-19 pandemic of 2019 meant higher education was forced to delivering education online. For most, the transition to emergency remote teaching was a natural next step to support continuity of education. However, there were some examples where education remained on campus. Where after taking all COVID-19 safety measures of social distancing, hand hygiene measures and other health protocols, institutions decided to continue to deliver face-to-face on-campus offerings with limited capacity. The COVID-19 and higher education literature have focused primarily on rapid digitalisation. This manuscript adds value to the literature by focusing on three case studies of on-campus delivery for faceto-face teaching in the classroom and practical lessons during the pandemic in Australia, the United Kingdom, and Pakistan. The changes to the learning process affected students’ interactions with the lecturer, other students, and the equipment they were learning to use. Also, it affected interactions with each other in practical activities due to limited numbers of participants, motivation in learning and achieving learning outcomes. Not only the students, but the lecturer’s capability in delivering the course was affected by fatigue due to spending more time teaching within a ‘COVID-19 safe’ environment. This study will provide important documentation on the effect of COVID-19 on on-campus delivery, as well as opportunities to support greater student engagement in class environments through the sharing of learning equipment, fostering positive motivation, managing learning outcomes, and self-monitoring of lecturer capability in more highly stressful teaching and learning environments practical training affected.

The purpose of this study is to determine Z generation high-school students’ properties carried into class, and to reveal periodic factors and indicators for class motivations, study habits and class disrupting behaviours, according to X and Y generation teachers’ opinions. The study was in a qualitative phenomenological design. The study group was formed with multistage sampling, including criterion and disproportional quota sampling. Accordingly, 96 high-school teachers participated in the study group. The data was collected with a survey of open-ended questions and a semi-structured focus group interview. Content and descriptive analyses were used for data analysis. As a result, positive perspectives towards Z students’ properties, class motivations, studying habits, and class-disrupting behaviours were limited, whereas negative views were in the majority. Evident negative periodic factors were technology misuse, curriculum discordance, moral degeneration, and the negative indicators were weak time management, unplanned studying, improper studying, attitudinal and behavioural disorder. Z students’ properties are adversely reflected on in-class processes through mutually aggravating relations of periodic factors and behavioural indicators. X teachers had more adverse views pointing to Z students’ mostly inner properties for the negative studentship whereas, Y teachers drew attention to the disharmony between the Z cohort and educational environment.

The COVID-19 pandemic has transformed education systems throughout the planet from traditional courses to online learning. Aim: this study aimed to explore the perception of university students toward the effectiveness of E- Learning during Covid-19 pandemic. Design: An exploratory descriptive research design was utilized to conduct this study. Subjects: by using stratified random sampling technique eight hundred and seventy-five (857) fourth year students were selected. Tools. Data was collected using an electronic questionnaire that consists of four parts: part I: Socio demographic characteristics of the students, Part II: perception of students towards E-learning via Microsoft Teams application, Part III: challenges facing the students and their suggestions to overcome them. Results: The rate of the student's agreement on the perceived usefulness, behavioral intention and perceived ease of use was (72.6%,64.7%,63.7%). The highest challenge reported by the students was cost of the internet (66.5%) followed by unavailability of the internet at home (56.8%), absence of collaboration between the students in the web-based class (44.2%) and limited technology skills of the students (40.8%).Conclusion. This study sheds the light on the challenges and factors affecting the perception of the college students towards E-learning as a newly adopted teaching strategy. So, it will assist to create an effective plan for E-learning successful implementation and view innovative technology as a good step to progress and evolution. Recommendations: use of offline downloadable learning materials would overcome the challenges related to the variable quality of internet access in the country.

