Enhance Learning Quality Research Articles

Empowering Educational Leadership: The Role of Principal in Enhancing Learning Quality and Teacher Performance

This study analyzes how principal leadership can manage their teaching staff to improve the quality of learning and their performance in schools. This study uses a qualitative approach to the case study type. Data collection techniques are carried out through interviews, observations, and documentation. Data analysis uses the Miles and Huberman interactive model, which consists of data reduction, presentation, and conclusion. The study results indicate that effective principal management involves several main stages, namely planning teacher performance development programs, developing clear strategies, and scheduling integrated with the school's academic calendar. Principals who successfully implement this management can consistently improve teacher performance, which improves the quality of learning in schools. In addition, the principal's provision of rewards and sanctions has proven to be an effective motivator for teachers to continue improving their performance. This study is expected to significantly contribute to the literature on educational management by highlighting the importance of the role of the principal in improving the quality of learning through effective management.

The Impact of Immersive 360-Degree Video Learning on Enhancing Oral Communication Skills

This study investigates the pivotal role of immersive 360-degree video and its perceived advantages on the enhancement of oral communication skills within the framework of the ELC650 course, 'English for Professional Interaction'. The research involved twenty-four students enrolled in the Bachelor of Applied Language (Arabic Communication Professionals) (Hons) program. The distribution of questionnaires immediately after the students watched the video aimed to assess the role of immersive 360-degree video and its perceived advantages of this technology in preparing students for conducting assessments within a meeting discussion. Employing a cross-sectional design, the study collects both closed-ended and open-ended responses through the distributed questionnaires. The latter serves as a crucial means of triangulating the data, offering real-time insights into the students' understanding of professional interaction and assessment practices using 360-degree video. The study's findings on the use of 360-degree video in education can inform government decisions and contribute to achieving SDG 4, which aims to improve the quality of education. It is important for government and learning institutions to recognize and embrace the role of 360-degree video in enhancing learning quality, specifically in fostering communication skills within the area of professional interaction in English. Other than that, this study holds implications for refining curriculum design, shaping instructional strategies, and optimizing the integration of innovative technologies in language education, particularly for students specializing in Arabic communication.

Tuntaskan hambatan belajar dengan Pemberian Asesmen DCM di SMA NEGERI 2 TUALANG

The article titled “Tuntaskan hambatan belajar dengan Pemberian Asesmen DCM di SMA NEGERI 2 TUALANG” discusses effective strategies for addressing learning obstacles in that school. The main focus of this article is on the implementation of the DCM as a tool to understand, identify, and address students’ learning difficulties at SMA NEGERI 2 TUALANG. The research demonstrates that using DCM can enhance students’ motivation toward the material and reduce learning challenges. The research methodology involves data collection through observation, interviews, and analysis of test results before and after DCM implementation. The findings indicate that students who receive DCM assessments show significant improvement when provided with group counseling services. The article provides practical recommendations for teachers and schools to utilize DCM assessments as a tool to enhance learning quality and reduce learning barriers within the school context.

Enhancing Learning Quality through Management Support in Crafting Self-Assessment Questions at School

Enhancing Learning Quality through Management Support in Crafting Self-Assessment Questions at School

Exploring the synergy of improved convolutional neural networks and attention mechanisms for potential STEM knowledge concept recommendation in MOOCs

The multi course association of STEM poses an important challenge to the learning background of learners. Once learners do not have sufficient understanding of knowledge association or do not implement the topological order of knowledge advancement, they are prone to burnout in the learning process, forming serious negative emotions, which is not conducive to learning effectiveness, and even premature dropout. This is clearly a psychological teaching problem, that is our research objectives. This study focuses on the STEM learning behaviors in MOOCs, and explores the deep learning routing. We design one novel method to process the context features and content features for knowledge concept recommendation. Multiple entities, features, and courses enable the construction and optimization of knowledge concept relationships. Then, an attention mechanism is used to achieve the knowledge concept propagation between different entities. The extensive experiments have proved this method might accurately capture potential interests of knowledge concepts, achieve the effective deep learning routing, and explore and guide the positive learning state, reduce or avoid the negative psychological outcomes, such as dropout or low pass rate. The entire study aims to enhance learning outcomes, improve learning motivation, optimize learning behaviors, and provide more effective suggestions for STEM education, that is very important for the interdisciplinary learning in higher education. The whole research might provide key support for tracking possible psychological changes in learners, improving learning behavior trends, and enhance learning quality during STEM learning, fully improve and optimize the learning state, construct effective decisions for positive learning interests.

