Educational Practice Research Articles

An Integrated Framework of Online Learning Effectiveness in Institutions of Higher Learning

<p><p style="text-align:justify">In the early stages of adopting online learning, both learners and teachers displayed resistance, but the COVID-19 pandemic has forced a widespread shift to digital learning. To facilitate this transition, there is a growing focus on highlighting the effectiveness of online learning, which directly impacts learning outcomes. This study investigates online learning effectiveness through an integrated framework that considers online assessment practices and online course design as independent variables, with online learning support as a moderating variable. Understanding the effectiveness of online learning is crucial as hybrid learning becomes the "new norm" in education, combining online and offline methods for teaching the digital generation. Using a quantitative research design involving 232 students at Universiti Kebangsaan Malaysia, the study found that online assessment practices and course design significantly influence students perceived learning outcomes in an online learning environment. Additionally, online learning support positively moderates this relationship. These findings offer a comprehensive perspective on how online assessment practices, course design, and support systems contribute to the quality of higher education in Malaysia amidst evolving educational practices.</p></p>

Editorial adult and continuing education research and practice: Voices from Asians and Asian diasporas

Editorial adult and continuing education research and practice: Voices from Asians and Asian diasporas

The development of an analytical model for science classroom creativity in China

ABSTRACT Background Fostering students’ creativity is a key feature of education. While Chinese students score well on international measures of science attainment, their performance on measures of science creativity is less impressive. Purpose To develop an analytical model for science classroom creativity in China and examine its likely applicability, given Chinese culture and other factors. With suitable modifications, our model may apply elsewhere, too. Design and methods We critically evaluated three established creativity models and developed a new analytical model for science classroom creativity in China by synthesising components from the three models and additional development in light of a literature review on science education practices. Results Our model for science classroom creativity in China has four components: ‘creative students’ (who possess or are developing creative characteristics, including scientific knowledge, divergent thinking, and intrinsic motivation); the ‘creative process’ (students’ engagement in scientific inquiry activities within classrooms, facilitated by the guidance of science teachers); ‘teachers’ attitudes to creativity’ (teachers’ perceptions of creative students and teachers’ feedback on creative ideas); a ‘creative environment’ (the physical and the socio-cultural environments within which teaching and learning take place). Conclusion In Chinese science classrooms, some students typically have adequate but not challenging scientific knowledge and a lack of divergent thinking and intrinsic motivation. Additionally, the inappropriate understanding and practice of scientific inquiry among some Chinese science teachers, coupled with their limited pedagogical content knowledge, can impede the creative process. This challenge might be further compounded by teachers’ partial understanding of creative students and negative feedback towards creative ideas. Moreover, the lack of a suitable physical environment and sufficient time prevent students from engaging in authentic scientific inquiry. Finally, the socio-cultural environment in which harmony, encouraged by collectivism and Confucianism, may not encourage difference, and cultural factors concerning ‘Face’ may discourage students from developing their creativity.

Challenges of teaching skills (student teachers) in the kindergarten practical education process from their perspective

Practical education is a significant part of the educational and psychological tools represented by vision and practice. This has a positive impact on teacher preparation The second semester is devoted to practice in kindergartens, lasting six weeks. This is a real training opportunity for student teachers to demonstrate their skills and learn many teaching and kindergarten skills that will become a teaching experience in the future. The aim of this study is to identify the obstacles of student teacher teaching skills in the process of practical education in kindergartens in central Sulaimani, all of which were female. Utilizing a descriptive research method, the researcher employed a measurement tool consisting of 33 items categorized into six areas to identify obstacles to teaching skills among basic education students. The research sample comprised 82 student teachers. Statistical treatment of data was conducted using the SPSS program, facilitating the analysis of collected information and percentage weight. Finally, the researcher came to several conclusions: Level of obstacles to teaching skills Practical education among teacher students is generally high. The field of teaching materials, educational supervisors and kindergarten staff is generally at a weak level among student teachers, but the fields of planning, personality and teaching methods of teachers are at a high level.

