Classroom Scenarios Research Articles

Unpacking pre-service teachers’ beliefs and reasoning about student ability, sources of teaching knowledge, and teacher-efficacy: A scenario-based approach

The beliefs teachers hold may provide information about their more or less evidence-informed reasoning about educational issues. However, gaining a clear picture of teachers’ beliefs has proven difficult. A promising line of inquiry uses scenario-based approaches to assess teachers’ enacted beliefs. Accordingly, we assessed 75 Norwegian pre-service teachers’ beliefs about student ability, sources of teaching knowledge, and teacher efficacy by analyzing their written responses to authentic classroom scenarios, with these responses also providing information about participants’ reasoning about the scenarios. While participants’ responses seemed to be evidence-informed in many ways, there were also indications of the opposite, such as limited consideration of educational research in pedagogical decision-making. The results contribute uniquely to an understanding of pre-service teachers’ beliefs and reasoning about educational issues. As such, they may help researchers and teacher educators to better understand the beliefs pre-service teachers hold, as well as to facilitate further development of these beliefs. Implications for future research and teacher education are discussed.

How to measure disagreement as a premise for learning from controversy in a social media context

Learning scenarios building on disagreement in a learning group or a whole classroom are well established in modern pedagogy. In the specific tradition of collaborative learning, such approaches have been traced back to theories of socio-cognitive conflict and have been associated with argumentative learning interactions. An important premise for these types of learning scenarios is the identification of disagreement. In the spirit of learning analytics, this calls for analytic tools and mechanisms to detect and measure disagreement in learning groups.Our mathematical analysis of several methods shows that methods of different origin are largely equivalent, only differing in the normalization factors and ensuing scaling properties. We have selected a measure that scales best and applied it to a target scenario in which learners judged types and levels of “toxicity” of social media content using an interactive tagging tool. Due restrictions imposed by the pandemic, we had to replace the originally envisaged classroom scenario by online experiments. We report on two consecutive experiments involving 42 students in the first and 89 subjects in the second instance. The results corroborate the adequacy of the measure in combination with the interactive, game-based approach to collecting judgements. We also saw that a revision of categories after the first study reduced the ambiguity. In addition to applying the disagreement measure to the learner judgements, we also assessed several personality traits, such as authoritarianism and social closeness. Regarding the dependency of the learner judgements on personality traits, we could only observe a weak influence of authoritarianism.

Perceptions of Patient Safety Competence Using the Modified Version of the Health Professional Education in Patient Safety Survey (H-PEPSS) Instrument Among Dental Students in Riyadh, Saudi Arabia.

AimTo investigate dental students’ self-reported confidence in learning about various domains of patient safety during their clinical training years.MethodsThe Health Professional Education in Patient Safety Survey (H-PEPSS) was distributed to the fourth- and fifth-year undergraduate students, interns and postgraduate dental students. The survey explores how the seven domains of the Canadian Patient Safety Institute Safety Competencies Framework and wider cases of patient safety issues are presented in dental education, as well as participants’ self-reported comfortability regarding revealing about patient safety issues. A comparison of the patient safety domains scores were assessed through learning scenarios (classroom and clinical), gender, level of study and type of institution.ResultsOut of 409 participants, 359 undergraduate dental students and 131 postgraduate dental students responded to the survey. Irrespective of the groups, all dental students were most confident regarding their learning aspects about skills pertaining to clinical safety and effective communication and least confident in learning related to managing safety risks. All the patient safety factors irrespective of the scenario, scored above 75% and thus interpreted as good competence. Statistically significant differences were reported among the genders in the classroom scenario for learning about communicating effectively with the patients regarding patient safety issues (p < 0.05). Male dental students, undergraduates and those in the private institution were significantly less confident about recognizing and reporting to immediate risks in the clinical scenario compared to their respective counterparts (p < 0.05).ConclusionBased on the results, the dental students are quite confident with regard to the learning aspects of clinical patient safety, nevertheless, their confidence in learning certain patient safety aspects warrants further improvement. This implies a need to address the impact of regular interventions, extra motivation and repeated mentoring in both the classroom and clinical scenarios on improving dental students’ confidence about patient safety.

The effect of virtual reality therapy and counseling on students' public speaking anxiety.

