Classroom Participation Research Articles

Research on the Flip Teaching Practice of Cloud Computing Technology

The teaching process of the traditional cloud computing technology course is mainly taught by teachers, students lack a sense of classroom participation and after-class reflection, and the course assessment method is lack of standardization and science. In view of the above problems, this paper explores the flipped teaching practice of "learning as the center and teaching as the leading", and adopts the classroom teaching and course examination method of "flipped classroom plus project achievement acceptance", which aims to improve students' interest in learning and improve the efficiency and quality of teaching.

Secondary School Teachers’ Perceived Influence of Instructional Materials on Students’ Learning Science Subjects in Muhanga District in Rwanda

The study aims at investigating the relationship between teachers’ utilization of instructional materials and students’ attitudes towards learning science subjects in Rwandan secondary schools. The sample size comprised sixty-three science secondary school teachers in Muhanga district that were selected purposively to participate in the study. A descriptive research design was used and data were collected using an online designed survey using google form. Teachers Scale Questionnaire for the use of Instructional materials and students’ exhibited attitudes questionnaire each contained seven affirmative statements were used as the research tools. Participants’ responses were based on the five point Likert scale to disclose their perceptions in relation to the topic being investigated. The findings from Pearson’s Product Moment Correlations (r) indicated that constructs used were strongly correlated, moderately correlated, and few were weakly correlated. Use of illustrations, use of photographs and visual aids to demonstrate concepts enhance students’ remembering and retention of instructions therefore the variables exhibit strong correlations (r = .923; .803). Use of laboratory equipment and reagents during experimentation, use of models and drawings to illustrate concepts exhibited a moderate correlation with students’ classroom participation (r = .449; r = .785). Creativity and innovation and integration of audio-visual aids into lessons were strongly correlated (r = .947). Strong correlations were found between use of tech-tools during classroom practices (r = .871), use of a variety of instructional materials (r = .901) and creativity and innovation. Interestingly, use of printed materials, visual aids, and audio-visual aids lead to improved students’ classroom interaction, and was strongly correlated with teachers’ integration of audio-visual teaching and learning aids into lessons (r = .889). The findings of this study constitute the basis to validate the relationship between teachers’ use of instructional materials and students’ attitudes in the learning process. We therefore recommend teachers to maximize the use of variety of instructional materials during classroom practices.

Unpacking the positioning of being “disengaged” and “disrespectful” in class through nexus analysis: an international student’s navigation of institutional and interactional university norms

Abstract Given the significance of creating an inclusive academic environment for international students, our study examines how three newly arrived international students (a Chinese female and two Korean males) navigated the institutional and interactional norms in an academic orientation class at a U.S. university. Drawing on nexus analysis, we examine student class disengagement at the intersection of discourses in place, interaction order, and historical body. In particular, we focus on how the Chinese international female student was perceived as being “disengaged” and “disrespectful” in class by her Korean graduate male classmates and her female instructor. Such discursive positioning, we argue, was attributed to the interplay of various factors, such as our student participants’ navigation of U.S. classroom participation expectations. Furthermore, we argue that class disengagement should be understood within a wider sociocultural space as such disengagement is interwoven with the broader U.S. classroom discourses and individual participants’ past experiences.

Sensory-Based Interventions in School-Based Occupational Therapy: A Scoping Review

ABSTRACT Education is a primary childhood occupation. Dysfunction in sensory processing can make it challenging for children to succeed in school. School-based occupational therapy (SBOT) services address these differences through sensory-based interventions. Limited research exists to support the use of sensory-based interventions in school-based settings. The purpose of this study is to summarize existing research supporting the use of sensory-based interventions in SBOT and to identify gaps in the literature. A scoping review methodological framework was used to search seven databases. Descriptive numerical summary and qualitative thematic analysis were used to summarize and report the results. Nineteen articles met the inclusion criteria for this study. Quantitative results describe variations in diagnoses, outcomes, and intervention types. Major qualitative themes include the impact of sensory-based interventions on classroom participation and engagement, and the efficacy of treatment methods used in SBOT. Gaps in the literature include the long-term effects and specificity of sensory-based interventions. There are many factors that may influence the effectiveness of interventions. Individualized OT services are needed to consider the intricacies of the child-environment interaction. Additional research is needed to support the efficacy of sensory-based interventions in SBOT.

