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This study aimed at evaluating the effectiveness of microlearning in higher education. The sample consisted of first-year MBA students, and a post-test control group design was used to assess the effectiveness of a microlearning module. The results indicated that the use of microlearning was significantly related to learning performance and participants' reactions to the module. Moreover, the microlearning group scored significantly higher than the control group. The findings suggest that microlearning has the potential to improve learning outcomes and enhance participant engagement. However, the study has certain limitations, and future research is needed to gain a comprehensive understanding of the optimal design and delivery of microlearning modules. The study supports the use of microlearning in higher education as an effective instructional strategy.

In recent years, there has been a growing concern in science education on the enhancement of preschoolers' knowledge and motivation for concepts by implementing efficient teaching methods. This study explored the development and effectiveness of the E-sky Module in increasing the development of preschoolers in Project-based Learning (PBL) activities conducted both within and outside of preschool. This study employed the Design and Development Research (DDR) approach, incorporating many research methods. During the qualitative interviews conducted in the needs analysis phase, three different themes related to the difficulties encountered by teachers when conducting early science projects were meticulously recorded and analysed. Based on a quantitative analysis completed by three experts in the field, this E-sky Module has been determined to have a substantial level of validity and a satisfactory level of reliability. This is evidenced by a Cronbach's alpha coefficient of (p < 0.82) observed. Moreover, throughout the evaluation phase, four distinct themes were effectively reported, suggesting that this module significantly contributed to the comprehensive development of preschoolers. Hence, future studies should explore the potential of enhancing knowledge acquisition through promoting motivation and the emergence of conducive learning environments in the context of PBL.

Despite the promising outcome of modular distance learning, its implementation is challenging. Thus, this study aimed to examine the usefulness and challenges of the implemented clustered self-directed learning modules in entrepreneurship for senior high school distance learning amidst the emerging pandemic using the descriptive-survey research method. This study was conducted at Espiritu Santo Parochial School of Manila, Inc., during the school year 2021-2022, among Grade 12 students using a stratified proportional random sampling technique. The study used both quantitative and qualitative methods of analyzing the data, including descriptive statistics and thematic analysis. As a result, all the modules were inferred to be very effective and very useful in terms of their usefulness for distance learning. On the other hand, there were six emergent themes from twenty-five challenges, as follows: (a) difficulties and limitations in theoretical and practical processes; (b) concerns about time constraints and academic workloads; (c) technical issues in learning modules; (d) problems with communication, lessons, and instructions; (e) issues with online learning, connectivity, and learning management systems; and (f) external and personal challenges as a student. These challenges were the basis in framing the recommendations of the students in addressing the aforementioned emergent themes.

Adult education instructors are as diverse as the students they teach. Their professional backgrounds, training, licenses, and modalities of teaching (online, in person, open vs. closed enrollment, etc.) vary widely, which can make the planning of meaningful, effective professional development challenging. Universal Design for Learning (UDL) is a research-based educational framework developed almost 30 years ago by CAST, a non-profit education research and design organization. Using the UDL framework, CAST has developed self-paced professional learning modules that can be accessed freely through the Literacy Information and Communication System website (https://lincs.ed.gov/). The goal of this article is to argue that two key UDL-based design concepts - accessibility and relevance - can be used to increase the effectiveness of professional development for adult educators.

This study aims to understand the effectiveness of online training for pre-service and in-service teachers by exploring any differences between pre-service and in-service teachers' satisfaction and learning following an online professional training video. Additionally, the study focused on evaluating any differences in satisfaction and learning of pre-service and in-service teachers based on age, experience, subject taught, and grade level, as well as nationality. An online 20-minute video session was shown to the participants and a survey questionnaire, based on the Kirkpatrick Model, was used to explore their reactions and learning. The study employed Exploratory Factor Analysis (EFA) with independent sample t-test and ANOVA techniques to compare the training outcomes in pre-service and in-service teachers' satisfaction and learning. The results showed that the teachers were highly satisfied with the video assessment, content, and content structure. Moreover, there was no significant difference found in satisfaction levels or learning between in-service and pre-service teachers. Furthermore, no impact of age, experience, grade taught, or subject taught was found, though nationality was found to impact satisfaction with the video. The study recommends the expansion of similar online professional development programs, considering the high levels of satisfaction among pre-service and in-service teachers alike. Personalization of content to accommodate diverse learner needs, learning preferences, and backgrounds is suggested to further enhance satisfaction and learning outcomes. Lastly, this study's findings emphasize the need to improve teacher training programs, especially in different geographic and cultural contexts, to increase teaching efficacy and address the unique challenges teachers face.

This paper investigated the literacy practices, challenges, and coping strategies of the More Knowledgeable Others (MKO) in helping the learners accomplish literacy tasks included in the online and modular worksheets during the lockdown period because of COVID-19 pandemic. MKO is a person who has a better understanding or a higher ability level than the learner; this includes the teachers, the parents, and the guardians. This study focused on the parents and guardians as they assume two significant roles during the time of pandemic, namely a teacher and a parent. Two hundred six parents and guardians were surveyed, and selected respondents were requested to participate in the semi-structured interview to provide opportunities to express their experiences during the pandemic. The results revealed that MKO's practices include their role as a: (1) support in children's school tasks; (2) spending read aloud time with their children; and (3) their use of Internet and gadgets. For the challenges, four subthemes emerged: (1) duality of roles; (2) lack of knowledge and skills; (3) Internet connectivity; and (4) financial challenges. With the challenges come MKO's coping strategies: (1) managing time wisely; (2) they provide unfathomable moral support; and (3) their faith in God. With the findings, this paper recommends creation of consultative body among parents so they can be included in the curriculum design for the education of their children.

