Search results

This study aims to measure the perception of the residents regarding peer assisted learning in emergency medicine residency program as well as assessing the psychometric properties of the questionnaire used as the research tool.

A descriptive cross-sectional study was conducted at King Abdullah Medical City, Saudi Arabia, Makkah on a Convenience sample of Emergency Medicine residents who completed peer assisted learning sessions. Data were collected through a questionnaire evaluating the residents’ perception of Peer Assisted Learning. Descriptive statistics were used and statistical significance was set at p < 0.05. The Peer Assisted Learning (PAL) satisfaction questionnaire was tested for construct validity and reliability. Exploratory Factor Analysis (EFA) was conducted. The reliability of the used questionnaire was assessed using Cronbach’s coefficient alpha.

The study showed that the PAL questionnaire yielded four factors. The four factors are labeled as the following: Factor 1: Cognitive congruence, Factor 2: Social congruence; Factor 3: Teaching skills in Peer Assisted Learning (PAL) session; and Factor 4: Professional development. These results indicated that questionnaire has a good structure validity. In addition, the study showed high internal consistency of the questionnaire. Cronbach’s alpha coefficient value for the total scale was 0.88. The perception of residents was assessed and results revealed residents’ satisfaction regarding Peer Assisted Learning.

Up to the authors’ knowledge, this is the first study which assessed the psychometric properties of a questionnaire measuring the residents’ perceptions regarding Peer Assisted Learning. The study contributed to improving information regarding the psychometric properties and usefulness of PAL questionnaire.

This study aims to examine Saudi female students' attitude toward peer feedback activity in writing classes with a list of questions for the students to follow during the activity, and to investigate the challenges that may prevent the use of such activity in Saudi EFL classes.

This study used a mixed-methods to ensure the credibility of the data and obtain clear descriptions about the topic. The study instruments are (1) Writing Essays, (2) Writing Checklist, (3) Questionnaire and (4) Semi-structured interview. The data were analysis with SPSS and o 10 software.

The study results indicated that students had a positive attitude toward peer feedback with a checklist in EFL writing class. For instance, their second written essay (post) has improved and has fewer mistakes than the first one. Also, most of the participants stated that peer feedback has improved their writing quality and has enhanced their writing awareness of their weaknesses and mistakes. Moreover, the interview had highlighted the main challenges that could affect using peer feedback in writing class. Finally, the results indicate the efficiency of peer feedback with a checklist in similar teaching contexts.

The study focused on a small number of participants (30 students). Besides, the study dealt with students at university level only and the study focused on female students.

Based on the study finding, it is recommended that peer feedback should be integrated in all EFL writing classes at all levels. Based on the study finding, it is recommended that peer feedback should be incorporated in all EFL writing classes at all levels. Using checklist can help the students to become more independent learners and in time they will be able to correct their own mistakes.

This paper fulfills an identified need to identify how integrating peer feedback activity in writing class can improve the students' writing performance and help them to be independent learners.

Transitions to and within university studies can be associated with heightened distress in students. This study focusses on the less studied transition from a bachelor’s to a master’s degree. During a master’s degree, study requirements and autonomy increase compared to bachelor’s studies. The present study examines how students’ experiences of study-related burnout, their approaches to learning and their experiences of the teaching and learning environment (TLE) change during this transition. Moreover, the study examines how approaches to learning and the TLE can affect study-related burnout.

Questionnaire data were collected from 335 university students across two timepoints (bachelor’s degree graduation and the second term of their master’s degree).

The results show that students’ overall experience of study-related burnout increases, as does their unreflective learning, characterised by struggling with a fragmented knowledge base. Interestingly, students’ experiences of the TLE seem to have an effect on study-related burnout in both master’s and bachelor’s degree programmes, irrespective of learning approaches. These effects are also dependent on the degree of context.

The study implies that students’ experiences of study-related burnout could be mitigated by developing TLE factors during both bachelor’s and master’s degree programmes. Practical implications are considered for degree programme development, higher education learning environments and student support.

The purpose of this study is to propose a framework for the convergence of maturity model and education and evaluation in accounting.

The present research was conducted in two phases. In the first phase, to determine the indicators of convergence of the maturity model and education and evaluation in accounting, a Meta-Synthesis method was used. The conceptual model includes two dimensions of “Teaching and learning processes” and “Evaluation methods"; five levels of initial, repeatable, defined, managed and optimized; and a total number of 35 indicators. In the second phase, a questionnaire was developed, and academics as accounting faculty members in Iranian public universities were employed to fill out the questionnaire electronically and present a final framework. Having received the questionnaires, 66 questionnaires were analyzed statistically.

