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Purpose: The teaching personal and social responsibility model has been incorporated into out of school time programming globally, but there is limited research focused on how practitioners learn to use the model. Guided by occupational socialization theory, the authors used self-study to understand the experiences of a doctoral student as she developed and implemented a teaching personal and social responsibility-based program in an elementary after-school program. Method: Data were collected through reflective journaling and critical friend discussions. Results: Qualitative data analysis resulted in three turning points: (a) a planted seed needs light and rain, (b) an emerging bud with growing roots, and (c) rising in full bloom. High frustration was present at the start, but she grew to fully enjoy and utilize the model. Discussion/Conclusion: Self-study played a role in her ability to continue learning and growing. These findings reinforce the challenging but rewarding process of implementing novel instructional approaches. [ABSTRACT FROM AUTHOR]

Purpose: Utilizing social constructivist learning theory and a conceptual framework for Social and Emotional Learning (SEL), this self-study explores how I as a teacher-researcher intentionally evolved my approach to teaching SEL in a high school Physical Education setting. Method: Data were collected over twenty 75-min lessons over 15 weeks. One critical friend interview, 20 postteaching reflections, 18 observations, and 22 journal entries were conducted. A deductive and inductive approach utilizing the Miles, Huberman, and Saldana Framework for Qualitative Data Analysis was implemented. Results: Findings demonstrate how aligning my teaching with a contemporary framework led to a more explicit and intentional focus on SEL within my already utilized repertoire of pedagogies. Discussion/Conclusion: Incorporating self-study structure as a teacher-researcher led me to understand how I evolved and felt better equipped to teach for targeted SEL competencies and skills to further compliment the teaching of core Physical Education content. [ABSTRACT FROM AUTHOR]

This study explores how affective and cognitive experiences in an executive MBA (EMBA) course facilitate executives' transformative learning. Using data collected from in-depth interviews with 35 executive learners who took a transformative learning-oriented course, we found four affective experiences—feeling respected, safe, excited, and energized—interacting with two cognitive processes—self-learning and peer learning—culminating in transformation-inducing momentum. This momentum involved cognitively realizing the limits of their habit of mind and feeling ashamed by its limits yet feeling courageous about transforming it. The theoretical model derived from this inductive study demonstrates how executives can resolve the dilemma of transforming their habits of mind when an educator provides an arena in which they can learn about others' varying habits of mind, critically reflect on their own habit of mind, and develop the shame and courage to challenge it. Executives who reached this transformation-inducing momentum interpreted familiar situations with a different habit of mind or enacted a new habit of mind. The findings on the interplay of cognitive and affective experiences leading to these accomplishments of transformative learning contribute to management learning and education literature by illuminating the role of affect in the transformative-learning building process. [ABSTRACT FROM AUTHOR]

Echolocation is a vital method of spatial orientation for many visually impaired individuals who are willing to and able to learn it. Blind echolocators use a variety of sounds, such as mouth clicks, cane taps, or specialized sound-emitting devices, to perceive their surroundings. In our study, we examined the effectiveness of several different sounds used in echolocation by conducting trials with 12 blind and 14 sighted volunteers. None of the participants had received formal training in echolocation, though a number identified as self-taught experts. The sounds tested included those played from a loudspeaker, generated by a mechanical clicker, or made by the participants themselves. The task given to the participants was to identify the direction and distance to an obstacle measuring 1x2 meters in an outdoor environment, with the obstacle placed in one of nine possible positions. Our findings indicated that the blind participants displayed significantly better echolocation skills when compared to the sighted participants. The results of the blind participants were also strongly divided into two distinct subgroups—totally blind participants performed much better than those which were legally blind, but had some residual vision. In terms of sound comparisons, we found that sounds with a center frequency near 3-4kHz and a wide spectrum provided higher accuracy rates than those with lower frequency peaks. Sighted participants performed best with 3kHz and 4kHz percussion sounds, while the blind group performed best with blue and pink noise. The loudspeaker generated tones generally yielded better results than those generated by the participant (using a mechanical clicker, mouth clicks or hand claps). These results may be useful in developing training programs that teach echolocation as well as artificial sounds to improve echolocation effectiveness. [ABSTRACT FROM AUTHOR]

Educational experiences available to high school students have the potential to provide learning opportunities within science, technology, engineering, mathematics, and medicine (STEMM) that lead to student success in college and beyond. Therefore, the goal of our research was to identify whether participation in STEMM-specific outreach and pathway programs (OPPs), advanced placement/international baccalaureate (AP/IB), or dual enrollment correlate with self-directed learning (SDL) skills. Our population is composed of recent high school graduates matriculating into STEMM focused college programs. We collected responses from 339 students nationwide to assess their (1) experience with SDL, (2) the behavioral trait for SDL, and (3) the application of SDL in a newly developed situational judgment case. Our results demonstrate that those who have OPP experiences did not differ from their non-OPP counterparts regarding any aspect of SDL. However, dual enrollment significantly correlates with experience with components of SDL (r = 0.206, p < 0.001). Interestingly, AP/IB significantly correlates with the SDL behavioral trait (r = 0.145, p < 0.05) as well as the application of SDL skills (r = 0.202, p < 0.001), but not SDL experiences. This work identifies opportunities for improving the development of SDL within external and internal educational experiences for students interested in pursuing a career in STEMM. [ABSTRACT FROM AUTHOR]

Purpose: This research paper aims to explore how secondary school-aged business owners utilise social media to engage in informal learning. The authors make use of the concept of a self-directed experiential learning cycle to empirically explore adolescents' entrepreneurial learning processes without formal guidance or curriculum. Design/methodology/approach: The study adopts a one-on-one interview approach with a critical incident technique in interviewing to examine the experiences of 10 Grade 9–11 business owners who run social media-based businesses on Instagram. Findings: The results demonstrate that student business owners were able to capitalise on social media for venture creation and informal learning. They effectively engaged in experiential learning cycles with active help-seeking and mentorship in response to challenges in their business journey. A variety of resources within social media, their social circle and the internet were employed by students, highlighting the role the self-directed element plays in their experiential learning process. Practical implications: The research urges institutions to recognise the potential of informal learning on social media and offer more support to strengthen students' learning. Originality/value: This research represents the first exploratory study on the potential of school-age teens' self-initiated informal entrepreneurial learning while testifying the theory of the self-directed experiential learning cycle in the context of social media businesses. The study offers novel insights into the fields of students' informal learning, entrepreneurial learning and social media learning. [ABSTRACT FROM AUTHOR]

Team-Based Learning (TBL) has been widely applied in different fields (courses) and has been indicated to be efficient. Meanwhile, many studies have asserted that Group awareness (GA) information, which visually displays peers' learning context and activities, can increase peer participation within an online collaborative learning environment. As the level of preparation by students before class affects their subsequent learning performance in the TBL process, this study incorporates GA information into the preparation stage of TBL process and further develops the online TBL + GA system in order to raise peer preparation level. Furthermore, self-regulated learning (SRL) levels of a student and online learning environment interactively influence learning effectiveness. Accordingly, this study further investigates how the TBL + GA environment influences students with different SRL levels. Two freshman classes were randomly chosen, with one as the control class (using the traditional TBL) and the other as the experimental class using the TBL + GA. Analytical results indicate that although the two classes do not reach significance overall on preparation level, TBL + GA can significantly enhance preparation levels for high-SRL students, but not low-SRL students. [ABSTRACT FROM AUTHOR]

