Lecture Classes Research Articles

Possibility of Using Jam board for Interactive Remote EFL Teaching and Learning: A Survey of Students’ Perception

COVID-19 has forced the world to encounter a new experience which has also brought an unforeseen revolution in the world education system. Traditional norms and practices of classroom teaching are being challenged continually. Chalkboards and whiteboards are now being replaced by multiple technological tools, teachers are delivering class lectures via various video teleconferencing software programs, and study materials are being published as pre-recorded video clips or uploaded on different sites. In such an era, Google Jam board can be utilized as a significant tool for transforming digital education into infotainment for the tertiary-level EFL learners of Bangladesh. The present study sought to investigate the possibility of using Google Jam board to create an interactive virtual classroom environment for tertiary-level EFL students. All the data for this study were collected using an electronic questionnaire survey from various departments of a private university in Bangladesh. The study found that EFL learners hold a positive attitude toward the use of Jam board for remote learning which can play a significant role in helping EFL learners to improve their English language skills. The study also recommends some of the best features of Jam board for EFL teachers. Keywords: COVID-19, ELT, technology in education, digital board, tertiary education

Possibility of Using Jam board for Interactive Remote EFL Teaching and Learning

Possibility of Using Jam board for Interactive Remote EFL Teaching and Learning

Possibility of Using Jam board for Interactive Remote EFL Teaching and Learning

COVID-19 has forced the world to encounter a new experience which has also brought an unforeseen revolution in the world education system. Traditional norms and practices of classroom teaching are being challenged continually. Chalkboards and whiteboards are now being replaced by multiple technological tools, teachers are delivering class lectures via various video teleconferencing software programs, and study materials are being published as pre-recorded video clips or uploaded on different sites. In such an era, Google Jam board can be utilized as a significant tool for transforming digital education into infotainment for the tertiary-level EFL learners of Bangladesh. The present study sought to investigate the possibility of using Google Jam board to create an interactive virtual classroom environment for tertiary-level EFL students. All the data for this study were collected using an electronic questionnaire survey from various departments of a private university in Bangladesh. The study found that EFL learners hold a positive attitude toward the use of Jam board for remote learning which can play a significant role in helping EFL learners to improve their English language skills. The study also recommends some of the best features of Jam board for EFL teachers. Keywords: COVID-19, ELT, technology in education, digital board, tertiary education

Possibility of Using Jam board for Interactive Remote EFL Teaching and Learning: A Survey of Students’ Perception

COVID-19 has forced the world to encounter a new experience which has also brought an unforeseen revolution in the world education system. Traditional norms and practices of classroom teaching are being challenged continually. Chalkboards and whiteboards are now being replaced by multiple technological tools, teachers are delivering class lectures via various video teleconferencing software programs, and study materials are being published as pre-recorded video clips or uploaded on different sites. In such an era, Google Jam board can be utilized as a significant tool for transforming digital education into infotainment for the tertiary-level EFL learners of Bangladesh. The present study sought to investigate the possibility of using Google Jam board to create an interactive virtual classroom environment for tertiary-level EFL students. All the data for this study were collected using an electronic questionnaire survey from various departments of a private university in Bangladesh. The study found that EFL learners hold a positive attitude toward the use of Jam board for remote learning which can play a significant role in helping EFL learners to improve their English language skills. The study also recommends some of the best features of Jam board for EFL teachers. Keywords: COVID-19, ELT, technology in education, digital board, tertiary education

A Study on The Undergraduate Beginner Korean Language Learners's Perception to Improve Efficiency of Real-Time Online Class -Focusing on Lecture class and Flip-learning classes-

A Study on The Undergraduate Beginner Korean Language Learners's Perception to Improve Efficiency of Real-Time Online Class -Focusing on Lecture class and Flip-learning classes-

Physical modelling as a conceptual device for climate responsive architecture: investigating pedagogy for theoretical discourses

