Search Results for
"Students"

Background/purpose. Interactions encompass various aspects that support group members during collaboration; therefore, maintaining and fostering interactions in collaborative research teams (CRTs) as communities of practice (CoPs) in terms of shared knowledge, collective goals, and participation is crucial. The purpose of this study is to explore the interactions of English studies majors in CRTs perceived as CoPs. Materials/methods. This study employed the phenomenological design, which relied on semi-structured interviews for data collection. The participants of this study consisted of 13 English major students from universities in EFL countries who had either participated in or were currently involved in CRTs for purposes such as graduation theses, publishing research articles, or university-level research projects. Results. The findings from the thematic analysis assist in deliberating proposed interactions related to shared knowledge, collective goals, and participation during the collaborative processes in research groups. Regarding those critical indicators, the interactions are divided into three categories, each accompanied by specific interactions within its respective category. Most of the findings are correlated with theoretical frameworks and related studies. Additionally, several emergent findings are absent in three of the categories. Conclusion. According to the research, English majors' Collaborative Research Teams (CRTs) in Vietnamese EFL contexts operate as socially motivated, goal-oriented learning communities where knowledge is jointly created via candid communication, shared accountability, and encouraging leadership. © The Author(s), 2025.

This study aims to develop Eco-STEAM, a digital learning website based on the Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach, specifically designed to support ecosystem learning. The development process was carried out using the Research and Development (R&D) method, employing the 4D model, which includes the stages of define, design, develop, and disseminate. The developed media was evaluated for feasibility by experts in material, media, and language aspects, and the development testing involved teachers and students. The average assessment results by the experts across all aspects were categorized as highly feasible (94.75%). The results of the development trials conducted by biology teachers, small group trials, and large group trials also received an average rating in the highly feasible category (90.33%). The effectiveness of the media in enhancing students’ understanding of ecosystem concepts was measured on a small scale using a one-group pretest-post-test research design. The dependent t-test and effect size test results showed a significant improvement in students’ understanding of ecosystem concepts after using the Eco-STEAM media, with a strong effect size. These findings demonstrate that Eco-STEAM is a validated, feasible digital learning website that effectively enhances students’ understanding of ecosystem concepts. This product can also enrich biology learning media and support more interactive and contextual learning, particularly in ecosystem topics. © Article’s contents are provided on an Attribution-Non Commercial 4.0 Creative commons International License. Readers are allowed to copy, distribute and communicate article’s contents, provided the author’s and JOTSE journal’s names are included. It must not be used for commercial purposes. To see the complete licence contents, please visit https://creativecommons.org/licenses/by-nc/4.0/.

The rapid adoption of Immersive Virtual Reality (IVR) distance learning in higher education necessitates cohesive frameworks to guide its effective implementation. However, existing models remain fragmented, lacking integration in pedagogy, technology, and institutions. This study addresses this gap by proposing the Immersive Learning Model for University (ILMU), a model tailored for higher education institutions adopting IVR-based distance learning, developed through the Design Research Methodology (DRM). The research systematically identifies critical success components via a scoping review of 227 studies, revealing six clusters: Learning Design, Technology, Immersion, Engagement, Interactivity, and Usability. These components were refined through Delphi verification with stakeholders (academics, developers, and users), resulting in 15 validated components. The ILMU model integrates these components into a layered structure, emphasizing institutional alignment (Standard, Policy & Curriculum), adaptive pedagogy, and immersive technological synergy. A quasi-experiment involving 80 students compared IVR-based learning (using Nusameta apps) with traditional Zoom instruction. Results demonstrated significant learning gains for the IVR group (mean post-test: 77.75 vs 72.00; p = 0.042), validated by non-parametric tests (Mann–Whitney U = 592.50). The study highlights ILMU’s capacity to increase learning effectiveness, reduce cognitive load, enhance engagement, and align with institutional policies while addressing hardware limitations and ergonomic design challenges. By bridging theoretical rigor with empirical validation, ILMU offers a scalable framework for universities transitioning to immersive, technology-enhanced education. This work contributes to the evolving discourse on IVR in academia, providing actionable insights for educators, policymakers, and developers to optimize immersive learning ecosystems. © 2025 Institute of Electrical and Electronics Engineers Inc.. All rights reserved.

The Shokunin philosophy, while relatively new and understudied in the context of constructionist project-based learning (PBL), remains unexplored in terms of how younger children perceive it. This research aims to investigate how young children interested in woodworking exhibit the Shokunin spirit within a constructionist PBL framework. Six students from Darunsikkhalai School for Innovative Learning, comprising four females and two males with an average age of 13.95 years (S D=0.33), participated in the study. All participants consented to be interviewed, with interviews lasting between 10 and 15 minutes. Thematic analysis of the data revealed six key themes: passion and persistence, skill development journey, managing perfectionist tendencies, teamwork and collaboration, embracing challenges, and connection to craftsmanship. This study offers valuable insights for educators on integrating the Shokunin spirit into their teaching practices, promoting holistic growth in both character and competency. © 2025 IEEE.

