Ensure Teaching Quality Research Articles

Physical education teaching scheduling technology based on chaotic genetic algorithm

In the modern educational environment, rational and efficient course scheduling is of great significance in ensuring teaching quality and improving resource utilization. The traditional sports scheduling methods are faced with the challenges of diversified demands and complex constraints. For this reason, the study proposes a new physical education course scheduling model after mathematically modeling the physical education scheduling model and improving the genetic environment based on chaotic genetic algorithm, and then proposes a new physical education course scheduling model. The experiment outcomes denote that the average computing time of the improved chaotic genetic algorithm is 28 s, and when the number of iterations is 175–200, the optimal number of individuals is 35 at most, and the value of the optimal fitness is 9.4. The simulation test outcomes denote that the new scheduling model can reasonably arrange the course in the 5th-6th section, which meets the needs of students. Meanwhile, when the amount of scheduling teachers is 4 and the amount of courses is 5, the average utilization rate of scheduling resources at this time is the highest 82.5%. Compared with the same type of scheduling model, the new model has the highest superiority of 90.7%, the highest stability of 90.1%, and the highest robustness of 91.6%. The proposed method can meet the diversified and dynamically changing teaching needs, and provides an effective optimization tool for physical education scheduling.

Research on the application of CBL combined with BOPPPS teaching mode in oral and maxillofacial surgery teaching: a randomized controlled study

To discuss the application value of Case-based Learning (CBL) combined with Bridge-In, Objective, Pre-assessment, Participatory Learning, Post-assessment, and Summary (BOPPPS) model into master students’ program of oral and maxillofacial surgery. 38 master’s students in oral and maxillofacial surgery at Y2 and Y3 from January 2022 to December 2022 are selected as the research objects. They are randomly assigned into two learning groups, namely the traditional LBL (Learn-based Learning) (19 participants) and CBL combined with BOPPPS mode (19 participants). Their theoretical knowledge was assessed after training and the modified Mini-Clinical Evaluation Exercise (Mini-CEX) scale was used to score their clinical thinking. At the same time, the Personal Teaching Efficiency and the Teachers’ Sense of Teaching Efficiency (TSTE) were evaluated, and students’ satisfaction with teaching outcomes was investigated. The basic theoretical knowledge, clinical case analysis and total scores of the experimental group were better than those of the control group, with statistically significant difference (P <0.05). Based on the evaluation of clinical speculative thinking by the modified Mini-CEX, it is found that except for the medical history writing level without statistically significant difference (P >0.05), the other four items and total scores in the experimental group were better than those in the control group, with statistically significant difference (P <0.05).The Personal Teaching Efficiency, TSTE and total scores were higher than those before adopting CBL combined with BOPPPS teaching mode, with statistically significant difference (P <0.05).The sampled master’s students in experimental group believed that the new teaching method could improve students’ ability to clinical speculative thinking, with statistically significant difference in all aspects (P <0.05).More participants in the experimental group suggested that the new teaching mode has increased learning pressure, but without statistically significant difference (P >0.05). CBL combined with BOPPPS teaching method can improve students’ clinical critical thinking ability and help them adapt to the clinical rhythm. It is an effective measure to ensure teaching quality and is worthy of promotion. It is worthwhile to promote the application of CBL combined with BOPPPS mode into master’s course of oral and maxillofacial surgery, which not only improve the basic theoretical knowledge and speculative thinking ability of master’s students, but also improve the teaching efficiency.

