American Journal of Education and Learning最新文献

Online teaching of radiation protection to health professionals: Lessons learned 为卫生专业人员提供辐射防护在线教学：经验教训

American Journal of Education and Learning Pub Date : 2024-04-05 DOI: 10.55284/ajel.v9i1.1045

Miguel Alcaraz-Banos, Manuel Cobo-Najar, D. Achel, J. A. García-Gamuz, Amparo Olivares-Rueda

{"title":"Online teaching of radiation protection to health professionals: Lessons learned","authors":"Miguel Alcaraz-Banos, Manuel Cobo-Najar, D. Achel, J. A. García-Gamuz, Amparo Olivares-Rueda","doi":"10.55284/ajel.v9i1.1045","DOIUrl":"https://doi.org/10.55284/ajel.v9i1.1045","url":null,"abstract":"The study examines the online teaching of radiation protection to health professionals. Training in Radiological Protection is considered a basic requirement for radiology professionals and students in Health Sciences. Over the past 22 years, various educational materials, including videos and teaching resources, have been produced following the Guidelines on education and training in radiological protection for medical exposures of the European Commission. These materials have been utilized in various online learning modalities. The objective of this work is to assess the impact of this study on student training. To achieve this, different data collection processes have been carried out, according to the period, and have been analyzed. The results of this training have been analyzed through diverse methods, demonstrating adequate acquisition of basic theoretical contents and a positive acceptance of this methodology by the 6,518 students examined. However, the need to create original specialized materials and resources, the increase in the teacher's workload, and the lack of institutional recognition of the teacher's effort limit its development. On the other hand, it can also be concluded that the acquisition of practical skills by the student is a weakness of the online learning system that requires the incorporation of the teacher in a face-to-face or traditional manner in the delivery of these specialized practical contents. This study allows for a better utilization of the available tools in the training of students in this subject.","PeriodicalId":150910,"journal":{"name":"American Journal of Education and Learning","volume":"67 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140736471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Verbal aggressiveness and argumentativeness at the primary school: A gender-specific analysis 小学阶段的语言攻击性和争论性：性别分析

American Journal of Education and Learning Pub Date : 2024-04-04 DOI: 10.55284/ajel.v9i1.1044

D. Bardas, Maria Litsa, A. Bekiari, Nikolaos D. Hasanagas

{"title":"Verbal aggressiveness and argumentativeness at the primary school: A gender-specific analysis","authors":"D. Bardas, Maria Litsa, A. Bekiari, Nikolaos D. Hasanagas","doi":"10.55284/ajel.v9i1.1044","DOIUrl":"https://doi.org/10.55284/ajel.v9i1.1044","url":null,"abstract":"The study examined the effects of verbal aggressiveness and argumentativeness in relation to gender. Two experimental groups (44 children-18 boys and 26 girls-for the study of verbal aggressiveness and 61 children-29 boys and 32 girls-for the study of argumentativeness) and a control group (29 children-17 boys and 12 girls) in three primary schools in Magnesia participated. A questionnaire was used before and after an intervention. Results: Verbal aggression had a stronger influence on boys than arguementativeness on girls. Regarding the variable “badly threateningly,” the influence for boys was statistically significant in the control group after relaxation time, with more participation for the male physical education instructor. Regarding the variable “badly threateningly,” the influence for girls was statistically significant in argumentativeness before and after the speech, with more participation for the male physical education instructor after the speech. Concerning the variable “came back,” the influence for boys was statistically significant in verbal aggressiveness before and after the speech, with more participation for the female physical education instructor after the speech and for the control group for girls before relaxation time that came before the female and young physical education instructor. The variable of “how much aggressive” showed that the influence for boys was statistically significant in verbal aggressiveness before the speech with more participation in young physical education instructors. Two experimental groups may be more beneficial in the early and terminal stages of learning for these two dependent variables.","PeriodicalId":150910,"journal":{"name":"American Journal of Education and Learning","volume":"35 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140745413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bridging knowledge divides: Examining the dynamic landscape of ICT integration in Pakistan’s education sector 弥合知识鸿沟：考察巴基斯坦教育部门信息与传播技术整合的动态情况

American Journal of Education and Learning Pub Date : 2024-04-03 DOI: 10.55284/ajel.v9i1.1042

