Examination of the Relationships between Secondary School Students’ Social Media Attitudes, School Climate Perceptions and Levels of Alienation

The aim of this research is to examine the relationships between social media attitudes, school climate perceptions and level of alienation of students studying in secondary schools. In the 2018-2019 academic year, 418 students from various secondary schools in Mardin participated in the study. Descriptive statistics and structural equality model were used in the analysis of the data. As a result of the research, it was determined that the level of alienation variable is positively affected by sharing needs, social isolation and safe learning environment; the safe learning environment variable is negatively affected by the social competence variable while it is affected positively by the social isolation variable. Besides, the safe learning environment as a mediator resulted in negative effects between the need for sharing and alienation, positive ones between social isolation and alienation, negative ones between social competence and alienation, and finally negative effects between relationships with teachers and alienation. According to the results, it can be stated that creating a supportive school climate for students in educational settings will reduce students’ tendency to use social media networks and prevent them from becoming alienated by making more friend. Keywords: alienation, social media, school climate, structural equality model

150 ‘A Safe Learning Environment’: Simulation-Induced Stress Literature Review

Simulation-based education (SBE) is often celebrated as a safe learning environment, but this usually refers to the risk posed to patients, in this literature review the psychological safety for participants and the elements of SBE that generate or reduce stress are sought. Stress and learning have a complex relationship in adult learning; however, negative stress may inhibit memory formation and so the sustainable effect of SBE learning may be jeopardized by participants experiencing unnecessary stress during SBE. It is therefore important to identify the nature and trigger for stress in SBE to optimize this resource.Using the online database PubMed and the search terms (stress and anxiety) AND (Simulation) AND ((clinical education, medical education)) without limits on publication type or date, 20 articles were returned. A non-systematic review was undertaken. Articles that were designed to deliberately introduce stress into SMEs to gauge the effect on performance were excluded. Included studies analysed the type, characteristics and potential triggers of stress evoked through participation in SBE. 17 studies were retained.No studies in the UK were returned, SBE participants were from undergraduate and post-graduate settings and there was a mixture of professional groups included with three studies looking at team-based SMEs. Study design and method varied with an observational study being the most common method. Only one looked at qualitative data from focus groups of SME participants. Nearly all studies recorded a physical marker of stress – heart rate, cortisol level or visible signs of stress such as shaking hands. Two studies looked at techniques to actively reduce stress within the SBE activity; a mindfulness exercise before a task-based simulation and an introduction of a period of relaxation prior to debriefing. Faculty awareness of participant stress was measured objectively in only one study. SME design and equipment stressors were directly considered in two studies.There are limited dedicated studies addressing SBE-induced stress and how this can be modified; furthermore, a lack of research into faculty impact on stress hinders the opportunity to change. This was not a systematic literature review and so the findings are limited, but can help inform practitioners: (1) Repeated exposure and familiarity with SME reduce stress. (2) Designate roles that participants would be expected to undertake in real clinical scenarios. (3) Minimize distracting factors in the environment unless directly contributing to learning outcome. (4) Introducing a purposeful period of calm before debriefing may improve retention of learning outcomes.

Developing a Digital Learning Community

Norwegian universities cancelled all campus activity as a response to a nationwide increase in Covid-19 cases. Lectures were moved to online platforms. The pandemic regulations forced us to redesign our teaching for a group of adult learners at the vocational lecturer education. Moving away from traditional lectures and discussion seminars, we designed new collaborative ‘work packages’ accompanied with various practical tasks. Our analysis is based on our teaching material, written student feedback and in-depth interviews. A combination of asynchronous teaching, collaborative groups and online meetings with supervisors created a confidence-building learning community and a safe learning environment. The study shows how students mastered the situation during a national lockdown and took responsibility for their own progress in the course. In the discussion, we highlight how an active two-way communication can foster an online learning community that has a positive impact on students’ learning experiences, and how our strategies led to student empowerment.

