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Fulltext Bridging skill gaps and creating future ready accounting and finance graduates: an exploratory study

Muthaiyah S, Phang K, Sembakutti S

F1000Res, 2021;10:892.
PMID: 35035890 DOI: 10.12688/f1000research.72880.1

Background: Changing trends in the use of technology have become an impelling force to be reckoned with for the accounting and finance profession. The curriculum offered in higher learning institutions must be quickly revamped so that students who complete a bachelor's degree are digitally competent upon graduation. With US$55.3 billion invested in FinTech in 2019 alone and more than 72% of accounting jobs being automated, graduates must be trained on digital skills to be future proof. Accounting and finance graduates must be made competent in skills that are related to digital content such as blockchain technology, information assets and autonomous peer to peer systems, to name a few. Methods: We used a three-phase approach: 1) careful mapping of digital topics taught within the course structure offered at these institutions; 2) review of current best practices and digital learning tools for digital inclusion which was ascertained from literature; and 3) 80 experts in a think tank group were interviewed on antecedents, awareness and problems in relation to digital inclusion within the curriculum to validate our research objective. Results: Eleven key tools for inclusion in the curriculum were discussed with experts and then mapped to current curriculum offered at institutions. We discovered that less than 5% of these were being taught. In total, 78% of experts agreed that digital content is inevitable, 90% agreed that digital inclusion based on tools that were discussed will yield great benefits for students, and lastly 75% agreed that giving digital exposure to students must be standard practice. Conclusions: The response from experts confirms that digital inclusion is imperative, but instructors themselves lacked the know-how of emerging technologies. Only the curriculum of institutions with approved bachelor's programs were included in this research. In our future work we hope to include all institutions and professional bodies as well.

Matched MeSH terms: Students
Fulltext Weak and strong ties and its connection to experts' problem-solving styles in scaffolding students' PBL activities on social media

Abdullah AH, Neo TK, Low JH

F1000Res, 2021;10:1076.
PMID: 35035894 DOI: 10.12688/f1000research.73210.2

Background: Studies have acknowledged that social media enables students to connect with and learn from experts from different ties available in the students' personal learning environment (PLE). Incorporating experts into formal learning activities such as scaffolding problem-solving tasks through social media, allows students to understand how experts solve real-world problems. However, studies that evaluate experts' problem-solving styles on social media in relation to the tie strength of the experts with the students are scarce in the extant literature. This study aimed to explore the problem-solving styles that the experts portrayed based on their ties with the students in problem-based learning (PBL) on Facebook. Methods: This study employed a simultaneous within-subject experimental design which was conducted in three closed Facebook groups with 12 final year management students, six business experts, and one instructor as the participants. The experts were invited by the students from the weak and strong ties in their PLE. Hinging on the Strength of Weak Ties Theory (Granovetter, 1973) and problem-solving styles (Selby et al., 2004), this study employed thematic analysis using the ATLAS.ti qualitative data analysis software to map the experts' comments on Facebook. Results: The experts from strong and weak ties who had a prior relationship with the students showed people preference style by being more sensitive to the students' learning needs and demonstrating firmer scaffolding compared to the weak ties' experts who had no prior relationship with the students. Regardless of the types of ties, all experts applied all manner of processing information and orientation to change but the degree of its applications are correlated with the working experience of the experts. Conclusion: The use of weak or strong ties benefited the students as it expedited their problem-solving tasks since the experts have unique expertise to offer depending on the problem-solving styles that they exhibited.

Matched MeSH terms: Students
Fulltext A systematic review on validity evidence of Medical Student Stressor Questionnaire

Yusoff MSB

Education in Medicine Journal, 2017;9(1):1-16.
MyJurnal

Introduction: Detecting sources of stress of medical students is important for planning wellness
program to improve their psychological wellbeing. One of instruments to detect the sources of stress
is the Medical Student Stressor Questionnaire (MSSQ). A systematic review was performed to find
out evidence to support its validity in term of content, response process, internal structure, relation
to other variables, and consequences. Method: The author planned, conducted and reported this
study according to PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses)
standard of quality for reporting meta-analyses. Systematic search was performed on EBSCOhost,
Scopus, Proquest, PubMed, Web of Science and Google Scholar databases. Result: The author
yielded 613 relevant articles based on search terms, 44 articles had used MSSQ, and after critical
appraisal, only 18 articles provided evidence to support validity MSSQ and thus were included in
the systematic review. Conclusion: This systematic review supports the validity of MSSQ in relation
to content, response process, internal structure, relations to other variables, and consequences of
its scores. MSSQ is a valid tool to detect sources of stress in medical students and its results can be
utilised as a guide to plan wellness program or intervention to improve medical students’ wellbeing.

