The Portrait of Social Media on Students’ Lifestyle and Education Culture

Technological advancements bring about changes in people's lives, particularly in lifestyle and educational culture. This study aims to examine the impact of social media on the lifestyle and culture of IAIN Metro Lampung students. The sampling technique employed was random sampling which determined 147 students. A closed-ended questionnaire with a Likert scale was utilized as the instrument, then graded based on the percentage scale. The study reveals that social media has a varying degree of effects on IAIN Metro Lampung students' lifestyle and educational culture changes. The influence of social media, lifestyle, and educational culture has more than 10 percent. Social media presents both positive and harmful consequences. Recommendations for the next researcher are to investigate the overcome the negative impacts created by lifestyle and educational culture changes as the impacts of social media.

Cultural Differences in EFL Teaching Methods between Korean and Non-Korean Teachers

This study investigates key cultural differences in teaching between Korean and “western” teachers, and analyses these via questionnaires given to 35 Korean teachers and 36 non-Korean teachers followed by selected interviews. A significant finding was the emphasis Korean teachers place on testing compared to the “Western” teachers. The relevant literature explains this through Korea’s socio-cultural Confucian context. This study also shows that verbal immediacy, power-distance, uncertainty avoidance and face saving are key elements in Korea’s educational culture compared with western approaches to education.  Finally, qualitative data shows a strong preference by Korean teachers to move away from more traditional aspects of the classroom environment toward an approach where creative and critical thinking can be enabled.  

Analysis of the Interprofessional Clinical Learning Environment for Quality Improvement and Patient Safety From Perspectives of Interprofessional Teams

ABSTRACT Background In 2018 the Clinical Learning Environment Review (CLER) Program reported that quality improvement and patient safety (QIPS) programs in graduate medical education (GME) were largely unsuccessful in their efforts to transfer QI knowledge and substantive interprofessional QIPS experiences to residents, and CLER 2.0 called for improvement. However, little is known about how to improve the interprofessional clinical learning environment (IP-CLE) for QIPS in GME. Objective To determine the current state of the IP-CLE for QIPS at our institution with a focus on factors affecting the IP-CLE and resident integration into interprofessional QIPS teams. Methods We interviewed an interprofessional group of residents, faculty, and staff of key units engaged in IP QIPS activities. We performed thematic analysis through general inductive approach using template analysis methods on transcripts. Results Twenty individuals from 6 units participated. Participants defined learning on interprofessional QIPS teams as learning from and about each other's roles through collaboration for improvement, which occurs naturally when patients are the focus, or experiential teamwork within QIPS projects. Resident integration into these teams had various benefits (learning about other professions, effective project dissemination), barriers (difficult rotations or program structure, inappropriate assumptions), and facilitators (institutional support structures, promotion of QIPS culture, patient adverse events). There were various benefits (strengthened relationships, lowered bar for further collaboration), barriers (limited time, poor communication), and facilitators (structured meetings, educational culture) to a positive IP-CLE for QIPS. Conclusions Cultural factors prominently affected the IP-CLE and patient unforeseen events were valuable triggers for IP QIPS learning opportunities.

Playful approaches to learning as a realm for the humanities in the culture of higher education: A hermeneutical literature review

This article presents playfulness as an emerging approach to learning in higher education that emphasises the arts and humanities across disciplines. The article is based on a qualitative, hermeneutical literature review in light of educational culture in higher education. The literature review indicates that playful approaches to learning stand in opposition to educational cultures that focus on rapidness and student performance. However, an educational culture of play is about to establish itself, and this culture of play emphasises creativity in learning and human flourishing in education, perspectives that are connected to arts and humanities. The main findings cultures of time, performance and play lead to several questions about societal, institutional, and organisational educational culture, and regarding approaches to teaching, learning, humanity and society. The main contribution of this article is that a focus on playfulness offer the field of arts and humanities new possibilities in future education.

Giftedness in the Finnish educational culture

Giftedness in the Finnish educational culture is seen as taboo, and it is easier to talk about talent development. We need to widen the concept in the ways that would address both excellence and ethics. The definition of transformational giftedness includes a beyond-the-self orientation and implies that the purpose of giftedness is to help to make the world a better place. This kind of definition might be the key in using the term “giftedness” in egalitarian and inclusive cultures like Finland.

