Search Results (16)

In the swimming context, practitioners show difficulties in learning its basic skills, and the emotional factor seems to be one of the triggers for these complications, with “fear” standing out as one of the most studied emotions due to its cognitive reactive nature associated with survival mechanisms. This emotional response can hinder the learning process in swimming, potentially leading to disengagement or dropout. The present study aimed to analyze the causes that lead to fear of the aquatic environment, its effects on learning swimming, and how swimming coaches can intervene to help overcome this fear. Direct observation was used to capture the individuals’ perception of the degree of fear. Subsequently, semi-structured interviews were conducted to analyze an intervention aimed at reducing the fear of water, followed by a corresponding content analysis. The fear of water is commonly associated with anxiety, panic, and muscle tension. The role of the swimming instructor is crucial, as their teaching approach significantly influences the swimmer’s emotional response, particularly in fostering a sense of security. The use of playful activities proves effective in helping children adapt, overcoming the limitations posed by the fear of water. Recognizing students’ fears allows instructors to structure swimming lessons effectively, helping students overcome their emotional barriers. Therefore, introducing children to the aquatic environment at an early age contributes to this goal. Full article

E-learning offers sustainable opportunities for university students by improving educational accessibility and inclusion; however, research exploring learning engagement to ensure continuous learning quality from the perspective of presence remains limited, especially concerning spatial presence and its combined effects with social presence. The purpose of this study is to investigate how social presence and spatial presence interact to predict learning engagement in sustainable e-learning, as well as to determine whether perceived enjoyment mediates these relationships. A total of 442 Chinese university students participated in a self-report survey. Partial least squares structural equation modeling (PLS-SEM) was used to test the conceptual model, indicating that both social presence and spatial presence play a significant positive role in e-learning engagement, with perceived enjoyment confirming its positive role as an important partial mediator. The findings make contributions to empirical research on learning engagement by optimizing presence-related factors and positive emotions in sustainable e-learning. The implications suggest that instructors and platform providers can enhance engagement by improving social presence, spatial presence, and perceived enjoyment, as outlined in the proposed solution model “social presence and spatial presence → perceived enjoyment → learning engagement”. However, due to limitations such as self-reported data, a cross-sectional study design, and cultural context, future research could incorporate behavioral data, longitudinal studies, and explore responses from diverse cultural backgrounds. Full article

This study explored the integration of emotional intelligence (EI) with artificial intelligence (AI) to address emerging challenges in architectural education. An AI-supported teaching model was developed, utilizing AI tools to assess students’ emotional responses and enabling educators to adapt teaching strategies based on emotional data. This study employed a three-phase methodology: theoretical, analytical, and experimental phases. The theoretical phase involved a comprehensive literature review focusing on the role of EI in architectural education. In the analytical phase, a survey was conducted to evaluate students’ ability to overcome learning challenges using a case study from an Egyptian university. The experimental phase implemented an EI-driven teaching approach with a pilot group of students, incorporating instructor feedback and ChatGPT-4O for assessments in order to minimize potential bias. The results demonstrate that integrating EI into education significantly enhances students’ performance compared to traditional teaching methods. Furthermore, the findings contribute to the development of an AI-based model that provides personalized feedback and fosters a dynamic learning environment, aiming to achieve higher academic and behavioral standards among architecture students. This research offers theoretical and practical insights into advancing the integration of AI and EI in architectural education. Full article

The need for social sustainability through education is greater than ever. Despite numerous studies on this topic, there is still a gap in the research on the role and contribution of public higher education instructors in social sustainability. To address this, the researchers of this study conducted a study on the contributions of instructors in public higher education to social sustainability in Ethiopia. The study aimed to provide evidence for policy briefs and guide public universities. A quantitative method was employed, and the reliability of the structured questionnaire was tested using Cronbach’s alpha. The data were analyzed by descriptive and inferential statistics. The findings revealed that 62.9% of instructors contributed to social sustainability, with significant predictors identified at 5%. Research and applied university instructors were 3.36 and 2.20 times more likely, respectively, to contribute compared to comprehensive universities. Furthermore, the results indicated that females were 0.64 times less likely to participate compared to males. Instructors who were optimistic about research implementation were 4.9 times more likely to engage, and those indicating “probably yes” were 18.5 times more likely as compared to the reference category. Educators involved in multiple roles were 0.13 times less likely to contribute than those focused solely on teaching. Ethiopia’s Ministry of Education and university leaders should support female teachers and master’s-level faculty at applied and comprehensive universities. Full article

