Exploring the factors influencing academic learning performance using online learning systems.

-Online learning has become vital and fundamental for learning success in higher education institutions to cope with various learning methodologies or crises such as COVID-19. Therefore, this study investigates factors influencing the academic learning performance among diploma and bachelor's degree students who utilize online e-learning systems in Jordan. Using a conceptual model developed from an extensive previous literature review, the study used a quantitative research methodology to collect data via survey questionnaires. Using PLS-SEM, the empirical analysis of 846 questionnaires collected from Jordanian students demonstrates that task-technology fit and students' satisfaction positively influence learning performance and contribute significantly to student academic success using online learning systems. While the quality of system, service, and information are critical determinants of task-technology fit, student interaction, and instructor interaction are critical determinants of student satisfaction. The study highlights the importance of user-friendly interfaces, effective communication channels, collaboration, and positive learning environments. The findings provide practical insights for universities, online learning system designers, administrators, and instructors to enhance student-learning outcomes. Additionally, system providers can use these findings to address essential successful tools and features needed to create effective and efficient online learning environments. This study highlights practical implications that support higher education institutions' efforts to enhance their online e-learning systems quality and improve student-learning outcomes while helping system providers address essential successful tools and features needed.

Self-Regulation and Academic Learning in Preschoolers with Autism Spectrum Disorder: Links to School Engagement and Levels of Autism Characteristics.

Children with autism spectrum disorder often demonstrate self-regulation challenges and academic difficulties. Although self-regulation has been well documented as an important factor for academic achievement in neurotypical children, little is known about how it is related to academic learning in autistic children, especially during preschool, a critical developmental period for both emergent academic skills and self-regulatory abilities. It is also unclear whether school engagement or autism characteristics influence the relation between self-regulation and academic learning in autistic children during preschool. Thirty-two autistic preschoolers participated in this study. Direct measures and parent reports were used to measure three dimensions of self-regulation, including executive function, effortful control, and emotion regulation. Classroom-based data from multiple academic programs were used to reflect their average rates of achieving new literacy and mathematics learning goals. Teachers reported the participants' levels of school engagement, and their autism characteristics were measured directly. Emotion regulation was significantly linked to the rate of meeting literacy learning goals in autistic preschoolers, whereas multiple executive function skills, including inhibitory and attentional control and working memory, were associated with their mathematics learning rate. Emotion regulation demonstrated a stronger association with literacy learning when autistic children were more engaged in classroom activities. Levels of autism characteristics did not mediate or moderate the association between self-regulation and academic learning. Future interventions and teaching should consider fostering self-regulation and facilitating school engagement for autistic preschoolers besides targeting their learning performance on specific academic content to promote their current and future academic success.

Dataset of computer science course queries from students: Categorized and scored according to Bloom's taxonomy.

"Why don't students learn?" is a common question that educators try to address. To encourage students to become more engaged in the learning process, we believe in fostering their natural curiosity by encouraging them to ask high-level questions. To support this approach, we have compiled a dataset of questions that we hope will aid in the training of artificial intelligence (AI) models and ultimately improve the learning experience for students. To develop our dataset, we collected anonymous student questioning data in the Summer 2023 semester, utilizing our online application named "Palta Question", resulting in a dataset of 8,811 unique questions. The dataset consists of students' inquiries which underwent basic question validation using a sophisticated keyword-based approach, manual categorization by topic and course content, as well as complexity assessment using Bloom's taxonomy keywords which have also been included in the dataset. To ensure question uniqueness, we implemented the Levenshtein distance algorithm to exclude questions with a high similarity rate. This dataset provides targeted insights into student inquiry patterns and knowledge gaps within the domain of 'Introduction to Computers and Research' and 'Data Structure' courses, originating from the students at Independent University, Bangladesh (IUB). While its scope is confined to a specific student group and academic context, limiting broader applicability, it remains valuable for detailed studies in these subjects and serves as a useful foundation for AI-based educational research tools. To demonstrate the effectiveness of the dataset, we also tested it to train the AI to perform basic tasks like sorting questions according to their courses and topics. However, we envision researchers utilizing it to enhance education and aid in students' learning.

Social media aids for business learning: A quantitative evaluation with the 5E instructional model.