FEATURES AND POTENTIALS OF NON-FORMAL ADULT EDUCATION IN UKRAINIAN EDUCATIONAL ENVIRONMENT

The aim of the article ii to define features and potentials of non-formal adult education in Ukrainian educational environment that is focused on adult learners` development and motivation; effective change management; the challenge of real life adult learners can face; ability to prove adult learners can use knowledge to introduce themselves professionally and communicate effectively in everyday situations and work. General scientific methods such as analysis, synthesis and generalization of the scientific information on different theoretical approaches to the problem of non-formal adult education have been used. One of the most important tasks at the present stage of modernizing non-formal adult education in national teaching and learning process is to ensure teaching quality according to both national and international requirements as well as support adult learners in delivering successful learning preparing them for future challenges. This issue is partly a reaction to the rapid changes in technologies adult learners can see around and experience on a daily basis. Information technologies, effective tools and timely forehanded receiving of information are becoming essential and crucial factors in the teaching lifelong education process. There is a need to bring into focus the non-formal adult education process to improve the design and structure of adult learning opportunities. In this article, we address concepts and approaches, which are equipped with appropriate innovative-based effective tools in accordance with the latest requirements identifying key issues that emerge in non-formal adult education, introducing them as substantial elements of teachers’ professional competence and their effective use in lifelong education process. Particular attention is paid to the teacher`s role and significance in nonformal adult education making such a process more meaningful for adult learners.

Practical research on accounting teaching innovation in digital enabling universities

This paper deeply investigates the theoretical framework, practical methods, case studies, effect evaluation, challenges, and countermeasures of digital empowerment in accounting education in universities. The research finds that digital empowerment in accounting education in universities has important theoretical and practical value, and it is of great significance for improving teaching quality and cultivating students’ practical ability. However, we should also realize that digital empowerment in accounting education still faces some challenges, such as how to protect students’ privacy and how to ensure teaching quality. Therefore, we need to continue to explore and research in order to better utilize digital empowerment in accounting education.

Ideological and Political work in Universities Coordinating with Educational Management for Holistic Education

In the context of globalization, university students' ideologies and value orientations are facing the impact of diverse cultures. Therefore, how to better conduct ideological and political education and guide them to establish correct values has become a focus in higher education management. The achievement of this goal is inseparable from the organic integration and collaborative education of ideological and political work and educational management. ideological and political work plays a crucial role in university education, serving as an important means for students' ideological guidance and value leading. Through ideological and political courses, thematic education, practical activities, and other forms, it guides students to understand the country's major policies and social hot issues and cultivates their political quality, moral character, and sense of social responsibility. Educational management is crucial for ensuring teaching quality and maintaining order in teaching. By formulating a series of measures, it creates a conducive learning environment for students, helping them complete their studies successfully. Collaborative education emphasizes the mutual cooperation and support between ideological and political work and educational management. By setting common goals, integrating resources, sharing information, etc., ideological and political work and educational management form a synergy, jointly impacting students and promoting their all-round development.

Course evaluation of preschoolhygiene under the multimodal learning model

Abstract In traditional learning situations, teachers mainly evaluate students’ behavioral changes, emotional changes, and interactions to ensure teaching quality. The Random Forest algorithm is employed in this paper to determine the characteristics of students’ body postures and observe their behavioral changes. The geometric analysis method is used to recognize students’ head posture, and the image test classification module is used to capture students’ facial expressions. Analyze the teacher-student learning interactions in the classroom by examining the student’s question-answering records from the interactive cloud platform. A multimodal information fusion model was constructed to combine students’ multimodal performance data to complete the evaluation of the preschool hygiene course. The results of the case study of five students showed that the fusion results of the ratings of students 1-5 under the multimodal information fusion model of the course evaluation were 0.56, 0.888, 0.083, 0.452, and 0.957, respectively. The results of the fusion of the ratings of students 2 and 5 were very serious in learning the course, and the percentage of their time spent in attentive behavior was 0.452. Student 2 and Student 5 studied the course very seriously, spent 90% and 89% of their time engaged in attentive behaviors, respectively, and maintained an emotion of interest for 66% and 70% of the time, respectively. Furthermore, Student 2 answered all the questions in the interactive session, while Student 5 answered all the questions correctly. The median integration rating of the 40 participating students was 0.706, and the majority of the students rated the integration of the course in the middle to high range, which means that the content and format of this pre-school hygiene course were excellent and stimulating for the students.

