Teaching Assistants Research Articles

Retracted: On the Design of Assistant Teaching Using Network Multimedia Database in Volleyball Teaching

Retracted: On the Design of Assistant Teaching Using Network Multimedia Database in Volleyball Teaching

Empowering Teachers in E-Learning: A Case-Based Recommender System for Effective Learning Design

In the rapidly evolving field of e-learning over the past decade, the learning design (LD) sector has emerged as a crucial determinant of success. It plays a vital role in ensuring effective instructional design, preserving best practices, enhancing educational quality, promoting personalization, and embracing technological innovation. However, the creation of effective LDs can be challenging due to the diverse range of learning methods, strategies, resources, learner profiles, evolving technologies, and communication platforms. This paper aims to address the research question of how to efficiently leverage recommender systems (RSs) and repurpose existing LD solutions to provide valuable support for teachers in the LD process. Specifically, this paper focuses on the implementation of case-based recommender system (CBRS) and presents the initial evaluation results. CBRS, which is a RS, assists teachers in locating and reusing pre-existing LDs. The initial evaluation results validate the system’s effectiveness in supporting teachers throughout the LD process by offering reliable and useful LDs. Furthermore, additional findings pertaining to the overall user perception and the perceived value of CBRS are discussed.

Exploring Learning Mode Preferences of College Students in Kerala: A Comparative Study of Online, Blended, and Traditional Education Trends

This study investigates college students in Kerala preferences for online, blended, and traditional learning methods. 1,963 students from various institutions in Kerala were surveyed using a questionnaire in order to gather first-hand information about their preferences and experiences. According to the study, most students (72.8%) preferred traditional learning methods, while only 4% preferred online learning. 23.2% of students said they preferred blended learning. The study found that important factors in students' preferences for various modes of learning include things like the device used for online classes, teacher assistance, the development of communication and technical skills, mental stress, and part-time job opportunities. The chi-square test results showed a significant relationship between students' preferences and their preferred mode of learning, with traditional mode being the most preferred. The study highlights the need to address obstacles to online learning and the potential advantages of blended learning, which has significant implications for policymakers and educational institutions in Kerala. The effects of various factors on students' preferred modes of learning as well as potential regional variations in these preferences could be explored in more detail.

Using Q-Methodology to Evaluate Student Perceptions of Online Anatomy in the Time of COVID-19

Pursuant to pedagogical changes necessitated by the COVID-19 pandemic, this study was designed to determine which aspects of an online anatomy course students most preferred and most disliked using Q-methodology. Data were collected in fall 2020 and winter 2021, and 166 student responses were analyzed via by-person factor analysis. Three distinct subgroups were identified: Group 1 (n=66) reported being comfortable with the technology skills required for studying anatomy online; Group 2 (n=50) reported dissatisfaction with several elements of course delivery, including evaluations, laboratory assignments, and the amount of lecture content, believing that they were essentially “teaching [themselves]”; Group 3 (n=29) was characterized by being happy with tutorial activities and the guidance received from teaching assistants. Common to all groups was the preference for physical rather than virtual specimens and for faculty-made practice questions as opposed to the overwhelming number of online specimens available for review. There was an overall positive attitude shift among students regarding online delivery across semesters. Given ongoing uncertainty surrounding the pandemic, these findings provide important considerations for future potential online/blended classes on anatomy education.

Motivations and Experiences of Teaching Assistants in a First-Year Integrated Medical Course.

Peer teaching is used in many medical schools and is recognized as beneficial to the student teacher and learner. We surveyed a cohort of teaching assistants (TAs) in a first-year course to determine their motivations to serve as TAs and the perceived benefits. TAs served because they wanted to help, solidify their knowledge, and have an opportunity to teach. They perceived that their experience helped them develop their communication skills and encouraged them to pursue future teaching opportunities. This information will help in recruiting students into teaching and also in developing a standardized student-as-teacher program to foster the next generation of physician educators.

Using GoGuardian Teacher Technology to Combat Students' Digital Distractions on School-Issued Devices

In recent years digital devices have become ubiquitous in schools in the United States and worldwide. This study set out to investigate if the specialized technology GoGuardian Teacher assists educators in combating students’ digital distractions during class time on school issued-devices. A purposeful sampling method was used to select a sample of 16 certified teacher from a public high school in South Carolina with at least one year of full-time teaching experience, currently using or having prior knowledge using GoGuardian Teacher technology. Qualitative data was collected via semi-structured interviews and observational fieldnotes. In-person or virtual (Zoom) interviews were recorded, transcribed, manually coded, and analyzed using inductive thematic analysis. The results showed that to control digital distractions, teachers use GoGuardian Teacher technology to eliminate students’ technology distractions, engage and communicate with students, and hold students accountable for their web-irrelevant activities. The findings led to recommendations for privacy concerns, district-wide digital citizenship programs, and teacher professional development.

