Search Results for
"learning"

Background. Peer-to-peer feedback is crucial in the development of clinical abilities. However, owing to the differences in cultural backdrop, peer-to-peer feedback can be difficult to embrace and follow in a positive manner in Saudi Arabia. Objectives. The purpose of this study is to analyze family residents’ perceptions of peer-to-peer feedback on clinical examination skills. Material and methods. This descriptive cross-sectional quantitative and qualitative study was done in 2023 at the Ministry of Health’s Postgraduate Academy of Family Medicine in Alhasa, Saudi Arabia. 83 family medicine residents were invited, and 66 consented to participate. Residents’ perceptions were analyzed using a well-established and validated questionnaire. Results. The results indicate that most of the residents expressed a positive attitude toward peer-to-peer feedback as a valuable learning activity for skill improvement and addressing deficiencies. Nevertheless, some concerns were raised, including feelings of embarrassment, potential bias, personal judgments, a lack of medical knowledge among peers, and varying experiences with feedback delivery. In response to these concerns, residents suggested several improvements for peer feedback, such as conducting regular, supervised, and anonymous feedback sessions and organizing preplanned sessions on specific subjects before the feedback sessions. Conclusions. This study highlights the positive reception of peer feedback among family medicine (FM) residents, emphasizing its role in professional development and addressing weaknesses. Our findings reveal areas for improvement in FM residency programs, including creating a supportive feedback environment and enhancing feedback quality through training and valid instruments. © 2025, Polish Society of Family Medicine. All rights reserved.

Background/purpose. Internships are widely adopted as a mechanism to enhance graduate employability, yet their role in shaping student readiness, soft skill development, and digital literacy remains underexamined in Indonesia. Materials/methods. A mixed-methods approach was employed, combining a survey (n=100) of undergraduate students and in-depth interviews. Quantitative measures assessed self-perceived development across: job readiness, communication, adaptability, collaboration, and digital competence. Data were analyzed using descriptive statistics, correlation, and regression techniques. Qualitative narratives were examined through thematic analysis. Results. High mean scores and significant correlations (r = 0.66–0.74) confirmed the positive impact of internships on employability perceptions. Regression analysis identified communication (β = 0.59), adaptability (β = 0.55), and software proficiency (β = 0.56) as key predictors of job readiness. Additionally, 89% of students reported enhanced professional confidence, and 84% gained clarity in their career orientation. Qualitative findings revealed three developmental domains: enhanced role clarity and career orientation, affective and interpersonal skill growth, and digital system navigation. Practical implication: Institutions should strengthen mentorship, contextualize tasks, and embed reflective components to maximize the developmental potential of internships. Conclusion. Internship participation substantially enhances student employability in Indonesia. The originality of this study lies in its empirical integration of statistical data and student narratives. As the first of its kind in this context, it offers a scalable, evidence-based model for internship design that advances student readiness for digitally mediated, skill-intensive labor markets. © The Author(s), 2025.

This qualitative study examined the experiences and views of Further Education and Skills (FES) educators and mentors regarding the recent Initial Teacher Education (ITE) reform in England. Conducted between October 2023 and January 2024 across seven colleges in London and the Southeast, the research explored the research participants’ perspectives on the reform’s necessity, particularly the introduction of an apprenticeship curriculum aimed at enhancing consistency and quality of FES ITE. The reform, driven by concerns over the curriculum’s effectiveness in preparing FES teachers for diverse student needs and employer expectations, seeks to elevate the historically overlooked FES sector. Through interviews (n = 8) and questionnaire survey (n = 40) FES teacher educators and mentors, the study revealed low awareness of the reform and significant doubts about its potential impact among the participants who were familiar with the changes. Findings suggest that increased staff awareness and active involvement are crucial for the successful implementation of the new FES ITE curriculum. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Background/purpose. Vocational schools require relevant learning methods and models. Project based learning (PjBL) as a product-based learning model and provides real experience. This research describes the learning objectives to be developed, entry skills of vocational school students, characteristics, and learning environment, as well as specific objectives to be achieved in the development of the PjBL model. Materials/methods. Dick and Carey's Research and Development (R&D) outlines the following steps: identifying instructional goals, conducting instructional analysis, analysing learners and contexts, and writing performance objectives. Purposeful sampling and analysis were conducted at Negeri 6 and Negeri 3 vocational schools in Palu, Central Sulawesi, Indonesia. Open-ended interviews, questionnaires and observation techniques were used as the research instrument. Four vocational teachers and sixteen students were interviewed. Qualitative descriptive data analysis was used. Results. The learning objective is the application of the Gas Metal Arc Welding (GMAW) process in positions 1F, 2F, and 3F plate to plate. Entry skills of vocational students include an understanding of metal materials. Characteristics of students from moderate and low economic backgrounds, all male, and the expectation of direct employment in the industry. learning environment with workshops and teacher support certified in competency. Specific objectives are setting, operating machines, and visual inspection according to parameters. Conclusion. Competency gaps and industry demands require the integration of academic skills such as English report preparation. The heterogeneity of student backgrounds and disparity in facilities between regions demand an inclusive and adaptive learning approach. Performance-based authentic assessment and curriculum alignment with industry standards are key to the success of vocational graduates. © The Author(s), 2025.