FLIPPED CLASSROOM METHOD AND COLLABORATIVE WRITING VIA GOOGLE DOCUMENTS TO IMPROVE STUDENTS' PARTICIPATION AND WRITING PERFORMANCE IN HIGHER EDUCATION

Flipped classrooms have been commonly used in educational settings after the pandemic. Schools provide a learning management system (LMS) to enhance the effectiveness of the learning process. Also, online platforms become popular among students, including online collaboration platforms like the Google document. The teaching method now could be more varied and flexible. This research focused on finding the impact of the flipped classroom method and collaborative writing through Google documents on students' active classroom participation and writing quality. The quasi-experimental study was designed to discover the significance of the impact in this case. Fifteen participants were given an IELTS writing pre-test and post-test at the beginning and the last meeting, and through the implementation of the method, the students were divided into five groups to write an essay collaboratively. The discussion and group work were applied during the classroom to observe active learning. The finding shows a significant impact on students' writing quality, especially the writing structure and coherence, and a positive impact on students' active learning concerning the students' initiative to contribute to the group work.

Unequal opportunities from the start: Socioeconomic disparities in classroom participation in preschool.

Why do socioeconomic disparities in achievement emerge so early in life? Previous answers to this question have generally focused on the perceived deficits of parents from disadvantaged backgrounds (e.g., insufficient childrearing knowledge). Here, we instead focus on the structure of early childhood education and argue that early schooling contexts provide unequal opportunities for engagement to children of higher versus lower socioeconomic status (SES). As engagement is a longitudinal predictor of achievement, early SES disparities in engagement could serve to maintain or even exacerbate SES disparities in achievement. In Study 1 (1,236 observations; N = 98 children), we investigated preschool students' behavioral engagement during whole-class discussions-a core aspect of early childhood education. Low-SES children showed significantly lower engagement than their peers. Consistent with the claim of unequal opportunities for engagement, these differences were not accounted for by SES differences in language proficiency. As students' engagement in school is influenced by their peers' attitudes toward them, we also examined peer perceptions (Study 2, N = 94, and a meta-analysis, k = 2 studies). We found that preschoolers who show more engagement relative to others during whole-class discussions are perceived as possessing more positive qualities (e.g., intelligence). Given that higher-SES students are afforded more opportunities for engagement (see Study 1), they may be the ones benefiting from these positive peer perceptions as well, which might further boost their engagement. Our results suggest that aspects of early childhood education should be redesigned to foster engagement among all students, regardless of their SES. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

초등학교 특수학급 수업 실행 관련 연구 동향

Purpose: This study aims to analyze general trends and topics of research related to class implementation and to suggest future research directions based on it.
 Method: To achieve this, 36 papers were selected and analyzed: from the general trends such as published year, research types and subjects, research class subjects, the relevance of classes to the Interventions and Strategies Method, to the specific factors of themes in elementary special class lessons.
 Results: As a result, it showed that the research on elementary special class lessons had been consistently published every year from 2010 to 2022. Quantitative research showed no significant differences in its numbers across the years, but qualitative research gradually has been increased from 2013 to the recent. Quantitative research primarily applied a Multiple Intermittent Baseline Design, while qualitative research predominantly utilized Action Research Methodology. The most common research subjects were the students with intellectual disabilities. Korean language and mathematics were the most frequently addressed as class subjects, and the Interventions and Strategies Method applied to the lessons were found to be integrated with the curriculum through its reconstruction. The themes of class implementation varied according to the characteristics of each subject, and many studies focused on applying the Interventions and Strategies Method to a small number of students. Studies analyzed the changed behavior of students through the lessons, in terms of academic learning abilities and classroom behaviors. Regarding the academic learning abilities, they examined the changes in the acquisition and improvement of subject-specific knowledge and skills, taking into account the characteristics of each subject. As for the classroom behaviors, many studied the changes in students' classroom participation behaviors.
 Discussion and Conclusion: The direction of future research on the implementation of special class classes in elementary schools was presented.