Research on multimodal based learning evaluation method in smart classroom

In traditional learning contexts, teachers primarily assess students' behavior, emotional changes, and assignment completion to ensure teaching quality. Currently, there are challenges in evaluating students, such as assessments being insufficiently comprehensive and timely, a singular evaluation perspective that hinders the holistic consideration of factors affecting learning assessments, and a weak correlation among evaluation criteria, resulting in suboptimal evaluation outcomes. In recent years, with the rapid development and widespread application of artificial intelligence and information technology, the era of smart classrooms has arrived. New technologies like image processing and artificial intelligence offer opportunities for personalized support services and enhancing teaching quality. Therefore, to provide a more comprehensive and objective reflection of teaching quality, this paper proposes a multi-modal information fusion learning assessment model. This model is achieved by determining the weight values of three dimensions, cognitive attention, emotional attitude, and course acceptance along with their corresponding attributes. Subsequently, through a fusion strategy, it calculates the learning assessment score by integrating information from these three dimensions. A series of experimental data confirms the effectiveness of this approach.

A Study of the Impact of the Application of Digital Technology-Integrated Entrepreneurship Education on Entrepreneurship and Entrepreneurial Performance

Under the condition of a perfect digital technology environment, teachers receive richer teaching resources to enhance their teaching ability, improve their teaching quality, and enrich their teaching content. Teachers teaching with computers could enhance students’ learning motivation, reinforce peer cooperation, train students’ autonomy, and enhance students’ subject learning ability. Delivering vivid sounds and pictures through multimedia- assisted teaching could induce students’ learning interests and further promote learning effectiveness. Using an experimental design model for the experimental research, 206 college students in Taiwan Province, as the experimental objects, are preceded by the 16-week (total 48 hours) digital technology-integrated entrepreneurship education experiment. Research findings show the following: 1. Teachers, according to students’ learning satisfaction, check students’ learning effectiveness to ensure teaching quality and timely modify teaching styles to better match students’ learning needs. The benign interaction could largely assist in the improvement of the entire educational environment. 2. The application of digital technology in integrated entrepreneurship education reveals significantly positive effects on entrepreneurship and entrepreneurial performance. According to the results of the proposed discussions, it is expected to acquire more information about entrepreneurship education and its relevance in order to provide entrepreneurship education and the related promotion units and people with practice directions and suggestions for practicable and proper entrepreneurship education in order to effectively implement the ideal and objective of entrepreneurship education.

Extended QUALIFLEX method for MAGDM under Picture 2-Tuple Linguistic environment and applications to college English classroom teaching quality evaluation

With the globalization of the world’s economy, culture, science and technology, and the increasing frequency of international cooperation and exchanges, English will play an increasingly important role. For non-English majors in Chinese colleges and universities, college English is a public compulsory basic course, which plays a very important role in expanding students’ knowledge, improving foreign language cultural literacy and comprehensive language use ability. An important part of college English classroom teaching is teaching evaluation, which not only helps teachers obtain teaching feedback information, improve teaching management, and ensure teaching quality, but also effectively helps students adjust learning strategies, improve learning methods, and improve learning efficiency. The English classroom teaching quality evaluation could be deemed as a classic multiple attribute group decision making (MAGDM) problem. In this paper, as a useful outranking approach, the extended QUALIFLEX method is utilized to address some MAGDM issues by using picture 2-tuple linguistic sets (P2TLSs). In addition, integrating the QUALIFLEX method with P2TLSs, the extended QUALIFLEX method with P2TLNs is constructed and all calculating procedures are simply depicted. Eventually, an empirical application of English classroom teaching quality evaluation has been offered to demonstrate this novel method.

Critical incidence reporting about medical teaching.