STEM Education Research, Policy and Practice in the Caribbean: Imperatives for the Next Five Years

The last 10 years have seen repeated calls of increasing urgency regarding the importance of STEM and STEM education in the Caribbean regional economy (iNews Guyana, 2018; Mitchell, 2018; Warde & Sah, 2014). In 2019, the Journal of Education and Development in the Caribbean published a special issue entitled “STEM Education in the Caribbean: Challenges, Goals, and Possibilities”. In the Editorial to that special issue, we articulated four primary considerations regarding future regional efforts toward integrated STEM education policy and practice (Sweeney & George, 2019, pp. vii-x). The commentary below (i) offers our reflections on the quality and extent of progress toward this goal approximately 5 years after publication of that Editorial (2019–2024); (ii) highlights what we believe to be the key roles and responsibilities of STEM education scholars in the region; and (iii) provides recommendations for integrated STEM education research, policy, and practice in the Caribbean over the course of the next 5 years.

Māori (Flexible) Learning Spaces, Old and New

AbstractMāori aspirations in education have not been served by past national policies. It is hard to extinguish the influence of monoculturalism, whereby schools were used to colonise Māori by enforcing linguistic and cultural assimilation. The history of debate on Innovative Learning Environments (ILE) and Flexible Learning Spaces (FLS) demonstrates the ongoing dominance of this Eurocentric, monocultural approach. Official New Zealand education policy and practice follows international trends in school design, moving away from traditional single-cell classrooms towards more open and inter-connected spaces, despite no real evidence concerning the relative effects on learning of each classroom type. Meanwhile, school marae have been around for several decades, but largely ignored in national ILE and FLS policy and research literature. Our experiences lead us to suggest that Māori identity must be ‘built in’ not ‘added on’ to monocultural ILE frameworks, and for this reason, spatiality is crucial in Māori teaching and learning spaces. This article explores the notion of ‘Māori learning spaces.’

ТЕОРЕТИКО-МЕТОДОЛОГІЧНИЙ (КОНТЕКСТНИЙ) АНАЛІЗ ЗМІШАНОГОНАВЧАННЯ ТА ПЕРСПЕКТИВИ ЙОГО ВПРОВАДЖЕННЯ УСУЧАСНІЙ ОСВІТНІЙ ПРАКТИЦІ

The article is devoted to the problem of blended learning, which is increasingly attracting the attention of both domestic and foreign researchers and practicing educators. Taking into account the challenges of globalization, which have directly affected the education system, the problem of applying pedagogical practices that enable the combination of different formats of education has become extremely relevant. In particular, it is about the combination of face-to-face learning with various formats of electronic learning (asynchronous and/or synchronous), which is the essence of blended learning. Currently, the support and further implementation of blended learning in the educational process of higher education are quite complicated. Among other problems, the authors of the article single out the lack of a clear definition of the essence of blended learning and the incomplete readiness (methodological, technological and technical) of the pedagogical staff for the implementation of the blended learning model in practice. The article is devoted to the theoretical-methodological (contextual) analysis of the concept of "blended learning", the definition of its polysemic essence based on the study of domestic and foreign scientific sources and the identification of prospects for implementation in modern domestic and foreign educational practice. It was determined that currently blended learning is usually interpreted as a model, technology, method or a special process of acquiring knowledge. Essential features were analyzed; the main components of combined training are defined. The most typical definitions of blended learning are systematized, the essence of which is represented by the first words of the definition: unifying method, model, technology, methodology, teaching method, a type of hybrid methodology, purposeful process of acquiring knowledge, skills and abilities, educational concept, training, teaching system It is substantiated that, despite the indisputable advantages, there are certain challenges - both objective and subjective - that stand in the way of the implementation of blended learning.