This paper aimed to critically look at team teaching tactics and the role it plays in achieving teaching and learning effectiveness. Specifically, using psychological counseling procedures, this study examined the benefits this learner-centered attitude brings to the student teachers and students, and also discussed different possible issues that may arise. To this purpose, a mix-methods design which comprised pretest, posttest, questionnaires, and interview was utilized to collect the necessary data. 52 Iranian high school EFL students were selected through purposive sampling and divided into a Control Group (CG) and an Experimental Group (EG). Also, two English language teachers, and a teacher as counselor were purposively selected to participate in team teaching procedure. The control group was taught through traditional methods of language teaching and the experimental group was taught through team teaching procedures. The posttest results showed that there were significant differences in favour of the experimental group between the two groups in terms of their oral proficiency.Also, the results obtained from the questionnaires revealed that that there were significant differences in the participants’ outlook towards using team teaching methods in the language class. It was further found that there was a very strong evidence of partnership between team teaching plus counseling practice and inherent academic motivation as well as between team teaching and counseling procedure. The findings of the study are valuable for English language instructors, materials developers, program planners, and education administrators.

Copyright © 2021 The Author(s). This article draws on data from a small qualitative study of men on care-based degree pathways in one university in England. There is little research that specifically considers the experiences of working-class men on these courses. The article explores aspects of men’s experiences and responses to so-called ‘active learning’. It considers knowledge in care-pathway pedagogy and how students on these programmes are enabled to draw on both disciplinary and practice-knowledge. The article argues that active learning must go beyond a dominant preoccupation with self-development to initiate students into disciplinary knowledge appropriately recontextualised for their practice careers. Classed and gendered classrooms are an example of where this might occur. Implications for access and participation and for teaching and learning on care pathways are identified. University of Winchester Teaching and Learning Innovation Fund and the Access and Participation Team.

The purpose of this study is to identify the experiences and challenges of teachers in using the blended learning method during the teaching and learning process. This study used a case study method with a qualitative approach. This case study was conducted through interview with 6 of respondents involves the group of secondary school teachers from Malaysia and Indonesia. The instrument used is open-ended questions. The collected data were analyzed using descriptive. The results showed that the blended learning environment was built with a combination of face-to-face and online sessions. This case study found common challenges that was faced by teachers are the students’ lack of devices and equipment. From the results, teachers explained how dissatisfied they were in order to deliver information towards their students. Teachers' experiences of engaging the students in a blended learning class by getting attention and students interest with fully applying technology. Practice with technology-mediated learning creates challenges that must be taken into account when planning and implementing integrated teaching and learning. The challenges that the teachers face in engaging the students in a blended learning class from 3 factors: First factor from environmental factors is lack of internet connection so that it hinders the blended learning process, second factors that come from students are lack of students' interest and student motivation, take a lot more time, students lazy during online class, students pay less attention and maintain consistency of participants in the class, and the last factor that comes from the teacher is unable to be assessed students task. However, it provides a good opportunity to enhance student learning using blended learning methods.

Introduction: Technical writing is an essential skill set for engineering students. Many studies have been conducted, but very few have used experimental or quasiexperimental design to identify an optimal instructional method in a technical writing class. Situating the case: Team-based learning (TBL) is a well-structured learning method that prior studies have found to enhance students’ academic performance. TBL includes individual and collaborative learning activities from lower to higher cognitive levels. Peer leadership, as evidenced in other studies, uses appointed student leaders to promote equal and active group participation and shows a potential to solve the gender issue found in engineering class collaborations. About the case: In this case, we infused peer leadership in TBL in three technical writing sessions of an engineering lab class. Appointed student leaders were responsible for initiating and sustaining discussions, asking each group member's input, and seeking collective decisions on solutions. The other class used traditional TBL activities. Methods/approach: Nonparametric analyses were conducted to compare students’ technical writing skills and self-efficacy, as well as gender differences in two classes. Results/discussion: Students in the peer-led TBL class showed better technical writing skill retention than their counterparts in the traditional TBL class. The gender difference was identified in the traditional TBL class. However, we did not find any difference in students’ self-efficacy between the peer-led and traditional TBL sections, though both observed a significant improvement at the end. Conclusions: We suggest studies with large sample sizes and equal distribution of female and male students.

