Designing Teaching Strategies Research Articles

Challenges and Opportunities Faced by Contemporary Environmental Art Design Teaching Strategies

This article explores the importance and implementation strategies of comprehensive educational reform in ideological and political theory courses in universities. The article point south at comprehensive education reform is not only an inevitable requirement to adapt to the development needs of the new era, but also a key to improving the quality of ideological and political education, promoting the development of the teacher team, and building a discourse system for ideological and political education with Chinese characteristics. Faced with challenges such as globalization and informatization, ideological and political courses need to update their teaching content, introduce current hot topics, strengthen practical teaching, adopt diversified teaching methods, and fully utilize modern information technology. At the same time, it emphasizes the student-centered teaching philosophy and focuses on cultivating student’s-learning ability and critical thinking. These efforts aim to make ideological and political courses more relevant to the times and students, and contribute to the cultivation of socialist builders and successors with comprehensive development in morality, intelligence, physical fitness, aesthetics, and labor.

Relationship between types of emotion regulation and reflective learning: Based on latent profile analysis

This study investigated 704 high school students using Latent Profile Analysis to examine the relationship between types of emotion regulation and reflective learning. The analysis identified four latent categories of emotion regulation: low emotion regulation group (LERG) (14.8 %), moderate reappraisal-low suppression group (MRLSG) (58 %), low reappraisal-high suppression group (LRHSG) (8.4 %), and high reappraisal-moderate suppression group (HRMSG) (18.9 %). The results demonstrated that as age and grade increase, the students of LERG, MRLSG, and LRHSG will converge towards HRMSG and compared to males, females have a significantly lower proportion in the HRMSG than in the MRLSG. Significant differences were observed among these four categories in habits, understanding, reflection, and critical thinking behaviors, which represent different levels of cognitive and behavioral processes involved in reflective learning. Specifically, students in the HRMSG exhibited the highest levels of reflective learning behaviors, including well-developed study habits, deeper understanding of material, frequent reflection on their learning processes, and strong critical thinking skills. Conversely, students in the LERG showed the lowest levels in these areas. The findings of this study enhance teachers’ understanding of the emotion regulation characteristics within different subgroups of high school students and facilitate the adoption of effective educational strategies tailored to the specific characteristics of students to promote reflective learning and psychological health development. Additionally, this research provides empirical evidence for designing teaching strategies based on students’ types of emotion regulation.

Successful Teaching Strategiesand Practices in EFL Virtual Classrooms: A Qualative Study For Analyzing Several Studies and Practices

Objective: The current study intended to identify successful teaching strategies and practices in EFL virtual classrooms and to build a proposed model for designing teaching strategies and successful practices in virtual classrooms. Theoretical Framework: The research concerns itself with studies that concentrate on applications of artificial intelligence, adaptive learning, teaching methods, communication, and interaction in EFL virtual classrooms. Method: the study adopted the qualitative documentary method as the paradigm of qualitative research through extensive qualitative analyses of the contents of several previous studies. Results and Discussion: The study obtained results that comprised several successful teaching strategies in EFL virtual classrooms and a proposed model for designing teaching strategies in virtual classrooms. Research Implications: In addition to these results,this study presents numerous teaching strategies and successful practices in EFL virtual classrooms that help teaching faculty, teaching cadres in a virtual classroom environment. It also gives a proposed model for successful teaching strategies and practices in EFL virtual classrooms that aids e-learning designers in designing teaching strategies in a virtual classroom environment. Originality/Value: This study is amongst the first to investigate successful teaching strategies and practices in EFL virtual classrooms especially in the context of arabian countries .