Matched MeSH terms: Students, Medical
Fulltext Performance of Variance Targeting Estimator (VTE) under misspecified error distribution assumption

Abdul Rahim, M.A., Zahari, S.M., Shariff, S.S.R.

Pertanika Journal of Science & Technology, 2017;25(2):607-618.
MyJurnal

Parameter estimation in Generalized Autoregressive Conditional Heteroscedastic (GARCH) model has received much attention in the literature. Commonly used quasi maximum likelihood estimator (QMLE) may not be suitable if the model is misspecified. Alternatively, we can consider using variance targeting estimator (VTE) as it seems to be a better fit for misspecified initial parameters. This paper extends the application to see how both QMLE and VTE perform under error distribution misspecifications. Data are simulated under two error distribution conditions: one is to have a true normal error distribution and the other is to have a true student-t error distribution with degree of freedom equals to 3. The error distribution assumption that has been selected for this study are: normal distribution, student-t distribution, skewed normal distribution and skewed student-t. In addition, this study also includes the effect of initial parameter specification.

Matched MeSH terms: Students
Fulltext Integration of Naqli and Aqli in Microbiology teaching: Sharing the experience

Nurul Azmawati Mohamed, Anuar Sani, Wan Shahida, Zarini Ismail, Ilina Isahak, Norazman Alias

International Medical Journal Malaysia, 2017;16(1):143-146.
MyJurnal

In line with Universiti Sains Islam Malaysia’s (USIM) tagline ‘Exploring Islamic Science, Spearheading Knowledge’, we embarked on a new paradigm of teaching by integrating naqli components into the microbiology and immunology curriculum. The main objective of this integration was to enhance students’ appreciation towards Islam and Science, so that they would become good Muslim doctors. The naqli components were delivered through various teaching and learning techniques such as lectures, seminars, and online assignments

Matched MeSH terms: Students
Moving from long case to scenario-based clinical examination: Proposals for making it feasible

Puthiaparampil T, Rahman MM, Shazrina AR, Nariman S, Lukas S, Chai CS, et al.

Med J Malaysia, 2022 Nov;77(6):724-729.
PMID: 36448391

INTRODUCTION: Our faculty used one long case (LC) and three short cases for the clinical component of the final professional examinations. During the COVID-19 pandemic, the LC had to be replaced with scenario-based clinical examination (SBCE) due to the impracticability of using recently hospitalised patients. While keeping the short case component as usual, the LC had to be replaced with SBCE in 2020 for the first time at a short notice. To evaluate the positive and negative aspects of SBCE and LC to determine the feasibility of replacing LC with SBCE in future examinations.
MATERIALS AND METHODS: We compared the LC scores of three previous years with those of the SBCE and studied the feedback of the three stakeholders: students, examiners, and simulated patients (SPs), regarding their experience with SBCE and the suitability of SBCE as an alternative for LC in future examinations.
RESULTS: The SBCE scores were higher than those of the LC. Most of the examiners and students were not in favour of SBCE replacing LC, as such. The SPs were more positive about the proposition. The comments of the three stakeholders brought out the plus and minus points of LC and SBCE, which prompted our proposals to make SBCE more practical for future examinations.
CONCLUSION: Having analysed the feedback of the stakeholders, and the positive and negative aspects of LC and SBCE, it was evident that SBCE needed improvements. We have proposed eight modifications to SBCE to make it a viable alternative for LC.

Matched MeSH terms: Students
Fulltext Virtual Learning during COVID-19: Exploring Challenges and Identifying Highly Vulnerable Groups Based on Location

Jafar A, Dollah R, Dambul R, Mittal P, Ahmad SA, Sakke N, et al.

