Classroom Experience Research Articles

Personalised Presentation of Mathematics for Visually Impaired or Dyslexic Students: Challenges and Benefits

Artificial Intelligence in Education (AIEd) has the potential to transform learning by providing personalised and adaptive environments and enabling more effective assessment and feedback (Luckin et al., 2016). Implementing AIEd has different challenges involving accommodating different learning styles, understanding how learners interact with tools, creating accessible technology for students with learning or sensory disabilities, and managing cognitive load and stress. The potential benefits of using AIEd for the personalised presentation supports inclusive learning environments, including improved understanding, accessibility to learning (Costas-Jauregui et al., 2021), reduced stress (Hsu et al., 2021), and cognitive load (Turan & Goktas, 2016), to improve mathematical understanding and student confidence. Neto et al. (2021) argue that the opportunity to utilise robots to enhance inclusive classroom experiences lies in their ability to utilise their physical attributes, multimodal feedback systems, customised social behaviours, and sensory functions. The potential benefits promote the development of inclusive and intelligent educational frameworks. In this paper, the authors examine the potential of using AIEd combined with robotics to provide a personalised learning framework for students with learning disabilities (e.g., dyslexia) and sensory disabilities (e.g., vision impairment/blindness). The paper will assess the challenges and benefits of the AIEd framework combined with robotics for inclusive mathematics education.

An Exploration of the Reform of English Informatisation Teaching in Colleges and Universities Based on Deep Learning Model and Microteaching Mode

Abstract In this paper, we use the cross-layer connectivity of residual networks in deep learning to convert convolutional and fully connected layers into sparse connections and cluster sparse matrices into relatively dense subspaces. Extracted features are used to perform target class prediction and regression of target coordinates using a target detection algorithm to meet the demand for real-time target detection. The model's use resulted in a head-up rate of 83.57% in the classroom, with the least serious students at 0.8 and above. Deep learning technology can enhance students' learning experience in English classrooms by providing personalized learning and a deep learning environment.

Disrupting the Aistear hour: working towards a play-based curriculum in early childhood classrooms in Irish primary schools

ABSTRACT In a climate of pandemic recovery and taking this opportunity to be reflective and reflexive in our practice we set out to examine how we can make a change to the playful experiences of children aged 4–6 years old in Irish infant primary classrooms. As teacher educators in play and play-based learning, in higher education, we are confronted by pedagogical cultures and classroom experiences within early primary settings that turn play on and off for a period during the day. This is a practice commonly referred to as the ‘Aistear hour’. The aim of this project was to explore our own current understandings and to improve our professional approaches to teaching student teachers about play-based pedagogy and practices. Participants (n = 9) in this small-scale survey research study were tutor colleagues involved in the teaching of elements of Early Childhood and Professional Practice Placement modules. The results indicate a serious need for a professional collective discussion on the adult ‘hijacking’ of play and the need for a rights-based approach to ensure very young children have control and voice in their play experiences in early primary classrooms.

그림책 만들기 중심 수업이 예비유아교사에게 주는 의미 탐색

Objectives The purpose of this study is to explore the implications of picture book-making-centered classroom experiences for pre-service early childhood teachers.
 Methods The subjective of this study were 39 pre-service early childhood teachers who took ‘Picture Book Seminar’ at a college in Seoul. The class was conducted for 15 weeks, focusing on a picture book making activities, and data were collected and analyzed through reflective journals and appreciation and evaluation reports written by the research participants.
 Results First, pre-service early childhood teachers expanded their knowledge of the objects, values, and charac-teristics of picture books. Second, pre-service early childhood teachers strengthened practical skills such as se-lecting picture books, reading picture books, and engaging in linked activities using picture books. Third, pre-service early childhood teachers developed a pleasant and positive attitude toward reading picture books, and gained ex-pectations and confidence in reading picture books.
 Conclusions The class centered on picture book making allowed the pre-service early childhood teachers to un-derstand the essential characteristics of picture books, and to create a classroom atmosphere that encouraged free exchange with literary works. The learner to become an active writer as well as a reader, thereby maximizing literary response. It had a positive effect on the teaching capacity of pre-service early childhood teachers' knowl-edge, skills, and attitudes toward picture books.