The onset of the COVID-19 pandemic has compelled a swift transformation in higher-education methodologies, particularly in the domain of course modality. This study highlights the potential for artificial intelligence and machine learning to improve decision-making in advanced engineering education. We focus on the potential for large existing datasets to align institutional decisions with student and faculty preferences in the face of rapid changes in instructional approaches prompted by the COVID-19 pandemic. To ascertain the preferences of students and instructors regarding class modalities across various courses, we utilized the Cognitive Process-Embedded Systems and e-learning conceptual framework. This framework effectively delineates the task execution process within the scope of technology-enhanced learning environments for both students and instructors. This study was conducted in seven Iranian universities and their STEM departments, examining their preferences for different learning styles. After analyzing the variables by different feature selection methods, we used three ML methods—decision trees, support vector machines, and random forest—for comparative analysis. The results demonstrated the high performance of the RF model in predicting curriculum style preferences, making it a powerful decision-making tool in the evolving post-COVID-19 educational landscape. This study not only demonstrates the effectiveness of ML in predicting educational preferences but also contributes to understanding the role of self-regulated learning in educational policy and decision-making in higher education. Full article

Extended Reality (XR), an umbrella term for Augmented Reality (AR), Mixed Reality (MR), and Virtual Reality (VR) technology, has the potential to enhance experiential learning and to close educational gaps, but the implementation of XR in higher education requires the competency of instructors, as well as guidance. In the fields of design (architecture, landscape architecture, interior design, urban planning, etc.), XR brings exciting opportunities to students for design visualization and presentation. However, how the XR-based immersive experience may supplement design learning is relatively underexplored and under-researched. This study investigates the role of co-created (with learners) VR modules in landscape architecture education, with a specific focus on landscape construction through an exercise focused on the construction detail of the iconic benches in the High Line Park (NY). This study aims to delineate the pedagogical possibilities and challenges of the implementation of XR in landscape architecture (LA) curricula, thereby offering LA educators actionable insights and frameworks for utilizing the new learning tools. Implementing a mixed methods approach, this research engaged undergraduate students (n = 16) to assess the pedagogical value of XR among five types of instructional modes—lectures, hand sketching, 2D drawing, 3D modeling, and a fully immersive co-created VR experience showcasing students’ work. A focus group discussion with graduate students (n = 7) provided additional qualitative insights. The results indicate that, while all instructional materials were received positively, the 3D modeling was rated most effective in the learning process by the students, due to its versatility as a foundation and its overlap/integration with the other instructional modes e.g., hand sketching, 2D drawing, and VR creation. Although VR-aided teaching creates an immersive learning experience allowing learners to gain a clearer understanding of the learning topics, positioning it primarily as a visualization/presentation tool may limit its utility. This study concludes that repositioning VR at different stages of the educational framework may result in enhanced engagement and, by extension, improve its pedagogical effectiveness. These findings contribute to the ongoing discourse on the optimal integration of emerging XR tools and technology in LA education and other design disciplines and afford new avenues for future research. Full article

Visual representations are essential to scientific research and teaching, playing a role in conceptual understanding, knowledge generation, and the communication of discovery and change. Undergraduate students are expected to interpret, use, and create visual representations so they can make their thinking explicit when engaging in discourse with the scientific community. Despite the importance of visualization in the biosciences, students often learn visualization skills in an ad hoc fashion without a clear framework. We used a mixed-methods sequential explanatory study design to explore and assess the pedagogical needs of undergraduate biology students (n = 53), instructors (n = 13), and teaching assistants (n = 8) in visual science communication education. Key themes were identified using inductive grounded theory methods. We found that extrinsic motivations, namely time, financial resources, and grading practices, contribute to a lack of guidance, support, and structure as well as ambiguous expectations and standards perceived by students and instructors. Biology and science visualization instructors cite visual communication assessments as a way of developing and evaluating students’ higher-order thinking skills in addition to their communication competencies. An output of this research, the development of a learning module, the Visual Science Communication Toolkit, is discussed along with design considerations for developing resources for visual science communication education. Full article