PEMANFAATAN TEKNOLOGI INFORMASI DAN KOMUNIKASI UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA

The background of this research is based on the need to understand the influence and implications of utilizing Information and Communication Technology (ICT) in the learning processes of 10th-grade students at SMAN 1 Banjaran. The implementation of technology in the educational context has become an integral part of enhancing learning quality and influencing students' motivation to learn. A qualitative method was employed. Data were gathered in the field through in-depth, structured interviews, and from literature sources. Findings from the literature review and field study are presented as research outcomes. The presented data are then abstracted with the objective of showcasing facts. In the subsequent stage, this data is interpreted to produce information or knowledge. The study concludes that the use of ICT at SMAN 1 Banjaran, especially by 10th-grade students, has a significant impact on the learning context. Although the majority of students actively use the internet for learning, challenges such as unstable connections and inadequate devices remain barriers. The majority of students show good learning motivation, but there is a small group that is less motivated, emphasizing the importance of a more inclusive learning approach. Nonetheless, the use of technology contributes positively to student engagement. Despite challenges such as access difficulties and technological limitations, more effective utilization of ICT is expected to enhance the overall learning motivation of students at SMAN 1 Banjaran

Classroom Quality Evaluation of English Teaching Activities Based on Probabilistic Language Information

A crucial component of kindergarten instruction, collective teaching activities are a good way to educate young children on their overall development. The language field is one of the subjects taught in kindergarten, and it has to do with how kids learn to read, write, and speak. In order to improve teachers’ comprehension of children’s emotional reactions and language, this paper combines quantitative and qualitative methods to observe and analyze the quality of current language collective teaching activities in kindergartens. It also suggests knowledge logic and psychological logic for grasping the content of language collective teaching in kindergartens. To improve the quality of language teaching in kindergartens, it is crucial to adopt a variety of teaching strategies and organizational techniques, provide the proper tools and materials for language learning, pay attention to the key experiences of children learning the language, and enhance learning quality.

Enhancing Learning Quality with Magic Box Media in Khulafaur Rasyidin Chapter: Primary Education in Indonesia

Enhancing Learning Quality with Magic Box Media in Khulafaur Rasyidin Chapter: Primary Education in Indonesia

Effectiveness of an Online Pedagogy in Trainees’ Acquisition of Practical Skills: A Case of Selected TVET Institutions in Uganda

Globally, as emphasised by the Education 2030 Framework for Action, ICTs are being utilised to boost education systems so as to increase knowledge diffusion, broaden access to information, and enhance learning quality and effectiveness. Nationally, the government has committed, through Vision 2040, to mainstreaming ICTs in education so that it can benefit from ICT-enabled learning. The purpose of this study, therefore, was to compare the results of online and face-to-face pedagogies so as to determine the effectiveness of an online pedagogy in trainees’ acquisition of TVET practical skills. The study used a quasi-experimental design in which a comparison group (face-toface pedagogy) provided the baseline data that was compared with outcomes of the experimental group (online pedagogy). The population sample (N) consisted of trainees (n = 69). Observation checklists and questionnaires were the instruments used for data collection. Descriptive statistics were used to define and explain the characteristics of the data and then inferential statistics (independent-samples Mann-Whitney U test) was used to examine the significance of the identified difference(s). The findings of the study demonstrated that there was no statistically significant difference in the acquisition of practical skills between those trained in the skills face-to-face and those trained online. Based on the findings, the study concluded that the processes of delivering practical skills training online is as effective as delivery of the same face-to-face. The study then recommends the development of an online training framework and investment in online pedagogy enablers.

