The educational technology designer should know about the learning theories to analyze the needs and design the contents in terms of the target that aimed to reach from learning operations. Educational technology is known as a process that includes many factors, which will provide a good simulation for the students. This research study used a basic qualitative study because it interprets an educational field experience. This is the type of research most commonly used in the fields of education, health, and social work because it is interpretative research. The participants in this study were two college instructors and 10 college students who volunteered to participate in this study. All participants have teaching experience and work in the same school. This study concludes that mixing instructional technology with behavioral theory provides an opportunity to stimulate students through psychological conditions by direct experiences and activities inside the classroom. Mixing instructional technology with constructivist theory allows educators to focus on how students can explore and discover class content and new experiences by explaining their mistakes, ideas, and experiences and the basics of the content.
{"title":"The Application of Behavioral and Constructivist Theories in Educational Technology","authors":"A. Buhamad","doi":"10.5539/jel.v13n3p52","DOIUrl":"https://doi.org/10.5539/jel.v13n3p52","url":null,"abstract":"The educational technology designer should know about the learning theories to analyze the needs and design the contents in terms of the target that aimed to reach from learning operations. Educational technology is known as a process that includes many factors, which will provide a good simulation for the students. This research study used a basic qualitative study because it interprets an educational field experience. This is the type of research most commonly used in the fields of education, health, and social work because it is interpretative research. The participants in this study were two college instructors and 10 college students who volunteered to participate in this study. All participants have teaching experience and work in the same school. This study concludes that mixing instructional technology with behavioral theory provides an opportunity to stimulate students through psychological conditions by direct experiences and activities inside the classroom. Mixing instructional technology with constructivist theory allows educators to focus on how students can explore and discover class content and new experiences by explaining their mistakes, ideas, and experiences and the basics of the content.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"44 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140751986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of this study was to study the composition and indicators of innovative organizations of secondary schools under the Office of the Basic Education Commission using research papers study principles and concepts. Then, data was collected, analyzed, and synthesized to obtain the composition and indicators of the innovative organization of secondary schools under the Office of the Basic Education Commission. The tools used to collect data included document notes and assessment forms for the suitability of elements and indicators by confirming elements and indicators from 9 experts. Among the informants are notable people. Three expert groups’ credentials are ascertained by Purposive Sampling: Group 1: Academic staff members in postsecondary education establishments who hold a Ph.D. in education, educational administration, or a related field and are assistant professors or higher. Group 2: Educational Administrators having a Ph.D. in Education and a minimum of five years’ experience in the field. Group 3 consists of school administrators who have at least five years of experience managing schools and a doctorate in educational administration. The results of the study showed that 1) the innovative organizational composition of secondary schools under the Office of the Basic Education Commission consisted of 5 components: (1) Vision and Strategy, (2) Organizational Structure, (3) Organizational Culture, (4) Human Resource Development and (5) organizational communication. 2) Elements and indicators of vision and strategy are most appropriate, 3) Elements and Indicators of organizational structure are most appropriate, 4) Elements and Indicators of Human Resource Development and 5) Elements and Indicators of corporate communication are most appropriate.
