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BACKGROUND: The flipped classroom (FC) method is becoming increasingly popular in China's nursing education. It is an important breakthrough improvement in the quality of learning in nursing education reforms. PURPOSE: This study aimed to determine the effects of blended task-oriented flipped classroom (TFC) on nursing students undertaking the Fundamentals of Nursing course. METHODS: A pre-and post-test quasi-experimental design was adopted. This study was conducted in the Autumn semester, 2021 academic year in a Chinese university. Using cluster sampling technique, this study enrolled second-year undergraduate nursing students from six classess who were studying Fundamentals of Nursing course. A blended TFC was developed and implemented with three classes (experimental group: n = 152). In-class traditional lectures were applied to the other three classes (control group: n = 151). The Self-Directed Learning Instrument, Problem-Solving Inventory, and California Critical Thinking Disposition Inventory were used to evaluate students' learning outcomes, and final examinations were conducted at the end of after course. In addition, students in the flipped classroom group were required to answer five open-ended questions concerning their flipped classroom learning experiences. RESULTS: Students in the experimental group showed significant improvement in academic performance compared to those in the control group (p = 0.001). Considering total scale and factors, students in the experimental grouped recorded significantly higher scores in self-directed learning ability, problem-solving skills, and critical thinking ability compared to those in the control group (p < 0.05). Furthermore, improved abilities and skills such as team cooperation, communication, presentation, identifying /solving clinical problems, and accountability were reported. CONCLUSION: A blended TFC teaching approach positively impacted students' core competencies and improved learning outcomes in the Fundamentals of Nursing course.

Scholarly literature and non-scholarly news sources have highlighted stressors in higher education. The rigor of occupational therapy education can compound student stress. Although the profession recognizes these stressors, insufficient literature exists regarding strategies to cope with and manage these sources of stress. This scoping review explored the literature examining stress and the implications for occupational therapy student well-being and coping, and also identified strategies for faculty to support student well-being. Using PRISMA Scoping Review guidelines, a systematic, multi-phase process was used to identify relevant literature. Databases searched included PubMed, CINAHL, PsycInfo, MEDLINE Complete, Web of Science, ERIC, and Education Database. Key search terms included components of well-being and coping. We discuss our scoping review approach to the literature search, data extraction, charting, and analysis. A sample of 15 articles met the inclusion criteria, with 1 article retracted during the analysis phase. The final sample of articles provided information about various components of stress, well-being, and coping. Analysis of these articles revealed the following themes: (1) well-being, (2) personal traits and skills, (3) stress, and (4) supportive pedagogy. Occupational therapy education is rigorous and demanding to ensure students are prepared to provide evidence-based care to their future clients. Although this demanding education may add to student stress, the profession must maintain high standards for patient safety. Results suggest there is an opportunity to support student wellness and learning within content delivery methods. By adjusting pedagogical approaches, instructors can support student wellness and impact learning.

BACKGROUND: The Moodle Learning Management System (LMS) is widely used in online teaching and learning, especially in STEM education. However, educational research on using Moodle is scattered throughout the literature. Therefore, this review aims to summarise this research to assist three sets of stakeholders-educators, researchers, and software developers. It identifies: (a) how and where Moodle has been adopted; (b) what the concerns, trends, and gaps are to lead future research and software development; and (c) innovative and effective methods for improving online teaching and learning.The review used the 4-step PRISMA-P process to identify 155 suitable journal articles from 104 journals in 55 countries published from January 2015 to June 2021. The database search was conducted with Scopus and Web of Science. Insights into the educational use of Moodle were determined through bibliometric analysis with Vosviewer outputs and thematic analysis. RESULTS: This review shows that Moodle is mainly used within University STEM disciplines and effectively improves student performance, satisfaction, and engagement. Moodle is increasingly being used as a platform for adaptive and collaborative learning and used to improve online assessments. The use of Moodle is developing rapidly to address academic integrity, ethics, and security issues to enhance speed and navigation, and incorporate artificial intelligence. CONCLUSION: More qualitative research is required on the use of Moodle, particularly investigating educators' perspectives. Further research is also needed on the use of Moodle in non-STEM and non-tertiary disciplines. Further studies need to incorporate educational theories when designing courses using the Moodle platform.

