Concept Of Classroom Research Articles

The Application and Practice of Smart Classroom in Teaching Non-Heritage Music

New technology brings about a comprehensive change in the form of education at all levels and in all types of schools, the article frstly begins with the concept of smart classroom and analyses the practical application of smart classroom technology in non-heritage music education, including multimedia resources, virtual reality, and automatic evaluation of multiple intelligences. It further explores that the smart classroom provides learners with teaching services such as data presentation, real-time feedback and personalised guidance. Finally, the article introduces the whole process evaluation methods such as evaluation subject, evaluation form and evaluation content to better meet the needs of students personalised and differentiated learning, to stimulate learning enthusiasm and to improve learning interest.

Sports and linguistics pedagogy

The domain of organized sports offers a unique circumstance to explore a wide range of fundamental concepts in linguistics classrooms. We present an overview of a pedagogical model that engages students of linguistics using data from sports oriented settings, with frequent reliance on peer-reviewed literature. The course model incorporates three domains of language behavior: (a) lexis, and the interplay of semantic specialization and sociocultural indexation of specialized sport-oriented vocabulary; (b) sports announcer talk, a spoken broadcast register whose study enables a novel exploration of syntactic nuance; (c) participant interaction with each other and with the media, which demonstrates fundamentals of pragmatic inference in spoken communicative exchanges. Some course topics span more than one of these domains. Nickname creation, for example, is phonologically and phonetically driven, with gradient effects that adhere to constraints of brevity and clarity, yet linked to sociocultural indexicality. While no single textbook serves as an appropriate primary text for such a course, the beneficial outcomes for students are numerous. Aside from the primary goal of applying linguistic concepts to an engaging domain, students probe a variety of published works that examine sports/language interactions, demonstrating a broad sample of research methods and theories.

Design and Practice of Blended Teaching Mode of "MOOCs + Flipped Classroom"-- Taking "Basics of Interpretation" Course As An Example

Through investigation and observation, it is found that most English interpreting courses in China have single teaching methods, insufficient teaching means and classroom feedback. Meanwhile, interpretation teaching is greatly limited by teaching time and space. Reliance on the traditional paper textbook and teacher-centered teaching mode leads to a large number of students' lack of interest and participation, which affects students' professional development over time. Starting from the concept of flipped classroom and combining with the online MOOCs course "Basics of Interpretation" , this study aims to explore the role of blended teaching model in improving traditional interpreting teaching. The practice has proved that the blended teaching mode of "MOOCs + Flipped Classroom" has played a positive role in reforming and enriching traditional interpretation classes, improving teaching mode and content, expanding course duration, and providing effective feedback.

Instructional Interaction Design for Smart Classrooms

Information technology and education are continuously integrating in both directions. Learning-centeredness is the main trend of future classroom teaching development. On the basis of elucidating the connotation of the concept of smart classroom, we analyze the problems in the teaching interaction of smart classroom, based on the constructivism theory and the perspective of interaction between the subject of smart classroom and the elements. We point out the key ways for teaching interactive classroom teaching to achieve the expected teaching goals, and discuss the design problems of teaching interaction in smart classroom further.

Smart Classroom in the Era of Education Informatization 2.0

The advent of the era of education informatization 2.0 has brought challenges and opportunities to the educational technology work of colleges and universities. As an important part of education informatization, smart classroom has an important theoretical framework and technical support system. This paper analyzes the characteristics of the era of education informatization 2.0, discusses the concept and importance of smart classrooms, and compares them with traditional classrooms. At the same time, through innovative practices and case studies, the innovative achievements and effect evaluation of educational technology work in colleges and universities are demonstrated. In addition, this paper also introduces the technical support system of the smart classroom, including the functions and architecture of the smart education platform, and the application of big data, artificial intelligence, cloud computing, and mobile learning Xi in the smart classroom. Finally, this paper looks forward to the future-oriented development trend of educational technology in colleges and universities, and puts forward suggestions for the development of smart classrooms and the future prospects of educational technology work in colleges and universities.