Little research has been conducted on training students of different health professions to deliver culturally appropriate care to patients observing religious fasting. This study aimed to formulate an online educational module on caring for patients with diabetes observing religious fasting and evaluate the module's impact.Third-year doctor of pharmacy students participated in an online module at the end of their core pharmacist-patient communication class. The module involved discussions and case scenarios addressing Muslim, Jewish, and Hindu patients with diabetes considering fasting. Students were provided with Ramadan Communication (RAMCOM), a tool designed to facilitate counseling of patients on religious fasting and were encouraged to use principles of motivational interviewing in addressing cases. A 13-item questionnaire was administered before and after the module. Answers provided on an open-ended item addressing students' experiences with the module were analyzed qualitatively using conventional content analysis.Of 140 students taking the class, all students completed the module and 135 completed both questionnaires. The module elicited a statistically significant improvement in confidence across all 13 survey items. The computed aggregate score increased from 2.65 (0.56) to 3.66 (0.50) (P .001), with 71% of students finding the module to be useful or extremely useful. Qualitative analysis provided insight into students' experiences, including how the module produced an improvement in student confidence as well as opportunities for module improvement.A brief online module significantly improved pharmacy students' confidence in working with patients from different cultures and religions considering religious fasting.

O humor na formação do professor de química ainda é um assunto pouco explorado na literatura nacional. Embora alguns trabalhos apontem sua relevância, o tema ainda carece de estudos que mostrem as potencialidades e as lacunas de se trabalhar com o riso e o risível na formação do docente em química. De modo a contribuir com o tema, esse texto, de cunho teórico, busca definir o humor e o riso a partir de elementos histórico-culturais e, logo depois, fazer apontamentos sobre como o humor pode perpassar a formação do docente, contribuindo para que ele realize sua atividade pedagógica com consciência e destreza. O texto ainda apresenta elementos para que o professor possa pensar o uso do humor de forma prática na sala de aula, alertando para possíveis armadilhas que possam aparecer no percurso de tornar a aula mais engraçada. O artigo advoga pelo humor combativo, de modo que ele perpasse a formação do professor de química, pois só esse tipo de humor pode causar indignação e gerar a necessidade de um posicionamento diante da barbárie instaurada e vivenciada nestes tempos.

This article is an ethnographic account of a course I designed and taught in my university to mostly non-humanities, engineering and science undergraduate students from diverse backgrounds. In it, I consider the possibility of a pedagogical approach to teach what it means to construct a field in anthropological terms during a classroom based teaching module. I suggest that one can approach the construction of a field within the classroom by using disturbance as a pedagogical tool. Drawing from Anna Tsing’s formulation of “disturbance as an analytical tool” I demonstrate how we can construct a field pedagogically by disturbing the certitude of the known and by reimagining the modes of seeing and hearing the familiar. The ethnographic elucidation of this paper is essentially work produced from this class – images created from within the university, influenced by a question asked by students and accompanying soundscapes produced by students’ themselves – which demonstrates the possibility of constructing a field by, in a sense, hearing images and seeing sounds. This article contains embedded sound files and is best downloaded and opened with Adobe Acrobat or similar. A link is also provided in the text for viewing the sounds and images online for those who open the file though online PDF viewers.

During the learning process students tend to be passive and learning is centered on the teacher, so activity and learning outcomes are low. One of the efforts that can be done is the provision of rewards and punishments during the learning process. The purpose of this study was to increase student activity and learning outcomes through the provision of rewards and punishments. This type of research is classroom action research using a qualitative approach, which is supported by a quantitative approach. This research consists of four stages, namely planning, action, observation, and reflection. This study involved 33 students of class XI MIPA 3 SMAN 8 Padang. Research data obtained through observation sheets, quizzes, learning outcomes tests, and field notes. The data analysis technique used is descriptive analysis. Based on research data in first and second cycles, it shows that the activities and learning outcomes of students have increased. This is indicated by an increase in learning outcomes from 40% in the first cycle to 67% in the second cycle. So, it can be concluded that learning by giving rewards and punishments could increase students' activities and learning outcomes.