Background and Objectives: Medical professionals use social media for career development, education, clinical outreach, or advocacy. Prior studies estimate that 25% to 65% of health care providers use social media professionally; however, the number of users and platforms are rapidly changing. Therefore, as part of a broader study, we set out to assess platform preferences and social media usage among neurologists. Methods: This was a multisite cross-sectional analysis consisting of a REDCap survey of clinicians, residents, and medical students. Faculty, trainees, or clinical year medical students interested in child neurology or adult neurology residency or fellowship programs within the United States were eligible to participate. Recruitment methods were broad to encompass as diverse and extensive participation as possible. Results were analyzed using descriptive statistics. Data are presented according to the STROBE guidelines. Results: Of the 226 neurology respondents, 55% (n = 124) were child neurology and 45% (n = 102) were adult neurology across all career stages, including students. Of the 70% who reported using social media in a professional capacity, the most commonly reported reasons were for networking and collaboration (n = 95, 60%), self-directed medical learning (n = 90, 57%), and brand building and reputation (n = 62, 39%). Twitter and Facebook were the most common and versatile platforms used by neurologists. Medical students had the highest documentation of social media scholarships on their curriculum vitae (37%, P =.016) and the most interest (33%, P =.016) in learning how to document social media scholarships if they were not already. Early faculty shared this interest more than residents, fellows, or mid–late career faculty. In all groups except for mid–late career faculty, a majority of respondents (>75%) showed interest in learning how to leverage social media for career development. Discussion: Social media is used professionally by a majority of neurologists, most commonly for networking, self-directed learning, and building individual brands. Opportunities exist to better understand platform preferences and ways to optimize their use for various professional activities as well as to provide education on effective professional use of social media including documentation for promotion. [ABSTRACT FROM AUTHOR]

The 108 Curriculum Guidelines (108CG) were implemented in high schools in Taiwan in 2019 and have increased the flexibility of curriculum offerings. Schools must now offer diverse curricula, flexible options and self‐directed learning courses based on students' needs and teachers' expertise. This study explores how rural high schools in Taiwan promote curriculum leadership following the implementation of the 108CG. Using a case school in southern Taiwan as the study site, it examines the current implementation of the 108CG in rural high schools, the processes and strategies that school members employ in applying curriculum leadership and the challenges they encounter. Six participants from the case school were interviewed, from August 2021 to May 2022. We also conducted observations and document analyses. The results show that the principal and mid‐level leaders' collaborative efforts are integral to advancing the 108CG. However, the school faces challenges in implementing the 108CG due to its environmental context. The principal's major challenge stems from the differing curriculum interpretations by tribal chiefs and families in the community. Mid‐level leaders also grapple with students' passive learning attitudes and the need for preparedness among teachers for curriculum reform. Although the 108CG have been in operation for more than 4 years, rural high schools continue to face challenges in implementing them. Introducing collaborative lesson planning and using checklists during curriculum review meetings could help track curriculum progress. [ABSTRACT FROM AUTHOR]

Purpose: Although there is growing interest in telehealth to deliver parent-mediated intervention for autistic children, empirical evaluations are limited, and little is known regarding the relative benefits of self-directed and therapist-assisted telehealth interventions. This study examined the effect of self-directed and therapist-assisted ImPACT Online on parent learning and well-being, moderators of treatment, and predictors of program engagement. Method: Sixty-four young autistic children and their primary caregiver participated. Children were matched on age and developmental quotient and randomly assigned to a therapist-assisted, self-directed, or resource support control group. Participants were assessed at intake, after 6 months (post), and at a 3-month follow-up. Results: There was a significant treatment effect for parent learning for the therapist-assisted but not self-directed program; when analysis was limited to parents who completed the program, treatment effects were observed for both groups. There were no treatment effects for parent self-efficacy or parenting stress; however, there was an effect on parents' perception of their child's positive impact. Parenting stress did not moderate the effect of group on parent outcomes. Parent age, program satisfaction, and therapist assistance were all significant predictors of parent program engagement. Conclusion: This study supports the efficacy of therapist-assisted telehealth parent-mediated intervention for teaching parents intervention strategies to support their child's social communication and improving their perceptions of their child's positive impact, and suggests that self-directed programs may be beneficial for parents who fully engage with the program. [ABSTRACT FROM AUTHOR]

An educational project in medical undergraduate otorhinolaryngology teaching-learningmethodology was designed with the aimof objectively studying the impact of self-directed learning on the topic of tracheostomy, since the latter has been included by the National Medical Commission as a core-competence for students. 150 third-year medical undergraduates participated in the study. They were divided into two groups, namely A and B. Group A was guided to undertake self-directed learning on tracheostomy while Group B underwent a lecture on the sametopic. Thereafter, both the groups responded to a validated feedback performa. Both the groups were assessed before and after the teaching-learning sessions by way of validated multiple-choice questions. Seventy-eight percent of participants from Group A agreed with the fact that they had acquired adequate knowledge on tracheostomy following the self-directed learning session as compared to 93.3% of those in Group B. Lacunae in the knowledge at the end of the teaching sessions were found to be more (27.4%) in Group B as compared to Group A (22%). The results obtained through the preand post-tests found Group A students to be performing significantly better than those in Group B, indicating that self-directed learning had been a more effective method for teaching the skills of tracheostomy as compared to the conventional lecture involving a large group. Self-directed learning, when used alone for a topic like tracheostomy, is more effective than a lecture in terms of reduced lacunae in knowledge and students performance in examinations. [ABSTRACT FROM AUTHOR]

The article discusses the importance of incorporating informal learning experiences into science and mathematics education. Informal learning experiences, which occur outside of traditional classrooms, can make these subjects more engaging and relevant to students' lives. Examples of informal learning experiences include interactive exhibits at museums and science centers, after-school STEM programs, everyday activities at home, and community-based learning. These experiences can increase student engagement, provide real-world relevance to abstract concepts, develop critical thinking and problem-solving skills, and support personalized learning. However, challenges such as unequal access to resources and the need for teacher training must be addressed to effectively integrate informal learning into formal education. Overall, integrating informal learning experiences can create a more comprehensive and effective educational experience for students, preparing them for lifelong learning and success in a rapidly changing world. [Extracted from the article]

In recent years, discourse on topics like cultural humility, social determinants of health (SDOH), and health disparities and inequities has greatly increased in medical education as attention to their impact on health has magnified. Unfortunately, traditional medical education models may fail to optimize learning in this area. To address these complex social health issues, we must find innovative ways to engage students in an educational partnership in which they are challenged to critically think and reflect on their attitudes, role, and actions in health equity and culturally responsive care. Through reviews of existing literature coupled with our own experience with iterative implementation of a model that includes interpersonal engagement paired with individual self-directed learning, we assembled 12 tips on how to prepare diverse students to practice lifelong cultural humility and provide culturally and socially responsive care in an ever-changing social landscape. [ABSTRACT FROM AUTHOR]

Introduction: The development of clinical skills requires the appropriate use of self-regulated learning (SRL). Students' use of key SRL processes as they perform a clinical skill can be identified by SRL microanalysis and used to provide feedback. SRL-microanalysis feedback only on students' key SRL processes has not been previously researched for developing clinical skills. The aim of this study was to investigate whether SRL-microanalysis feedback only on students' key SRL processes can improve both their use of SRL and their clinical skill performance. Methods: Twenty-three final year medical students with no experience in the clinical skill required for mechanical ventilation participated in this study. Key SRL processes and clinical skill performance were measured before and after SRL microanalysis feedback. Results: Overall, we found an improvement in the key SRL processes of planning and monitoring of performance, with a significant difference in monitoring. We also found an increase in students' clinical skill performance. Discussion: This study, which is the first in clinical skills, demonstrated that SRL microanalysis feedback only on key SRL processes can improve both students' SRL and their clinical skill performance. studies are recommended with a great number of students and across a variety of clinical skills. [ABSTRACT FROM AUTHOR]

