Assuring a Short-term Research Abroad Activity is an Educative Experience: Avoiding the Boondoggle | Chapter 6 | Language, Literature and Education: Research Updates Vol. 6

 

Background: Student learning outcomes (SLOs) are typically written and decided upon by faculty in institutions at a high level and do not change rapidly or often. In contrast, the pace of globalisation, cultural knowledge, trade agreements, regional political stabilities, technology and population growth change constantly and, sometimes, at breathtaking speeds.

 

Purpose: At Embry-Riddle Aeronautical University, an annual short-term, research abroad non-credit program was created in 2012 as a core component of the undergraduate research initiative that achieves learning outcomes in a meaningful way. The paper aims to discuss this issue.

 

Design/Methodology/Approach: In order to describe and analyse the short-term research abroad activity, an instrumental case study design was created. The instrumental case study was chosen as a means of allowing the facilitators/authors to communicate how they attempted to ensure that the program was educative. In order to determine if the program was, in fact, educational and that it met its goal of being an effective research experience, the authors utilised two additional research methods. The first was a document analysis of the participant’s research artefacts. Each participant was required to communicate their findings by writing a paper that was submitted for publication to an applicable research journal.

 

Findings: The study found that an experiential education as a pedagogical framework coupled with a short-term research abroad activity can lead to a substantive educative experience, where the authors described and analyzed attempts to ensure that the short-term research abroad program was educative, it also describes the educational assessment findings which describe what was found when the authors tested whether they, in fact, met this goal.

 

Research limitations/Implications: During the design phase of the short-term research abroad program, the authors turned to experiential education as a principle for how they would ensure that the program was grounded in an acceptable educational theory. Experiential education is a widely accepted educational practice used in experiences such as co-ops and internships, study abroad, undergraduate research and service learning.

 

Practical Implications: To frame the short-term cultural research abroad program as something from which students could learn, the authors utilised the National Society of Experiential Education’s (2013) list of eight principles of good practice. In order to safeguard that an activity is educative, an assessment or an evaluation of a demonstrative artefact is essential. In assessing the final artefact against a rubric or some other non-biased or less biased criteria, an educator can ensure that the student has gained new knowledge in the form of student learning outcomes (SLOs). In addition, the educator can use the results of this assessment to modify many different aspects of the experience, ranging from the timing, the modality, the pre-work, and even the learning outcomes themselves.

 

Social Implications: As the need for global citizenship and a globally developed workforce increases, the need for variants of the traditional semester abroad study will increase. While this study did set out to research the attainment of a meaningful study abroad experience based on duration, it did confirm that students did successfully attain SLOs in a structured, non-credit, short-term study abroad experience. Given the financial and curriculum inflexibility of some students, Universities and faculty could achieve attainment of research-based, program-agnostic SLOs by offering short-term study abroad alternatives to the traditional semester or year-long experiences. With graduates looking to enter the job market where businesses are more globalised and executives’ recognition of a need for more international experience, carefully constructed short-term study abroad programs are meaningful avenues to build those credentials.

 

Originality/Value: Such offerings can be constructed as customised experiences to achieve highly integrated skills across all degree programs.

 

Author(s) Details

Kelly George
Department of Social Sciences and Economics, Embry-Riddle Aeronautical University, Daytona Beach, Florida, USA.

 

Aaron Clevenger
Department of International Programs, Embry-Riddle Aeronautical University, Daytona Beach, Florida, USA.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v6/2180

Simulation Based Learning: Bridging Theory and Practice | Chapter 4 | Medical Science: Recent Advances and Applications Vol. 6

Simulation-based education offers an innovative method for replicating real-life situations with adequate realism to meet targeted learning outcomes, all while ensuring safety for both learners and patients. Originally utilized in high-risk fields such as aviation, defence and nuclear energy, simulation has now become integral to healthcare and other professional sectors. It promotes active, experiential learning through repeated practice, real-time feedback, and reflective evaluation. The objective is to highlight the importance of incorporation of Simulation-based learning strategies, to underline the types of systems available at our disposal for the same and to identify the processes involved in the path of implementation of such innovations in Medical Education. Simulators stand to impact Medical Education by improving exposure to real-life scenarios and their management among the trainees as well as they may also serve to improve the hands-on skills of the trainees while dealing with such situations in real life, ultimately improving the efficiency of healthcare delivery in terms of time and quality both. Simulators are categorised by type and fidelity, each addressing different training objectives. Successful simulation design depends on well-defined goals, authentic scenarios, integrated feedback, and alignment with curricular needs. Its implementation demands institutional commitment, educator training, and a phased approach. In conclusion, simulation strengthens skill acquisition, knowledge retention, and learner confidence within a risk-free, interactive learning environment and should be considered as an adjunct learning tool for efficient communication of medical knowledge.