{"title":"The Study of the Components and Indicators of the Innovative Organizations of Secondary Schools Under the Office of the Basic Education Commission","authors":"Chalermpol Supanyabutra, Suwat Julsuwan","doi":"10.5539/jel.v13n3p46","DOIUrl":"https://doi.org/10.5539/jel.v13n3p46","url":null,"abstract":"The objective of this study was to study the composition and indicators of innovative organizations of secondary schools under the Office of the Basic Education Commission using research papers study principles and concepts. Then, data was collected, analyzed, and synthesized to obtain the composition and indicators of the innovative organization of secondary schools under the Office of the Basic Education Commission. The tools used to collect data included document notes and assessment forms for the suitability of elements and indicators by confirming elements and indicators from 9 experts. Among the informants are notable people. Three expert groups’ credentials are ascertained by Purposive Sampling: Group 1: Academic staff members in postsecondary education establishments who hold a Ph.D. in education, educational administration, or a related field and are assistant professors or higher. Group 2: Educational Administrators having a Ph.D. in Education and a minimum of five years’ experience in the field. Group 3 consists of school administrators who have at least five years of experience managing schools and a doctorate in educational administration. \u0000 \u0000The results of the study showed that 1) the innovative organizational composition of secondary schools under the Office of the Basic Education Commission consisted of 5 components: (1) Vision and Strategy, (2) Organizational Structure, (3) Organizational Culture, (4) Human Resource Development and (5) organizational communication. 2) Elements and indicators of vision and strategy are most appropriate, 3) Elements and Indicators of organizational structure are most appropriate, 4) Elements and Indicators of Human Resource Development and 5) Elements and Indicators of corporate communication are most appropriate.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"23 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140753492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Expected positive outcomes of teacher supervision in Guyana are not always achieved. This qualitative study explores forces that may be hindering desirable outcomes of supervision provided by Nursery Field Officers (NFOs) and is intended to be an attempt to improve practice. Through thematic analysis of interviews with 30 teachers, five critical areas of undesirable encounters were discovered. These encounters were framed as fault-finding, controlling and mechanically oriented, unproductive, emotionally unsettling, and disruptive. Caution about the danger of identification of pedagogical weaknesses in the absence of accompanying solutions and recommendations is flagged, and remedial strategies are identified. The findings reframe, reinforce, and complement existing knowledge about educational supervision, serve to chronicle Guyanese teachers’ experiences with the supervision of NFOs, and might be informative to professional development programs that rely on supervision to sustain pedagogical growth. Program providers and other stakeholders might find the teachers’ experiences a reference point to consider critical issues regarding the quality of and approach to supervision.
{"title":"Supervision Encounters “That Are Not So Nice”: Experiences of Teachers in Guyana","authors":"M. Semple-McBean, Jeneffer Drakes, Valissa Peters","doi":"10.5539/jel.v13n4p18","DOIUrl":"https://doi.org/10.5539/jel.v13n4p18","url":null,"abstract":"Expected positive outcomes of teacher supervision in Guyana are not always achieved. This qualitative study explores forces that may be hindering desirable outcomes of supervision provided by Nursery Field Officers (NFOs) and is intended to be an attempt to improve practice. Through thematic analysis of interviews with 30 teachers, five critical areas of undesirable encounters were discovered. These encounters were framed as fault-finding, controlling and mechanically oriented, unproductive, emotionally unsettling, and disruptive. Caution about the danger of identification of pedagogical weaknesses in the absence of accompanying solutions and recommendations is flagged, and remedial strategies are identified. The findings reframe, reinforce, and complement existing knowledge about educational supervision, serve to chronicle Guyanese teachers’ experiences with the supervision of NFOs, and might be informative to professional development programs that rely on supervision to sustain pedagogical growth. Program providers and other stakeholders might find the teachers’ experiences a reference point to consider critical issues regarding the quality of and approach to supervision.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"106 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140236687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alessandro Ripardo da Silva, Nilton Hitotuzi, Naelson Sarmento Barbosa
The Direct Method, a pedagogical approach for teaching additional languages through immersion, emphasizes oral interaction and everyday language usage to facilitate language acquisition. This method discourages reliance on translation and minimizes emphasis on grammatical rules. However, a fundamental question arises about the effectiveness of TESOL programmes in non-English dominant countries in equipping prospective teachers to adopt a monolingual approach. This paper explores the results of a case study aimed at understanding the experiences of two TESOL degree candidates from a university in Northern Brazil. They participated in an outreach project employing the Direct Method to teach English to Year 1 students on the outskirts of Santarém-PA. Data, gathered through proficiency assessments, interviews, and video recordings, were analysed using Content Analysis and video analysis principles in qualitative research. The results revealed challenges faced by the participants due to limited pedagogical knowledge but also unveiled adaptive strategies, collaborative work practices, introspection, and an acknowledgment of the importance of integrating elements from students’ physical and social contexts into lessons. Despite challenges, the study underscores the beneficial potential and viability of the Direct Method in non-English dominant contexts, advocating for its critical consideration and adaptation within TESOL programmes.