Actual and perceived motor competence in children with motor coordination difficulties: Effect of a movement-based intervention

BackgroundThe present study analyses the effect of a Movement-Based Intervention to improve Actual and Perceived Motor Competence in children with probable Developmental Coordination Disorder aged four and six years. Methods and proceduresA longitudinal pre-experimental study was designed with measurements conducted at pre-test, post-test and follow-up (after 5 months without intervention). The group, composed of children with probable Developmental Coordination Disorder or low motor competence, consisted of 57 participants, and the duration of a Movement-Based Intervention was 27 sessions allocated in nine weeks. Outcomes and resultsActual Motor Competence was evaluated with the Movement Assessment Battery for School children and Perceived Motor Competence with Pictorial Scale of Perceived Motor Skill Competence for Children. The results showed significant improvements in both study variables (Actual Motor Competence and Perceived Motor Competence), both at post-test and follow-up, five months after the end of the intervention.In conclusion, a Movement-based Intervention is effective in improving Actual and Perceived Motor Competence in the participants of this research, children with low motor competence or probable Developmental Coordination Disorder. What this paper addsConsidering the improvements observed after the program in Spanish sample, it seems that the usual practice in Early Childhood Education in our context may not be sufficient, i.e., it may not provide children with the necessary support (number of lesson and time) and appropriate learning contexts to promote the development of their motor skills. Considering the results, this study suggests that using an Movement-Based Intervention with an appropriate pedagogical approach, and offering different learning opportunities to children according to their needs, could positively influence their Actual and Perceived Motor Competence, and could motivate them towards future practice.

Prospects of cultural interaction between Russia and China in the field of higher education in the XXI century

The article examines the main problems of current Russian-Chinese relations in the field of cultural exchanges and higher education in Russia and China. The goal of the research is to identify the historical origins of the formation of cooperation between the two countries in the field of higher education, the possibilities of developing the system of intercultural communications in the education sector of Russia and China in modern conditions. The research methodology includes an analysis of cultural, historical, regional and social components. The main directions of merging the cultural areas of these countries have been compared. The cooperation between the Russian Federation and the People's Republic of China at the present stage and the prospects for its development in the field of education have been studied in detail. Close attention is aimed at improving the educational process and the development of intercultural relations. This cooperation has been considered on the example of several universities in Russia and China. The experience of organizing partnerships between universities has been studied through the prism of modern Russian educational practice. Further development prospects have been highlighted, taking into account their needs. As a result of the research, the author has concluded that, despite the constant changes in the modern geopolitical situation in the world, the relations between the countries remain stably diplomatic. It has been noted that the main priority of the Russian foreign policy towards China is the development of diplomacy and mutual communication between the two bordering states; options for solving the tasks set, linking them with Russia's change in its foreign policy course and directing it towards cooperation with China, the leader of East Asian countries have been proposed. These conclusions determine the desire of modern society to achieve mutual understanding in the field of intercultural communications between Russia and China.

Sense of Purpose, Reduced Stress, and Connection as Protective Factors for Longevity: An Exploration of Barriers

ABSTRACT Background Utilizing the Blue ZonesⓇ framework and the nine lifestyle factors that promote well-being with longevity, an interdisciplinary team of researchers examined protective factors and barriers to engaging in each of the nine lifestyle factors. Purpose To report on protective factors and barriers to improving three of the nine lifestyle factors – sense of purpose, stress, and connection. Methods Using a mixed-method approach, 185 residents living in a rural community in the mid-southern part of the USA participated in this study via e-mail and social media. Results Notable demographic factors including age were significantly associated with fewer obstacles to achieving purpose, reduced stress, and leaving the home regularly. Qualitative responses link disruptions from the COVID-19 pandemic and isolation to feelings of disconnect. Discussion Work, hobbies, and resilience were protective factors to achieving purpose, low stress, and connections. Translation to Health Education Practice Barriers (isolation and disruption) were salient during the pandemic. However, direct human interactions mattered in promoting belonging, having a sense of purpose, and reducing stress. Technologies should also be promoted as a necessary alternative in periods like COVID-19, to help communities and senior residents feel engaged and less lonely. Likewise, hobbies, and the resilience of local residents should be highlighted as sources of inspiration to promote healthy lifestyle practices that achieve low stress levels, good relationships, and a sense of purpose.