 

Author (s) Details

Anita Kumari
Department of Physiology, All India Institute of Medical Sciences (AIIMS), Deoghar, Jharkhand, India.

 

Abhimanyu Ganguly
Department of Physiology, All India Institute of Medical Sciences (AIIMS), Deoghar, Jharkhand, India.

 

Amita Kumari
Department of Physiology, All India Institute of Medical Sciences (AIIMS), Deoghar, Jharkhand, India.

 

Himel Mondal
Department of Physiology, All India Institute of Medical Sciences (AIIMS), Deoghar, Jharkhand, India.

 

Sanjeet Kumar Singh
Department of Pathology, All India Institute of Medical Sciences (AIIMS), Deoghar, Jharkhand, India.

 

 

Please see the book here:- https://doi.org/10.9734/bpi/msraa/v6/5634

Prioritisation of the Practical Component of Higher Education Entrepreneurship Education | Chapter 2 | Contemporary Research in Business, Management and Economics Vol. 8

 

Entrepreneurship is globally accepted as a critical component of national and local development. Research has become increasingly interested in the various ways in which entrepreneurial activity can be realized. This study was formulated to explore the perspectives of students of entrepreneurship at a selected University on the prioritization of the practical component in their studies. The prioritisation of the practical component of entrepreneurial education was deemed to be important in enhancing the transition of entrepreneurial intentions to real entrepreneurial activity. The specific study question was: How can the practical component of the entrepreneurship course be effectively implemented for entrepreneurial intentions to become real entrepreneurship practice among graduates? The study adopted a focus group discussion technique for data collection involving fourteen (14) students of entrepreneurship in their final year. The results showed that the students felt there was a need to shift from classroom-based teaching to a more practically oriented and industry-linked form of entrepreneurship education. The students also suggested the relevance of blending practical activities with entrepreneurship theory or starting entrepreneurship education with practicals for the learners to realize the value of hands-on activities early. The results of the study also indicated the need for contextually relevant entrepreneurial education that is based on the ubuntu principle of African societies. Students felt entrepreneurship education should strengthen such attitudes as resilience, hard work and perseverance which the learners acquired early in their families.

 

Author(s)details:-

 

Nteboheng Patricia Mefi
Department of Administration and Information Management, Walter Sisulu University, South Africa.

 

Samson Nambei Asoba
Department of Administration and Information Management, Walter Sisulu University, South Africa.

 

Please See the book here :- https://doi.org/10.9734/bpi/crbme/v8/8110E

Creating an Interactive Model for Simulation-Based Learning Environments | Chapter 5 | Progress in Language, Literature and Education Research Vol. 6

The purposes of this paper are to explore some of the important characteristics of the key elements of simulation and debriefing learning and expand our understanding of the critical interactions between these elements by introducing an Active Engagement Model to be used as a framework for creating a simulation learning environment (SLE) that fosters learner active engagement.

A major learning methodology in healthcare education that is quickly gaining traction is simulation. The special qualities of simulation learning assist students strengthen their clinical reasoning abilities and, more significantly, provide a bridge between the classroom and real patient care. Learner active engagement is a critical requirement for effective learning during simulation and debriefing, which tasks educators to design simulation learning environments that foster learner active engagement. To foster learner active engagement, the educator and the learner must develop a dyadic relationship of trust, openness, sharing, and safety. The formation of this dyadic relationship implies that the learner has engaged in the learning environment. Educators should also understand the difference between a challenging environment and one that is perceived as threatening. A challenging environment is one where the learner has multiple opportunities to make critical decisions. The simulation literature lacks significant discussion of how the elements of the simulation learning environment can be used to create a learning environment that encourages active engagement in the learning process. From the information gathered through a literature search in CINHAHL, PubMed, and Psychology and Behavioral Sciences databases, this article describes the critical elements of effective simulation learning. The educator/learner dyad is the functional entity of the paradigm, and it is made up of three components: the learner, the educator, and the environment. These components must work together effectively. After the teacher-student pair is established, every component of the model works together to create a productive virtual learning environment.