Governing by prototype and proto-practice: topological configurations of future classroom labs

ABSTRACT The study of topological policy cultures highlights a tendency in policy spaces to undo the effects of topographical and cultural distances and differences. In contemporary education policy trends, such traits are present in the attempts to reimagine classroom spaces. A case in point is Future Classroom Lab (FCL), a physical classroom concept developed and spread across Europe, which promotes the use of digital technologies and divides the classroom into different functional ‘zones’. We analyse FCL as a prototype that incites open exploration in the use and design of classrooms. We argue that prototypes are sometimes equally morphing into proto-practices, which are practised forms of prototypes that are in constant flux, enabling new and different functions, meanings and emotions to emerge. Prototypes and proto-practices secure the continuous transformation of policy spaces through relatively open variation, differentiation and exploration. As such, they are emblematic of contemporary topological policy cultures.

The Application of Flipped Classroom Teaching Model in Nursing Teaching

How to cultivate students' innovative thinking, develop their ability to analyze and solve problems, and become high-quality practical nursing talents with solid theoretical knowledge and strong practicality is the focus of nursing teaching. With the continuous progress of education reform in our country, educational informatization has attracted more and more attention. With the rapid development of multimedia technology, the flipped classroom teaching model supported by information technology has gradually attracted people's attention. This article elaborates on the concept of flipped classroom, analyzes the advantages of flipped classroom teaching mode in nursing education, and explores the application of flipped classroom teaching mode in nursing teaching, in order to better use flipped classroom to promote innovative development in nursing education and promote the cultivation of nursing talents.

Using Cognitive Strategies In Teaching Animal Classification And Vocabulary Acquisition For Grade Four Thai Learners

Learning vocabulary and concepts in a science classroom using English as a medium of instruction is a challenge in Thailand. This study explored the use of cognitive strategies in enhancing vocabulary acquisition to improve conceptual understanding among Grade 4 Thai learners in the English program. Twenty-five learners of a private school in Pathum Thani, Thailand enrolled during the first semester of school year 2023-2024 were the subjects of this study. This study was anchored in Research & Development and utilized a quasi-experimental one-group pretest and posttest design with qualitative support. Coding, weighted mean, and Likert scale were used to interpret and analyze the gathered data. Findings show that the contextualized material was strongly agreed upon by the subject matter experts after careful evaluation to be used in applying cognitive strategies. The level of acceptability of the material got a score of 4.77 or strongly accepted based on its design, content, appropriateness. Thus, this study provides valuable insights for educators to explore the use of supplementary materials to improve engagement and lesson delivery to support learning outcomes in Thailand.

Insights Into Modern Undergraduate Ultrasound Education: Prospective Comparison of Digital and Analog Teaching Resources in a Flipped Classroom Concept - The DIvAN Study.

Purpose Sonography training has become an important part of university medicine courses. This study explores the impact of digital and analog teaching resources on learning outcomes, knowledge retention, and student preferences and motivation in a flipped classroom setting. Materials and Methods This prospective controlled study involving two groups of third-year medical students included a voluntary three-day compact ultrasound course given in a flipped classroom, comprising 26 teaching units of 45 minutes each. Hardcopy lecture notes (control group) and E-learning (study group) were used as teaching resources. Evaluations were conducted before (pre) and during the preparation phase (intermediate), and after (post) the face-to-face course. Likert scale responses, written theory tests with very short answer questions (Theorypre, Theoryinter, Theorypost), and practical examinations (Practiceinter, Practicepost) were used for student self-assessment and to measure attitude, motivation, as well as theoretical and practical skills. Results A total of N=236 complete data sets (study group n=136; control group n=100) were analyzed. Both groups showed an equivalent initial level of, and a continuous and significant (p<0.01) increase in, subjective and objective skills over the evaluated time frame. The study group achieved significantly (p<0.05) better results in Theoryinter, Theorypost, Practiceinter, and Practicepost. The study group evaluated their teaching resource and the training concept significantly (p<0.05) better. Conclusion The integration of digital resources into sonography education provides comparable learning outcomes to traditional analog materials, enhancing the preparatory phase. In the future, digitally supported training should be used more.