Social media use is widely accepted in higher education, connecting students' learning with daily life. Considering the potential of social media to revolutionize the whole spectrum of teaching and learning, this study examines social media usage of business school students of different majors and their perception of social media as learning aids through a quantitative online survey guided by the 5E instructional model, with 423 valid responses from students majoring in accounting, finance, and economics. Results indicated that respondents perceived social media as influential in helping them access study-related information. It facilitated comprehensive learning, information access, information sharing, and student communication with instructors. Significant differences in perceptions of using social media as aids for business learning were found among students of different demographics, including gender, education level, and residence, but not quite for different majors. While various studies have examined the use of social media in education, scant studies focus on business school students under the lens of the 5E instructional model, especially Asians.

Family and Academic Stress and Their Impact on Students' Depression Level and Academic Performance.

Current research examines the impact of academic and familial stress on students' depression levels and the subsequent impact on their academic performance based on Lazarus' cognitive appraisal theory of stress. The non-probability convenience sampling technique has been used to collect data from undergraduate and postgraduate students using a modified questionnaire with a five-point Likert scale. This study used the SEM method to examine the link between stress, depression, and academic performance. It was confirmed that academic and family stress leads to depression among students, negatively affecting their academic performance and learning outcomes. This research provides valuable information to parents, educators, and other stakeholders concerned about their childrens' education and performance.

Monitoring the Changing Patterns in Perceived Learning Effort, Stress, and Sleep Quality during the Sports Training Period in Elite Collegiate Triathletes: A Preliminary Research.

Background: Few studies have examined the mental profiles and academic status of collegiate triathletes during training/competitive periods. We evaluated the changes in sleep quality, physical fatigue, emotional state, and academic stress among collegiate triathletes across training periods. Methods: Thirteen collegiate triathletes (19−26 years old) were recruited in this study. Mood state, sleep quality, degree of daytime sleepiness, subjective fatigue, and academic learning states were measured during the following five training periods: before national competitions for 3 months (3M-Pre Comp), 2 months (2M-Pre Comp), 1 month (1M-Pre Comp), 2 weeks (2wk-Pre Comp), and national competition (Comp) according to their academic/training schedule. Results: The academic stress index in 1M-Pre Comp (Final exam) was significantly higher than that in 3M-Pre Comp in these triathletes. No markedly significant differences were observed in overall mood state, sleep quality, individual degree of sleepiness, and fatigue among these five periods. However, the profiles mood state scale (POMS)-fatigue and -anger were lower in 2wk-Pre Comp than that in 1M-Pre com. The POMS-tension score in Comp was significantly higher than that in 3M-Pre Comp and 2M-Pre Comp. POMS-depression in Comp was lower than that in 1M-Pre Comp. Conclusion: We found that training volume was highest one month before a competition, and the academic stress is greatest during their final term exam period (1M-Pre Comp). After comprehensive assessment through analyzing POMS, PSQI, ESS, and personal fatigue (CIS), we found that the collegiate triathletes exhibited healthy emotional and sleep states (PSQI score < 5) across each training period, and our results suggest that these elite collegiate triathletes had proficient self-discipline, time management, and mental adjustment skills.

Perceptions of the academic learning environment among occupational therapy students - changes across a three-year undergraduate study program.

INTRODUCTION: Although the learning environment influences students' motivation, learning outcomes, and satisfaction with the study program, less is known about how these factors change as the students' progress through the study program. AIM: The aim of this study was to examine changes in occupational therapy students' perceptions of the academic learning environment during their three-year study program and to examine factors associated with the students' perceptions of the learning environment. MATERIALS AND METHODS: A longitudinal cohort study was conducted throughout the three-year study program. Data were collected annually using the Course Experience Questionnaire (CEQ). In total, 263 students from six occupational therapy programs participated in at least one data gathering point. The number of participants was 186 in the first year, 168 in the second year and 200 in the third year. Of the 263 students who participated in the study, 87 participated in only one point of data collection, 58 at two points and 118 at all three points of the data collection. Data were analyzed with linear mixed models. RESULTS: The results showed statistically significant temporal changes on the "Emphasis on independence", "Good teaching" and "Generic skills" scales. There was a significant decrease in scores from the first to the second year of study and the scores remained at this level in the third study year on both the "Emphasis on independence" and "Good teaching" scales. In addition, associations were found between study effort and educational institution related to the "Appropriate workload" scale, as well as between age and the "Generic skills" scale. CONCLUSION: The temporal changes of the students' perceptions of the "Emphasis on independence" as well as "Good teaching" scales are noteworthy. Both scales indicated a significant decrease in scores, indicating that the students perceived that they were less independent from first to second and third year, as well as a perceived decline in the quality of teaching from first to second and third year. The results of this study are central when planning to facilitate learning, especially related to independence and perceptions of good teaching for students in occupational therapy programs.