{"title":"The Direct Method in English Language Instruction for Primary School Students in Santarém-PA: An Experience of TESOL Undergraduates","authors":"Alessandro Ripardo da Silva, Nilton Hitotuzi, Naelson Sarmento Barbosa","doi":"10.5539/jel.v13n4p42","DOIUrl":"https://doi.org/10.5539/jel.v13n4p42","url":null,"abstract":"The Direct Method, a pedagogical approach for teaching additional languages through immersion, emphasizes oral interaction and everyday language usage to facilitate language acquisition. This method discourages reliance on translation and minimizes emphasis on grammatical rules. However, a fundamental question arises about the effectiveness of TESOL programmes in non-English dominant countries in equipping prospective teachers to adopt a monolingual approach. This paper explores the results of a case study aimed at understanding the experiences of two TESOL degree candidates from a university in Northern Brazil. They participated in an outreach project employing the Direct Method to teach English to Year 1 students on the outskirts of Santarém-PA. Data, gathered through proficiency assessments, interviews, and video recordings, were analysed using Content Analysis and video analysis principles in qualitative research. The results revealed challenges faced by the participants due to limited pedagogical knowledge but also unveiled adaptive strategies, collaborative work practices, introspection, and an acknowledgment of the importance of integrating elements from students’ physical and social contexts into lessons. Despite challenges, the study underscores the beneficial potential and viability of the Direct Method in non-English dominant contexts, advocating for its critical consideration and adaptation within TESOL programmes.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"114 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140235897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jeane Silva, J. D. Tracy, Tim McLane, Jessica Lynn Stewart, Jason Hughes, Angela Allen, Gianluca De Leo
Interprofessional Education (IPE) prepares students in the healthcare field for collaborative practices. Faculty perceptions of IPE have been investigated among several health professions. We assess athletic training (AT) faculty perceptions of the importance of the four IPE competencies, their attitudes towards IPE, their attitudes and beliefs about IPE in the academic settings, their perceived barriers, and opportunities towards implementing IPE in AT curricula; and how these have changed. This study utilized a cross-sectional online survey administered anonymously in 2017 and 2022. The study population was faculty from accredited AT education programs in the USA identified through the National Athletic Trainers’ Association (NATA). We find that in the last five years, faculty perception of IPE has shifted to a more positive attitude toward understanding and implementing IPE in AT programs. However, data showed no significant differences between the initial and follow-up studies. Values and ethics and teams and teamwork were the two competencies ranked the highest in both studies. Younger respondents ranked communication higher than older respondents. Barriers to IPE implementation included lack of resources, allocated funding, and institutional support. The creation of an IPE program coordinator was one of the opportunities highlighted. Faculty of AT programs are aware of the importance of IPE and demonstrated a general positive attitude toward implementing IPE in their AT curricula. However, several barriers have been identified, including a perceived negative attitudes toward AT from other health professions.
{"title":"Changes of Interprofessional Education in Athletic Training: A 5-Year Follow-up Study","authors":"Jeane Silva, J. D. Tracy, Tim McLane, Jessica Lynn Stewart, Jason Hughes, Angela Allen, Gianluca De Leo","doi":"10.5539/jel.v13n4p31","DOIUrl":"https://doi.org/10.5539/jel.v13n4p31","url":null,"abstract":"Interprofessional Education (IPE) prepares students in the healthcare field for collaborative practices. Faculty perceptions of IPE have been investigated among several health professions. We assess athletic training (AT) faculty perceptions of the importance of the four IPE competencies, their attitudes towards IPE, their attitudes and beliefs about IPE in the academic settings, their perceived barriers, and opportunities towards implementing IPE in AT curricula; and how these have changed. This study utilized a cross-sectional online survey administered anonymously in 2017 and 2022. The study population was faculty from accredited AT education programs in the USA identified through the National Athletic Trainers’ Association (NATA). We find that in the last five years, faculty perception of IPE has shifted to a more positive attitude toward understanding and implementing IPE in AT programs. However, data showed no significant differences between the initial and follow-up studies. Values and ethics and teams and teamwork were the two competencies ranked the highest in both studies. Younger respondents ranked communication higher than older respondents. Barriers to IPE implementation included lack of resources, allocated funding, and institutional support. The creation of an IPE program coordinator was one of the opportunities highlighted. Faculty of AT programs are aware of the importance of IPE and demonstrated a general positive attitude toward implementing IPE in their AT curricula. However, several barriers have been identified, including a perceived negative attitudes toward AT from other health professions.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"90 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140236187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pre-service teacher preparation programs are often ineffective in preparing new teachers to use classroom management skills and strategies. This contributes to high teacher-turnover rates for new teachers and ultimately influences principal retention and student outcomes. The crisis of teacher retention in the aftermath of the pandemic threatens U.S. global competitiveness and national security. Teacher preparation programs can address job stress and job satisfaction by better preparing teachers for the challenges of the post-pandemic classroom. The purpose of this longitudinal, mixed-methods improvement science study was to determine if embedding evidence-based classroom management skills and strategies into the instructional methods coursework programs, augmented by structured applied learning opportunities to improve the IE, would improve pre-service teachers’ self-efficacy in classroom management. The research used the Classroom Management Self Efficacy Instrument, focus groups, and written reflections. Five themes emerged from the data: student-teacher relationships, orderly classrooms, preventative measures, difficult students, and use of technology. Scores for seven practice-oriented items on the CMSEI showed strong improvement (M = 93.75%, post-intervention). Responding to the CMSEI question “I can manage a class very well,” 87.50% of students strongly agreed or agreed after the intervention. On eight items pertaining to self-efficacy on the post-survey, students reported strong efficacy (M = 85.16% agree or strongly agree). The major conclusion from this study is that embedding evidence-based classroom management skills and strategies into the instructional methods coursework, supported by structured applied learning opportunities, improves pre-service teachers’ self-efficacy and holds tremendous potential to reduce teacher attrition.
