Classroom Group Research Articles

Evaluation of an Epidemiological Skills Laboratory Course Using a Direct Teaching and Online Flipped Classroom Method in Iran: An Interventional Study

Background and aims: The epidemiological skills laboratory (ESL) course has been incorporated into the curriculum for Master of Science students in epidemiology. However, it has not been implemented and evaluated in Iran so far. The present study was conducted to compare two teaching methods and the implementation of an ESL lesson. Methods: All MSc students (N=9) in epidemiology at Shahrekord University of Medical Sciences were included in the study during two academic semesters in 2019-2020 using a census sampling method. Three levels of Kirkpatrick’s pyramid were used to evaluate direct teaching and electronic flipped classroom (FC) groups. The Chi-square test, Fisher’s exact test, paired t-test, and independent t-test were used in Stata software with a significance level<0.05. Results: The means±standard deviations (SD) of scores of pre- and post-instructional interventions were 42.1±8.4 and 96.6±2.1 in the intervention group with the FC method and 41.3±3.2 and 77.3±4.7 in the direct teaching group. The means±SDs of satisfaction scores of pre- and post-instructional interventions were 67.8±1.6 and 97.6±5.6 in the intervention group with the FC method and 45.3±5 and 87.3±4.5 in the direct teaching group. Conclusion: Under the conditions of the coronavirus disease 2019 epidemic, mainly the virtualization of students’ education and easy access to virtual education systems to convey instructional content, it is a pleasurable opportunity to use the electronic FC method to teach students. The FC method could improve the students’ epidemiological skills and increase their satisfaction.

Assessing the effectiveness of flipped classroom teaching–learning method among undergraduate medical students at gondar university, college of medicine and health sciences: an interventional study

IntroductionThe flipped classroom teaching–learning method has been increasingly adopted in higher education to enhance student-centered learning. Despite its growing popularity, limited evidence exists regarding its effectiveness in medical education in Ethiopia. This study aimed to assess the impact of the flipped classroom method on academic performance, student engagement, and satisfaction among undergraduate medical students at Gondar University, College of Medicine and Health Science.MethodsA quasi-experimental study was conducted involving 100 s-year undergraduate medical students, divided into two groups: the flipped classroom group (n = 50) and the traditional lecture-based group (n = 50). The flipped classroom group received online instructional materials before class, while classroom sessions focused on interactive activities. The traditional lecture-based group attended conventional lectures followed by homework assignments. Data were collected using pre- and post-intervention tests to measure academic performance, the Student Engagement Scale to gauge engagement, and a validated questionnaire to assess student satisfaction. Data were analyzed using Statistical Package for the Social Sciences version 25, with descriptive statistics, paired t-tests, independent t-tests, and Chi-square tests employed to interpret the findings.ResultsThe flipped classroom group demonstrated a significant improvement in academic performance, with mean pre-test and post-test scores of 65.2 ± 8.1 and 78.6 ± 6.9, respectively. In contrast, the traditional lecture-based group had pre-test and post-test mean scores of 62.8 ± 7.5 and 74.2 ± 8.3, respectively. Additionally, the flipped classroom group showed higher levels of student engagement mean scores of 4.5 ± 0.8 and satisfaction mean scores of 4.2 ± 0.7 compared to the traditional lecture-based group, which had engagement mean scores of 3.8 ± 0.6 and satisfaction mean scores of 3.9 ± 0.5. Chi-square tests showed a statistically significant association between the teaching method and both pass/fail rates and participation in activities, but not a significant association with gender distribution.ConclusionThe flipped classroom approach proves to be a superior teaching method, promoting better academic outcomes and greater student engagement and satisfaction. This study adds to the growing body of evidence advocating for the implementation of flipped classrooms in medical education.Trial registrationNot applicable.

Impact of an immersive engineering program on children's understanding of and interest in engineering: Addressing gender stereotypes