Zohaib Hassan Sain, A. Lama

{"title":"Bridging knowledge divides: Examining the dynamic landscape of ICT integration in Pakistan’s education sector","authors":"Zohaib Hassan Sain, A. Lama","doi":"10.55284/ajel.v9i1.1042","DOIUrl":"https://doi.org/10.55284/ajel.v9i1.1042","url":null,"abstract":"This study delves into information technology's (ICT) effects on educational curriculum development, specifically focusing on the Pakistani context. The effects of information and communication technology (ICT) on various nations’ educational curricula are global. Integrating ICT into the academic sector is crucial to advancing educational planning in today's technology-driven era. The research aims to scrutinize the utilization and influence of ICT in Pakistan's educational landscape. A straightforward sampling procedure systematically gathered data from 385 Lahore city respondents spanning five public universities. The outcomes elucidate a substantial positive correlation between the availability and utilization of ICT and the enhancement of students' knowledge and learning skills. The study accentuates the pivotal role of ICT in amplifying educational efficiency and underscores its significance in shaping policies within the education sector. The ramifications of the research extend to educators, policymakers, and stakeholders, emphasizing the imperative need to integrate ICT into educational practices to achieve optimal outcomes effectively. By acknowledging the affirmative impact of ICT on academic development, this study contributes valuable insights that can guide strategies for elevating educational quality and planning in the digital age, ensuring a more robust and technology-enabled educational system. This suggests that integrating ICT positively impacts educational effectiveness and is essential for informing policies within the education sector.","PeriodicalId":150910,"journal":{"name":"American Journal of Education and Learning","volume":"187 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140748419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Attitudes of EFL learners towards communicative language teaching 英语学习者对交际语言教学的态度

American Journal of Education and Learning Pub Date : 2024-02-12 DOI: 10.55284/ajel.v9i1.1026

Sayeed Asif Akramy, Besmillah Daqiq, Sayeed Naqibullah Orfan

{"title":"Attitudes of EFL learners towards communicative language teaching","authors":"Sayeed Asif Akramy, Besmillah Daqiq, Sayeed Naqibullah Orfan","doi":"10.55284/ajel.v9i1.1026","DOIUrl":"https://doi.org/10.55284/ajel.v9i1.1026","url":null,"abstract":"The main purpose of this study is to investigate the attitudes of EFL students towards CLT in an Afghan EFL setting. Communicative Language Teaching (CLT), as a responsive teaching approach to the needs of learners, has been extensively recognized as a favorable approach for English as a Foreign Language (EFL) teachers and learners around the world. It also attempts to determine the effects of CLT activities on their motivation and CLT challenges based on their demographic profile. The data were collected from 201 English major undergraduate students from the Faculty of Language and Literature at Takhar University purposefully through a questionnaire that consists of 30 items. For answering the research questions, descriptive statistics, sample T-test, and a one-way ANOVA test were employed. The findings revealed that Afghan EFL students have positive attitudes towards CLT approach. The study also showed that the attitude of the students towards CLT is positive in terms of their gender. Moreover, there is no statistically significant difference among the group factors (age, first language, and English learning experience) of the participants.","PeriodicalId":150910,"journal":{"name":"American Journal of Education and Learning","volume":"85 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139783587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Attitudes of EFL learners towards communicative language teaching 英语学习者对交际语言教学的态度

American Journal of Education and Learning Pub Date : 2024-02-12 DOI: 10.55284/ajel.v9i1.1026

Sayeed Asif Akramy, Besmillah Daqiq, Sayeed Naqibullah Orfan

{"title":"Attitudes of EFL learners towards communicative language teaching","authors":"Sayeed Asif Akramy, Besmillah Daqiq, Sayeed Naqibullah Orfan","doi":"10.55284/ajel.v9i1.1026","DOIUrl":"https://doi.org/10.55284/ajel.v9i1.1026","url":null,"abstract":"The main purpose of this study is to investigate the attitudes of EFL students towards CLT in an Afghan EFL setting. Communicative Language Teaching (CLT), as a responsive teaching approach to the needs of learners, has been extensively recognized as a favorable approach for English as a Foreign Language (EFL) teachers and learners around the world. It also attempts to determine the effects of CLT activities on their motivation and CLT challenges based on their demographic profile. The data were collected from 201 English major undergraduate students from the Faculty of Language and Literature at Takhar University purposefully through a questionnaire that consists of 30 items. For answering the research questions, descriptive statistics, sample T-test, and a one-way ANOVA test were employed. The findings revealed that Afghan EFL students have positive attitudes towards CLT approach. The study also showed that the attitude of the students towards CLT is positive in terms of their gender. Moreover, there is no statistically significant difference among the group factors (age, first language, and English learning experience) of the participants.","PeriodicalId":150910,"journal":{"name":"American Journal of Education and Learning","volume":"65 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139843410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Artificial intelligence for human learning: A review of machine learning techniques used in education research and a suggestion of a learning design model 人工智能促进人类学习：教育研究中使用的机器学习技术综述和学习设计模型建议