Background and AimsOne of the barriers to effective communication between speaker and listeners is public speaking anxiety (PSA). Over recent years, PSA has become common among students as the most widespread social anxiety (SA). Virtual reality (VR) and counseling therapy help reduce PSA. Therefore, the present study aimed to investigate the effect of VR therapy and counseling on students' PSA and SA.MethodsThis quasi‐experimental study was conducted on 30 students at three levels of undergraduate, postgraduate, and PhD at Kerman University of Medical Sciences and Shiraz University of Medical Sciences (15 students in the intervention group and 15 in the control group). The intervention group observed four virtual classroom scenarios in a 30‐min session, and the control group attended a 90‐min group counseling session. Data were collected using by Personal Report of Public Speaking Anxiety, Liebowitz Social Anxiety Scale, and Igroup Presence Questionnaire. The data analysis was done using SPSS version 21. Descriptive analysis (frequency and percentage, mean, standard deviation, and quartiles) and analytical tests (paired t‐test and independent t‐test) were used to analyze the data.ResultsThe results showed that VR and counseling did not affect SA scores and statistical differences before and after the intervention were not statistically significant. However, VR and counseling reduced PSA. The mean of IPQ/IGP (physical presence) was 63.73. The participants' SA means (93.76) were higher than the mean PSA (73.4).ConclusionsVR and counseling did not affect students' SA, but they reduced PSA. If the intervention duration in future studies are longer, the effect of VR and counseling on reducing SA is likely to become more apparent.

Study on the Construction of a Psycho-Behavioural Model of Rural Teachers' Processing of Knowledge in Classroom Scenarios

In the context of education in the new era, high demands are placed on the professional development of rural teachers. Therefore, this paper uses the content analysis method and strictly follows the steps of its analysis, coding 200 qualitative documents on the relevant topics with the help of NVivo11 software, obtaining 474 free nodes and continuously grouping the free nodes into categories, finally forming 72 tertiary codes, 23 secondary codes and 4 primary codes, and then selecting the secondary codes and primary codes and combining them with the actual classroom teaching in rural areas on The model of the mental behaviour of rural teachers' knowledge processing in classroom scenarios was constructed to help rural teachers improve their ability to teach in the classroom, enhance the acquisition of practical knowledge and promote self-professional development.

Saudi English for specific purpose students’ attitudes toward the learning of English language: An investigative study

Students’ attitudes are usually consulted before launching any learning/teaching program since they are the center of the learning process. This study is also motivated by such an aim as it gauges the attitudes of Saudi health track students on learning English for specific purpose (ESP). Furthermore, the students’ perceptions toward the culture of English are sought. It also explores the factors that impact the students in their endeavors. The study applies mixed methods by conducting a survey and follow-up interviews to gather information from 57 Saudi students enrolled at the preparatory year program (PYP), and interviews with 25 students. Findings show that the students have a moderately positive attitude toward learning English. Further, students’ responses aggregate toward moderate attitudes toward learning the target culture. In addition to that, the study reports some factors which shape the students’ positive attitudes toward learning English: (1) teaching quality, (2) classroom scenario, and (3) classroom environment. The study indicates the necessity of engaging students in a relaxed learning environment. As far as the English as a foreign language (EFL) teachers are concerned, they need to take into consideration their students’ interests while preparing and delivering the lectures.

Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management: Results of a pre‐registered experiment

AbstractVideo is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest–posttest experimental design to examine the influence of a video‐ versus VR‐based task on changing situational interest and self‐efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self‐reported triggered interest and self‐efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre‐service teacher education and the design of VR environments for professional training purposes.Practitioner notesWhat is already known about this topic Video is a popular teacher training medium given its ability to display classroom situations. Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years. Situational interest and self‐efficacy in classroom management is vital for student teachers' professional development. What this paper adds VR outperforms video in promoting student teachers' triggered interest in classroom management. Student teachers felt more efficacious in classroom management after participating in VR. VR also invoked higher extraneous cognitive load than the video. Implications for practice and/or policy VR provides an authentic teacher training environment for classroom management. The design of the VR training environment needs to ensure a low extraneous cognitive load.

Teachers' Teaching Ability Promotion Strategies Based on Lightweight Deep Learning Combined with Target Detection Algorithm.

With the popularization of standardized classrooms in colleges and universities, it is possible to collect video data of students' class status through the camera device in the classroom. With abundant video data sources, it is easy to obtain big data of students' class status images. Unstructured video big data is a topic worthy of research in improving teaching quality. First, the current teaching ability of teachers in colleges and universities is investigated, and its problems are found. Then, the You Only Look Once (YOLO) network in the object detection network is mainly studied. The deficiencies in the network structure are further explored and optimized. It is used in real classroom scenarios as well as on student expression detection problems. Finally, the proposed scheme is tested. The test results show that at present, 20% and 38% of teachers in higher vocational colleges think that they are “dissatisfied” with their classroom teaching and practical guidance ability. And 38% of teachers wanted to improve the bad situation. The accuracy of the proposed model for student expression detection is higher than that of faster-region convolutional neural network and mask-region convolutional neural network by more than 8%, higher than the YOLO v3 model by more than 4%, and higher than YOLO v3 Tiny model above 6%. The proposed model provides some ideas for the application of deep learning technology in the improvement of teachers' teaching ability.