Investigating children's interactions in preschool classrooms: An overview of research using automated sensing technologies

New technologies that combine digital sensors with automated processing algorithms are now being deployed to study preschool classrooms. This article provides an overview of these new sensing technologies, focusing on automated speaker classification, the analysis of children's and teachers’ speech, and the detection and analysis of their movements over the course of the school day. Findings from recent studies utilizing these technologies are presented to illustrate the contribution of these sensing technologies to our understanding of classroom processes that predict children's language and social development. In particular, the potential to collect extended real-time data on the speech and movement of all children and teachers in a classroom provides a broader window on the variability of individual children's interactions with peers and teachers and their integration into classroom social networks. The article describes current challenges related to the use of sensing technologies in preschool settings, as well as advances that may overcome these challenges and allow for more in-depth investigations of children's early classroom experiences.

Teaching and Learning Computational Mathematics with Intensive Application of the Virtual Campus

Nowadays, the field of professional development in engineering requires appropriate and relevant training for a satisfactory insertion in the labor market. This requires that educational institutions provide not only the specific knowledge of the career being studied but also must complement it with other skills necessary for adequate performance in the work environment. Based on these premises, this paper describes the design of a classroom experience to be implemented in the subject of Advanced Calculus (AC), a third-level subject of the Mechanical Engineering course. The proposed activities are developed in the Computer and Multidisciplinary Laboratory of Basic Sciences available at the faculty and seek to encourage the use of the virtual campus, where the mediation between the content of the subject and the concrete applications of simple engineering models are the axis to develop the topic: Analytical Functions of Complex Variables (AFCV).

Dialogic teaching practice as a decolonial strategy in visual arts and design

Based on a dialogic teaching practice that takes into account the student's context and knowledge while encouraging their autonomous stance, we propose a reflection stemming from classroom experiences in the courses of Printmaking 1 and Workshop on Models and Materials within the Visual Arts and Design programs at the Federal University of Rio Grande do Norte. Drawing from these experiences and engaging in dialogue with the thoughts of Paulo Freire, Ana Mae Barbosa, Boaventura de Sousa Santos, and Catharine Walsh, we move forward to propose a decolonial teaching approach.

Impact of a simulation-based education approach for health sciences: demo, debrief, and do

BackgroundSkill-based practice (e.g., communication skills) is important for individuals to incorporate into students' learning and can be challenging in large classes. Simulation-based education (SBE) is a method where students can learn and practice skills in a safe environment to use in real world settings with assistance of peer coaching. The COVID-19 pandemic presented challenges to providing students with sufficient SBE. The purpose of this paper is to: a.) describe a SBE approach for health coaching referred to as “Demo, Debrief, and Do” (DDD), b.) discuss how this approach became important in COVID-19 classroom experiences, c.) describe the impact of DDD activity on students in a health sciences curriculum. DDD is a collaborative activity where graduate health coaching students demonstrate coaching skills, debrief their demonstration, and support undergraduate students to demonstrate (or do) their own coaching skills in a small virtual online setting.MethodsQualitative feedback from 121 undergraduate students enrolled in 3 sections of a behavior change strategies course and quantitative surveys to examine their confidence in applying the skills and overall satisfaction with DDD were gathered.ResultsThe overall average confidence level following the lab was 31.7 (0–35). The average satisfaction level following the lab was 23.3 (0–25 range). The most common highlight of this DDD experience described was observing the coaching demonstration (i.e., demo), followed by the feedback (i.e., debrief), and the practice (i.e., do).ConclusionThe (DDD) simulation approach fulfilled an educational need during the COVID 19 pandemic and filled a gap in offering SBE opportunities for both graduate and undergraduate students while learning effective client-communication skills health coaching delivery.