American Journal of Education and Learning Pub Date : 2024-02-12 DOI: 10.55284/ajel.v9i1.1024

Donggil Song

{"title":"Artificial intelligence for human learning: A review of machine learning techniques used in education research and a suggestion of a learning design model","authors":"Donggil Song","doi":"10.55284/ajel.v9i1.1024","DOIUrl":"https://doi.org/10.55284/ajel.v9i1.1024","url":null,"abstract":"The goal of this research is to (1) identify the status and development of AI and ML-based learning support systems and their impact on human learning, with a specific focus on techniques employed in previous research, and (2) demonstrate the process of designing a learning support system using AI. Artificial intelligence (AI) and machine learning (ML) technologies have received attention in education. The existing research on AI in education is examined, considering the implications of its application in research. Noteworthy ML techniques from the literature are explained, followed by a discussion on leveraging AI and ML technologies to enhance learning support. Additionally, with consideration of both front-end and back-end approaches,a framework for incorporating AI into education is proposed. Subsequently, a learning design model, Self-regulated Learning with AI Assistants (SLAA), is suggested for addressing the objectives of AI-based learning support system design. The categorization of AI and ML techniques in education research reveals nine types, including supervised learning, mining approaches, and Bayesian techniques. The exploration illustrates how these techniques can be employed in designing a learning support system. This paper provides an empirical overview of AI in education, addresses technological and pedagogical considerations for developing personalized and adaptive learning environments, and outlines the challenges and potential future research directions.","PeriodicalId":150910,"journal":{"name":"American Journal of Education and Learning","volume":"23 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139782132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Artificial intelligence for human learning: A review of machine learning techniques used in education research and a suggestion of a learning design model 人工智能促进人类学习：教育研究中使用的机器学习技术综述和学习设计模型建议

American Journal of Education and Learning Pub Date : 2024-02-12 DOI: 10.55284/ajel.v9i1.1024

Donggil Song

{"title":"Artificial intelligence for human learning: A review of machine learning techniques used in education research and a suggestion of a learning design model","authors":"Donggil Song","doi":"10.55284/ajel.v9i1.1024","DOIUrl":"https://doi.org/10.55284/ajel.v9i1.1024","url":null,"abstract":"The goal of this research is to (1) identify the status and development of AI and ML-based learning support systems and their impact on human learning, with a specific focus on techniques employed in previous research, and (2) demonstrate the process of designing a learning support system using AI. Artificial intelligence (AI) and machine learning (ML) technologies have received attention in education. The existing research on AI in education is examined, considering the implications of its application in research. Noteworthy ML techniques from the literature are explained, followed by a discussion on leveraging AI and ML technologies to enhance learning support. Additionally, with consideration of both front-end and back-end approaches,a framework for incorporating AI into education is proposed. Subsequently, a learning design model, Self-regulated Learning with AI Assistants (SLAA), is suggested for addressing the objectives of AI-based learning support system design. The categorization of AI and ML techniques in education research reveals nine types, including supervised learning, mining approaches, and Bayesian techniques. The exploration illustrates how these techniques can be employed in designing a learning support system. This paper provides an empirical overview of AI in education, addresses technological and pedagogical considerations for developing personalized and adaptive learning environments, and outlines the challenges and potential future research directions.","PeriodicalId":150910,"journal":{"name":"American Journal of Education and Learning","volume":"235 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139842100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pedagogical competencies of teachers applied to teaching learners with hearing difficulties 教师对听力障碍学习者的教学能力

American Journal of Education and Learning Pub Date : 2023-08-03 DOI: 10.55284/ajel.v8i2.958

