Teaching-learning Experience Research Articles

Integration of Technological Tools in English Literature Pedagogy: Enhancing the Teaching-Learning Experience

Digital technology has transformed English Language anad Literature pedagogy. The use of digital technology in English Literature pedagogy represents a significant advancement in Literature and Language learning, significantly enhancing both teaching and learning processes. Technology helps students learn more effectively, which helps educators improve their instruction. The method keeps developing to help teachers acquire a language more quickly for their students. Teachers choose software-based instructional systems that enhance students' positive interactions with their instructors and promote the acquisition of the English language in its entirety. This research aims to explore the integration of digital technological tools in English Literature and Language teaching and it endorses various methods to encourage the best possible instruction. It also investigates a variety of facets of teaching and technological resources that gives educators access to cutting-edge tools for effective and high-quality instruction. For this study, an explanatory qualitative methodod is opted (Creswell & Poth, 2018). For the survey of the literature, a linguistic and traditional description of the technology, and a thorough analysis of its relevance to currently used teaching techniques have all been conducted. The findings address key challenges by emphasizing the potential of digital and contemporary tools to enhance language education. The study advocates for the use of digital technological tools tools to improve Enlish language learning.

Dental and dental hygiene students' perceptions on intraprofessional education.

Interprofessional education and intraprofessional learning experiences are fundamental to becoming an efficient member of the healthcare team for dental and dental hygiene students. The purpose of this study is to determine the attitudes and perceptions of The Ohio State University's dental and dental hygiene students on intraprofessional education and collaboration. Dental and dental hygiene students at The Ohio State College of Dentistry were surveyed in this cross-sectional study about their readiness for intraprofessional learning. The questionnaire was modeled after a study conducted by Brame etal. which focused on assessing students' readiness for intraprofessional education and determining their perceptions towards the use of intraprofessional education. Two hundred and seventy students completed the questionnaire for a 61.3% response rate. Dental hygiene students agreed more to how incorporating shared learning would help to think more positively about other oral health care professionals (p=0.025) and would help students to become better oral health care team members (p=0.002). Dental students agreed more than dental hygiene students that the function of a dental hygienist is to provide support for dentists (p ≤ 0.001) and that they must acquire more knowledge than other oral health care students (p ≤ 0.001). Most students (93%) agreed that intraprofessional learning would help in becoming a more effective oral health care team member. Dental hygiene students feel more strongly than dental students about including intraprofessional education in their learning. However, all students were receptive to the idea of incorporating intraprofessional practices.

Pilot Study: Engineering Students Use Generative AI to support the development of playful educational technology

This qualitative pilot study provides an example of how generative Artificial Intelligences (GenAI) can be applied in an engineering course focused on the development of playful educational technology. In this context, playful educational technology refers to games or game-like applications designed for educational purposes. We explore various applications of GenAI in creative design processes such as brainstorming, acting as a collaborative partner in design, facilitating image and sound creation, and aiding in the resolution of coding challenges. By examining examples from 36 engineering students' semester-long projects, we highlight the potential and drawbacks of GenAI as an extra teammate in enhancing the design process for developing educational game-based learning experiences. Key findings from the study include: The students opted to use a GenAI as a teammate, whose input required validation. They employed GenAI in areas where they found it effective and where no major ethical issues were involved. It was also surprising to observe the wide variety of AI tools the students incorporated.

