Effective Teaching Research Articles

Ukrainian EFL Learners’ Perception towards the Use of Subtitles to Improve Their Listening Skills: a Case Study

Watching English videos is a powerful and popular tool for learning English as a foreign language, and teachers and researchers should pay close attention to it. The research paper investigates current EFL learners’ attitudes towards using subtitles when watching English audio-visual materials. The authors attempt to answer the following question: What are Ukrainian EFL learners’ perceptions of using subtitles to improve their listening skills? The significance of this study is that understanding the learners’ preferences and support for subtitles would help find effective teaching practices. We used a quantitative method to collect research data through online tools (Google Forms). The third-year students training in the BA program to become interpreters were under research. The findings suggest that students agreed on the importance of listening skills. Moreover, almost all participants are convinced that watching audio-visual materials with English subtitles improves their English proficiency. An area worth further investigation is the effect of subtitles on listening and reading skills, which is necessary as it would shed more light on using videos with and without subtitles in EFL acquisition.

Effective remote clinical teaching: leveraging technology to improve Radiology Case readouts.

The shift to remote learning in medical education is rapidly evolving and likely permanent. The recent increase in remote radiology staffing presents challenges for both educators and trainees. However, many of the barriers to teaching can be overcome by technology. The overarching goal in creating a conducive remote teaching environment is to replicate the in-person experience as much as possible. With that goal in mind, creating an environment with clear expectations, open and effective communication, and defined staffing models promotes education in the remote environment. Video conferencing and messaging applications should be utilized freely to enhance case discussions. While these tools can present barriers for users who are uncomfortable with technology-based solutions, they can result in advantages over in-person education. In this review, we present strategies to help radiology educators enhance clinical teaching in a remote setting.

Assessment of Quality and Reliability of YouTube Videos for Student Learning on Class II Resin Composite Restorations.

YouTube has emerged as a popular platform for accessing educational content. However, its effectiveness has been a topic of debate in dental education. This study aimed to analyze the content and quality of YouTube videos focusing on Class II resin composite restorations. The first 100 videos of Class II resin composite information on YouTube were evaluated. The overall quality of the videos was assessed using the video information and quality index (VIQI) and Content Score based on Class II resin composite criteria. Videos with a score of less than the mean were recognized as low-content. No significant differences were observed between high- and low-content videos when the number of views, likes, duration, days since upload, viewing rate, and interaction index were investigated (p>0.05). The number of subscribers revealed a marginally significant difference (p=0.053). The high-content videos demonstrated higher mean values compared to the low-content videos in flow (4.6 vs. 3.8; p=0.0004), accuracy (4.3 vs. 3.3; p<0.0001), value (3.7 vs. 2.9; p=0.002), and precision (4.8 vs. 4.2; p=0.0002). The overall VIQI score was significantly higher (p<0.0001) in high-content videos (Mean 17.4; SD 1.5) compared to the low-content videos (Mean 14.2; SD 2.2). When the Content Score was assessed, high-content videos (Mean 9.9; SD 1.3) revealed a higher score (p<0.0001) than low-content-videos (Mean 4.2; SD 2.3). Most YouTube videos showcasing Class II resin composites serve as effective teaching tools. However, a significant number of videos with low content exist. Therefore, dental students should exercise caution when utilizing YouTube videos for learning purposes.

Arabic Vocabulary Learning Strategies in Early Childhood: A Case Study at an Integrated Islamic Elementary School

This study explores the strategies and methods for teaching Arabic vocabulary to young children at an Integrated Islamic Primary School (SDIT). The research analyzes how different teaching approaches affect vocabulary acquisition in early childhood education. A qualitative descriptive method was used, with data collected through classroom observations, in-depth interviews, and document analysis. The main strategies identified include visual and audio media, thematic approaches, repetition, and interactive games. The results highlighted that multisensory and Total Physical Response (TPR) methods significantly improved vocabulary retention and student participation. The communicative approach also proved effective in helping students use new vocabulary in practical contexts. The findings suggest combining visual, physical, and verbal techniques is the most effective way to improve vocabulary acquisition. This study contributes to the ongoing discourse on language learning by providing insights into effective vocabulary teaching strategies in an Islamic educational setting, with implications for curriculum development and teacher training.

