Effective Content Delivery Research Articles

A Review on English-Medium Instruction (EMI) in Teaching and Its Effects on University Students’ English Proficiency and Content Learning

English-Medium Instruction (EMI) has gained prominence globally as higher education institutions (HEIs) adopt English to teach academic subjects, particularly in non-Anglophone regions. This review explores the implementation and impacts of EMI on students' English proficiency and content learning in various contexts, including Taiwan, the UAE, Malaysia, and Thailand. EMI has been driven by globalization, institutional internationalization, and the perceived advantages of enhancing students’ career prospects and mobility. While EMI has successfully improved English language skills, its effects on content learning remain inconclusive, with studies showing varied outcomes. Key challenges include linguistic barriers, cultural mismatches, insufficient institutional support, and concerns over linguistic and cultural identity erosion. Notable issues such as limited English proficiency often hinder students' ability to fully engage with course material, leading to disparities in academic outcomes. The review also highlights the diversity of EMI implementation across educational levels and regions, ranging from partial integration in Chinese universities to fully English-medium programs in European HEIs. The findings underscore the importance of policy support, bilingual teaching strategies, and adequate teacher training to address the challenges associated with EMI. Ultimately, while EMI enhances international competitiveness and student employability, its broader implications for equity, cultural preservation, and effective content delivery warrant further investigation. This review calls for more rigorous research to explore the intersection of language proficiency, academic ability, and content mastery in EMI settings.

The Use of Audio-Visual Media on Student Learning Interest in Explanatory Text Material

Background. The use of audio-visual media in education has gained increasing attention due to its potential to enhance student engagement and learning outcomes. In Indonesian language instruction, particularly in teaching explanatory text material, there is a need to explore innovative methods to improve student interest and comprehension. Purpose. This study aims to evaluate the impact of using audio-visual media on students' interest in learning explanatory text material in class VII-A SMP Negeri 2 Hiliduho. Method. A qualitative research method with a descriptive approach was employed. The study involved 20 students from class VII-A SMP Negeri 2 Hiliduho. Data were collected through observation, interviews, and documentation techniques. Results. The use of audio-visual media significantly increased students' interest and understanding of explanatory text material. Students demonstrated improved ability in determining appropriate terms and adjusting explanatory texts to their proper structure and characteristics. Audio-visual media, such as PowerPoint presentations and videos, made the material more engaging and comprehensible, facilitating a more efficient learning process. Students using audio-visual media showed higher levels of engagement compared to those who did not, as they were able to follow the learning flow more effectively. Conclusion. The findings suggest that audio-visual media play a crucial role in enhancing the learning experience for students studying explanatory text material. Teachers reported that these tools aided in more effective content delivery. The increased student engagement and improved understanding of the material highlight the potential of audio-visual media as a valuable instructional tool in Indonesian language education, particularly for explanatory text instruction.

Pedagogical Skills Needs of Motor Vehicle Mechanics Work Teachers for Effective Content Delivery in Government Science and Technical Colleges in Adamawa and Taraba States

The main purpose of the study was to explore the pedagogical skills needs of motor vehicle mechanics work teachers for effective content delivery in government science and technical colleges in Adamawa and Taraba States. The study was guided by two research questions and two null hypotheses. The study was conducted in Adamawa and Taraba States using descriptive survey research design. The population of the study was 123 respondents comprising 81 MVMW teachers and 42 instructors from all the 21 BEST Centres and Government Science and Technical colleges in Adamawa and Taraba States, Nigeria. There was no sampling as the entire population was used because it was manageable. A structured questionnaire tagged: Pedagogical Skills Needs of Motor Vehicle Mechanics Works Teachers Questionnaire (PSNMVMWTQ) consisting of 30 items was validated by three experts. The Instrument was trial tested in Gombe State and the Cronbach Alpha reliability method was used to test the reliability of the instrument and a 0.84 reliability coefficient was obtained. Data collected for the study was analyzed using Statistical Package for Social Sciences (SPSS) version 27.0. Mean statistics was used to answer the two research questions while a t-test was used to test the null hypotheses at a 0.05 level of significance. The findings of the study revealed among others that pedagogical skills needed include stimulating critical thinking, designing effective evaluation procedures, and implementing appropriate instruction. Similarly, affective skills were deemed needed including effective communication, active listening, and conflict resolution. Importantly, there were no significant differences between instructors and MVMW teachers regarding the perceived importance of these skills. It is recommended that Given the identified pedagogical skills needs of motor vehicle mechanics work (MVMW) teachers, Ministries of Education should design and implement targeted training programs focusing on instructional goal identification, task analysis, instructional design, questioning techniques, and evaluation procedures.