The objective of this study is to develop e-modules for bump pass learning for seventh-grade students. This study identified the problems and needs of students in learning bump pass skills, e-module eligibility and the effect of the e-module on students' bump pass skills. Two groups of seventh grades, two teachers serving as content experts and two media experts participated in this study at State Junior High School 1 Talawi. Five steps were used in conducting this research: analysis, design, development, implementation and evaluation. The researchers collected data through questionnaires, interviews, observation, documentation, expert testing and tests. The questionnaire, interview, observation and documentation results were analyzed using an interactive data analysis model. Expert test data were analyzed using the inter-rater agreement model and test result data were analyzed using an independent t-test. There are three findings in this research. First, the reason for the students' difficulties in learning bump passes is their lack of interest in the content found in their textbooks. They need learning media that are interesting and can be accessed through smartphones. Thus, e-modules are a suitable learning medium to solve problems and meet their needs. Second, the developed e-module was confirmed to have high content validity and meet the criteria for good learning materials and media based on the feasibility test results. Third, the e-module has positively and significantly affected students' understanding and bump pass skills. Thus, it is suggested that the module be used for teaching bump pass skills at other schools.

Psychological literacy refers to the ability of a psychology student to use psychological knowledge, rather than merely "learn" it, in the context of personal, social, and organizational issues. Embedding psychological literacy in assessment is a critical step in helping students develop this capacity. This report presents an innovative applied scenarios assignment for a social and developmental psychology module, designed to challenge students to make theoretical and evidence-based explanations or suggestions in relation to novel real-world situations. Across the scenarios, students are required to respond and adapt to a range of tasks and purposes and effectively communicate their knowledge to diverse audiences. Student evaluation (n = 142) of their experiences and perceived competencies developed from working on the scenarios compared to traditional essay assignments were analyzed. Findings suggest students valued the authentic nature of the assessment and the challenges it presents. They recognized the unique skills they developed, including application and communication skills, and felt that they gained better understanding of psychological content as a result. We hope this report will inspire readers to design similar assessment tasks that provide students with opportunities to practice, and thus develop, their psychological literacy.

Psychological literacy is an approach to teaching which encourages students to consider their subject knowledge in 'real world' applied contexts (i.e. in student's lives beyond university), which may be professional, personal, or societal. 'Real world' here refers to the application of psychological knowledge and skills to students' personal, student-role, work, and community contexts. Psychological literacy is typically integrated into psychology programmes through classroom activities, extra-curricular activities, and opportunities outside of the core curriculum. However, for the goals of psychological literacy to be fully realised, it should be intentionally and thoughtfully embedded at the module and programme level. One way to achieve this is to develop and evaluate modules (i.e. standalone units or courses) that embed psychological literacy explicitly by design. In this paper, we provide overviews, brief evaluations, and reflections on four undergraduate modules within a UK Psychology (BSc) degree that integrate the principles of psychological literacy. These include a first-year compulsory module ('Biological Approaches to Human and Non-Human Behaviour'), a second-year compulsory module ('Neuroscience') and two final-year elective optional modules ('Face Perception' and 'Feminist Social Psychology'). We offer reflections on the process of designing these modules as educators who are interested in developing students' psychological literacy and also provide student evaluations.

Learning to interpret visual representations of data is an important step towards becoming an informed consumer of research. The current study assesses the effectiveness of two versions of a scaffolded online module in improving students' ability to identify main effects and interactions in 2 × 2 factorial designs. Across two experiments (N = 313), we compared exam performance between sections of a lower-division conceptual statistics course that completed the module (in addition to other course activities) to a section that did not complete the module (n = 91). The first iteration of the module (used in Experiment 1, n = 96) was completed once individually and once with peers and did not enhance students' individual performance on conceptually-related exam questions. However, performance on the module was low, indicating that students may have needed more support to benefit from this experience. In Experiment 2 (n = 126), we made three empirically-driven changes to better scaffold student learning: we added a worked example, offered a greater variety of examples, and instructed students to complete the whole activity with peers. Under these conditions, performance increased on related exam questions. We conclude that this freely available module is a promising intervention to strengthen students' ability to understand factorial designs.

Historically, research disciplines have successfully operated independently. However, the emergence of transdisciplinary research has led to convergence methodologies, resulting in groundbreaking discoveries. Despite the benefits, graduate programs face challenges in implementing transdisciplinary research and preparing students for real-world collaboration across diverse disciplines and experience levels. We propose a convergence training framework integrating project-based learning, training modules, and collaborative teaming to address this. This approach, tested in a multi-institutional workshop, proved effective in bridging expertise gaps and fostering successful convergence learning experiences in computational biointerface (material-biology interface) research. Here, biointerface research focuses on control of biomolecular interactions with technologically relevant material surfaces, which is a critical component of biotechnology and engineering applications. Positive outcomes, including conference presentations and published models, endorse the framework's application in graduate curricula, particularly for students engaging in transdisciplinary collaboration.

Despite the acknowledged importance of integrating creativity into school curricula, students with learning disabilities often lack the skill of creativity, due to its absence in classroom instruction. To address these gaps, the authors developed a needs analysis questionnaire assessing the necessity of a creativity module for primary school students with learning disabilities, focusing on Torrance's four creativity elements: (a) Originality, (b) Fluency, (c) Flexibility, and (d) Elaboration. This study, emphasizing content validity and reliability testing, comprised rigorous validation by a panel of nine special education experts, resulting in high content validity scores. In Part II, all items were accepted, yielding an overall S-CVI score of 0.97, indicating a 'very suitable' construct. In Part III two items were rejected; the overall S-CVI score remained at 0.80, signifying 'very suitable'. A pilot test with 30 special education teachers demonstrated Cronbach's Alpha values 0.87, indicating high reliability for all questionnaire parts. The study emphasizes the questionnaire's efficacy in assessing teachers' understanding of creativity skills and their perspectives on the importance of a customized creativity module. This tool holds substantial potential for educators and curriculum developers, providing insights to address specific student needs, foster creativity in classrooms and enhance overall educational experiences.