Teaching Assistance of Merdeka Belajar Kampus Merdeka Program of the Islamic Education Study Program of Lamongan Islamic University

The aim of writing this article is to analyze and describe MBKM teaching assistance at MAN 1 Lamongan. This research uses a qualitative descriptive case study. The focus of this discussion is to explain the teaching assistance for students of the Islamic religious education study program at the Lamongan Islamic University MBKM program which was carried out at MAN 1 Lamongan and was attended by 6 students. Research data was obtained through interview, observation, and documentation techniques as well as using a data analysis process: collection, reduction, and concluding. The research results show that there are three stages that students participating in teaching assistance go through. The preparation stage includes a briefing on the concept of teaching assistance, student functions and tasks, reflection, and planning for teaching assistance. The next implementation stage includes acceptance and observation, making teaching plans, implementing teaching, conducting assessments, and reflecting on closing the program. The final stage is analysis and results, including analysis of attitude competence, knowledge competence, teaching competence, general competence of the school environment, and evaluation of the entire activity program. In teaching assistance activities carried out at MAN 1 Lamongan, students gain new experiences that can shape their character to become good and professional teacher candidates.

A pilot study evidencing the effectiveness of a new maths intervention

AimThis study evaluated a maths intervention programme, devised by the first author from psychological research into maths learning, difficulties, and intervention.MethodUsing a case series design, the first author collaborated with a Special Educational Needs and Disabilities Co-ordinator (SENDCo) and seven teaching assistants (TAs), who delivered the intervention to nine children (between four- and ten-years-old) of most concern to their teachers. Eight hours of training was provided for the adults, on the psychology of maths learning and use of a diagnostic assessment and intervention framework. Personalised intervention programmes were planned for the children. The adults worked one-to-one with the children, for 15–20 minutes a day, up to five times a week, over ten weeks. Researcher support and observational monitoring visits were provided each week. Pre- and poststandardised assessments were used to assess the intervention’s impact on the children’s maths achievement. Impact on the adults and children, and possible causal mechanisms, were explored through individual interviews.FindingsPre-/post-assessments, interview and observational data showed that children’s maths levels and attitudes had improved significantly. Thematic analysis evidenced that adults’ knowledge, skills, and confidence had increased.LimitationsLimitations include the small-scale nature of the study, coherence across structural elements (diagnostic assessment, framework, plans), lack of specific training on instructional methods, generalisability from out-of-class learning to classroom teaching, and problems associated with the operationalisation of mathematical constructs.ConclusionsThis study provides tentative evidence for the programme’s effectiveness, feasibility, and potential to address both moderate and severe maths needs, justifying larger-scale evaluation.

Literacy Using Food Truck Media in Writing Procedure Texts (Teaching Assistance Program in Educational Units)

The teaching assistance program requires literacy learning activities carried out by students collaboratively with lecturers and teachers. The lack of students' ability to write procedural texts is due to a lack of familiarity with students' literacy activities that support their learning activities. This condition is seen from the students' lack of understanding in analyzing the general structure of the text, resulting in difficulties in creating procedural texts that are good and correct and can be utilized by readers. To overcome this problem, socialization was held which aimed to maximize writing procedural texts using Food Truck literacy media. This Community Service is located at Putra Anda Binjai Vocational School, where the Education Unit Teaching Assistance program is implemented. The methods used in this training are lectures, discussions and demonstrations. The results of the training show that food truck literacy learning can be used as an alternative in improving the ability to write procedural texts, this increases students' creativity in writing creative and useful procedural texts. During the activity, students played an active role in socializing fun learning literacy using Food Truck media "very well". Student activity was implemented by understanding online ordering, work procedures, and practicing making sweet martabak as a fun learning experience.

Examining the relationships among teaching assistants’ self-efficacy, emotional well-being and job satisfaction

ABSTRACT While teaching assistants (TAs) have experienced various employment challenges, little research has been done to examine factors affecting their well-being. Based on an extended Control-Value model in studying teachers’ emotions and well-being, the present study examined the relationship between primary school TAs’ Control-Value variables in the context of formative feedback practice (abbreviated as TFBCV), their emotional well-being, and other well-being indicators. 305 TAs from 184 primary schools in Hong Kong participated in this survey study. Usually, there is at least one TA to support students with special educational needs in each mainstream school in Hong Kong. This sample represents 39% of primary schools in Hong Kong given that each school has one TA to join this study and these participating schools. The results supported our hypotheses that TFBCV has significant direct effects on both a combined positive emotion and the two discrete positive emotions (Joy and Love). TFBCV also has a significant indirect effect on job satisfaction via positive emotions. Interestingly, job stress was nearly uncorrelated with TFBCV and positive emotions. We discuss implications for extending teacher well-being research to include the ‘missing’ but essential piece of TAs in the current literature.