Teaching Philosophy based on We-Experience:

In this paper, we present a new approach to teaching philosophy based on so-called “we-experiences” (in short: TWEEX). The novelty of this approach, which bears on the concept of “we-experience” from Social Ontology and Phenomenology, is that it connects contents directly to shared classroom experience. After discussing its theoretical background, we illustrate the TWEEX approach by presenting four teaching concepts that can be adapted to different teaching contexts. They deal with the following topics: mindfulness and philosophy (ancient philosophy), the nature of scientific theories (philosophy of science), freedom of speech (political philosophy), and boredom (aesthetics, existential philosophy).

Hospital classroom experiences of hospitalized school-age pediatric oncology patients: A qualitative study

PurposeIn this study, it was aimed to examine the hospital classroom experiences of school-age children who received treatment and care at a pediatric oncology-hematology clinic in Turkey. MethodsThe study was conducted using the in-depth interview method with the participation of 17 children who were hospitalized in the pediatric oncology-hematology clinic of a research and training hospital in the Ankara province of Turkey. The data were collected using a “Semi-Structured Interview Form”. The interviews started with the question “How do you perform the assignments given by your teacher while you are hospitalized?”, and the interviews were recorded as audio with the consent of the children and their parents. ResultsAs a result of the interviews, three main themes, (1) Learning, (2) Maintaining normalcy, and (3) Expectations, and 9 subthemes (teacher, continuation of learning, learning through play, feeling good, continuation of routines, peer interaction, communication with the school-teacher, basic sport activity, and tablet/internet access) were generated from the data. ConclusionsHospital classrooms had a significant role in increasing the children's adaptation to hospital conditions and ensuring the continuation of school/learning. Practice implicationsPediatric nurses can refer children with long and repeated hospitalizations (e.g., pediatric oncology patients and children with chronic diseases) to hospital classrooms. Thus, children can adapt more easily to the procedures performed in the hospital.

Hands-on Hypoxia: Engaging High School Educators in the science behind Marine Microbial Dynamics in Hypoxic Coastal Areas Through Field and Classroom Experiences

The University of Southern California’s (USC) Joint Educational Project’s STEM Education Programs hosted a three-day summer workshop focused on marine microbiology and coastal deoxygenation for high school educators. To increase ocean literacy in high school students from Title I schools, topical marine science research was translated into four lesson plans appropriate for classrooms that teach biology and environmental science. The lesson plans focus on how marine microbes affect and are affected by the dissolved oxygen content of seawater but covered diverse oceanography topics including microbial ecology, nutrient cycling, physical ocean dynamics, and climate change. This education framework was designed to promote and facilitate hands on discovery-based learning and making observations about the natural world. The workshop and lesson plan development were executed in partnership with faculty and graduate students researching marine microbes and oceanography from USC’s Marine and Environmental Biology department to provide scientific expertise on the subject matter. At the workshop, educators were guided through each lesson plan and given classroom sets of materials to complete each of the experiments in their own classrooms. Educators also had the opportunity to experience the academic research process at both USC and the Wrigley Institute of Environmental Studies on Catalina Island, California. Teachers valued this interactive experience to learn from professional scientists and STEM educators. They left the workshop equipped with the knowledge and confidence to teach these marine microbiology and biogeochemistry concepts in their classrooms.

Challenges in Implementing STEM Education: Insights from Novice STEM Teachers in Developing Countries

