Purpose: This study aims to inform the field of mathematics education for late adult learners by considering the teaching and learning methods & teaching strategies of mathematics. It focuses on the adult literacy middle school curriculum developed for late adult learners. Methods: This study applied a mixed-method approach. Through research of the literature, teaching and learning methods & teaching strategies were identified, and those featured in adult literacy textbooks were reviewed. The study was validated by receiving expert advice.Result: To explore teaching and learning methods & teaching strategies according to the 2020 revised adult literacy textbook class procedure, at least three experts in each field were recruited for research validity. Employing the triangle verification method, nine experts from three different fields were consulted to verify the validity of the content.Conclusion: As a result of exploring teaching and learning methods & teaching strategies in mathematics for late-adult learners, discussion methods, lecture methods, and cooperative learning were concluded to be appropriate teaching and learning methods. Situated learning, representation learning, and cognitive teaching strategies were identified as appropriate.

The schism that exists between UK architecture academics and architecture practitioners is now a significant issue because the practical-knowledge gap within the profession has diminished the status of the architect as an important member of the construction team. This opinion article explores the need for tutor training in architecture education. This article draws on findings from an investigation of teacher training and staff development in Higher Education to show that the ARB, RIBA and UK Schools of Architecture could begin to develop a professional teaching and CPD framework to support architect-tutors as a way of bridging the divide between academia and practice. This article argues that if educators and practitioners can work together more harmoniously, the UK architecture profession stands a better chance of meeting a challenging and unpredictable future.

The study investigated the lecturers’ perceptions of problem-based learning (PBL); their attitudes towards PBL, their views of effects of PBL on the learning process and the factors for not employing PBL in their courses. A survey questionnaire was used to collect data from 40 randomly selected lecturers from Takhar University. Descriptive and inferential statistics were used to analyze the data. The findings showed that lecturers had strong positive attitudes towards PBL and they were interested in utilizing PBL in their teaching activities. They were aware of the effects of PBL on the learning process particularly students’ learning. They believed that PBL could help students develop a variety of generic skills, e.g., communication and problem-solving skills, which are necessary for employment. However, most of the participants did not make use of PBL in their courses for various reasons such as large number of students in their classes and lack of appropriate infrastructure. The lecturers’ gender, level of education and years of teaching experiences did not have any significant impact on their responses.

Purpose This qualitative study captured nurse academics’ experience of creating an online nursing ethics seminar at post graduate level through an action research process. Methods A template for reflections from students and staff about their experience of the seminar was used. Responses were received from students and staff who participated in the seminar and analysed for key themes. Results The 10 student participants and 5 Japanese teaching staff reported overall positive experiences with the implementation. Key themes emerging were building on learning; participation and group engagement; facilitation versus expert delivery; and translation into practice. Conclusion The findings are consistent with attempts to implement PBL and online learning elsewhere, but yet to be widely adopted in Japan. There is a need to embed inquiry-based learning PBL approaches in Japanese higher education. This study provides encouragement to participants and others considering implementing online PBL in nursing courses. Keywords: Problem-based learning; action-research; education; ethics education; online learning

Purpose By focussing on curricula reliant on blended (online and face-to-face) learning, to test the value of mental health stimulus material created/used by Australians in an Australian context to achieve learning outcomes through assessment tasks for students from a range of cultural backgrounds. Can we find stimulus material that facilitators can use with diverse cultures? Methods Case studies centred on two groups of students - Australian (Part 1) and international (Part 2). Results An analysis of simulation and stimulus material in mental health nursing education (Part 1) and the development of i) a set of principles for choosing 'authentic' stimulus material ii) a set of recommendations for choices of assessment tasks that ensure application of the principles irrespective of the culture and context in which graduates choose to work (Part 2). Conclusion While there are many types of stimulus material available today, authentic stories from clinical practice may also have a useful role in mental health nursing curricula.

Nursing, like other health professions, is a self-regulated profession with professional codes and guidelines (NMBA, 2016, NMBA, 2018, ICN, 2012) developed by the profession and approved by representatives of the profession through a range of regulatory bodies, including in the case of nursing, the Nurses and Midwives Board of Australia. Moreover, health professionals have an obligation to practice competently and this means exhibiting behaviours and attitudes reflecting competence as set out in the standards and other codes of professional and ethical conduct. There is an assumption that the standards are widely understood and used by the membership of the profession.

Purpose: To highlight the value of using guidelines for determining the worth of learning events that center on simulations health profession practice.

Towards Student Centered Learning ActivitiesThe adoption of ideas those are new to those considering them for the first time, takes time.

Objectives: To explore i) the nature and extent to which work oriented placements at an international level offer opportunities to experience actual and contemporary practice and ii) gain new insights into the complexities of applying concepts acquired in virtual learning situations and to determine the extent to which assessment of learning outcomes focuses on elements of: acquisition of abilities, requirements for professional competence and confidence, the honing of skills sets.