فعّالية استخدام الحاسوب في تعليم اللغة العربية لتنمية مهارة الكلام بالصف التاسع ب بالمدرسة دار السلام جومبانج

Therefore, facing similar problems, it becomes a necessity for teachers to be able to express their innovation and creativity to create and design teaching strategies that are more interesting and in line with needs and objectives so that they can create a more effective and enjoyable teaching and learning process, one the other is using computers as a teaching medium. Problem formulation: "To what extent is the effectiveness of using computer media in teaching speaking skills at MTS Darussalam?" This research is a type of classroom action research (PTK) which consists of four stages, namely planning, implementation, observation, reflection, and lasts two cycles. The research population was all MTS Darussalam students with a sample of class IX B students for the academic year. Meanwhile, the data collection techniques used by researchers are observation, interviews, and speaking skills tests. The results of the research show that the use of computers as a teaching medium has proven effective in improving the speaking skills of class IX students at Mts Darussalam by looking at the fact that the students' learning motivation has increased which ultimately influences increasing their speaking abilities. Students' ability and proficiency in speaking increased as we can see in table VII in this table, showing that the oral test results of all students were higher than the minimum learning completion standard (SKM) in the field of Arabic language studies. This evidence shows that all students have been successful in learning speaking skills.

Exploration the Influence of Field Independence and Field Dependence on Foreign Language Teaching

This paper is to explore the relationship between field independence, field dependence and foreign language teaching, and the influence of these two cognitive styles on foreign language teaching. Because learners with field-independent and field-dependent cognitive styles have different learning strategies, teachers should choose teaching methods that match learners' cognitive styles in foreign language teaching to achieve individualized teaching. Therefore, on the basis of analyzing the characteristics of the two cognitive styles and their influence on foreign language teaching, this paper takes oral teaching as an example to design teaching strategies that adapt to different learners' cognitive styles.

Towards teaching strategies addressing online learning in blended learning courses for adult-learners

Blended learning offers a learner-centred approach that employs both in-class learning and digital technology to facilitate online learning. Such an approach is especially advantageous to adult-learners in higher education as it meets their educational needs. However, adult-learners’ participation in blended learning programmes remains challenging due to a general lack of online interaction, and no clear teaching strategies that address this concern. Literature relating to adult-learners’ educational needs and online interaction was consulted in order to design teaching strategies that foster adult-learners’ online interaction. The aim of this study is to further validate these teaching strategies, hence a multiple case study was carried out using a mixed method approach. As such, eight teachers and sixteen students from four courses across three universities in Belgium and the Netherlands were interviewed. Additionally, a questionnaire testing a pre-defined set of variables was distributed to 84 students. The results lead to a set of validated teaching strategies that help teachers to further develop their professional skills and expertise. The teaching strategies can be grouped into three categories, namely 1) the teacher's online presence, 2) collaborative learning activities and preparatory learning activities, and 3) the distribution of learning content and learning activities across online and in-class learning. An elaborate set of validated teaching strategies is included. This study aids towards teacher professional development and adds evidence-based knowledge to teaching strategies and instructional frameworks for adult-learners in higher education.Teaching/learning strategies, adult-learning, cooperative/collaborative learning, teacher professional development, online learning.

Exploring the Path of Integrating Media Literacy into Civic and Political Education of College Students in the New Media Era

Abstract Media literacy education plays a vital role in college students’ ideological and political education in the new media era. The development and popularization of new media technology and the widespread use of the Internet and social media have significantly changed the way of acquiring, processing and disseminating information, and put forward new challenges and requirements for college students’ ideological and political education. In this context, an in-depth exploration of the effective way to integrate media literacy into college students’ ideological and political education can help enhance their media critical abilities and promote their overall development. This paper uses the three-dimensional media literacy curriculum model (visual culture, text analysis and individual competence) to design teaching strategies for integrating media literacy into civic and political education. Through a questionnaire survey of 2,000 college students and teachers, students’ media literacy scores increased from an average of 3.1159 to 3.4159 after applying the teaching strategy, with the most noticeable improvement in media awareness and comprehension, and Analysis and critical thinking. The study demonstrated a significant improvement in the ability of college students to analyze and evaluate online information by incorporating media literacy. Strengthening media literacy education, primarily through integrating the three-dimensional media literacy model of visual culture, text analysis and individual competence, can effectively enhance the media literacy of college students and provide necessary support for their healthy growth in the information society.