Economic growth has been attributed to STEM education in many countries. It is widely recognized as crucial to improve science, technology, engineering, and mathematics (STEM) education, especially for traditionally disadvantaged groups. In this age of the fourth Industrial Revolution, we are going through a rapid change. Several difficulties have been associated with STEM’s implementation, particularly troubling developing countries. In this article, we investigated STEM teachers’ unique challenges in their classroom experiences and how these factors influence their instructional practices and students’ learning outcomes. STEM teachers’ teaching reflections at the secondary level were examined in this qualitative study. A purposive sampling method was used to recruit ten novice STEM teachers. The data were analyzed using NVivo11. Despite their disciplinary expertise and the variety of teaching methods they employed, the teachers faced numerous challenges. Teachers faced difficulties managing classrooms, developing curriculums, and recognizing practical constraints in STEM education. Teacher beliefs about effective STEM education, the tension between these beliefs and the teaching goals of the teachers were closely linked to the teachers’ beliefs about effective STEM education and the educational system’s expectations. For STEM teachers, the mastery of content knowledge is critical. A regular exchange of experience is of significant help to teaching. Teachers’ pedagogy and professional development in STEM education are discussed concerning underdeveloped countries’ contexts. Researchers and educators in developing countries might not understand STEM education’s significance. The reason may also be that STEM education in developing countries faces several challenges.

Visualizing Digital Communities of Practice

In 2021, forty art, design, and media educators throughout a midwestern state in the United States critically examined their lessons through the lenses of social-emotional learning (SEL), standards-based assessment, research-informed practice, and culturally responsive instruction. During the program, teacher-learners recorded their reflections, which are condensed in a presentation-as-art-installation, highlighting dialogic self-reflection in a community of practice. In the video, originally conceived as a 2-channel installation, teachers discuss SEL; equity, diversity, and inclusion; research-informed practice; and standards-based grading, looking at the camera by themselves and reflecting on their daily practice as they incorporate new learning into their teaching. The text discusses how these transformative conversations took place, the necessary conditions for dialogic self-reflection in a community of practice, their impact on their professional practice, and sharing classroom experiences.

Strategies Promoting Dialogic Talk during Cooperative Learning

The role of talk in the construction of knowledge and learning has gathered interest in recent years as studies have been published that demonstrate the importance of social interaction in promoting cognitive development and academic learning. While there is a large volume of research that attests to the benefits that students derive when they work cooperatively together, it is only in the last 30 years that studies have been published that demonstrate how students learn by interacting with others and how teachers can utilise this information to create classroom experiences to ensure these benefits are realised. This article discusses the role of dialogic talk during cooperative learning and its capacity to promote students’ thinking and learning. The article provides insights into how one teacher used dialogic talk in her classroom to promote student interactions, thinking and learning. It also provides an example of how students in one small group listened to each other, asked questions, sought clarifications, and provided reasons and justifications for their suggestions as they considered the perspectives of others on how to construct an earthquake proof building.

Dismantling Deficit Thinking in Library Instruction for International Students

Deficit thinking, or a “blame the victim” mentality for academic failure, continues to plague higher education since it often requires specific training to recognize. International students are particularly vulnerable victims of instructors exhibiting a deficit viewpoint. Instruction librarians can break out of the deficit mindset by acknowledging the actual issues that impact international students, critically examining their own teaching background and identity, demonstrating cultural humility, employing culturally responsive teaching methods, and intentionally designing classroom experiences that will equip international students with the tools they need to succeed.

Freedom Moves: Theorizing Hip Hop as Black Liberatory Practice

ABSTRACT This article theorizes Hip Hop as Black liberatory practice by explicating the links between Hip Hop knowledges, pedagogies, and futures. I draw on multiple research and classroom experiences, including co-teaching a course with pioneering Hip Hop artist Chuck D of Public Enemy. The course examined Hip Hop culture as an extension of Black freedom culture and delved into the politics and the poetics, as well as the activism and the aesthetics, of the Hip Hop arts movement. Presented in interview format, this article highlights Hip Hop as an organic form of culturally sustaining pedagogy that aims to advance the Black liberatory practices that we refer to as “freedom moves” (Alim et al., 2023).

Adapting Legal Research for a First-Generation Audience

One segment of our diverse law school population are students who are the first in their family to attend college, and by extension, law school. What can we as librarians do to advance a more inclusive classroom experience for our first-generation students? Washburn University, as part of a Title III Strengthening Institutions Grant, provides a summer program for faculty to enhance inclusive pedagogy and curriculum related to firstgeneration students. The author was a part of the program in 2022, and this paper will address the redesign of a legal research course based on the training from the program. The discussion will include an overview of the University provided training for the redesign, the concepts utilized in the class reboot geared toward fostering inclusion for first-generation students, and an extensive analysis of the final product.