An investigation into the use of culturally responsive teaching strategies: Teaching English to Muong ethnic minority students at a tertiary institution in Vietnam

<p>Maximising student learning is a critical concern at every higher educational institution, particularly those with students from a variety of cultures, ethnicities, and linguistic backgrounds. Teachers of English as a foreign language (EFL) in the mountainous areas in Vietnam face challenges in improving students’ learning, because of the distinct ethnic groups with unique religious, linguistic, and cultural characteristics and identities who attend their classes. This research explored how to improve the English language learning (ELL) for Muong ethnic minority students in a tertiary institution in Vietnam. Applying a well-known framework of culturally responsive teaching (CRT), this mixed-method study explored Muong students’ culture and learning preferences and used these as a conduit for learning and teaching processes in ELL classrooms where Muong students constitute the majority. The study consists of two phases. Phase One explored the Muong students’ culture and their learning preferences in order to design the English language teaching (ELT) strategies culturally responsive to Muong students. It employed the data from the researcher’s autoethnographic writing, three focus group interviews with Muong villagers, four interviews with Muong college teachers, and questionnaires from 46 current college students. Phase One findings showed some Muong cultural features that were helpful for creating a safe learning environment for Muong students including hospitability and friendliness, working together, equal relationships in the family, and maintaining harmony. With regard to the learning preferences, it was evidenced that Muong learners prefer learning activities that relate to their daily life and culture, friendly relationships, learning by observing others and practice, and extra-curricular learning materials. They have emotional expectations such as to be encouraged, to be understood and cared for, to be respected and treated fairly, and to be supported. Phase Two measured the impacts the teaching strategies had on Muong students. An eight week quasi-experiment intervention was conducted. Two intact classes participated in the study, one experimental class and the other one a control. Data from video-recording, audio-recording, pre- and post-test scores, pre- and post-questionnaires, and teacher interviews were gathered. The findings showed a positive change in participation in oral learning activities, in attitude toward and confidence in ELL, and in post-test scores of Muong students. Non-Muong students were not found to be disadvantaged by the intervention. The study findings imply that CRT of Muong college students is very important to increase their academic achievement in ELL. It shows that methods culturally responsive to Muong students included a safe learning environment and learning activities integrated with their learning preferences. It lends support to the theory of CRT (Gay, 2010; Ginsberg and Wlodkowski, 2009) in that it shows knowledge of how to make the learning more effective for students from a particular group.</p>

An investigation into the use of culturally responsive teaching strategies: Teaching English to Muong ethnic minority students at a tertiary institution in Vietnam

<p>Maximising student learning is a critical concern at every higher educational institution, particularly those with students from a variety of cultures, ethnicities, and linguistic backgrounds. Teachers of English as a foreign language (EFL) in the mountainous areas in Vietnam face challenges in improving students’ learning, because of the distinct ethnic groups with unique religious, linguistic, and cultural characteristics and identities who attend their classes. This research explored how to improve the English language learning (ELL) for Muong ethnic minority students in a tertiary institution in Vietnam. Applying a well-known framework of culturally responsive teaching (CRT), this mixed-method study explored Muong students’ culture and learning preferences and used these as a conduit for learning and teaching processes in ELL classrooms where Muong students constitute the majority. The study consists of two phases. Phase One explored the Muong students’ culture and their learning preferences in order to design the English language teaching (ELT) strategies culturally responsive to Muong students. It employed the data from the researcher’s autoethnographic writing, three focus group interviews with Muong villagers, four interviews with Muong college teachers, and questionnaires from 46 current college students. Phase One findings showed some Muong cultural features that were helpful for creating a safe learning environment for Muong students including hospitability and friendliness, working together, equal relationships in the family, and maintaining harmony. With regard to the learning preferences, it was evidenced that Muong learners prefer learning activities that relate to their daily life and culture, friendly relationships, learning by observing others and practice, and extra-curricular learning materials. They have emotional expectations such as to be encouraged, to be understood and cared for, to be respected and treated fairly, and to be supported. Phase Two measured the impacts the teaching strategies had on Muong students. An eight week quasi-experiment intervention was conducted. Two intact classes participated in the study, one experimental class and the other one a control. Data from video-recording, audio-recording, pre- and post-test scores, pre- and post-questionnaires, and teacher interviews were gathered. The findings showed a positive change in participation in oral learning activities, in attitude toward and confidence in ELL, and in post-test scores of Muong students. Non-Muong students were not found to be disadvantaged by the intervention. The study findings imply that CRT of Muong college students is very important to increase their academic achievement in ELL. It shows that methods culturally responsive to Muong students included a safe learning environment and learning activities integrated with their learning preferences. It lends support to the theory of CRT (Gay, 2010; Ginsberg and Wlodkowski, 2009) in that it shows knowledge of how to make the learning more effective for students from a particular group.</p>