Concepts remain the point of origin for creativity in design activity. For a comprehensive exploration of concepts it is imperative to assign adequate time and significance in architectural education and pedagogy towards their understanding. Physical modelling is one of the key techniques that helps in the critical analysis and conceptual comprehension in design. The current research considers the use of physical modelling as a conceptual device in the learning of theoretical discourse with specific focus on climate-responsive architecture. In the delivery of theories in architecture to students, such conceptual devices enhance and establish the knowledge imparted. While presenting the use of physical modelling as a conceptual device, the current research work acts as an illustrative exercise that can be carried out during the coursework for Climate and Built Environment that in turn can enrich the learning of thermal comfort principles in architecture. The research lists the learning outcomes of the classroom exercise and evaluates them against the learning theories postulated by the International Bureau of Education. The exercises resulted in the development of 3D physical models that illustrated the understanding gained by the students. It was observed that application of theory imparted during over the course of lectures was applied. The students also drew from their intuition and internal aesthetic sense. It was noted that the theory covered in class had been tested and explored and there was a strong rationale behind each model, proving that the exercise had taken the understanding of the theme beyond the scope of theoretical knowledge. The observations also revealed that the core principles of the learning theories propounded by the International Bureau of Education were in alignment with the learning outcomes from the modeling exercises that were executed by the authors, especially that of the Experiential Learning Theory. It may be concluded that these exercises can be effectively used in lecture classes that discuss architectural theories, including sustainability and climate response in buildings to expand the aesthetic and sustainable sensitivity of the learner. Consequently productivity in the design studio is vastly enriched. Apart from enrichment stemming from the listed learning outcomes, students are able to analyse design problems with climate in mind, thereby, familiarizing them with concepts of sustainability in the design studio.

Story Design in Fine Dining Projection Mapping Project “ Si Dulang “

Projection technology is a technology that is familiar to modern society. It has been seen a lot in everyday life, from attending class lectures and watching movies in the theater. Projection technology is also used in creating art, such as projection mapping in various objects. Projection-Mapping is one of the technological achievements that opens complete access for artists to create and tell stories uniquely. Storytelling is something that humans always do over generations. The usage of technology these days is not limited in terms of form. One of the innovative ways to use projection mapping is "le Petit Chef." The combination of fine dining restaurants and the immersive experience when watching animation on a consumer table has positive outcomes for the restaurant industry. Based on the case study of projection mapping named "le Petit Chef", this research will focus on creating a story for projection mapping titled "Si Dulang". This research will also identify the factors the storyteller needs to consider when adopting new technology. 
 Keywords: storytelling; projection mapping; fine dining; animation

A reality check on research reproducibility in Open Science students’ projects

Open Science as the foundation of transparent and reproducible science is increasingly being incorporated into curricula. We argue that Open Science education is predestined not to be taught in classical lectures, but to be experienced first-hand as reproduction studies in student projects. The case study of a successful Master’s module is presented from three perspectives: the lecturers’, the students’ and the researchers’ whose published study was reproduced. This illustrates that attempting to reproduce a published study is a very vivid and sustainable learning experience that naturally incorporates many Open Science topics, and that the students’ work contributes to increasing the number of reproduced studies and ensuring the quality of the published body of scientific knowledge.

The foreign language virtual lecture as an instrument of professional-competency formation in foreign-language teacher training institutions