Int J Environ Res Public Health, 2022 Sep 05;19(17).
PMID: 36078822 DOI: 10.3390/ijerph191711108

Amid the outbreak of the COVID-19 pandemic in the year 2020, educational platforms have been forced to change and adapt from conventional physical learning to virtual learning. Nearly all higher learning institutions worldwide are forced to follow the new educational setting through virtual platforms. Sabah is one of the poorest states in Malaysia with the poorest infrastructure, with the technology and communication facilities in the state remaining inept. With the changes in virtual platforms in all higher education institutions in Malaysia, higher learning institutions in Sabah are expected to follow the lead, despite the state lagging in its development. This has certainly impacted the overall productivity and performance of students in Sabah. Therefore, this study aims to explore the challenges of the implementation of virtual learning among students in Sabah. More specifically, this study seeks to identify vulnerable groups among students based on their geographical location. To achieve the objective of this study, a survey has been conducted on a total of 1,371 students in both private and public higher learning institutions in Sabah. The sample selection for this study was determined using a purposive sampling technique. Based on Principal Component Analysis (PCA), it was found that there are five challenges in virtual learning faced by students in higher learning institutions in Sabah. These are the unconducive learning environment (var(X) = 20.12%), the deterioration of physical health (var(X) = 13.40%), the decline of mental health (var(X) = 12.10%), the limited educational facilities (var(X) = 10.14%) and social isolation (var(X) = 7.47%). The K-Means Clustering analysis found that there are six student clusters in Sabah (Cluster A, B, C, D, E & F), each of which faces different challenges in participating in virtual learning. Based on the assessment of location, almost half of the total number of districts in Sabah are dominated by students from Cluster A (9 districts) and Cluster B (4 districts). More worryingly, both Cluster A and Cluster B are classified as highly vulnerable groups in relation to the implementation of virtual learning. The results of this study can be used by the local authorities and policymakers in Malaysia to improve the implementation of virtual learning in Sabah so that the education system can be more effective and systematic. Additionally, the improvement and empowerment of the learning environment are crucial to ensuring education is accessible and inclusive for all societies, in line with the fourth of the Sustainable Development Goals (SDG-4).

Matched MeSH terms: Students
Fulltext The Efficacy of Positive Education Intervention for Academic Boredom and Intrinsic Motivation among College Students: A Quasi-Experimental Study

Jie Z, Roslan S, Muhamad MM, Md Khambari MN, Zaremohzzabieh Z

Int J Environ Res Public Health, 2022 Oct 15;19(20).
PMID: 36293911 DOI: 10.3390/ijerph192013323

(1) Background: The influence of academic boredom and intrinsic motivation on students' learning and achievements is receiving more attention from scholars. Nevertheless, studies on how intervention decreases academic boredom and promotes intrinsic motivation during study remain unexplored. (2) Purpose: The purpose of this study is to investigate whether positive education intervention based on the PERMA model would help Chinese college students with learning-related academic boredom, class-related academic boredom, and intrinsic motivation. (3) Methods: This study is quasi-experimental research with a control group including pre-test and post-test. The study was conducted with 173 students, including 86 (n1 = 86) experimental and 87 (n2 = 87) control group students. (4) Results: Results revealed that students in the intervention condition reported significant reductions in learning-related academic boredom and class-related academic boredom, and significant increases in intrinsic motivation in comparison to their counterparts in the control group. (5) Conclusions: These findings indicate that positive education intervention for college students is a promising approach to reducing academic boredom and increasing intrinsic motivation among Chinese college students.

Matched MeSH terms: Students
Fulltext Blended learning in physical education: A systematic review

Wang C, Omar Dev RD, Soh KG, Mohd Nasirudddin NJ, Yuan Y, Ji X

Front Public Health, 2023;11:1073423.
PMID: 36969628 DOI: 10.3389/fpubh.2023.1073423

This review aims to provide a detailed overview of the current status and development trends of blended learning in physical education by reviewing journal articles from the Web of Science (WOS) database. Several dimensions of blended learning were observed, including research trends, participants, online learning tools, theoretical frameworks, evaluation methods, application domains, Research Topics, and challenges. Following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), a total of 22 journal articles were included in the current review. The findings of this review reveal that the number of blended learning articles in physical education has increased since 2018, proving that the incorporation of online learning tools into physical education courses has grown in popularity. From the reviewed journal articles, most attention is given to undergraduates, emphasizing that attention in the future should be placed on K-12 students, teachers, and educational institutions. The theoretical framework applied by journal articles is also limited to a few articles and the assessment method is relatively homogeneous, consisting mostly of questionnaires. This review also discovers the trends in blended learning in physical education as most of the studies focus on the topic centered on dynamic physical education. In terms of Research Topics, most journal articles focus on perceptions, learning outcomes, satisfaction, and motivation, which are preliminary aspects of blended learning research. Although the benefits of blended learning are evident, this review identifies five challenges of blended learning: instructional design challenges, technological literacy and competency challenges, self-regulation challenges, alienation and isolation challenges, and belief challenges. Finally, a number of recommendations for future research are presented.

