Predictive Group Learning Behavior Approach and Inquiry Learning For Higher Education

Group work can inspire students, encourage constructive learning, and improve essential critical thinking, communication, and decision-making in the present competitive world. The risk factors in group learning include students who prefer working alone and strongly despise dealing with things created by gathering in teams. Online learners often have problems locating lasting peace times for group therapy sessions are considered an essential factor. A predictive Group Learning Behavior Approach (PGLBA) has been proposed. Students who commute to college agree to group conferences and workgroup learning and Inquiry learning for higher education. The grounded Inquiry Learning Approach is invented to strengthen students’ enjoyment of active group learning, and the students find times for group meetings that are often mutually advantageous. The simulation analysis is performed based on performance, accuracy, and efficiency proves the proposed framework’s reliability. The experimental results show that the proposed PGLBA-IL model enhances the accuracy ratio of 81.2%, an efficiency ratio of the number of students 86.4%, and the overall performance analysis ratio of 85.1% compared to others existing approaches.

Sustainable Impact of Organic Farming: A Social Constructivist Perspective

The bottom-line for businesses is to earn profit or maximize the wealth of its shareholders. It is a matter of great debate, who comes across that slogan. Sampran Riverside, however, has been a successful business model for Thailand, which has been known as the maximizer of its customers’ wealth as well as health, by an extensive production of organic products through organic farming and food, subsequently spreading it through cultural and tourism activities. Present study is a qualitative case study that describes how the Sampran riverside grew into an environment- friendly model from a conventional business entity. The study revealed how the business transformed and reached success through the constructive learning process. A detailed study showed that organic farming helps society to grow healthy and also creates economic opportunities for the people. Site visits of the business and organic fields, as well visit of organic markets and interviews with the farmers, customers and the CEO of the Sampran Riverside, concluded that organic farming serves the society in a holistic way by providing social, environmental, economic and health benefits at one platform, eventually, contributing in community and societal development. The study also concluded that through this development, the Riverside contributes in meeting some of the Sustainable Development Goals (SDGs). Adopting this model may pave the way for sustainable development in the society which will help country in long run. Key Words: Community development, constructive learning, organic farming, SDGs, societal benefits.

Examining Essential Flow Antecedents to promote students’ Self-Regulated Learning and Acceptance of Use in a Game-Based Learning classroom

Game-Based Learning (GBL) has been recognized as an essential tool for motivating students to engage in active and constructive learning. While there is a link between GBL and learning outcomes, current research evidence tends to undermine the interrelationships of concepts and oversimplify flow experience in the context of GBL. This study used a comprehensive Flow perspective to examine the roles of specific gaming characteristics affecting students’ self-regulated learning and acceptances of use in a higher education GBL context, with a path model based on data collected from 275 undergraduate university students. The model demonstrated an excellent fit of the data with interrelations among constructs about Flow Antecedents, Acceptance of Use, Motivation and Metacognition. The findings revealed that learners place a higher value on GBL with flow elements like Concentration and Challenge, which is linked to their learning motivation and metacognitive outcomes. Aid by GBL on knowledge gain and immersive experience are considered as the underpinnings of Performance Expectancy before students consider adopting GBL for their learning. In contrast to what is typical of serious games, learners primarily use GBL to improve their academic performance rather than for its immersive experience.

Implementation of Service Learning Method Approach in Commercial Space Interior Design Case Study: UMKM Tiara Handicraft in Surabaya, Indonesia

The learning methods is a systemic and organized process carried out by lecturers in delivering material to students. There are plenty learning methods that are used in a study process, one of which is Service Learning. Service Learning is a form of constructive learning method that connects between material and theory obtained in the classroom to apply it into a concrete and useful actions for the surrounding community. Creative and innovative idea is needed in commercial space interior design. This is very appropriate with the purpose of Service Learning, where the highs and lows of learning outcomes can be influenced by internal and external factors. Keywords: Service Learning Methods, Interior Design, Commercial Space