Previous end-of-semester evaluation cycles at our medical school revealed critical incidents about medical teaching. In one instance, a lecturer had frightened students, and in another case, a learning video contained misogynist statements. However, incident information reached the office of the dean too late for appropriate measures. Critical teaching incidents can compromise students and lecturers personally and may adversely affect the medical training. Early identification and efficient resolution are required to protect personal integrity and wellbeing of all parties, to ensure teaching quality and to prevent future incidents. Although critical incident reporting systems (CIRS) are well established in healthcare systems to prevent patient harm, a personal approach of complained management is still common in the field of teaching. However, due to the large number of students and the broad range of issues that could arise, an appropriate processing appears not to be warranted. Emotional thresholds and confidentiality requirements may prevent students and lecturers to address complaints and concerns. Parties may fear social pressure, disadvantages in their studies or work, and reprisal. We set up a CIRS which was made available to students and lecturers after only 2 months of development and roll out of the associated IT project. To this end, we used an agile project management methodology based on the Scrum framework because of its simplicity, its potential of adaption and its ability to enhance team productivity.1 Development started with definition of needs regarding the CIRS, the so-called ‘product backlog’ by the ‘product owner’ represented by the Dean for medical education. Only minimum requirements of functionality were claimed for the time of launch. Subsequently, the ‘Scrum master’, in person the head of eHealth applications, called a meeting with the development team to prioritise activities and divide the project into ‘sprint cycles’ that should be completed within a two-month time-box. The development team consisted of the division head of student- and lecturer administration, the division head of quality development in medical education, and the university hospital healthcare risk manager. During the following Scrum process, frequent brief meetings were held to adjust prioritisation of tasks according to upcoming challenges and impediments and to functionalities achieved so far. CIRS for teaching was launched in due time. The CIRS application works on the learning management system of our medical school. Access is available for enrolled students and lecturers of the respective courses. Anonymity of submitters is ensured unless they agree to their identities being revealed. Incidences were categorised within a pre-defined drop-down menu. Categories included unacceptable behaviours of lecturers or students, no-show of the lecturer, poor teaching quality, irregularities during the exam, irregularities about allocation of resources, problems concerning use of digital teaching media, technical and organisational problems to enrol at the university hospital, no availability or cleanliness of course rooms, and miscellaneous. In addition, submitters can enter free text commentaries into a dialogue box. Each input will be sent immediately and directly to the responsible body and may be forwarded to the Dean for medical education depending on importance.

Research on the Construction of Professional Ethics for Young Teachers in Colleges and Universities

Young college teachers are an important force in college education activities and the key to ensuring teaching quality. In the new situation, there are problems in the professional ethics of young college teachers, such as deviations in educational concepts, insufficient dedication and enterprising spirit, and a weak sense of social responsibility. These problems hinder the healthy growth and comprehensive development of young college teachers. Therefore, colleges and universities should take effective measures to strengthen the construction and education of professional ethics for young teachers based on their actual situation.

The assessment of the teaching and learning quality of the Library – Information B.A. training program according to the AUN-QA accreditation standards

Identifying strengths and limitations of teaching and learning activities to improve training quality is of great significance to educational institutions. The research overview is conducted to clarify how teaching and learning activities are organized as well as the criteria for evaluating teaching and learning activities to ensure teaching quality. By using the mixed research method with the parallel design: in-depth interviews with specialized lecturers along with a questionnaire survey with students, the article evaluates the quality of teaching and learning activities of the Library – Information B.A. training program at the University of Social Sciences and Humanities, Viet Nam National University Ho Chi Minh City, according to the six criteria in standard 3 of the AUN-QA accreditation standard version 4.0. The study shows that the teaching and learning activities of the program's specialized subjects well meet the criteria in standard 3, and the lower rated criterion is the level of “assisting students in developing start-up”. The research results provide an understanding of the teaching and learning activities of specialized subjects under the Library – Information B.A. training program and are the basis for proposing measures to improve the quality of teaching and learning activities of this training program. Some discussions are mentioned in order to improve the teaching and learning quality of the Library - Information B.A. training program.

Mathematical Model Construction of Teaching Evaluation in Colleges and Universities Based on Convolutional Neural Network under the Background of Big Data

With the development of teacher evaluation, the main purposes of university evaluation are divided into the final purpose of ensuring teaching quality and the formative purpose of promoting professional learning. In order to effectively help teachers teach students according to their aptitude and realize personalized learning. This paper mainly analyzes and studies the mathematical model of college teaching evaluation based on convolutional neural network under the background of big data. The research analyzes the teaching evaluation under the background of big data and evaluates the teaching of big data participants. The teaching evaluation data can promote the development of education and teaching. Data acquisition processes and functions in the context of big data. Ensure the comprehensiveness and accuracy of data collection. At the same time, the function of teaching evaluation results is analyzed. The evaluation and formulation of mathematical model program in this study make full use of education big data information to provide scientific support for education decision-making.