The Research Lineage and Knowledge Distillation of the Whole Process “Immersion” Curriculum Civic Teaching

Abstract This research investigates the application of immersive teaching in Civics, enhanced by knowledge distillation techniques. We employed feature distillation and sample-balanced distillation algorithms to refine both the teacher and student networks, ensuring effective content delivery and deeper knowledge acquisition. Experimental results demonstrate that the student networks, optimized with distillation and identification loss, significantly outperform their unoptimized counterparts in feature retention. Furthermore, the integration of IDA data enhancement and kvDKD decoupled knowledge distillation methods substantially boosts the model’s efficiency and accuracy. Our teaching experiments revealed heightened student engagement and learning outcomes in Civics, with all students covering 8 of 12 topics and an average of 27 students scoring above 95 per topic. A comparative analysis with a control group confirms the efficacy of immersive teaching approaches in improving student performance and the quality of Civics education.

A novel coalition game based distributed cooperative content caching in mobile edge networks

In mobile edge networks with mobile vehicles, road-side units (RSUs) can be used as edge nodes to cache some popular contents for moving vehicles in advance, and therefore improving the transmission efficiency and quality of user experience during vehicle-to-infrastructure (V2I) content communication. Transferring large files to a fast-moving car is a challenging task because of the limited communication time between the vehicle and the RSU. In this paper, we propose a cooperative content placement model for RSUs, in which multiple RSUs can jointly complete the cache and transmission of large files, so that the vehicle users can obtain the target content in the process of high-speed movement. To form cooperative coalitions between RSUs and place as much content as possible, a novel coalition game based distributed cooperative content caching scheme, namely CGD3C, is proposed, in which an RSU cooperative clustering algorithm and a resource balancing based coalition formation algorithm is proposed to merge and split the coalitions, so as to obtain a stable coalition structure. Finally, a cooperative content caching determination algorithm is proposed to determine the content placement with objective of maximizing the current interests. Our simulation results show that our proposed CGD3C can achieve stable and effective content delivery for high-speed moving vehicles, form an optimal RSU coalition structure independently, as well as improve the profit by 15%, the caching resource utilization by 24%, and the request hit rate by 12% on average in comparison with existing schemes.

Integrating Telegram Messenger Application for Effective Instructional Content Delivery in Post COVID-19 Era

Since the emergence of the novel Corona-Virus 2019 (COVID-19) pandemic and its attendant effect which span through all aspects of human endeavours including education, it has necessitated both the instructors and the learners to adopt and adapt several mobile and social media applications for instructional delivery and learning purposes. These mobile and social media applications allow for synchronous and asynchronous instructions and learning. Telegram as one of such media has proven to be a better substitute to the conventional classroom for both instructors and learners alike. Research lately across different discipline have consistently yielded results that tend to emphasize that Telegram utilization is an effective online instructional delivery medium. It can be used for creating and sharing online live and recorded videos/presentations and ensuring learners’ participation by asking them to make comments. The platform encourages self-paced learning via internet enabled mobile gadgets and eliminates or reduces the requirements of physical learning environments. In view of the crucial role that Telegram plays in effective instructional content delivery, if and when well implemented, this paper takes into consideration a general overview of Telegram Application, outlines the features, benefits accruable to using Telegram for instruction, and also the advantages and disadvantages associated with using Telegram for instructional content delivery in post COVID-19 era.