Nursing students’ learning strategies for e-learning during the Covid-19 pandemic in Iran: a qualitative study

BackgroundIn response to the emergency brought about by the Covid-19 pandemic, many universities around the world had to change their teaching methods from in-person classes to e-learning. The purpose of this study was to identify the learning strategies of nursing students in e-learning during the pandemic.MethodsThis study had a qualitative design and used content analysis approach to collect and analyze the data. Sixteen semi-structured interviews were conducted with 12 Iranian undergraduate nursing students who were selected using purposive sampling method.ResultsMost nursing students in this study generally used two different strategies for e-learning, namely self-centered learning strategies and collaborative learning strategies. Some students, on the other hand, adopted a passive approach in which they did not take any effective action to contribute to their learning.ConclusionIn e-learning during the pandemic, students adopted different learning strategies. Therefore, designing teaching strategies tailored to the students’ strategies can promote their learning and academic achievement. Also, knowledge of these strategies helps policy makers and nursing educators to take necessary measures in order to optimize and facilitate student learning in an e-learning environment.

EFFECTS OF METACOGNITIVE SKILLS ON PHYSICS PROBLEM -SOLVING SKILLS AMONG FORM FOUR SECONDARY SCHOOL STUDENTS

A number of studies have demonstrated a connection between metacognition and the ability to solve problems. Therefore, this study aimed to examine the effect of metacognitive skills on Physics problem-solving skills among Form Four secondary school students in Sabah, Malaysia. This study included 248 students from 13 secondary schools in the Kota Kinabalu district. Physics Problem Solving Skills Test and the Metacognitive Skills Questionnaire were used as research instruments. The research found that Form Four students have high monitoring, regulation, and evaluation as measured aspects of metacognitive skills. Meanwhile, students' Physics problem-solving skills for "understanding the problem" and "devising a plan" are moderate, while "carrying out the plan" is good and "looking back at the solution" is low. The independent sample t-test reported that, in general, male students have better Physics problem-solving skills than females but found no gender differences in metacognitive skills. Furthermore, the linear multiple regression results revealed that monitoring and regulation skills are significant predictors of Physics problem-solving skills. This research helps school teachers better design teaching strategies in Physics, considering the student’s gender and metacognitive skills. Furthermore, this study provides secondary school students with learning insights for developing better techniques to improve their performance in Physics. Keywords: gender differences, Malaysia, metacognitive skills, Physics problem-solving skills, secondary school students

Multiple Mnazi Mmoja

This paper argues for the appreciation of multiple identities present within cities in Africa by discussing the pedagogic experiment of an architectural design studio and the design projects of the studio between 2017 and 2019. Mnazi Mmoja is a Kiswahili phrase loosely translated to mean "one coconut tree"- oneness in a post-colonial context. This paper interrogates the problematic single-stroke description of African challenges, a continent with over 51 countries with diverse cultures, ethnicities, and urban morphologies. The paper argues that there are many Mnazi Mmoja. Unit15X’s design teaching strategy has been to challenge knowledge in architecture, landscape, and urban design by First taking students at the University of Johannesburg to other African countries to foster cultural awareness. Secondly, Unit15X’s studio utilizes landscape themes, allowing students to research complex relationships between urban inhabitants and their landscapes and their production to enhance critical awareness and move beyond aesthetic explorations. Our curiosity guides us to understand what it means to practice architecture, landscape architecture, urban design, and planning by interrogating public spaces on the continent. This paper discusses Unit15X's studio exploration of Larval (Emergent) Landscapes on the public space of the Mnazi Moja site of historical and cultural significance in Dar es Salaam in Tanzania through two students' speculative design projects.Two students’ projects, The Anti-Atlas, and The One Coconut Tree, explore the concept of Mnazi Mmoja- 'oneness' - to pause questions that challenge planning and design legislations and begin to speculate on how indigenous knowledge, multiple identities, and African material conditions can be (re)-applied to contemporary contexts in order to raise awareness of: identity; multiculturalism in cites; post-colonial urbanism within cities in an attempt to reinterpret the multiple representations of the concept of Mnazi Mmoja.