Research and Practice of Online Teaching Methods in Universities in the Context of COVID-19

In order to effectively prevent the spread of novel coronavirus pneumonia and ensure the orderly development of teaching tasks, colleges and universities have launched online teaching activities. As a new teaching method, how to reasonably carry out teaching design, teaching organization and ensure teaching quality has become a new problem in front of educators. Taking the “Subway” course as an example, this paper summarizes and introduces the online teaching methods and personal experience under the epidemic situation from the aspects of the overall framework design, specific implementation scheme, effect investigation and reflection of the online teaching mode based on MOOC platform, so as to enrich the experience of online teaching activities in colleges and universities during the epidemic period.

„Closing the Gap“: Ergebnisse einer Bestandsaufnahme zu Qualitätssicherungsmaßnahmen der Lehre an medizinischen Fakultäten

ObjectivesThe aim of the present study was to survey the current state of quality assurance of teaching at German-speaking medical faculties. Another aim was to determine whether and how the evaluation loop is closed. MethodsA questionnaire was sent out to 45 German-speaking faculties in the DACH countries to determine how the faculties ensure quality of teaching. Information was collected on qualification programs offered to faculty, course evaluations (LVE), evaluations during the final year (PJ-E), and on the implementation of graduate surveys (ABS-B). Evaluable data sets are available from 29 of the 40 faculties that responded. ResultsAt almost all faculties, lecturers can take advantage of various didactic offers. Training programs for (M3) examiners (32%) and PJ supervisors (21%), on the other hand, are offered less frequently. Students at two-thirds of the faculties participate in the planning and implementation of LVEs, which are conducted at all faculties. Almost all faculties conduct PJ-E, and 72% of the faculties report interviewing graduates (ABS-B). However, the responsibility for conducting the ABS-B lies with the faculties themselves in only 48% of the cases. Twenty faculties report various additional teaching evaluations (e.g., evaluation of projects, progress tests). Indicators of teaching quality are mostly student satisfaction (LVE=93%, PJ-E=82%, ABS-B=100%), practical relevance of content (LVE=72%, ABS-B=100%) and quality of supervision (PJ-E=86%). The majority use questionnaires that are often self-developed (LVE=63%, PJ=78%). Surveys are mostly summative and either purely online (LVE=44%, PJ-E=81%, ABS-B=40%) or combined with paper (LVE=56%, ABS-B=60%). The majority of results are reported back to the academic deans in writing and/or as a presentation of results. In addition, faculties conduct results-based interviews with faculty/departments (LVE=79%, PJ=64%) and make binding goal agreements during these interviews (LVE=52%, PJ-E=50%). The survey results are often used to inform curricular development (LVE=79%, PJ-E=89%, ABS-B=80%). However, changes in the curriculum based on these results are not re-evaluated in all cases (LVE=83%, PJ-E=60%, ABS-B=63%). ConclusionThis study provides an overview of the evaluation practice at German-speaking medical faculties. The number of evaluations carried out in the various areas related to teaching indicates that quality assurance of teaching is taken very seriously by medical faculties. However, there is still need for optimization in some areas: training programs for examiners and PJ supervisors should be offered more frequently to ensure teaching quality. It should also be examined whether the quality indicators used can be supplemented to include, for example, the indicator “giving appropriate feedback”. Very often, self-developed questionnaires are used whose reliability and validity are questionable. The use of standardized questionnaires would be desirable in order to be able to adequately classify the results. In addition, the evaluation cycle is not closed with re-evaluations in all cases after curricular changes have been implemented. This is especially true of changes initiated by the PJ-E and ABS-B..

Key Factors in the Construction of Ideological and Political Theory Curriculum in Colleges and Universities in the New Era

The new era continuously derives new problems, presents new perspectives, and puts forward new and higher demands on ideological and political theory curriculum in colleges and universities. This article uses research methods of literature and logical analysis to build new problems in ideological and political education in the new era, and to improve the quality and level of ideological and political education in colleges and universities as the basic goal. Join forces, strengthen discipline construction, clarify theoretical support, optimize the support of standard platforms for teaching and research institutions, promote the orientation of practical teaching concerns, and strengthen the teaching staff to ensure teaching quality, and analyze the key factors for the construction of ideological and political theory courses in colleges and universities.