Contribution: Results and conclusions on the use of a hybrid Project-Based learning (PBL) approach to teaching programming in a higher education computing department. Background: PBL is a pedagogical approach that facilitates “learning by doing” and can create compelling educational experiences that enhance a student’s intrinsic motivation. Engagement can increase because students design their own unique projects, which have personal meaning and importance. PBL facilitates working with industrial clients to solve problems, which can create powerful extrinsic motivation. However, PBL can fail when students lack the experience and confidence to work as independent learners. Research Questions: 1) Can a hybrid PBL approach mitigate these problems by using a range of additional initiatives? These include, a wide range of on-demand learning resources, student mentoring, students collaborating with teachers to grade their own work, regular feedback milestones and scaffolding of learning via streaming. In this case streaming means offering students pathways through projects that require more or less independent research and project management. Methodology: A mixed methods study of a new hybrid approach to teaching programming. Findings: This article summarizes the author’s experience of implementing hybrid PBL within a university computing department, associated with improved student attainment and describes best practice, the advantages and the pitfalls. © 1963-2012 IEEE.

This study explores how students with learning difficulties (LD) in Finnish vocational education and training (VET) perceive and experience feedback. While Finnish VET traditionally emphasizes inclusivity, recent policy developments after the 2018 reform have shifted the focus towards competency-based education, with less explicit emphasis on inclusion. This study examines how feedback practices affect students with LD in this evolving educational landscape. Using a qualitative approach, data were collected from 49 students across four VET institutions through focus group discussions and individual interviews. Content analysis identified three key themes: (i) the effectiveness of various feedback approaches, (ii) perceptions and emotional responses of students, and (iii) suggestions for improvement. The findings revealed that individual face-to-face feedback was the most effective and preferred method for providing students with personalized and action-able guidance. Peer feedback was valued in practical tasks for its immediacy, although it lacked the depth of teacher feedback. Although convenient, virtual feedback is often delayed and less interactive, reducing effectiveness. The study concludes that timely, specific, and personalized feedback is essential for supporting students with LD and recommends that VET educators prioritize one-on-one feedback and enhance the structure of virtual feedback. These findings contribute to understanding inclusive feedback practices and provide recommendations for improving feedback in VET settings. © 2022 Authors.

On the background of exponential growth of internet users and information, multimedia animation elements have come to the fore due to the integration of multiple elements, including dynamic and intuitive features. This research focused on multimedia animation elements in information transmission in the internet environment. Multimedia animation has a wide range of applications, covering areas such as online advertising, online education, social media, virtual reality, and augmented reality. Through empirical research based on online courses in basic physics, the results indicate that multimedia animation elements of information transmission can enhance knowledge mastery and information understanding memory. Although facing challenges such as technological updates, content quality, and network risks, in-depth research can still provide important support and reference for information dissemination and development of the animation industry. © 2025 IGI Global. All rights reserved.

As we reach the second anniversary since the announcement of ChatGPT to the world in Nov 2022, the education sector, especially in the institutes of higher learning (IHLs) has seen an exponential growth in the use of Generative AI (Gen AI). The use of Gen AI in IHLs is warranted as it commits to preparing students for the workforce and is obliged in duty to embrace Gen AI in its classrooms. But the use of Gen AI in classrooms are not without challenges. A survey conducted in the US states that 85 % of undergraduates feel more comfortable using GenAI tools if they were vetted by academic sources, and a further 65 % agreed that AI will improve their learning. However, there are many factors that led to the student's agreement in the use of AI, in particular Gen AI. Among others, the student's own (i) performance expectation, in that using Gen AI will help improve their academic performance; (ii) or their social influence, in that people close to them encourage their use of AI for their academic work, (iii) or their perceived anthropomorphism of the AI tool, in that they find that they have a 'buddy' that is close to them and that they can confide in their buddy for any queries they have of their course contents, or (iv) that the institution policy encourages their use of Gen AI in their school work. This study reports on the use behaviour of two groups of students - full time versus part time students. The findings suggests that the full-time students' Gen AI use is driven by social influence and perceived anthropomorphism, while apprenticeship students are more driven by institutional policy. Both groups of students are equally driven by the use of Gen AI to improve their academic outcome. © 2025 IEEE.

The objective of this study is to analyze metaverse topics and education through bibliometric methods to identify research trends, leading researchers, institutions, and prevalent themes from the past decade (2010-2020) and developing themes for the next five years (2021-2024). This study followed the PRISMA framework to extract data from the Scopus and Web of Science (WoS) databases, resulting in 475 publications. Biblioshiny was used for descriptive bibliometric analysis and thematic mapping, whereas VOS Viewer co-occurrence and trending analysis were used to identify clusters and trending topics in this domain. Thematic mapping and cluster analysis revealed that Virtual Reality (VR) and Augmented Reality (AR) technologies are dominant forces shaping the future evolution of education in a metaverse context. The co-occurrence analysis revealed that future studies could focus on customized education, dynamic teaching methods, and a sustainability-oriented educational framework. This study suggests the potential of an interactive, dynamic, and scalable learning environment using metaverse learning. Policymakers, educators, and developers should establish collaborations, enhance infrastructure, and remove barriers to realize this potential. By combining the results from both the Scopus and WoS databases, this study offers a thorough literature overview of the applications of the metaverse in learning and development while proposing future research areas for academics to address existing gaps and explore the potential of metaverse technology in this field. © IEEE. 2013 IEEE.

This study examines how learning experiences shape the development of students’ creative competencies through the dual mediating roles of academic engagement and motivational factors. Focusing on students from the Department of Art and Design at a vocational and technical college in China, the study adopts purposive sampling to gather 287 valid responses. A structured questionnaire was designed encompassing four latent constructs: instructional quality, participation, drive to learn, and creative capacity. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to evaluate the model and test mediation effects. Results reveal no significant direct influence of instructional experiences on students' creative outcomes. However, indirect effects were observed via full mediation by academic engagement and partial mediation by motivation. The model explains 56.8% of the variance in the outcome variable (R²= 0.568) and achieves a strong model fit (GoF = 0.657). These findings emphasize the interplay between instructional design and internal psychological mechanisms, offering insights for pedagogical strategies and theory-building in creative education domains. © 2025 by author(s).