Effective Content Delivery in Physical Education

In this article efforts has being made to analyze effective content delivery in physical education. Our little investigation has shown that the present nature of physical education contents delivered to students in most secondary schools in Nigeria is in a state of quagmire. The question here is how will the students perform academically since the contents delivered are not up to physical education standards. The major concern of this paper is to relate some varying factors with contents delivery in physical education. These variable are curriculum contents ,availability of sport facilities, teachers training, time allotment, teacher supervisor and it rounds up with conclusion and recommendation.

Competency Needs Improvement for Effective Content Delivery in the Era of Covid-19 Pandemic among Electrical/Electronic Lecturers in Colleges of Education in North-East Nigeria

This study highlighted critical concepts for managing the COVID-19 issue and its impact on electrical and electronic curricular content in colleges of education, arguing that the country cannot lose core principles and acknowledged strengths while also facing unprecedented disruption to educational systems. It is obvious that countries cannot make the globe into what it once was. This study intended to ascertain the competency gaps among Electrical/Electronics professors in colleges of education in North-East Nigeria in order to deliver content effectively in the face of the COVID-19 epidemic. The study used a descriptive survey research design and was led by two research questions and two hypotheses. The study's 62 participants were drawn from Federal Colleges of Education (Technical) in North-East Nigeria, where there were 49 lecturers and 13 technologists.There was no sampling because the complete population was used. As a tool for data collection, the researcher created a structured questionnaire titled Questionnaire for Lecturers' Competency Needs in Teaching Electrical/Electronics Curriculum Content in the Era of Covid-19 Pandemic. The instrument was validated by three professionals, and the Cronbach Alpha reliability method yielded a reliability of 0.87. The study questions were answered using the mean statistic, and the hypotheses were tested using the t-test at 0.05 level of significance. Learning Management System (LMS), Computer Managed Learning (CML), Computer Assisted Instruction (CAI), Synchronous and Asynchronous Online Teaching Strategies are among the teaching strategies that needs improvement, according to the study's findings in the area of COVID-19. It was also discovered that lecturers need to develop their skills in using interactive whiteboards, PowerPoint, and online tools like LMS, CML, and CAI, among other things. As such, College administration should make sure that the ICT unit located at the institution holds training sessions for instructors on the various e-teaching apps. In order to keep lecturers' abilities in the use of ICT facilities up to date, the National Commission for Colleges of Education (NCCE) should make sure they receive refresher courses on a regular basis.

Proactive Caching in D2D Assisted Multitier Cellular Network.

Cache-enabled networks suffer hugely from the challenge of content caching and content delivery. In this regard, cache-enabled device-to-device (D2D) assisted multitier cellular networks are expected to relieve the network data pressure and effectively solve the problem of content placement and content delivery. Consequently, the user can have a better opportunity to get their favored contents from nearby cache-enabled transmitters (CETs) through reliable and good-quality links; however, as expected, designing an effective caching policy is a challenging task due to the limited cache memory of CETs and uncertainty in user preferences. In this article, we introduce a joint content placement and content delivery technique for D2D assisted multitier cellular networks (D2DMCN). A support vector machine (SVM) is employed to predict the content popularity to determine which content is to be cached and where it is to be cached, thereby increasing the overall cache hit ratio (CHR). The content request is satisfied either by the neighboring node through the D2D link or by the cache-enabled base stations (BSs) of the multitier cellular networks (MCNs). Similarly, to solve the problem of optimal content delivery, the Hungarian algorithm is employed aiming to improve the quality of satisfaction. The simulation results indicate that the proposed content placement strategy effectively optimizes the overall cache hit ratio of the system. Similarly, an effective content delivery approach reduces the request content delivery delay and power consumption.

Effective content delivery in hybrid model of Named Data Network and Vehicular Ad-hoc Network

In order to make roads safer and vehicles more intelligent in Vehicular Ad-hoc Network (VANET), the information will be collected and processed at the vehicles to give out the solution in a timely manner. In VANET, when the vehicles are moving at high speed, it is very difficult for users to receive information because of delay transmission and the untimely respond of the server. Moreover, the server will be easily overloaded when a large number of vehicles increase requesting information at the same time. To address these problems, a hybrid model that applies a NDN in VANET environment has been proposed. In this paper, the connection between Vehicle to Infrastructure (V2I) is studied specifically. The simulation results performed by OPNET have demonstrated that this hybrid model effectively implements the delivery of content to the terminal vehicles, reducing the load on the system. server, short packet receiving time (RTT) and instant response to users.

