Source:
International Breastfeeding Journal
(2024)
Background: Despite the known benefits of exclusive breastfeeding, global rates remain below recommended targets, with Ireland having one of the lowest rates in the world. This study explores the efficacy of Participatory Action Research (PAR) and Work-Based learning Groups (WBLGs) to enhance breastfeeding practices within Irish healthcare settings from the perspective of WBLG participants and facilitators. Methods: Employing a PAR approach, interdisciplinary healthcare professionals across maternity, primary, and community care settings (n = 94) participated in monthly WBLGs facilitated by three research and practice experts. These sessions, conducted over nine months (November 2021 – July 2022), focused on critical reflective and experiential learning to identify and understand existing breastfeeding culture and practices. Data were collected through participant feedback, facilitator notes, and reflective exercises, with analysis centered on participant engagement and the effectiveness of WBLGs. This approach facilitated a comprehensive understanding of breastfeeding support challenges and opportunities, leading to the development of actionable themes and strategies for practice improvement. Results: Data analysis from WBLG participants led to the identification of five key themes: Empowerment, Ethos, Journey, Vision, and Personal Experience. These themes shaped the participants’ meta-narrative, emphasising a journey of knowledge-building and empowerment for breastfeeding women and supporting staff, underlining the importance of teamwork and multidisciplinary approaches. The project team’s evaluation highlighted four additional themes: Building Momentum, Balancing, Space Matters, and Being Present. These themes reflect the dynamics of the PAR process, highlighting the significance of creating a conducive environment for discussion, ensuring diverse engagement, and maintaining energy and focus to foster meaningful practice changes in breastfeeding support. Conclusion: This study highlights the potential of WBLGs and PAR to enhance the understanding and approach of healthcare professionals towards breastfeeding support. By fostering reflective and collaborative learning environments, the study has contributed to a deeper understanding of the challenges in breastfeeding support and identified key areas for improvement. The methodologies and themes identified hold promise to inform future practice and policy development in maternal and child health. © The Author(s) 2024.
Background: Despite the known benefits of exclusive breastfeeding, global rates remain below recommended targets, with Ireland having one of the lowest rates in the world. This study explores the efficacy of Participatory Action Research (PAR) and Work-Based
learning
Keywords:
learning adult
female
human
psychology
Humans
Article
learning environmentempowerment
education
controlled study
Innovation
Collaborative learning
health care personnel
Health Personnel
teamwork
experiential learning
exercise
personal experience
cultural anthropology
participatory action research
cohort analysis
data analysis
community care
Ireland
health promotion
participatory action research
health services research
Work Based learning
Breastfeeding
Exclusive breastfeeding
breast feeding
breast feeding education
child health
Irish (citizen)
newborn
participatory research
Community-Based Participatory Research
Infant, Newborn
4 Citations
10.1186/s13006-024-00648-7
Source:
Educational Technology Research and Development
(2024)
In the contemporary society, it is important to cultivate students’ visual literacy. However, there has been a lack of sufficient training for students to improve their visual literacy in the classroom. A problem-posing approach (Visual Thinking Strategy, VTS, a learning strategy with question sequences to facilitate critical inquiry) has been proposed to achieve this objective. However, problem-posing should be supported with scaffolds to help learning deeply. And concept mapping is such a scaffold to aid problem-posing in visual literacy cultivation. In this study, a quasi-experiment was conducted on two classes of undergraduate students in Shanghai to evaluate the effects of the proposed approach. An online learning system was developed based on the proposed approach; moreover, a quasi-experiment was conducted on two classes of undergraduate students to evaluate the effects of the proposed approach. The experimental results show that the concept mapping-based online problem-posing approach improved the depth of students’ visual analysis, which indicates sharpening of students’ visual literacy and their critical thinking tendency. The interview results further showed that the students perceived the approach as being effective from the perspectives of “increasing visual analysis capability,” “developing thinking capability,” and “improving self-reflection in learning .” © Association for Educational Communications and Technology 2024.