We offered an enrichment program for high school students with the theme, "The Environment, Health, and You" during the Summer of 2022 and the Spring of 2023. We developed several educational modules for high school students that provided them with an opportunity to learn and explore the foundations of physiological systems, nutrient needs to maintain health, and the impact that environmental factors can have on them. The modules included videos, discussion boards, games, readings, and labs. These modules were integrated into the first session: Your Body and Health. On "day 1," the first module explored the basic physiology and anatomy of the body with respect to the organization of cells into organ systems. Additionally, the educational content included information on macro- and micronutrients and their impact on body development, nutrition, and metabolism. The nutrition module explored nutrition concepts and various factors that can impact healthy eating patterns, such as food insecurity issues and the consumption of ultraprocessed foods. A lab activity on label reading was included to help empower students to make healthy choices. A total of 43 high school students participated in the program. Overall, the quality of the educational content in the modules was rated highly by the students, and they indicated that the educational experience inspired them to learn more about the physiology and nutrition concepts associated with human metabolism, and the importance of healthy food choices to maintain health.

This article describes a content analysis of 37 Inquiry Design Modules (https://c3teachers.org), conducted with the purpose of identifying the core teaching practices (CTP) necessary to successfully enact them. Although there has been research identifying CTP in other content areas, research on social studies inquiry at the elementary level is an area that has received little attention. In this study, we identify 16 CTP, each of which is observable, teachable, and replicable. Six of these CTP (facilitating discussion; guiding, reinforcing, or directing thinking; asking questions; introducing and defining vocabulary; curating resources; and using graphic organizers or specific tools) occurred with high frequency in the data set and are discussed in depth. Implications for preservice teacher education are discussed.

Circulatory system is a challenging subject for middle school students to learn and understand conceptual relationships. To address these challenges, this study developed plugged (computational thinking activities using computer) and unplugged (computational thinking activities without using computer) teaching modules that integrated computational thinking components into the circulatory system topic. The aim of the study was to investigate the impact of these teaching modules on the conceptual learning and computational thinking skills of 6th grade students. A quasi-experimental design was employed with experimental group 1 using plugged instructional modules, experimental group 2 using unplugged instructional modules and the control group following an inquiry-based constructivist approach aligned with the Turkish science curriculum. These interventions were implemented over a period of 16 lesson hours (4 weeks) for all three groups. The researchers used the Circulatory System Conceptual Learning and Computational Thinking Skills Scale (CSCL-CTSS) as a data collection tool. The results of the study indicated that both experimental group 1 (n = 30) and experimental group 2 (n = 30) showed significantly higher success in circulatory system conceptual learning and computational thinking skills compared to the control group (n = 30). Therefore, this experimental study provides a concrete example of integrating computational thinking into science teaching and presents innovative educational approaches that can enhance the learning of challenging science concepts. Furthermore, it compares the effectiveness of these innovative educational approaches (plugged and unplugged implementations) in developing conceptual learning and computational thinking skills.

Microlearning, as an informal learning approach, has gained increasing popularity in both the training industry and professional studies disciplines over the last several years. However, despite the rising interest in microlearning, how to design microlearning activities and what microcontent is reasonable for microlearning activities have rarely been addressed. In this study, we designed a 6-week micro-reading activity. During the process, 30 students majoring in Education Technology participated in the activity. They were randomly divided into an electronic book reading (e-reading) group and a paper book reading (p-reading) group, and were required to read the same book within 6 weeks. Formative and summative evaluations were performed to assess the effectiveness of the micro-reading activity. Descriptive statistics and bar and line chart were applied to reflect the results of formative evaluation; One-way ANOVA analysis was used to process the data of summative evaluations. Students' average reading time, reading pace, and weekly reading notes were recorded and analyzed as the formative evaluation. The results indicated that all students achieved the reading objective, and they kept relatively high engagement in the micro-reading activity. According to the results of the summative evaluation, both groups of students' average scores were relatively high. However, compared to the p-reading group, the average score of the e-reading group was higher, and some significant differences were also found in the average scores of the two groups. Therefore, the 6-week micro-reading activity was beneficial for students' reading effectiveness, and the e-reading type was more effective for promoting students' reading effectiveness. In the future, it would be worthwhile for designers to consider how to design the duration of activities in a reasonable way and to compare how new electronic reading platforms compare with traditional print sources.

Cultural competence is a continuously developing process that requires transition-to-practice program training to enable new graduate nurses (NGNs) to transfer their knowledge and skills to clinical practice in a culturally sensitive manner. The development and implementation of residency programs, including a cultural competence curriculum, could support this transition. This study aimed to evaluate the preliminary effects of a hybrid learning module of cultural competence for NGNs. A quasi-experimental design was used in a 3,000-bed hospital in North Taiwan. We randomly allocated 37 NGNs to the experimental and control groups. The Cultural Competence Scale for Pre-Graduate Students to Licensed Professionals (CS-SP) was adopted to measure cultural competence before and after the intervention. We evaluated the correlations between learning time and cultural competence scores using a paired t-test, chi-square test, and Mann--Whitney test for statistical analysis. The curriculum for the learning application comprised three courses covering six topics. The experimental group scored significantly higher in awareness and skills after the intervention (p < 0.05), but there was no significant improvement in knowledge or self-efficacy. The control group showed no significant differences in any of the cultural competence subscale scores after intervention. The Mann-Whitney test showed that different learning times led to significant differences in the mean cultural competence scores (Z = 3.04, p < 0.05). Integrating cultural competency education into web-based NGNs' postgraduate year of nursing programs improved their cultural competence awareness and skills. The learning application can be adapted to target NGNs at different stages of the postgraduate year of nursing programs to maximize its benefits.

Using data from a learning module embedded in all first-year seminars, researchers found evidence suggesting that librarians are uniquely qualified to deliver information literacy instruction compared to campus faculty. The study analyzes writing assignments from first-year modules taught by either librarians or campus faculty for two academic years. The data indicate that students met the learning objectives more often in modules taught by librarians. The outcome demonstrates the centrality of the librarian's role in information literacy instruction and student learning and helps substantiate the value of academic libraries.