Significance of Haptic and Virtual Reality Simulation (VRS) in the Dental Education: A Review of Literature

The significance of haptic and virtual reality (VR) has been acknowledged by eminent dental professionals and has transformed dental teaching in the modern dental world. With this novel technological concept, students can interact with digital simulation on the screen and learn treatment skills before transferring them to real situations. This is helpful for gaining skills confidence, revising exercises again and again without the waste of materials, and for student assessment controlled by a teacher or tutor. It is a promising technology to enhance dental education for the new era of post COVID-19 practice due to noncontact patient training environments. It can create a safe learning environment for the teacher and learner or participant. The prospect of this literature review is to highlight the significance and clinical applications of virtual reality and simulations in undergraduate dental education.

Sustainable Workshops for Education Leaders for Applying Gained Knowledge

Workshops are very useful tools that allow participants to gain new knowledge and to promote selfdevelopment. However, most workshops tend to be presented in a way that isolates the workshop and the material being discussed and be more like a lecture than a workshop. The aim of this qualitative study was to learn more about how to design effective workshops for leaders. Saudi Arabia has set a clear vision for 2030 to change in education and learning. Simultaneously, the country seeks to increase the female workforce by 8%. To bridge the gap between work-shops and workshop efficacy and come closer to the Vision 2030’s objectives. This study showed how trainers could re-design workshops to be more productive and meaningful. This qualitative study used a hermeneutic phenomenological research approach. Purposive sampling of 36 educational leaders from different departments. Two theories provided a rich foundation and framework for this qualitative study: social constructivist and transformational learning. This qualitative study revealed themes; the implementation of different learning strategies, use of reflection, and the assurance of a safe learning environment. Based on emerged themes and subthemes, tips that workshop professional developers should incorporate when planning and giving a workshop where extracted. The study shed some light on how trainers can transfer the core component in learning that relates to both process and outcome

TANFĪDZ TA’ĀLUM AL LUGHAH AL ‘ARABIYYAH BI AL TARIQAH AL MAWADLI’IYYAH AL MUTAKĀMILAH AL QĀIMAH ‘ALA ALMARKAZ LĪ MARHALAH AT-THUFŪLAH FĪ MADRASAH AL DINIYYAH

<p>God revealed the Qur’an to our master Muhammad. May God’s prayers and peace be upon him, in Arabic as Muslims who are guided by the Qur’an and the Sunnah, both of which use the Arabic language. Every child is not only born to be intelligent according to nature but will also be equipped with creativity, both genetically and through training and education. On the other hand, nature, environment, and family provide each child the freedom to explore and experiment to the stage where children can find and understand whatever is required It is required in life. This research is a type of field research that uses a qualitative descriptive approach. The researcher uses data collection techniques made by triangulation (combined), inductive data analysis, and qualitative research results to emphasize meaning rather than generalization. Objects in qualitative research are natural things, so this research method is often referred to as the natural method. The impact of center-based integrative thematic learning on the development of creative attitudes for early childhood in this school is evident from the creativity that appears in the different play activities in each center. Besides the teacher, of course, the role of parents and the family is also important to create a comfortable and safe learning environment, always trying to understand the child's personality, knowing what the child wants.</p><p><strong>Keywords</strong><span>: Arabic language</span><strong>, </strong><span>children, integrative the </span></p><p> </p>

Safety and Belonging in the Field: A Checklist for Educators

Ensuring taught fieldwork is a positive, generative, collective, and valuable experience for all participants requires considerations beyond course content. To guarantee safety and belonging, participants’ identities (backgrounds and protected characteristics) must be considered as a part of fieldwork planning and implementation. Furthermore, getting fieldwork right is an important step in disrupting the ongoing cycle of exclusion of participants from marginalised demographics. This document aims to provide those involved in field teaching in Geography, Earth, and Environmental Sciences (GEES) disciplines with a brief overview about how identity affects experiences of taught fieldwork, as well as some general tips and a practical checklist for creating a safe learning environment for all staff, demonstrators, and students in the field.