Measuring The Effectiveness of Using Modern Teaching Strategies in Developing Architectural Design Students' Skills (A Case Study of West Bank-Palestine)

This research aims to explore the effectiveness of using modern architectural design teaching strategies in developing students' skills from the viewpoint of instructors. The research was applied to two universities out of three in the West Bank - of Palestine that teach architecture. The research sample consisted of (18) instructors selected intentionally from the research community. The approach used is the descriptive and analytical approach based on the questionnaire verified for its validity and stability. The results indicated that all the degrees of using strategies are high, and the highest used strategies are the strategy for developing thinking skills, followed by the strategy for developing cognitive skills, and finally, the strategy for improving the environment. The results also showed that there are no statistically significant differences in the effectiveness of using modern teaching strategies in developing students' skills due to the variable (workplace, specialization, number of experience years), and the presence of statistically significant differences attributable to the scientific qualification variable in favor of scientific qualification (Ph.D.). In the field of developing social skills. The research concluded with several recommendations and proposals in light of their results.

Attitudes of nursing students towards mental health and the influence of social desirability: a cross-sectional study

PurposeIdentifying negative attitudes toward mental illness among students on nursing undergraduate degrees can help to design teaching strategies able to reduce the stigma attached to this condition. This study aims to assess attitudes toward mental health and intentions regarding future behavior in university nursing students initiating their training in the treatment of mental health problems (MHPs).Design/methodology/approachA descriptive, observational and cross-sectional study was designed. A sample of 162 nursing students completed scales to assess their attitudes toward mental health, stigma, predicted behavior and social desirability. Simple and a multiple linear regression was performed adjusted for the social desirability scale result.FindingsNursing students with previous experience of MHPs presented positive attitudes and behavioral intentions toward mental illness. Those who had no such experience before their training in mental health nursing presented certain stigmatizing attitudes. Attitudes toward MHPs may be affected by stigma and also by social desirability bias. The training in mental health care given to nursing students should aim to reduce its influence to help them carry out their future duties efficiently and compassionately.Originality/valueThis study demonstrates the relevance of university teaching plans, which should place special emphasis on promoting knowledge and developing skills and attitudes in nursing students undergoing training in mental health care to ensure optimal levels of performance in their future careers.

Encouraging A Gender Perspective in Science Education: A Learning Experience for Pre-Service Early Childhood Education Teachers

This work describes and evaluates a learning experience whose aim was to encourage pre-service early childhood education teachers to consider aspects of gender in science education and to begin acquiring the skills needed to design teaching strategies that promote children’s awareness of these aspects. Participants were 56 pre-service teachers whose task was to design workshops on science topics in which women scientists have made key contributions. At the outset, some of the participants showed little inclination to consider aspects of gender in the science classroom, and others did not contemplate that science and gender could be addressed in an integrated way. It was also apparent that the pre-service teachers lacked the skills needed to design activities that encompassed both scientific content and aspects of gender. Overall, the subsequent learning experience appears to have had a positive impact, although we suggest certain refinements that could lead to more satisfactory outcomes.

Romanian Language: A New Life as Heritage Language for Diasporic Communities

After 2000, American linguists and language instructors have introduced the distinction between dominant (English) and heritage languages (other languages spoken at home) in order to approach teaching more effectively. Most recently, Romanian has become a heritage language of diasporic communities in the US and recognized as such by state and federal authorities. I claim that Romanian as a heritage language needs to be addressed as a major component of Romanian studies in order to help maintain the Romanian language speaking communities outside the territory of Romania. Considering the substantial differences in learning practices and experiences between second generations of Romanian-Americans and their fellow Z-ers raised in Romania, I also argue that Romanian-American students cannot use textbooks conceived in the country by Romanian language specialists unfamiliar with the American school system expectations and requirements; consequently, new research paths have to be explored by Romanian language instructors active outside the country. Since education systems are different on the old continent from those across the Atlantic it is necessary that Romanian language instructors design teaching strategies following the system in which their students are enrolled and adopt the principles of Heritage Language Learning.