Game-based Pedagogy in Teacher Training: Results of a Pilot Course

Game-based learning (GBL) and gamification can improve the learning experience of students by making learning more fun, interesting, and motivating. However, integrating games in practice is challenging for many teachers as it requires competences that not necessarily are part of their teaching repertoire. Game-based pedagogy (GBP) refers to the teaching methods and learning processes involved in learning with games. Research stresses the need for adequate professional development and teacher education on GBP. However, there is a lack of empirical knowledge on effective methods to prepare pre-service and in-service teachers for using game-based learning. The aim of our research is to gain insight into the design of effective GBP learning experiences for teachers. The guiding research question was: What design elements of a course on GBL impacted in-service teachers' GBP competences and teaching practice? We investigated this question in the context of a teacher education program in the Fall 2023. We conducted an empirical study in which a course on GBL was designed, implemented, and evaluated in practice. The participants were 16 in-service secondary teachers from different disciplines in secondary education, from which 13 agreed to participate in this study, and three course leaders. We investigated participants’ and course leaders’ experiences, participants’ competences in GBP, the impact on participants’ teaching practice and the way design elements contributed to it. The data consisted of participant reflections, transcripts from participants and course leaders’ interviews and answers to a questionnaire. The data was collected and analysed using quantitative and qualitative methods between January and April 2024. Results reveal that in-service teachers’ improved their competences on GBP and increased their use of GBL in practice. Qualitative data analysis provides insight into the course's design elements and on participants’ learning process. This study contributes to GBP-education by offering a possible design solution and framework for developing effective teacher education.

The interplay of factors affecting online learning experience in higher education

The interplay of factors affecting online learning experience in higher education

Diseño de un sitio web para bachillerato: estudio exploratorio-secuencial

The general purpose of the study was to develop a website to improve the teaching-learning experience of high school students. A mixed methods exploratory sequential design was followed by using the Research and Development design as a basis supported with an inferential analysis. The sample was made up of 161 educational actors belonging to seven high schools. An online questionnaire was used with access links to the website under development for qualitative assessment, and Fisher’s exact test for hypotheses testing. The findings indicated that there is a significant association between different categorical variables studied, suggesting a correlation between various aspects of the user experience on the educational website and its influence on the educational field of high school. However, several challenges were identified, such as the reliability of the content and the availability of technological resources. It was concluded that high school educational actors have a mostly positive perception of the educational website, valuing their interactivity and accessibility.

Exploring Pathways for Stimulating Cultural Services in Rural Ecosystems through Experiential Learning Education

Culture is never static. In modern society, Chinese rural areas are constantly intertwined and dislocated in the processes of traditional culture and modern civilization, involving the equitable and mutually beneficial relationship between people and natural resources and the reconstruction of regional cultural genres in specific periods. The rural humanities and natural resources are important carriers of cultural services. Therefore, research on experiential learning education is important for realizing local cultural revitalization. The efforts of revitalization and renewal of cultural services in rural ecosystems can not only inherit traditional culture, but also promote ecological protection, enhance villagers’ scientific literacy, and realize a harmony between humans and nature. This paper takes Daheping Village in the Hunan Province as an example, combining the ideas of natural education and landscape thinking to explore new ways to activate and enhance the value of rural cultural services from the perspectives of cultural connotations, spatial patterns, basic facilities, and route design. This study provides a new practical guidance paradigm for rural cultural revitalization and future human settlement improvement.

Teachers’ Experiences of Transformational Professional Learning Through Master’s Level Study: Becoming, Being and Belonging As a Teacher and Researcher

ABSTRACT Teachers’ engagement in critical intellectual and research work in England has been challenged in recent years under hegemonic policies and practices in teacher education. Since 2019, centralisation, standardisation and accountability in teacher education have intensified, along with explicit criticism of university involvement. Some describe teaching in England as a ‘semi-profession’ where teachers are positioned as technicians and their engagement in wider ethical, moral and intellectual endeavours are discouraged. Within this challenging policy and practice context, this paper argues that there is a need to reconsider the space of professional learning over professional development for teachers, and that Master’s level qualifications can be site for potentially transformative learning experiences for teachers. An empirical research project is reported, where teachers’ lived experiences of engaging in critical intellectual and research work through part-time MA Education were systematically mapped and interrogated. Data was collected through semi-structured interviews and video diaries. Analysis of significant episodes of each teacher’s narrative unlocked an understanding of their shared journeys as ‘becoming’, ‘being’ and ‘belonging’ as a teacher and a researcher. Conclusions and recommendations are presented which challenge current reductive policies and practices along with a call to prioritise teachers’ critical and intellectual knowledge and research work.