Successful chatbot design for polytechnic students in Singapore

ABSTRACT In Temasek Polytechnic, Singapore, several AI chatbots acting as digital teaching assistants were trialed between July 2021 and August 2022. As these were developed for different purposes, it is important to learn if these AI chatbots help achieve the desired learning outcomes. This paper focuses on lessons learnt from three chatbots designed for different learning experiences: the independent learning of EXCEL, the correction of errors in the application of APA citation style, and the provision of supplementary theoretical support for software usage for Social Media Analytics. The research team studied the students’ reaction to these educational chatbots, their motivation to use them, as well as the efficacy of the chatbot features to support specific purposes. This paper offers a design model that describes the three-stage approach for learning with an AI chatbot, with examples elucidating them. These sequential stages are foundational in the chatbot design to provide focused, personalised, student-controlled online learning environment. The application of this model is detailed in a fourth AI chatbot designed for the subject, Airline Management.

Adherence to language of instruction in Spanish-English dual language early elementary classrooms

ABSTRACT This study examined teachers’ adherence to the language of instruction in dual language education (DLE) programs among teachers in 19 kindergarten through 3rd grade Spanish-English two-way DLE immersion classrooms (n = 5, 90/10 model; n = 14, 50/50 model). Teachers were observed toward the beginning and end of the school year to determine adherence rates of teacher talk by role, teacher talk by purpose, and teacher redirections of students not speaking the target language. Adherence for teacher talk was high across the school year but was lower for assistant teachers compared to lead teachers. Adherence for instructional talk and behavior management talk was also high, though rates were lower for behavior management talk in the fall for the 90/10 model. Redirections of students not speaking the target language were highest in the fall but negligible in the spring during English whole group instruction in the 50/50 model, and redirections were low but increased over time for teachers providing Spanish instruction. Redirection rates were especially low during small group or individual work time. Implications for future research and considerations for supporting teachers’ adherence to the language of instruction are discussed, including accounting for practices (e.g., translanguaging) reflecting updated views about language separation.

Review of Artificial Intelligence Applications and Modelling AI Framework in Education System

The potential of using artificial intelligence in education to enhance learning, assist teachers and fuel more effective individualized learning is exciting, but also a bit challenging. To even have an intelligent conversation about AI in education, one must first push past imaginary science-fiction scenarios of computers and robots teaching our children, replacing teachers and reducing the human element from what is a fundamentally human activity. AI can automate grading so that the tutor can have more time to teach. AI chatbot can communicate with students as a teaching assistant. This research paper focuses on modelling of AI ingredients in framework of education. AI in future can work as a personal virtual tutor for students, which will be easily accessible at any time and any place.

Narratives to identities: Japanese graduate teaching assistants as language teachers

Abstract The present study explores Japanese student teachers’ identity construction and transition with focuses on contexts both inside and outside the classroom in the online environment during the COVID-19 pandemic. By integrating language teacher identities as a complex and dynamic entirety rather than detached pieces, this qualitative research study utilizes both narrative inquiry and positioning analysis to examine four Japanese student teacher identities through both discursive construction in discourse and momentary behavior in talk-in-interaction. The data collected from the surveys, class observations, interviews and weekly meetings revealed four aspects of Japanese student teacher identities: (1) beliefs on foreign language education in and beyond the classroom, (2) self-perceptions of not only language teachers but also future supporters and life helpers, (3) perceptions of teaching Japanese live-online during the COVID-19 pandemic and (4) beliefs on successful language teaching relying on bidirectional cooperation of both teachers and students. The article concludes with a discussion about how the possible directions for future research in terms of the contextual narrative exploration in languages other than English and the integration of both narrative inquiry and positioning analysis methods.

