Effective Teaching Environment Research Articles

A Shift from Teacher-centric Method to Inquiry-based Coaching in Learning English as a Second Language

For more than two years, the Covid-19 pandemic hit the country’s education and academic set-up had to change overnight with the sudden lockdown imposed not only all over the country but of the world. With a dynamic shift from physically going to educational institutions to attending classes virtually, students and teachers faced a tough time with virtual trends in education. Shifting from teacher-centric approach to a more unconventional way of teaching made it difficult for everyone to adopt and adapt (Rodricks, 2021). While jumping into a new mode of teaching with almost no preparation seemed not easy but teachers did not back down. The educators made it a point to ensure no student was left behind, came up with methods to teach and retain students’ attention. Whether teaching was in school, teaching from home, or adopting a blended approach, teachers have had commitment to helping the learners. This sudden transition had occurred from face-to-face to online teaching. With online classes teachers had learned to accommodate the needs of students to create an effective teaching environment to keep learning in sync with the changing times (Kim 2020). The researcher would like to find out in this study whether this shift from teacher-centric method had changed the learning of a second language using the inquiry-based coaching in general and in specific study the kinds of questions students asked and how these queries were responded. Using modified questionnaires, the researcher surveyed 150 students to assess not only whether the opportunity given to them to inquire was sufficient but also the frequency of their asking of questions. For teachers, the study hoped to reveal the types of questions they asked in the class. Using discourse analysis, the researcher was able to examine the ways in which language was used in the classroom. The investigated data revealed a merged of linguistics and sociolinguistics cultural contexts to better understand an aspect in communication. Highlight of the study was to evaluate the possible twist of instruction from teacher-centric method to inquiry-based approach in ESL learning, where students inquire instead of the teachers asking questions.

AI in Education: Unveiling the Merits and Applications of Chat-GPT for Effective Teaching Environments

Background: Artificial Intelligence (AI) is increasingly integrated into educational systems, making it indispensable. Chat-GPT, a prominent AI tool, is anticipated to shape the future of education and learning. Objective: To analyze the impact of Chat-GPT on students' learning experiences. Methods: Design: Development of a semi-structured interview tool, validated by experts. Data Gathering: Content analysis, akin to a qualitative approach. Results: Respondents' perceptions of Chat-GPT in education highlighted: Merits: Identification of elite benefits. Applications: Potential areas of application and exploitation. Conclusion: Chat-GPT shows significant potential to enhance the instructor-student connection and create effective teaching environments. When combined with pedagogical strategies and information/communication technologies (ICTs), it supports knowledge construction and skill acquisition.

Behavioral insights in education: Intellectual data analysis for management

This research utilizes intellectual data analysis to deepen insights into educational dynamics by examining university professors' behavioral responses to education management amidst socioeconomic uncertainty. The study applied sophisticated regression and cluster analysis tools to sociological survey data, focusing on professors' attitudes toward distance education. The survey assessed perceptions of its advantages and disadvantages, aiming to uncover factors influencing professors' inclinations toward this mode of teaching. Results revealed six distinct behavioral "profiles" or clusters of professors, each with unique responses to distance education. These insights guide recommendations for educational policy priorities aimed at addressing weaknesses in education management. Key strategies proposed include forming databases of behavioral responses and employing algorithms for deep intellectual analysis. Such measures intend to align educational practices with the values, welfare needs, and communication preferences of the scholarly community, thereby enhancing their propensity for distance education. The study concludes that a higher level of academic engagement in distance education can be achieved by tailoring educational strategies to the specific needs and values of different professor groups. This approach promises to improve the effectiveness of education management and the overall quality of education, benefiting both professors and students by creating a more supportive and effective teaching environment.