Modern information and communication technologies provide many opportunities for the use of authentic foreign-language materials in the educational process in foreign-language teacher training institutions. Of particular interest in this regard are virtual lectures on topics directly related to this professional field. Nevertheless, the problem of using foreign-language virtual lectures in university classes has not been sufficiently covered in the scientific literature, as a result of which this tool is not widely used. This study aims to reveal the potential of using professionally oriented foreign-language virtual lectures to enhance the professional competencies of future foreign-language teachers during their university training. The main focus lies on the listening competency as an inherent part of the foreign-language teachers communicative capacities. The potential of using virtual lectures for formation of other competencies is also discussed in the context of an integrative approach. This issue is of particular relevance since the integrative approach becomes more and more popular in the higher education system. The research is based on the authors examination of the relevant scientific literature and on her analysis of a number of English-language virtual lectures dealing with pedagogy and foreign-language teaching methods. These steps allowed to highlight the main features of virtual lectures as teaching material and to describe various types of classroom tasks designed to accompany them. Moreover, the author presents a brief overview of digital sources where foreign-language virtual lectures are available. She also enumerates the professional competencies that c an be enhanced integratively by the use of foreign-language virtual lectures and the learning tasks associated with them. The results of the study demonstrate that professionally oriented foreign-language virtual lectures have great potential as a tool for the integrated formation of listening and other professional competencies of foreign-language teachers. However, for the educational process to be effective, the teacher also needs to engage in some additional work of a methodological nature. Thus, creating a solid theoretical and methodological ground for the use of virtual lectures in the classroom becomes an urgent problem, which may open up a path towards further research in this area.

TEACHER’S GAZE BLIND SPOT IN SCIENCE LECTURE CLASS

The teacher's gaze attention can trigger interaction with the student. So if the teacher fails to equal attention during class, students may be alienated from the interaction. According to this perspective, this study aimed to establish the pattern of the teacher's gaze during science lecture classes and whether the change of the gaze when the student's seat as an external factor changed. Eye tracking was conducted on six teachers during class, and the teacher's gaze fixation and movement were also analyzed after changing the student seat. According to the results, teachers mainly focused on the center of student seats, and the gaze blind spot was mainly biased forward. Even if the student's seat was changed, the gaze was focused on the center of the classroom, and the gaze blind spot differs within the individual, and the teacher tends to be unaware of it himself. Consequently, the teacher's gaze concentration pattern is generally similar, but the gaze blind spot varies depending on the teacher and can be affected by external factors. Therefore, it is necessary to develop a system and retrain program for diagnosis and feedback of teachers' attention to provide proper and high-quality education to students. Keywords: science class; science teacher; blind spot; eye tracking; gaze attention; teaching behavior

Design of a Web-Based Learning Management System for Physics Education FKIP University of Riau

21st-century technology requires everyone to see and continue to advance in learning in various forms. Technology is a reference in the success of the learning process supported by the quality of teaching, teaching staff, and curriculum. The Physics Education Study Program at the University of Riau in its learning still uses conventional methods. Learning is only carried out by students and lecturers in class in a short time so students often do not understand the material provided. Based on these problems, we need a learning management system. The goal is to add a limited amount and short meeting time. The system was built using the PHP and MySQL programming languages with the CodeIgniter framework. This study uses the Research and Development (R&D) method and software development uses the System Development Life Circle (SDLC) method with a variation of the v-model. Based on software testing using a black box, all features run 100% well and the User Experience Questionnaire (UEQ) test found that the Learning Management System has good appeal, clarity, and certainty. While efficiency is categorized as very good, stimulation and novelty are included as above average.

Redesigning an organic laboratory course for remote learning: incorporating Lab@Home kits and other techniques for teaching organic chemistry online

Many cities in the world were placed under various lockdowns to combat the spread of the COVID-19 pandemic, which also forced many schools to shift into full online mode of teaching and learning. In the Philippines, partial onsite classes only resumed after nearly 2 years of strict online classes. Of critical concern then was the teaching of laboratory courses. This necessitated the re-design of the usual laboratory experiments to a Lab@Home course to provide a semester’s worth of an organic laboratory course to college students of the Ateneo de Manila University. Here, we present a Lab@Home curriculum that covers core organic chemistry concepts, such as purification and separation of organic compounds, reactivity and qualitative tests, stereochemistry, and molecular spectroscopy (IR and NMR). This Lab@Home course involved sending boxed kits containing laboratory materials and reagents that allowed students at home to perform small-scale experiments. Aside from reinforcing key concepts in the accompanying lecture class, it also provided them with experiential learning of practical laboratory techniques such as setting up an experiment and real data collection. Safety first is maintained, and aside from providing the usual protective gear, safety is further assured with two important features: (1) the hazards classification of the reagents in the kit would not exceed the everyday life hazards of common household chemicals (e.g., kitchen cleaning reagents) and provided in very small amounts, and (2) running of experiments were done with online synchronous supervision majority of the time. The success of the course is the achievement of the CLOs, from the assessments as well as from feedback taken from surveys and interviews with students and instructors at the end of the semester. Overall student performance showed an average final grade of 85%, and student response to the curriculum was generally positive. Further improvements should be implemented to make experiments more enriching and ensure Lab@Home can become an effective tool for teaching remote laboratory classes.