The Teaching Strategies of International Chinese Language Education Based on the Basic Characteristics of Chinese Characters

With the vigorous development of international Chinese language education and the establishment of Confucius Institutes in various countries, Chinese characters, as an important carrier of Chinese culture, present both challenges and prospects for teaching Chinese abroad in their unique forms and meanings. The purpose of this paper is to explore effective teaching strategies of international Chinese language education based on the basic characteristics of Chinese characters. The paper analyzes the current development of teaching Chinese characters in international Chinese language education. By analyzing the unique structural and semantic features of Chinese characters, the study proposes targeted teaching methods and practical suggestions on the etymology, employing phonetic-meaning integration, and culture of the characters to help learners improve the efficiency of Chinese character learning and understand Chinese culture. The study suggests practical solution for promoting the development of international Chinese language education and cross-cultural dissemination of Chinese language education. This paper underscores the significance of teaching Chinese characters as an integral part of international Chinese education.

Metode dan Strategi Pembelajaran dalam Pendidikan Islam

This article aims to find out the learning methods and strategies in Islamic Education. This study uses a literature review approach. Literature reviews focus on the analysis and synthesis of relevant academic sources, such as journal articles, books, and conference proceedings, to gather comprehensive insights into effective teaching and learning practices in the context of Islamic education. The selection of literature is guided by certain inclusion criteria, prioritizing scholarly works published in the last decade and that directly address the methodology of education in Islamic teachings. Data analysis is carried out by a systematic process in identifying, categorizing, and comparing various strategies and methods used in the Islamic educational environment. The results of the analysis show that methods and strategies are a way taken to achieve a goal. An active and creative teaching method or learning method is a way used by a teacher in delivering material or related to Islamic learning to students or students by using various active and creative ways so that the goals of an education, especially in delivering learning material, can be achieved effectively and efficiently.

Naked eye three-dimensional teaching assistant system applied to undergraduate medical imaging education: A pilot study.

The traditional approach of using PowerPoint (PPT) presentations in medical imaging theory classes hinders the spatial thinking ability of most students. Consequently, the learning outcomes are often unsatisfactory. This article proposes a naked eye three-dimensional (3D) medical imaging teaching assistant app based on augmented reality (AR) technology to enhance learning interest, teaching interaction, and effectiveness. The control group consisted of 50 undergraduate students from the 2018 clinical medicine major who receive traditional teaching, while the experimental group includes 52 undergraduate students from the 2019 cohort who utilize an AR-based naked eye 3D teaching assistant app in addition to traditional teaching methods. Based on Bloom's cognitive learning taxonomy (Remember, Understand, Apply, Analyze, Evaluate, and Create), corresponding teaching curricula and assessment methods were designed in order to achieve more in-depth learning of the curriculum. The evaluation of the teaching effectiveness between the two groups relied on exam scores and student satisfaction questionnaires, with statistical analyses conducted using t-test and Mann-Whitney U-test in SPSS. The experimental group and control group showed statistically significant differences in the theoretical examination scores (62.06 ± 3.06 vs. 59.82 ± 3.38), practical testing scores (22.90 ± 2.35 vs. 21.06 ± 2.65), and total scores (84.96 ± 4.58 vs. 80.88 ± 6.01). Likert scores showed the experimental group scored significantly higher in enjoyment, satisfaction, participation, efficiency, and understanding. They also reported high convenience scores for the app and desired continued use. The naked eye 3D teaching assistant system is an innovative and effective teaching model for undergraduate medical imaging education, enhancing student interest, student interaction, and teaching effectiveness and promising future applications.

Disruptive Student Behavior and Emotional Exhaustion in Dutch Primary Special Education Teachers: The Mediating Role of Teachers' Competence Beliefs

ABSTRACTEmotional exhaustion is prevalent among special education teachers (Brunsting et al. 2022). Previous research showed that disruptive student behavior is positively associated with teachers' emotional exhaustion (e.g., Kollerová et al. 2023). However, the underlying mechanisms are not yet fully understood. The present study investigated teachers' competence beliefs as potential underlying mechanisms in the relationship between disruptive student behavior and teachers' emotional exhaustion, specifically examining the sequential mediating role of (a) teachers' perceived capability to manage disruptive behavior and (b) teachers' perceived efficacy in the key domains of effective teaching (i.e., instructional practices, student engagement, and classroom management). In a cross‐sectional design, 313 Dutch primary special education teachers completed an online survey assessing the relevant variables. The sequential mediation model was tested using path analysis. Results showed an indirect relationship between disruptive student behavior and teachers' emotional exhaustion through teachers' perceived capability to handle disruptive behavior and their perceived efficacy in classroom management consecutively. Additionally, a direct association between disruptive student behavior and teachers' emotional exhaustion was found. Findings suggest that training teachers' knowledge and skills to deal with disruptive student behaviors and strengthening their feelings of competence in handling these behaviors may be helpful in the prevention of emotional exhaustion.