32 Amazing Grazing webinar and workshop series improves producers understanding of pasture ecology

Abstract Grassland stewards are seeking a better understanding of the complex interactions occurring in their pastures. Information is readily available to assist producers but each farm provides its own unique challenges and opportunities. A diverse scope of knowledge and skills are required to build resilient grazing systems. To address this need Amazing Grazing conducted a webinar series (April 2023) followed by on-farm workshops in July/August 2023. Webinars were held on consecutive Wednesday evenings with 237 average number of registered attendees and 78 average number of actual participants. Topics covered during the first webinar were pasture ecology basics, plant growth principles, livestock forage demand and grazing management principles. The following week covered pasture layout and design, pasture renovation techniques and pasture soil health concepts. The final evening featured topics on electric fence basics, grazing systems for horses and small ruminants and a synopsis. NC Extension Livestock Agents assisted in the sight selection and execution of workshops (n = 8) that were held on working farms. These events provide the opportunity for hands-on instruction to demonstrate the concepts covered in the webinar series. Total workshop registration was 196, with 148 evaluations completed. Participants were 72% farmers, 1% extension agents, 10% Soil and Water Conservation District Employee, 7% NRCS employee and 10% other. The total number of pasture hectares grazed by participants was 3,217 with 1,257 ha as hay. Livestock inventories for attendees were 4,323 beef cattle, 1,366 sheep, 455 goats and 51 horses. Attendees were asked about their pre- and post- workshop knowledge (1 = Very Low; 5 = Very High) of topics presented. Participants indicated a knowledge gain (average pre = 2.78 and post = 3.91) in Concepts of Pastureland Ecology, Adaptive Management, Managing Nutrient Distribution, Pasture Renovation, Temporary Electric Fence, Troubleshooting Electric Fence and Pasture Plant Identification. Workshop impact was determined by asking attendees their post workshop intentions regarding management practices (1 = No, 2 = Maybe, 3 = Yes, 4 = Already Doing). Attendees plan to spending more time walking pasture to determine plant condition, learn more about soil, plant, animal and human interactions, increase use of temporary electric fence and adopt an adaptive management style (average score = 3.91). Continued workshop participation indicates the demand for hands-on education in these areas and that the on-farm format is an effective teaching environment.

Integrating technologies, active methodologies, and curriculum: promoting interactivity in the teaching-learning process

This study, based on a Systematic Literature Review (SLR), sought to understand how the fusion of emerging technologies, active learning methodologies, and curriculum could optimize education. The analysis of a successful practice by a history teacher, who used Virtual Reality to engage his students in the construction of historical knowledge, was one of the highlights. The strategy of integrating innovative technologies and active learning methodologies proved promising for improving education, especially when aligned with student-centered and interdisciplinary curricula. The pandemic highlighted the flexibility of teaching, with practices such as interactive virtual classes and virtual reality simulations keeping education active in remote environments. Interactivity is crucial in the teaching-learning process, as it stimulates student engagement and broadens the understanding of concepts. In the face of constant global changes, students need to be equipped with adaptable skills and critical thinking. Therefore, the intersection between technologies, active methodologies, and curriculum creates fertile ground for a more engaging and effective education. The continuous exploration and application of these approaches will significantly contribute to the creation of an enriching and effective teaching environment.

Effect of virtual reality simulation as a teaching strategy on nursing students’ satisfaction, self-confidence, performance, and physiological measures in Jordan

IntroductionVirtual reality (VR) simulation is an intervention used to enhance satisfaction, self-confidence and performance in nursing education. This study aimed to evaluate the effect of VR simulation as a teaching strategy on students’ satisfaction, self-confidence, performance and physiological measures in Jordan. MethodsA pre–post-test control group was used, and 102 nursing students enrolled in community and pediatric nursing courses from Al-Zaytoonah University were recruited. The sample was randomly distributed into intervention (n = 52) and control (n = 50) groups. ResultsFindings showed a significant difference between intervention and control groups pre- and post-VR simulation intervention for satisfaction (t = −24.623, p < 0.001), self-confidence (t = −12.572, p < 0.001) and performance (t = −11.480, p < 0.001). Additionally, there were normal physiological measures for the intervention group before and after conducting procedures in realistic situations. There was a statistically significant improvement in satisfaction, self-confidence and performance as a result of VR simulation. ConclusionsVR simulation is a teaching strategy that provides nursing students with a safe and effective teaching environment. Thus, VR simulation should be incorporated with traditional teaching in nursing clinical courses to enhance nursing students’ satisfaction, self-confidence and performance in clinical settings, in addition to controlling physiological measures (mean arterial pressure and pulse rate) in realistic clinical situation.

Pedagogical Accountability of Teachers in Community Schools of Nepal: Lessons from a Case Study

The teacher's instructional guideline provided by the National Curriculum Framework of Nepal for pedagogical accountability is insufficient to enhance the student's classroom performance. The main objective of this study is to assess science teachers' efficiency in enhancing students' learning with a focus on the basic pedagogical accountability in community schools of Tikapur Municipality. A qualitative study among two groups of stakeholders:, science teachers and principals of three different institutions, was conducted by including a three-phase conceptual model: the pre-active phase, the interactive phase, and the post-active phase. Based on the interpretive philosophical research paradigm, information was gathered through in-depth semi-structured interviews and observation of science classroom activities. The operationalization of accountability assessment was further done by observing the methods of classroom teaching, goal management, and choice of teaching methodology by the teachers, and the use of different techniques by the teachers to motivate students and create an effective teaching environment. We found that intervention in all three phases of science teaching brought positive and effective changes among science teachers when they were committed to students and adopted innovative teaching with clear planning. The study also showed that teachers' accountability can be measured through teacher skills, techniques, and strategies reflecting innovation and inquisitiveness in and out of the classroom. Overall, especially in science subjects, practical sessions were found highly impactful on students’ learning and understanding of basic knowledge of science particularly when they were associated with daily activities and were taught with necessary scaffolding.