A Bioecological Approach to Family and Consumer Science Teacher Preparation

Family and consumer sciences (FCS) has a rich history dating back to its origins as home economics. The profession has always been rooted in multiple branches of science including chemistry, biology, sociology, and psychology. The Family and Consumer Sciences Body of Knowledge (FCS-BOK) unveiled at the turn of the 21st century helped solidify the theoretical foundation of the profession. The theoretical approaches that anchor and guide the work of current FCS professionals are human ecosystems and life course development. This paper highlights more specifically how an FCS teacher educator utilizes Bronfenbrenner’s bioecological theory to understand the current state of FCS education and design learning experiences for future educators that instill values of theoretical application across careers in secondary classrooms.

‘Not elsewhere specified’: a case study of preservice teachers’ perceptions and practices of outdoor learning

ABSTRACT This case study premised that outdoor learning situates within a unique ontological category of where learning happens, distinct from curricular (what) and pedagogical (who/how) concerns of learning. By shifting preservice teacher learning experiences during mandatory teacher education methods courses outdoors, we conjured a boundary object for where learning occurs. We collected and analysed preservice teacher reflections generated from the outdoor learning experiences. Three overarching outdoor learning dimensions (OLD) were distilled from 90 reflection-outputs: outdoors as 1) experience, 2) concept, and 3) place. Discussion considered purposes of outdoor where in teacher preparation for 21st century learning in relation to the aim of inhabitancy, through the lens of useful learning. Useful learning was scoped as learning concerned with health and wellbeing, pro-environmental actions and beliefs, and experiential/inquiry-based learning.

Students’ Attitudes on The Role of Artificial Intelligence (Ai) In Personalized Learning

Educational institutions are increasingly incorporating new technologies into their classrooms, such as artificial intelligence (AI), enabling more innovative teaching methods and learning experiences. Unlike traditional teaching methods, where lecturers adapt their lectures to the needs of the average student, AI-powered educational platforms are more dynamic and productive, as they can be adapted to the preferences, learning styles and pace of each student, enabling personalized learning. The aim of this study is to gather information that will help educators, legislators, and AI developers optimize AI’s role in education for increased student achievement by examining students’ attitudes toward the implementation of AI in personalized learning. The findings of this study may have an immense effect on how AI is used in educational settings in the future, because they may provide better understanding that would enable students to receive more individualized instruction and autonomy while also increasing pedagogical opportunities and reducing an excessive amount of administrative work for educators. 219 students of Megatrend University in Belgrade participated in the research (all three study levels), to whom the questionnaire was sent by e-mail. The results indicate that students believe that: a) If the application of AI makes learning personalized, the greater the possibility for students to identify their abilities and creativity; b) If lecturers apply the most effective teaching methods using AI, they can significantly automate the monitoring of student progress; c) If innovative and interesting learning opportunities are applied in classes, the greater the interactivity of students in the teaching process; d) AI can examine past student performance to identify areas of difficulty and provide tailored assistance in those areas.

Effectiveness of the pH Master Application on Acid-Base Concepts as a Digital Alternative to Conventional Laboratory Practices for Enhancing Student Learning Outcomes"

Traditional Chemistry Laboratories, such as acid-base reactions, are hard to demonstrate for present-day students in their lab classes when they need to have the knowledge exchange we had, graduating (and teaching) with mortar boards lined up and ready for weddings. The Evaluation Of The Digital Platform “pH Master” For Enhancing Chemistry Student Performance Through A Virtual Imitation of Traditional Lab Practices The study used Akker's research and development model, including initial studies, product design, testing products, and trials. Validation was done using the Aiken formula by two expert validators and three practitioners for all items with a V value greater than 0.87. Surveys for needs analysis involved 45 students, and the learning effects were assessed with 90 students across three schools. Results Students responded favourably to the pH Master app and perceived ineffable pedagogical value. Most students agreed on the necessity of doing practical activities about what was being learned, and almost all also had trouble understanding study materials specifically related to acids and bases. The results showed a statistically higher mean n-gain value in the experimental group than in control one (0.6622 versus 0.5691) by independent t-test across three schools at p < 0,001 significance level between the two groups. This then confirms that the media created did support student learning. This study highlights the potential of the pH Master app to enhance student learning experience and active involvement in chemical education, which suggests a promising approach towards digitalising conventional practical work.