From textbooks to beyond textbooks in English class: An action research study

This paper explores the meaningfulness of going beyond textbooks in the English classroom. It aims at exploring the limitations of a textbook as well as the relevance of going beyond textbooks along with learners’ achievements which covers the wide range of the academic pursuit through meaningful action of going beyond textbooks. Further, the paper gives the scenario of how I identified the problem, developed the action plan and implemented those plans in the English class. The research has been guided by the Frierian notion of freedom of practice and engagement theory, where engagement implies an effort that one puts attempt to achieve goals and encourages learners for pleasurable participation, which has been presented in this research by bringing the real classroom scenario. The fear of freedom while keeping them bound to the textbook and the practice of freedom while taking them beyond the textbook has been revealed through action research with the intervention of action plans that were developed such as engaging students in newspaper-related activities, watching movies, and doing collaborative work where students learned the English language with much enjoyment going beyond the textbook. Overall, the developed paper is anticipated to the transformative potential of the ‘beyond textbooks’ concept and to extend the mindfulness upon the curriculum designers and teachers who can think of including activities beyond textbooks in English curriculum and classroom activities, respectively.

Numerical Flow Simulation on the Virus Spread of SARS-CoV-2 Due to Airborne Transmission in a Classroom.

In order to continue using highly frequented rooms such as classrooms, seminar rooms, offices, etc., any SARS-CoV-2 virus concentration that may be present must be kept low or reduced through suitable ventilation measures. In this work, computational fluid dynamics (CFD) is used to develop a virtual simulation model for calculating and analysing the viral load due to airborne transmission in indoor environments aiming to provide a temporally and spatially-resolved risk assessment with explicit relation to the infectivity of SARS-CoV-2. In this work, the first results of the model and method are presented. In particular, the work focuses on a critical area of the education infrastructure that has suffered severely from the pandemic: classrooms. In two representative classroom scenarios (teaching and examination), the duration of stay for low risk of infection is investigated at different positions in the rooms for the case that one infectious person is present. The results qualitatively agree well with a documented outbreak in an elementary school but also show, in comparisons with other published data, how sensitive the assessment of the infection risk is to the amount of virus emitted on the individual amount of virus required for infection, as well as on the supply air volume. In this regard, the developed simulation model can be used as a useful virtual assessment for a detailed seat-related overview of the risk of infection, which is a significant advantage over established analytical models.

Multimodal Virtual Reality-Based Assessment of Adult ADHD: A Feasibility Study in Healthy Subjects.

Neuropsychological assessments are often surprisingly inaccurate in mapping clinically-reported attention-deficit hyperactivity disorder (ADHD) symptoms, presumably due to their low ecological validity. Virtual reality (VR) might offer a potential solution for this problem, given its capability to generate standardized and yet highly realistic virtual environments. As the first adaptation of existing virtual classroom scenarios to an adult population, we developed a Virtual Seminar Room (VSR) for multimodal characterization of ADHD symptoms. To test its feasibility, N = 35 healthy participants were immersed into the VSR via a head-mounted display and carried out a VR-embedded continuous performance task (CPT) under varying levels of distractions in two experimental blocks (24 min each). CPT performance, electroencephalography (EEG) measures, and head movements (actigraphy) were simultaneously recorded and analyzed offline. Although CPT performance remained constant throughout the task, head movements increased significantly from Block 1 to Block 2. In addition, EEG theta (4-7 Hz) and beta (13-30 Hz) power was higher during Block 1 than Block 2, and during distractor-present than distractor-absent phases. Moreover, P300 amplitudes were higher during Block 1 than Block 2, and P300 latencies were prolonged in distractor-absent compared with distractor-present phases. Although the paradigm awaits further improvements, this study confirms the general feasibility of the VSR and provides a first step toward a multimodal, ecologically valid, and reliable VR-based adult ADHD assessment.

A Study of an IT-Assisted Higher Education Model Based on Distributed Hardware-Assisted Tracking Intervention.