In the contemporary society, it is important to cultivate students’ visual literacy. However, there has been a lack of sufficient training for students to improve their visual literacy in the classroom. A problem-posing approach (Visual Thinking Strategy, VTS, a learni
…
Keywords:
Critical thinking
online learning
Concept mapping
Visual literacy
Problem posing
0 Citations
10.1007/s11423-024-10394-6
Source:
Technology, Knowledge and Learning
(2024)
Are video tutorials better teachers? This pilot study examined the effects of video tutorials on different types of cognitive load. Participating students (N = 45) attended two classrooms: a video tutorial-based classroom, and a traditional instruction-based classroom. The cognitive load scales indicated differences in cognitive load between the video classroom and the traditional classroom. Video tutorials decreased students’ intrinsic load (t = -4.507, p <.001, d = − 0.672) and increased germane load (t = 4.749, p <.001, d = 0.708) but did not affect extraneous load (t = -1.688, p =.098, d = − 0.252). The results also indicated additivity for different types of cognitive load in the two classrooms. In general, our results demonstrate that video tutorials are a promising form of instructional material, especially to facilitate more effective and deeper learning . © The Author(s) 2024.
Are video tutorials better teachers? This pilot study examined the effects of video tutorials on different types of cognitive load. Participating students (N = 45) attended two classrooms: a video tutorial-based classroom, and a traditional instruction-based classroom. The cognitive load scales indi
…
Keywords:
Teachers'
Students
Cognitive load
Video-based learning
Video-based learning
Pilot studies
Video tutorial
Additivity
Cognitive loads
Germane loads
Instructional materials
Traditional instruction
Video tutorials
4 Citations
10.1007/s10758-024-09754-1
Source:
International Journal of Evaluation and Research in Education
(2024)
This research uses a literature review that examines current articles on principals’ decision-making in implementing the Merdeka Curriculum in elementary schools. The literature review method is assisted by Open Knowledge Maps (OKM) and literature searches using Google Scholar, ERIC, ScienceDirect, and PubMed databases. The findings of this research suggest that principals’ decision-making in curriculum implementation has a significant impact on the quality of education in schools. By considering these aspects, principals can ensure that the curriculum implemented in their schools meets the needs of students and contributes to the achievement of broader educational goals. Principals’ decision-making in implementing the Merdeka Curriculum requires a deep understanding of education, leadership skills, and the ability to collaborate. The implementation of the Merdeka Curriculum is a significant change in Indonesia’s education system that aims to tailor education to local needs better, develop students’ character, and promote competency-based learning . However, successful implementation requires adequate support, training, and resources for schools and educators. This research is limited to a literature review only. So, in the future, it is necessary to carry out field research in order to reveal the principal’s decision-making in implementing the Merdeka Curriculum with various new methods and adapted to current issues. © 2024, Institute of Advanced Engineering and Science. All rights reserved.
This research uses a literature review that examines current articles on principals’ decision-making in implementing the Merdeka Curriculum in elementary schools. The literature review method is assisted by Open Knowledge Maps (OKM) and literature searches using Google Scholar, ERIC, ScienceDirect,
…
Keywords:
Independent curriculum
Implementation of the
Principal leadership
Principal’s decision
School quality
0 Citations
10.11591/ijere.v13i6.28940
Source:
Journal of Accounting Education
(2024)
This research emphasises the vital role of diverse forms of feedback for enhancing student learning during work-integrated learning (WIL) activities. Through a case study involving second-year undergraduate accounting students at an Australian university, this paper explores how a WIL intervention facilitated feedback from multiple stakeholders, including self-assessment, peer evaluation, academic instructors, and industry experts. The findings reveal that incorporating diverse forms of feedback offers students a broader perspective on their performance and areas for improvement. This study highlights how integrating a range of feedback mechanisms into the curriculum can not only deepen students’ appreciation of the value of feedback but also enhance their capacity for self-reflection and continuous personal and professional growth. The paper contributes to educational practices by providing insights into how varied feedback sources can be leveraged to foster more effective learning outcomes, preparing students to be more adaptable and responsive to feedback in their future careers. © 2024
This research emphasises the vital role of diverse forms of feedback for enhancing student learning during work-integrated learning (WIL) activities. Through a case study involving second-year undergraduate accounting studen
…
Keywords:
work-integrated learning
Industry collaboration
Feedback
Reflection
Enhanced student learning
4 Citations
10.1016/j.jaccedu.2024.100931
Source:
Sustainability (Switzerland)
(2024)
The Himalayan country of Nepal is vulnerable to landslides, earthquakes, and fires. Its inhabitants need to be empowered on how to react in emergencies to prevent fatalities and respond to crises efficiently while promoting longer-term sustainability and resilience. This research project, a collaborative effort involving teachers, students, and researchers, highlights the design and implementation of games for disaster risk reduction tested in remote schools. Three interactive games were developed using an iterative game design process and testing in workshops aiming to ensure the inclusivity and diversity of the project. The games targeted preparedness and response to landslides, earthquakes, and house fires. The outcome has proven that the game-based approach to teaching and learning is crucial in empowering underserved school children often left out in formal and informal disaster management processes. This study has shown that game-based learning of disaster preparedness and response effectively empowers resource-deficient communities and regions of the Global South. © 2024 by the authors.