MTAN: A semi-supervised learning model for kidney tumor segmentation.

Medical image segmentation is crucial in disease diagnosis and treatment planning. Deep learning (DL) techniques have shown promise. However, optimizing DL models requires setting numerous parameters, and demands substantial labeled datasets, which are labor-intensive to create. This study proposes a semi-supervised model that can utilize labeled and unlabeled data to accurately segment kidneys, tumors, and cysts on CT images, even with limited labeled samples. An end-to-end semi-supervised learning model named MTAN (Mean Teacher Attention N-Net) is designed to segment kidneys, tumors, and cysts on CT images. The MTAN model is built on the foundation of the AN-Net architecture, functioning dually as teachers and students. In its student role, AN-Net learns conventionally. In its teacher role, it generates objects and instructs the student model on their utilization to enhance learning quality. The semi-supervised nature of MTAN allows it to effectively utilize unlabeled data for training, thus improving performance and reducing overfitting. We evaluate the proposed model using two CT image datasets (KiTS19 and KiTS21). In the KiTS19 dataset, MTAN achieved segmentation results with an average Dice score of 0.975 for kidneys and 0.869 for tumors, respectively. Moreover, on the KiTS21 dataset, MTAN demonstrates its robustness, yielding average Dice scores of 0.977 for kidneys, 0.886 for masses, 0.861 for tumors, and 0.759 for cysts, respectively. The proposed MTAN model presents a compelling solution for accurate medical image segmentation, particularly in scenarios where the labeled data is scarce. By effectively utilizing the unlabeled data through a semi-supervised learning approach, MTAN mitigates overfitting concerns and achieves high-quality segmentation results. The consistent performance across two distinct datasets, KiTS19 and KiTS21, underscores model's reliability and potential for clinical reference.

Enhancing Learning Quality and Student Engagement: Utilizing Digital Technology in Islamic Education

The progression of science and technology has ushered in an era where knowledge, technology, and information have become inextricably intertwined with the realm of education. This prevailing reality underscores the imperative for Islamic universities to proficiently institute pedagogical management strategies. The primary objective of this study is to comprehensively examine and critically analyze the pivotal role of technology-driven digital learning within the domain of Islamic Religious Education (PAI). To achieve this objective, the study employs a qualitative research approach, utilizing the methodology of a thorough literature review. The findings of this research assert that the incorporation of digital technology in the realm of Islamic Religious Education unequivocally augments the overall quality of the educational experience while concurrently enhancing student engagement. It is imperative to recognize that educators, particularly lecturers, wield a pivotal influence in cultivating the requisite proficiencies and knowledge base among students. The innovation encompassed within technology-based digital learning encompasses the stages of discovery, development, and dissemination of digital technology utilization. The components encompassing digital content, curriculum design, faculty training, and the requisite supporting infrastructure collectively constitute indispensable facets in the evolution of digital technology. Inarguably, digital technology serves as an instrumental catalyst in heightening student engagement and optimizing the efficacy of the learning process. However, it is of paramount significance to underscore that the role of lecturers remains pivotal, as they assume the multifaceted functions of facilitators and adept learning managers

IMPLEMENTATION of SDGs – 4 THROUGH DIGITIZATION OF EDUCATION AT SANGGAR BIMBINGAN KUALA LANGAT, SELANGOR, MALAYSIA

Lecturers from Universitas Negeri Malang conducted Overseas Partnership Service activities at Sanggar Bimbingan Kuala Langat, Selangor, Malaysia. This service activity aims to enhance the quality of teaching and the understanding of both teachers and parents of students in the guidance studio, aligning with SDGs Goal 4, which is "Quality Education." The need for this service activity arises from the teachers' lack of understanding regarding learning media and models applicable in the classroom. Several specific activities were carried out, including a workshop titled "Enhancing Learning Quality and Teacher-Parent Understanding at Sanggar Belajar Kuala Langat, Selangor, Malaysia, Using the Flipped Classroom Learning Model." These activities also included a video tutorial demonstrating "How to Utilize Google Classroom as a supportive tool for the Flipped Classroom learning model" and assistance in setting up Google Classroom accounts and using the application. Through these activities, it was observed that both teachers and parents gained a better understanding of the flipped classroom learning model and the use of Google Classroom as a teaching tool. Consequently, it is anticipated that the learning quality at Sanggar Bimbingan Kuala Langat will see improvement.