Applying AlAfnan Taxonomy to English Composition Courses: Structuring Learning Outcomes for Effective Teaching

The article explores the significance of adopting AlAfnan’s (2024a) educational taxonomy in teaching composition courses. Moving beyond the traditional focus on technical writing skills, this framework incorporates foundational knowledge, critical thinking, ethical reasoning, practical application, creativity, and adaptability. The aim is to cultivate proficient writers and holistic communicators equipped to navigate the complexities of the dynamic 21st-century landscape. The foundation of the educational taxonomy lies in acknowledging that composition courses are more than exercises in mastering mechanics; they represent a journey into ideas. By infusing foundational knowledge and comprehension, students gain a profound understanding of the subjects they engage with, ensuring clarity and coherence in their expression. Evaluation and synthesis go beyond the transmission of information to foster intellectual rigor and depth in student writing. Integrating ethical and moral reasoning into the taxonomy prompts students to consider the societal implications of their language choices, instilling a sense of responsibility in communication. Practical application and strategic thinking are deemed indispensable for effective writing. The framework prepares students for the diverse challenges of the professional world to transcend the boundaries of academic writing. Creativity and innovation are embraced to create an environment where original ideas and innovative writing approaches are encouraged and celebrated. In recognition of the rapid changes characterizing the modern era, AlAfnan’s educational taxonomy incorporates lifelong learning and adaptability elements. This ensures that students view writing skills as dynamic tools requiring continuous refinement, cultivating a mindset essential for success in an ever-evolving global environment. The achievement of the learning outcomes in this study shall transform composition courses into transformative experiences that shape students into adept communicators prepared for the multifaceted demands of a rapidly evolving world.

Theory of higher education learning

PurposeThis study proposes the theory of higher education learning (THEL). The theory argues that certain concepts are difficult to understand, so learners and instructors should consider common factors that will enhance learners’ understanding of key concepts that are difficult to comprehend across various fields of study. The components of this theory have been tested in three different fields (public administration, entrepreneurship and chemistry) in separate studies in Ghana, Nigeria and Burundi within a five-year span to validate their applicability to higher education learning.Design/methodology/approachThe design covers empirical, philosophical and theoretical discussions and comparative studies of other researchers and the authors’ work and thinking.FindingsThis theory proposes five variables (gender, age, opportunity, instructor knowledge and instructor confidence) that address students’ difficulty in understanding concepts in higher education learning. These factors are premised on six assumptions: (1) gender orientation must be either male or female; (2) age must be consistent with the parameter set; (3) there must be learners’ desire to study the same subject after school; (4) there must be an institution offering further studies on the same subject; (5) the instructor might have understood the subject in his/her official training, experience or practice and (6) the instructor must demonstrate certainty, accuracy, verifiability and reliability in the transfer of knowledge to the learners. Given these assumptions, the uniqueness of this theory lies in its application of the five variables to solve challenges uniquely related to studies in higher education.Originality/valueThis theory will incite debate and provide further insights into higher education learning models. The novelty lies in the five prepositions proven to enhance effective teaching and learning in higher education. Specifically, it introduces an extension to Piaget’s cognitive constructivist theory by proposing higher age brackets for students at the university level, opportunity (for future studies) to close the gap in Ausubul’s theory of advance organizers and endogenous factors to bridge the gap in Okebukola’s culturo-techno-contextual approach.