This study aims as a way to determine the effect of the recitation method on learning outcomes of events in life that focuses on sub-theme 2 national events about the proclamation of independence day at SDN Gongseng 1 Jombang. As we know that the average learning process in schools is still centered on the teacher himself. By using the right application, it is certain that it will have a good impact on the quality of education. The lack of student interest in the methods taught by the teacher had a significant impact. In the process of working on questions, for example, students are less able to understand what is conveyed by the teacher who is able to provide a learning process whose substance is carried out by selecting the appropriate method. This research is pre-experimental research design, in the form of one-group pretest-posttest. The sample of this study consisted of 9 boys and 10 girls totaling 19 students who were in the experimental class. In the academic year 2021, it can be seen that the results of the pretest and posttest data of students by using the recitation method have sig. 0.000 < 0.05. From these results, it can be concluded that the effect of recitation has an influence on classroom learning by using conventional methods.

This article discusses two interview assignments used in a class on political representation. Instructor observations, as well as student-provided survey data, indicate the assignment was a success...

In the implementation of learning activities that occur at SD Plus Pesantren Al-Anwar, problems when implementing learning activities, among others, are the media used are not supportive, teachers use learning resources in the form of books and have not used certain learning media. This is the cause of students tend to be passive in learning activities. When learning theme 3 sub-theme 2 learning 2 in class IV the teacher uses image media in teaching and learning activities, making students less understanding of the material. As a result, students are less interested in teaching and learning activities. This research was conducted in class IV, which consisted of 20 students. In the development research that has been carried out, it is expected to be able to provide a good influence for students, the Fun Thinkers book media is to foster student learning activities and achievements and must use media that can foster student interest in learning so that they are enthusiastic in undergoing the learning process. Research using the ADDIE model which passes through 5 stages.

The study aims to know the response of parents and teachers regarding the use of radio channels as online learning media in SD Negeri Paremono 1 Kecamatan Mungkid. The study uses qualitative comparisons with case studies. The data comes from 11 pairs of students, 11 parents plus 6 teachers from class I through class VI. During the data collection stage, researchers use interviewing methods, observation and angkets. Testing the validity of data, researchers used technical triangulation (interviews, observations, digitation of documents and angkets) as well as source triangulation (students, parents and teachers). Data analysis runs through four components, that is: data collection, data reduction, data presentation and deduction deduction. The results of this study indicate that the students' responses is good, the parents' response is also good, while the teacher’s response is also good. This is because the three data sources have clear information on executing online learning using radio channel media, preparations are made to a maximum and when the application is not absolute. As a learning evaluation, students usually get assignments, both online and offline. Online tasks are given and collected daily through the whatsapp/googleform. While the task is offline twice a week, students take and collect assignments on Mondays and Thursdays.

The role of learning media in the learning process is an integral part that cannot be separated from the world of education. The important role of the media is very influential on the learning outcomes of students in the classroom. Through interviews and observations with class teachers, it was found that there were problems that existed at SDIT Darul Falah, one of which was the use of media in the classroom infrequently. From the results of these observations and interviews, researchers had the opportunity to develop an audiovisual media using a sparkol videoscribe-based whiteboard animation. This study aims to develop learning media and determine the development of the R2D2 model which has been modified by the researcher according to the needs with the define, and design and development stages. The data analysis technique to assess validity was calculated by finding the final score and its relevance to the Likert scale, while the analysis of student test data was calculated by looking for DSI (individual absorption), RK (class average), and KBK (classical mastery learning). Students are said to be able to absorb learning and learning is said to be successful if the final results of DSI and RK are above 68 (KKM SDIT Darul Falah). Based on research that has been done, the results of this development product are published in 3 versions, namely by web, CD (compact disk), and also on youtube. The results of field trials through the use of sparkol videoscribe-based media can be said to be valid with an overall average of 89.5. Then the learning outcomes of students with an average of 77.5, the number of students completed with a percentage of 88.9%.