Guiding Excellence: Enhancing Learning Quality through Consultative Supervision in Madrasah

The quality of learning in madrasah is a crucial factor in achieving the goal of quality education. This study aims to understand the improvement of learning quality based on consultative supervision in madrasah. The research method used is qualitative with a case study approach. This approach is used to understand the aspects of improving the quality of learning based on consultative supervision in madrasah. The research informants were supervisors, heads and teachers in several madrasahs in Probolinggo district. Data were collected through interviews, observation and analysis of relevant documents. The results show that the consultative supervision process is carried out through the activities of providing time for consultation, problem solving in learning and collaboration between supervisors and madrasah heads in improving learning quality.

E-LEARNING ECOLOGY AND ITS IMPACT ON FIRST-YEAR VIETNAMESE EFL STUDENTS’ SELF-REGULATED LEARNING AND MOTIVATION IN A TRANSITION TO ONLINE PLATFORMS

The transition from high school to university academic life is challenging for many first-year students as they have to adapt to new learning styles and a self-regulated environment that is different from what they were familiar with during school. Learning becomes complicated when the traditional class setting switches to e-learning, requiring tremendous effort. Students have to adjust their learning habits, learn to collaborate and maintain interaction with others. This study investigates first-year EFL students' experience during the transition from face-to-face to e-learning, targeting the influence of factors such as interaction with lecturers and peers, assessment, and peer support on students' motivation and self-regulated learning. Three hundred fifty-two students participated in the survey, and 36 joined the interview. The lecturer interaction and peer support were crucial to motivate students; peer interaction helped navigate self-regulated learning, and assessment regulated students' learning approach. Challenges of e-learning were notified, and recommendations were proposed to enhance learning quality.

Ready Teacher One: Virtual and Augmented Reality Online Professional Development for K-12 School Teachers

Augmented reality (AR) and virtual reality (VR) are two technologies with the potential to enhance learning quality by activating episodic student memory. In this manuscript we outline the pedagogical benefits of AR and VR as well as the rationale, design, development, and pilot evaluation results from an in-service teacher online professional development program (OPD) on AR and VR linked with research activities. More specifically, we examined the “Augmented and Virtual Reality in Teaching and Learning” OPD course aimed at K-12 educators in a European country combining pedagogically informed methods such as inquiry-based learning and digital storytelling. Findings from a mixed-method research using questionnaires and focus groups indicate that AR- and VR-based pedagogical scenarios can be integrated effectively into everyday school teaching practice. The study also outlines implications and limitations that policy makers, education leaders, and educators need to consider for efficient institution-wide deployment of AR and VR technologies.

Towards utilising emerging technologies to address the challenges of using Open Educational Resources: a vision of the future

The rapid advancements in online education have pointed to a new open learning approach using Open Educational Resources (OER). In this approach, educators and learners can freely access or redistribute educational resources that have been released online in the public domain under an open licence. Whereas this approach looks appealing in reducing learning costs, as well as in enhancing learning quality and facilitating knowledge sharing, several challenges might hinder the adoption of OER, such as locating and selecting the most appropriate resources among the thousands that are published and that are available online, and trusting them. This paper elaborates on those challenges and suggests an emerging technologies-based perspective for addressing the efficient inclusion of OER. To this end, this paper discusses how the integration of emerging yet essential technologies, such as Artificial Intelligence (AI) and blockchain, with big learning data and educational data mining algorithms could have a profound impact on enhancing OER-based learning and teaching. The dynamics of incorporating these technologies to solve several OER challenges are demonstrated through numerous examples, and the potential limitations are also discussed. The paper concludes with visions of the future, possible research challenges and directions.