Author(s) Details:

Rodney Fisher,
College of Health Sciences, Nurse Anesthesia Program, Midwestern University, Glendale, Arizona, United States.

Please see the link here: https://stm.bookpi.org/PLLER-V6/article/view/13600

Professional Training of New Farmers: The Case of Students of the American Farm School’s Private Vocational Training Institute | Chapter 3 | Emerging Issues in Agricultural Sciences Vol. 9

 The aim of this study is to gain more about how young producers perceive differing aspects of vocational instruction as they relate to American Farm School students registered in the Vocational Training Institute (VTI). The intent of vocational instruction is to prepare graduates for careers as technologists, craftspeople, or tradesmen. Another habit to think about vocational instruction is as the kind of education that is to say given to a person in consideration of provide them accompanying the required abilities for gainful work or self-employment. Processed dossier arriving from specially planned Likert level questions revealed that young farmer scholars find it absolutely necessary to take part in training programs ruled by experiential learning methods, while recognizing that these processes are linked to their information and skill improvement for cultivating a firm future professional consignment in the agrofood sector. To that longer, experiential education applications would subsequently assist program members to cultivate and grow a better understanding for novelty, which undoubtedly influence the path of agribusiness investment sustainability. Although current social sectorial progress has taken important steps ahead, seems that still not being acceptable in terms of competitiveness. However, there has expected always tension to evenly execute such patterns of professional experiential knowledge from specialized educational arrangements to concretely reach out bigger levels of improvement in rural happening alongside with other main eminent and specific factors.

Author(s) Details:

Anna Papakonstantinou,
School of Professional Education, American Farm School - Perrotis College, Thessaloniki, Greece.

Marios Koutsoukos,
School of Pedagogical and Technological Education, 16 Al. Papanastasiou, 546 39 Thessaloniki, Greece.

Konstantinos Zoukidis,
School of Professional Education, American Farm School - Perrotis College, Thessaloniki, Greece.

Evangelos Vergos,
School of Professional Education, American Farm School - Perrotis College, Thessaloniki, Greece.

Please see the link here: https://stm.bookpi.org/EIAS-V9/article/view/12319

Designing Bioclimatic Buildings to Minimize Energy Consumption: A Study on the Role of Education | Chapter 11 | New Approaches in Engineering Research Vol. 8

Environmental pollution caused by over-consumption of conventional forms of energy, with the building sector leading the way, is one of the major issues that humanity is dealing with today, resulting in a change in the climate and nature, as well as a threat to the lives of people, animals, and plants. The realization of the need to reduce energy use has resulted in an effort to improve building energy performance through the use of bioclimatic architecture principles. The goal is to provide thermal comfort for building occupants by taking use of the favorable climatic conditions in each location. Its goal is to use renewable, non-depletable energy sources such as the sun and air. It necessitates, in particular, the commitment of solar radiation and protection from cold winds in the winter and the utilisation of cool winds in the summer, as well as protection from the sun's scorching rays. In this article, we take into account the fact that, in Greece, sustainability has only lately began to concern the country's populace and administrations. As a result of the Greeks' disinterest or ignorance in questions of sustainability, the majority of the country's building stock is unsustainable, overconsuming structures. The goal of this research is to see how Greece can deal with this negative situation in terms of sustainability by proposing ways to educate students, professionals/engineers, and building users about environmental issues while also emphasising the many benefits of bioclimatic planning for the environment and the economy. The rule, not the exception, should be bioclimatic architecture.

 

Author (S) Details

Sofia Giannarou
Department of Forestry and Management of the Environment and Natural Resources, Democritus University of Thrace, 193 Pantazidou Street, 68 200, Orestiada, Greece.

Michael Tsatiris
Department of Forestry and Management of the Environment and Natural Resources, Democritus University of Thrace, 193 Pantazidou Street, 68 200, Orestiada, Greece.

View Book :- https://stm.bookpi.org/NAER-V8/article/view/4345