Investigating the Use of Flipped Classroom Technologies on Students' Learning at Secondary Level

The flipped classroom concept, considered a crucial element of blended learning, has garnered significant attention from scholars and educators in contemporary times. The flipped classroom concept entails a pedagogical approach where the traditional sequence of classroom activities and homework assignments is inverted. This study provides an overview of flipped classroom technology and examines its potential benefits for educators and learners. The authors report the findings from deploying the flipped classroom approach in the language learning environment. The research demonstrates that using the aforementioned technology within the educational process raises students' motivation and promotes their academic performance.

The Application and Effect Analysis of Flipped Classroom in College English Teaching

This article analyzes the application and effectiveness of flipped classroom in college English teaching, aiming to explore the impact of flipped classroom on students' learning interest, English ability, classroom atmosphere, teaching quality and efficiency. Firstly, the paper outlines the concept and principles of flipped classroom, and elaborates on its necessity in college English teaching. Then, the application of flipped classroom in teaching modes, teaching resources, classroom activities, and the roles of students and teachers was explored. Next, the effects of flipped classroom on student learning interest, English proficiency, classroom atmosphere, as well as teaching quality and efficiency were analyzed. Finally, strategies for optimizing the application of flipped classrooms were proposed, including integrating teaching resource design, enhancing teacher professional competence and collaborative ability, and effectively utilizing diverse evaluation methods. Through the research in this paper, reference can be provided for the application of flipped classroom in college English teaching.

BEDSIDE LEARNING: VITAL FOR NURSING EDUCATION - CREATING COMPETENT, EMPATHETIC HEALTHCARE PROFESSIONAL

This comprehensive review explores the vital role of bedside learning in nursing education, focusing on its impact on clinical skill development and empathy among students. By bridging theoretical knowledge with practical application, bedside teaching allows nursing students to apply classroom concepts directly to patient care, enhancing understanding and retention. The review highlights evidence-based practice (EBP) teaching strategies and emphasizes the need for improved interactive and clinically integrated approaches.. It cultivates empathy and compassion as students interact with patients personally, witnessing their struggles and hopes. Furthermore, bedside learning enhances communication skills, enabling students to establish meaningful connections with patients and healthcare teams. Finally, this method promotes critical thinking by challenging students to analyze patient cases and make informed decisions. Conclusion:In conclusion, research highlights the pivotal role of bedside teaching in clinical education, especially in nursing. Hands-on experiences and patient interactions are essential for developing clinical reasoning skills, fostering patient-centered care, and nurturing professional growth. Conflict of Interest: There is no conflict of interest.

Self-assessments, attitudes, and motivational orientations towards the use of digital media in teaching a comparison between student teachers of different subject clusters

Findings from research on the education of teachers show that student teachers lack competence in the utilization of digital media and often fail to see the added value in using digital concepts in classrooms. Teacher training institutions are faced with the central challenge of providing student teachers and teachers with adaptive learning opportunities for their competence in digital areas. In the context of various teaching subjects, this raises questions about specific starting points and the actual needs of students, as well as university course offerings. The present study tackles this topic and explores the commonalities and differences between student teachers from three subject clusters: science, technology, engineering, and mathematics (STEM); language literature arts (LLA); and social sciences (SOCS). The questionnaire-based study examines student teachers' self-assessments of their abilities in terms of digital media, attitudes, and motivational orientations towards the use of digital media in teaching. Group comparisons show that STEM student teachers rate themselves better in competence facets such as technological knowledge, technological content knowledge, and technological pedagogical knowledge, although their attitudes and motivation towards learning with digital media do not differ. Despite the different interrelation effects of investigated influencing factors on motivation depending on subject clusters, the findings suggest the promotion of technological competencies and positive attitudes to increase motivation.