Active collaboration between speech-language therapists (SLTs) and persons with aphasia (PWA) is essential for personalizing aphasia treatment and optimizing clinical outcomes during aphasia rehabilitation. Studies have demonstrated the feasibility and effectiveness of collaboration between SLTs and PWA during the goal setting component of the intervention process in aphasia rehabilitation. However, it remains unclear whether this collaboration as well as PWA's feedback can be applied and be beneficial to all components of aphasia rehabilitation. Here we introduce a theoretical framework of self-regulated learning (SRL) for aphasia rehabilitation that spotlights the role of PWA's feedback in all components of the rehabilitation process. We review studies on models of SRL in educational psychology and evidence from clinical aphasiology and neurolinguistics. Based on the evidence, we argue that PWA's feedback is beneficial for optimizing all components of the intervention process in aphasia rehabilitation. To make this work, communicative barriers to collaborative, patient-centered goal setting must be minimized or eliminated to facilitate alternative channels for receiving PWA's feedback which will promote their engagement in aphasia rehabilitation. Also, insights from PWA's feedback can help SLTs to select treatments and tasks that promote PWA's engagement in the intervention process, which, in turn, can maximize aphasia recovery and increase quality of life. PWA can be active participants in the whole intervention process and SLTs can use information from PWA's feedback to improve the personalization of the complete intervention process to maximize clinical outcomes. [ABSTRACT FROM AUTHOR]

This study compared undergraduate students' learning gains attained through student-led discussions with those acquired through teacher-led discussions in students who had previously engaged in a different learning activity. A total of 305 undergraduate students participated in the study. It was found that prediscussion activities yielded differential student outcomes depending on the applied combination. Self-study groups achieved higher scores through student-led discussions, whereas, lecture groups attained better scores through teacher-led discussions. To substantiate the joint effect, we attempted to elucidate students' outcomes through moment-by-moment analyses of cognitive-behavioral engagement observed during discussions. Students assigned to the self-study and student-led discussion groups displayed consistently high engagement throughout their discussions, however, the engagement dropped sharply in teacher-led discussion. Meanwhile, student engagement increased over time in the teacher-led discussion group after the class listened to a lecture. The results of moderated mediation analysis showed that discussion formats moderated by prediscussion activity affected students' cognitive-behavioral engagement, which led to their learning. Therefore, our findings contribute to a new perspective of engagement as a student learning in discussions and imply that teachers can induce students' engagement leading to superior learning outcome by combining appropriate instructional strategies and classroom discussion. [ABSTRACT FROM AUTHOR]

This paper examines, through a survey, the level of education and training in data verification among directors and department heads in the Spanish media (n=190). Findings reveal a limited level of training in this area, mainly acquired through in-house courses or self-directed learning, resulting in a limited knowledge and use of specific digital tools for information verification. Despite this, respondents generally hold a positive self-assessment of their verification skills, with (almost) all expressing a willingness to participate in training initiatives. [ABSTRACT FROM AUTHOR]

Students benefit from a nonlinear learning path, also known as a nonsequential learning path, because it allows them to control the pace and sequence of their learning. However, the dynamics of a nonlinear learning path, particularly within an open learning environment like MOOCs, remain underexplored. The current study aims to map out various nonlinear learning paths and explore the potential for personalisation within these environments. Guided by the PRISMA 2020 Statement, we conducted a comprehensive review of 3,418 articles from three databases, focusing on 30 that were relevant to nonlinear learning paths in open learning environments. We discovered that a nonlinear learning path in MOOCs involves path selection, cyclical paths, or skipped paths, all influenced by the design of the MOOC learning materials. In classrooms utilizing an open learning environment, a nonlinear learning path is facilitated by activities such as face-toface or online discussions, self-study materials, student-created content, project mentoring or coaching, peer feedback, and co-learning activities. Additionally, personalisation, tailored by educators or technology, is key to preventing students from becoming disoriented within these open learning environments. Our findings highlight the importance of promoting nonlinear learning paths in both classrooms and MOOCs, developing learning path recommender systems, and creating supportive MOOC learning materials. Future research should explore students' perceptions of nonlinear learning paths within an open learning environment, particularly focusing on the integration and impact of MOOC learning materials. [ABSTRACT FROM AUTHOR]

Presently, numerous universities in Saudi Arabia have embraced online learning following the experience gained during the COVID-19 pandemic. While several studies have assessed the quality of online learning and student satisfaction during that period, limited research has explored students' satisfaction post-pandemic control despite several universities planning to offer some courses online. Investigating student satisfaction post-pandemic is crucial for predicting the quality of online learning and assisting universities in enhancing the outcomes of online learning. Consequently, this study aims to examine student satisfaction with online learning by proposing a model derived from the updated Information System Success Model. The updated model factors include system quality, service quality, and information quality, supplemented by student–student interaction quality and self-directed learning. Data were collected from a sample of 150 undergraduates at King Saud University in the second semester of the 2023–2024 academic year. The research model was validated using the PLS approach. The findings indicated that only self-directed learning significantly affects students' satisfaction with online learning. This study contributes theoretically by expanding the existing literature and enhancing the understanding of the factors that drive student satisfaction. Moreover, it provides practical contributions to decision-makers and educators developing online learning strategies focusing on enhancing self-directed learning abilities. [ABSTRACT FROM AUTHOR]

As has been said on many occasions, students’ interest in specific topics is among the factors that determine autonomous and self-directed learning. This paper shows the results obtained from the experience of 60 accounting students from a Peruvian technological institute who recorded videos on topics of their interest. Mixed methods research was carried out. The quantitative stage consisted of two parts. The first one measured the difference between the pre-and post-tests, before and after the project. Second, they proposed a validated model, considering three constructs: oral skills, language difficulties, and video types; for this reason, a confirmatory factor analysis (CFA) was applied from a survey completed by students at the end of the project. The qualitative stage consisted of coding the responses given by students to the survey's open-ended questions. This research highlighted the improvement of oral skills and an acceptable factor structure (RMSEA 0.058; CFI 0.965; and TLI 0.958) concerning students' opinions. The outcomes of this research are promising, with a significant enhancement in students' oral skills, increased confidence in public speaking, and a positive learning experience that can inspire and shape future educational practices. [ABSTRACT FROM AUTHOR]

Purpose: The outbreak of COVID-19 significantly disrupted educational activities and forced universities to rapidly transition from the traditional face-to-face (F2F) environment to online learning formats. The purpose of this paper is to examine the effects of self-directed learning (SDL) on three instructional modalities (F2F, online and HyFlex) among emerging adults. The authors propose that class interaction enjoyment serves as a channel to understand how SDL relates to students' satisfaction and stress reduction. Design/methodology/approach: An online survey was distributed to the emerging adults, aged 18–25, at six universities across five different US states. Construct validity and reliability were tested by using confirmatory factor analysis. The moderated mediation relationship was examined by calculating the indirect effects of each course delivery format. Findings: The results show that the positive indirect effect of SDL on stress reduction via interaction enjoyment was stronger for F2F classes. In addition, the positive indirect effect of SDL on class satisfaction via interaction enjoyment was stronger for HyFlex classes. Originality/value: This literature has shown contradictory results: the effects of SDL on student satisfaction and stress reduction prove to be sometimes positive, sometimes non-significant. To better understand this relationship, the authors aim at a mediating variable – enjoyment of class interaction – as a mechanism, and a moderating variable – the instructional modality – as a boundary condition. This research contributes to emerging adults learning literature by involving the interplay among SDL, enjoyment of class interaction and the instructional modality. [ABSTRACT FROM AUTHOR]