In this paper, we put in dialogue the local dimension of a nation-state with the global challenges faced by universities worldwide. We focus on the case of Denmark, a nation that was exceptionally active in implementing international university reforms and where digitalisation is a high priority of the public sector governance. The article seeks to contribute to speculative research and critical studies by presenting a mixed-methods study that explores higher education teachers' views about desirable and realistic future scenarios in Denmark. The study draws on data from a survey applied at a large Danish university, analysed both quantitatively (N = 755) and qualitatively (N = 53). The findings show that teachers share clusters of concern about uncontrolled digitalisation and teaching automation, commodification of education, and modularisation of university courses, the latter being a contested but realistic perspective in the latest political reforms. They reaffirm the mission of the university as preparing students for solving real problems and contributing to the challenges of the present time. The paper concludes with a call for university management to recalibrate future imaginaries to the values expressed by the teachers, and the university they wish to create.

Due to the necessity to continue learning even during the pandemic, schools opened utilizing distance learning modalities. However, there is a dearth of evidence on the effectivity of this modalities in physics. In this study, we investigated the effects of three physics distance learning modes; the module-only (MO), virtual lab plus module (VLM), and the physical lab plus module (PLM) classes in physics achievement and metacognition employing the pretest-posttest and repeated measures research designs. All learning modules used were in digital formats sent through free messaging platforms. Analysis of data includes paired samples t-test, one-way ANOVA, repeated measures ANOVA, and independent samples t-test. Results revealed that all three distance learning modes have significantly higher post-test than pre-test scores. Further analysis showed, however, that only VLM had significantly higher gain scores than MO. Initially, at pre-MO and post-MO administrations, male students had significantly higher metacognition but this diminished after they perform both virtual and physical labs. It was in post-PLM where students have significantly better metacognition than pre-MO and post-MO. This study showed that not only do physical and virtual labs supplement distance modular learning, they are also complementary that both must be used in distance learning.

This study aimed to produce a suitable module to improve the understanding of environmental care concepts and attitudes of fourth-grade elementary school students and determine the module's effectiveness. The data collection instruments consisted of a teacher interview guide, a student preliminary study questionnaire, a media expert validation questionnaire, material and instrument experts, a teacher response questionnaire, a student response questionnaire, and environmental care attitude assessment questionnaire, and a concept understanding ability test. The feasibility assessment uses assessments from media experts, learning material experts, and learning instruments. The practicality assessment of the module consists of a teacher response questionnaire and a student response questionnaire. The data analysis of the module's effectiveness on the ability to understand the concept and attitude of caring for the environment was analyzed using the t-test and MANOVA test with a significance level of 0.05. The results of the study showed that: (i) The module met the eligibility criteria based on the results of assessments from media experts, learning materials experts, and learning instruments that get an assessment in the "very feasible" category to use; (ii) The module met the practicality criteria based on the results of the teacher response questionnaire assessment and the student response assessment questionnaire who received an assessment in the "very feasible" category; (iii) The module was effective in increasing students' understanding of concepts and environmental care attitudes. The effectiveness is shown from the t-test and MANOVA test results with a significance level of 0.001.

This study focused on the impact that online "just-in-time" learning modules had on teacher candidates' beliefs about media literacy as well as their personal beliefs about learning in an online environment with online learning modules. Our findings indicate that the delivery of a self-paced online learning module may be an effective solution for integrating content into otherwise "full" curricula. In order to most effectively implement this concept, however, programs should be prepared to overcome the negative perceptions that teacher candidates may have regarding online learning, particularly in a post-pandemic era.

With the advances in understanding contemporary instruction and the emphasis on online learning, alternative ways to keep instruction functional are sought constantly. Gamified environments are among the most widespread techniques used to enrich online instructional experiences due to motivation and engagement dimensions. In this context, the research aimed to investigate the experiences of pre-service English teachers in a gamified process. The study, which employed a mixed-method research design to collect data, included thirty-six pre-service English teachers who participated in an online gamified module created on Google Classroom. Participants were asked to complete a series of tasks and design a gamified lesson plan in the context of teaching English as a Foreign Language (EFL) as the final assignment of the module. Upon completion of the module, participants were administered an experience survey comprising scales and semi-structured interview questions. As a result, it was found that a great majority of the participants regarded this gamified experience as something entirely new and an enjoyable prospect. It was noted that such opportunities would improve their future professional lives since gamified content could increase motivation and engagement and serve as a great language learning tool for language classrooms.

The Philippines is lagging behind in physics education based on recent results of national and international assessments. With a continuing endeavor to address this problem, a game-based learning module was innovated using the Analysis-Design-Development-Implement-Evaluate model, integrating Ivatan indigenous games in a learning module in physics, to probe the effect of the developed module on Ivatan students' understanding, motivation, attitudes, and scientific sublime. Furthermore, the study aimed to reintroduce the Ivatan indigenous games to the younger Ivatan learners of Batanes, Philippines, through physics, in an attempt to help preserve its culture and traditions by integrating it to the teaching-learning process. The module underwent validation among four experts which yielded a highly acceptable and a good agreement rating. The material was tested with twenty SHS students under the STEM strand in a quasiexperimental research setup. A thirty-item test, the Physics Motivation Questionnaire II, the Colorado learning attitudes toward science survey, and open-ended journal questions were the instruments used to test the module's effectiveness. Results revealed a significant difference (M[subscript diff] = -2.65) in student understanding with a 0.31 small effect size; students' motivation revealed a significant difference (M[subscript diff] = -0.91) with a large effect size of 0.86; and student attitudes revealed a significant difference (M[subscript diff] = -0.44) with a medium effect size of 0.78. The correlation between understanding, motivation, and attitudes (r[subscript und-mot] = 0.65; r[subscript und-att] = 0.83; r[subscript mot-att] = 0.72) was all positive uphill relationships. Finally, responses from the journal revealed that the most common feedback among learners was the extreme feeling of happiness while generating only 5% of sublime feelings such as extreme awe/amazement/overwhelmed. These results revealed that the developed material effectively improved students' understanding, motivation, and altering attitudes to a favorable state while realizing that it is unsuccessful in fostering scientific sublime.