A collegial quality development process for identifying and addressing barriers to improving teaching

ABSTRACTChallenges to ensuring teaching quality in higher education give ongoing impetus to invest in teaching quality improvement. While a significant body of literature has recognised challenges faced by academics seeking to improve teaching practices, processes for developing constructive responses to identified barriers have attracted less attention. A synthesis of literature on barriers to improvement of teaching is presented and used as a framework to assist an identification of barriers. This article reports on a national Australian trial of a collegial quality development process aimed at supporting academics to both identify and surmount barriers to improving teaching quality. Evidence of the nature and extent of barriers to improving teaching was collated from data provided by 28 academics across five Australian universities. Adopting a thematic analysis approach, a broad range of perceived barriers were identified, largely consistent with barrier categories defined in the extant literature internationally. Findings reveal that, with the support of peers, participants were able to implement effective solutions to their identified barriers to improving teaching quality. This article provides a synthesis of current barriers to improve teaching and offers a collegial quality development process as a strategy to overcome these barriers.

The influence of theory and student feedback on learning design

&lt;p&gt;The papers in this issue put paid to the simplistic objective binary that teachers teach and students learn. The complex reality is that teachers design and scaffold student learning experiences based on theoretical constructs and discipline standards. Xia (&lt;em&gt;this &lt;/em&gt;issue) concisely explains that “goals are set in order to reach a specific performance outcome” and that “learning outcomes can be defined in general as acting as a benchmark for ensuring teaching quality” (p. 25). These experiences are then customised to meet particular student needs and contexts and, in turn, modified for logistical reasons such as timing or access to human and physical resources.&lt;/p&gt;&lt;p&gt; &lt;span style="font-size: 10px;"&gt;The main reason for modification, however, is clearly from student feedback. This feedback, in turn, is substantively drawn from affective responses and inherent goals and capacities which can include: prior experience, background, personality, academic background, interests, cognitive ability, quality of teaching and student expectation (Xia, &lt;/span&gt;&lt;em style="font-size: 10px;"&gt;this issue&lt;/em&gt;&lt;span style="font-size: 10px;"&gt;).&lt;/span&gt;&lt;/p&gt;

Governance of higher education – the role of proximity in teaching quality

The starting point of this article is the relation between teaching quality and expectations by different governance actors in higher education. Managing a department in a public university is, to a large extent, about the coordination of governance actors, involving government authorities as well as the university and the faculty. Internally, the departmental management has to act strategically to achieve this coordination, especially in relation to teachers who expect resource allocation to ensure teaching quality, expressed in terms of academic requirements. To explore this, the concept of proximity is introduced. The study points out the importance of organizing teaching activities to create proximity, as well as that the context and conditions for creating proximity are important for teaching quality, thus achieving coordination with governance actors.

Authentically assessing graduate teaching: outside and beyond neo-liberal constructs

In this paper, we challenge the current focus on ‘best practice’, graduate teacher tests, and student test scores as the panacea for ensuring teaching quality and argue for ways of thinking about evidence of quality beginning teaching outside and beyond the current neoliberal accountability discourses circulating in Australia and other countries. We suggest that teacher educators need to reinsert themselves as key players in the debates around quality beginning teaching, rather than being viewed as a source of the problem. To enable teacher educators to assume accountability for quality beginning teachers, we propose the framework of a capstone teacher performance assessment—a structured portfolio called the Authentic Teacher Assessment (ATA)—and examine examples of these assessments through the lens of critical discourse analysis. As a measure of ‘readiness to teach’, the ATA is compared with supervising teachers’ assessments of preservice teachers. We argue that structured portfolios that include artefacts derived from preservice teachers’ practice in classrooms along with graduate teacher self assessments provide a stronger accountability measure of effective beginning teaching and demonstrably address the current anxiety regarding ‘evidence’. We suggest that such an approach should be reliable enough to be ‘read’ by external assessors (and moderated across other teacher education institutions). Rigorous research on a national basis is called for in order to develop and implement a structured portfolio as rich evidence of graduates’ quality and readiness to teach.