Reflective Practices of Secondary School Teachers for Effective Teaching and Learning: Using Gibb's Reflective Model

Reflection is essential to continuous improvement, learning and professional proficiencies. Although it is not evident in Pakistani public schools, the teachers are implicitly involved in reflection. Gibbs' reflective cycle offers them a systematic and organized structure to write their reflection about the different events they experienced and tackled. This study explores the reflective practices of secondary teachers in Punjab, using the 6-stage cyclic model of Gibbs. This is a qualitative study; structured interviews were conducted based on Gibbs' model. For this purpose 14 secondary school teachers were the study participants. Deductive coding and thematic analysis were used to analyze the data. The study explored the events the secondary school teachers reflected upon and how their reflections added to their professional practices. The participants could also devise future action plans if they faced a similar situation next time. The study contributed to the existing body of knowledge and implications of Gibbs' reflective model in exploring systematic reflections of secondary school teachers.

Development and Implementation of a Pediatric Pulmonary-Focused Active Learning Curriculum.

During the pediatric pulmonary rotation, trainees reported that while the clinical experience was robust, they desired more structured didactic sessions. Self-paced online modules can be an alternative but equally effective teaching tool. Multiple studies demonstrate the benefits of e-learning in medical education. Four interactive, case-based, e-learning modules on asthma, chronic cough, tracheostomy, and obstructive sleep apnea were created and piloted to pediatric residents and medical students in the pediatric pulmonology elective at the University of California, San Francisco and Oakland campus. Modules incorporated videos with experts, images, and multiple-choice questions to enhance learning. The modules were distributed via email on their first day of the rotation and were completed virtually by the trainees during their rotation. Progress was evaluated from December 2021 to July 2022 using pre- and postcourse questions assessing knowledge acquisition and decision-making skills. A total of 22 participants took part in the elective and completed the modules to varying degrees. This group included six fourth-year medical students and three first-year, five second-year, and eight third-year pediatric residents. Data showed an improvement in posttest scores across all four modules, ranging from 9% to 21%, with a large improvement in the obstructive sleep apnea module and a small improvement in the chronic cough module. Trainees reported that the modules supplemented and increased their knowledge base. Knowledge about managing common pulmonary conditions is critical for general pediatricians. Self-paced online modules are well accepted by trainees and are effective in improving knowledge and medical decision-making.

Teachers learning: understanding continuous professional development in Panama

ABSTRACT Many references to coaching, feedback and reflection, collaboration, and monitoring can be found as an essential component of effective teacher continuing professional development (CPD) in various contexts (Desimone 2009, Avalos 2011, Orr et al. 2012, Psychoyos 2012, Kourany 2017, Darling-Hammond et al. 2017, De León 2017); however, the results of surveys, interviews, and documentary research conducted in 2020 and 2021 suggest that these characteristics seldom appear to be part of the existing CPD in Panama. We analysed interview transcripts using inductive and deductive manual coding methods. The study highlights Panamanian teachers’ desire for innovative CPD focused on pedagogical approaches and subject-specific techniques tailored to regional educational needs and with a school-driven planning approach. Teachers reported barriers to CPD access, including travel difficulties and technology limitations, while expressing interest in international exchanges and financial support for advanced education. They sought engaging training sessions that encourage active learning, provide opportunities for reflection, and demonstrate best practices, emphasising the need for instructors with expertise relevant to the Panamanian context. The results of this study informed public policy recommendations that included the development of an independent apolitical institute that would provide oversight of teacher CPD and well-being in consultation with the Ministry of Education.

How Accurate Are Surgeons at Assessing the Quality of Their Critical View of Safety During Laparoscopic Cholecystectomy?