Purpose: Higher education is undergoing a significant transformation, demanding a rethinking of instructional methods, the establishment of novel assessment frameworks and the incorporation of state-of-the-art technologies to advance the development of learning competencies. The use of simulations is an alternative that offers satisfactory results and favors learning in new generations. This study aims to present a methodology for assessing the advancement of self-directed learning (SDL) in participants through simulation techniques and show that the incorporation of simulations can improve participants' SDL skills. Design/methodology/approach: This study uses a quantitative approach to evaluate the evolution of various competencies related to SDL among participants. Includes the application of scales specifically designed to measure readiness for SDL, the use of factor analysis to identify and validate essential factors and conducting hypothesis testing to verify shifts in students' perceptions regarding the significance of SDL-related skills. Findings: The findings of this study reveal a positive impact of simulations on the SDL readiness. Factor analysis identified five key factors: self-management skills, openness to learning opportunities, initiative and independence in learning, self-concept as an effective learner and desire for Learning. The use of simulations significantly improved critical thinking, logical reasoning, analysis and decision-making capabilities. These results demonstrate the effectiveness of this technique as a valuable tool for developing SDL skills and highlight the potential of such interventions in complex and uncertain learning environments. Research limitations/implications: The study provided valuable insights into the impact of simulations in the logistics field, particularly in the development of SDL-related skills. There is a need for studies in other areas of knowledge that would allow for the generalization of these results. Likewise, it is advisable to use scales that measure the development of other types of skills. Additionally, the study's focus on short-term effects may not fully capture the long-term development of SDL-related skills. Future research should address these limitations, expand the sample size, conduct longitudinal studies and explore possible contextual and external factors that may influence SDL outcomes in various educational settings, leading to broader and more robust conclusions. Practical implications: The practical implications of this study are significant for both higher education institutions and educators in the logistics domain. The positive impact of the serious game on participants' SDL skills highlights the potential of incorporating interactive and engaging learning tools in the curriculum. Educators can leverage serious games to foster critical thinking, logical reasoning and decision-making abilities in their students. Moreover, the identified key factors influencing SDL development provide valuable guidance for designing targeted interventions to enhance students' self-management, initiative and love for learning. Social implications: The social implications of this study underscore the importance of equipping individuals with SDL skills in a rapidly changing world. By integrating serious games and fostering SDL competencies, higher education institutions can contribute to a more adaptable and resilient workforce. Empowering students with critical thinking, innovative thinking and independent learning, they can enhance their ability to navigate the challenges of the labor market. This, in turn, may lead to a more informed and proactive society capable of addressing complex issues and making well-informed decisions. Originality/value: This article arises from empirical exploration with students from two countries in Latin America (Mexico and Colombia), examining the importance of games in developing SDL skills. Furthermore, it promotes the use of a methodology with a low level of complexity, and that can be replicated with different games. This perspective adds valuable insights to the existing literature, offering practical implications for educators and institutions seeking effective strategies to promote SDL skills among students. [ABSTRACT FROM AUTHOR]

Background: Previous studies have reported varying levels of self-directed learning readiness and time management skills among nursing students, and the relationship between these two skills has not been extensively explored. Consequently, this study aimed to assess self-directed learning readiness and its influencing factors, with a specific emphasis on the role of time management skills among nursing students. Methods: This cross-sectional study involved the participation of 110 undergraduate nursing students who were conveniently recruited for the research. The data collection tools included a demographic information form, Fisher's Self-Directed Learning Readiness questionnaire, and the Time Management Inventory developed by Britton and Tesser. The collected data were analyzed using STATA-14 statistical software. Results: The findings revealed that 96.4% of the nursing students demonstrated readiness for self-directed learning. The mean overall score for self-directed learning readiness was 162.3 ± 6.1 out of 200, indicating a relatively high level of readiness. The mean score for time management skills was 98.1 ± 5.0 out of 135, suggesting satisfactory proficiency in this area. In terms of the relationship between self-directed learning readiness and its associated factors, time management skills, academic probation history, grade point average, place of residence, and level of interest in the field of study collectively accounted for 9.2% of the variance in self-directed learning readiness. Among these factors, academic probation history, grade point average, and place of residence emerged as statistically significant predictors (P < 0.05). Conclusions: The study findings indicate that the level of self-directed learning readiness and time management skills among the nursing students were considered acceptable. Academic probation history, grade point average, and place of residence emerged as significant predictors of self-directed learning readiness. These results highlight the importance of considering students' academic background and living conditions to effectively enhance their level of self-directed learning readiness. Further research is recommended to explore additional factors that may influence self-directed learning readiness among nursing students. [ABSTRACT FROM AUTHOR]

Educators who work with playful approaches in teaching often use methods inspired by art-based learning. The aim of the study was, therefore, to investigate how pedagogics of art-based learning can contribute to the pedagogics of playful learning in a way that neither compromises essential values of art, nor the values of play. The study included two steps. First, we analyzed 70 didactic designs developed and tested in 2021 and 2022 in the in the Danish Playful Learning Project (PL). Second, we conducted a collaborative in-depth analysis of 6 additional playful learning designs, also developed and tested in the PL project. The study indicates that art-based skills are an important prerequisite in order to realize the potential of art-based learning as well as playful learning. However, a focus on art-based skills can lead to a more entrenched perspective that interferes with the focus on open-ended processes and experimentation that are found within playful learning. [ABSTRACT FROM AUTHOR]

Background: Lifelong learning is essential for cultivating conscientious nurses. Because self-directed learning is significantly correlated with lifelong learning, it is necessary to enhance nursing students' self-directed learning skills after graduation. This study examined the effectiveness of an integrated team-based learning and empathy mapping teaching strategy in a Psychiatric Nursing course for enhancing students' self-directed learning skills and academic performance. Methods: A quasi-experimental design was used. The subjects of the study were 89 third-year nursing students who enrolled in a course on Psychiatric Nursing. Data were collected from September 22, 2021 to January 31, 2022. The participants were recruited using purposive sampling and divided into experimental group and control group. The pre- and post-test learning outcomes of nursing students were evaluated with the Self-Directed Learning Instrument (SDLI). Results: The experimental group performed significantly better than the control group on the dimensions of "identifying learning resources," "monitoring learning progress," and "interpersonal communication," (p <.05) as revealed by the results. Additionally, the students enhanced their self-directed learning skills (p =.038) and academic performance (p <.001). Conclusions: The integrated team-based learning and empathy mapping teaching strategy significantly enhanced the self-directed learning skills and academic performance of nursing students. [ABSTRACT FROM AUTHOR]

Given calls to decolonise engagement with Indigenous communities, this article explores how allied researchers can participate in self-determined learning with Indigenous Peoples. Drawing on over a decade of experience within an action-research collective in a Mapuche context, the authors suggest that allied researchers can accompany Indigenous-led co-design in a manner that not only strengthens genuine Indigenous participation but also fosters mutual and collective learning from within the co-creative processes themselves. Lake Budi, a biocultural hotspot in the Pacific coast of Northern Patagonia, Chile, is a coastal wetland habitat for hundreds of endemic and migratory species and the ancestral homeland for the Mapuche-Lafkenche (∼15,000) who, through grassroots learning, are determining practical steps towards restoring their territory and its self-governance for kvmemongen. This Mapuche concept refers broadly to enacting forms of living well together, humans and non-humans. As allied participants in a Mapuche-led codesign collective since 2013, in this paper, we focus on exploring key “moments of mutual learning” within this longer-than-usual co-design process. Each of these moments involved collective learning that required interaction and feedback loops across diverse areas of expertise, made possible over longer and flexible rhythms and periods. Tools, protocols, and methods gradually take shape in such a process through mutual learning opportunities provided by relationship building, cultural immersion, community-led protocols, decision-making, and evaluation mechanisms. This work suggests a new understanding of the involvement of allied researchers in Indigenous-led co-design as an emerging and increasingly relevant form of grassroots mutual learning toward climate resilience. [ABSTRACT FROM AUTHOR]