The results showed that the two dimensions of “Teaching and learning processes” and “Evaluation methods” considering initial, repeatable, defined, managed and optimized levels include 35 indicators, which form a framework for the convergence of maturity model and education and evaluation in accounting. The results show that both dimensions have positive and significant regression path coefficients in the convergence model. Moreover, the dimension of teaching and learning processes has the highest regression path coefficient indicating a greater impact on the convergence model. Besides, all five levels have positive and significant regression path coefficients with dimensions. Finally, in this study, all indicators were prioritized according to five levels.

Due to the success of maturity models and the urgent developments that require transformative improvements in accounting education, maturity models can respond to the challenges associated with education and learning in accounting. Thus, conceiving an image of the convergence of maturity model, education and evaluation in accounting seems imperative which has been scarcely investigated previously.

The aim of this scoping review was to identify key characteristics related to strategies and approaches for delivering sustainable training and professional development (PD) of graduate teaching assistants (GTAs), teaching assistants (TAs), and tutors. While the continuous, coherent and responsive programmes for such training and PD may address needs that are congruent with the needs of other sessional teachers, the literature has not focussed on GTA training and PD that support the longer-term retention of GTAs as sessional teachers.

In this scoping review, we devised a search strategy to identify literature relating to the key characteristics of strategies and approaches for delivering sustainable GTA training and professional development in higher education settings. We were guided by the frameworks for such reviews developed by Arksey and O’Malley (2005), Levac et al. (2010) and Westphaln et al. (2021). We used PRISMA guidelines to guide our reporting processes, and used thematic analysis practice (Braun and Clarke, 2022) as our analytical approach in order to identify and discuss the key themes.

We identified that strategies and approaches for delivering sustainable GTA training and PD frame GTAs as future academics and leaders in teaching; provide institutional support and investment in teaching; deliver departmental training; facilitate peer support; provide pedagogical training; implement training strategies; and support the teacher identity of GTAs.

These findings add to the body of research that explores how strategies and approaches for delivering sustainable GTA training and PD address and meet the needs common to all sessional teachers constrained by the precarity of the part-time faculty/academia. While our findings indicate such training and PD enhance the quality of teaching available to university students, this effect is dependent on institutional support and facilitation of peer and faculty networks.

There is an urgent need for teacher preparation programs to equip teachers to teach in innovative and transformative ways, meeting the needs of diverse learners. Coaching is an instrumental tool for supporting change and development, especially in contexts with decentralized teacher preparation guidelines.

This multicase study examines cross-institutional programmatic innovations for coaching teacher candidates (TCs) and centering equity using improvement science and equity coaching. The authors explore the networked improvement community’s (NIC’s) examination of problems of practice through plan–do–study–act cycles in three coaching contexts within and across seven institutions.

Qualitative methods revealed that adapting coaching protocols can center equity and build equity-focused practices. This work highlights revisions to coaching within and across teacher preparation programs (TPPs), which the authors hope inspires extending equity-centered coaching and improvement science to new contexts. This cross-case analysis revealed program innovations for coaches, digital technologies and alignment.

This study addresses ongoing challenges faced by TPPs in the United States, including TCs' understandings of equity in teaching and decentralized teacher preparation that results in varied and incongruent understandings about quality teaching. This study builds on previous scholarship that examines shifts in coaching practices by disrupting silos in TPPs as examined innovations.

The paper offers a unique view of cross-institutional collaboration in coaching to improve transformative teaching experiences in teacher preparation field experiences.

This study investigates the impact of large-scale teaching in higher education on students’ preparedness for the workforce within the context of evolving labour market demands, the expansion of higher education and the application of high-impact teaching strategies. It synthesizes perspectives on employer work readiness, the challenges and opportunities of large-scale teaching and strategies for fostering a dynamic academia-industry feedback loop. This multifaceted approach ensures the relevance of curricula and graduates’ preparedness while addressing the skills gap through practical recommendations for aligning teaching methodologies with employer expectations.

The research methodically examines the multifaceted challenges and opportunities inherent in large-scale teaching. It focuses on sustaining student engagement, maintaining educational quality, personalizing learning experiences and cultivating essential soft skills in extensive student cohorts.

This study highlights the critical role of transversal skills in work readiness. It also uncovers that despite its challenges, large-scale teaching presents unique opportunities. The diversity of large student groups mirrors modern workplace complexities, and technological tools aid in personalizing learning experiences. Approaches like peer networking, innovative teaching methods, real-world simulations and collaborative resource utilization enrich education. The importance of experiential learning for augmenting large-scale teaching in honing soft skills is emphasized.