This machine-generated volume, with chapter introductions by the human expert, showcases how digital technologies are having deep transformative impacts on geographies and temporalities of social, political, economic, and personal lives. They are altering perceptions and physicality of space and time. They are giving birth to digital communities and societies where distance remains of little significance. Virtual spaces and ICT have disrupted state sovereignties, often liquidating their physical national boundaries. The rise of the digital economy shows that new important raw materials for the future are information rather than coal, oil, and minerals. Digitalisation is also leading to several contradictory processes of democratisation, rising welfare of the citizens, as well as surveillance, peripheralisation and exclusion. States are taking pride in digitalising their services to the citizens, with massive consequences on the welfare of those facing digital divides. As a departure to, and in addition to, the usual understanding of digitalisation, society, and space, the present volume engages with some of the critical questions while reviewing existing literature: What are the space relations of digital technologies? What are the forms and consequences of changing physical space–human relations to digital-space-human relations? How is the sense of time and space changing with pervasive performatives of ‘in real-time’ and ‘virtual realities’ or with perceptible or portable spaces? In what ways does digitalisation relate to knowledge and power? Why and how must we theorise the digitalisation-led transformative processes of sociality, materiality and their spatialities? The book will be useful for teachers, researchers, and students engaged in this new area of digital geography, especially in social science and its subfields of sociology, economics, political sciences, anthropology, psychology, development studies, policy studies, social work, urban studies, and planning. For the full picture, the volume can be read in combination with its companion volume on ‘Digital Geographies – Urbanisation, Economy and Modelling’. © TheEditor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024. All Right Reserved.

Andragogy in Practice is a timely book of case studies, which offers readers the opportunity to see andragogy in practice solving real-world challenges in a variety of adult learning contexts. It highlights the wonderful range of innovative practices that characterize adult learning today. Holton, Robinson, and Caraccioli, authors of the bestselling The Adult Learner, bring a variety of diverse and inspiring extended cases together from a range of experienced teaching and learning specialists. Showing the broad scope, power, and potential of adult learning using andragogy, case topics include Artificial Intelligence, Online Learning in Higher Education, Human Resource and Leadership Development, Curriculum and Faculty Development and Art-Based Learning. The book can be used in conjunction with The Adult Learner or as a standalone text and provides a wealth of resources for educators, students, and practitioners looking to further their understanding of how andragogy is being applied in new and innovative ways. Experienced adult educators will be challenged to be more innovative in their own practices. For reflection and further dialog, each case includes a set of discussion questions to enhance engagement and understanding. students and practitioners of human resource development and adult education will enjoy the engaging, innovative, and insightful cases in this book addressing andragogical practices in the contemporary society. © 2025 selection and editorial matter, Elwood F. Holton III, Petra A. Robinson and Corina Caraccioli.

Engineering education faces challenges in meeting industrial demands and accreditation requirements, particularly in Bangladesh, where hands-on practice is essential for knowledge and skill acquisition. Project-Based Learning (PBL) has emerged as an effective pedagogical strategy to bridge this gap by engaging students in real-world problem-solving and to foster both technical and professional competencies. How PBL could be used as a pedagogical approach in engineering education, is crucial to meet these demands. This study adopts a phenomenographic approach to examine students' experiences on project-based learning (PBL) in engineering education in Bangladesh. Ten engineering students from two Bangladeshi universities were engaged in semi-structured in-depth interviews, discussing their experiences on PBL, specifically how they experienced it in their classroom setting. The seven steps of phenomenographic data analysis technique was applied to analyze the ten interviews. The outcomes revealed that, PBL in engineering education is perceived in four qualitatively different ways: understanding engineering concept; enhancing networked learning; changing conceptual development; and linking knowledge to the real practices. The study provides valuable insights and pedagogical approaches that could be used in Bangladeshi's engineering education to improve learning outcomes and to prepare better graduates for the evolving demands of the industry. © 2025 IEEE.

Choosing suitable internship placements is a complex decision-making task influenced by various criteria that are often underemphasized in academic planning. This study applies the Best-Worst Method (BWM) to systematically identify and prioritize the most significant factors affecting engineering students' internship site preferences. Key considerations-including motivation, support systems, learning opportunities, and future career prospects-are gathered and quantitatively assessed using BWM. This approach enables a structured evaluation of students' priorities, providing insights that can inform more effective and studentaligned internship planning. A case study conducted at a Thai university demonstrates how BWM can enhance strategic decision-making in engineering education and support student engagement and career development in STEM disciplines. © 2025 IEEE.