Education for sustainability as a way-out to nurture citizens: a reframing in policy practices of Chinese higher education

PurposeThis study examines education for sustainability (EfS) within the Chinese context, to specifically enrich the understanding on how EfS is structured and implemented to nurture citizenship in the policy practices of universities in Mainland China and Hong Kong.Design/methodology/approachA cross-case analysis is recruited to examine the commonalities and differences between two universities and identify patterns in cultivating sustainability citizenship within higher education institutions (HEIs) in China. Data were collected through reviewing documents, including two universities’ strategic plans, action plans, department meeting memos, program introductions, course outlines and publicity coverage. Observation was also adopted to enrich the data for analysis, covering meetings, speeches by senior management, university events and informal conversations about university operations.FindingsCitizenship and sustainability in university strategic planning, curriculum and instruction, carriers of EfS institutionalization, and resources and impacts of EfS beyond the institutes were analyzed in a comparative manner, offering valuable insights into how EfS can be institutionalized in different universities based on their unique appeals, existing curriculum and management systems.Originality/valueBy exploring these intra-national distinctions in EfS, the study sheds light on the variation within China's citizenship education, which is traditionally seen as highly unified with limited room for differences. The detailed exploration of university strategies and program/course content enriches the literature of sustainability as an educational phenomenon on an international scale and modernized citizenship education in China.

Analyzing Current Trends of Education Development

The article studies current trends of education development with due regard to national goals of state and the necessity to ensure technological sovereignty in conditions of sanctions and restrictions. The author pointed to serious personnel training needed in different industries of economy, including machine-building, bio-technologies, industrial ecology, computing machinery, etc. In circumstances of continuous competition and necessity to develop our own industry and advanced technologies we need personnel with professional and personal competences, who can resolve different professional problems in an operative way. Training of such personnel requires transformation of education processes, introduction of advanced education tools and practices and provision of high-quality training, irrespective of conditions in the environment of work. The author underlines that modernization of education processes and technologies could allow us to create a comfortable format of training, where off-line study can provide personal communication and net-working and on-line study – possibility to take practice in different places at the moment of training.

The hows and whys of gendered grouping practices in primary physical education in England

ABSTRACT Background: Single- and mixed-sex grouping have long been a focus of attention in physical education (PE) and are matters often at the fore of discussions about curriculum planning, teaching, and learning. Nonetheless, there remains little consensus or guidance on which approach (or combination of approaches) should be preferred in PE in primary and secondary schools in England. Further, while single- and mixed-sex grouping have been extensively researched in PE in secondary schools, hitherto there remains an absence of research examining these practices in PE in primary schools. This research sought to address gaps in the literature to build a stronger evidence-base for decisions about gendered grouping practices in PE. Specifically, the study was designed to provide a snapshot of current single- and mixed-sex grouping arrangements in primary PE in England. Method: Data were collected via an online survey which was administered to all state-funded mainstream and special schools providing for children in Key Stage 1 (aged 5–7) and/or Key Stage 2 (aged 7–11) in the North-East of England (917 at the time of study). A total of 254 surveys were completed giving a response rate of 27.7%. Results: The responses indicate that nearly all schools were using mixed-sex grouping for PE, with children typically remaining in their mixed-sex form class and taught the same curriculum activities by their class teacher. Notably, no schools were using single-sex grouping for all PE lessons, although some were teaching combinations of single- and mixed-sex classes across different year groups and/or different activities of the curriculum. The responses also challenge the traditional dichotomous representation of single- and mixed-sex grouping by showing that some schools were grouping children into smaller single-sex groups within mixed-sex PE classes, particularly in activities requiring bodily contact. Some schools were also organising children into smaller mixed-sex groups within mixed-sex PE classes to encourage boys and girls to work together and support one another in their learning. Reported reasons for current grouping arrangements reflected both pragmatic considerations and perceived educational benefits of particular approaches, including school timetabling and consideration of gender equity in curriculum provision in PE. Conclusion: The conclusion calls for further research to explore the efficacy of single- and/or mixed-sex grouping in supporting and meeting the needs of all children in primary PE. Relatedly, we also highlight the importance of intersectional perspectives being brought to single- and mixed-sex grouping debates to inform the development of more nuanced, evidence-based policies and practices that promote inclusion and celebrate the diversity of children. We further suggest a need for research and policy to reconsider the language used in grouping practices to reflect commitments to gender diversity and gender equity.