This paper presents an in-depth study and analysis of the model of higher education using distributed hardware tracking intervention of information technology. The MEC-based dynamic adaptive video stream caching technology model is proposed. The model dynamically adjusts the bit rate by referring to the broadband estimation and cache occupancy data to ensure users have a smooth experience effect. Simulation results show that the model has fewer transcoding times and generates lower latency than the traditional model, which is suitable for dual-teacher classroom scenarios and further improves the quality of the user's video viewing experience. The model uses an edge cloud collaborative architecture to migrate the rendering technology to an edge server closer to the user side, enabling real-time interaction, computation, and rendering, reducing the time of data transmission as well as computation time. According to the blended learning-based adaptive intervention model, three rounds of teaching practice are conducted to validate the effectiveness of the intervention model in terms of both student process performance and outcome performance, thereby improving learning adaptability and improving learning effect. Teachers' teaching has a significant impact on learning motivation (β = 0.311, p < 0.01), which in turn affects learning adaptability. Teachers use scientific teaching methods to stimulate students' learning motivation, mobilize enthusiasm, and improve learning adaptability. Under the communication topology of the system as a directed graph, a multi-intelligent system dynamic model with grouping is established; i.e., the intragroup intelligence has the same dynamics but is different between groups, and all system dynamics are unknown. The proposed novel policy iterative algorithm is used to learn the optimal control protocol and achieve optimal consistency control. The effectiveness of the algorithm is demonstrated by the simulation experimental results. The simulation results show that the model has lower latency and energy consumption compared to the cloud rendering model, which is suitable for the safety education classroom scenario and solves the outstanding problems of network connection rate and cloud service latency.

Promising Practice for Building Community through Mixed-Reality Simulation in Teacher Preparation

Abstract: It is critical that pre-service teachers have exposure to practice in order to be successful in their future classrooms. This article describes a step-by-step process of implementing mixed-reality simulation in teacher preparation courses in order to provide teacher candidates with an almost-real classroom experience. Through using this mixed-reality simulation platform, teacher candidates teach student avatars who are being controlled by a live, behind-the-scenes person, trained to facilitate classroom scenarios. Following an overview of the implementation of this mixed-reality technological tool into their classes, authors share successes and challenges, highlighting some key takeaways for those considering integrating this into their future classes.&#x0D; &#x0D;

Contrast demand on the blackboard in typical secondary school classrooms of China: Effects of daylight reflections on text legibility

A survey of visual problems in typical secondary school classrooms of China showed that poor legibility on the blackboard caused by reflections is the most reported issue that disturbs visual tasks in class. Studying the correlations between variables and the legibility of chalk writings on the blackboard, accessing the borderline threshold of contrast and revealing the effects of other variables are the priority assignments to address the problem. Based on the findings from the questionnaire survey and on-site contrast measurement, an experiment of legibility assessment was settled in a mockup classroom scenario, in where the subjective rating study about disturbance level of reflections and clarity level of texts on blackboard was carried out. 210 trials were conducted during the 10-month test, more than 3,300 sets of data were collected totally. Category rating results show that 63% of all ratings could sort as disturbed. Four variables including luminance contrast between white and black portions of the board, vertical eye illuminance (EV), etc. are analyzed against the ratings of clarity level. It can be concluded from this study that: 1- Disturbance level of daylight reflections has a linear correlation with the legibility level of the texts on the blackboard. 2- The seat far from glazing and in the front row is the most disturbing position in a typical secondary classroom. 3- The dominant factor of legibility is luminance contrast, and the borderline threshold of good legibility is 1.30. 4- No evidence shows EV has a strong correlation with legibility level of then contents on a blackboard.

Quality beats frequency? Investigating students’ effort in learning when introducing technology in classrooms

Effort students put forth when learning (EFF) is paramount to high achievement in an academic context. However, EFF has been shown to decrease over the course of a student’s school career. Using technology (i.e., computer-based technologies including digital [smart] devices like tablet computers) in classroom teaching might be a powerful way to cushion this effect as technology has the potential to promote effort-related learning processes. However, it is yet unclear how technology should be integrated into classroom teaching to promote sustainable effects because long-term studies in natural classroom scenarios are scarce. In this study, we analyzed both short-term (across 4 months) and long-term (across 16 months) changes in students’ EFF in mathematics and German as a language in a context in which teachers had begun to integrate technology (i.e., tablet computers) into their teaching. We used data from N = 1,363 seventh- to eighth-grade students in 28 schools. The schools were randomly assigned to either a tablet condition (teachers and students were given the opportunity to use tablet computers for one-to-one computing for teaching and learning) or a non-tablet condition. Changes in students’ EFF, assessed as cognitive engagement and academic effort, were analyzed with baseline latent change and multiple, multivariate linear regression models. In mathematics, short-term changes in EFF were more positive in the tablet than in the non-tablet condition and the higher the quality of technology integration in classrooms the more positive were long-term changes. In German, the more often tablet computers were used the more positive were short-term changes. The results underscore the importance of high-quality integration of technology in complex classroom environments but also demonstrate the need to examine domain-specific integration of technologies more intensively.