Factors That Enhance and Hinder the Retention and Transfer of Online Pre-Clinical Skills Training to Facilitate Blended Learning.

During the SARS-CoV-2 pandemic, various online instructional strategies in clinical skills training were piloted. The sudden transition to the remote platform circumvented the rigorous planning associated with curriculum reform. This study aimed to explore students' and tutors' perceptions of factors that promoted or hindered successful learning transfer and to propose a blended conceptual model to guide affective, cognitive, and psychomotor clinical skills training in the pre-clinical phase of medical education. A mixed-method quasi-experimental study assessed third-year students' transfer of clinical skills and knowledge following online learning in 2021. Students and their tutors completed online surveys that included open and closed-ended questions regarding factors influencing their experience of the adapted teaching methods. Descriptive statistical analysis was used for the quantitative data. Qualitative responses were thematically analyzed. One hundred fourteen students (48%) and seven tutors (100%) responded to the surveys. The questionnaires' internal consistency and construct validity were determined using Cronbach's α-Coefficient. There was an overall positive response (86%) to the acceptability of the online platform in clinical skills training. Using online simulations with targeted onsite practice was reported as effective in clinical skills training. Tutors perceived students as well-prepared for the skills laboratory. Five emergent themes, qualified by a linear model of asynchronous and synchronous online and onsite teaching with the evaluation of the instructional design and institutional support, informed the proposed blended learning guide for clinical skills training in the pre-clinical phase. Blended clinical skills learning that included the flipped classroom concept was well-accepted. Virtual patients proved a convenient cognitive preparation tool for skills training and potentially optimized teaching delivery. The study found that the adapted teaching frameworks incorporating an online clinical skills component into a modified onsite curriculum augmented learners' ability to transfer knowledge to the clinical skills laboratory. An integrated five-step blended model is proposed for future interventions.

Virtual Classroom Management during COVID-19 in Nigeria: Insights from TPACK

This study explores virtual classroom management in the context of Nigeria, a developing country that faces challenges in adopting technology for teaching and learning activities. The COVID-19 pandemic exacerbated these challenges, causing a breakdown in physical teaching and learning activities. To address this, the study employs constructivism theory to examine virtual classroom management and strategies for effective implementation. The study uses a qualitative approach to review the concept of virtual classroom and virtual classroom management in Nigeria, strategies to manage the virtual classroom as well as the merits and demerits of virtual classroom learning. The findings highlight the challenges of virtual teaching and learning activities and suggest solutions such as in-service training, workshops, and seminars on digital leadership training for school leaders, teachers, and students. Additionally, parents are encouraged to support their children’s learning by making their smartphones available and monitoring usage, while the government is advised to allocate more funds towards improving digital technology in secondary schools. Overall, the study underscores the importance of constructivism theory in guiding effective virtual classroom management in Nigeria.

Need of Inclusive Media Education in Modern Times and Concept of Flip Classroom

Swami Vivekananda (1897) says that "no politics can be successful until the masses of India are well educated, well fed and well protected." Swami ji believed that if India has to be prosperous, it has to educate these innumerable men and women. Today the country is celebrating the Amrit Mahotsav of Independence and we have not been able to provide education to every person. According to the report of the National Family Health Survey, in 2022, India's male literacy rate has reached 84.70 percent and female literacy rate has reached 70.30 percent. To make education accessible to the masses, the concept of inclusive education has to be imbibed and for that there is a need to adopt new technologies along with traditional education. One such technique is the flip class. It can also be an important tool for inclusive media education in modern times. This research paper discusses the concept of flip classroom and its importance in inclusive media education along with its need in the present context.