An Agent-Based Simulator Applied to Teaching-Learning Process to Predict Sociometric Indices in Higher Education

Most novice teachers and even some experienced teachers can lack appropriate tools for designing teaching strategies that ensure the quality of education. The ability of working in teams is crucial in educating professionals. The literature proves that social relations influence the performance of teams. For instance, the team cohesion is directly related with its performance. In this paper, we have developed an agent-based tool for assisting teachers in simulating their teaching strategies to estimate their influence on the group sociometrics like cohesion, coherence of reciprocal relations, dissociation, and density of relations. The experiments with nine scenarios in disciplines of computer science, electronic, psychology, business, tourism, and renewal energies with 239 students and 6 teachers including experienced and novice ones show that its underlying agent-based framework can adapt to different disciplines obtaining similar outcomes to the real ones. We learned that the tool was especially reliable in predicting the density of relations and the cohesion, being the latter one probably the most relevant due to its known relation with academic performance. In addition, we also learned that it was difficult to assess the prediction quality of the dissociation in higher education, due to the usual low amounts or absence of reciprocal rejections in the students’ groups in this educational stage. The presented agent-based tool is publicly distributed as open source for facilitating other researchers in following this research line.

A computerized tool to assess reading skills of students with motor impairment

Conventional tests for assessing the early reading skills of preschool children on school entry are not accessible to students with motor limitations of upper limbs. This paper presents a game-like computerized test featuring an appealing scenario that is accessible to these students. It was developed on a platform that creates 2D vector graphics and contains three phases of interactive content accessible through an adapted peripheral. A conventional card-based test was also used to validate the effectiveness of the computerized test. Both tests were performed by thirty-three preschool children without mobility impairment all aged between four years and six months and six years and two months (x¯ = 5,33; σ = 0,44). The Wilcoxon signed-rank test was used to compare the nonparametric data from the computerized test with the card-based test in the first and second phase, yielding results of p = 0.11 and p = 0.21, respectively. The Student's t-test was conducted to compare the parametric data of the third phase of the computerized test with the data from the third phase of the card-based test yielded results of p = 0.07.Three gaming experts considered the computerized test to be fun and engaging, and three teachers concluded that the computerized test meets educational goals. Additionally, seven volunteers with moderate mobility impairment (group T), aged between eight and seventeen years old (x¯=11.8; σ = 3.5), accompanied by two physical therapists, took the computerized test using the adapted peripheral device and performed the required tasks without difficulty and without showing signs of fatigue. Based on the results obtained it can be concluded that the computerized test may enable educators to include students with mobility difficulties in literacy assessments and to design teaching strategies that are appropriate given their levels of knowledge.

Course design and teaching practice in STEAM education at distance via an interactive e-learning platform