Social Competence at School: Effectiveness of a Teaching at Distance Program for Teachers / Competência Social na Escola: Efetividade de Programa de Ensino a Distância para Professores / Competencia Social en la Escuela: Eficacia de un Programa de Enseñanza a Distancia para Profesores

Abstract Social skills programs usually take place face-to-face in small groups. Aiming at greater reach and dissemination, this study had the objective of experimentally evaluating the impact of a distance learning program on teachers' social and social educational skills and on students' socio-emotional development (social skills and behavior problems). Scores obtained with standardized scales in a sample of 35 teachers (15 from the experimental group and 20 from the control) and 231 students (103 and 128, respectively) were statistically analyzed by comparing groups and moments. The results evidenced the program's effectiveness on the teachers' social and social pedagogical competence and on the students' social emotional development, especially among those most compromised in social skills and behavior problems. The program's potentially effective characteristics, the innovative character of the Distance Education applied to the field of social skills and teacher education are discussed, as well as its limitations and directions for future research.

Resumo Programas de habilidades sociais geralmente ocorrem presencialmente, em pequenos grupos. Visando maior alcance e disseminação, este estudo teve por objetivo avaliar experimentalmente o impacto de um programa de ensino à distância sobre as habilidades sociais e sociais educativas dos professores e sobre o desenvolvimento socioemocional dos alunos (habilidades sociais e problemas de comportamento). Escores obtidos com instrumentos padronizados, junto a 35 professoras (15 do grupo experimental e 20 do controle) e 231 alunos (103 e 128 respectivamente), foram estatisticamente analisados, comparando-se grupos e momentos. Os resultados evidenciaram a efetividade do programa sobre a competência social e social pedagógica das professoras e sobre o desenvolvimento socioemocional dos alunos, especialmente aqueles mais comprometidos em habilidades sociais e problemas de comportamento. São discutidas as características potencialmente efetivas do programa, o caráter inovador da Educação à Distância no campo das habilidades sociais e formação de professores, bem como limitações e encaminhamentos de pesquisas futuras.

Resumen Los programas de habilidades sociales suelen realizarse cara a cara, en pequeños grupos. Apuntando mayor alcance y difusión, este estudio tuvo como objetivo evaluar experimentalmente el impacto de un programa de educación a distancia en las habilidades sociales y socioeducativas de los docentes y en el desarrollo socioemocional de los estudiantes (habilidades sociales y problemas de conducta). Los puntajes obtenidos con escalas estandarizadas, en muestra de 35 docentes (15 del grupo experimental y 20 del control) y 231 estudiantes (103 y 128 respectivamente), fueron analizados estadísticamente mediante comparación de grupos y momentos. Los resultados evidenciaron efectividad del programa en la competencia social y socio pedagógica de los docentes y en desarrollo socioemocional de los estudiantes, especialmente aquellos más comprometidos. Se discuten las características potencialmente efectivas del programa, el carácter innovador de la Educación a Distancia de habilidades sociales en la formación docente, así como sus limitaciones y orientaciones para futuras investigaciones.

Six Weeks of Basketball Combined With Mathematics in Physical Education Classes Can Improve Children's Motivation for Mathematics.

This study investigated whether 6 weeks of basketball combined with mathematics once a week in physical education lessons could improve children's motivation for mathematics. Seven hundred fifty-seven children (mean age = 10.4 years, age range: 7-12 years) were randomly selected to have either basketball combined with mathematics once a week (BM) or to have basketball sessions without mathematics (CON). Children in BM and CON motivation for classroom-based mathematics were measured using the Academic Self-Regulation Questionnaire (SRQ-A) before (T0) and after the intervention (T1). Among the BM, levels of intrinsic motivation, feelings of competence, and autonomy were measured using the Post-Experimental Intrinsic Motivation Inventory (IMI) questionnaire acutely after a basketball session combined with mathematics and immediately after a session of classroom-based mathematics. BM had significantly higher acute levels of perceived autonomy (+14.24%, p < 0.0001), competencies (+6.33%, p < 0.0001), and intrinsic motivation (+16.09%, p < 0.0001) during basketball sessions combined with mathematics compared to when having classroom-based mathematics. A significant decrease in the mean for intrinsic motivation was observed from T0 to T1 for CON (-9.38%, p < 0.001), but not for BM (-0.39%, p = 0.98). BM had a more positive development in intrinsic motivation compared to CON from T0 to T1 (p = 0.006), meaning that BM had a positive influence on children's intrinsic motivation for classroom-based mathematics. This study indicates that basketball combined with mathematics is an intrinsically motivating way to practice mathematics, which also has a positive influence on children's general intrinsic motivation for mathematics in the classroom.

