Enhancing collaborative learning in health management education: an investigation of Padlet-mediated interventions and the influence of flexible thinking.

This study had three primary goals. First, it aimed to craft an intervention program centered around collaborative learning enabled by Padlet. Second, it aimed to gauge the perceptions of health management students regarding this intervention and how it affected their collaborative learning experiences.

Online collaborative Padlet-mediated learning in health management studies.

Introduction: The Padlet interactive platform constitutes a virtual online board on which users can post various types of multimedia content, such as documents, questions, comments, images, video clips, and audio clips. This platform has gained popularity in higher education yet remains ancillary in the fields of medical education and medical management.

Methods: This case study sought to initially design an intervention program that employs online collaborative learning enabled by Padlet and to assess how Health Management students perceived the activity and its ramifications for their learning.

Using Digital Concept Maps in Conflict Resolution Studies: Implications for Students' Argumentative Skills, Domain-Specific Knowledge, and Academic Efficacy.

While argumentation emerges as one of the major learning skills in the twenty-first century, a somewhat opaque landscape is revealed in terms of identifying its potential in enhancing higher-education students' domain-specific knowledge. In this study, argumentation-for-learning activity with digital concept mapping (CM) was designed and compared with a traditional teacher-centered activity to determine the former's effectiveness in promoting students' domain-specific factual, conceptual, and procedural knowledge. This study also examines how the proposed activity may contribute to students' academic efficacy and thus promote meaningful learning.

Professional and psychological precursors of instructional approaches used in distance learning during COVID-19.

The current study addresses two antecedents that may serve to explain teachers' online instructional practices during the COVID-19 pandemic: first, the professional aspect that deals with suitable training of teachers and school support for distance learning, and second, informed by the professional aspect, the personal (psychological) aspect that discusses the self-efficacy and attitudes of teachers toward distance learning. A mixed-methods design was employed by collecting data from 327 Israeli schoolteachers. A phenomenological paradigm was used to enrich the information from the point of view of teachers who experienced the transition to distance learning.

Students' Emotional Well-Being, and Perceived Faculty Incivility and Just Behavior Before and During COVID-19.

This research set out to measure the impact of the lockdown condition and social distancing imposed on higher education by the Israeli government during the COVID-19 period and the shift to online learning, on students' emotional well-being, the way they perceived their teachers' just behavior, and faculty incivility, compared to pre-pandemic conditions. An additional aim was to explore the set of connections among these factors. The total sample included 396 undergraduate students from three academic colleges.

Precursors of Openness to Provide Online Counseling: The Role of Future Thinking, Creativity, and Innovative Behavior of Future Online Therapists.

The outbreak of the COVID-19 pandemic has accelerated the need for online counseling to preserve therapeutic processes that have begun face to face and to provide service to others in need during lockdowns. Previous studies underscored the importance of providing updated training as counselors frequently hesitate to use technological advances in therapeutic sessions. This study aims at reducing such barriers by revealing personal characteristics of future professionals that might inhibit or encourage their openness toward providing online counseling.

Future Problem-Solving Practiced During COVID-19: Implications for Health Management Students' E-Health Literacy Identity.

The current study describes the implementation of an online Future Problem Solving (FPS) program in the field of Health education and set out to explore its contribution to students' eHealth Literacy identity, by using two levels of teacher guidance: minimal vs. frequent. FPS was employed in two groups of Health students.

The role of goal orientations and learning approaches in explaining digital concept mapping utilization in problem-based learning.

Concept mapping has received increasing attention and application in higher education as an effective instructional strategy. However, little is known about how higher-education students' different motivations for learning might be related to the way they use digital concept mapping for effective learning. This study sought to design and assess an intervention program that employs digital concept mapping in problem-based learning and to evaluate the effectiveness of using this tool among students with different achievement-goal profiles on learning and deep versus surface approaches to learning.

Higher Education Students' Reflective Journal Writing and Lifelong Learning Skills: Insights From an Exploratory Sequential Study.

Reflective journal (RJ) writing has been recognized as an effective pedagogical tool for nurturing students' lifelong learning skills. With the paucity of empirical work on the dimensionality of reflective writing, this research sought to qualitatively analyze students' RJ writing and design a generic reflection scheme for identifying dimensions of reflective thinking. Drawing on the theoretical scheme, another aim was to design and validate a questionnaire to measure students' perceptions of their reflective writing experiences.

Health management students' self-regulation and digital concept mapping in online learning environments.

Background: Self-regulation of learning is considered one of the key capabilities deemed essential for the healthcare system and its workers to cope successfully with the current challenges they are facing. Therefore, healthcare curricula are increasingly called upon to support self-regulation as a central learning outcome. With scant relevant publications describing how students of medicine and other healthcare professions regulate their learning, this study set out to design and assess a problem-based learning using digital concept mapping in an online course and to evaluate the set of connections between this intervention and Health Management students' self-regulation of learning.

Links between Adolescents' Deep and Surface Learning Approaches, Problematic Internet Use, and Fear of Missing Out (FoMO).

This study was aimed at exploring links between adolescents' deep and surface approaches to learning, Fear of Missing Out (FoMO), and Problematic Internet Use (PIU) by using Partial Least Squares Structural Equation Modeling (PLS-SEM). The analysis corroborated the postulated positive links between surface learning, FoMO, and PIU. Moreover, the FoMO construct represented a complimentary mediation between the surface learning approach and PIU constructs.