Characterizing facilitation practices of learning assistants: an authoritative-to-dialogic spectrum

BackgroundLearning assistants (LAs) increase accessibility to instructor–student interactions in large STEM lecture classes. In this research, we used the Formative Assessment Enactment Model developed for K-12 science teachers to characterize LA facilitation practices. The Formative Assessment Enactment Model describes instructor actions as eliciting or advancing student thinking, guided by their purposes and the perspective they center as well as by what they notice about and how they interpret student thinking. Thus, it describes facilitation practices in a holistic way, capturing the way purposes, perspectives, noticing, interpreting, and actions are intertwined and working together to characterize different LA actions. In terms of how perspectives influence actions, eliciting and advancing moves can be enacted either in authoritative ways, driven by one perspective that has authority, or in dialogic ways, driven by multiple perspectives. Dialogic practices are of particular interest because of their potential to empower students and center student thinking.ResultsOur analysis of video recordings of LA–student interactions and stimulated recall interviews with 37 introductory physical science lectures’ LAs demonstrates that instead of as a dichotomy between authoritative and dialogic, LA actions exist along a spectrum of authoritative to dialogic based on the perspectives centered. Between the very authoritative perspective that centers on canonically correct science and the very dialogic perspective that centers the perspectives of the students involved in the discussion, we find two intermediary categories. The two new categories encompass a moderately authoritative perspective focused on the LA’s perspective without the claim of being correct and a moderately dialogic perspective focused on ideas from outside the current train of thought such as from students in the class that are not part of the current discussion.ConclusionsThis spectrum further adds to theory around authoritative and dialogic practices as it reconsiders what perspectives can drive LA enactment of facilitation other than the perspective of canonically correct science and the perspectives of the students involved in the discussion. This emerging characterization may be used to give LAs and possibly other instructors a tool to intentionally shift between authoritative and dialogic practices. It may also be used to transition towards more student-centered practices.

Playing Political Science - Leveraging Game Design in the Post-Secondary Classroom

The Multiplayer Classroom describes how a course in computer game design can be based on the same structure as a computer game (Sheldon 2012). Students play this game through the entire term. Sheldon also had students take on roles based on Bartle’s taxonomy of player types (Bartle 1996), leveraging it to structure group work and accommodating different learning types. During the Winter term of 2015, I taught two courses in Political Science at the University of Calgary: Topics in Comparative Politics in the Industrialized World and Introduction to Public Administration. Having previously leveraged gamification principles in teaching extensively (Hellström 2015), operationalizing Sheldon’s design was a logical next step. This paper describes that effort, including challenges and opportunities for how Sheldon’s design can be used. The design requires a complete change in the point of departure for the course, from the implementation of Bartle’s Taxonomy, to how the curriculum is presented to the students through potentially asynchronous game events rather than through the linear structure of the classic lecture series. These techniques will be familiar to those who are acquainted with computer games or live action role-playing (larp). The paper will also include some reflections on potential for future research in terms of how game-based learning could enhance the post-secondary political science classroom.

Fostering Social Connection in Large Lecture Classes

Urban universities with a predominantly commuting student population face distinct challenges in fostering social connections. Commuting students spend less time on campus and have fewer opportunities for organized and spontaneous social interactions with other students. The campus experience for commuter students tends to center around the classroom. Social connection is vital to various outcomes, such as persistence and well-being, and thus instructors need to find ways to promote different forms of interaction. This study uses focus groups and a survey instrument to examine student perceptions of the social benefits of collaborative active learning activities in a first-year introductory political science course. The data indicate that students positively assess their experiences with collaborative learning, highlighting its benefits on social connection and well-being.