Community-Engaged Research: Common Themes and Needs Identified by Investigators and Research Teams at an Emerging Academic Learning Health System.

Community-engaged research (CEnR) has emerged within public health and medicine as an approach to research designed to increase health equity, reduce health disparities, and improve community and population health. We sought to understand how CEnR has been conducted and to identify needs to support CEnR within an emerging academic learning health system (aLHS). We conducted individual semi-structured interviews with investigators experienced in CEnR at an emerging aLHS in the southeastern United States. Eighteen investigators (16 faculty and 2 research associates) were identified, provided consent, and completed interviews. Half of participants were women; 61% were full professors of varied academic backgrounds and departments. Interviews were audio-recorded, transcribed, coded, and analyzed using constant comparison, an approach to grounded theory. Twenty themes emerged that were categorized into six domains: Conceptualization and Purpose, Value and Investment, Community-Academic Partnerships, Sustainability, Facilitators, and Challenges. Results also identified eight emerging needs necessary to enhance CEnR within aLHSs. The results provide insights into how CEnR approaches can be harnessed within aLHSs to build and nurture community-academic partnerships, inform research and institutional priorities, and improve community and population health. Findings can be used to guide the incorporation of CEnR within aLHSs.

Learning Beyond the Basics of Cadaveric Dissection: a Qualitative Analysis of Non-academic Learning in Anatomy Education.

Rapidly advancing technologies have undeniably altered how medical education is taught; the anatomy lab is no exception. With a recent shift away from traditional cadaveric dissection and towards technology-based learning methods, medical educators are left wondering what students learn beyond the basics of anatomy during their course of human dissection. Especially considering the recent dramatic changes to the way medical education is conducted in the new era of a global pandemic, we must ensure students are not missing learning experiences that are critical to their development as future physicians. What are students gaining from cadaveric dissection that they otherwise could not gain from technology-based learning alone? Thematic qualitative analysis was used to review surveys collected from four anatomy classes over a two-year period; line-by-line coding of the surveys was then arranged into themes representative of specific learning experiences gained uniquely from human dissection. These themes demonstrated evidence of professional identity formation, self-reflection, and building teamwork skills; importantly, many students demonstrated a shift in thinking about their cadaver as less of a tool and more of a patient, which allowed them to generalize their experience in lab towards their future careers in medicine. These unique learning experiences cannot be replicated with technology-based learning alone. While cadaveric dissection may play a smaller role in the future of medical education, we must ensure we continue to provide students with learning experiences that are critical to their development as medical providers, especially if these experiences go beyond the anatomy basics.

An application of activity theory to the "problem of e-books".

The "problem of e-books" is defined as the difficulty improving the adoption rates of e-books by students. The adoption rates of e-books for academic use remain low, and research into the reasons for this have resulted in inconclusive findings. Factors such as student perception, and variations in experimental methodology and technology, contribute to difficulties in generalising findings and establishing conclusive causes for this problem. To better understand the causal factors for low adoption rates and the student's experience with ereaders and digital text, an investigation was conducted by the lead researcher as a student enrolled in a postgraduate course. The experiment was designed using e-book and digital text documents on an ereader for academic study and the results analysed with the framework of Activity Theory. This methodology allowed exploration of the problem within the authentic experience of a student to examine the effects of this social environment on ereader and e-book use. Analysis of the work domain was conducted and a comparative assessment of the observed effect of using the digital documents on an ereader compared with the paper book. Findings show that attempts to apply self-regulation and metacognitive learning techniques within the activity using the ereader were abandoned due to breakdowns in operations, and that this resulted in a perceived lower quality of achievement. The effect on the processes used by the student were extreme and were observed to be highly dependent on the student's use of specific learning strategies. The experimental methodology employed in this investigation enabled identification of the role of the social environment in the use of course documents on an ereader for academic study. The functionality of the ereader was such an extremely poor fit with the observed academic processes that a redesign approach for ereader and e-book technology is proposed as a solution to the low adoption rates of e-books.