The Himalayan country of Nepal is vulnerable to landslides, earthquakes, and fires. Its inhabitants need to be empowered on how to react in emergencies to prevent fatalities and respond to crises efficiently while promoting longer-term sustainability and resilience. This research project, a collabor
…
Keywords:
Teaching
learning sustainability
education policy
Design
Nepal
Schools
Nepal
analog games
disaster risk reduction
game design
disaster management
earthquake
ecosystem resilience
landslide
wildfire
4 Citations
10.3390/su162310296
Source:
Journal of Engineering Education Transformations
(2024)
This paper presents the implementation and evaluation of Problem Based learning (PBL) in a Mechatronics System Design (MSD) course aimed at 3rd year undergraduate engineering students. Integrating PBL into the course curriculum seeks to enhance student's understanding of complex mechatronic systems and their ability to design innovative solutions. The implementation process involved the identification of authentic, real-world problems relevant to mechatronics engineering. The System composer module of MATLAB tool is used to build virtual prototype, integrate, and test the problem. This module helps to follow the V model or VDI2206 guidelines. Throughout the course, students engaged in active problem-solving activities, conducting research, analyzing data, and applying theoretical concepts to develop practical solutions. Faculty members serve as facilitators, guiding students through the problem-solving process while encouraging self-directed learning and collaboration among peers. Assessment methods evaluate the student’s technical competence and ability to work effectively in teams, communicate ideas, and use modern tools. Preliminary results indicate that implementing PBL in the Mechatronics System Design course has led to positive outcomes in student learning and engagement. Surveys and student feedback reveal increased motivation, confidence, and satisfaction with the learning experience. Furthermore, students demonstrate improved problem-solving skills, a deeper understanding of mechatronic principles, and enhanced abilities to collaborate in interdisciplinary teams. © 2024, Rajarambapu Institute Of Technology. All rights reserved.
This paper presents the implementation and evaluation of Problem Based learning (PBL) in a Mechatronics System Design (MSD) course aimed at 3rd year undergraduate engineering students. Integrating PBL into the course curriculum seeks to enhance student's underst
…
Keywords:
MATLAB System composer
V model or VDI2206 guidelines
Virtual prototyping
0 Citations
10.16920/jeet/2024/v38is1/24211
Source:
Cultural Awareness and Diversity Management in Contemporary Education
(2024)
In education, cultural awareness and diversity management are essential elements for creating inclusive and equitable learning environments. Cultural awareness enables educators to recognize and respect the diverse backgrounds, perspectives, and experiences of students, fostering a sense of belonging. Diversity management, in turn, involves implementing strategies that ensure all students are supported and valued, regardless of their cultural, linguistic, or social differences. By embracing these principles, educators can promote a more dynamic and enriched learning experience, where every student has the opportunity to succeed. Cultural Awareness and Diversity Management in Contemporary Education educators can create inclusive, supportive environments by recognizing and valuing the diverse backgrounds of their students. It examines strategies for fostering equity, reducing bias, and promoting a deeper understanding of cultural differences to enhance the overall learning experience. Covering topics such as conflict management skills, disadvantages students, and women leadership, this book is an excellent resource for educators, school administrators, education policymakers, curriculum developers, and teacher education programs. © 2025 by IGI Global Scientific Publishing. All rights reserved.