대화에서의 맥락 민감성 함양 교육 연구

This study focused on the context as the cause of communicators’ misunderstandings or insufficient grasps of events in conversations. We suggested that learners should actively and elaborately utilize the conversation context through classroom experiences dealing with conversational context. Contextualizing activity was highlighted as a constructive expressive and understanding act of learners, context sensitivity was presented as an object of the activity, and oral communication context for education was explored and displayed as a model. Continually, through conversation analysis in drama, we described characters who are and are not contextually sensitive: objective information about the interlocutor, information based on the relationship, background knowledge related to the conversation, and clues of conversation situation. Learners' doing contextualizing and cultivating context sensitivity with texts including authentic context, can help deepen their understanding of you and me, beyond understanding language and its mechanism.

DOĞU AKDENİZ ÜNİVERSİTESİ İNGİLİZ DİLİ EĞİTİMİ BÖLÜMÜ ÖĞRENCİLERİNİN BİR HARMANLANMIŞ MOOC MODELİ OLARAK SINIF YÖNTEMİNE İLİŞKİN BAKIŞ AÇILARININ İNCELENMESİ

MOOC stands for Massive Open Online Course, and it refers to a model of online education that allows for the widespread distribution of educational content to a large number of learners over the internet. The MOOC model has gained popularity for its accessibility, flexibility, and ability to reach a global audience. It has also been used by institutions and organizations for corporate training and professional development. However, it is worth noting that while MOOCs offer many advantages, they also come with challenges, such as issues related to completion rates and the need for self-discipline in self-paced courses.
 In this research, the researchers explored the flipped classroom as the most important part of blended MOOC model. The aim of this research is to examine the potential effects of flipped classroom instruction on students’ learning. The research included all (35) third-year students of the EMU Department of Foreign Language Education. Both quantitative and qualitative (mixed) approaches were used as a methodology. According to the findings, after experiencing the flipped classroom experience, the students explained that they felt more ready for their lessons because they already had some preparation at home. Additionally, students reported that they felt more confident about the subject in general and that they were more intellectually prepared to ask socratic-type questions in their classes.

Perceptions of Situational Factors of Willingness to Communicate inside and outside the classroom: Thai EFL First-Year University Students’ Reflections

Background: Although previous studies have reported WTC variables in the EFL context, limited studies have investigated learners’ perceptions of WTC outside the classroom. In addition, insights into learners’ perceptions from qualitative data have rarely been presented in this study area.
 Purpose: This study investigated the perceptions of willingness to communicate (WTC) of Thai English as a Foreign Language (EFL) first-year university students. It focused on their perceptions of situational factors of WTC inside and outside the classroom. Also, it investigated the reasons behind the perceptions.
 Methods: As a mixed-method study, a questionnaire adapted from Baghaei’s (2013) and Peng and Woodrow’s (2010) was used to collect quantitative data, while reflective reports and semi-structured interviews were used to reveal explanations for the quantitative data.
 Results: The present study found that the students were more willing to speak outside the classroom than inside the classroom. Interlocutors were significant factors affecting WTC both inside and outside the classroom. Also, speaking topics that are suitable for students' perceived level of proficiency but still pose a challenge for their language development have the potential to increase WTC in the classroom. At the same time, a stimulating environment was powerful for WTC outside the classroom due to a lack of an English-speaking environment in the EFL context. The qualitative data revealed that foreign language anxiety concerning the interlocutor’s competence, familiarity with the interlocutor, and language classroom experiences, as well as social support from friends, were the rationale behind the impact of the situational factors.
 Conclusion: Teachers can apply the results of this present study to enhance WTC in the classroom and increase students’ opportunities to speak inside and outside the classroom through pedagogical support.