Merri Akongyam, Fofie Douglas, M. Owusu, William De-Heer, Agbenyefia Xorsenyo

{"title":"Pedagogical competencies of teachers applied to teaching learners with hearing difficulties","authors":"Merri Akongyam, Fofie Douglas, M. Owusu, William De-Heer, Agbenyefia Xorsenyo","doi":"10.55284/ajel.v8i2.958","DOIUrl":"https://doi.org/10.55284/ajel.v8i2.958","url":null,"abstract":"Teachers need to possess appropriate pedagogical competencies to be successful in addressing the special needs of students in the classroom so as to ensure their accomplishment in education. This study investigated teachers’ pedagogical competencies applied to teaching learners with hearing difficulties in the Sekyere South District of Ghana. This study adopted the constructivist paradigm using the qualitative approach. The case study design was employed. In this case study, 16 teachers were purposively sampled, and data were collected from them using a self-constructed interview guide. The instrument was pre-tested to provide experiences and opportunities to engage in critical reflection with regards to the interview schedule. The pre-test also gave a fair idea of the responses to be obtained from the field. All the participants were individually interviewed and their responses were analysed using themes that were generated from the data. Results of the study revealed that although teachers used cooperation, elaboration and motivational strategies to teach learners with hearing difficulties, they did not use other equally good strategies such as storytelling, think-pair-share and demonstration. Additionally, the teachers indicated that they required differentiated and constructivist pedagogies in order to teach learners with hearing difficulties effectively in mainstream schools. Authorities in Universities and Colleges of Education should run programs to educate teachers to be competent in differentiated and constructivist pedagogies to enable effective teaching and learning. Finally, teachers should continuously ensure that there is proper seating arrangement and positive teacher-learner relationship in the classroom to promote a good classroom environment.","PeriodicalId":150910,"journal":{"name":"American Journal of Education and Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125672016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perceived parental involvement and social self-concept of tertiary institution students in Osun State, Nigeria 尼日利亚奥逊州高等院校学生的感知父母参与和社会自我概念

American Journal of Education and Learning Pub Date : 2023-05-31 DOI: 10.55284/ajel.v8i2.928

Michael Adeniyi Omoyemiju, Hope Njideka Nkachukwu

{"title":"Perceived parental involvement and social self-concept of tertiary institution students in Osun State, Nigeria","authors":"Michael Adeniyi Omoyemiju, Hope Njideka Nkachukwu","doi":"10.55284/ajel.v8i2.928","DOIUrl":"https://doi.org/10.55284/ajel.v8i2.928","url":null,"abstract":"This study examined the level of social self-concept and perceived parental involvement of tertiary institution students in Osun State. It also looked into the correlation between perceived parental involvement and the social self-concept of students. The descriptive survey design was adopted for the study. The study population comprised all the students in the tertiary institution in Osun State. A total sample of 1,440 students was selected using a multi-stage sampling procedure. An instrument titled “Questionnaire on Perceived Parental Involvement and Social Self-Concept (QPPISSC)” was utilized to collect data. Data gotten were analysed using frequency counts, percentages, stepwise multiple regression analysis, point bi-serial correlation, and Pearson product-moment correlation analysis. The results showed that 69.6% of tertiary institution students in the state exhibited a high level of social self-concept while 28.8% and 1.7% exhibited moderate and low levels of social self-concept respectively. Also, a statistically significant relationship was found between perceived parental involvement and the social self-concept of tertiary institution students (r = 0.526, p < 0.05). The study concluded that the social self-concept of tertiary institution students in Osun State was high and that perceived parental involvement, locus of control, institution type and age were potent factors that could positively predict the social self-concept of students. The study recommended that any counselling intervention to be implemented by professional helpers should not be age bias.","PeriodicalId":150910,"journal":{"name":"American Journal of Education and Learning","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115737351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A phenomenological study of third culture kids’ perceptions of international school climate over time 第三文化儿童随时间对国际学校氛围感知的现象学研究

American Journal of Education and Learning Pub Date : 2023-05-24 DOI: 10.55284/ajel.v8i1.918

Tressa L White, Linda D. Grooms

{"title":"A phenomenological study of third culture kids’ perceptions of international school climate over time","authors":"Tressa L White, Linda D. Grooms","doi":"10.55284/ajel.v8i1.918","DOIUrl":"https://doi.org/10.55284/ajel.v8i1.918","url":null,"abstract":"Over the past 20 years, the demand for international schools has increased worldwide, with expectations to sustain this momentum through the next decade. While these schools struggle with many of the same issues as others in the west, the different context in which they exist brings an additional layer that needs more understanding. This interpretative phenomenological study explored the experience of school climate over time through the lenses of third culture kids who attended the school at which they are now employed. Eight employees from one international school in Malaysia were selected and interviewed to explore school climate factors that impacted their lives as students, changes in school climate over time, and ways they now perpetuate that school climate as employees. Three themes emerged as influential factors of change to the school climate over time: (a) community through relationships, (b) school connectedness, and (c) diversity. The scope of the experiences of school climate development over time adds a unique perspective not found in previous literature and provides insight into aspects of school climate that leave a lasting impact on students. International school leaders can also gain insight into the importance of continually assessing school climate and the value of providing opportunities to build community through engaging experiences.","PeriodicalId":150910,"journal":{"name":"American Journal of Education and Learning","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133510953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0