Science students perceptions of the learning environment in Science degree programs

Aslam, Sarfraz; Saleem, Atif; Hali, Ali Usman; Akram, Huma

doi:10.17485/ijst/v13i38.1294

Cited by 3 publications

(2 citation statements)

References 26 publications

(47 reference statements)

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“…Problem-based learning or team-based learning has been found to improve learning outcomes ( Clark, 2006 ; Yew & Goh, 2016 ), and student motivation and understanding ( Chang, 2016 ). There is a need for a student support system to enhance the learning environment ( Aslam et al, 2020 ). In a lockdown environment, medical institutions must launch external resources and training initiatives such as Osmosis and BiteMedicine.…”

Section: Discussionmentioning

confidence: 99%

Experiences of international medical students enrolled in Chinese medical institutions towards online teaching during the COVID-19 pandemic

Aslam

Akram

Saleem

et al. 2021

PeerJ

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Introduction . The COVID-19 pandemic has forced the world to pause. One hundred and eighty-eight countries have imposed countrywide school closures, affecting more than 1.5 billion children and youths. The majority of academic leaders are currently encouraging online education to resolve this crisis. This study aimed to investigate international medical students’ (IMS) experiences of online teaching during the COVID-19 pandemic. Methods Data were collected online using a validated questionnaire and one open-ended question, presented on the Google forms platform. The study attracted responses from 1,107 IMS volunteer participants. IBM SPSS v. 25, GraphPad Prism v. 9, and MindManager v. 2018 were used for data analysis. All variables were subjected to descriptive statistical analysis. The Mann–Whitney U test was used in subgroup analysis and the Kruskal-Wallis test was also applied for year-wise comparisons. Open-ended text responses were analyzed qualitatively, extracting themes by which responses were classified. Results Among 1,107 respondents, a total of 67.8% were males, and the majority (63.1%) of the IMS were in the age group of 21–23 years. The results show that more than half of the respondents reported their Internet connection quality as poor to average. Poor Internet connection severely affected IMS online learning experience. Persistent and recurrent issues with Internet access became a significant concern for IMS. Lack of electricity is one of the factors that can contribute to poor learning output and dissatisfaction with online teaching. IMS perceive online medical education as unhelpful in several phases of the training, such as improving their clinical skills, knowledge, and discussion skills. Conclusions During these unprecedented periods, online teaching has allowed medical education to continue. However, IMS are generally dissatisfied with online teaching. Medical students must visualize the human body, so supportive technologies are important to compensate for the lack of clinical practices. Medical institutions may need to invest in faculty training programs and continually adjust to enhance the content of online training and international partnerships. A switch from conventional face-to-face teaching to a fully functional virtual education framework in the medical education field will take time and experience.

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Section: Discussionmentioning

confidence: 99%

Experiences of international medical students enrolled in Chinese medical institutions towards online teaching during the COVID-19 pandemic

Aslam

Akram

Saleem

et al. 2021

PeerJ

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“…Student methods of learning assessment include homework checking, tests, exams, and all relevant evaluation techniques, recognized as monitoring and evaluation [35][36][37]. A secure, stable, pleasant, and reasonable classroom atmosphere and discipline are maintained for effective learning and adequate and convenient communication [36,38].…”

Section: Teacher Job Performance Standardsmentioning

confidence: 99%

Spotlight on Leadership Path-Goal Theory Silos in Practice to Improve and Sustain Job-Oriented Development: Evidence from Education Sector

et al. 2021

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Sustainable development is a process occurring on several levels, which placed the expectations on educational institutions, especially secondary schools, change radically. Schools, therefore, are gradually likely to emphasize enhanced and sustainable teaching practices under the agenda of the United Nations 2030, sustainable future. Hence, the job-oriented development of teachers is a critical factor of the school leadership mechanism. Considering this, the present empirical research was designed to study the mechanism of path-goal theory (PGT) to sustain teachers’ job-oriented development in private secondary schools in Pakistan. The viewpoint of teachers, whose job performance is ultimately affected by the school leadership behavior and who perform the job at the front line in schools, was taken on board for the investigation. A total of 2469 secondary school teachers from 785 private secondary schools participated in the present study. Confirmatory factor analysis, t-test, Pearson correlation, and path analysis structural equation modeling analytics were mainly involved in the data analysis. Overall, the findings substantiated the constructive PGT mechanism, especially indicating that directive leadership is the most influential and effective leadership behavior in complex tasks, including when teachers are inexperienced. Moreover, the helpful role of supportive leadership and achievement-oriented leadership behaviors backs up the directive behavior. Although participative leadership behavior was problematic in the studied schools, it should be constructively adopted, as it was found to be a statistically significant predictor. Therefore, training programs for school leaders with good experience in participatory leadership functions can be productive for long-term teachers’ motivation. The literature shows that several secondary school teachers still perform poorly because of inadequate leadership, and the viewpoint of teachers on PGT was ignored in earlier studies. Hence, there was a dire need to conduct this research to address these concerns, especially in the non-Western, Asian context. In addition to pioneering academic research on leadership PGT in the secondary school context, the PGT elements were investigated, including teachers’ extrinsic and intrinsic motivation for the first time, adding new understanding about the theory.

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Research trends on learning environment in science education

Ibragimov,

Murkshtis,

Zaitseva

et al. 2023

EURASIA J Math Sci Tech Ed

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The bibliometric approach examines the science education learning environment by analyzing annual counts, keywords, most cited authors, institutions, funding agencies, and leading journals. 133 articles were indexed in Scopus Database through the use of learning environment and science education keywords from 1989 to 2022. By analyzing the quality and quantity of changes. The focus of the study was to discover patterns in the learning environment of science education publications in Scopus Database. The most commonly used keywords are science education, learning environment(s) and computer science education from the bibliometric analysis. Released in 2021, the study showed that the learning environment in science education was introduced in 1989. A trend of fluctuating distribution regarding articles has been observed. Proposals for future research on the learning environment in science education are made by this study, which takes a global approach.

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Science students perceptions of the learning environment in Science degree programs

Cited by 3 publications

References 26 publications

Experiences of international medical students enrolled in Chinese medical institutions towards online teaching during the COVID-19 pandemic

Experiences of international medical students enrolled in Chinese medical institutions towards online teaching during the COVID-19 pandemic

Spotlight on Leadership Path-Goal Theory Silos in Practice to Improve and Sustain Job-Oriented Development: Evidence from Education Sector

Research trends on learning environment in science education

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