Teaching Innovation: Increasing the Competency of Arabic Teachers through TELL-Based Learning Technology

This research focuses on increasing the technological competence of Arabic teachers in integrating technology into teaching. The methods used include a mixed approach with quantitative surveys and qualitative interviews. The research population was Arabic teachers, with a purposive sample. Research instruments include questionnaires and semi-structured interview guidelines. Data were analysed using descriptive statistics and thematic analysis techniques. The results showed that the level of technological skills of Arabic teachers varies, with most teachers feeling quite comfortable using basic technology but less confident with advanced technology. Key barriers identified include lack of technology skills, limited access to devices and the internet, resistance to change, and lack of interactive learning materials. Proposed solutions include ongoing training programs, provision of devices and internet, persuasive approaches to overcome resistance, development of interactive materials, and ongoing technical support. The main conclusion is that ongoing support and solutions focused on the specific needs of Arabic teachers can significantly improve the quality of teaching and students' learning experiences. This research provides valuable insights and practical solutions that can be implemented to overcome obstacles in the integration of technology in Arabic language learning.

Content Analysis of Bioenergetics’ Conceptual Presentation in Senior High School Biology Textbooks

Factors that bring about a low mastery level of bioenergetics, a core concept in biology, include relatively poor teaching-learning experience and low-quality textbooks, among others. To determine which textbook and teaching components have affected the low learning mastery of the topics in bioenergetics, the researchers analyzed the textbooks’ quality of content, language, layout, and figures, and the teachers’ experience, contentment, and challenges while teaching the topic, and effects to the learners. Using a sequential explanatory mixed method research design, ten (10) textbooks, and seven (7) teacher participants were purposively selected following a set of criteria. Descriptive and principal component analyses revealed that the textbooks' quality depends on two components: (1) competent and coherent visuals and content, and (2) consistency of style in the varied forms of assessment. Narrative analysis and Quasi-Statistics analysis revealed that teachers are not contented with the textbooks as they are inadequate to teach the subject matter. The lack of good learning materials, coupled with low competence to introduce the topics, resulted in the low mastery level of the learners. The researchers propose that periodic textbook assessment, retooling of teachers’ skills, and deepening teachers’ understanding are necessary to improve learners’ performance in bioenergetics. Finally, this paper is instrumental in providing educators, resources and curriculum developers, and researchers a feasible and practical path to improve textbook quality and address pedagogical gaps.

Development Of Digital Learning Platform to Boost Chinese Children’s Mental Health Awareness: Experts’ Evaluation

The increasing prevalence of mental health disorders among children, exacerbated by the COVID-19 pandemic, calls for innovative educational approaches and tools. Traditional mental health curriculum in Chinese elementary schools often rely on didactic methods that fail to engage students effectively. The “Mind Explorers” digital learning platform addresses this issue by enhancing mental health awareness among grade-2 students. Based on the ADDIE instructional design model and Biggs’ Constructive Alignment model, the platform integrates learning outcomes, content, activities, and assessments via Google Site. The sample unit “Know About Yourself” focuses on self-awareness and emotional regulation through storytelling, reflective activities, and interactive quizzes. Expert evaluations indicate positive reception of the platform’s content, usability, and educational alignment, with suggestions for enhancing design aesthetics and accessibility. Through a mixed-methods research design, this study underscores the potential of digital tool to transform mental health education, promoting engaging and effective learning experiences for young learners.