In education, cultural awareness and diversity management are essential elements for creating inclusive and equitable learning environments. Cultural awareness enables educators to recognize and respect the diverse backgrounds, perspectives, and experiences of s
…
Keywords:
Teaching
Curricula
Education computing
Students
Computer aided instruction
learning environmentslearning experiencescultural diversity
Sense of belonging
Management IS
Awareness management
Cultural awareness
Diversity managements
Essential elements
Linguistic differences
0 Citations
10.4018/979-8-3373-0402-1
Source:
Journal of Applied Engineering and Technological Science
(2024)
The purpose of this research was to examine the effectiveness of Augmented Reality when implemented as a modern approach in a basic programming course, to solve problems in learning abstract concepts of programming. This vision places AR as a rich solution to programming education in the digital era, given the potential of the medium in delivering a deeper understanding of programming constructs in the context of complex and engaging visualizations. In this experimental study, a multimodal analysis and the ASSURE model were used in incorporating AR in a contemporary classroom. There were 61 students who took the basic programming course for students and all of them were included in the study. Self-completed questionnaires were used to record the impact of AR on the students, specifically on the understanding of the concept, motivation to learn and learning engagement. The study brought out the following key discovery; Ar enhanced students’ comprehension of the basic concepts in programming, enhanced their interest and encouraged them through the creative design of the learning process. AR enhanced some aspects of programming elucidated by student, particularly turning the complex programming strategy into an easily manageable model as well as providing for a real-time simulation and graphical rendering, all of which were difficult. Still, and importantly, AR cut down on mistakes and provided a clear understanding of the coding patterns Iraq required. Applying AR into the learning of programming education has practical implications in improving students learning experiences as well as simplifying existing concepts. In theory, this work entails the effectiveness of Augmented Reality in programming education and the exploration of opportunities for application of new ideas in technology-enabled teaching in the information age. © 2024, Intellectual Research and Development Education Foundation (YRPI). All rights reserved.
The purpose of this research was to examine the effectiveness of Augmented Reality when implemented as a modern approach in a basic programming course, to solve problems in learning abstract concepts of programming. This vision places AR as a rich solution to pr
…
Keywords:
Augmented reality
TVET
Programming course
Source:
European Journal of Engineering Education
(2023)
This paper reports on the design of an innovative Electrochemistry course, part of a Chemical Science Engineering programme. Teachers have observed that their students’ understanding of electrochemical concepts and phenomena is insufficient to attempt connections to further concepts, and to generate new knowledge in scientific problem-solving. A new course was required aiming to contribute to students’ building mastery of concepts and deep insight into phenomena, both in and beyond the learning context. The course was designed tapping on ideas of inquiry-based learning and involving of conceptual modelling as a scaffold to learning . This pedagogical intervention departs from the consideration that conceptual modelling is an essential reasoning ability of (engineering) scientists and, consistently, it constitutes a key learning objective. Concurrent with the implementation of this course, an accompanying empirical investigation was set up to grasp how students learn electrochemistry with this novel pedagogical approach, and whether (and to what extent) there is any observable effect on the learning and transfer of electrochemical concepts. Both the instructional design of the course and the educational research design integrate considerations from Chemical Science, Philosophy of Science in Practice, and Education Sciences. The implications for engineering education and for educational research are discussed. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This paper reports on the design of an innovative Electrochemistry course, part of a Chemical Science Engineering programme. Teachers have observed that their students’ understanding of electrochemical concepts and phenomena is insufficient to attempt connections to further concepts, and to generate
…
Keywords:
learning systemsTeaching
Curricula
Engineering education
High educations
Education computing
Students
intervention study
Intervention studies
science education
Scaffolding
conceptual model
Inquiry-based learning
Scaffolds
Scaffolding
electrochemistry
conceptual modelling
engineering sciences education
inquiry-based learning in higher education
mixed general-infusion approach to thinking teaching
Engineering science
Engineering science education
Inquiry-based learning in high education
Mixed general-infusion approach to thinking teaching
Electrochemistry
10 Citations
10.1080/03043797.2022.2047894