AbstractBackgroundThe gender gap in engineering presents a critical barrier to achieving a diverse and innovative engineering workforce. This gap is influenced by gender stereotypes, socialization processes, masculine culture, and insufficient early experiences with engineering. These contribute to diminished STEM self‐concept, interest, and participation among women.Purpose/HypothesisThis study assessed an engineering outreach program's impact on children's understanding of and interest in engineering and beliefs about who can be an engineer. It compared whether discussions of gender bias differentially influenced these outcomes for girls and boys.Design/MethodThe study was a short‐term sequential quasi‐experimental design with boys and girls in grades 4–5. Six classroom groups attended a half‐day engineering field trip and were randomly assigned to two conditions: Gender Presentation or No Gender Presentation. Pre‐ and post‐program surveys measured changes in understanding of and interest in engineering and beliefs about who can be an engineer.ResultsAll children, regardless of gender or condition, had higher understanding of and interest in engineering after the program, but also demonstrated a bias in selecting men over women as engineers. Participants reported that both girls and boys like and are good at engineering and these ratings increased from the pre‐program to the post‐program survey.ConclusionThis research affirms the effectiveness of immersive and inclusive programming in enhancing children's understanding of and interest in engineering. No substantial gender‐specific differences emerged regarding the impact of discussions on gender biases. The program underscores the value of early inclusive educational interventions in fostering equitable interest in engineering among young students.

On the Role of Group Competition Mechanism in International Chinese Classroom

International Chinese language education is a field that has attracted much attention in recent years. Under the background of China's increasing international influence, more and more people realize the importance of learning Chinese. However, with the development of international Chinese education, we should also pay attention to the research of international Chinese education classroom strategy. Based on the observation of online open courses, with group competition mechanism as the theoretical basis, take the class “Whose bag is this” in the first grade of a primary school in the Philippines as an example, observed the classroom group competition mechanism, this paper mainly introduces the competition mechanism into the Chinese language teaching classroom advantages and disadvantages, and further put forward the principles and methods of classroom competition mechanism. The aim is to provide new teaching ideas for Chinese teachers and facilitate and improve their teaching efficiency and quality.

Impact of Flipped Classroom Approach on Academic Achievement of Postgraduate Students

This study examined to ascertain the effect of the flipped classroom model on the academic achievement of postgraduate students at Rajiv Gandhi University. A quasi-experimental design was used to compare the Flipped Classroom Group and the Conventional Classroom Group using pre-test and post-test measures. Students in the FCG covered instructional materials outside the class and involved themselves in active learning within the class, while those in the CCG attended traditional lecture-based instruction. The results revealed that the FCG was way ahead, with a post-test mean score of 78.45 as against 72.35 in the CCG. Besides, from the pre-test to the post-test scores, the FCG group improved more, and even after 15 days, their memory retention was better. The results showed that the flipped classroom approach not only improves immediate academic outcomes but substantiates long-term retention of information. It showcases the effectiveness of the flipped classroom model toward deeper learning and calls for its increased adoption in graduate education to rise a more engaging and long-lasting learning experience.

Attending 12 weekly sessions of Forest School sessions improves mood and cooperation in 7–8-year-old children

ABSTRACT Being in nature improves wellbeing and health, but opportunities for children to spend time outside in a natural environment can be limited. Forest School programmes offer this opportunity. This study aimed to examine whether participation in a 12-week Forest School programme would improve mood, self-esteem, spatial cognition and collaborative behaviour. One hundred and seventy-nine UK school children aged 7–8 years took part, with a final sample comprising 151 children. A Forest School and classroom group were assessed at baseline and after 12 weeks. Children who attended the Forest School rated themselves as less tired, less bored, calmer and happier than children in the classroom. There were also greater improvements in cooperation in Forest School attendees. There were no differences in self-esteem, but some initial evidence of better competence-related self-esteem. Performance on the spatial cognition task was unchanged. Our findings suggest that Forest School participation is beneficial for children’s mood and cooperation.

Bullying Victimization Trajectories: Associations With Changes in Social Status Dimensions Within the Classroom Group.

Previous studies have identified the association between classroom social status and bullying victimization, but it remains unclear how different victimization trajectories relate separately to social status dimensions: preference (acceptance and rejection) and popularity (popular and unpopular), and whether there are differences between victimization trajectory groups. This study assumed a longitudinal approach to explore these research questions. A total of 3.182 (50% girls; = 12.55 years at wave 1) students participated in the study. Four bullying victimization trajectory groups were found: high, decreasing, increasing and low in victimization. Multigroup analyses showed that high in victimization group had the worst acceptance, rejection, and unpopularity indexes. The decreasing victimization group increased in acceptance and popularity, whereas the increasing victimization group increased in rejection and popularity. These results underline the importance of considering the different dimensions of social status and their association with victimization trajectories when anti-bullying programs are proposed.

HOW DOES THE FLIPPED CLASSROOM MODEL AFFECT STUDENTS' MOTIVATION, PERFORMANCE AND ATTITUDE?