Matched MeSH terms: Students
Fulltext Enhancing innovative delivery in schools using design thinking

Gopinathan S, Kaur AH, Ramasamy K, Raman M

F1000Res, 2021;10:927.
PMID: 35035891 DOI: 10.12688/f1000research.72860.3

The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative solutions. The study explores the role of design thinking (DT) in the form of empathy, thinking process, gamified lessons and curriculum enhancement, which leads to innovative delivery among teachers. It enhances and facilitates innovative content delivery by leveraging creativity. The study targeted 131 teachers, whereby 61 are primary school teachers and 70 are secondary school teachers. A questionnaire constituting of 23 close-ended questions using the 5-point Likert scale was used to collect data. Data was analyzed using SmartPLS to establish relationships between DT and Innovative Delivery in schools. The data was further analyzed to seek co-relations between the DT steps and the successful transformation of content delivery by teachers. The study established a framework for the application of design thinking for teachers as the primary support in developing activities for their students. It shows that thinking process, gamifying lessons and curriculum enhancement have positive significance in innovative delivery, whereas empathy did not show a significant positive relationship. The outcome of this study will help fill the gap towards creating an interesting method of delivery in schools and constantly innovating the method to suit the evolving generation. This insight is crucial for the Ministry of Education and policymakers to enhance teachers' ability to innovatively deliver content to students.

Matched MeSH terms: Students
Fulltext Experimental Research on Badminton Teaching of Physical Education Major Based on Deep Learning in the Multimedia Environment

Lian S

Comput Intell Neurosci, 2022;2022:9249635.
PMID: 35341180 DOI: 10.1155/2022/9249635

There are many problems in the routine badminton teaching; there are mainly three aspects in college teaching. One is that the hardware equipment related to badminton is not enough; the second is that the badminton teaching does not meet the educational goals; the third is that the participation of college students is not high, which is no longer suitable for the current practical teaching. In order to improve the teaching method of badminton and improve the students' special performance of badminton, this paper studies the teaching of badminton based on multimedia environment. 82 students majoring in badminton were randomly divided into two classes. The experimental class (n = 41) used multimedia badminton teaching, and the control class (n = 41) used traditional badminton teaching, which lasted for one semester. Before and after the experiment, the students' physical fitness and badminton performance were tested. And the two classes of students were to send questionnaires to investigate interest in learning badminton and teaching satisfaction. The results of standing long jump, 50 m, and 800 m of the experimental class were improved by 0.2 m, 1.13s, and 16.25s, respectively. This shows that the physical quality and badminton performance of the experimental class under the multimedia environment are better than those of the control class under the general teaching. In the experimental class, 16 students are very interested in learning badminton, and 22 students are very satisfied with the multimedia teaching method; in the control class, only 9 students are very interested in learning badminton, and only 13 students are very satisfied with the traditional teaching method, which shows that the interest and satisfaction of students in the experimental class under the multimedia environment are higher than those in the control class under the traditional teaching.

Matched MeSH terms: Students
Impact of brand equity and service quality on the reputation of universities and students' intention to choose them: The case of IIUM and UIN