Exploring Factors Underlying Intermediate Students’ Silence in English as Second Language Classroom: A Phenomenological Case Study

English is a prima facie case of high significance in the academic milieu. Therefore, the researchers attempted to understand students' performance, participation, and willingness to communicate; however, students’ silence in English as second language (L2) has received little attention leaving a chasm for investigation. Thus, this study aimed to explore the factors underlying students’ silence, and to uncover the dynamics of interaction of these factors in L2 classroom. To answer research questions, the pragmatist explanatory sequential design was adopted. The participant selection rested on silent student identification through quantitative survey results, and then interviews were conducted with the selected participants. The findings suggested that anxiety, fear, lack of confidence, lack of L2 knowledge, and first language interference impact students’ participation in L2 classroom resulting in silence. These problems directly affect students' speaking proficiency, speaking with confidence, and participating in L2 activities. This implies that the students need appropriate training of L2. Moreover, the innovative teaching methods may prove instrumental in developing students’ motivation to initiate active participation in L2, a conducive classroom environment creates a supportive culture for mustering courage to participate in L2 discussion without being belittled by the peers or teacher that may cause fear, anxiety, lack of confidence, and feelings of demotivation among learners which may limit learning experience in L2. Future research may focus on the instructor’s perspective to comprehend students’ in L2 classroom. The parental role in family structure, home psychology, and home sociology may induces silence. Mores studies may opt for cross sectional and longitudinal investigations. Keywords: silence, confidence, L2 classroom, medical students, Government College

Application of Gamification Pedagogy in the Mock Court Course Based on WeChat Platform

At present, the traditional mock court course teaching pattern still has some problems such as severe performance, excessive formalization and so on. It is difficult to meet the course teaching expectations. The use of gamification pedagogy in legal education is an effective way to help students achieve real gains in learning outcome. Therefore, the application of gamification pedagogy in the mock court course involves incorporating game elements in non-game environments and utilizing game mechanisms to encourage classroom participation. This article proposes to integrate points, badges, leaderboards (PBL) and other game elements into teaching through storytelling and role-play. This article conducts mock trial teaching in the context of legal conflicts based on WeChat platform, which is supported by flow state theory, constructivist learning theory and expectancy theory. In the Crazy Rescue Plan, a gamified teaching design framework, teachers take legal conflict scenarios creation and in-class mock trial practice as two major game levels, transforming the classroom into a challenge game. The purpose of this article is to apply gamification pedagogy into the mock court course teaching, enhance students learning interest and engagement, and hope to provide valuable references for the reform of legal practice teaching.

Design Thinking in Education: Adding Collaboration, Uncertainty, Phronesis and Fairydust to Curriculum Design

We exist in an age of supercomplexity with policy and strategies both impacting and restricting creative curriculum development and participatory classroom practices particularly in Higher Education (HE). As academic developers who have also taught undergraduate programmes we inhabit liminal space - both enacting and subject to policy - both professing and subverting practice. In this paper we outline how we have engaged in human centred curriculum design ourselves. Typically curriculum evaluation and development processes are presented to our staff-as-students as something far removed from design thinking (DT). Curriculum design emphasises thorough thinking, it is slow-paced, and continuously evaluated. DT requires trust and collaboration, open sharing of diverse and often contradicting ideas, rapid prototyping - a non-judgemental space that will help ideas develop and grow, playing with initiatives that might not work. DT encourages experimentation. We used a collaborative Practice-Based Research (PBR) approach to explore our processes to reveal how DT can be a valuable part of a more fast-paced, urgent, creative and human centred curriculum design.

Impact of interactive teaching models in tourism management degree on measures of student depression

BackgroundThe prevalence and impact of depression among college students have become an important issue requiring innovative interventions. To address this challenge, this paper proposes an interactive teaching model for tourism management degrees as a strategy to alleviate depression among students. This interactive teaching model provides an active, engaging and meaningful learning experience. This model aims to help students reduce symptoms of depression through the design and implementation of the Tourism Management degree programmer.Subjects and MethodsThe non-randomized controlled study involved students enrolled in Tourism Management courses, selected based on the criteria of demonstrated depressive symptoms. Depression levels were measured using the Stanford Acute Stress Response Questionnaire (SASRQ) and the 3-min Confusion Assessment Scale (3D-CAM). The acquired data were analyzed using the SPSS 23.0 statistical package.ResultsStudents exposed to the interactive teaching mode showed a significant decrease in SASRQ and 3D-CAM scores, and there was a significant difference in score changes compared to students who received the traditional teaching mode (P<0.05). It is worth noting that the interactive teaching group has a higher level of classroom participation and subjective well-being.ConclusionsThe use of interactive teaching models in Tourism Management courses demonstrates promising effectiveness in alleviating student depression. This innovative approach could be vital for mental health promotion in universities, potentially transforming educational pedagogy.