Some lecturers need suitable learning media and strategies in the learning process so that learning is effective. Previously, lecturers only used book media, handouts, and whiteboards as media, and only certain materials used media. It is also known that the obstacles in using media because there are still many lecturers who do not have the expertise to develop and use media and are not even familiar with computer technology, so learning strategies are implemented conventionally. The learning system is centered on lecturers delivering learning materials with lectures and further demonstrations of lecturers giving assignments or exercises to students. This research aims to know whether the development of 3D-based learning modules with direct learning strategies in Pattern Construction courses is worth using for students in the Department of Fashion Education at Universitas Negeri Medan and to find out whether module learning based on 3D with direct learning strategies in the Pattern Construction course is effectively used by the students.

The COVID-19 crisis impaired the educational systems all over the world. Within the context of developing countries characterized by structural challenges, a remote instructional modality through low media technology is adopted to continue education amidst the virulent time. This study aimed to describe the perceptions of the teachers on the print form of modular instruction. Using parallel mixed methods research, it involved 474 teachers in the Philippines. The data were treated using descriptive statistics and thematic analysis. The converged results showed that print form of modular instruction promotes holistic parent involvement in child learning; develops independence in learning; suits learners with poor learning resources; allows flexibility for learners to work at their pace; ensures safe modality from health risks; and promotes education continuity despite pandemic. However, it raises issues on validity of learning assessment; presents difficulty in delivering abstract and practical contents; does not support retention and permanence of learning; demands lots of resources to produce materials; limits quality of teaching and learning process; and requires independent reading skill to succeed in learning. Based on these results, recommendations are offered at the end of the paper.

This study aims to examine the effects of a course module aimed at improving pre-service mathematics teachers' (PMTs) proof schemes. This study used designed-based research. Participants of the course were 22 PMTs in a teacher preparation program. We obtained data from two surveys, one of which consists of proof questions. The other requires identifying the proof schemes of ten 9th grade students in a scenario including an excerpt of a hypothetical discussion with their teacher. We implemented both surveys before and after the intervention. In addition, semi-structured interviews were conducted with four PMTs. Findings indicated that the module had a significant and large effect on PMTs' proof schemes in favor of post-intervention. Most of the PMTs transformed their external and empirical proof schemes to the analytical ones. Findings also indicated that PMTs had difficulties identifying students' symbolic, example-based, transformational, and axiomatic proof schemes but overcame these difficulties after the intervention.

This article reports the results of a study carried out at a public high school in Colombia whose objective was to design and determine how a reading comprehension module contributed to strengthening English literacy competence in sixth graders. The methodological framework entailed a basic outline of the action-research cycle. The qualitative data analysis was designed descriptively, focusing on three research moments corresponding to each cycle's stages. The results show that the implementation of the material had a significant impact on the development of literacy competence, which suggests the material could be a tool for supporting English language learning.

Microlearning has shifted professional training and development and its acceptance depends on perceived user benefits. This study examines the influence of user-perceived benefits on librarians' acceptance of the microlearning approach in selected universities in Tanzania. Using a questionnaire informed by the variables of the Technology Acceptance Model (TAM) model to collect data from a sample of 64 librarians, the results indicated that the perceived ease of use was found to play a more significant role in the acceptance of microlearning than perceived usefulness. However, the lack of in-person/physical interaction with peers during the training deterred the use of microlearning by the librarians. The positive influence of perceived usefulness and ease of use on the acceptance of microlearning strengthens the relevance of adopting microlearning as a didactic technology for librarians' training. The findings imply that proper implementation of microlearning as a training avenue is key due to the plenteous benefits it affords over the challenges.

Algebraic Thinking Skills (ATS) are one of the skills that students need to master in order to solve nonroutine problems. These skills are also necessary as a foundation for students preparing to enter university studies and fields of work that require logical and analytical thinking. However, Malaysian students' performance in solving algebraic problems still needs to be satisfactory, according to the TIMSS 2019 and PISA 2018 reports. Therefore, the Algebraic Thinking Skills Module (ATSM) was developed to cultivate ATS through three constructs, namely i) arithmetic generalization, ii) functions, and iii) modelling. The ATSM was developed using the heuristic method by infusing the Polya and digital bars model. The bar model illustrates a rectangle representing known and unknown quantities and the relationship between quantities. The digital bar model refers to the free application of the bar model at https://mathsbot.com/ manipulatives/bar. An ATS test was developed and administered as a pre-and post-test on 120 seventh graders from rural schools in Sabah. The paired sample t-test results showed a significant difference in the mean scores between the pre-test and post-test after the intervention using the ATSM. This shows that the ATSM can improve ATS through the infusion of the Polya and digital bars model. The ATSM is able to help rural schools to shape algebraic thinkers and digitally savvy students.

In 2000, Sharpe proposed a framework for graduate teaching assistant (GTA) training based on three key principles: departmental training, faculty training, and accreditation. Sharpe's paper culminated in a call for Higher Education (HE) institutes to adopt this framework. Whilst the principles of Sharpe's work remain relevant, the shape and structure of HE and accrediting bodies has changed due to the increasingly competitive market environment. Herein we provide an updated framework for GTA training based around implementation at a large English Russell Group University. We identify seven key elements for effective GTA training based on literature. We then demonstrate how this framework and the key elements can be implemented in practice, using GTA role descriptors and input from staff in Departments and Faculty. We demonstrate how the framework is applicable on a broad subject basis and how training is now supporting the 950 GTAs annually who work across the nine Schools within the Faculty of Science and Engineering, at the University of Manchester. The developed modular training sessions are mapped out and are benchmarked against both the Vitae Researcher Development Framework and the UK Professional Standards Framework allowing postgraduate students to apply for HEA accreditation through Advance HE (after suitable practice). Finally, the report discusses the benefits of implementation as well as lessons for future action, providing a set of key principles for others who want to develop their existing GTA training provision or set up a new training programme.

