An Investigation of Samoan Student Experiences in Two Homework Study Groups in Melbourne

This research examines Samoan student experiences in two Homework Study Groups （HSGs） in Melbourne using a researcher-practitioner approach. It highlights that school teachers need to acknowledge students＇ preferred learning methods, especially those of minority backgrounds like the Samoan participants in this investigation. A detailed exploration of the experiences of students in two HSGs finds that while students and their families place a high priority on learning, their cultural practices are not compatible with standard Western learning approaches. The HSGs provided a social space in which students could ask the teacher questions without fear of appearing foolish, in which they could apply themselves to study. It provided a physical study space away from the demands some Samoan families place on their young people, and it provided a cultural space in which the students could learn according to fa＇aSamoa （traditional values and beliefs）. This research makes a contribution to an understanding of the motivations of Melbourne-based Samoan students to learn, of what concerns them, and of impediments to their educational success. It also offers insight into the benefits that set up a specific space for students offers, when its specific intent is influencing the merging of Samoan and Western ideas to further learning.

Validity and reliability of the evaluation tool of TCM confidence in students with TCM learning experience

Objective:This study aimed to design an evaluation scale of traditional Chinese medicine(TCM)confidence and then evaluate its validity and reliability.Methods:Three parallel samples with TCM learning experience were included in this current study.Randomly selected 500 nursing students were included factor analysis and reliability and validity analyses.After 4 weeks,200 nursing students were recruited to retest the reliability.The evaluation tool of TCM confidence included 6 dimensions and 25 entries.Results:Cronbach's a coefficient of the evaluation scale was 0.95 and that of the 6 observed aspects were higher than 0.90,and splithalf reliability was 0.81.For the retest reliability,Cronbach's a coefficient of the evaluation scale was 0.93 and that of the 6 examined aspects was all over 0.80.The index of content validity Scale Content Validity Index(S-CVI)was 0.92 and Item Content Validity Index(I-CVI)was 0.83–1.00.Conclusions:Observed results may indicate that the designed tool can be used to assess the TCM confidence level of students with TCM studied experience and also can evaluate results of TCM education during studying TCM lectures.

Problems-Based Learning during COVID-19 Pandemic: Experiences by Nursing Students

Introduction: Problems-based learning (PBL) methodology seeks challenges in the daily life context, where students protagonise their own learning using new technologies as the ideal means to find updated and adequate information, for its processing and dissemination towards a better active and participative role. The aim was to analyze the usefulness and importance of PBL, as a strategy of significant learning in daily experiences of nursing students during the COVID-19 pandemic. Method: The study was qualitative and phenomenological, with 15 informant students of the Module “Attention to addictions in the health area” aged 20 - 25 years, enrolled in the sixth semester of nursing from a public university. Data were collected through oral testimonies, texts, and semi-structured interviews of relevant aspects to them in their everyday life facing the COVID-19 pandemic, telling their experiences. Students signed an informed consent, and the qualitative analysis followed De Souza Minayo. Results: Four categories emerged: Category 1. Students’ experiences along pandemic;1.1, Positive experiences;1.2, Negative experiences. Category 2. Students’ knowledge and abilities for self-care along pandemic. Category 3. Abilities to promote problem solving. Category 4. Impact and usefulness of PBL in students’ experiences for health education;4.1, Positive impact of PBL;4.2 Negative impact of PBL. Conclusion: PBL is very useful for significant learning. It opens knowledge, developing skills to face, support, debate, evaluate and make decisions;it does incorporate critical thinking and problem solving. PBL does encourage collaborative work.

Is it Visual? The Importance of a Problem Solving Module within a Computing Course

This paper looks at student's view of the usefulness of a problem solving and programming module in the first year of a 3-year undergraduate program.The School of Science and Technology,University of Northampton,UK has been investigating,over the last seven years the teaching of problem solving.Including looking at whether a more visual approach has any benefits(the visual programming includes both 2-d and graphical user interfaces).Whilst the authors have discussed the subject problem solving and programming in the past [1] this paper considers the students perspective from research collected/collated by a student researcher under a new initiative within the University.All students interviewed either had completed the module within the two years of the survey or were completing the problem-solving module in their first year.