Rizard SR, Waluyo B, Jaswir I

F1000Res, 2022;11:1412.
PMID: 37767070

Background: Numerous studies have been carried out on the impacts of brand equity and service quality of higher education institutions (HEIs) on their reputation and students' satisfaction. This research aimed to compare the impact of brand equity and service quality on universities' reputations, namely Universitas Islam Negeri (UIN) in Indonesia and International Islamic University Malaysia (IIUM) in Malaysia, and Indonesian students' intention to choose the universities, which is moderated by study expense (price). UIN and IIUM are HEIs with a similar university concept, and Indonesian students have recently shown a high interest in them. The two universities have faculties not only in the field of Islamic studies but in general fields of studies as well, which are usually held by non-Islamic Universities. Therefore, their competitiveness against non-Islamic universities, especially the University of Indonesia (UI) has increased. Methods: The statistical measurement tool used was structural equation modeling (SEM). The number of items stated in the questionnaire was 45. Therefore, minimum data to be collected were 5 × 45 or 225 which rounded up to 228 from Indonesian students at UIN and IIUM (114 UIN students, and 114 Indonesian student respondents from IIUM). Results: The study results show that the universities' reputations are strongly affected by their brand equity and service quality, which then affect students' intention to choose the universities. Students had a higher intention to choose IIUM than UIN. The limitation of this research is that the effect of study expense on the intention of Indonesian students to study at UIN or IIUM has not yet been conducted. It will be conducted in the next study. Conclusions: These results are expected to be useful to UIN, IIUM, and especially Politeknik Negeri Jakarta (PNJ) in determining a strategy to enhance their reputations and the intention of Indonesian students to study there.

Matched MeSH terms: Students
Fulltext Effectiveness of school-based child sexual abuse intervention among school children in the new millennium era: Systematic review and meta-analyses

Che Yusof R, Norhayati MN, Mohd Azman Y

Front Public Health, 2022;10:909254.
PMID: 35937243 DOI: 10.3389/fpubh.2022.909254

INTRODUCTION: School-based child sexual abuse intervention programs were developed to educate the school children to protect them from sexual abuse. The programs were evaluated to make sure the interventions were effective in reducing child sexual abuse cases (CSA). This review aimed to determine the effectiveness of the school-based child sexual abuse intervention programs in the new millennium era (2000-2021) in improving the knowledge, skills, and attitude of school children under 18 years old toward child sexual abuse.
METHODS: A systematic search was conducted through MEDLINE (PubMed), EBSCO, and SCOPUS databases to collect full English articles related to school-based CSA intervention programs published from 2000 to 2021.
RESULTS: A total of 29 studies from randomized control trial and quasi-experimental from several countries was analyzed. Comparisons within group of pre-post intervention for knowledge, skills, and attitude were measured by standardized mean difference (SMD) and 95% CI of -1.06 (95% CI: -1.29, -0.84), -0.91 (95% CI: -1.2, -0.61), and -0.51 (95% CI: -3.61, 0.58), respectively. Meanwhile for between intervention and control group comparisons, the SMD of knowledge was 0.9 (95% CI: 0.63, 1.18), skills was 0.39 (95% CI: 0.07, 0.71), and attitude was 1.76 (95% CI: 0.46, 3.07).
CONCLUSION: The programs were found to be effective in improving the knowledge, skills, and attitude of the students from pre-intervention to post-intervention and between the intervention and control groups.Systematic Review Registration: www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42022312383, identifier: CRD42022312383.

Matched MeSH terms: Students
Fulltext Design of Learning Environment for Undergraduate Comprehensive Literacy Education under Blended Learning Environment

Wang X, Yu L, Wang Z

J Environ Public Health, 2022;2022:9602876.
PMID: 36200091 DOI: 10.1155/2022/9602876

Blended learning has become the dominant teaching approach in colleges and universities as they evolve. A good learning environment design can represent college and university teaching quality, improve undergraduates' literacy, and boost talent training. This paper introduces the data mining method of undergraduate comprehensive literacy education, discovers the association rules of the evaluation data, and introduces the undergraduate comprehensive literacy evaluation model and BP neural network model driven by theory and technology in a mixed learning environment, which promotes students' comprehensive literacy evaluation and builds a good learning environment. The results demonstrate that undergraduate classification prediction accuracy is similar by data mining, and most reach 99.58 percent. So, whether it is the training sample or the test sample, the prediction result of undergraduate comprehensive literacy is acceptable, which illustrates the validity of the data mining algorithm model and has strong application importance for developing a better learning environment.

Matched MeSH terms: Students
Fulltext Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study

Sharif Nia H, Marôco J, She L, Khoshnavay Fomani F, Rahmatpour P, Stepanovic Ilic I, et al.