This study was conducted to: 1) ascertain the validity, reliability, and feasibility of a module based on the socioscientific issue approach and design thinking model (SIA-DT), and 2) assess its effects on the entrepreneurial creative thinking (ECT) in STEM education. The first phase of ECT module validation was conducted with the assistance of three expert evaluators and 32 students. A 5-point Likert scale questionnaire and the ECT test were used to collect data. The second phase consists of evaluation using a quasi-experimental design with a Pre-Post Test of Non-Equivalent Control Groups. A total of 64 Form Four students were divided into two groups: SIA-DT (n = 32) and control (n = 32). The ECT module has a high validity value and an acceptable Cronbach's alpha reliability of 0.92. The ECT Module's feasibility was substantiated by a mean score of 4.71. The results of the independent-sample t-test prove that there is a significant difference in the post-test for students in the SIA-DT group compared to the control group in ECT and five constructs of ECT. In conclusion, these findings demonstrate that the ECT Module is valid, reliable, and feasible in STEM education and that it is effective in enhancing students' ECT.

The benefits of performance-based classroom approaches to teaching Shakespeare have been well-documented in pedagogical scholarship. This paper is an effort to push beyond the performance-based classroom and begin to incorporate ideas from the field of performance studies into a new pedagogical approach that capitalizes on my institution's proximity to a resident ensemble Shakespeare theatre, the Cincinnati Shakespeare Company (CSC). I propose what I hope is a strong approach to teaching Shakespeare at the performance. Ultimately, this paper is about bridging the gap between performance-based in-class activities and in-person attendance at live performance, connecting these two experiences into a pedagogically cohesive and effective approach. In this essay, I will outline a carefully scaffolded course design that prepares students to engage critically with Shakespeare at the performance, using both a series of preparatory readings and exercises, and a multiple post-performance engagement opportunities. The preparation includes performance-based classroom exercises; readings focused on theatrical reviews of early modern plays in performance; using performance to discuss and resolve textual cruxes; reading some introductory material about performance studies theory; and discussing the physical space of the theatre, with a particular focus on the local history and impact of CSC's newly constructed theatre. Students will attend two live performances at CSC and a staged reading by the on-campus theatre department. After each of these events, they will complete post-performance assignments to help them engage critically with the experience of live theatre. They will write reflections that address the physical space of the theatre and the experience of being an audience member, analysis essays focused on specific moments in the performance that provide rich textual interpretation, and collaboratively-authored reviews of the performance. We will discuss in class the nuanced distinctions between attending live theatre and viewing filmed productions, and the different formats live theatre can take, from staged readings, to Shakespeare in the park, to full-scale theatrical productions. This aspirational course design will provide a test case for a pedagogical approach that combines performance-based classroom techniques with more advanced performance studies concepts and capitalizes upon access to live theatre. Through this kind of classroom approach and engagement, students will learn that theatre is a collaborative experience, and that audiences shape performance. They will gain an appreciation of the power of local theatre to make classical texts live anew and in locally meaningful ways. And they will learn a wide variety of new approaches to texts they may have previously struggled with interpreting.

Higher Order Thinking Skills (HOTS) are abilities that students in the 21st century must acquire. Problem-based learning (PBL) is one of the learning models to improve HOTS. In this study, PBL is integrated with technology through the use of e-modules. The taxonomy of Marzano is the framework used to assess HOTS. Student learning interest in studying geography as a moderate variable is a form of research refreshment that will result in a shift in research trends on PBL. Geography is the main focus of education in the 21st century, especially related to environmental issues. This study aimed to determine the effect of PBL with e-module based on HOTS to student's learning interest in studying geography. The research population consisted of second-year students (grade 11) of social class in SMAN 2 Semarang (Public Senior High School). The number of each student in the experimental class and control class is 32 participants. This research used a factorial experimental design. The data was collected using a test measuring HOTS and a questionnaire measuring enthusiasm for learning geography. The data were analysed using statistics, including the normality and homogeneity test, and hypothesis testing with the T-test, linear regression, and two-way ANOVA. The results found that: (1) PBL with e-modules had a significant effect on HOTS; (2) student's interest in studying geography had no significant effect on HOTS; (3) there was no effect between PBL and e-modules with student's interest in studying geography on HOTS. The HOTS test results were unaffected by the increase or decrease in student's interest. The HOTS is not influenced by student's interest in studying geography, but rather by the actual learning; (4) the highest indicator of developing HOTS is the capacity for abstract thought; (5) students conclude that using e-modules in PBL can improve interest for solving environmental issues. The combination of e-module content with project-based learning motivates students to protect the environment. Subsequent studies can focus on research on hybrid-based PBL as an innovation in 21st century learning.

Pre-service science teachers have difficulty with designing learning activities and writing lesson plans using STEM education. This research aims to: (1) develop a learning package to enhance competency in designing learning activities using STEM Education approach for pre-service science teachers, (2) implement the learning package to develop undergraduate students' competency, and (3) study students' opinions toward the instruction. This research was classroom action research, which used ADDIE model (Analysis, Design, Development, Implement, and Evaluate) to develop and implement the learning package in enhancing student competency in designing learning activities. The participants of this study were 31 fourth-year undergraduate students enrolled in the course of Science Instruction, in the program of Bachelor of Education in the Department of General Science, Faculty of Science. The research tools consisted of: (1) the learning packages, (2) the students' competency assessment form by evaluating from tasks and performance of the students using scoring rubrics, (3) the competency self-assessment form, and (4) the students' opinions questionnaire towards the instruction. Both quantitative data and qualitative data were collected by using the competency assessment forms and the questionnaire. The statistics used to analyze the data were mean, standard deviation, and percentage. The results show that 67.74% of students were at excellent level from assessing students' competency, and 32.26% of students were at good level. The mean score of overall competencies of the students were 83.43%. The students' competency from self-assessment was at low level before learning, and it was at very high level after learning, and the students' opinions towards the instruction were highly satisfied. The qualitative data from open ended questions questionnaire were analysed using content analysis. The result showed students' feedback and satisfaction toward learning. The finding can benefit science teachers and curriculum developers in designing learning activities.