Online discussions, as a critical interaction tool, have become increasingly popular among instructors and students who can share learning experience and psychological feelings by the means of discourse interactions. Self-regulated learning (SRL) and cognitive engagement are key elements of online learning, which are essential to helping students achieve high learning achievement. However, the relationship between these two elements and their impact on learning achievement are still unclear, which may hinder our understanding of student cognitive processing and psychological mechanism during online self-directed learning. To fill these gaps, this study designed an eight-week quasi-experiment in which students were grouped according to their self-reported SRL features (e.g., metacognitive skills, time management), and investigated the effects of SRL on cognitive engagement and learning achievement. The results showed that students in four SRL groups varied significantly in five dimensions of cognitive engagement within discussions over time. Weak regulators became less engaged over time and tended to share collected information and passively respond to peers, while self-regulators performed better overall and were able to actively think and elaborate their ideas to peers. Besides, SRL played a positive moderating role in the relationship between cognitive engagement and learning achievement, with self-regulators having the strongest moderating effect and better learning achievement. This study suggested that SRL can explain part of the variability in students' cognitive engagement in online discussions. It also provided inspiration for educational researchers on the design of SRL interventions including the necessity to integrate support for weak self-regulators in online learning. [ABSTRACT FROM AUTHOR]

The coronavirus pandemic has compelled a transition to distance and online education, requiring instructors and students to adjust swiftly. During this transition period, it became crucial to prioritize comprehending students' perspectives and decision-making within virtual educational environments. The present study investigates the strategies a GPCOM (Purposive Communication) instructor employs at a premier university to enhance student autonomy and decision-making through student voice and choice in the online learning environment. Data were collected via a survey comprising Likert scale items and open-ended questions from the 335 participants who participated in the study. The study results indicate that educators significantly facilitate student engagement in expressing their thoughts and ideas, promoting self-discovery, critical thinking, and collaborative problem-solving. Student preferences noted that active learning, utilization of technology, and engagement in class discussions were prominent options. Several strategies were employed to promote student engagement, such as fostering cooperation, implementing interactive gamification techniques, establishing real-life linkages, facilitating class debates, and encouraging self-directed learning. This study emphasizes the crucial role of instructor assistance in virtual learning while recognizing and integrating student preferences. Doing so aims to create a well-rounded and captivating virtual learning experience. [ABSTRACT FROM AUTHOR]

Background: Psychological capital has become a prominent focus in positive psychology, highlighting the positive influence of higher psychological capital on individuals. Self-directed learning ability is a fundamental skill for students, vital for enhancing academic performance and professional development, and is integral to the continuous learning process of nursing students. Recognizing the relationship between psychological capital and self-directed learning ability is crucial for the progress and development of undergraduate nursing students. Objective: This study aims to investigate the correlation between psychological capital and self-directed learning ability in undergraduate nursing students, as well as to explore the factors that influence these variables. Methods: A cross-sectional survey was conducted with 667 full-time undergraduate nursing students from a nursing school in Taizhou, China. Psychological capital and self-directed learning ability were assessed using the Psychological Capital Questionnaire and Self-Directed Learning Scale, respectively. Correlation and stepwise multiple regression analyses were then carried out to evaluate the relationship between psychological capital and selfdirected learning ability among the participants. Results: The study revealed that the psychological capital score averaged at 103.24 ± 15.51, while the self-directed learning scale score averaged at 230.67 ± 27.66. Variations in psychological capital scores were noted based on factors including grade level, being an only child, growth environment, monthly living expenses, parental education level, voluntary selection of nursing major, and club experience. Similarly, differences in self-directed learning scores were associated with factors such as grade level, gender, parental education level, and voluntary selection of nursing major. Moreover, a positive correlation was identified between the overall psychological capital scores and the total selfdirected learning ability scores among nursing students. Notably, the multiple regression analysis highlighted that optimism and resilience played significant roles as predictors of self-directed learning ability. Conclusion: Psychological capital is positively correlated with the self-directed learning ability of nursing students, with optimism and resilience identified as crucial predictors. Nursing educators can utilize strategies rooted in positive psychology and perseverance to improve the self-directed learning ability of nursing students. [ABSTRACT FROM AUTHOR]

Brain-computer interface (BCI) provides direct communication and control between the human brain and physical devices. It is achieved by converting EEG signals into control commands. Such interfaces have significantly improved the lives of disabled individuals suffering from neurological disorders—such as stroke, amyotrophic lateral sclerosis (ALS), and spinal cord injury—by extending their movement range and thereby promoting self-independence. Brain-controlled mobile robots, however, often face challenges in safety and control performance due to the inherent limitations of BCIs. This paper proposes a shared control scheme for brain-controlled mobile robots by utilizing fuzzy logic to enhance safety, control performance, and robustness. The proposed scheme is developed by combining a self-learning neuro-fuzzy (SLNF) controller with an obstacle avoidance controller (OAC). The SLNF controller robustly tracks the user's intentions, and the OAC ensures the safety of the mobile robot following the BCI commands. Furthermore, SLNF is a model-free controller that can learn as well as update its parameters online, diminishing the effect of disturbances. The experimental results prove the efficacy and robustness of the proposed SLNF controller including a higher task completion rate of 94.29% (compared to 79.29%, and 92.86% for Direct BCI and Fuzzy-PID, respectively), a shorter average task completion time of 85.31 s (compared to 92.01 s and 86.16 s for Direct BCI and Fuzzy-PID, respectively), and reduced settling time and overshoot. [ABSTRACT FROM AUTHOR]

In this work, we enhance the FNet , a 1D convolutional neural network (CNN) with a residual neural network (ResNet) architecture, to perform spectral classification of quasars, galaxies, stars, and broad absorption line (BAL)-quasars in the SDSS-IV catalogue from DR17 of eBOSS. Leveraging its convolutional layers and the ResNet structure with different kernel sizes, FNet autonomously identifies various patterns within the entire sample of spectra. Since FNet does not require the intermediate step of identifying specific lines, a simple modification enabled our current network to classify all SDSS spectra. This modification involves changing the final output layer from a single value (redshift) to multiple values (probabilities of all classes), and accordingly adjusting the loss function from mean squared error to cross-entropy. FNet achieves a completeness of 99.00  per cent |$\pm$| 0.20 for galaxies, 98.50  per cent |$\pm$| 0.30 for quasars, 99.00  per cent |$\pm$| 0.18 for BAL-quasars, and 98.80 per cent |$\pm$| 0.20 for stars. These results are comparable to those obtained using QuasarNET , a standard CNN employed in the SDSS routine, comprises convolutional layers without the ResNet structure with equal kernel sizes, and is utilized for redshift measurement and classification by identifying seven emission lines. QuasarNET , in order to overcome the problem of finding a C  iv emission line with broad absorption which is slightly more challenging than that of detecting emission lines requires to add BAL C  iv line to the list of lines that the network learns to identify. However, this procedure is not necessary in FNet as it learns the features through a self-learning procedure. [ABSTRACT FROM AUTHOR]

This study examines the impact of digital learning platforms--Moodle, Microsoft Teams, and Zoom--on student engagement and academic achievement at the University of Jordan. The study explores students' familiarity with these e-learning tools and their effect on self-directed learning and performance. Over three months, data was collected from 450 students through an online questionnaire comprising closed questions. The analysis employed multiple regression models to consider variables such as gender, age, prior computer literacy, attitude towards emerging technology, learning preferences, and the implementation of e-learning within the university. Additionally, a qualitative content analysis identified the advantages and disadvantages of e-learning from the students' perspectives. The findings indicate that strategic implementation of e-learning platforms significantly influences student perceptions more than individual contextual factors. Students appreciated the connectivity and accessibility provided by these platforms. Those with prior computer knowledge and those studying emerging technologies showed a particularly positive attitude towards e-learning. The study concludes that engagement with e-learning tools markedly enhances self-study habits and academic performance, underscoring the importance of integrating digital platforms into educational strategies. [ABSTRACT FROM AUTHOR]

