Case Study Of Teachers Research Articles

Combining virtual reality with asymmetric collaborative learning: a case study in chemistry education

The use of Virtual Reality (VR) in education is getting more and more common, especially when hands-on learning experiences have to be delivered. With VR it becomes possible, e.g., to simulate dangerous or costly procedures that could hardly be implemented in real settings. However, engaging large classes in immersive laboratory activities may be difficult, since VR kits are still rather expensive for quantity purchases and may require powerful PCs as well as proper spaces to work. A possible way to deal with these issues could be to combine VR with so-called asymmetric Collaborative Learning (CL). CL is a particularly interesting pedagogical approach, as it make learners work in team to achieve a common educational goal, promoting critical thinking and active learning. In asymmetric CL, in particular, learners use different technologies to interact. When combined with VR, asymmetric CL could be used, e.g., to let some learners get immersed in a virtual environment, while some others actively participate in the experience using a desktop interface. This configuration could allow, in principle, to involve more learners in the same amount of time and with the same number of VR kits, while also letting them benefit of the advantages of CL. Based on these considerations, this paper investigates the impact of CL on VR-based education by leveraging an immersive virtual environment designed to support a laboratory experience in a Chemistry course. A user study was conducted by involving 46 university students enrolled in the course. Objective and subjective metrics were used to compare two education methods, i.e. one in which the students experienced the VR environment in isolation, another one in which pairs of students collaborated with an asymmetric approach. Students’ knowledge acquisition was assessed by means of theoretical quizzes, whereas practical performance was automatically measured during the VR experience. The experimental results showed that trading off VR-based, individual learning for CL may have positive effects on the acquisition of theoretical knowledge, but may be detrimental to the achievement of practical abilities if sufficient exposure to technology cannot be guaranteed.

Breaking silos, building collaboration: A case study of interprofessional education.

Breaking silos, building collaboration: A case study of interprofessional education.

From Teaching with Cases to Teaching through Case Development: Making Purchasing Managers and Students the Designers of Learning Journeys

The prevailing approach to producing and teaching case studies in purchasing and supply management (PSM) education involves faculty members’ creating and providing finished cases for course participants to work with. This traditional approach still has merit; but PSM education also must evolve to meet the increasing and changing demands that PSM executives face in practice. We offer an advanced and experiential learning method, wherein participants both in degree courses and in executive education programs develop a case study and the accompanying teaching material based on their engagement with real-life PSM challenges. In particular, the process of crafting a teaching note requires participants to adopt a teacher’s mindset and competencies, enhancing their effectiveness in practice as facilitators of ecosystems and as change managers. We also encourage faculty members to broaden the application of case studies beyond working on past situations. Case studies can be the end-product of field projects (consulting cases), and their development and use can be an integral part of a change management process when they become the means to gain employee commitment for ongoing strategic initiatives (implementation cases). The latter approach is particularly fruitful when case development is used in customized executive education programs because it allows the participants’ learning to feed directly into major ongoing change projects in their company. As such, cases and the case development process have the potential to develop participants’ competencies and to create direct business impact in far broader ways than traditional case study pedagogy allows.

Making Sense of the Rural Special Education Teacher Shortage

Long-standing shortages of well-prepared special educators, especially within rural areas, have jeopardized positive outcomes for students with disabilities. In this multiple case study of administrators and special educators, the authors examined how individuals make sense of the special education teacher shortages in relation to the challenges of working in a rural school. Local contextual factors intersected with salary and state policies, highlighting how external, political factors affected districts’ ability to attract and retain special education teachers. Chief among implications for research, policy, and practice is the need to attend to multipronged approaches that have the potential to mitigate economic barriers to special educator recruitment and retention in rural school districts.

Transforming Medical Education: Historical Case Studies of Teaching, Learning, and Belonging in Medicine

<i>Transforming Medical Education: Historical Case Studies of Teaching, Learning, and Belonging in Medicine</i>

Interaction patterns in online/distance learning at higher education: A case study of biology education

This study investigates tutor-student interaction patterns in online learning environments, aiming to unveil effective strategies for optimising the online educational experience. Guided by a qualitative approach employing a case study design, this study delves into the interaction and written communication dynamics among 65 students and their tutors participating in four-course programs within the biology education study program. The observational and analytical phases focused on unravelling the nuances of online interactions. Subsequently, follow-up interviews were conducted to glean deeper insights and understanding into the observed patterns of communication and engagement between students and tutors. Through the qualitative analysis procedure, five distinct interaction patterns emerged from the analysis, ranging from tutor-initiated questions to collaborative exchanges among students and tutors. Each pattern offers unique insights into fostering engagement, feedback, and peer-to-peer learning dynamics. As online education continues to evolve, understanding and leveraging these identified tutor-student interaction patterns provide valuable insights for educators and instructional designers. Recognising the diverse ways in which interactions unfold is instrumental in enhancing the quality and effectiveness of online learning, fostering student engagement, and achieving the overarching goals of online education.