This manuscript contributes to the discourse on large-scale teaching, aligning it with employer expectations and the dynamic requirements of the job market. It offers a nuanced perspective on the challenges and opportunities this educational approach presents, providing insights for crafting engaging and effective learning experiences in large cohorts. The study uniquely integrates experiential learning, co-creation in education and industry-academia feedback loops, underscoring their importance in enhancing student work readiness in large-scale teaching.

As global issues such as climate change, economic growth, social equality and the wealth gap are widely discussed, education for sustainable development (ESD) allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. It also requires participatory teaching and learning methods that motivate and empower learners to change their behavior and take action for sustainable development. Teachers have begun rating pupils based on peer assessment for open evaluation. Peer assessment enables students to transition from passive to active feedback recipients. The assessors improve critical thinking and encourage introspection, resulting in more significant recommendations. However, the quality of peer assessment is variable, resulting in reviewers not recognizing the remarks of other reviewers, therefore the benefits of peer assessment cannot be fulfilled. In the past, researchers frequently employed post-event questionnaires to examine the effects of peer assessment on learning effectiveness, which did not accurately reflect the quality of peer assessment in real time.

This study employs a multi-label model and develops a self-feedback system in order to use the AIOLPA system in the classroom to enhance students' learning efficacy and the validity of peer assessment.

The research findings indicate that the better peer assessment through the rapid feedback system, for the evaluator, encourages more self-reflection and attempts to provide more ideas, so bringing the peer rating closer to the instructor rating and assisting the evaluator. Improve self-evaluation and critical thinking for the evaluator, peers make suggestions and comments to help improve the work and support the growth of students' learning effectiveness, which can lead to more suggestions and an increase in the work’s quality.

ESD consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. This study builds an online peer assessment system with a self-feedback mechanism capable of classifying peer comments, comparing them with scores in a consistent manner and providing prompt feedback to critics.

This study aims to comprehend vocational preservice teachers' recalled experiences with the Cooperative Problem-based Learning (CPBL) pedagogical approach in an entrepreneurship course and to reveal how these experiences will impact their future teaching practice. The course under study intends to improve preservice teachers' entrepreneurial attitudes while equipping them with the skills necessary to create a comparable teaching strategy at school after graduation.

This study used the semi-structured interview data to triangulate the qualitative data collected from the students' reflection journals. The data were thematically analyzed whereas the codes with comparable elements were combined, resulting in themes that describe the relevance of scaffolding used with each component of the MUSIC motivational model.

The results revealed that the student teachers who took part in the research stated in their comments how the scaffolds used in the CPBL sessions impacted their learning. Additionally, they could articulate the experiences that strengthened their perceptions regarding entrepreneurs and entrepreneurship education.

By implementing scaffolded CPBL in entrepreneurship course during the teacher preparation program, the preservice teachers would be able to put a similar approach into the practice of their future teaching profession in guiding students to accomplish instructional outcomes.

This study highlights the importance of providing more innovative practices for entrepreneurship education across teacher preparation curricula to help develop the skills necessary for entering the future profession. The findings also emphasize the value of scaffolding in PBL, including expert, peer and activity design scaffolding. It also completes the body of research indicating that PBL-based entrepreneur education instruction can help students develop their entrepreneurial skills and attitudes while also providing a great chance to improve their teaching abilities.

This article aims to identify and describe the research outcomes of studies that have employed the theoretical framework of lesson study (LS) in initial science teacher preparation programs. The focus is on the impact of LS on preservice teachers’ (PST) pedagogical and content knowledge, beliefs, routines and norms for professional learning and instructional practices.

A systematic approach was employed to compile pertinent literature by initially searching scholarly databases using specific keywords and phrases related to prospective science teacher preparation. Seventeen studies, encompassing both qualitative research and mixed-methods research, met the inclusion criteria and significantly contributed to the study’s findings. The authors independently conducted a coding process, applying a predefined code scheme based on Lewis et al.'s (2019) theoretical framework. The outcomes of the coding process were compared, and reliability tests were conducted to ensure the consistency of the coding.

In preservice science teacher (PSST) education, LS proves transformative, enriching pedagogical and content knowledge, shaping beliefs, fostering collaboration and influencing instructional practices. Its collaborative, reflective and iterative nature significantly contributes to the professional growth of preservice science teachers, preparing them for effective, student-centered teaching practices. Further investigation is warranted in the realm of LS, particularly concerning preservice science teachers and their beliefs.

This literature review on science PSTs is one of the pioneering efforts to employ the professional development framework crafted by Lewis et al. (2019).