Delay-Aware Content Delivery With Deep Reinforcement Learning in Internet of Vehicles

The rapid development of the Internet of Vehicles (IoV) enables various vehicular applications, such as image-aided navigation and traffic information management. It is important to provide efficient content delivery services for these vehicular applications. Caching popular content at roadside units (RSUs) is a promising way to improve content delivery efficiency. However, due to RSUs with limited cache space, it is very challenging to develop an effective content delivery policy that satisfies the high quality of service (QoS) requirements for vehicular applications. In this paper, we investigate the user-centric content delivery problem with service delay constraints in the IoV, where the objective is to minimize the vehicle’s cost under usage-based pricing. The problem of finding an optimal content delivery policy is modeled as a finite-horizon Markov decision process (MDP). Since the cache state of each RSU, and the wireless channel qualities between the vehicle and RSUs, are usually unknown to the vehicle a priori, the vehicle must learn the optimal delivery policy by interacting with the environment. To solve this problem and optimize the vehicle’s cost, we propose a double deep Q network (DDQN)-based algorithm, which implements dynamic content delivery decisions. Furthermore, the double deep Q network can overcome the large-scale state space and reduce Q value over-estimation. Numerical results show that our policy achieves a near-optimal performance when compared to the optimal policy that knows precisely cache state and wireless channel state. We also compare the effects of different caching strategies and vehicle mobility on the performance of the algorithm.

Local teachers’ English-German codeswitching in English-medium instruction (EMI): voices from international students at a German university

ABSTRACT International students’ attitudes towards teachers’ codeswitching to the first language (L1) have not been adequately investigated in cross-cultural English-medium instruction (EMI) settings, where teachers and international students do not share the same L1 while they interact in English as a lingua franca (ELF). To fill that void, this study investigated international postgraduate students from differing majors at a German university that has implemented EMI to enhance its global competitiveness. A questionnaire and semi-structured interviews were employed to measure the international students’ attitudes towards German-native teachers’ English-German codeswitching practices in EMI classrooms. The findings indicated that the participants generally held a negative view of codeswitching in EMI. Humanities students were more opposed to English-German codeswitching than STEM students. Local teachers’ codeswitching was found to constrain the participants’ academic integration and social participation in the university. Importantly, the participants were somewhat open-minded about codeswitching, but effective content delivery and an inclusive instructional space cannot be sacrificed. The findings of international students’ multifaceted understandings of languages offer insights into teaching pedagogies, discipline-specific language policies and administrative support for EMI programmes.

Investigating the Employees‘ Perspectives and Experiences of Microlearning Content Design for Online Training

Online training is expected to increase retention of information and be less time-consuming. This leads to a motivation to identify a more effective content delivery for online training. Microlearning indicates that bite-sized content is delivered in short fragments that can fit into anyone’s hectic schedule. However, the perspective of microlearning and its content design is still indefinite. It is challenging to design content for training that optimizes microlearning’s characteristics. The purpose of this research is to identify the perspective towards microlearning and the significance of the design of micro-sized content for online training for employees. This study investigated two questions which are how to design an effective micro-sized content for enhancing employees learning opportunities and the type of topics which are relevant to learning. The study was carried out with employees from education industries and training service providers. Data was collected through a survey and focus group interview. The study recognised that employees are primarily familiar only with video-based microlearning content and they have inadequate knowledge on the application of other microlearning elements for content design. One of the most common microlearning elements – Video, that is between 5-7 minutes in length, is considered to be the most applicable element in microlearning. In conclusion, the perspectives concerning the challenges in designing microlearning content were discussed. The study also proposed 2 different architectures with different objectives for the overall microlearning content design based on the employee’s experiences and perspective.