A New Pattern to Research the Learning:From Phenomenography and Constructivism Perspective——The Case of Guangzhou Academy of Fine Arts

This essay is trying to explore how the arts students experience the teaching and learning context in the English class of the col lege from the phenomenography perspective.The qualitative research methodology of phenomenography has traditionally required a man ual sorting and analysis of interview data.To study the teaching and learning context,the qualitative research method will be applied,and the data collection will base on the face-to-face interview.There are 8 sophomores were interviewed after they had one year study in col lege.The research findings reveal that most student in interview gradually get used to college English class,but never think about changing their learning approach even they study one year in a totally different teaching and learning environment.

Problem-Based Learning of Drug Use and Abuse during COVID-19 Contingency

Introduction: Nursing students’ experiences during the pandemic provoked social isolation, the way to learn and every context increasing their stress and anxiety leading to drug use and abuse, among others. Problem-based learning (PBL) is a pedagogic strategy to strengthen significant learning;then the objective was to establish PBL influence in nursing students’ experiences on drug use and abuse during COVID-19 contingency. Methods: Qualitative, phenomenological and descriptive paradigm, 12 female and male nursing students aged 20 - 24 years old from the 5th and 6th semesters participated. Information collection was through semi-structured interview and a deep one in four cases. A guide of questions about: How the pandemic impacted your life? How did you face it? And what did you learn during this process? Those questions were used. Qualitative data analysis was based on De Souza Minayo, and signed informed consent was obtained from participants. Results: Students’ experiences allowed four categories to emerge, with six sub-categories. Category I. Students’ experiences on drug use and abuse facing the sanitary contingency;Category II. Students’ skills development to identify a problem and design of appropriate solutions;Category III. Developing skills to favor interpersonal relationships;Category IV. Influence of PBL in nursing students’ experiences on drug use and abuse during the COVID-19 contingency. Conclusion: PBL favored analysis and thoughts in nursing students’ experiences on drug use and abuse during the COVID-19 contingency, they worked collaboratively, developed resilience to daily life situations, and implemented stress coping strategies with their significant learning, which diminished their risk behavior.

Students Share Experiences with the Law on the Protection of Minors

The call for the solicitation of contributions, known as "The Law on the Protection of Minors and I," was sponsored by the Red Scarf Board to Protect Students’ Rights and Interests at the Central Primary School of Majuqiao Township, Tongxian County in the suburbs of Beijing. Shown here are three contributions.

Autonomy and Accountability:The Transformation and Quality Assurance System in French Higher Education

The transformation of France’s higher education system,marked by increased autonomy,internationalization,and quality assurance reforms,has yielded positive outcomes.These changes have enhanced the competitiveness of French universities,attracting more international students and scholars.Students benefit from greater course diversity,academic support,and innovative learning methods.However,challenges such as balancing autonomy with uniform quality standards and promoting social inclusivity remain.To secure a strong future,France must continue refining its quality assurance system,enhance internationalization efforts,foster educational innovation,and prioritize social inclusivity.

Comparative Analysis of International School Education Evaluation Systems:A Case Study of the IB and A-Level

This paper presents a comparative analysis of the International Baccalaureate(IB)and the General Certificate of Education Advanced Level(A-Level),two international educational assessment systems.The study explores their similarities and differences in educational philosophy,curriculum design,assessment methods,and student experience.Findings indicate that the IB curriculum emphasizes holistic education and interdisciplinary learning,while the A-Level curriculum focuses more on subject depth and specialization.In terms of assessment methods,the IB combines internal and external evaluations,whereas the A-Level primarily relies on final examinations.Regarding student experience,IB students typically perceive a broader range of learning opportunities,while A-Level students gain in-depth knowledge in specific subject areas.The study offers valuable insights for educators and policymakers to improve educational practices and support the personalized development of students.

THEY ARE SO CREATIVE!R—EPORT ON AN EXPERIMENT TO BRING OUT STUDENTS'CREATIVE POTENTIAL

One of the frequently heard complaints from TEFL teachers is that students are too passive inlearning the textbook used for the course of Comprehensive English,and that they seldom performcreatively in the class or in doing the homework assigned.The teacher may try very hard to stimulatethe students but still fail to see much progress.This situation has induced the author to design andcarry out an experiment in teaching the course of Comprehensive English.The experiment is aimedat proving the possibility that a larger and freer arena,arranged in a more interesting way can pro-vide a better chance for students to make use of their creative power in understanding and learningEnglish texts.The result is encouraging and proves the expectations of the author.The approachused in this experiment,however,should not be applied rigidly,but with a certain degree of flexibil-ity in terms of time arrangement,the texts to be used,the number of texts for a semester and thespecific forms of tasks.