Views of Teachers and Headteachers about Outdoor Learning in Pre-School Education Institutions in Turkey and England

In the study, it is aimed to determine the views and experiences in outdoor learning of preschool teachers and headteachers in preschool institutions in Turkey and England with phenomenological research. The data was collected by interview forms which consisted of open-ended questions. Teachers, and head teachers in preschool institutions were interviewed both in Turkey and England. The study group determined 9 headteachers and 9 teachers from 6 school in Turkey and England. As a result, according to views of headteachers and teachers school gardens, equipment, and spent time outside are insufficient in Turkey unlike in England. It is seen that family participation in outdoor learning is more common in Turkey. However, in Turkey, teachers and headteachers feel more family pressure. These pressures arise from situations such as the safety of their children, the fact that they are sick and their clothes are dirty. The fact that teachers are alone in the classroom without help also makes teachers feel anxious about the safety of children in outdoor learning activities. Teachers in both countries emphasized the positive effects of outdoor learning in terms of learning, children and teachers. On the other hand, teachers and headteachers in Turkey also mentioned the negative effects of outdoor learning in the context of child, teacher and program. It is seen that the subject of outdoor learning is not sufficiently included in vocational education and in-service trainings in both countries. Physical facilities can be developed in Turkey. Parent’s education, teacher assistant, and economic supports will be effective in overcoming the obstacles with outdoor learning in Turkey. In both countries, teacher training programs should more include outdoor learning topics and teachers should be supported with in-service training.

Developing an Enhanced Feedback Loop for Virtual Learning: Perspectives from Graduate Teaching Assistants

Developing an Enhanced Feedback Loop for Virtual Learning: Perspectives from Graduate Teaching Assistants

디지털 매체 활용 수업에 대한 유치원 교사의 경험연구

The purpose of this study is to find out the experience of kindergarten teachers’ digital media utilization classes by conducting focus group interviews. Focus group interviews were conducted from October 30, 2022 to November 29, 2022 with 12 teachers who are in charge of each of three private kindergartens in Seoul. As a result of the study, first, the necessity of classes using digital media was found to reflect the trend of the times, the role of an interesting assistant teacher. Second, growing from a simple recipient to a creator to a provider, integrated education through digital media were discovered as teaching and learning methods for classes using digital media. Third, using digital media as various teaching materials, classes using mobile, classes using multimedia. Fourth, the limitations of digital media classes resulted in a lack of knowledge of digital device utilization, teacher questioning for digital media utilization classes. Fifth, the teacher's demand for classes using digital media showed training to strengthen digital technology capabilities, and foster teachers' correct awareness of digital media utilization.

A Study on Strategies for Improving English Application Ability of Chinese College Students

With the deepening of exchanges between China and other countries around the world, high English application ability, namely the comprehensive development of listening, speaking, reading, and writing skills has increasingly become an inevitable requirement for talents by the country and society. This article first analyzes the current situation of Chinese college students’ English application ability, and then examines the importance of improving Chinese college students’ English application ability. Furthermore, it proposes strategies for improving Chinese college students’ English application ability, with the aim of providing some inspiration and assistance for education authorities, university decision-makers, and English teachers in cultivating Chinese college students’ English application ability.

The Votes Are In! Candidate Debates as Large Policy Course Experiential Learning Method

Background: Like other professional training programs, social work pedagogy has long recognized the value of experiential learning for professional development. Despite social work's rich experiential learning literature involving field education, direct practice courses, and program evaluation, there is a dearth of literature examining how to make learning in the policy classroom experiential, particularly for large class sizes. Purpose: We asked, “How might electoral candidate debates provide experiential learning opportunities for large classes?” Approach: The authors organized municipal and federal election candidate debates attended in-person and online by over 300 undergraduate students in a social work policy class at a Canadian university. Integrating our experiences as instructors/organizers and a teaching assistant, within a social constructivist framework, we used Kolb's experiential learning theory, and critiques thereof, to analyze reflective assignments from 73 students. Results and Conclusions: Candidate debates, when facilitated appropriately, can encourage students in large courses to work through the stages of experiential learning and consider related concepts and possible links among social justice course content and social policy, social work practice, and political engagement. Implications: The paper contributes to a broader understanding of the opportunities and constraints associated with employing experiential learning in the large social work classroom and beyond.

Sport and exercise sciences students’ and teaching assistants’ perceptions of rubrics in tertiary education

Little is known about the use that sport and exercise sciences students of different levels of study at university make of grading rubrics. The aims of this study were to develop a greater understanding of the perceptions students and teaching assistants (TAs) have of grading rubrics when writing and grading laboratory reports, respectively. Results showed that students in the earlier stage of their academic careers had more positive perceptions of rubrics and that students in the later part of their academic careers wanted more specific information from rubrics. Despite having positive perceptions of the rubric, nearly a third of teaching assistants chose not to use the rubric to inform their grading. Grading rubrics were generally well received by students at each level of study and benefits of rubrics included planning and enabling students to understand what to include in a report. Grading rubrics should be presented to sport and exercise students to enhance the educational scaffolding within the learning environment.