The pearls and perils of “Flipping” the Classroom

In 2010, an administrative decision to record all class lectures and the subsequent drop in class attendance by the students led my physiology colleague and I to prerecord our lectures and provide them to the students ahead of time. We then utilized class time for more active learning sessions. We subsequently found out that we had inadvertently, “flipped the classroom.” The pearls experienced have been many. Our initial focus was to get students back into the classroom as this was a belief that we can better serve them. Historically, attendance in my flipped classes at two different institutions has been significantly greater (2X) than that I experience if all I do is lecture. In prepping for and executing my flipped class sessions I have been re-inspired and reinvigorated to maximize my teaching activities. The preparation for these activities has kept me delving into the literature and consulting colleagues to keep myself up-to-date and fresh on the material that I am presenting. However, the most rewarding aspect of flipping the classroom has been watching the student performance on the physiology portions of our tests, as well as the boards improve. We basically have seen an approximate 10% increase in the ability of our students to answer physiology questions in situations where we could test them in a controlled fashion. Correspondingly, students in the lower quartile of the class achieved an approximate 21% increase in student performance (previously published and presented at FASEB meetings). The perils related to flipping the classroom have been surprising but not unexpected. The initial issue with flipping the classroom is that it requires a greater investment in the process by the individual faculty member. I basically produce two slide sets as opposed to one. One slide set for the lecture recording and a second slide set for class presentation. Another complaint from faculty is related to the potential for losing “control” of the class which is of particular concern to faculty who are earlier in their careers that this is a potential discomfort with the process of flipping the classroom. Another complaint that I have heard from faculty comes from those who are not flipping the classroom (just lecturing) and they consider that the flipped classroom process gives me extra time. I have spent a lot of time in discussions with students, faculty and administration discounting this complaint. I love to talk with any faculty who wish to flip the classroom because I believe the pearls far outweigh the perils regarding flipping the classroom. To see the students’ faces, light up when they understand the concept during class and see their increase in performance on tests is the only reward necessary. This is the full abstract presented at the American Physiology Summit 2023 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

НАВЧАЛЬНІ ПОТРЕБИ ПЕРСОНАЛУ ПРОБАЦІЇ ЯК ІНДИКАТОР ОРГАНІЗАЦІЙНОГО РОЗВИТКУ. ЕМПІРИЧНЕ ДОСЛІДЖЕННЯ

Educational needs of personnel are an important characteristic of the current state of an organizational culture and an indicator of its development directions. The peculiarities of training needs remain traditionally relevant, both for everyday management practice and in the sense of interdisciplinary studies of the nature and causality of organizational phenomena. The purpose of the article is to highlight the empirical results of an experiential-inductive study of training needs in the context of the problems of organizational development of probation. The results. It was found that there has been an internal organizational request for training in a wide range of areas in probation. The most in demand is training in the following thematic areas: psychology of working with clients, information technologies and computer programs, cooperation with other organizations and institutions, professional rights and responsibilities. The peculiarities of the connection of gender, age, status and other characteristics of the respondents with various issues of training are determined. The specifics of the training interests of the employees were also investigated in view of the frequency of their work meetings with subjects of probation. The conducted factor analysis established that the greatest potential for simultaneous satisfaction of personnel needs and organizational development as a result of training is, on the one hand, a certain “psychologicalization” of this process. On the other hand, the training process must be implemented against the background of activated interpersonal relations of employees (group training format). The combination of the specified methodological features determines the expediency of using such an educational format as complex business games along with classic lectures, webinars and seminars. The application of regression analysis made it possible to reach conclusions about the relationship between various educational needs and such variables as job satisfaction, relationships with colleagues, future plans, socio-demographic differences of respondents, etc. In general, the obtained results prove that educational needs are an important indicator not only in the sense of planning and organizing corporate training to improve the professional competence of personnel, but also an effective indicator of management culture, improvement of the general organizational atmosphere, and effective direction of personnel policy. Key words: training needs, organizational development, probation, factor analysis, regression analysis.