Research on the Application of Intelligent Computer Equipment in Higher Vocational Physics Experiment Teaching

With the rapid development of computer, intelligent computer equipment has been gradually applied to the field of teaching, which not only strengthens the authenticity of teaching, but also improves the students’ interest in learning. At present, intelligent computer equipment management applied to higher vocational physics experiment teaching, which has begun to replace the traditional physical experimental instruments, such as simple pointer type, electromagnetic instrument. With the intelligent experimental teaching instruments, the teaching methods, teaching means and teaching quality of physical experiment in higher vocational colleges have been greatly improved. Through the introduction of intelligent experimental platform, higher vocational colleges have realized real-time measurement technology, which is based on computer, sensor and traditional instrument. Through the measurement, processing, storage and output of physical experiments, students can observe and learn physical phenomena more clearly, which also provides a practical and effective teaching environment for experimental teaching. First of all, this paper analyzes the importance of introducing intelligent computer equipment. Then, this paper analyzes the implementation principle of the intelligent experimental platform. Finally, some examples are given.

Digitalisation of Professional Education: Prospects and Invisible Barriers

Introduction. Nowadays, digital education is one of the priorities of state policy in modern Russia. The Federal Institute for the Development of Education has developed a draft didactic concept of digital education to maximise the potential of digital technology (DT) in vocational training. Nevertheless, while policymakers and education managers are aware of the need to move to a new level of digital technology implementation, there are challenges to this process. The technological resources of educational environment have been increasing intensively in the past decade, and their intensive scientific and pedagogical development is observed. However, little attention is given to the willingness of teachers to work with continuously evolving technological tools.The aimof the research is to identify the barriers, which hinder the professional development of teachers in mastering information and communications technologies (ICT) and digital technologies, as well as some mental attitudes circulating in the society and slowing down the process of digitalisation of vocational education.Methodology and research methods. The present research is based on personal-context and personal-development approaches. In the course of experimental research and two pilot studies, teachers and specialists of professional educational organisations were interviewed (n = 187 people). The methods of questionnaire-based survey, sociological analysis, statistical data-processing tools and Google Forms tools were used.Results and scientific novelty. On the basis of the outcomes of the conducted surveys, the following aspects were analysed: the degree of teachers’ skills formation declared in the professional standard; willingness to implement e-learning, expand the range of ICT and GT included in teaching practice; respondents’ attitudes towards the digitalisation of education and their self-recognition in this process. Clear and invisible obstacles to the process under discussion are identified and sistematised. The found barriers are classified into risk, image and didactic barriers. The recommendations to overcome the barriers are proposed. According to the authors of the present article, it is advisable to introduce a new specialty “digital engineer-teacher” due to the obvious integration of pedagogical and engineering functions into the activities of teachers. Working in one team consisted of a specialist, who designs an effective teaching environment, and a teacher-didactist, will reduce a part of unjustified functional workload of the latter.Practical significance. The materials of the undertaken research have significant implications for further development of perceptions of the essence and content of digital didactics; justification and formation of optimal conditions for digitalisation of vocational education, including psychological and pedagogical adjustment of the system of training and retraining of pedagogical and managerial personnel for the digital economy.

PROSES PEMBELAJARAN QUANTUM TEACHING DALAM BAHASA INGGRIS PADA KELAS CO-EDUCATION BERBASIS ADIL GENDER

Quantum as an interaction that converts energy into light. Quantum Teaching meaningful interactions that convert light into energy because all energy is life and diversity in the Teaching process and interdeterminisme contain. The purpose of the Quantum Teaching is to create an effective Teaching environment, creating a fun Teaching process, the brain's ability to adjust to what is needed by the brain, to help improve the life and career success and to help accelerate the Teaching. Errors in understanding the meaning of gender is one factor that led to opposition or difficult to accept gender analysis in solving problems of social injustice. In order to align with the substance of the discussion of the context of Teaching English, Quantum Teaching emphasizes the need of planningn of Teaching conditions (matched) with topic.

Online Medical Education for Doctors: Identifying Potential Gaps to the Traditional, Face-to-Face Modality.