Online Teacher Quality and TPACK Framework of Knowledge: EFL Pre-service Teachers' Views

This study aimed at examining prospective EFL teachers' views about quality of online English language teaching and Technological Pedagogical Content Knowledge (TPACK) and the related skills. To this end, the viewpoints of 100 graduate students of TEFL (M = 23, F = 77) at Iran University of Science and Technology were investigated via administering two questionnaires, namely online teacher quality and frames of knowledge and skills, along with two-open ended questions to gain more insight into online teacher quality and their knowledge frames. Internet-based survey method was employed to administer the questionnaires and collect the required data. The quantitative and qualitative data obtained were analyzed through descriptive statistics and thematic analysis, respectively. With regard to online teacher quality, the results revealed that pre-service teachers agreed that an online teacher should be an organized mediator, communicator, and problem solver as well as being highly passionate, energetic, and competent in teaching. The results also indicated that having content and pedagogical knowledge, clearly organizing and structuring content, time management skills, using appropriate resources, and providing feedback and multiple opportunities for communication were the most significant knowledge types required of an online language teacher. Considering online teaching skills, effective online communication skills, effective content delivery, technological skills, and effective evaluation and assessment were the most frequent skills suggested for online language teachers. The findings of this study could give more insights into designing knowledge-based and skills-based professional development programs for prospective teachers to enhance the quality of their online teaching.

Project-based Community of Inquiry for Effective Online Graduate Course on Life Cycle Assessment

This article aimed to present the improvements on the instructional design of a postgraduate course, namely Life Cycle Assessment (LCA), for effective content delivery in online teaching and learning due to COVID-19 pandemic. The community of inquiry framework was used as the basis for this improvement. It was aided by project-based learning to enhance the educational experiences and improve content delivery efficiency. Conventional active learning teaching pedagogy was maintained in the early part of the course. Next, an open-ended project became the pillar of the second part of the course for performing a comparative LCA in a team. To ensure all students have high individual accountability, each team member performed a LCA study independently for a sub-scope of the project. Meanwhile, their teammates supported each other as each sub-scope is interdependent on the project. WhatsApp was used to promote interactions between students-students and students-instructors to provide just-in-time feedback, and weekly consultations were offered to students to monitor student progress. Based on the course evaluation, the students felt optimistic about the changes. They agreed that these new delivery methods helped them in mastering the subject matter.

Active Learning Strategies and Blended Learning Approach for Teaching Under Graduate Software Engineering Course

Software Engineering is a core theory course offered in Undergraduate Engineering programmes. It is one of the challenging courses for the teaching faculty. The course includes various systematic approaches, and methods that can be employed for designing, developing, testing and maintaining quality software applications. The course also focuses on the latest tools and technologies that are being practiced in the industry. Effective content delivery methods leveraging active learning strategies for the classical topics have been well researched and established. However, improvement in content delivery plan and execution is required for relatively new and evolving topics like DevOps and version controlling. This paper presents an experimental study of application of the various active learning techniques such as discussion forums, tech talks followed by quiz for such topics. Impact of the application of the improved content delivery plan on the course outcomes attainment by the learners has also been observed and presented. The enhanced approach has proved to improve student learning outcomes, which are measured and presented using a standard set of tools and metrics. This paper uses the logistic regression model for the study of impact of blended learning approach on student learning outcomwhich produes ces 60% accuracy.

Active Learning Strategies and Blended Learning Approach for Teaching Under Graduate Software Engineering Course

Abstract: Software Engineering is a core theory course offered in Undergraduate Engineering programmes. It is one of the challenging courses for the teaching faculty. The course includes various systematic approaches, and methods that can be employed for designing, developing, testing and maintaining quality software applications. The course also focuses on the latest tools and technologies that are being practiced in the industry. Effective content delivery methods leveraging active learning strategies for the classical topics have been well researched and established. However, improvement in content delivery plan and execution is required for relatively new and evolving topics like DevOps and version controlling. This paper presents an experimental study of application of the various active learning techniques such as discussion forums, tech talks followed by quiz for such topics. Impact of the application of the improved content delivery plan on the course outcomes attainment by the learners has also been observed and presented. The enhanced approach has proved to improve student learning outcomes, which are measured and presented using a Abirami A.M , Pudumalar S ThiruchadaiPandeeswari 1 2, S 3 Department of Information Technology, Thiagarajar College of Engineering , Madurai, Tamil Nadu 1 abiramiam@tce.edu 2 spmit@tce.edu 3 eshwarimsp@tce.edu standard set of tools and metrics. This paper uses the logistic regression model for the study of impact of blended learning approach on student learning outcomes which produces 60% accuracy. Keywords: DevOps, Software Maintenance, Version Controlling, Software Engineering, Course Outcome Attainment, Active Learning Strategies