The Wisdom Value of Sanghyang Dedari in Short Film Media to Improve Student Character in Multicultural Studies Courses

The obstacle in lecture class learning is the difficulty of understanding the learning of the courses. So the right learning media is needed to overcome these problems. This study aims to develop learning media for short films based on the local wisdom of Sanghyang Dedari to improve student character in multicultural studies courses. This type of research is a research and development (RnD) method with a 4-D model design. The sample of this study was determined using a proportional random sampling technique so that a sample of 22 people was obtained. The research instrument used in this product trial was a questionnaire—data analysis techniques using quantitative and qualitative analysis. The pre-test results obtained the lowest score of 56 and the highest score of 77. Post-test results are the lowest score of 80 and the highest score of 92. The effectiveness test results show a significant difference seen from the significance number between the pre-test and post-test scores with a significance value (2-tailed) p equal to 0.000 less 0.05. Based on the results of Paired Sample T-Test testing shows that there is a significant difference between the results of character improvement in pre-test data and post-test data, so from these results, it can also be concluded that through the short film learning media method based on local wisdom Sanghyang Dedari can improve the results of improving student character in multicultural studies courses.

Impact of practical work in promoting learning of kinematics graphs in Tanzanian teachers’ training colleges

This paper investigated the impact of practical work in promoting the learning of kinematics graphs in Tanzanian teachers’ training colleges. The study employed a quantitative research approach and experimental design. A total of 150 pre-service Physics teachers from two teachers’ training colleges were distributed into control and experimental groups. Pre-service teachers in the control group were taught through the usual lecture method while those in the experimental group were taught through practical work. Developed and validated physics teachers’ kinematics graphs concept inventory was used for measuring pre-service teachers’ achievement by administering tests before and after interventions. Simple descriptive (mean, minimum, standard deviations, and maximum) and inferential statistics (t-tests, effect size, p-value, and normalized score gains) were analyzed by using Statistical Package for Social Sciences version 22 and Microsoft Excel. The group of pre-service teachers in the experimental group performed better than those in the control group by achieving average normalized learning gains of 39.6% compared to normalized learning gains of 1.52% for the lecture class. There was also a statistically significant difference (p-value < 0.001) in performance when pre-service teachers were taught through practical work. The study concluded that the use of practical work in teaching and learning was a good approach because it improved pre-service teachers’ understanding of kinematics graphs significantly. Based on these findings, the study recommends using practical work in the teaching and learning process for better performance of learners in kinematics graphs and other topics of physics.

Research of Motivation for the Development of Professional Self-Determination

The study aims to track how students' motivation for professional self-determining develops. The professional practice of specialists proves that their successful self-realization in the profession depends on the level of professional self-determination, their awareness of the subjective meaning of the chosen profession, and the development of professional and personal motivation. The paper focuses on the issues of motivational forming for future specialists' professional self-determining. Diagnostics allows for determining the reasons used by students in professional self-determination. Features of diagnosis of the state of development of motivation of professional self-determining university students are given. The concept of “professional self-determination of the individual” is revealed. The significance of motivation theories in fostering students’ professional autonomy is discussed. Developing students’ professional self-determining of motives indicators is highlighted. Finally, the outcomes of the diagnostic procedures are represented. According to the research results, it was established that the motivation for professional self-determination of university students indicates their desire for professional self-development and their awareness of the importance of the chosen profession. The development of students’ motivation occurs through the use of the following forms of learning in the educational process of the university: lecture classes (problematic, thematic, binary, lecture-conferences, lectures-visualization, lectures-disputes); seminar classes (interdisciplinary, search, seminars-discussions, seminars-round tables); business games, training, idea auctions, talk shows, project activities, etc.