The flipped classroom model, a type of blended learning, has become a promising model for building flexible and effective learning environments in higher education. Much of the experimental research on blended learning defines a treatment as an independent variable and compares it with a control group to explore a significant difference. However, this research used two treatment groups consisting of a multimedia-enhanced flipped classroom model and a technology supported face-to-face (f2f) classroom model instead of using only a control group. This study aims to investigate the effects of two models on students’ instructional material motivation, performance, and attitude toward the subject. We employed a repeated measures design with two models and qualitative methods. A total of 26 university students in two groups participated in the study for four weeks. The results indicated that the instructional material motivation score for the multimedia-enhanced flipped classroom model group was significantly higher than the other group. Moreover, the descriptive results showed an increase in learning performance and attitude score for the multimedia-enhanced flipped classroom group but did not reveal a significant difference in favor of it. The results indicated that the multimedia-enhanced flipped classroom model significantly improved the instructional material motivation of higher education students. Various teaching strategies and interactive animations in this model could help students learn more effectively. In sum, this study provides guidance to help researchers who are designing teaching activities and interactive resources for flipped classroom model.

Assessing the Influence of the Flipped Classroom on Physical Education Students’ Engagement in Basketball Learning Activities

Background. The flipped classroom approach has been gaining increasing attention across various educational domains, including physical education. Recent research has underscored the necessity for innovative strategies to enhance student engagement in physical education, particularly in basketball instruction. Objectives. This study aimed to investigate the influence of the flipped classroom approach on student engagement in Basketball instruction within the Physical Education, Health, and Recreation program at the University level. Materials and methods. The research method involved an experimental design using the static group comparison approach, where 62 students enrolled in physical education were divided into experimental and control groups. The experimental group received instruction through the flipped classroom approach, while the control group underwent conventional instruction, with the intervention lasting for seven weeks. A comprehensive engagement scale questionnaire was used as the research instrument. Data analysis techniques included descriptive analysis and independent samples t-test. Results. The research findings revealed significantly higher levels of engagement in the agentic, behavioral, emotional, and cognitive dimensions among students in the flipped classroom group compared to those in the conventional classroom group. This indicates that the flipped classroom approach has a considerable effect on student engagement in basketball instruction. Conclusions. The study’s results have confirmed the effectiveness of the innovative pedagogical strategy of the flipped classroom in fostering meaningful learning experiences and motivating students within the context of physical education.

Investigating the Use of Pre-Recorded Lecture Videos in Flipped Classroom Technologies on Students' Learning at Secondary Level

The study aims to investigate the use of pre-recorded lecture videos in flipped classroom technologies on students’ learning at the secondary level. Traditional teacher-centered teaching has been replaced with learner-centered teaching models. Pre-recorded lectures center on personalized learning built with capturing and accelerating technological features like stop, record forward, play, and rewind. It allows personal control over the pace and direction of learning. A true-experimental pre-post-test design was conducted with 40 students of grade- X. A valid and reliable teacher-made pre-tests and post-tests were used as research instruments. The pre-test and post-test were constructed from the five selected grade -X-level chapters. The students were divided into two groups: an experimental flipped classroom group and a control group. The experimental group was taught via a flipped classroom for eight weeks, while the control group was taught via traditional strategy. The level of students' learning was measured after eight weeks using the SPSS software version. The results showed that students in the flipped classroom had shown significantly higher learning levels than students in the traditional group. The findings also showed that the use of flipped classroom technologies significantly affected students' learning at the secondary level. Moreover, the findings suggested that pre-recorded lecture videos positively facilitate learning and student engagement. Based on these findings, the researcher presented some recommendations.

Acoustic and Articulatory Visual Feedback in Classroom L2 Vowel Remediation.

This paper presents L2 vowel remediation in a classroom setting via two real-time visual feedback methods: articulatory ultrasound tongue imaging, which shows tongue shape and position, and a newly developed acoustic formant analyzer, which visualizes a point correlating with the combined effect of tongue position and lip rounding in a vowel quadrilateral. Ten Czech students of the Swedish language participated in the study. Swedish vowel production is difficult for Czech speakers since the languages differ significantly in their vowel systems. The students selected the vowel targets on their own and practiced in two classroom groups, with six students receiving two ultrasound training lessons, followed by one acoustic, and four students receiving two acoustic lessons, followed by one ultrasound. Audio data were collected pre-training, after the two sessions employing the first visual feedback method, and at post-training, allowing measuring Euclidean distance among selected groups of vowels and observing the direction of change within the vowel quadrilateral as a result of practice. Perception tests were performed before and after training, revealing that most learners perceived selected vowels correctly already before the practice. The study showed that both feedback methods can be successfully applied to L2 classroom learning, and both lead to the improvement in the pronunciation of the selected vowels, as well as the Swedish vowel set as a whole. However, ultrasound tongue imaging seems to have an advantage as it resulted in a greater number of improved targets.