Academic clinical learning environment in obstetrics and gynecology during the COVID-19 pandemic: responses and lessons learned.

COVID-19 pandemic is changing profoundly the obstetrics and gynecology (OB/GYN) academic clinical learning environment in many different ways. Rapid developments affecting our learners, patients, faculty and staff require unprecedented collaboration and quick, deeply consequential readjustments, almost on a daily basis. We summarized here our experiences, opportunities, challenges and lessons learned and outline how to move forward. The COVID-19 pandemic taught us there is a clear need for collaboration in implementing the most current evidence-based medicine, rapidly assess and improve the everchanging healthcare environment by problem solving and "how to" instead of "should we" approach. In addition, as a community with very limited resources we have to rely heavily on internal expertise, ingenuity and innovation. The key points to succeed are efficient and timely communication, transparency in decision making and reengagement. As time continues to pass, it is certain that more lessons will emerge.

Motor-Enriched Encoding Can Improve Children's Early Letter Recognition.

It is not known how effective specific types of motor-enriched activities are at improving academic learning and early reading skills in children. The aim of this study was to investigate whether fine or gross motor enrichment during a single session of recognizing letters "b"/"d" can improve within-session performance or delayed retention the following day in comparison to letter recognition practice without movement. Furthermore, the aim was to investigate children's motivation to perform the specific tasks. We used a randomized controlled intervention study-design to investigate the effect of 10-min motor-enriched "b"/"d" letter training on children's ability to recognize the letters "b" and "d" (n = 127, mean age = 7.61 ± SD = 0.44 years) acutely, and in a delayed retention test. Three groups were included: a fine motor-enriched group (FME), a gross motor-enriched group (GME), that received 10 min of "b" and "d" training with enriched gestures (fine or gross motor movements, respectively), and a control group (CON), which received non motor-enriched "b"/"d" training. The children's ability to recognize "b" and "d" were tested before (T0), immediately after (T1), and one day after the intervention (T2) using a "b"/"d" Recognition Test. Based on a generalized linear mixed model a significant group-time interaction was found for accuracy in the "b"/"d" Recognition Test. Specifically, FME improved their ability to recognize "b"/"d" at post intervention (T0→T1, p = 0.008) and one-day retention test (T0→T2, p < 0.001) more than CON. There was no significant difference in change between GME and CON. For reaction time there were no significant global interaction effects observed. However, planned post hoc comparisons revealed a significant difference between GME and CON immediately after the intervention (T0→T1, p = 0.03). The children's motivation-score was higher for FME and GME compared to CON (FME-CON: p = 0.01; GME-CON: p = 0.01). The study demonstrated that fine motor-enriched training improved children's letter recognition more than non motor activities. Both types of motor training were accompanied by higher intrinsic motivation for the children compared to the non motor training group. The study suggests a new method for motor-enriched letter learning and future research should investigate the underlying mechanisms.

Does concept mapping enhance learning outcome of nursing students?

AIM: The aim of this study was to assess the concept mapping as a teaching method in the academic achievement of nursing students. METHOD: This quasi-experimental study was conducted using a crossover design among two groups of total 64 nursing students. Participants were asked to create concept maps (group A) or were evaluated with the traditional method of quiz (group B) for eight weeks and then take a cumulative test (no. 1). Consequently, subjects used the alternate method for another eight weeks and then take the second cumulative test (no. 2). RESULTS: The results of this study showed that the mean scores for cumulative tests (both no. 1 and no. 2) was higher in the group that engaged in map construction compared to the group that only take the quizzes. In addition, there was a gradual increase in the mean scores of developed map during the eight sessions of intervention. CONCLUSION: In conclusion, concept mapping has a positive effect on students' academic achievement. These findings could provide valuable evidence for establishing concept mapping as a continuous teaching strategy for nursing students.

The three demands in the introduction of MAO Ze-dong thought and Chinese socialist theory / 中华医学教育探索杂志

Based on the case of Chinese Marxism Theory,this article comments on the three demands on ideological and political theories teaching.These three demands are students' demands,course requirements and appeal of academic learning.If these demands is properly fulfilled,the functions of ideological and political theories teaching will be realized.