{"title":"Increasing Teacher Retention by Improving Self-Efficacy and Classroom Management Skills in Pre-Service Teachers","authors":"Lauren Golubtchik","doi":"10.5539/jel.v13n4p1","DOIUrl":"https://doi.org/10.5539/jel.v13n4p1","url":null,"abstract":"Pre-service teacher preparation programs are often ineffective in preparing new teachers to use classroom management skills and strategies. This contributes to high teacher-turnover rates for new teachers and ultimately influences principal retention and student outcomes. The crisis of teacher retention in the aftermath of the pandemic threatens U.S. global competitiveness and national security. Teacher preparation programs can address job stress and job satisfaction by better preparing teachers for the challenges of the post-pandemic classroom. The purpose of this longitudinal, mixed-methods improvement science study was to determine if embedding evidence-based classroom management skills and strategies into the instructional methods coursework programs, augmented by structured applied learning opportunities to improve the IE, would improve pre-service teachers’ self-efficacy in classroom management. The research used the Classroom Management Self Efficacy Instrument, focus groups, and written reflections. Five themes emerged from the data: student-teacher relationships, orderly classrooms, preventative measures, difficult students, and use of technology. Scores for seven practice-oriented items on the CMSEI showed strong improvement (M = 93.75%, post-intervention). Responding to the CMSEI question “I can manage a class very well,” 87.50% of students strongly agreed or agreed after the intervention. On eight items pertaining to self-efficacy on the post-survey, students reported strong efficacy (M = 85.16% agree or strongly agree). The major conclusion from this study is that embedding evidence-based classroom management skills and strategies into the instructional methods coursework, supported by structured applied learning opportunities, improves pre-service teachers’ self-efficacy and holds tremendous potential to reduce teacher attrition.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"104 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140236456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ahmad A. Alenezi, Manair A. Alanezi, Abdullah M. Alazemi
The COVID-19 pandemic significantly affected all sectors, including education—schools were affected by widespread lockdowns, which necessitated the adoption of online learning platforms. Using a mixed-methods research methodology incorporating questionnaires and interviews, researchers in the current study examined the impact of e-learning on high school students’ English language learning, particularly their spoken skills, in Kuwait. The researchers studied a sample of 60 participants for the quantitative analysis and 18 students for the qualitative analysis. All were high school students in Kuwait enrolled in English classes. The study’s results revealed significant challenges associated with e-learning, including low acceptance rates among students. Most students disagreed that online learning is a perfect learning tool, suggesting that e-learning fails to promote critical thinking skills and facilitate learning. E-learning also affects learners’ capabilities to express their feelings and ideas. The interviews showed that e-learning failed to improve the students’ English language mastery. Some of the challenges we noted include technical hitches and the inability to deploy teaching strategies used successfully in physical classes. Overall, the results indicate that students disliked online learning in Kuwait. In conclusion, e-learning is a significant opportunity for students to improve their learning, but it must be effectively used to encourage students’ uptake. It is necessary to assess schools’ preparedness to implement it as well as to design complementary programs and strategies to ensure students gain mastery of the English language.