PLoS One, 2023;18(10):e0285315.
PMID: 37792853 DOI: 10.1371/journal.pone.0285315

The COVID-19 pandemic caused unprecedented changes to educational institutions, forcing their closure and a subsequent shift to online education to cater to student learning requirements. However, successful online learning depends on several factors and may also vary between countries. As such, this cross-sectional study sought to investigate how engagement of university students, a major driver of online learning, was influenced by course content, online interaction, student acceptance, and satisfaction with online learning, as well as self-efficacy across nine countries (China, India, Iran, Italy, Malaysia, Portugal, Serbia, Turkey, and the United Arab Emirates) during the COVID-19 pandemic. Using a questionnaire-based approach, data collected from 6,489 university students showed that student engagement was strongly linked to perception of the quality of the course content and online interactions (p < .001). The current study also indicated that online interactions are a major determinant of academic efficacy but only if mediated by engagement within the online learning context. A negative correlation between student engagement and satisfaction with online learning was found, demonstrating the importance of students being engaged behaviorally, emotionally, and cognitively to feel satisfied with learning. Academic efficacy and student satisfaction were explained by course content, online interaction, and online learning acceptance, being mediated by student engagement. Student satisfaction and, to a lesser degree academic efficacy, were also associated with online learning acceptance. Overall, the structural equation model was a good fit for the data collected from all nine countries (CFI = .947, TLI = .943; RMSEA = .068; SRMR = .048), despite differences in the percentage variations explained by each factor (no invariance), likely due to differences in levels of technology use, learning management systems, and the preparedness of teachers to migrate to full online instruction. Despite limitations, the results of this study highlight the most important factors affecting online learning, providing insight into potential approaches for improving student experiences in online learning environments.

Matched MeSH terms: Students
Fulltext Perceptions and attitudes towards dementia among university students in Malaysia

Griffiths AW, Cheong WL, Saw PS, Parveen S

BMC Med Educ, 2020 Mar 20;20(1):82.
PMID: 32192471 DOI: 10.1186/s12909-020-1972-5

BACKGROUND: One of the major challenges worldwide is the stigma associated with dementia. There is limited dementia awareness within Malaysian communities, including levels of confusion regarding the differences between dementia and the usual ageing progress, which can lead to delays in support seeking. The need for additional training and education for healthcare professionals has been highlighted. The present study aimed to evaluate the benefits of a one-hour dementia education session (Dementia Detectives workshop) for pharmacy and medicine undergraduate students at a Malaysian university.
METHODS: Participants attended the workshop and completed pre- (Time 1) and post-workshop (Time 2) questionnaires consisting of validated measures exploring attitudes towards dementia and older people more broadly.
RESULTS: A total of 97 students were recruited. Attitudes towards people with dementia showed significant positive changes between Time 1 and Time 2, whereas no differences were found for attitudes towards older people.
CONCLUSIONS: As medical and pharmacy students develop theoretical knowledge, practical skills and professional attitudes during their undergraduate studies, it is important for students to also learn about the humanistic side of diseases and conditions through workshops such as the one presented here. Further research should now be conducted to consider how Dementia Detectives can be delivered to non-healthcare students and what the barriers and facilitators to wider delivery are.

Matched MeSH terms: Students, Medical/psychology*; Students, Pharmacy/psychology*
Fulltext The Influence of Teachers' Management Efficiency and Motivation on College Students' Academic Achievement under Sustainable Innovation and the Cognition of Social Responsibility after Employment

Tan C, Yi L, Haider A, Kwen L, Mamnoon R, Li K, et al.

J Environ Public Health, 2022;2022:1663120.
PMID: 36060872 DOI: 10.1155/2022/1663120

Teachers' management effectiveness can reflect the comprehensive ability and effective evaluation of the teaching management objectives of the school and can also reflect the effectiveness management of the school to a certain extent. In the environment of sustainable and innovative development, the rapid development of education has made improving the management efficiency and motivation of university teachers became the key direction of university management. In order to study the impact of teachers' management efficacy and motivation on college students' academic achievement and postemployment social responsibility cognition under sustainable innovation, this study compares the impact of teachers in different periods on students and analyzes the changes of teachers in different periods on students. Finally, it is concluded that teachers' management efficiency and motivation under sustainable innovation can promote students' employment achievement and social responsibility cognition, improve the teaching quality of colleges and universities, and provide high-quality talents for the country. The educational concept of sustainable innovation is conducive to improving teachers' independent innovation and realizing the educational function of cultivating students' personalized development in colleges and universities.