Research on the Application of Artificial Intelligence in The Teaching Reform of Ideological and Political Courses in Universities

The rapid development of artificial intelligence (AI) technology has brought new opportunities and challenges to the field of education. As an important link to cultivate students' comprehensive quality and socialist core values, it is necessary to carry out continuous teaching reform and innovation. Based on the idea of AI-enabled ideological and political course teaching reform, this study aims to explore how to use artificial intelligence technology to improve the teaching effect and learning experience of ideological and political course. This study first analyzes the application status of artificial intelligence technology in education, and then discusses the application potential of artificial intelligence in ideological and political courses. Then, it puts forward the teaching reform strategy of ideological and political course based on artificial intelligence, including the use of virtual reality technology, the application of intelligent auxiliary teaching tools to enhance personalized teaching, and the construction of intelligent learning management system. Finally, through case analysis, this paper discusses the effect of ideological and political teaching reform in colleges and universities. The results show that the application of artificial intelligence technology can effectively improve the teaching effect and learning experience of ideological and political courses, and provide new ideas and methods for the teaching reform of ideological and political courses in colleges and universities.

Strategies for Applying the Concept of Human-centered Education in Dance Teaching

This article aims to explore how to effectively apply the human-centered educational philosophy to dance education, addressing current challenges in teaching to improve educational quality and students' learning experiences. Through strategies such as personalized teaching, fostering student interests, emotional education, autonomous learning, and teacher-student interaction, this article presents a series of specific methods and practical cases, demonstrating the application effectiveness of the human-centered educational philosophy in dance education. Research indicates that these strategies not only improve teacher-student relationships but also significantly enhance students' motivation to learn and artistic performance, injecting new vitality and innovation into dance education.

Islamic Religious Education Learning Experiences and Muslim Students’ Beliefs and Practices in Eastern Ugandan Secondary Schools

This study sought to determine the influence of IRE learning experiences on Muslim students’ beliefs and practices. The population consisted of Senior Four and Six students from Eastern Uganda from which a sample of 890 was selected using multi-stage sampling. A questionnaire was used to collect data, which was analyzed using descriptive statistics, correlation and ANOVA. The relationship between students’ learning experiences and their beliefs was found not to be statistically significant, while that between learning experiences and their practices was statistically significant and moderate. A statistically significant difference in students’ practices among school types was also found, where students from Government Non-Muslim schools had the lowest while those from Private Islamic schools had the highest. It was concluded that different types of schools offer different IRE learning experiences which influence ways in which Islam is practiced by students, although these experiences were not that influential on students’ beliefs. It therefore is recommended that Islamic extra-curricular activities be organized for students to boost their knowledge and skills.

Incorporating Diversity, Equity, and Inclusion Within Community Health Nursing Simulation.

Undergraduate nursing institutions face difficulties providing learners with community and public health nursing clinical opportunities. An opportunity existed to improve a senior-level undergraduate community and public health nursing course by developing alternative clinical teaching-learning experiences that promote diversity, equity, and inclusion. Utilizing theory and evidence-based practice, a simulation emulating a community home health visitation allowed learners to function as members of a health care team who provide care for a family in their home setting. The results indicate that all learners met project objectives, and 88% of learners reported increased self-efficacy related to the project's topics after implementation. Learner reflections offered their perception of the experience. A community and public health nursing teaching-learning project provided learners with clinical hours by completing a simulation learning experience incorporating diversity, equity, and inclusion through exposure to patient inequities within the lesbian, gay, bisexual, transgender, queer (LGBTQ+) community. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Affectivity in mathematics teaching: using playfulness to combat resistance to new practices in the context of basic education

This article investigates the effectiveness of playful approaches and affectivity in teaching mathematics in basic education. The goal is to analyze how these methodologies can overcome resistance to new pedagogical practices and improve engagement and understanding of mathematical concepts. A literature review and practical experience report demonstrate that playful activities, such as games and challenges, increase student interest, facilitate the understanding of abstract concepts, and develop socio-emotional skills. Affectivity, by creating an emotionally safe environment, reduces math anxiety and promotes a positive attitude. It is concluded that combining playful elements with an affective approach transforms the teaching-learning experience, making mathematics more accessible. Therefore, it is essential to invest in continuous training, school infrastructure, and educational policies that encourage pedagogical innovation.