BACKGROUND: There is an accelerating need for interprofessional education (IPE) in the Public Health field, as healthcare providers become diverse and multi-disciplinary. Public Health students with health education concentration at Qatar University are required to join training sessions in IPE before the start of their field experience, where students are placed in a variety of community-based and clinical settings including, but not limited to, primary healthcare. PURPOSE: The goal of this qualitative research study is to understand health education students' experience in interprofessional care during their field experience in a primary healthcare setting and to highlight the successes and challenges. PATIENTS AND METHODS: Participants were third-year health education students (N = 22) enrolled in the Public Health program at Qatar University who obtained their experiential learning in three different primary health care centers. Students' weekly reports reflecting on primary interprofessional care were included in the analysis for the purpose of this study. Following constant comparative techniques, thematic analysis was conducted on health education students' reports. RESULTS: Interprofessional care was witnessed and practiced by students in teamwork and collaboration for the benefit of the patient, communication among health care professionals and referral process and patient flow. Health education students understood their role in interprofessional care in the fields of behavior change, and patient education and empowerment. However, professionals and patients were not recognizing health educators' role and were not familiar with their contributions to interprofessional care in primary healthcare. Students suggested delivering interprofessional education for health care providers to enhance collaborative teamwork and promote knowledge about the evolving health education field among healthcare providers in Qatar. In addition, they recommended orienting their training supervisors about the goal of IPE-based practice in a primary healthcare setting. CONCLUSION: Interprofessional care was observed and practiced by health education students through collaborative teamwork, communication among health care professionals and management of patient flow. However, they faced challenges during their practice-based IPE. The findings can be tailored towards planning for interprofessional education workshops to boost collaboration progress among health care providers including health educators and supporting professionals interested to implement practice-based IPE in their placement curriculums.

There is no doubt that supervision plays a significant role in doctoral education. Supervisors have a fiduciary responsibility for guiding their supervisees throughout their doctoral research and theses writing journeys. In recent times however, many doctoral education programmes have adopted a collegial support system for doctoral students by introducing students’ research seminars to supplement traditional supervision. Research seminars offer both students and faculty the opportunity to engage in scholarly dialogue aimed at improving the former’s research and thesis. Although such seminars have become commonplace in many doctoral education programmes worldwide, little research exist on students’ perceptions of research seminars in doctoral learning. In this paper, we contribute to the literature by exploring the perceptions of 12 PhD students from a University in Ghana about research seminars and their usefulness in doctoral education. The findings indicate that the students perceived research seminars in doctoral education as spaces evoking manifold purposes—constructive advice; discrediting students’ work; varied views; and “muffling” students’ voices. Furthermore, the students’ perceptions of the usefulness of research seminars in their learning were trifocal in scope—research and thesis writing, presentation skills, and confidence-building. The paper makes some recommendations for improving research seminars in doctoral education for the purpose of enhancing collegial learning.

This study aimed to examine teachers' abilities in organizing, implementing and overcoming obstacles to implementing academic supervision programs to enhance their pedagogical competence. Using observation, interviews, and documentation studies, qualitative methods, and data gathering approaches were utilized for data collection. The subjects of the study were the principals of three high schools in Aceh and the biology professors from each school. The results demonstrated that the planning was developed through conversation with the teacher to identify problems, implementation approaches, and clinical supervision implementers. The program implementation plan incorporates all Education Office personnel, managers, and school principals. However, many teachers still do not understand academic supervision, both in terms of how it is implemented and its function, and there is a lack of supervisors to solve academic supervision problems. However, the implementation of academic supervision is facilitated by the high willingness of teachers to carry out academic supervision and their strong support from the Department of Education

The MBKM student exchange program is conducted in the Department of Educational Management, FIP, State University of Surabaya. The program is implemented online considering the pandemic is still ongoing. This research has a high urgency because it is important to know how the management of MBKM student exchanges during the Covid-19 pandemic, considering that so far student exchanges have been carried out directly or face-to-face before the Covid-19 pandemic. A qualitative approach with the case study method was used in this research. The results showed that student exchange management started from planning, organizing, implementing, to evaluating. The four steps are summarized in seven activities in the management of MBKM student exchange during the pandemic in the Department of Education Management, FIP Unesa, namely: (1) planning; (2) socialization; (3) recruitment; (4) student orientation; (5) student placement; (6) student development; and (7) recording and reporting. This study can be used as recommendations for the implementation of online student exchanges by other universities because it shows the process starting from program planning, organizing, implementing, to evaluation.

This study aims to develop a computer-mediated communication (CMC) competence forecasting model (CMCCFM) based on five well-known machine learning schemes－ linear regression algorithm, M5P algorithm, sequence minimum optimization regression algorithm, convolutional neural network algorithm, and multi-layer perceptron algorithm and learning behavior features collected by a micro-behavior recorder from the learners who used a web-based collaborative problem-based learning (WCPBL) system to perform a problem-solving learning activity. To explore the big data generated from a huge amount of learners’ micro-behaviors as the user behavior features for establishing a good CMCCFM, this study developed the learning micro-behavior classification structure according to the collected data features and the concepts of CMC competence. Additionally, an effective method for constructing a CMCCFM with high correctness and stableness was proposed and examined its forecasting effectiveness. The effects of learning situations on the prediction accuracy of CMCCFM were also explored. Analytical results show that the CMCCFM developed by the five considered machine learning schemes all have good prediction performance to some degree. Among the five considered machine learning schemes, the sequence minimum optimization regression algorithm with the model complexity parameter set to 0.1 has the highest prediction accuracy and stability. The key features that influence the prediction accuracy most are “communication behavior” and “communication objective.” Moreover, the development of the CMCCFM must consider the learning situations and learners’ traits, such as discussion trait and familiar degree with the problem-solving subject, because those would affect the prediction accuracy of the developed CMCCFM.

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