The Flipped Classroom: Enhancing Self-confidence among Adolescents Studying Chemistry

One of the key aims of post-primary education in Ireland is to develop all aspects of the individual, such as the creative, critical, and intellectual to prepare them for working life, for living in the community, and for leisure. Student self-confidence and student agency are critical to the students’ development at this stage. The flipped classroom is a model within the blended learning pedagogy and is one that has gained considerable attention in educational circles since school closures due to the COVID-19 pandemic. The benefits of the flipped classroom toward developing student self-confidence are noteworthy. However, at the national and international level, the vast majority of research on the flipped classroom is third-level focused. This paper discusses a number of issues that arose from data collected from research carried out by the author and how the flipped classroom could benefit adolescents preparing for the Irish Leaving Certificate Chemistry summative examination. The results obtained in this study are significant as little research has been carried out on the implementation of the flipped classroom within an Irish secondary school setting. Video lessons are often seen as the core resource in the implementation of the flipped classroom. However, video lessons alone were insufficient for developing student self-confidence. Students required multiple resources, particularly resources focused on assessment, to bolster their self-esteem. It was found that the successful implementation of the flipped classroom was achievable, but scaffolding was required for these adolescents. Some scaffolding was also required initially for teachers as almost all teachers involved in this study were not familiar with the flipped classroom concept. Teachers required a guide in terms of the implementation of new teaching methods. The technology is currently available to create high quality resources for the flipped classroom; however, in respect to policy development, the support for online learning should be pedagogy led as opposed to technology led.

The Search for Computer Science Concepts in Coding Animated Narratives: Tensions and Opportunities

Coding is increasingly popular in schools around the world and is often taught by non-specialist teachers as an integrated task with other subject areas. In this article, we explore the relationship between computer science (CS) concepts and students’ multimodal expression in a coding animated narrative (CAN) task in the context of an integrated English-Technology unit of learning. Through this collective case study, we explore how CS concepts underpin semiotic elements of an animated narrative, analyse the factors that influence the extent to which students exercise those concepts, and reveal the tensions and opportunities that a CAN task may present for learning computer science concepts in regular, non-specialist, cross-curricular classrooms. The findings suggest that CAN tasks are unique in presenting opportunities for students to learn challenging CS concepts such as synchronisation and parallelism. At the same time, CAN tasks present tensions for teaching CS concepts in non-specialist classrooms, where student projects are often judged on their visual qualities. In such settings, procedural, rather than conceptual knowledge, may be a more efficient route to creative outcomes. It also means that drawing skills need to be prioritised. Role specialisation often led to better quality projects but at the expense of individual students’ conceptual development in computer science.

Flipped classroom in physics teacher education: (how) can students' expectations be met?

In this paper, we describe the development of a flipped classroom concept for physics teacher education along (a) design criteria from the literature, and (b) students' needs and expectations extracted from an exploratory pre-study (N = 21). Weimplemented it in a physics education course at Leipzig University, Germany, and report results of its empirical evaluation (N = 29). Our results hint at both, strengths and weaknesses of the developed flipped classroom concept, and hence, pave the way for further research into the use of flipped classroom scenarios in physics teacher education.

AHP-BP-Based Algorithms for Teaching Quality Evaluation of Flipped English Classrooms in the Context of New Media Communication

Big data analytics constitutes a key component in the pursuit of enhancing educational efficiency. This study defines the concept of the flipped classroom in the context of new media communication, evaluates the state of audiovisual instruction in higher education, and advocates for the use of this methodology to enhance college students' English listening and speaking skills. Utilizing multiple linear regression and a conditional quantile model, this research quantifies the range of impact of flipped instruction on college students' acquisition of a foreign language. To address the deficiencies in the current evaluation process for flipped classroom teaching, it proposes a teaching quality evaluation model based on the AHP and BP neural network. The AHP constructs the teaching quality evaluation index system for the flipped classroom and ascertains the combined weights of the indices. The simulated experiment's results show that utilizing the proposed evaluation model to assess flipped classroom instruction enhances objectivity, efficiency, and precision in the evaluation process.