{"title":"Impact of E-Learning on High School Students’ English Language Learning","authors":"Ahmad A. Alenezi, Manair A. Alanezi, Abdullah M. Alazemi","doi":"10.5539/jel.v13n4p64","DOIUrl":"https://doi.org/10.5539/jel.v13n4p64","url":null,"abstract":"The COVID-19 pandemic significantly affected all sectors, including education—schools were affected by widespread lockdowns, which necessitated the adoption of online learning platforms. Using a mixed-methods research methodology incorporating questionnaires and interviews, researchers in the current study examined the impact of e-learning on high school students’ English language learning, particularly their spoken skills, in Kuwait. The researchers studied a sample of 60 participants for the quantitative analysis and 18 students for the qualitative analysis. All were high school students in Kuwait enrolled in English classes. The study’s results revealed significant challenges associated with e-learning, including low acceptance rates among students. Most students disagreed that online learning is a perfect learning tool, suggesting that e-learning fails to promote critical thinking skills and facilitate learning. E-learning also affects learners’ capabilities to express their feelings and ideas. The interviews showed that e-learning failed to improve the students’ English language mastery. Some of the challenges we noted include technical hitches and the inability to deploy teaching strategies used successfully in physical classes. Overall, the results indicate that students disliked online learning in Kuwait. In conclusion, e-learning is a significant opportunity for students to improve their learning, but it must be effectively used to encourage students’ uptake. It is necessary to assess schools’ preparedness to implement it as well as to design complementary programs and strategies to ensure students gain mastery of the English language.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"48 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140236088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Following efforts to promote internationalization at academic institutions, the use of multiple languages on educational slides (e.g., PowerPoint) has gradually increased. Multilingualism in learning has its advantages, but having multiple languages on educational slides can lead to crowding and cognitive overload. To investigate how students perceive multilingual slides, evaluations were gathered from Japanese (N = 20) and Indonesian students (N = 20) during an eye-tracking experiment in which their visual attention distribution on the slides was assessed. The slides contained text in three languages (English, Japanese, and Bahasa Indonesia) and were varied according to their layout. One group watched slides with text separated in blocks, with one text block for each language, while the other group watched slides consisting of a single, mixed block with each sentence describing the same information in a different language. The students’ evaluations showed that slides with a mixed layout were judged as more crowded and required more processing effort than slides with a separated-block layout. Furthermore, while the students dwelled their gaze significantly longer on text in their native language (either Bahasa Indonesia or Japanese) on separated-block slides, for slides with a mixed layout, the gaze patterns did not significantly differ between languages. The results of a comprehension quiz taken after the slide presentation, however, showed that students performed better after having watched the slides with the mixed layout. Thus, although judged as more crowded and requiring a wider attention distribution, slides with a mixed layout may be preferable in multilingual education.
{"title":"Students’ Evaluations of Multilingual Educational Slides and Their Visual Attention Distribution on Slides with Different Layouts","authors":"Laksmira K. Adhani, Gerard B. Remijn","doi":"10.5539/jel.v13n3p1","DOIUrl":"https://doi.org/10.5539/jel.v13n3p1","url":null,"abstract":"Following efforts to promote internationalization at academic institutions, the use of multiple languages on educational slides (e.g., PowerPoint) has gradually increased. Multilingualism in learning has its advantages, but having multiple languages on educational slides can lead to crowding and cognitive overload. To investigate how students perceive multilingual slides, evaluations were gathered from Japanese (N = 20) and Indonesian students (N = 20) during an eye-tracking experiment in which their visual attention distribution on the slides was assessed. The slides contained text in three languages (English, Japanese, and Bahasa Indonesia) and were varied according to their layout. One group watched slides with text separated in blocks, with one text block for each language, while the other group watched slides consisting of a single, mixed block with each sentence describing the same information in a different language. The students’ evaluations showed that slides with a mixed layout were judged as more crowded and required more processing effort than slides with a separated-block layout. Furthermore, while the students dwelled their gaze significantly longer on text in their native language (either Bahasa Indonesia or Japanese) on separated-block slides, for slides with a mixed layout, the gaze patterns did not significantly differ between languages. The results of a comprehension quiz taken after the slide presentation, however, showed that students performed better after having watched the slides with the mixed layout. Thus, although judged as more crowded and requiring a wider attention distribution, slides with a mixed layout may be preferable in multilingual education.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"31 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140252662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Researchers have revealed the advantages of experiential learning for students and professionals at all levels of the health care delivery system. The purpose of this study is to determine the effectiveness of the use of head simulators in dental school in acquiring proficient periodontal knowledge, dental skills, and confidence by practicing oral health professionals. Of the 117 purposive sampled participants surveyed using a 5-point Likert scale questionnaire, 60 respondents used head simulators during their dental school education. On the effect of the head simulator enhancing knowledge. The findings regarding the effect of the head simulator in dental school revealed varying perspectives. A significant majority of participants agreed the head simulator had a beneficial effect on their skills. Among these findings, a third of participants strongly agreed the use of the head simulator notably enhanced their skills. When considering the influence on knowledge, the responses were more evenly distributed. Almost 40% of participants agreed the head simulator positively affected their knowledge, while almost 20% of participants generally disagreed. Examining the effect on confidence, findings also depicted varying viewpoints among the participants with 42% acknowledging the head simulator had a positive effect on their confidence. The findings suggest that head simulators positively affect dental education, particularly in enhancing knowledge, skills, and confidence.