Navigating Educational Transformation: The Role of University Teachers in Post-Pandemic– A Case Study of Egyptian Higher Education

In the consequences of a crisis such as a pandemic, educational systems often undergo phases of crisis management, which may inadvertently result in a return to pre-disaster educational practices. This study delves into the current role of academic teachers in Egyptian Higher Education post-pandemic, aiming to maintain pandemic-induced advancements and enhance online learning environments. Using a mixed-methods approach, surveys with 51 university academics and interviews with 7 educators were conducted. The findings highlight significant transformations in teacher roles and instructional methods, particularly with the rise of hybrid learning. However, gaps remain in understanding blended learning ratios and promoting student collaboration. Key findings include educators' flexibility, enhanced leadership skills, and the challenge of addressing the digital divide among students. The study addresses the need for comprehensive strategies to ensure equitable access to technology and learning opportunities, while addressing gaps in collaboration and Continuing Professional Development (CPD) among teachers.

Learning to Listen Properly: Participatory Digital Projects at the German Maritime Museum Based on Iterative Co-Creation

At the German Maritime Museum, the user-centered approach of the digitization department has emerged as a driving force for implementing an open and participatory strategy. The department establishes long-term cooperations with various focus groups and partner institutions. These are particularly valuable for the continuous improvement of our digital infrastructures. At the heart of our participatory work lies a Goal-Directed Design approach, which focuses on understanding user needs and motivations. This approach helps us to maintain clarity in complex and heterogeneous projects and to communicate with non-technical users, enabling them to participate in the discussion of future use scenarios. In such co-creative processes, we have found web-based applications—especially Progressive Web Apps (PWAs)—to be particularly valuable due to their accessibility and flexibility. This paper illustrates our interdisciplinary design-led working process through a case study in school education. Additionally, it explores how the German Maritime Museum as a whole has developed further through increased participation: close transdisciplinary collaboration allows us to embed our practical methodological knowledge across the organization. This consistent commitment to participation is already reshaping the museum, giving it new citizen-centered roles.

A Case Study for Enhancing Science Education through Visualization in Digital Learning Environments

A Case Study for Enhancing Science Education through Visualization in Digital Learning Environments

Reimagining boundaries: transdisciplinary insights from Education, Counselling, and Fine Art

This paper presents three case studies of educators pioneering transdisciplinary project work within a UK College-Based Higher Education Institution, focusing on Education Studies, Counselling, and Fine Art. Through the CollaborArt Blackburn initiative, educators facilitated gallery visits, encounter spaces, and collaborative creation opportunities for students across these disciplines. These case studies highlight the educators' roles in fostering a transdisciplinary approach that transcends traditional disciplinary boundaries, emphasising experiential learning and collaborative engagement. The narratives illustrate the transformative impact of integrating diverse perspectives and methodologies, enriching both educators' and students' understanding and practice. The paper argues for the intrinsic value of educators' insights and expertise in initiating and sustaining transdisciplinary projects, encouraging peers to embrace innovative approaches in their pedagogical practices. This work contributes to the discourse on transdisciplinary education, advocating for its potential to create dynamic, inclusive, and holistic learning environments.

Cultural Constraints and Women's Education: A Case Study of Women's Higher Education in District Mardan

The purpose of this study is to explore deeply rooted cultural issues responsible for women's failure to pursue higher education in District Mardan, Pakistan. For this purpose, a qualitative research approach is employed and data is collected through semi-structured interviews with male household heads. The research pinpointed major issues that surfaced as early marriages, family responsibilities, and discrimination on the basis of gender, poverty, and stigmatization of women rather than men. These barriers do not only stifle the growth of women but also the development of the region in terms of economic incorporation and human resources development. The thematic analysis technique is utilized for qualitative data analysis. This study focuses on equal opportunities for all, irrespective of gender identity, and aims to generate awareness among all relevant stakeholders: family members, community, and policymakers.

Application of Augmented Reality in Chemistry Education: A Systemic Review Based on Bibliometric Analysis from 2002 to 2023

This extensive bibliometric analysis examines Augmented Reality (AR) adoption and its effects on chemistry education from 2002 to 2023. AR's interaction, three-dimensional visualizations of molecular structures and reactions prove as a promising method for chemical concepts that are ever-increasingly sophisticated and for educational methods that tend to be less on repetition and more engagement. AR, by supplementing digital elements into the real world, enhances the visualization of more abstract chemical principles. VOSviewer and Biblioshiny were implemented for the visualization and analysis of Scopus database scholarly articles, conference proceedings, and educational case studies. Using this approach, relevant trends, themes, and the development of AR applications in chemistry education have been revealed. It is, therefore, obvious that the integration of AR in chemistry curricula has increased by far since the comprehension and student engagement in chemistry improved. AR applications improved spatial reasoning, which helps students understand molecular geometries and chemical reactions. This analysis shows that AR can be used for augmented textbooks and immersive lab simulations, demonstrating its educational flexibility. AR is a major step toward interactive and effective chemistry literacy. The study highlights AR in chemistry education and addresses emerging issues that will advance this dynamic field.