Matched MeSH terms: Students
Fulltext Personal protective equipment waste management behavior of undergraduates in Xi'an City based on extended theory of value-identity-personal norm model

Li T, Xu T, Liang Y, Luo W, Zhang J

Sci Rep, 2023 Jul 10;13(1):11144.
PMID: 37429955 DOI: 10.1038/s41598-023-36534-1

The COVID-19 pandemic has changed people's lives, with the most prominent change being the use of Personal Protective Equipment (PPE). In this study, we used the extended Value-Identity-Personal (VIP) norm model to empirically analyze the influencing factors of Pro-Environmental Behavior (PEB) among college students in Xi 'an, China, while considering the usage of PPE as an example of PEB. We proposed nine hypothetical questions, and the VIP model was established through the SmartPLS software to test the valid questionnaires of 414 college students. The verification results indicated that all the nine hypotheses were supported statistically, with personal environmental social responsibility and personal norms showing the most significant direct impact on PEB; notably, personal norms were also strongly influenced by environmental personal social responsibility. Biosphere values affected PEB indirectly, through self-identity and individual norms. This study proposes viable countermeasures and suggestions for college students to improve PEB; our findings can serve as a reference for policymakers and stakeholders to ensure the effective waste management of personal safety equipment.

Matched MeSH terms: Students
Health professions students' acceptance and readiness for learning analytics: lessons for educators

Hussan F, Er HM, Nadarajah VD

BMC Med Educ, 2024 Nov 22;24(1):1347.
PMID: 39574101 DOI: 10.1186/s12909-024-06284-3

BACKGROUND: Learning analytics (LA) is a tool for gathering, analysing, and interpreting data related to student's learning behaviour, engagement, and performance. As the student data collected by the institutions are used to construct LA, it is essential to understand the acceptance and readiness of the students regarding the implementation of LA.
METHODS: A sequential mixed method research design was used in this study. A validated questionnaire was distributed to undergraduate students of Medicine, Dentistry and Pharmacy programmes to collect their general views on LA. Focus group interviews with a total of 18 students were conducted to explore their perceptions in depth, followed by thematic analysis of the transcribed data.
RESULTS: Generally, the students were aware of their demographic data, utilisation of learning management system and academic performance data being collected by the university. They were agreeable for collection of those data which had direct association with their learning to be used for LA. However, they expressed concerns about the privacy, confidentiality, and security of the collected data. Three themes emerged from the interviews, i.e., self-regulated learning, evidence-based decision making and data management. The students perceived that LA could help them to monitor achievement of learning outcomes and provide support for individualised learning paths through recommendations of learning resources and learning motivation. They also opined that LA could help educators and institutions by providing feedback on teaching and learning methods, resource allocation and interventions to create conducive learning environment.
CONCLUSIONS: LA is a useful tool to support self-regulated learning, however, precautions should be exercised during implementation to ensure data privacy and security.

Matched MeSH terms: Students, Health Occupations/psychology; Students, Medical/psychology
Fulltext A multinational study on the factors influencing university students' attitudes and usage of ChatGPT

Abdaljaleel M, Barakat M, Alsanafi M, Salim NA, Abazid H, Malaeb D, et al.

Sci Rep, 2024 Jan 23;14(1):1983.
PMID: 38263214 DOI: 10.1038/s41598-024-52549-8

Artificial intelligence models, like ChatGPT, have the potential to revolutionize higher education when implemented properly. This study aimed to investigate the factors influencing university students' attitudes and usage of ChatGPT in Arab countries. The survey instrument "TAME-ChatGPT" was administered to 2240 participants from Iraq, Kuwait, Egypt, Lebanon, and Jordan. Of those, 46.8% heard of ChatGPT, and 52.6% used it before the study. The results indicated that a positive attitude and usage of ChatGPT were determined by factors like ease of use, positive attitude towards technology, social influence, perceived usefulness, behavioral/cognitive influences, low perceived risks, and low anxiety. Confirmatory factor analysis indicated the adequacy of the "TAME-ChatGPT" constructs. Multivariate analysis demonstrated that the attitude towards ChatGPT usage was significantly influenced by country of residence, age, university type, and recent academic performance. This study validated "TAME-ChatGPT" as a useful tool for assessing ChatGPT adoption among university students. The successful integration of ChatGPT in higher education relies on the perceived ease of use, perceived usefulness, positive attitude towards technology, social influence, behavioral/cognitive elements, low anxiety, and minimal perceived risks. Policies for ChatGPT adoption in higher education should be tailored to individual contexts, considering the variations in student attitudes observed in this study.

Matched MeSH terms: Students

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