This study investigates the intricate causal mechanisms of university students' sustained use of artificial intelligence (AI) tools for self-directed learning (SDL) within the theoretical framework of self-determination theory (SDT). Employing a convenience sampling strategy, 387 university students from China were included in the study. Methodologically, we employed structural equation modeling (SEM) for the measurement and causal analysis, and we employed fuzzy-set qualitative comparative analysis (fsQCA) for the configurational analysis. The research results emphasize several important insights. Perceived usefulness, intrinsic motivation, and satisfaction play important roles in encouraging university students' continuance intentions. Satisfaction emerges as a pivotal mediator, bridging the connection between perceived usefulness, intrinsic motivation, and continuance intention. The system quality, the information quality, and social interaction have significant positive influences on perceived usefulness. Perceived autonomy and perceived competence display strong correlations with both intrinsic motivation and satisfaction. Moreover, the results from the fsQCA show five configurations, in which the key factors collectively shape students' continuance intentions through complex interactions through various configurations. The findings reveal diverse configurations by which university students form continuance intentions towards using AI tools for SDL, providing detailed insights into the profound and indirect impacts on forming continuance intention behaviors. This enriches and advances the current theoretical understanding. [ABSTRACT FROM AUTHOR]

Background: Data-driven digital learning could improve the diagnostic performance of novice students for thyroid nodules. Objective: To evaluate the efficacy of digital self-learning and artificial intelligence-based computer-assisted diagnosis (AI-CAD) for inexperienced readers to diagnose thyroid nodules. Methods: Between February and August 2023, a total of 26 readers (less than 1 year of experience in thyroid US from various departments) from 6 hospitals participated in this study. Readers completed an online learning session comprising 3,000 thyroid nodules annotated as benign or malignant independently. They were asked to assess a test set consisting of 120 thyroid nodules with known surgical pathology before and after a learning session. Then, they referred to AI-CAD and made their final decisions on the thyroid nodules. Diagnostic performances before and after self-training and with AI-CAD assistance were evaluated and compared between radiology residents and readers from different specialties. Results: AUC (area under the receiver operating characteristic curve) improved after the self-learning session, and it improved further after radiologists referred to AI-CAD (0.679 vs 0.713 vs 0.758, p<0.05). Although the 18 radiology residents showed improved AUC (0.7 to 0.743, p=0.016) and accuracy (69.9% to 74.2%, p=0.013) after self-learning, the readers from other departments did not. With AI-CAD assistance, sensitivity (radiology 70.3% to 74.9%, others 67.9% to 82.3%, all p<0.05) and accuracy (radiology 74.2% to 77.1%, others 64.4% to 72.8%, all p <0.05) improved in all readers. Conclusion: While AI-CAD assistance helps improve the diagnostic performance of all inexperienced readers for thyroid nodules, self-learning was only effective for radiology residents with more background knowledge of ultrasonography. [ABSTRACT FROM AUTHOR]

In this retrospective collaborative self-study, we examined our development as justice-based social studies teacher educators. Rooted in frameworks centered on critical social studies and teacher educator knowledge and practice, an analysis of discussions and curricular-instructional materials spanning 12 years found that justice was treated as optional in early iterations of our methods courses. Yet over time, we have taken steps to move justice from the background to the foreground of our work. We discuss and offer explanations for this growth, concluding with implications for our own practice as well as those charged with structuring (and teaching within) teacher educator preparation and induction programs. [ABSTRACT FROM AUTHOR]

Regular class attendance has traditionally been seen as a positive contributor to academic success in higher education. However, progress in educational technologies, evolving learning styles, and self-directed learning have given rise to a debate on the role of physical presence of students in class. This study aimed to analyse the impact of class attendance on academic performance. For this, class attendance was daily registered across multiple geography courses in various universities over five academic years. Results showed that the average class attendance was 67.6%, although a decline in class attendance as courses progressed was observed. Despite this, only a relatively low proportion of students failed their subject (16.8%). Nevertheless, statistical analysis showed significant differences in final grades between students with high and low attendance. Generally, students with above-average attendance were prone to earn an above-average final grade, and vice versa. Therefore, it could be established that class attendance was an indicator of academic success, while significant levels of absenteeism could work as indicators of worse academic performance. Recognizing the importance of in-person attendance is crucial, but addressing forthcoming challenges is equally important. Future research should explore the use of emerging technologies and learning styles to foster more suitable learning environments. [ABSTRACT FROM AUTHOR]

Background: Point-of-care ultrasound is rapidly gaining traction in clinical practice, including primary care. Yet, logistical challenges and geographical isolation hinder skill acquisition. Concurrently, an evidentiary gap exists concerning such guidance's effectiveness and optimal implementation in these settings. Methods: We developed a lung point-of-care ultrasound (POCUS) curriculum for primary care physicians in a rural, medically underserved region of the south of Israel. The course included recorded lectures, pre-course assessments, hands-on training, post-workshop lectures, and individual practice. To evaluate our course, we measured learning outcomes and physicians' proficiency in different lung POCUS domains using hands-on technique assessment and gathered feedback on the course with a multi-modal perception approach: an original written pre- and post-perception and usage questionnaire. Results: Fifty primary care physicians (PCPs) showed significant improvement in hands-on skills, increasing from 6 to 76% proficiency (p < 0.001), and in identifying normal versus abnormal views, improving from 54 to 74% accuracy (p < 0.001). Ten weeks after training, primary care physicians reported greater comfort using lung ultrasound, rising from 10 to 54% (p < 0.001), and improved grasp of its potential and limits, increasing from 27.5% to 84% (p < 0.001). Weekly usage increased from none to 50%, and the number of primary care physicians not using at all decreased from 72 to 26% (p < 0.001). Conclusions: A two-day focused in-person and remote self-learning lung-POCUS training significantly improved primary care physicians' lung ultrasound skills, comfort, and implementation. [ABSTRACT FROM AUTHOR]

Student academic achievement is an important indicator for evaluating the quality of education, especially, the achievement prediction empowers educators in tailoring their instructional approaches, thereby fostering advancements in both student performance and the overall educational quality. However, extracting valuable insights from vast educational data to develop effective strategies for evaluating student performance remains a significant challenge for higher education institutions. Traditional machine learning (ML) algorithms often struggle to clearly delineate the interplay between the factors that influence academic success and the resulting grades. To address these challenges, this paper introduces the XGB-SHAP model, a novel approach for predicting student achievement that combines Extreme Gradient Boosting (XGBoost) with SHapley Additive exPlanations (SHAP). The model was applied to a dataset from a public university in Wuhan, encompassing the academic records of 87 students who were enrolled in a Japanese course between September 2021 and June 2023. The findings indicate the model excels in accuracy, achieving a Mean absolute error (MAE) of approximately 6 and an R-squared value near 0.82, surpassing three other ML models. The model further uncovers how different instructional modes influence the factors that contribute to student achievement. This insight supports the need for a customized approach to feature selection that aligns with the specific characteristics of each teaching mode. Furthermore, the model highlights the importance of incorporating self-directed learning skills into student-related indicators when predicting academic performance. [ABSTRACT FROM AUTHOR]