Purpose The purpose of this paper is to provide some references for teachers who use KidsProgram or other graphic programming tools platform for STEAM (science, technology, engineering, arts and mathematics) education at distance by game-based teaching. From the design of the STEAM class, teachers can know how to stimulate students’ interest in programming and cultivating their ability to innovate and solve practical problems more clearly with KidsProgram. Design/methodology/approach This paper will explain the teaching design from ten aspects and implement it in real class to see the result. The ten aspects are situations creation, knowledge popularization, raising problems, analyzing problems, concepts introduction, interface design, logic design, self-evaluation and mutual evaluation, teacher comments and extension and innovation. With the KidsProgram platform, this paper takes “The Missile Convey,” a sub-course of “Discovery Universe” as an example. Through the situation created by the teacher, students brainstorm the dangers that the earth may encounter in the universe and then learn relevant scientific knowledge. Next, students raise and analyze problems according to the situation under the guidance of the teacher. Through the interaction with teachers, students review the programming concepts and the usage of corresponding coding blocks needed for the project, like “random number.” They need to carry out interface design and logic design for the project, and complete the project. After that, the students use the self-evaluation form and the mutual evaluation form to modify and then show and share the projects to the in front of the class. After self-evaluation and peer evaluation, the teacher will make a final summary evaluation and make some suggestions for improvement. From the students’ programming productions and the interviews with them, the teaching result can be known. Findings With elaborate teaching design and appropriate teaching strategies, students can flexibly use multi-disciplinary knowledge of science, technology, engineering, art and mathematics to solve problems in the process of creation, which is conducive to the cultivation and improvement of students’ comprehensive quality on KidsProgram classroom, under the guidance of STEAM education. In other words, in this class, students need to use engineering thinking to plan the whole project based on the understanding of scientific principles, design interfaces with artistic ideas, use mathematical knowledge for logical operations, and gradually solve technical problems with the above knowledge or methods in a comprehensive way. Originality/value The KidsProgram is a leading graphical programming tool platform in China in recent years. It deeply reconstructs the concept of Scratch designed by MIT. Graphic programming, a method of programming by dragging and dropping blocks containing natural languages, is different from traditional code programming. In this paper, the visualized cases in the class will be demonstrated in the “interface design” and “logic design.” This paper designs a course in STEAM education at distance via KidsProgram, hoping to provide some reference for other research on teaching of graphical programming tools.

EXPLORING STUDENTS’ DEFINITIONS OF SUCCESS: A REVIEW OF THE LITERATURE

The term “success” has many different meanings for students and stakeholders in the academic environment [1]. The most common measure of student success employed by researchers and institutions is performance-based measures such as grades and graduation rates. The remainder of the definitions are inconsistent among the various stakeholders in the academic environment. Understanding the importance of the criteria used by students to define their success in Canadian undergraduate engineering programs, as well as the degree to which students are motivated to engage in each criterion with a mastery-based approach, could be useful for reconciling the differences between the student group and the other stakeholders in the academic environment and assist in designing teaching strategies that align with these criteria and thus promote a masterybased view of success.
 This paper summarizes three achievement motivation frameworks and contributes a synthesis of the literature regarding student and other stakeholder definitions of student success to identify opportunities and methodologies in preparation for a research study on this topic as it applies to success in the context of Canadian undergraduate engineering students.

Film Students’ Attitude toward Open Educational Resources (OERs) for Film Studies in Greece

Open Educational Resources (OERs) have become a very useful medium in the fields of education, research, and training in recent decades, supported by governments and highly respected universities and institutions worldwide. Today’s university students—in western societies mainly—have been born and raised in a digital world; consuming, providing, and sharing information over the internet 24/7. In that respect, it is interesting to examine whether OERs are a type/kind of information that they would like to “consume, provide, and share” throughout their studies in a formal university course. The paper focus on the attitude toward OERs of students enrolled in a film studies course, offered by the Aristotle University of Thessaloniki, Greece. The aim of the study is to provide film educators with evidence regarding their students’ attitudes toward OERs that can be useful in designing teaching strategies to enhance the learning process. Findings suggest that film students want to use OERs in their studies but many of them are not aware that these resources exist and that they are offered from highly recognized institutions and universities worldwide. Therefore, university teachers should assist students to develop familiarity with OERs of high quality and educational value as a useful aid to their studies.

Learning Styles of Undergraduate Medical Students

<strong>Introduction: </strong>According to the experiential learning theory, each person develops a learning style that characterizes his/her preferred way to acquire and transform experiences to create knowledge. The objective of this study was to identify the learning styles of undergraduate medical students. <strong>Methods: </strong>The Kolb Learning Style Inventory was applied to first-year medical students at the Pontificia Universidad Javeriana (Bogotá, Colombia) during the second period of 2009. <strong>Results: </strong>204 students completed the questionnaire (the average age was 18.5 years; 55% were women). Students preferred the abstract styles of learning, including assimilating (47%) and converging (27%) styles. <strong>Conclusions: </strong>Having information about medical students learning style preferences can help educators to design teaching strategies that promote a more effective learning. Teachers should provide a variety of learning contexts to stimulate the strengthening of their abilities.