Open Case Studies: Statistics and Data Science Education through Real-World Applications

With unprecedented and growing interest in data science education, there are limited educator materials that provide meaningful opportunities for learners to practice statistical thinking, as defined by Wild and Pfannkuch, with messy data addressing real-world challenges. As a solution, Nolan and Speed advocated for bringing applications to the forefront in undergraduate statistics curriculum with the use of in-depth case studies to encourage and develop statistical thinking in the classroom. Limitations to this approach include the significant time investment required to develop a case study—namely, to select a motivating question and to create an illustrative data analysis—and the domain expertise needed. As a result, case studies based on realistic challenges, not toy examples, are scarce. To address this, we developed the Open Case Studies (opencasestudies.org) project, which offers a new statistical and data science education case study model. This educational resource provides self-contained, multimodal, peer-reviewed, and open-source guides (or case studies) from real-world examples for active experiences of complete data analyses. We developed an educator’s guide describing how to most effectively use the case studies, how to modify and adapt components of the case studies in the classroom, and how to contribute new case studies (opencasestudies.org/OCS_Guide).

Reflection on the Application of Virtual Reality in Tourism Education

With the widespread application of virtual reality (VR) technology in tourism education, educators must critically reflect on the ethical issues it raises. This paper analyzes the implementation of VR in tourism education and explores its impact on students' authentic learning experiences. The study examines the practical effects of virtual learning in teaching, offering advanced case studies of VR education and addressing the challenges encountered during its use. Findings suggest that the application of VR in education must prioritize the process-based experience of learners, emphasizing the importance of preserving students' opportunities to engage with educational reality. The study advocates for maintaining the humanistic care found in traditional teaching while reconfiguring new pedagogical practices in integrating technology and education.

Exploring the integration and utilisation of generative AI in formative e-assessments: A case study in higher education

Exploring the integration and utilisation of generative AI in formative e-assessments: A case study in higher education

4Ps for fostering social environmental identities: case studies in social entrepreneurship education and education for sustainable development

4Ps for fostering social environmental identities: case studies in social entrepreneurship education and education for sustainable development

Exploration of the Application of Laser Cladding Technology in Teaching Materials Processing in Colleges and Universities

Laser cladding technology has been developed continuously since the 1970s and has been widely used in aerospace, automobile manufacturing, energy, and other fields, and its technical advantages have been gradually recognized and promoted. At present, the teaching of materials processing in colleges and universities mainly relies on traditional theory lectures and experimental operations, but with the rapid development of industrial technology, this mode of teaching is gradually exposed to many shortcomings. The purpose of this paper is to discuss the application methods and modes of laser cladding technology in the teaching of materials processing in colleges and universities. Through the overview of the development of this technology and its case study in actual teaching, it shows how to effectively integrate laser cladding technology into the teaching system to meet the current situation and needs of materials processing teaching in colleges and universities.

Fostering Sustainability Through Project-Based Learning: The Sustainable City Project, A Case Study in Primary Education

The Sustainable City Project aims to engage students in design and programming to construct dwellings that integrate creative and sustainable solutions. Utilising platforms like Tinkercad and Makecode to code the micro:bit, students work in teams to tackle urban challenges, proposing innovative solutions. This project promotes sustainability across various domains including energy efficiency, natural resource management, sustainable mobility and enhancing quality of life. Emphasising social inclusion and urban resilience, it seeks to build a more just and equitable future city. This research article explores the competencies developed, the methodology employed and the educational significance of the Sustainable City Project, highlighting its multidisciplinary approach at the intersection of technology, sustainability and creativity.

Breaking the mold: a university case study of successful english language online teaching without textbooks

This case study examines the viability of teaching English as a Second Language (ESL) online synchronously without textbooks. Likewise, a pilot course conducted from May to September at the Language Institute from Universidad de las Fuerzas Armadas (UFA-ESPE) in Ecuador assessed this approach. The current research aimed to investigate the feasibility of this textbook-free, synchronously online ESL teaching method. Employing a one-group, post-test only design, with a qualitative approach and a descriptive scope, the study assessed student engagement, learning outcomes, and promising benefits. Of twenty-one students who agreed to be part of this study in the super intensive course, fourteen approved successfully a mock A2 Key exam, demonstrating potential results. The course fostered a dynamic and learner-centered environment, suggesting alternative approaches for online ESL education without utilizing textbooks. However, limitations like sample size and the absence of a control group suggest further research for conclusive evidence.

Beyond Boundaries: Third Space Leadership in Schools

This case study is relevant to practicing and prospective leaders because it raises issues related to third space leadership. I define third space leadership as the spaces/places between school and home, school and before or after school programs, school, and extra-curricular activities, such as the commute in a school bus. Third space leadership is grounded in adaptive leadership, cultural proficiency, equity, diversity, inclusion, and belonging. This teaching case study exposes educational administrators to a holistic approach to leadership that includes the in-between spaces that are integral parts and moments of students’ educational journeys. The Teaching Notes outline key concepts on third space theory, third space leadership, and invitational education.