Background:Online education options increasingly complement traditional face-to-face (F2F) approaches. Few studies have compared both formats on doctors, and little evidence exists to prove that the online approach is universally effective. This gap needs to be addressed to ensure that the quality of education and health care delivery is not compromised.Methods:A quantitative survey targeting 881 doctors that required online and F2F teaching sessions offers identical contents over a 12-month period. The surveyed doctors work in the Australian after-hours house-call (AHHC) industry, and the teachings were parts of their continuing professional development activities.Results:In all, 89 responses were received; 10 (11.2%) participated exclusively online, while 23 (25.8%) did so by F2F; 52 (58.4%) engaged through both modalities. No statistical differences existed based on sex, specialty, and post-graduate fellowship status, as well as on the perceptions with teaching structure, contents, and duration of the education programmes. However, F2F-only doctors were likely to be junior and younger than 40 years (odds ratio [OR]: 3.85; P = .01). They also admit easy access to effective teaching environment (OR: 4.07; P = .01) and receive better feedbacks (OR: 3.75; P = .01). Conversely, online-only participants were more likely to combine AHHC duties with regular-hours general practice (OR: 0.15; P = .02) and are generally more satisfied with the programme frequency (OR: 6.90; P = .01).Conclusions:On multiple areas, no differences exist in the medical education delivered by online and the F2F methods to doctors and both should be encouraged. However, younger and junior practitioners, who tend to need feedbacks on their jobs, should participate more in the F2F sessions.

Teaching English as a Foreign Language in Saudi Arabia: Struggles and Strategies

This paper is based on action research carried out in King Khalid University, Saudi Arabia. The purpose of this study is to investigate the vital issues related to the teaching of English in Saudi Arabia. Some major problems include: influence of mother tongue, less exposure to English in day to day life, attitude towards teaching and learning English, lack of recent trends of EFL teaching, enrolling larger number of students in EFL classes and failure of creating effective teaching environment. The research is conducted among the first year students of Chemistry and Mathematics of King Khalid University, studying Intensive English (Blended Course) as university requirement for 12 hours a week for 15 weeks. The study proposes some remedial measures which recommend introducing English from the beginning of primary level, modern and effective teaching strategies, selecting appropriate textbooks, building sound teacher-student relationships and implementing diverse assessment methods.

PSGL and Its Application in College English Teaching

The integrated teaching style of Play Show, Speaking Activities, Group Lecturing and Listening Practice, PSGL in abbreviation, turns out to be experimental and individual in college English teaching. The rationale is that students are the center of the class. In order to establish an effective teaching environment, teachers need to ask students to be the active directors of the play show, the volunteering hosts of the speaking activities, the responsible organizers of the group lecturing and the willing designers of the listening practice. To highlight the learning subjectivity, students ought to fulfill their duties before class, in class and after class. The whole teaching procedure is conducted through students’ flexible participations and demonstrations. Of course, nothing is perfect, there are still the expected suggestions for PSGL to reevaluate and reconsider.

INNOVATIVE COURSE SCHEDULING AND CURRICULUM DESIGNT

Course scheduling is a challenging operations research problem that involves students, faculty members, availability of classrooms, class sizes and many other factors. As it is the case for most scheduling problems, course scheduling is an NP-Hard problem. Due to its challenging nature, frequently the main objective is only to find a feasible solution that satisfies students, faculty and classroom requirements rather than seeking the optimality which results in most effective teaching environment for most students. Such optimal learning environment requires the satisfaction of additional constraints such as the learning capacity of students and the capacity requirements of courses. In this research we investigate the possibility of quantifying course (curriculum) workload and the acquired capacity and suggest as curriculum and/or schedule design methodology that enables a near optimum learning environment for most students.

INNOVATIVE COURSE SCHEDULING AND CURRICULUM DESIGN

Course scheduling is a challenging operations research problem that involves students, faculty members, availability of classrooms, class sizes and many other factors. As it is the case for most scheduling problems, course scheduling is an NP-Hard problem. Due to its challenging nature, frequently the main objective is only to find a feasible solution that satisfies students, faculty and classroom requirements rather than seeking the optimality which results in most effective teaching environment for most students. Such optimal learning environment requires the satisfaction of additional constraints such as the learning capacity of students and the capacity requirements of courses. In this research we investigate the possibility of quantifying course (curriculum) workload and the acquired capacity and suggest as curriculum and/or schedule design methodology that enables a near optimum learning environment for most students.