IntroductionObtaining the critical view of safety (CVS) is considered an important step to reduce bile duct injuries during laparoscopic cholecystectomy (LC). However, existing literature suggests that few surgeons obtain adequate CVS when LC videos are directly evaluated by experts. This discrepancy calls for effective, standardized CVS teaching methods. While self-assessment (SA) remains the principal tool utilized by practicing surgeons for performance improvement, its effectiveness is controversial. The aim of this study was to compare surgeon SAs of repeated LC performance and attainment of the CVS with that of expert raters. MethodsMulti-institutional study of surgeon members from the Society of American Gastrointestinal and Endoscopic Surgeons who volunteered to participate. All surgeons were asked to submit an LC video and complete a SA of the CVS quality using the Strasberg scale (0-6 score with ≥5 score indicating appropriate CVS). The same videos were reviewed by two blinded expert raters, members of the Society of American Gastrointestinal and Endoscopic Surgeons safe cholecystectomy task force, who had received prior rater training. Surgeon self-ratings and expert ratings were compared with a Wilcoxon signed-rank test. ResultsTwenty-five surgeon-participants were recruited, 13 of whom submitted an LC video. Surgeons did not achieve adequate CVS in their first submitted video based on expert ratings. Surgeons in the SA group overestimated their performance across all four scales: Operative Performance Rating System (z = −0.36, P = 0.715), Global Operative Assessment of Laparoscopic Skills (z = −0.37, P = 0.712), Strasberg (z = −1.84, P = 0.066), and Competency Assessment Tool (z = −0.73, P = 0.465). Surgeons in the coaching group overestimated their performance on each scale as well: Operative Performance Rating System (z = −0.67, P = 0.500), Global Operative Assessment of Laparoscopic Skills (z = −1.48, P = 0.138), Strasberg (z = −1.07, P = 0.285), and Competency Assessment Tool (z = −1.21, P = 0.225). ConclusionsOur study confirms that an adequate CVS is infrequently obtained during LC in a small but national sample of general surgeons. It further adds to the existing body of literature that suggests that SA alone may be inadequate for performance improvement. Effective teaching methods such as expert or artificial intelligence coaching are needed to improve the use of appropriate CVS by surgeons that may help decrease bile duct injury risk.

UNVEILING STUDENTS’ VOICE ON LECTURERS’ CLASSROOM MANAGEMENT IN VIRTUAL ENGLISH MEDIUM INSTRUCTION

A private university in Indonesia has implemented English Medium Instruction (EMI) classes in order to support internationalisation programmes. This policy entails using English as the instructional language in the classroom. This case study examined the teaching practices of seven content lecturers from the Biology, Physics, Mathematics, and Primary Education Departments in EMI classes, focusing on classroom management. Additionally, it explored 208 students’ perceptions in this setting. Data were collected through class observations, questionnaires, and interviews. The findings suggest that effective classroom management by lecturers leads to increased student participation and engagement. The lecturers employed various organisational, teaching management, and teacher-student relationship strategies to manage their classrooms. These findings provide valuable insights into maximising classroom management in an EMI setting, which can enhance critical reflection and support the implementation of EMI classes. The study also highlighted the students' perception of participation and interaction in the class, confirming that lecturers who lack effective teaching skills and multimodal strategies result in passive learning among students.

Effectiveness of Peer Assisted Learning on Academic Performance of First Phase Medical Students in Comprehending Difficult Topics of Neuroanatomy

Background: Peer assisted learning (PAL), a dynamic teaching tool, fosters collaborative learning, knowledge acquisition, and skills development in medical education. Neuroanatomy is a critical and complex part of medical curriculum which students need to understand during initial period of anatomy learning. With the help of PAL, the struggle faced by first phase medical learners to complex learning patterns is addressed. The study aims to quantitatively define PAL’s outcomes by comparison of academic scores and evaluate learner’s perception towards PAL. Material and Methods: The study was conducted in UNS Autonomous State Medical College, Jaunpur in a batch of 99 first phase medical learners (year 2022-23). Teaching material, teaching learning methods and assessment material were created from select topics of neuroanatomy. PAL session was conducted for each (5) topic with 10 tutees in each session. After every session post-test analysis was done for both tutees and tutors, followed by a survey questionnaire assessing the benefits of PAL. Results: The results show a significant increase in performance metrics for learners after the PAL session, though the results were non-significant for tutors. The survey report suggests benefits from PAL in form of active engagement, improved problem-solving skills and enhanced critical thinking. Conclusion: The study underscores PAL as a valuable and effective teaching tool in medical education that can be used at the very outset of medical learning. It works as a supportive aid to low performers who face challenge in handling the complex parts of a curriculum. KEYWORDS: Peer Assisted Learning, Peer Tutoring, Medical Education, Neuroanatomy, First Phase Learners, Slow Learners.