Extensive studies have indicated that real-life project-based learning through industry involvement in capstone design courses provides benefits to students, faculty, and industry practitioners. This paper presents the contributions of industry participants to student experiential and project-based learning in the civil and environmental engineering senior design courses at Florida Gulf Coast University (FGCU). Surveys were conducted to obtain insights into the contributions of industry involvement in the capstone design course from the perspectives of both students and practitioners. Practitioners have been involved in various roles, including project mentors for capstone design projects and/or judges for students’ capstone design project presentations. Practitioners, through the students, are provided with new ways of looking at and solving problems. Practitioners, through their involvement, provide valuable feedback to the faculty and students that enriches the overall experience gained in the capstone design course. This feedback helps improve student performance on their projects and provides them with additional tools to carry forward into their engineering careers. However, there was a gap in perception between students and practitioners with regard to the benefits of industry involvement. This paper also describes two successful capstone design projects and culminates success drivers from the reflection of instructors teaching these courses. The results of this study have substantial implications for faculty teaching these courses. They showed what students did well and pinpointed areas for improvement through the lens of industry practitioners. Full article

Paternal factors play an important role in embryonic morphogenesis and contribute to sexual dimorphism in development. To assess the effect of paternal DNA on sexual dimorphism of embryonic genome activation, we compared X and Y sperm and different sexes of embryos before sex determination. Through transcriptome sequencing (RNA-seq) and whole-genome bisulfite sequencing (WGBS) of X and Y sperm, we found a big proportion of upregulated genes in Y sperm, supported by the observation that genome-wide DNA methylation level is slightly lower than in X sperm. Cytokine–cytokine receptor interaction, TGF-beta, and toll-like receptor pathways play important roles in spermatogenesis. Through whole-genome re-sequencing (WGRS) of parental fish and RNA-seq of five early embryonic stages, we found the low-blastocyst time point is a key to maternal transcriptome degradation and zygotic genome activation. Generally, sexual differences emerged from the bud stage. Moreover, through integrated analysis of paternal SNPs and gene expression, we evaluated the influence of paternal inheritance on sexual dimorphism of genome activation. Besides, we screened out gata6 and ddx5 as potential instructors for early sex determination and gonad development in yellow catfish. This work is meaningful for revealing the molecular mechanisms of sex determination and sexual dimorphism of fish species. Full article

At a time when pandemics such as the novel coronavirus (COVID-19) spread rapidly, the deployment of online education is essential. However, to successfully leverage online education in such times, it is important to investigate learners’ motivations and beliefs about online education and associated barriers as well as the role of religious and social values. To investigate these motivations and beliefs, this study included semi-structured interviews with 10 female undergraduate students. These interviews explored the perceptions of students with regard to their engagement with online learning and assessment amid the COVID-19 pandemic in Saudi Arabia’s higher education system. The findings indicate that the challenges linked to the sudden shift in learning mode and changes in assessment techniques impacted students’ engagement with learning and assessment. The findings also indicate that personal challenges decreased the willingness of students to learn online, but that their beliefs about learning online were improved by the quality of online learning. The study identified that one of the most important elements of improving beliefs about online learning is open communication between students and instructors, as this contributes to shared understanding and acceptance. The results are presented and discussed in connection with current literature, research implications, and future directions. Full article

Thanks to the drastic proliferation of the Internet, e-learning has been recognized as an effective medium for various kinds of aggressive learners. However, due to the deficiencies of tutoring and guiding functionalities in current learning platforms, casual learners may deviate from the original course direction with frustration, when confronting inflexible course materials and fixed learning models. In the post-COVID-19 era, we believe that the most important functionality for a personal learning environment (PLE) to offer is a course recommendation process which adaptively provides a versatile course combination scheme for different learners from different perspectives. In this paper, we propose a flexible framework for users to customize their e-learning environment based on a two-stage Analytical Hierarchical Processing (AHP) structure for building adaptive course portfolios, which adaptively provides a versatile course scheme for different learners. The main objective of our framework is to transform a learner from a role of passively accepting the course content organized by instructors, into another role of proactively selecting the courses and contributing their knowledge to continuously improve the learning platform. We believe the approach proposed is a versatile way for supporting various challenges for the next generation of personal e-learning environment. Full article