The effectiveness of an educational program based on constructive learning (CLM) on developing scientific concepts and the skills of scientific thinking in science textbook among students of eighth grade in directorate of education in Al-Mazar Al-Janoubi: فاعلية برنامج تعليمي وفق نموذج تعلم بنائي (CLM) في اكتساب وتنمية بعض المفاهيم العلمية ومهارات التفكير العلمي في مبحث العلوم العامة لدى طالبات الصف الثامن الأساسي في مديرية التربية والتعليم للواء المزار الجنوبي في الأردن

This study aimed at investigating the effectiveness of an educational program based on constructive learning model (CLM) in acquiring and developing scientific concepts the skills of scientific thinking among the female students of the eighth grade in the directorate of education in Al-Mazar Al-Janoubi for the academic year (2020-2021). The study used the quasi approach, where a random sample was selected from the study population that consisted of all the female students of the eighth grade, with a total of (910) female students, while the purposive sample consisted of (57) female students and was randomly distributed to two groups: the experimental group and control group. The study instrument included the test of acquiring scientific concepts, with (32) multiple-choice items and the test of scientific thinking skills, with (30) multiple-choice items distributed to five skills (determining the problem, collecting data, determining hypotheses, testing hypotheses, concluding results); their validity and reliability were verified. The researcher developed the educational program, represented by a number of educational activities in the two units of (living beings and their environment, and motion) from the science textbook of the eighth grade, based on the constructive learning model (CLM). The program consisted of (32) periods and was applied to the experimental group during the academic year (2020-2021). The study results showed that the program, which is based on the constructive learning model (CLM) was effective in promoting the students' acquisition of the scientific concepts and developing their scientific thinking skills, where the mean scores for the experimental group were higher than the control group. The study recommended conducting further experimental studies for similar educational programs that include samples from other educational stages and other textbooks.

Choice Architecture for Nudges to Support Constructive Learning in Active Video Watching

Video-based learning is widely used today in both formal education and informal learning in a variety of contexts. Videos are especially powerful for transferable skills learning (e.g. communicating, negotiating, collaborating), where contextualization in personal experience and ability to see different perspectives are crucial. With the ubiquity of widely available video content, video-based learning is seen as one of the main strategies to provide engaging learning environments. However, numerous studies show that to learn effectively while watching videos, students need to engage actively with video content. We have developed an active video watching platform (AVW-Space) to facilitate engagement with video content by providing means for constructive learning. The initial studies with AVW-Space on presentation skills show that only students who commented on videos and who rated comments written by their peers have improved their understanding of the target transferable skill. In order to foster deeper engagement, we designed a choice architecture and a set of nudges to encourage students to engage deeper. We conducted two studies investigating the effect of nudges. The results provide evidence that the initial set of implemented nudges is effective: the students who received nudges wrote more comments, used different aspects, and there were more students who wrote comments. The nudges were particularly helpful for undergraduate students who were less experienced in self-regulated learning. Future work includes designing additional nudges to enhance student engagement by improving the quality of comments and by encouraging participation in collaborative activities.

Learning science through argumentative synthesis writing and deliberative dialogues: a comprehensive and effective methodology in secondary education

Scientific literacy can be promoted through oral and written argumentative practice. Collaborative discourse has proven effective in fostering conceptual understanding, especially when discussions are developed under deliberative goals. Likewise, writing tasks as argumentative syntheses stand out for its epistemic value and its contribution to constructive learning processes. However, there are no known educational interventions that have combined these two didactic activities to teach science. The objective of this research was to compare the impact of four intervention programs, based on deliberative dialogues and argumentative synthesis writing activities, on the learning of socio-scientific content. The four programs resulted from the combination of two instructional components (Explicit Instruction; Guide), while deliberative dialogues and argumentative syntheses were constant elements. We conducted a pre-post quasi-experimental study in which participated 151 Spanish third grade secondary school students. Socio-scientific learning was evaluated through a content test made up of open questions. The results showed all students progressed in their socio-scientific knowledge. Instructional practices did not have a direct effect on content learning. However, we observed an indirect effect of explicit instruction on learning socio-scientific content, through learning of argumentative synthesis writing. Besides, we found a positive relation between progression in synthesis writing and knowledge acquisition.