Pedagogical beliefs, teaching practices and use of open educational resources in the Republic of Ghana

ABSTRACT Open Educational Resources (OER) aim to open up the access to education for everyone, further enhancing learning quality and facilitating knowledge sharing. Since their official adoption in 2012, OER have gained much attention with various studies being conducted to investigate how educators and students perceive these resources. However, less investigation was paid to OER adoption in developing African countries. Therefore, to promote social justice and facilitate OER adoption in these countries, this study investigates the pedagogical beliefs, teaching practices and use of OER in the Republic of Ghana. The mixed method (questionnaire and semi-structured interviews) was adopted to gain an in-depth understanding into the perceptions that Ghanaian educators have based on their experience with OER and how their interpretations or meanings they have derived from their experience affect the use of OER. The reported findings highlighted that while Ghanaian educators have positive pedagogical beliefs about OER and are using them in their teaching practices, several challenges are reported that might hinder OER adoption in Ghana. For instance, educators raised concerns about intellectual property and difficulty of finding OER. Based on these findings, this study provided recommendations for different stakeholders, to facilitate OER adoption in Ghana, and in similar African countries.

A learning style classification approach based on deep belief network for large-scale online education

With the rapidly growing demand for large-scale online education and the advent of big data, numerous research works have been performed to enhance learning quality in e-learning environments. Among these studies, adaptive learning has become an increasingly important issue. The traditional classification approaches analyze only the surface characteristics of students but fail to classify students accurately in terms of deep learning features. Meanwhile, these approaches are unable to analyze these high-dimensional learning behaviors in massive amounts of data. Hence, we propose a learning style classification approach based on the deep belief network (DBN) for large-scale online education to identify students’ learning styles and classify them. The first step is to build a learning style model and identify indicators of learning style based on the experiences of experts; then, relate the indicators to the different learning styles. We improve the DBN model and identify a student’s learning style by analyzing each individual’s learning style features using the improved DBN. Finally, we verify the DBN result by conducting practical experiments on an actual educational dataset. The various learning styles are determined by soliciting questionnaires from students based on the ILS theory by Felder and Soloman (1996) and the Readiness for Education At a Distance Indicator. Then, we utilized those data to train our DBNLS model. The experimental results indicate that the proposed DBNLS method has better accuracy than do the traditional approaches.

Effect of didactical dialogue to enhance learning quality

One of the factors that determine the learning quality is the relationship that exists during the learning process. The relationship is the didactical dialogue and collaboration that occurs among students. Didactical dialogue and collaboration will happen when classroom interaction between teachers and students can critically interrogate the topic of lesson, express and listen to multiple voices and points of view, and create respectful and equitable classroom relations. The purpose of this study is to analyze and describe didactical dialogue that occurs among students and collaboration among students in sharing task activity during learning process. Sample was collected in one of private senior high school in Bandung. Data was taken from the topic of factors affecting reaction rate. The lesson was videotaped and transcribed. From the transcript results, the student dialogue is analyzed which section shows the didactical dialogue and the collaboration among students ctivities. Through this study, the deepness and spaciousness of students thinking was influenced by teachers capability to conduct the lesson, for instance how to elicit students idea by using question, how to give feedback from the response and how challenging the task designed by teacher. Didactical dialogue and collaboration among students show that quality learning process.

RETRACTED: Fuzzy cluster correlation mapping for online evaluation of teaching efficacy towards IoT study

Abstract This research investigates the TPACK structure and its technology integration self-efficacy situation of 150 foreign language teachers, adopts cluster classification mapping fuzzy correlation clustering structure equation model to conduct route analysis on the relationship between them. The research shows that the foreign language teachers have insufficient preparation on TPACK and have low level of technology knowledge; their technology integration self-efficacy and various dimension levels are moderate, but they have insufficient confidence in integrating teaching through technology to enhance learning quality; The TPACK presents positive relation with the technology integration self-efficacy, and TPACK had positive prediction and significant influence on technology integration self-efficacy, namely the knowledge structure of teachers (TPACK) is the motivation to their confidence in technology and teaching integration.