This study examined the relationship between social cohesion and the perceived interest in, the usefulness of, and the ease of use of an instructor-based driver assistance system in a sample of older adults. With the aging of the population, the use of technologies to support the driving skills of the elderly is expected, and it is necessary to clarify the conditions under which the elderly will be interested in these advanced technologies. Traditionally, social cohesion has been focused on as a function of instrumental and practical support in the lives of the elderly. Since social cohesion reflects the intention to help each other, it could be an opportunity to provide information on advanced driving skill techniques to older people who are becoming more difficult to drive. As an initial exploration, this study examined whether social cohesion was associated with the interest in, the usefulness of, and the ease of use of an instructor-based driver assistance system in 150 elderly people. The results showed that a greater social cohesion was significantly associated with these evaluations, and that a comprehension of the system also contributed. The possession of a license was significantly associated with interest in the program. These findings are an essential step toward the understanding of the roles of social cohesion and positive perception of advanced technology in older adults. Full article

In recent decades, increasing emphasis has been placed on the role of universities in ensuring inclusive and equitable quality education. Higher education strategies such as critical feminist service-learning (CFSL) can help achieve true university-community engagement to achieve social good while allowing students to develop academic competencies, values, and social responsibility. This study analyzes the impact of a university physical activity–based CFSL project implemented at a woman’s prison. The study combined quantitative and qualitative research methods. Eighty-one students (24 women and 57 men) participated in the project over the 3 years in which it was run (2017–2018, 2018–2019, and 2019-2020). Aspects related to the four principles of CFSL were analyzed using data collected from questionnaires and reflective learning journals completed by the students and a semi-structured interview with the prison sports instructor. Our findings show that participating in the project brought about significant changes in students’ beliefs and preconceptions about prisons, and helped them to develop their critical awareness. They also show that the project strengthened the collaborative relationship between the establishments and agents involved. In conclusion, CFSL is a powerful higher education strategy that can be used to show future educators and practitioners how sport and physical activity can drive social justice and contribute to the achievement of the United Nation’s 2030 Sustainable Development Goals. Full article

The educational journey in postgraduate programs is linked to the actors, processes and results, setting the tone for different approaches from the perspective of characterization, development and evaluation. It is summarized in a sequential manner in four stages: entry to the program, progress within the program, and the final educational stretch, where the instructor/tutor plays an important part and obtaining the diploma or degree. The goal of this research was to evaluate, using the students’ perceptions, formative experiences as a result of their academic journey in postgraduate programs within education in Northern Mexico. We have used a case study based on the focus groups technique, applied to a sample of cases comprised of students enrolled in their final educational stage. The information was analyzed using inductive data analysis. The main results were grouped into three meta categories: (1) development of professional skills for the successful design of the intervention proposal, which unfolded into four categories; (2) the role of the tutor during the formative process, consisting of four analysis categories and (3) contributions of the teaching staff in their profession, consisting of two categories. These trends also evidence the formative abundance in the personal, academic and social training context of the students. Full article

In the context of phosphorus as a finite resource and the unsustainable character of current sanitation in Europe, this paper examined social factors in a technological transition towards sustainable sanitation. The evaluation is based on the idea of cognitive, structural, and technological fixes to achieve environmental protection. The cognitive fix has been evaluated through literature and a European-wide survey with universities that offer civil and environmental engineering programs. Contrary to an initial hypothesis, ecological sanitation and nutrient recycling are taught by the majority (66%) of responding programs. There are, however, local differences in terms of context and detail of the education. The main impediments for teaching were identified as academic resources (especially in Belgium, Germany and Denmark) and the technological status quo (Ireland, Italy, Spain and some programs of the United Kingdom). Instructors’ personal commitment and experience was evaluated to be a key factor for an extensive coverage of sustainable sanitation in higher education programs. The role of higher education has a critical role to play in changing sanitation practices, given the unique professional developmental stage of students and the potential for a cognitive fix to contribute to meaningful change. Full article