Background: Despite the numerous advantages of the nursing process, nursing students often struggle with utilizing this model. Therefore, studies suggest innovative teaching methods to address this issue. Teaching based on real clinical cases is considered a collaborative learning method that enhances students' active learning for the development of critical thinking and problem-solving skills. In this method, students can acquire sufficient knowledge about patient care by accessing authentic information. Objective: The aim of the present study was to investigate the experiences of nursing students and faculty members regarding the implementation of nursing process educational workshops, based on real case studies. Design: A qualitative descriptive study. Participants: 9 Nursing students and 7 faculty members from the Isfahan School of Nursing and Midwifery who attended the workshops. Methods: This qualitative descriptive study was conducted from 2021 to 2023. Data was collected through semi-structured individual and focus group interviews using a qualitative content analysis approach for data analysis. Results: After analyzing the data, a theme titled "Breaking Taboos in the Nursing Process" was identified. This theme consists of four categories: "Strengthening the Cognitive Infrastructure for Accepting the Nursing Process," "Enhancing the Applicability of the Nursing Process," "Assisting in Positive Professional Identity," and "Facilitating a Self-Directed Learning Platform." Additionally, thirteen subcategories were obtained. Conclusion: The data obtained from the present study showed that conducting nursing process educational workshops, where real clinical cases are discussed, analyzed, and criticized, increases critical thinking, learning motivation, and understanding of the necessity and importance of implementing the nursing process. Therefore, it is recommended that instructors utilize this innovative and effective teaching method for instructing the nursing process. [ABSTRACT FROM AUTHOR]

Introduction: Although several important documents of education and health promotion on the international level favor practices geared toward physical literacy (PL), not all countries have yet gained experience with this holistic concept. Therefore, numerous stakeholders and practitioners who intend to align their interventional activities with PL will soon face the situation that there are no recommendations for their specific culture and language for how to design such programs. Given that such recommendations are also lacking for Germany, the goal of the present study within the uncontrolled pilot cycles of the PLACE study was (a) to describe the process of a female pedagogue (27 years old, previously unexperienced with PL) initially familiarizing herself with the PL concept and its implementation opportunities for the school setting, and (b) to retrace the process of developing and refining a PL-driven intervention for extracurricular physical education (6090 min) of children in grades three and four at primary schools in Bremen. Methods: Adopting a self-study design, this endeavor emphasized continuous reflexivity involving: (a) session protocols; (b) biweekly discussions with another coach; (c) weekly discussions between scientists and stakeholders of youth development ("multi-perspective panel"); (d) weekly observations and impressions during field work; and (e) summative group interviews with children (n = 17, age range: 8-9 years, 17.6% boys). Written documents underwent qualitative content analysis with inductively generated categories. Results: Despite explicit links between the theoretical PL domains and the intervention content, the character of how PL informed the intervention level was dominated by the stance and atmosphere implemented by the deliverer (e.g., participatory attitude, open mindset). Accordingly, the team revised the intervention primarily on the levels of organization (temporal schedule and sequences), instruction, and materials. After initial stages of didactically "surviving" within classes, the deliverer could increasingly integrate tasks of cognitive engagement and provide choice for students enabling individual autonomy for nurturing a person-centered approach. Discussion: This study encourages teachers and stakeholders of physical education to seek exchange with scholars or other practitioners while simultaneously demonstrating patience in comprehensively internalizing PL and efficiently translating the concept into routines in line with individual's quality standards. [ABSTRACT FROM AUTHOR]

Background: The effectiveness of eLearning in enhancing healthcare professionals' capacity has received substantial attention globally. This review sought to synthesis evidence on the effectiveness of various types of eLearning programmes, and the facilitators and barriers to its use. Methods: The review was guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Four main databases (PubMed, Web of Science, JSTOR, and Scopus) in July 2023 and 44 articles met the eligibility criteria and were included in the review. The JBI critical appraisal checklist was used to appraise the methodological quality of the studies. The data were examined using narrative review to determine the effectiveness of the intervention as well as the barriers and facilitators to its use. Results: This review found that asynchronous, synchronous, blended, and self-learning methodologies are effective eLearning approaches for continuous professional development. Previous positive experiences, user-friendly interfaces and relevance of the eLearning content to daily practice are critical elements that facilitate eLearning usage. Poor computer competence and literacy, lack of personal computers and high family duties were the main personal factors that hindered eLearning use. Some systemic barriers included; heavy workloads, shortage of specialised eLearning facilitators poor management involvement, and technical inadequacies within the ICT departments. Environmental issues such as poor infrastructure, including limited internet and frequent power outages acted as barriers. Conclusion: The review highlights the effectiveness of various eLearning approaches among health professionals and presents the disparities between developing and developed economies in relation to the facilitators and barriers. [ABSTRACT FROM AUTHOR]

The Australian Diabetes Educator journal discusses the need for a highly skilled Credentialled Diabetes Educator (CDE) workforce due to advancements in diabetes care. The Australian Diabetes Educators Association (ADEA) has developed a new credentialling pathway in response to feedback from members, aiming to ensure CDEs are equipped to meet future challenges. The new pathway includes a professional practice microcredential, a mentoring program, and a practical skills assessment to ensure CDEs have the necessary knowledge, skills, and practical experience to provide high-quality diabetes education and care. [Extracted from the article]

The study aimed to identify the reality of the programs of the Applied College at Qassim University in light of the repercussions of the Fourth Industrial Revolution from the point of view of its employees, and used the descriptive approach with its qualitative entrance, and the semi-codified interview as a tool to collect data from an intentional sample of employees of the Applied College programs, and the most prominent results were: The programs of the Applied College at Qassim University keep pace with the repercussions of the Fourth Industrial Revolution through: Adopting new educational patterns such as (blended learning, e-learning, self-education, and project-based learning), focusing on the virtual nature, the compatibility of its courses with the repercussions of the Fourth Industrial Revolution, developing the skills it requires, establishing partnerships that keep pace with its repercussions, following up graduates in the labor market, marketing its programs to target groups, marketing its graduates to employers, foreseeing the future, and continuous updating of courses, teaching methods and evaluation; However, it has shortcomings in some aspects; such as providing the technologies of the Fourth Industrial Revolution in the process of teaching, training and research, achieving the electronic readiness of its faculty members, moving towards universality, and finding channels of communication between local and international applied colleges. the study concluded with some recommendations, including: Finding channels of communication between local, Arab and international applied colleges to exchange experiences, increasing interest in scientific research, and a stimulating educational environment. [ABSTRACT FROM AUTHOR]

This study aimed to explore the application effect of problem-based learning and situational simulation teaching in cardiopulmonary resuscitation (ECPR) education. A retrospective analysis was conducted on 128 trainees specializing in ECPR at our institution. The participants were divided into two groups: a study group and a control group. The study group consisted of 64 students who received problem-based learning with situational simulation, and a control group of 64 students who adopted traditional teaching methods. Comparative analysis was performed between the two groups in terms of theoretical and practical skills scores, Cardiopulmonary resuscitation (CPR) compression quality, self-directed learning ability and satisfaction with the teaching. There was no statistically significant difference between the two groups in the following pre-training measures: self-management ability score, passion for learning score, self-control ability score, compression depth, compression depth efficiency, chest rebound ratio and compression rate (p > 0.05). After undergoing training, the study group outperformed the control group in all aspects, including theory, practical skills, compression depth, compression depth efficiency, chest rebound ratio, compression rate, self-management ability, passion for learning and self-control ability. The study group also reported higher satisfaction with the teaching, with a statistically significant difference (p < 0.05). We conclude that problem-based learning used in conjunction with situational simulation in CPR training can help trainees enhance their learning abilities, better grasp theoretical and practical knowledge, and improve the quality of CPR practical skills. [ABSTRACT FROM AUTHOR]

