Sustaining digital learning during the crisis period requires a coordinated effort across institutional structures, technical platforms, and individual participants.
The online version features additional resources that can be found at the given location: 101007/s12528-023-09376-z.
Online supplementary material is available at the designated location, 101007/s12528-023-09376-z.
Innovative instructional design, grounded in sound pedagogical principles, significantly contributes to heightened student engagement and improved learning results in online learning environments. Interactive learning resources empower students to engage with content in a manner that is specifically suited to their individual needs. A collaborative platform, H5P (HTML 5 Package), empowers developers to craft engaging interactive content, frequently employed in educational environments. Interactive H5P resources, when utilized in online education settings, may result in a heightened level of student engagement, as evidenced by some studies. Nevertheless, limited investigation has been undertaken to date on the matter of whether H5P resources can positively impact student learning. Aimed at evaluating the effect of interactive H5P resources on learning achievements within an online undergraduate psychology course, this study was undertaken. A randomized crossover study examined whether exposure to H5P interactive videos led to enhanced assessment results in students compared to a control group. The present study found that H5P exposure did not lead to any consequential variations in assessment scores when contrasted with students who were not exposed. Interactive content engagement was noticeably low. Students who did engage with the provided resources experienced a positive outcome, indicating a desire for increased interactive elements in future course designs. To advance understanding of the instructional design issues uncovered in this study, future research should explore whether heightened accessibility and educational programs focusing on the advantages of interactive resources can foster greater engagement and better grades.
Through empirical analysis, this study assesses how log files and process mining can enhance and promote successful learning. The analysis of log files and navigation behaviors will exemplify the implementation of monitoring and evaluation of learning processes in the educational experience. Consequently, we investigated the extent to which log file analysis and process mining could forecast learning outcomes. This project endeavors to support learners and instructors in achieving efficient learning through the use of computer-based learning environments (CBLEs). For two weeks, student log files and questionnaires (N=58) were analyzed concerning their usage of a CBLE. Learning was substantially improved after employing the CBLE, with a very strong effect size indicated by the results (p < .001). Under the condition of g equaling 171, the assertion persists. Following the cluster analysis, two groups emerged with noticeably differing learning outcomes and navigation approaches. Indicators of Recall and Transfer performance are found in the time spent on learning-focused web pages and the degree of interaction with the CBLE. The observed navigation behaviors, according to our research, illustrate both constructive and destructive learning methods. Beside this, we successfully illustrated how methods of navigation impact the success of learning. For both learners and educators, a user-friendly strategy is presented to promote successful learning outcomes by tracking the time dedicated to CBLE sessions and the level of interaction.
The significance of computer programming in scientific and technological domains is continuously growing. In the realm of higher education's introductory computer science (CS1) courses, approximately one out of every three students encounters difficulty leading to failure. An overwhelming aspect of learning is the fast and inflexible pace, putting student achievement at risk. It follows that the body of research on computer science education has recommended that a pedagogical framework of 'mastery learning,' emphasizing student-directed progress, may yield better academic outcomes for students taking CS1. Nevertheless, the existing literature showcases few examples of extended mastery learning methods applied to CS1, leading to a scarcity of guidance and best practices to support its use. A modular, mastery-based computer science course for engineering freshmen at a Latin American research university was the subject of a four-year action research project. The iterative development, evaluation, and enhancement of this course, detailed in this paper, included 959 students. Remarkably, in the first semester of the intervention program, 193% of students who attempted the course were successful in passing it. By means of incremental iterations, the instructional design, teaching methodologies, course material, and administrative support were continually adjusted until, by the fourth year of its implementation, 771% of students successfully completed the course in their first semester. The course's attrition rate, over the specified period, was reduced from 250% of the enrolled cohort to 38%, and the average student duration within the course dropped from 232 weeks (standard deviation of 738) to 149 weeks (standard deviation of 364). Genetic affinity Improving CS1 academic performance is facilitated by the viable modularization strategy for mastery learning, as indicated by the results. The presentation and discussion of practical considerations toward successfully implementing this approach are detailed here.
Specific academic disciplines witnessed a negative impact on student learning due to the COVID-19 pandemic's transformative effects on the higher education landscape of the twenty-first century. This research, dedicated to embracing ethics of care in research and practice, scrutinizes counseling education and its specific attributes, amplifying the voices of counseling students in this dynamic context. trauma-informed care A qualitative, exploratory multiple case study design, grounded in narrative inquiry, was utilized, followed by an analysis method centered on the voices and relationships. Counseling students' educational trajectory, as observed in the findings, is influenced by the confluence of voices, relationships, dominant narratives, and power relations. Implications for future counselling education research and practice are examined.
People form judgments about others' social standing and consequently modify their conduct, reinforcing patterns of class-based behavior and interaction, thus demonstrating classism. Classism's overarching negative effect on individual functionality is recognized, however, academic focus on the specific repercussions of various classism forms, as indicated by the Social Class Worldview Model-Revised (SCMW-R; Liu, 2011), has been lagging. Our research aimed to address a gap in the literature by analyzing how various manifestations of classism (downward, upward, and lateral) explain unique variance in predicting psychological effects. MG149 in vitro Our investigation reveals a distinct effect of various forms of classism on psychological well-being (including stress, anxiety, and attitudes towards mental health), exceeding the impact of social standing and general discrimination.
COVID-19 and protests rooted in racial injustice significantly shaped the experiences of Chinese international students studying at colleges and universities. Within the framework of a narrative inquiry study, Emma's graduate student journey, marked by experiences of identity and racism, ultimately unfolds into a personal narrative. A narrative framework was constructed, encompassing themes of personal and cultural identity, experiences with racism and privilege, and advocacy for social responsibility.
Black adults in the USA have suffered a spectrum of negative psychological and physiological effects due to the compounding impact of racial discrimination and race-based trauma (RBT). A deficiency exists in grasping the interplay of psychosocial elements and posttraumatic growth (PTG) in relation to Relational Behavioral Therapy (RBT) among Black adults. RBT, racial identity, and mindfulness were examined in relation to post-traumatic growth (PTG) among Black adults by the authors, controlling for gender, income, and the time frame during which the trauma occurred. 134 Black adults from the USA, who identified themselves as such, formed the sample, qualifying for RBT. Analysis via hierarchical regression yielded a final model wherein all predictors explained 35% of the total variance in PTG, with racial identity and mindfulness facets contributing a variance of 26%. The study's findings offer a valuable springboard for future research into RBT and the promotion of PTG amongst Black adults.
The largest contingent of skilled workers entering the United States on temporary work visas (H-1B) are Asian Indians. Limited research explores the impediments experienced by H-1B visa holders and their H-4 dependents, and the corresponding emotional burdens. This exploratory study investigated self-reported depression, anxiety, stress, well-being, and marital satisfaction specifically in the context of married Asian Indian individuals on H-1B and H-4 visas residing in the United States. Stress and depression were reported as moderately prevalent among participants, while anxiety levels were mild. Through the application of multiple regression, the study found well-being to be the only significant predictor of marital satisfaction for both H-1B and H-4 visa holders. An exploration of the ramifications for mental health, employment, and career counselors in their engagement with this population is provided.
The investigation into depression/anxiety and academic distress focused on graduate students within Turkey's academic community. A cohort of 459 graduate students, who volunteered to complete an online survey, constituted the study sample, with 294 (64%) being female. To ascertain group-specific variations, independent t-tests and multivariate analyses were conducted.