Deschooling teachers: a pathway to self-directed education

Purpose The purpose of this study was to explore the experiences of former teachers who transitioned into self-directed education (SDE), a K-12 educational paradigm where learning is authentically student-led. Design/methodology/approach Drawing on Ivan Illich’s Deschooling Society and qualitative thematic analysis of interviews with educators who have left conventional teaching, the research delves into understanding the modern concept of deschooling, critique of conventional schooling’s limitations and the implications of both for the future of educational practice. Findings The study highlights the themes that emerged from a cross-analysis of text and lived experience, emphasizing the need for childhood autonomy and agency in approaches to education. This study reveals a reimagined relationship and new profession for educators as they reemerge on the other side of the deschooling process. This study offers insights into the transformative potential of deschooling and SDE’s alignment with Illich’s vision for a lifelong learning society that transcends institutional constraints, thereby contributing to the discourse on educational reform and the empowerment of authentic learner-directed education. Originality/value Research on SDE as a field is quite limited, with no known prior empirical studies on SDE mentors or their process of deschooling. This work also provides theoretical novelty in using Deschooling Society as a lens for understanding the phenomenon of deschooling through lived experience as a critique of modern society and creating a real, re-envisioned future.

Characterization of the Competencies of Future Mathematics Teachers in Ecuador

Objective: To analyze the graduation profile of teacher training programs to identify and describe the specific skills that teachers should acquire during their initial training. Theoretical Framework: The study is grounded in the theory of teacher training competencies, which asserts that teachers must possess cognitive abilities to adapt to different educational contexts, procedural skills to address specific professional challenges, and ethical attitudes to guide their educational practice. Method: An ex post facto study was conducted with a mixed exploratory and descriptive approach, using as the study population the 13 Ecuadorian universities that offer teacher training in mathematics. Results and Discussion: A total of 198 competencies grouped into 17 categories were identified. The most frequent category pertains to mathematical knowledge. Variations among the universities analyzed were observed, with some focusing more on content knowledge and others on competencies directly related to teaching practice. Research Implications: The results can be used to enhance teacher training programs by integrating key competencies and developing more effective educational strategies. Additionally, they could influence the formulation of educational policies that establish clear standards, thereby improving educational quality and preparing teachers for current challenges. Originality/Value: This study provides a mixed exploratory and descriptive approach to examine the graduation profile of teacher training programs in mathematics in Ecuador. It also offers guidance for the preparation of future teachers, ensuring alignment with current and future educational demands.

Teachers’ pedagogical beliefs in Norwegian school makerspaces

AbstractIn Norway, makerspaces are emerging as new educational contexts across all school levels. This trend is multifaceted as it is inspired by the global maker movement and supported by local initiatives as well as a national policy to create more opportunities to teach digital competencies. The makerspace concept facilitates this in a concrete and innovative way. Although the maker movement is established, the pedagogical foundations of maker activities in educational settings are still being developed. As the movement meets competent teachers and existing learning cultures, there is the potential to create new pedagogical knowledge and educational practices. This study explored teachers’ values and beliefs regarding maker-centered learning in Norwegian schools through qualitative semi-structured interviews with maker teachers from 18 schools. The results indicate that makerspaces in Norwegian schools are initiated and driven by teachers’ interests in the maker movement, which resonates with their learning beliefs. The individuals in question are mostly natural-science teachers inspired by other makers. The learning culture in Norwegian schools, and that found in the maker movement, coincide in many areas. However, there are some compatibility challenges, such as facilitating open-ended learning processes and initiating learning frameworks that allow students to act and learn based on their motivations and ideas. With guidance from the latest curricula, teachers are encouraged to teach toward learning goals, which have been traditionally achieved with structured and predefined activities. In this goal-directed environment, maker teachers struggle to find room for iterative processes, play, and productive failures.