Application of Cognitive Technologies within the Framework of Lecture Courses

The article is dedicated to the study of didactic potential of cognitive technologies and strategies which might be applied at lectures on «Methods of Teaching Foreign Languages». Approaches to planning educational process have been analyzed. The importance of effective teaching environment has been revealed. It was grounded that in such an environment a student becomes the subject of his/her own education; he/she builds personal educational trajectory; sets aims; chooses content and education forms. On the basis of the conducted research the authors drew the following conclusion. “Reinforced lecture” can be designed in the frames of ABC model (Anticipation – Building Knowledge – Consolidation). In this case education becomes a guided process; students not only get certain information on an academic subject but also learn to critically evaluate it and use in a new context. The strategies which lead to students’ activity, boost mental skills, provoke discussion, stimulate critical thinking, promote respect for diversity of ideas have been suggested.

Teacher Roles in Primary School Mathematics Curricula of the Republican Period

This study aims to examine the teacher roles in primary school mathematics curricula employed during the Republican period. We identified ten official primary school mathematics curricula documents issued between the period of 1924 and 2015. All the documents are put to examination through the content analysis method in order to identify the roles assigned to the teachers. For the analysis of the data, reliability study was performed. The analysis revealed ten different categories of roles defined for teachers. These categories are related to the development of (mathematical) thinking skills, remediation of student deficiencies, supporting affective qualities, creating effective teaching environments and to the issue of equity. Our analysis suggests an historical perspective to understand the teacher roles that have and/or have not changed during the Republican period. Hence this study provides an opportunity to evaluate the teacher roles assumed in the official curricula documents for teaching mathematics during the Republican Period from a historical perspective.

The nature of preservice mathematics teachers’ knowledge of students

Teachers need to be equipped with various knowledge and skills to establish and maintain effective teaching environments that enable them to enhance students’ understanding and learning. Knowledge of students is one of the components of teachers’ professional knowledge and it is defined as teachers’ knowledge of what mathematical concepts are difficult for students to grasp, which concepts students typically have misconceptions about, possible sources of students’ errors, and how to eliminate those difficulties and misconceptions.The purpose of the study was to investigate the nature of preservice mathematics teachers’ knowledge of students. Six preservice teachers participated in the study and the data were collected in the forms of observations, interviews and written documents. The findings revealed that preservice teachers had difficulty in both identifying the source of students’ misconceptions, and errors and generating effective ways to eliminate such misconceptions. They frequently failed to recognize what conceptual knowledge the students were lacking and they inclined to address students’ errors by telling how to carry out the procedure or apply the rule to solve the given problem correctly. Therefore, preservice teachers should be given opportunities 1) to take content-specific courses that they have opportunity to discuss fundamental high school mathematics concepts in detail to gain a solid understanding of how mathematical concepts are related and why mathematical rules and procedures work and 2) to analyze an act of teaching by watching videos of classrooms or discussing a student work and classroom cases to determine how to address students’ errors and misconceptions.

Designing Online Information Aggregation and Prediction Markets for MBA Courses

At our School of Management, novel Internet-based tools are employed in order to enrich the instruction of theoretical aspects of decision making with hands-on experience and expose the students to these unique tools. One example is the incorporation of online Information Markets that use the financial markets mechanism as an information aggregation and processing engine. In this case the underlying asset is a statement to be evaluated or an event to be forecasted. The resulting market price reflects the traders’ collective opinion as to the event's probability of occurring or the statement to be corrected. In class, three types of preconceived markets are implemented in order to expose the students to the versatility of the tool: prediction markets, information aggregation markets, and opinion markets. The hands-on activity was found to be essential for enhancing the understanding of this complex topic, and it added interest and excitement to the lessons. Furthermore, by surfacing opinions and attitudes of the students, this activity can assist in improving instruction processes and in-class dialogue. The development of an effective teaching environment required a substantial investment in time, but the direct monetary costs were relatively low.

Delivery suite assessment unit: auditing innovation in maternity triage

A Delivery Suite Assessment Unit (DSAU) has been established at a large Northern teaching hospital. This was as a recommendation of ASQUAM (achieving sustainable quality in maternity) to reduce antenatal admissions to delivery suite and provide a more appropriate environment for women attending for antenatal or labour assessment. The DSAU has also provided an effective teaching environment where skills such as effective telephone triage, diagnosis of labour and care of women with pre-labour spontaneous rupture of membranes (SROM) have been developed by junior staff. The first twelve months' audit results indicate that the establishment of the DSAU has been successful in reducing antenatal admissions to delivery suite by increasing the transfers of clients home, rather than to the antenatal wards. This may reflect the confidence of the highly skilled midwives working in this environment and the confidence women feel about their ability to obtain prompt and accurate advice over the telephone.