Background: Indian medical graduates are expected to be lifelong learners, and medical teachers need to find newer and more engaging ways to help them hone their lifelong learning skills. Online learning can be a stepping stone toward this goal. Methods: We conducted a pre-post design interventional study in which 22 phase two MBBS students rated their self-directedness in learning using the Self-Rating Scale of Self-directed Learning (SRSSDL) at two points in time—before and after completing a 10-week online basic psychopharmacology module. Participant feedback was obtained regarding various aspects of the online modular learning experience. Results: The participants' mean SRSSDL scores before and after the intervention were 231.31 ± 26.64 and 227.31 ± 31.33. The difference is not significant. The students' scores at both points in time placed them in the "high" range of level of self-directed learning, leaving less realistic scope for a large change in the given time frame. Participant feedback was encouraging, with 19 out of 22 reporting that the overall learning experience was a "positive" one. Conclusions: Second-year medical students' self-reported self-directedness is high. Online modular learning may be a feasible addition to medical education, even though it may not increase self-directedness in the short term. A limited sample size can lead to type 2 errors. [ABSTRACT FROM AUTHOR]

Self-supervised learning (SSL) has gained significant attention in the past decade for its capacity to utilize non-annotated datasets to learn meaningful data representations. In the medical domain, the challenge of constructing large annotated datasets presents a significant limitation, rendering SSL an ideal approach to address this constraint. In this study, we introduce a novel pretext task tailored to stimulus-driven eye movement data, along with a denoising task to improve the robustness against simulated eye tracking failures. Our proposed task aims to capture both the characteristics of the pilot (brain) and the motor (eye) by learning to reconstruct the eye movement position signal using up to 12.5% of the unmasked eye movement signal patches, along with the entire REMOBI target signal. Thus, the encoder learns a high-dimensional representation using a multivariate time series of length 8192 points, corresponding to approximately 40 s. We evaluate the learned representation on screening eight distinct groups of pathologies, including dyslexia, reading disorder, and attention deficit disorder, across four datasets of varying complexity and size. Furthermore, we explore various head architecture designs along with different transfer learning methods, demonstrating promising results with improvements of up to approximately 15%, leading to an overall macro F1 score of 61% and 61.5% on the Saccade and the Vergence datasets, respectively. Notably, our method achieves macro F1 scores of 64.7%, 66.1%, and 61.1% for screening dyslexia, reading disorder, and attention deficit disorder, respectively, on clinical data. These findings underscore the potential of self-learning algorithms in pathology screening, particularly in domains involving complex data such as stimulus-driven eye movement analysis. [ABSTRACT FROM AUTHOR]

Hyper-heuristic algorithms are known for their flexibility and efficiency, making them suitable for solving engineering optimization problems with complex constraints. This paper introduces a self-learning hyper-heuristic algorithm based on a genetic algorithm (GA-SLHH) designed to tackle the logistics scheduling problem of prefabricated modular cabin units (PMCUs) in cruise ships. This problem can be regarded as a multi-objective fuzzy logistics collaborative scheduling problem. Hyper-heuristic algorithms effectively avoid the extensive evaluation and repair of infeasible solutions during the iterative process, which is a common issue in meta-heuristic algorithms. The GA-SLHH employs a genetic algorithm combined with a self-learning strategy as its high-level strategy (HLS), optimizing low-level heuristics (LLHs) while uncovering potential relationships between adjacent decision-making stages. LLHs utilize classic scheduling rules as solution support. Multiple sets of numerical experiments demonstrate that the GA-SLHH exhibits a stronger comprehensive optimization ability and stability when solving this problem. Finally, the validity of the GA-SLHH in addressing real-world decision-making issues in cruise ship manufacturing companies is validated through practical enterprise cases. The results of a practical enterprise case show that the scheme solved using the proposed GA-SLHH can reduce the transportation time by up to 37%. [ABSTRACT FROM AUTHOR]

The precise segmentation of different regions of the prostate is crucial in the diagnosis and treatment of prostate-related diseases. However, the scarcity of labeled prostate data poses a challenge for the accurate segmentation of its different regions. We perform the segmentation of different regions of the prostate using U-Net- and Vision Transformer (ViT)-based architectures. We use five semi-supervised learning methods, including entropy minimization, cross pseudo-supervision, mean teacher, uncertainty-aware mean teacher (UAMT), and interpolation consistency training (ICT) to compare the results with the state-of-the-art prostate semi-supervised segmentation network uncertainty-aware temporal self-learning (UATS). The UAMT method improves the prostate segmentation accuracy and provides stable prostate region segmentation results. ICT plays a more stable role in the prostate region segmentation results, which provides strong support for the medical image segmentation task, and demonstrates the robustness of U-Net for medical image segmentation. UATS is still more applicable to the U-Net backbone and has a very significant effect on a positive prediction rate. However, the performance of ViT in combination with semi-supervision still requires further optimization. This comparative analysis applies various semi-supervised learning methods to prostate zonal segmentation. It guides future prostate segmentation developments and offers insights into utilizing limited labeled data in medical imaging. [ABSTRACT FROM AUTHOR]

The classrooms in Israel are very diverse, with students differing in learning styles, their handling of literacy tasks, personal and socioeconomic backgrounds, and more. These differences significantly impact the curriculum aimed at promoting literacy resilience, explicit teaching processes in the classroom, and imparting metacognitive strategies and actions to overcome learning difficulties. This qualitative-interpretative study reveals the pedagogical perceptions, challenges, and coping strategies of fourteen Hebrew teachers in five elementary schools in central Israel regarding integrating home literacy in language lessons and cultivating literacy resilience among their students. The research data were collected through in-depth interviews with the teachers. The analysis of the teachers' reports reveals two main perceptions regarding literacy resilience: (1) Literacy resilience is a tool for life; (2) Home literacy significantly contributes to fostering literacy resilience. Furthermore, cultivating literacy resilience presents three significant challenges for the teachers: (1) Teaching in a heterogeneous classroom, (2) Encouraging parental involvement, and (3) Fostering independent learners. To cultivate literacy resilience in a heterogeneous classroom, teachers must be sensitive to each student's unique needs and plan teaching-learning processes based on principles of self-directed learning and peer dialogue. They must establish a personal-emotional connection that is a significant anchor for the students and outlines a path for integrating and strengthening the sense of competence in handling literacy tasks. It was also found that parental involvement is a significant factor influencing the cultivation of literacy resilience, and teachers undertake various actions to increase their level of involvement. This study adds an essential layer to the body of knowledge regarding the understanding of the factors affecting the development of pedagogical literacy perceptions that promote the integration of home literacy in the classroom. These perceptions may promote the nurturing process of literacy resilience among students from various cultures, accepting and understanding them. In this way, we can attempt to address literacy and language challenges in Israel. [ABSTRACT FROM AUTHOR]

Introduction: Blended learning is a combination of online and face-to-face learning. With the introduction of a competencybased curriculum in India and Early Clinical Exposure (ECE) as a part of it, there is a need for innovative learning methods like the Blended Learning Method (BLM). Aim: To analyse the effectiveness of BLM in implementing ECE compared to the Non BLM or traditional method. Materials and Methods: This educational interventional study was conducted at the National Institute of Medical Sciences and Research, NIMS University, Jaipur, Rajasthan, India from April 2022 to October 2022. The sample population included Phase 1 MBBS students (n=110). Students were randomly assigned to two groups: the BLM group and the Non BLM group, each consisting of 55 students. The BLM group received ECE through a combination of digital and face-to-face methods, while the Non BLM group received traditional face-to-face ECE. Students' performance was evaluated through standardised assessments. Students' and faculty perceptions of the BLM method were assessed using a Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Results: The comparison of pretest scores between both groups was statistically not significant. However, the post-test score comparison was statistically significant (p-value<0.05) for a few ECE sessions (sessions 1 and 3), with better performance observed in the BLM group. The paired t-test between pre and post-test scores was highly significant in both the BLM and Non BLM groups (p-value<0.0001). The student perception of the use of BLM was positive, while faculty perception indicated that they had difficulty using the BLM method to implement ECE. Conclusion: BLM can be an effective tool in the implementation of ECE sessions in physiology. It can enhance the self-directed learning ability of students. [ABSTRACT FROM AUTHOR]