Teacher Education: Design Thinking Approach in Makerspaces to Produce Quality Educational Video Games with a Visual Identity and Improve Design Thinking Skills

Video games participate effectively in the educational process due to their attractive visual features, but there are many challenges that teachers face when using them. Among these challenges is designing games to suit the goals of the educational process and respecting societal identity. Although there are many studies on educational video games, limited approaches that enhance teachers’ education have been explored. The current study focuses on stimulating pre-service teachers’ design thinking skills and improving the quality of their video games that have a visual identity by incorporating a design thinking approach into a makerspace. This study followed a quasi-experimental approach, in which 38 pre-service teachers from the departments of Art Education, Early Childhood Education, and Educational Technology at the College of Education at King Faisal University in Saudi Arabia participated. They designed and produced educational video games that consider visual identity and completed the design thinking scale. The results showed that there was great cooperation between participants from all disciplines in the work team, which affected the generation of creative and innovative ideas and the quality of the educational video games. This is due to the use of design thinking elements such as empathy, identification, ideation, and prototyping with different tools in the makerspace. This study calls for the use of a design thinking approach in the classroom learning space for teachers’ education, discusses implications for educational practices, and recommends further research in this area.

Reframing Youth Wellbeing Through Community-Engaged Learning

In recent years, discourses about youth have been mired in narratives of learning loss and mental health crises. These cultural stories often pathologize youth, offering little in the way of generative pathways for educator practice to aid young people as they navigate the very real challenges in contemporary society. The experiences and reflections shared by a young man, Alberto, about the work he did with his peers and teacher demonstrates the power of community engagement, collaborative art, and responsive teaching to reframe the “problems” of education, offering new pathways to “do wellbeing” in learning spaces.

My pronouns are fuck ICE: on the colonial gender continuum, colonial dysphoria, and loving illegality

This paper examines the role of the Multicultural Community Center (MCC) at the University of California, Berkeley in fostering inclusivity for trans-Latinx students, with a focus on Afro-Latinx and Abya Yala Indigenous students. It explores the emotional and social impacts of recognizing trans identities within educational settings, assessing how these recognitions interact with broader transgender inclusion practices. The study introduces the “Colonial Gender Continuum” framework to highlight the pervasive colonial influences on gender equity efforts, emphasizing the complex realities trans students navigate. Through detailed narratives, it reveals the intersectional challenges faced by trans Black, Indigenous, and Students of Color (BISOC), including colonial dysphoria—a profound psychological turmoil rooted in the historical and ongoing colonial impacts on gender identity. This condition exacerbates the struggles of trans students, highlighting the need for educational practices that address and rectify colonial practices in gender equity efforts.

Leveraging the teamwork model for effective integration of interactive materials on mobile devices in visual media communication, innovation, and impact on society

The issue of waste in printed materials can be effectively addressed by leveraging technology, especially mobile devices, in language learning initiatives. This research focuses on integrating interactive materials through the TEAMWORK model, with the ELENE project serving as a case study. The overarching goal is to assess how the TEAMWORK model can streamline planning and execution in mobile-assisted language learning endeavours. By evaluating effectiveness, identifying challenges and best practices, and offering practical recommendations, this study aims to improve language education outcomes through technology integration while reducing the environmental impact associated with traditional printed materials. The research methodology involves a thorough examination of integrating interactive materials on mobile devices using the TEAMWORK model, with a specific focus on the ELENE project. It commences with a comprehensive literature review and progresses to qualitative data collection through interviews and observations. The TEAMWORK model serves as a guiding framework for planning and execution, with data gathered through surveys and usage analytics. Analysis techniques are employed to evaluate the model’s impact on project outcomes and to derive practical recommendations for stakeholders, all aimed at enhancing language education practices and technology integration. The research results highlight the effectiveness of integrating interactive materials on mobile devices using the TEAMWORK model, as evidenced by the ELENE project. Qualitative analysis revealed that the structured approach provided by the TEAMWORK model significantly improved planning and execution phases, leading to better project outcomes and increased learner engagement. Quantitative data further corroborated these findings, demonstrating measurable enhancements in language proficiency and user satisfaction. Challenges such as technical constraints and resource limitations were effectively managed through proactive risk mitigation strategies outlined by the model. Overall, the results underscore the value of the TEAMWORK model in optimizing mobile-assisted language learning initiatives and offer valuable insights for stakeholders involved in similar endeavours. The integration of interactive materials on mobile devices, guided by the TEAMWORK model within the ELENE project, has significantly improved language learning outcomes. Through structured planning and execution, the TEAMWORK model effectively enhanced project outcomes and increased learner engagement. Practical implications include actionable recommendations for stakeholders involved in similar projects, offering insights for maximizing the effectiveness of technology integration in language education.