Virtual training of practical competences in sonography

During the COVID-19 pandemic, aparticular challenge in the transition to digital teaching was to teach practical skills such as sonography of the head and neck online. The aim of this study was to validate the digital sonography course for medical students established at the Freiburg University Hospital ENT Department. Participants were 178students of human medicine. The study group simulated the sonography examination at home with adummy transducer using the Peyton method under the guidance of atutor via video seminar. In asubsequent learning success check, the results of the students in the online course were compared with those of the control group, who learned sonography in the classroom. Students of the online course achieved comparable results to the classroom group. This study shows that practical skills which require extensive equipment such as asonography machine can be taught to acertain extent digitally or at least in ahybrid form.

Metaverse in in the geography lecture classroom? Evaluating ‘group VR’ possibilities using the multiplayer ‘Wooorld’ VR app

ABSTRACT With the introduction of in-class group-based virtual reality (VR), multiple students can interact in a single shared “metaverse”. One geography-focused group VR option is the Wooorld app, available on various Meta Quest unit models. To evaluate the feasibility of group VR in a higher education geography lecture classroom, a pilot study was run for two days with a small, upper-level Urban Geography class at Arkansas Tech University in spring 2023. Using multiple wireless Meta Quest 2 headsets, the class collectively used the Wooorld app to visit 3D-rendered global downtowns. Inside the app, students saw each other’s avatars and manipulated the viewing area for the rest of the class. Students completed pre/post-experience surveys, and the data suggest strong student enthusiasm for shared VR, and for Wooorld. However, some technical and physical space issues arose. While this pilot study aimed to evaluate the potential of classroom group VR via the Wooorld app, this study also considers the possibility of using group VR in future geography lecture classrooms.

Achieving Joint Attention and Understanding of Task Responsibilities in Synchronous Hybrid L2 Classroom Group Work

Abstract This article addresses the need to better understand interactional asymmetries, challenges, and solutions in implementing synchronous hybrid language teaching. We investigate video-recorded peer interactions in a higher education language teaching context in which a student uses a telepresence robot, a remotely moveable videoconferencing tool, to participate in small-group task work in L2 English together with students who are physically located in the language classroom. Drawing on multimodal conversation analysis, we examine how the geographically dispersed peer group achieves, maintains, and repairs their joint attention on task-relevant learning materials as they are accomplishing a task, and how this kind of referential interactional work enables their co-operation as a group. Based on the analysis, we argue that in synchronous hybrid learning there is a need to reflexively adjust interactional practices to secure an intersubjective understanding of learning tasks and their progressivity. The findings also suggest that sensory and interactional asymmetries should be taken into account when developing and implementing synchronous hybrid learning environments that aim at equality of opportunities regardless of the participation mode.

Evaluation of the effectiveness of using flipped classroom in puncture skills teaching

BackgroundThe effectiveness of flipped classroom (FC) on puncture skills in medical education is still uncertain. This study aimed to assess the role of the FC model in puncture skills and investigate the acceptance and approval of FC among medical students and instructors.MethodsA mixed research approach of quasi-experimental research design and descriptive qualitative research was conducted in September 2022 for one month, using an FC teaching method that combined instructional videos and group learning. The study participants were 71 fifth-year medical students from two classes at a Chinese medical school and four instructors. The medical students were randomly divided into two groups: the traditional classroom (TC) group (Group A) and the FC group (Group B). For teaching, Group B used FC, and Group A used PowerPoint-based TC. The effectiveness of the two teaching models was assessed with Objective Structured Clinical Examination (OSCE), and questionnaires were distributed to the medical students and instructors after the assessment. Two independent sample t-tests were used to analyse the differences in demographic data and the OSCE scores of the two groups of medical students.ResultsGroup B scored higher in puncture skills than Group A, especially regarding abdominal puncture (p = 0.03), thoracentesis (p < 0.001), bone marrow puncture (p < 0.001) and average performance of puncture skills (p < 0.001). For lumbar puncture, no difference in skill scores was observed between groups A and B (p > 0.409). The medical students thought that the FC improved their self-learning ability and helped them acquire knowledge. Regarding the OSCE of their skills, most medical students thought that it was more innovative and objective than traditional examinations and that it was better for assessing their overall abilities. Both the FC and OSCE were supported by the medical students. The instructors were also satisfied with the students’ performance in the FC and supported the teaching model, agreeing to continue using it.ConclusionsThis study shows that FC teaching that combines instructional videos and group learning is a reliable and well-received teaching method for puncture skills, which supplements and expands existing teaching methods in the medical field.