Local wisdom of communities around the forest and its implementation in the development of nature tourism on outer ring road of Lake Toba

Nature tourism can also act as one of the drivers of regional development and can be a window for efforts to introduce the potential of natural resources, values and culture owned by a country or a region. Therefore, the development of natural tourism is required to be able to mix forms of natural tourism that are attractive but unique and cover all aspects of locality in it. The purpose of this study was to examine the potential of local wisdom owned by the community around the forest and the implementation of local wisdom in the development of natural tourism along the outer ring of Lake Toba on the Merek Section. This research method is a form of descriptive qualitative research with information and data from various representative sources. The results of the study indicate that existing local wisdom includes wisdom that is tangible (textual, buildings, and objects of cultural heritage) and intangible (advice delivered orally and is passed down from generation to generation, and chanting or poetry that has traditional teaching values). These wise values are found in various sources such as the traditional house of the Karo Tribe in the Dokan Cultural Village, the Penusur Sira Ritual and the Joroh Joroh tourist attraction. The forms of implementation of local wisdom in the development of nature tourism include the application of an attitude of togetherness (mutual cooperation), kinship, courtesy, hospitality, concern for others, harmony with nature, problem solving system, active work, obedient to people and leaders, educational culture, conservation culture, concern for the environment, and values related to a culture of healthy living in the management of nature tourism.

Managing teacher’s inclusive culture development

The article is devoted to the phenomena of teacher’s inclusive culture, its development and managing this process. In philosophical, psychological and pedagogical literature the teacher’s inclusive culture is considered as a part of general educational culture and is characterized by broad understanding of philosophical and methodological foundations of inclusion, teacher’s deep acceptance and desire to implement inclusive values, creative approach to professional activities and professional self-improvement at a personal level. The purpose of the study was theoretically substantiate a tool that will diagnose the level of teacher’s inclusive culture, help to identify problems of teacher’s inclusive culture development and to work out technology to manage this process. The development of inclusive culture includes the following aspects: 1) school culture; 2) relationships with families; 3) staff training and support; 4) gaining access to specialized support services; 5) students’ support and involvement. The algorithm of activity on technology of managing teacher’s inclusive culture development is presented. Results. Since, in practice of managing a general secondary education institution, there is no tool for measuring and assessing the level of teacher’s inclusive culture development, we have made an attempt to work it out. The international significance and importance of our article is that criteria for assessing the level of teacher’s inclusive culture development were clarified and defined. Based on qualimetric approach a factor-criterion model for diagnosing the level of teacher’s inclusive culture and help the head of educational institution to identify problems and work out technology of managing teacher’s inclusive culture development was presented.

Balancing medical education with service in the workplace: a qualitative case study

Purpose Finding a balance between the provision of quality individualized care and the ongoing education of junior doctors had been flagged as a concern at a large National Health Service (NHS) teaching hospital in the north of England. In response to this, the organization introduced an intervention designed to improve educational culture by providing support to educators, leaders and clinical staff. Design/methodology/approach This paper features themed results from eight in-depth interviews with educators, consultants and junior doctors to describe and evaluate the process and impact. Findings Factors that contributed to a positive educational environment included trainees and educators feeling valued, the presence of supportive leaders and the provision of a safe space for learning. Perceived barriers included time constraints, differing motivation and the generic format of formal education. Participants reflected on how the Wrap Around project helped improve the workplace educational culture and offered suggestions for further improvement including the provision of ongoing feedback to learners about their performance. Originality/value Research aimed at recognizing and resolving the perceived tensions between the priorities of education and health-care delivery has been flagged as a gap in the literature. The authors argue that developing and enhancing collaborative leadership and educational culture within an organization can reduce these tensions for those working on the front line. Future work should focus on addressing the perceived distinction between the two within services.

Exploring the effect of three scaffoldings on the collaborative problem-solving processes in China’s higher education

Collaborative problem-solving (CPS) engages students in solving ill-structured problems, creating group knowledge, and developing self-regulation and collaboration skills. Different scaffoldings, such as minimal-guided, task-oriented, and idea-oriented, can be used to facilitate students’ CPS activities, but their effects have not been comprehensively explored. In this research, we use minimally-guided, task-oriented, and idea-oriented scaffoldings to promote Chinese university students’ online CPS activities and use a multi-method approach to analyze the effects of three scaffolding on collaboration. The results indicate relatively complicated collaborative processes and outcomes supported by three scaffoldings. It is initially shown that the idea-centered scaffolding strengthens students’ connections between idea contribution, metacognitive regulation, and knowledge artifact behaviors, which are critical factors for improving the CPS quality. Based on the empirical research results, we conclude that future instructional design should carefully consider the educational culture, time constraint, and student regulation to better facilitate CPS practices.