Getting the Answer Exactly Right: Dealing with Math Misconception

It is generally agreed Mathematics is a complex subject that caters to the higher order thinking skill of learners and teachers as well. Twelve misconceptions in Mathematics have been established in the past decades and not every one of these misconception can be said to have subsided in the education arena, but continue to promulgate as they were not dealt with in a day-to-day classroom scenario. This study focused on investigating on one Math misconceptions, ?It is always important to get the answer exactly right.? Fifty-seven high school learners were asked to rate the different Math misconceptions and getting the answer exactly right revealed to have the highest mean level compared to other Math misconceptions. Participants were interviewed to share their idea why they think it is always important to get the answer exactly right and most answers appeared to be learning experiential in nature. Recommendations were given to Math teachers in focusing into the process of getting the answer rather than the end-product, though it is indeed needed to get the answer exactly right.

Is My Classroom Flipped? Using Process Mining to Avoid Subjective Perception

Flipped classroom is an active learning method that encourages students to access study material prior to class time. Ensuring the flipping process took place, understanding how it occurred, and verifying whether it produced positive results has been a challenge for lecturers. In this article, we analyze a flipped classroom scenario through process mining techniques. Process mining was applied to an event log provided by a learning management system that supported a particular undergraduate course offering. The outcomes provide evidence for the flip of the classroom, adding precision and reliability to lecturer analyses.

Developing Preservice Teacher Conceptions of Effective Teachers Using Classroom Scenarios to Practice Difficult Conversations

Faculty from three different teacher preparation programs implemented classroom scenarios to help preservice teachers practice holding difficult conversations with students. The goal was to enhance critical reflection and discussion around creating culturally responsive classrooms to change preservice teacher conceptions of effective teachers' qualities. Results indicate that preservice teacher conceptions of effective teachers shifted from a focus on personal attributes to teaching skills. This study addresses the need for practice-based teacher education that has advanced in parallel with efforts to find new ways to the practical knowledge needed to be culturally responsive teachers.

Learning without Teachers (?): a study of Herman Hesse’s Siddhartha

The title character in Herman Hesse’s novel, Siddhartha, tried to revolt against teacher-centered teaching and started his own journey to get enlightenment through self-quest or self-investigation. However, this research paper studies Siddhartha declaration acquiring enlightenment through his self- education with contradictory ideas and marks a direct or indirect involvement of teachers in his education. The essay supports its line of departure giving the background of Siddhartha’s journey of enlightenment, studying his self- education as a part of teacher-based education by answering the question in two different topics (why did he leave teachers? / Can education be possible without teachers?) and finally draw its conclusion. Though Siddhartha is an artistic work and the ideas of this paper may not be applicable in the real classroom scenario, the reliability of the analysis of the book would become fruitful since it gives some perspectives to understand our practices philosophically- if not practically.

Using the Controversy over Human Race to Introduce Students to the Identification and the Evaluation of Arguments.

The identification and the evaluation of arguments are fundamental elements of critical thinking. However, the explicit promotion of these elements is virtually absent from university science courses. Much of the reason for this is that in most universities, across nearly all disciplines, instructors are required to see the conceptual content coverage of the syllabus as a priority. Moreover, lack of preparation and the fact that critical thinking activities are time-consuming rapidly reduce the interest of many instructors to include them in their courses. Here, we describe the use of a dialogue-based critical thinking classroom scenario (CTCS). The study used a mixed-methods approach with both quantitative and qualitative analyses of questionnaire responses. One hundred and seventeen undergraduates (73 females; 44 males; ages 16–24 years), enrolled in an introductory science course in Colombia, were asked to identify and evaluate arguments regarding a dialogue between two scientists who explore the controversial question of whether or not the concept of race is applicable to humans. It was found that the dialogue-based CTCS provided students with opportunities to identify and evaluate arguments both for and against the question and to make informed decisions about whether or not the concept of race in humans is biologically meaningful. Moreover, analyses of responses to closed-ended and open-ended questions revealed that more than half the participants were able to evaluate arguments in a fair-minded way. Practical implications for the cultivation of critical thinking skills in higher education and further research are discussed.