Questioning Optimization Strategies of High School English Reading Classroom based on Deep Learning

With the development of the times, the requirements for education are constantly increasing, and deep learning is crucial for students' development and progress. This paper integrates the concept of deep learning into the classroom and explores optimization strategies for questioning in high school English reading classes. By exploring the current situation of questioning in high school English reading classrooms, it was found that there are shortcomings and deficiencies in teacher questioning and feedbacks. Based on the requirements of deep learning and core competencies for English learning, this paper reflects questioning in English reading classrooms. On this basis, strategies such as clarifying the purpose of questioning, respecting individual differences, increasing classroom participation, and encouraging and guiding students are proposed for high school English teachers in order to promote students' deep learning and better development.

Impact of Teachers' Emotional Intelligence in Large Classes

Purpose: People with emotional intelligence are more cheerful than others because it helps them to understand their feelings and allows them to live more freely and amicably. In this study, teachers' participation in large classrooms in government secondary schools was predicted using emotional intelligence.
 Design/Methodology/Approach: It is a quantitative strategy that made use of co relational research. In Multan, Pakistan, four tehsils are used to select 300 secondary school teachers using stratified random sampling. The secondary school teachers' responses to a closed-ended questionnaire were employed as the data source. The majority of secondary school instructors were found to have average levels of emotional intelligence and successfully engage students in large classrooms, according to the survey, which indicated that teachers' emotional intelligence levels were average.
 Findings: Teachers were surveyed regarding to their emotional involvement in large classrooms with the school community, their coworkers, and the students, as well as their level of emotion in interactions with the students and the impact of their emotional involvement on student achievement. It was discovered that teachers had a moderate amount of attachment to the culture of the school, their coworkers, and the students
 Implications/Originality/Value: Teachers participated actively in the classroom as a result of these traits. Government should hire more teachers who have high emotional intelligence since it improves their ability to engage the students in class rooms.

VSD를 활용한 협력적 팀 중심의 AAC 중재가 자폐 범주성 장애 초등학생의 통합학급 수업참여도 및 의사소통 행동에 미치는 영향

Objectives This study aimed to investigate the effects of a collaborative AAC intervention using VSD on integrated class participation and communication behaviors of elementary students with autism spectrum disorder.
 Methods The study participant was one elementary school student with autism spectrum disorder with complex communication needs. The tool for intervention and support plans were established through demand analysis for intervention development and diagnosis for AAC application. The independent variable was the application of cooperative VSD-based AAC intervention, and cooperative team members provided intervention at each intervention places(home, special class, integrated class).
 Results Firstly, there was an increase in desirable classroom behaviors and a decrease in undesirable classroom behaviors in the inclusive classroom participation. Secondly, positive changes were observed through interviews with participating members, including the participant's enjoyment of communication, reduction in problem behaviors, increase in spontaneous participation, increase in behaviors and speech with communication intent, and increase in expressible vocabulary. Changes in the perceptions of the participant's peers and surrounding individuals in the inclusive classroom were also observed.
 Conclusions This study holds significance as the first domestic research utilizing VSD in AAC intervention, enabling students to actively participate in class, supporting interactions peers without disability, facilitating communication with various individuals in diverse environments, allowing students to independently request a tablet PC or create VSD boards, and effectively linking individualized education objectives with the AAC intervention.

DEVELOPMENT OF VIRTUAL REALITY TEACHING MATERIALS BUILDING MATERIALS PRACTICE COURSES BASED ON INDUSTRIAL NEEDS OF THE SOCIETY 5.0 ERA

This research aims to create a collaborative and participatory classroom atmosphere in the use of technology in the world of Education. The era of Society 5.0 makes educators minimize their role as Learning material providers to become educators as an inspiration for the growth of student creativity. This study examines the validity and effectiveness of virtual reality teaching materials for building materials practice courses based on the needs of industry Society 5.0. This research used a research and development (R&D) approach with the ADDIE development model (Analyze et al., Evaluation). This study resulted in media feasibility from several experts where the learning design score was 3.85, learning material expert 3.77, media design expert 3.86; and the increase in student learning outcomes using media with an average pretest score of 41.12 and an average post-test of 74.80 seen from these values, the learning outcomes of students in building materials practice courses using virtual reality media increased by 33.68 or 87.77%.

Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices

Abstract In recent years, there has been a significant increase in the integration of synchronous online teaching tools in language teaching. Recent research has explored how second language (L2) teachers utilise available resources to engage students’ learning within the virtual learning space. Nevertheless, there has been a lack of research exploring how L2 teachers bring in different funds of knowledge to connect the teaching of specific aspects of the L2 with some broader social-cultural issues and/or values. Further research is necessary to explore how the teaching of specific sociocultural values and beliefs is achieved through translanguaging, with the aim of enriching students’ L2 learning experiences. This study adopts translanguaging as an analytical perspective and investigates how different funds of knowledge are being incorporated into the online teaching processes in order to mediate the student’s L2 English learning and promote specific sociocultural values and beliefs to the student. Multimodal Conversation Analysis is used to analyse the online classroom data and the analysis is triangulated with the video-stimulated-recall-interview that is analysed using Interpretative Phenomenological Analysis. The findings demonstrate that the online language classroom is a virtual translanguaging space which affords classroom participants to bring with them diverse funds of knowledge for constructing new knowledge in online classrooms, bridging the gap between L2 learning and everyday life experience and promoting certain values and beliefs, as well as facts and practices, in the online classroom.

Handling students’ misbehaviors in crowded classrooms: the nursing faculty members’ experiences

IntroductionThe ability of teachers to organize classes and manage the behavior of their students is critical in achieving positive educational outcomes. The aim of this study was to explain the experiences of nursing faculty members in managing disruptive behaviors in the classroom.MethodsThe study adopted descriptive explanatory qualitative study design and provided an avenue to explain the experiences of nursing faculty members in managing disruptive behavior in the classroom Participants were included via the purposive sampling. In-depth and semi-structured interviews were used to collect data. The content analysis presented by Graneheim and Lundman was used to analyze the data. The present study utilized four strength criteria, including credibility, confirmability, transferability, and dependability.ResultsThe finding were presented using five themes that emerged from 350 open codes, including managing disruptive behavior in the classroom, guiding the disruptive student, trying to increase learning, and making the class more interesting, setting the rules and regulations of the class with sub-categories.ConclusionsParticipants cited strategies that they enabled to understand the cause of misbehavior and implement strategies to modify students’ misbehaviors by creating a safe and healthy climate to nurture effective learning by students.

Students’ appropriation of collaboration script in a networked class: an exploratory study

ABSTRACT This study investigates the role of a collaboration script, the Funnel Model, in supporting students’ computer-supported collaborative scientific argumentation, and how the students appropriated the collaboration script in scientific argumentation. In this exploratory case study, a class of 33 Secondary grade four students went through four phases of computer-supported collaborative argumentation activity scripted by the Funnel Model: individual ideation, intra-group synergy, inter-group critique and intra-group refinement. Multiple sources of data were collected including student-generated artefacts online at different phases of collaboration, and the post-intervention interviews with the students. The results show that the Funnel Model facilitated students’ computer-supported collaborative argumentation. The students’ levels of content mastery, motivation, classroom culture and time allocated for classroom participation affect students’ appropriation of the script for effective collaborative argumentation.

“That’s not Arabic, ya ḥabībi, it’s Libyan!”: Negotiating language boundaries, hierarchies, and policies in Arabic supplementary schools

This paper examines language use and policies in Arabic supplementary schools in the UK to explore how language teachers and learners negotiate and renegotiate sociolinguistic hierarchies and boundaries between language varieties. It draws on long-term ethnographic research in three Arabic supplementary schools in Manchester, with a particular focus on one case study school. Classroom participation and observation, informal interviews, and linguistic landscapes (offline and online) offer insights into language practices and reported practices, revealing discrepancies between language policy and actual language use. The article demonstrates how language beliefs and ideologies held at wider global scales play out locally, shaping imagined hierarchies of language resources in the diverse urban diaspora setting. It shows how in the supplementary school, staff and pupils redefine the status and relevance of “Arabic” versus English. Furthermore, the paper discusses the tensions between fuṣḥā and non-standardized varieties that are at the center of decision-making processes relating to target language and language of instruction in the classroom. This article argues that language policies are to be understood as emerging and operating within wider “interactional regimes,” encompassing declared and practiced policies, actors’ dynamic understandings of their language resources, and local and translocal language ideologies.

Interface using eye-gaze and tablet input for an avatar robot control in class participation support system

This study presents the development of a novel interface that employs eye-gaze and tablet input for controlling an avatar robot, enabling students to remotely participate in classroom activities from home or healthcare facilities. The proposed system integrates eye-gaze input interface for camera attitude control, and tablet input interface for the movement control of the avatar robot, resulting in an intuitive user experience. This proposed dual-input mechanism allows users to seamlessly acquire environmental information in a remote classroom, and interact with classmates and teachers in the classroom. Experimental results corroborate the effectiveness of the proposed method in controlling an avatar robot, enhancing remote classroom participation.