Blended learning, which is the "thoughtful fusion of face-to-face and online learning experiences" (Garrison & Vaughan, 2008), is a pedagogical paradigm used in courses across numerous disciplines. In this paper, the use of LinkedIn Learning modules as the primary technological component is described; the focus of this first-time use (Fall 2021 and Spring 2022) in two different analytics courses is on selection and assessment of the content used from LinkedIn Learning. Early feedback from students was also solicited and is presented as well. We conclude by discussing future course enrichment plans through blended learning and the selection and incorporation of additional LinkedIn Learning content.

This study focused on the adaptability and attitude of Grade 6 students in the Modular Learning Approach. This study aims to create a comprehensive review of the adaptability and attitude of elementary students in the Modular Learning Approach Especially. It seeks to describe and analyze the following: the profile of the respondents in terms of sex and education of the parents; the adaptability of the respondents toward the relationship between the student's profile in terms of their sex and educational attainment of parents; the attitude of the respondent's significant relationship between sex and educational attainment. The researcher used the quantitative survey questionnaires to gather data from 128 Grade 6 students in five Elementary Schools in Bongabon, Nueva Ecija who enrolled during the School Year 2020-2021. The study revealed that the respondent's demographic profile in sex has no significant relationship to their adaptability and attitude in the modular learning approach. Yet the parents' educational attainment of the respondents has a significant relationship to adaptability in terms of learning assistance and support in the modular learning approach. The results further signified that parents' educational attainment is a basis for adaptability in modular learning.

Starting university is challenging. Students require resilience to face the inevitable challenges of university life, yet many may not be equipped with the strategies they need. In this research, we explored changes in resilience following the delivery of a resilience building module within a core first-year university course. Psychology students at the University of South Australia completed the adapted Resilience at Work Scale at two separate time points and undertook a resilience building module. Pre- and post-scores were obtained for students' resilience (n = 205; n = 100 respectively); overall and components. On average, students had good levels of resilience at commencement, yet scores increased significantly across most components following completion of the module. Additionally, students who reported implementing resilience strategies experienced significantly higher score increases than their peers who did not. These findings hold important implications for staff across universities in relation to embedding resilience building programs into curriculum.

This study aimed to develop a STEM module for eighth-grade middle school learners through the engineering design process. The module was developed based on the ADDIE model, primarily concentrating on the stages of analysis, design and development. The study consisted of two main phases: module development and module evaluation. During the development phase, 26 science teachers and 30 eighth-grade middle school pupils were purposefully selected from a public sector middle school in China. Subject themes of the EDP-STEM module were determined by data analysis using coding of responses to interview questions and questionnaires seeking to elicit perceived needs. The EDP-STEM module's learning objectives, engineering design process, and STEM knowledge were subsequently developed. In the evaluation phase, five experts and 50 ninth-grade middle school pupils were recruited to verify the reliability and validity of the EDP-STEM module. The Content Validity Index (CVI) for the EDP-STEM module was 0.92, and the Cronbach's Alpha reliability coefficient was 0.76. Based on their feedback and suggestions, the researcher made modifications and improvements to the EDP-STEM module. The results of the study showed that EDP-STEM module has good reliability and validity and can be used as a learning module to carry out STEM learning in eighth-grade classrooms.

The purpose of this study is to develop a module for teaching grammar through digital storytelling in the "Grammar Teaching" course of Turkish education undergraduate programs at universities. In this regard, observations on the use and implementation of digital storytelling in classes were made at the University of Houston in the United States. A draft module for grammar teaching through digital stories was developed through a literature review, class observations, regular meetings with the foreign consultant, and exchange of ideas. Under the guidance of the foreign consultant, the draft module form developed by the researcher was evaluated by three faculty members at Houston University's College of Education using a "module evaluation form". The experts evaluated the draft module in terms of its objectives, the suitability of the topics that make up the content of the module for the purpose of the module, and the module's activities in the learning-teaching process. This process ensured that the module's objectives could be realized, and these objectives were compatible with the learning outcomes along with the planning of the teaching environments in which the module will be implemented so that there would be adequate equipment, the assessments were adequate. In addition, the following component were developed including appropriate evaluation method for the learning outcomes in the module, evaluation of the advantages (strength) of the module, the limitations (weaknesses) of the module, and the adequacy of plan B prepared for possible disruptions during the implementation of the module. As a result of feedback received from experts, the "Grammar Teaching through Digital Stories" module has been revised and finalized.

This paper reports on research conducted to evaluate the effectiveness of the Certification Modular Model 2.0 (CMM 2.0) offered by the Teacher Quality Institute of the Australian Capital Territory. The research evaluated the extent to which the CMM 2.0 was attractive, sustainable and developmental. The data was collected via two surveys conducted with, teachers who were prospective applicants to the CMM 2.0 and current and former certification participants. A case study method was used to conduct this research. Coding and systematic analysis were applied to the data by using the three selected categories attractive, developmental and sustainable. Most participants appreciated the developmental nature of the Modular Model and saw this approach as affording them with opportunities to gain professional recognition. This study contributes to knowledge about modular approaches to teacher certification and has potential to have influence on certification design and implementation in the Australian context and internationally.