{"title":"Enhancing Knowledge, Skills, and Confidence of Oral Health Professionals Through Head Simulator Training: A Perceived Benefit","authors":"S. E. Inkabi, Josh Bernstein","doi":"10.5539/jel.v13n3p17","DOIUrl":"https://doi.org/10.5539/jel.v13n3p17","url":null,"abstract":"Researchers have revealed the advantages of experiential learning for students and professionals at all levels of the health care delivery system. The purpose of this study is to determine the effectiveness of the use of head simulators in dental school in acquiring proficient periodontal knowledge, dental skills, and confidence by practicing oral health professionals. Of the 117 purposive sampled participants surveyed using a 5-point Likert scale questionnaire, 60 respondents used head simulators during their dental school education. On the effect of the head simulator enhancing knowledge. The findings regarding the effect of the head simulator in dental school revealed varying perspectives. A significant majority of participants agreed the head simulator had a beneficial effect on their skills. Among these findings, a third of participants strongly agreed the use of the head simulator notably enhanced their skills. When considering the influence on knowledge, the responses were more evenly distributed. Almost 40% of participants agreed the head simulator positively affected their knowledge, while almost 20% of participants generally disagreed. Examining the effect on confidence, findings also depicted varying viewpoints among the participants with 42% acknowledging the head simulator had a positive effect on their confidence. The findings suggest that head simulators positively affect dental education, particularly in enhancing knowledge, skills, and confidence.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"42 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140252251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. F. Sobrinho, C. L. D. C. Falcão, B. Carvalho, Francisca Edineide Lima Barbosa, Rejane Maria Lima Sousa, Nayane Barros Sousa Fernandes, Pedro Henrique eleotério de Assis, Vanessa Campos Alves, Raimundo Lenilde de Araújo
Geographic education in recent years has undergone major transformations in school curricula, moving from a memorization practice to a critical reflection based on the students’ local reality. This is included in official teaching documents. On the other hand, the application of this new approach to applicability problems, largely due to the lack of elements focused on teaching resources that facilitate this process or the training of professionalized teachers before this conceptual change. This is present in the Brazilian semi-arid region, with the insertion of coexistence contextualized with the semi-arid region in the quest to work on education along the lines of applicability of the student’s knowledge. That said, we have such an objective here, providing some reflections to reach such a path, an active and participatory teaching.
{"title":"Geographic and Contextualized Education in the Brazilian Semiarid: Applicability Proposal","authors":"J. F. Sobrinho, C. L. D. C. Falcão, B. Carvalho, Francisca Edineide Lima Barbosa, Rejane Maria Lima Sousa, Nayane Barros Sousa Fernandes, Pedro Henrique eleotério de Assis, Vanessa Campos Alves, Raimundo Lenilde de Araújo","doi":"10.5539/jel.v13n3p28","DOIUrl":"https://doi.org/10.5539/jel.v13n3p28","url":null,"abstract":"Geographic education in recent years has undergone major transformations in school curricula, moving from a memorization practice to a critical reflection based on the students’ local reality. This is included in official teaching documents. On the other hand, the application of this new approach to applicability problems, largely due to the lack of elements focused on teaching resources that facilitate this process or the training of professionalized teachers before this conceptual change. This is present in the Brazilian semi-arid region, with the insertion of coexistence contextualized with the semi-arid region in the quest to work on education along the lines of applicability of the student’s knowledge. That said, we have such an objective here, providing some reflections to reach such a path, an active and participatory teaching.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"53 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140252222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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