Minimum quality regulations and the demand for childcare labor

AbstractMinimum quality regulations are often justified in the childcare market because of the presence of information frictions between parents and providers. However, regulations can also have unintended consequences for the quantity and quality of services provided. In this paper, we merge new data on states’ childcare regulations for maximum classroom group sizes and child‐to‐staff ratios with the universe of online job postings to study the impact of regulations on the demand for and characteristics of childcare labor. Our identification strategy exploits the unprecedented variation in regulatory reform during the COVID‐19 pandemic, relying on changes both within states over time and across children's age groups. We find evidence that these regulations reduce the number of childcare job postings and encourage providers to substitute away from higher‐skilled postings, thereby increasing the number of positions that are out‐of‐compliance with states’ teacher education requirements. In sum, the results imply that childcare regulations may reduce the demand for childcare labor, while simultaneously altering the composition of the workforce.

A comparison of two simulated classrooms for teaching elementary school mathematics: Cartoon Classroom and Bear Classroom

ABSTRACT The purpose of this study was to compare two simulated classrooms (virtual vs physical) in terms of how they affect pre-service teachers’ perceptions and noticing ability. A total of 57 pre-service elementary school teachers participated in this study (28 in virtual Cartoon Classroom and 29 in physical Bear Classroom). The results were mixed. In the quantitative results, no significant difference between the Cartoon Classroom group and the Bear Classroom group was found in any dimension of perception or noticing, with the exception of perceived authenticity, indicating that these two simulated classrooms are equally useful in teaching simulations and for measuring a teacher’s noticing skills. On the other hand, the qualitative results indicated that the Bear Classroom was found to be more authentic and relaxed and to have fewer technical issues than the Cartoon Classroom, whereas the Cartoon Classroom more easily focused the participants’ attention on the simulated students’ ideas.

Efficacy of a metacognitive intervention programme on reading comprehension in third grade students

This study examined the efficacy of a metacognitive intervention programme in a classroom group of 33 third-grade students. Two groups were formed: the intervention group with students in the classroom who showed reading delay and cognitive attention processes (n=8) and the comparison group (n=25). In the intervention group, a planning facilitation programme was implemented that aimed to improve inhibition processes and, correspondingly, overall reading comprehension indices. The Das-Naglieri: Cognitive Assessment System (D.N: CAS; Naglieri &amp; Das, 1997) was used to measure attention processes. For reading processes, the Catalan et al. (2010) Reading Comprehension Assessment (ACL) test was used. The measurements were taken at pre-test, post-test, and follow-up. The results showed that the intervention group equalled the comparison group in reading comprehension and significantly improved in inhibition processes in the post and follow-up measures. It is concluded that the programme has had an impact on improving inhibition processes when facing reading activities.

Group Design Rotation in Engineering Education: Impacting Student Participation and Collaboration

The purpose of this study was to research the impact of classroom group rotation on student participation and collaboration during engineering activities. The action research plan was developed after identifying a need to increase group efficacy in a classroom setting that focuses on projects and problem-based learning and proved quite difficult to explore as social interactions and group dynamics tend to be fairly complex in nature. Student participant age and personal investment in the engineering academy supported their contributions as co-collaborators inspiring changes to group format and highlighted them as the primary source of both quantitative data from class surveys and qualitative observations based on interactions and comments. Comparisons were made between student beliefs before and after the group rotations based on survey results. Despite variations in group activities and structures, major findings supported small groups with frequent rotation, a variety of group structures based on individual classroom settings, and student choice to promote participation and collaboration during classroom activities.

The Effects of Group Interaction and Structure on a Achievement in Elementary School Robotics Classrooms

This study investigated the impact of group interactions and structure, specifically gender, on achievement in elementary robotics classes. The research involved 103 ‘s-grade (satisfactory grade)’ students, using a mixed methods embedded design to observe interactions, conduct a robotics assessment, and analyze the data. Group processing, positive interdependence, and promotive interactions were key elements of Cooperative Learning (CL) used to classify student interactions in both robotics classrooms and assessments. The findings indicated that interaction types within a group influenced achievement based on the robotics challenges, while gender did not affect the students’ Level of Achievement (LoA) but did impact the types of interactions. For simpler robotics challenges involving basic generalization skills, instructors are advised to encourage promotive interactions within classroom groups. Understanding these effects can inform effective instructional practices and pedagogies in educational robotics activities.