One of the government's efforts to improve the quality of education in Indonesia is through curriculum changes. The independent curriculum prioritizes learning related to local wisdom. However, many teachers still need to implement learning in schools linked to the local wisdom of the area around students. This research aims to produce and validate a teaching module based on the local wisdom of macroscopic fungi at TAHURA Mojokerto with a Project-Based Learning (PjBL) orientation to improve scientific attitudes and science literacy. This development research was carried out using a 4D Thiagarajan Model. The analysis was carried out using a quantitative descriptive analysis technique. The data comes from the validation process by two expert lecturers. The results of the validity test of the learning plan obtained an average score of 3.56; the results of the validity test of learning media in the form of a macroscopic fungi herbarium, teaching materials "Kingdom Fungi", the Edible Mushroom booklet obtained an average score of 3.72; student worksheet validity test results received an average score of 3.52. The results of the recapitulation of validity data show a total score of 3.6 with a very valid category. Based on the results obtained, it was concluded that teaching modules based on macroscopic fungi local wisdom at TAHURA Mojokerto are PjBL-oriented to improve scientific attitudes and science literacy worthy of being applied in Biology learning at school.

The rapid advancements in science and technology have necessitated the adaptation of biology education to enhance students' understanding and critical thinking skills, aligning with the demands of the 21st century. The development of digital modules based on the Science, Environment, Technology, and Society (SETS) framework represents an innovative approach to facilitate students' learning by seamlessly integrating theories from science, environment, technology, and society. This research adopts the Research and Development methodology, employing the ADDIE development model. The digital module's development underwent validation by four experts, comprising two media experts and two material experts. The validation results yielded a 90% agreement from media experts and an 85% concurrence from material experts, indicating the suitability of the digital module on environmental change, grounded in the SETS framework, for educational use. The developed module was subjected to testing using a one-group pretest-posttest design, followed by the analysis of the obtained data through paired sample t-tests. The analysis results indicate a significant improvement in both conceptual understanding and critical thinking skills following the utilization of the module. Hence, this module is recommended for use in biology education, particularly in the context of environmental change materials.

Numerous studies have been conducted to examine the effectiveness of problem-based learning (PBL) in higher education programs that prepare health professionals for their clinical careers, such as undergraduate nursing programs. Even though undergraduate nursing education and radiography education have similarities, studies that focus on the effectiveness of PBL in radiography have not been documented in the literature. While the nature of the nursing and radiography disciplines may lead radiography educators to believe that PBL use in radiography education may be appropriate, based on existing research in nursing, its effectiveness and student attitudes need to be researched before curriculum-wide PBL implementation is planned. A mixed methods evaluative case study was conducted to investigate if a PBL module had an effect on radiography students' image critique skills and their perceptions. Quantitative data collection instruments consisted of a pretest and a posttest to assess students' image critique skills before and after PBL. Qualitative data collection instruments included a pre- and post-PBL survey, as well as structured reflections after the PBL module. The results showed a statistically significant difference between the pretest and the posttest, suggesting that the PBL module improved image critique skills in radiography students. In addition, students reported to feel significantly better prepared for image critique after PBL, and perceived working in a group as a good way to practice critiquing images. Difficulties reported were related to working in a group and transitioning to PBL, most likely due to being accustomed to lecture-based instruction.

Purpose: The principal aim of the research was to develop Interactive Mobile Learning Modules (IMLM) as an approach to innovative teaching practices in online distance education. Design/methodology/approach: The study employed educational action research, using a quasi-experimental design catering to ninth-grade students (N = 104) attending a public high school in Manila. Findings: Our research indicates that IMLM has a positive effect on student engagement. It provides students with a convenient, easily accessible, and engaging means of understanding Genetics concepts. The execution of this initiative has facilitated the emergence of novel ideas, heightened the ease of use, and advanced more equitable opportunities within the education domain. Thus, IMLM's utilization has resulted in a favorable shift in conceptual understanding. It has been found to support learners' concept test performance, as evidenced by score gains and statistically significant improvement in understanding. Research limitations/implications: The study is limited with the development and utilization of mlearning strategy to accommodate learners in the public school system in a developing country. Practical implications: The study addresses ongoing strategy and discussion to enrich online learning through the mlearning strategy. Social implications: The study accommodates inclusivity and equitable learning through personalize mlearning strategy. Originality/value: The study is novel because it utilize mlearning as innovative approach to teaching genetics.

A new online orientation course equips students with the tools and skills to thrive in online programs. It welcomes them to the university, introduces the learning management system, fosters peer connection, and locates essential resources. Additionally, it teaches valuable strategies for time management, motivation, and success in online learning. This adaptable base course caters to the university's diverse online programs while maintaining a core structure. Designed for efficient facilitation by Academic Directors, it also allows for a personalized touch. Surveys indicate the course effectively prepares students for their first online course. Notably, completing the orientation has become the strongest predictor of student retention and academic success. This award-winning approach serves as a valuable example for designing online student orientation programs.

In Uganda, limited agricultural extensionists have always hampered the capacity development efforts of farmers, necessitating partnerships with local and international organizations. This study assessed the progress made by the Iowa State University Center for Sustainable Rural Livelihoods (CSRL) toward ending hunger in Uganda. The CSRL partners with Iowa State University Uganda Program and Makerere University in the capacity development of communities through interrelated livelihood education programs including agronomy, agroforestry, orchards, grain storage, and postharvest programs. We surveyed 454 households, of whom 48.2% had participated in extension education programs during the 2014-2018 assessment period. Primarily, these farmers trained mostly in micronutrient vegetable gardening, field agronomical practices, soils, composting, and postharvest/grain storage, least in land-use planning and marketing. The study found that trained households statistically significantly engaged in sack, keyhole, and kitchen gardening and used tarpaulins while drying crops. The study identified a general increase in trained households who cultivated grain amaranths, soybeans, common beans, high-iron beans, and groundnuts, probably due to training and provision of seeds of some crops by the program. Overall, most households engaged in the production of staple foods like sweet potatoes and cassava. Cultivation of cereals, millet, maize, and rice, was reduced between 2014-2017. The major challenges to crop production identified included soil infertility, striga weed infestation, and limited land (average of 3.54 acres). For sustainability, improving the monitoring implementation of agronomical practices is vital. Communities are encouraged to use the CSRL training centers as a hub for learning the principles of agronomy and postharvest management. These centers employ a mode of knowledge transfer and community empowerment, blending indigenous and scientific knowledge and involving the communities in planning education programs.