Administration of team teaching and content delivery in business education

The study adopted ex post facto research design; was conducted in Nigeria with a sample of 100 respondents, accidentally selected since the population was not finite. Questionnaire duly validated and reliability-tested generated data analyzed using simple linear regression. Result, F − 8.676 greater than critical F − 3.92 rejected null hypothesis, “there is no significant relationship between administration of team teaching and content delivery in business education,” implying that significant relationship exists between administration of team teaching and content delivery in business education. Conclusively, team teaching enhances effective content delivery, hence; both team members and students should be given the opportunity to participate in planning and organization of team teaching.

Electronic Cigarette-Related Contents on Instagram: Observational Study and Exploratory Analysis.

BackgroundInstagram is a popular social networking platform for users to upload pictures sharing their experiences. Instagram has been widely used by vaping companies and stores to promote electronic cigarettes (e-cigarettes), as well as by public health entities to communicate the risks of e-cigarette use (vaping) to the public.ObjectiveWe aimed to characterize current vaping-related content on Instagram through descriptive analyses.MethodsFrom Instagram, 42,951 posts were collected using vaping-related hashtags in November 2019. The posts were grouped as (1) pro-vaping, (2) vaping warning, (3) neutral to vaping, and (4) not related to vaping based on the attitudes to vaping expressed within the posts. From these Instagram posts and the corresponding 18,786 unique Instagram user accounts, 200 pro-vaping and 200 vaping-warning posts as well as 200 pro-vaping and 200 vaping-warning user accounts were randomly selected for hand coding. Furthermore, follower counts and media counts of the Instagram user accounts as well as the “like” counts and hashtags of the posts were compared between pro-vaping and vaping-warning groups.ResultsThere were more posts in the pro-vaping group (41,412 posts) than there were in the vaping-warning group (1539 posts). The majority of pro-vaping images were product display images (163/200, 81.5%), and the most popular image type in vaping-warning posts was educational (95/200, 47.5%). The highest proportion of pro-vaping user account type was vaping store (110/189, 58.1%), and the store account type had the highest mean number of posts (10.33 posts/account). The top 3 vaping-warning user account types were personal (79/155, 51%), vaping-warning community (37/155, 23.9%), and community (35/155, 22.6%), of which the vaping-warning community had the highest mean number of posts (3.68 posts/account). Pro-vaping user accounts had more followers (median 850) and media (median 232) than vaping-warning user accounts had (follower count: median 191; media count: 92). Pro-vaping posts had more “likes” (median 22) and hashtags (mean 20.39) than vaping-warning posts had (“like” count: median 12; hashtags: mean 7.16).ConclusionsInstagram is dominated by pro-vaping content, and pro-vaping posts and user accounts seem to have more user engagement than vaping-warning accounts have. These results highlight the importance of regulating e-cigarette posts on social media and the urgency of identifying effective communication content and message delivery methods with the public about the health effects of e-cigarettes to ameliorate the epidemic of vaping in youth.

An Incentive Compatible Mechanism for Replica Placement in Peer-Assisted Content Distribution

Content delivery is a key technology on the Internet to achieve large scale, low-latency, reliable, and intelligent data delivery. Replica placement (RP) is a key machinery in content delivery systems to achieve efficient and effective content delivery. This work proposes a novel decentralized algorithm for the replica placement in peer-assisted content delivery networks with simultaneous considerations for peer incentives. By applying techniques from the algorithmic mechanism design theory, the authors show the incentive compatibility of the proposed algorithm. Experiments were conducted to validate the properties of the proposed method and comparisons were made with the state-of-the-art RP algorithms.