Availability and use of educational databases for effective teaching and learning by academic staff

Background of the Study: Educational database also known as academic database or online databases as collection of electronic information resources produced by publishers on various disciplines of human knowledge. These databases, plays a pivotal role in streamlining operations enhancing educational quality and ensuring efficient communication in institutions of learning at all levels. Purpose: The purpose of the study is to determine the availability of educational databases in Usmanu Danfodiyo University, Sokoto as well as determine the extent to which these resources are utilized by academics in the study area. Method: Quantitative research approach using descriptive design was used involving 254 academics in Usmanu Danfodiyo University, Sokoto as sample respondents. Findings: Findings of the study shows that there are several kinds of educational databases in the university. It further revealed that the most frequently used databases by academics in Usmanu Danfodiyo University, Sokoto are Pavilion, HINARI, Elsevier, Science Direct and DOAJ amongst others with a high extent of mean score ranging between 2.75-3.07 and SD= of .82-.96. These are above the 2.50 accepted average ranges. On extent of use, the findings revealed a high extent of the mean of 2.76-2.95 and SD= of .85-.1.0 which are both above the 2.50 accepted average mean. The Cluster of mean of 2.83 shows the extent of utilization of databases. Conclusion: The study concludes that the use of educational databases by academic staff contributed immensely towards effective teaching and learning in Usmanu Danfodiyo University, Sokoto.

Innovations in Introductory Programming Education: The Role of AI with Google Colab and Gemini

This study explores the impact of artificial intelligence on the teaching of programming, focusing on the GenAI Gemini tool in Google Colab. It evaluates how this technology influences the comprehension of fundamental concepts, teaching processes, and effective teaching practices. In this research, students’ motivation, interest, and satisfaction are determined, as well as the fulfillment and surpassing of their learning expectations. With a quantitative approach and a quasi-experimental design, an investigation was carried out in seven programming groups in a polytechnic university in Guayaquil, Ecuador. The results reveal that the use of GenAI significantly increases interest in programming, with 91% of the respondents expressing increased enthusiasm. In addition, 90% feel that the integration of GenAI meets their expectations, and 91% feel that it has exceeded those expectations in terms of educational support. This study evidences the value of integrating advanced technologies into education, suggesting that GenAI can transform the teaching of programming. However, successful implementation depends on timely training of educators, ethics training for students, ongoing interest in the technology, and a curriculum design that maximizes the capabilities of GenAI.

A latent profile analysis of achievement emotions and their relationships with students’ perceived teaching quality in mathematics classrooms

This study explored emotion profiles and their relationships with students’ perceived teaching quality in mathematics classrooms (i.e., general and content-focused teaching). The data were collected from 1900 students (50.9% male; Mage = 13.88, SD = 1.16) in 76 mathematics classrooms across 11 secondary schools in Jiangsu, China. Three profiles of achievement emotions were obtained, namely positive (49.5%), medium (37.9%) and negative emotion profiles (12.6%). Facets of general teaching were more closely related to emotion profiles compared with content-focused teaching. The results indicated that adopting effective teaching to improve students' learning experience is promising.

Teaching Reform and Practice of Linear Algebra Based on the "Three Transformations and Six Dimensions" Progressive Model

Linear Algebra serves as a crucial foundational course for economics and management majors in universities, where its abstract nature and complexity often pose challenges to student learning. To address the pain points of the course, we have proposed a "Three Transformations and Six Dimensions" Progressive model. This model integrates Linear Algebra with professional education and course education, using stratified and progressive teaching strategies to simplify teaching content, guide learning methods, and achieve effective teaching evaluation. Specific measures include reconstructing course content, building knowledge maps, integrating course ideology and politics, optimizing teaching models, strengthening practical innovation, and advancing a diversified evaluation system across six dimensions. Practice has demonstrated that this model effectively enhances teaching quality and markedly boosts students' mathematical literacy, logical thinking, and application capabilities. The questionnaires show that students have a relatively high level of satisfaction with the teaching methods, instructional tools and diversified assessment processes of this course. Statistical analysis of grades over the past three years indicates a significant increase in the proportion of students achieving excellent or good results in their final exams, along with a decrease in the failure rate. Students have been able to apply the knowledge of linear algebra in academic competitions and innovation and entrepreneurship practices, achieving remarkable success. Concurrently, the teaching outcomes are bountiful, with the course team's teachers winning the second prize in the provincial teaching innovation competition and the second prize in the provincial young teacher teaching competition. The MOOC and AI courses based on knowledge graphs have been adopted by over 600 universities in China, with more than 100,000 students using them. The demonstration and radiating promotion effects are quite good.