Teaching-learning Environment Research Articles

Foreign studies of simulation training in professional teacher education: literature review

Simulation teaching methods are actively used in the training of doctors and in clinical practice, but in the context of higher pedagogical education, their large-scale consideration began relatively recently. It is important to integrate the experience of business and role-playing games, the potential of the case method and the capabilities of virtual spaces to create a cognitive and communicative learning environment for teachers working with different student populations. The article presents foreign publications devoted to these problems.

Theoretical foundations and implications of augmented reality, virtual reality, and mixed reality for immersive learning in health professions education

BackgroundAugmented Reality (AR), Virtual Reality (VR) and Mixed Reality (MR) are emerging technologies that can create immersive learning environments for health professions education. However, there is a lack of systematic reviews on how these technologies are used, what benefits they offer, and what instructional design models or theories guide their use.AimThis scoping review aims to provide a global overview of the usage and potential benefits of AR/VR/MR tools for education and training of students and professionals in the healthcare domain, and to investigate whether any instructional design models or theories have been applied when using these tools.MethodologyA systematic search was conducted in several electronic databases to identify peer-reviewed studies published between and including 2015 and 2020 that reported on the use of AR/VR/MR in health professions education. The selected studies were coded and analyzed according to various criteria, such as domains of healthcare, types of participants, types of study design and methodologies, rationales behind the use of AR/VR/MR, types of learning and behavioral outcomes, and findings of the studies. The (Morrison et al. John Wiley & Sons, 2010) model was used as a reference to map the instructional design aspects of the studies.ResultsA total of 184 studies were included in the review. The majority of studies focused on the use of VR, followed by AR and MR. The predominant domains of healthcare using these technologies were surgery and anatomy, and the most common types of participants were medical and nursing students. The most frequent types of study design and methodologies were usability studies and randomized controlled trials. The most typical rationales behind the use of AR/VR/MR were to overcome limitations of traditional methods, to provide immersive and realistic training, and to improve students’ motivations and engagements. The most standard types of learning and behavioral outcomes were cognitive and psychomotor skills. The majority of studies reported positive or partially positive effects of AR/VR/MR on learning outcomes. Only a few studies explicitly mentioned the use of instructional design models or theories to guide the design and implementation of AR/VR/MR interventions.Discussion and conclusionThe review revealed that AR/VR/MR are promising tools for enhancing health professions education, especially for training surgical and anatomical skills. However, there is a need for more rigorous and theory-based research to investigate the optimal design and integration of these technologies in the curriculum, and to explore their impact on other domains of healthcare and other types of learning outcomes, such as affective and collaborative skills. The review also suggested that the (Morrison et al. John Wiley & Sons, 2010) model can be a useful framework to inform the instructional design of AR/VR/MR interventions, as it covers various elements and factors that need to be considered in the design process.

Eğitim Yönetiminde Analitik Düşünme Öğretim Yöntemi Stratejilerinin Değerlendirilmesi

When the general objectives, national educational vision and educational programs that guide the Turkish education system are examined, it is seen that analytical thinking is one of the main skills that are aimed to be developed and will be taken more seriously in the coming period. Although the teaching programs and learning environments are well prepared, it is an obligation for teachers to have the necessary competencies in order to successfully achieve the goals of the program. Teachers who use analytical thinking skills effectively and are expected to train analytical thinking individuals should have analytical thinking knowledge, skills and tendencies, be able to apply methods and techniques that will lead students to analytical thinking. As a result of the radical innovations made in education in Turkey since 2004, the dissemination of analytical thinking skills and attitudes has become one of the priority issues. Teacher competencies, primary and secondary education programs, as well as teacher training programs at the higher education level are structured on the basis of thinking education. During their education, prospective teachers should gain awareness, knowledge and understanding of analytical thinking, learn how to apply methods, techniques and measurement tools that will lead students to analytical thinking. However, studies show that few faculty members and students in teacher education have the necessary knowledge, understanding or experience in teaching analytical thinking. In order to ensure the integration of analytical thinking into the teaching of teachers in pre-service or in-service training, the development of analytical thinking skills and tendencies, metacognitive skills involving monitoring and reflection, comprehension of problems and arguments require many areas to be addressed. Professional knowledge about analytical thinking, teaching competence and teaching behaviors are considered important for the design of teaching that develops analytical thinking. Key Wors: Educational Management, Analytical Thinking, Teaching Strategies

Eğitim Yönetiminde Analitik Düşünme Öğretim Yöntemi Stratejilerinin Değerlendirilmesi

When the general objectives, national educational vision and educational programs that guide the Turkish education system are examined, it is seen that analytical thinking is one of the main skills that are aimed to be developed and will be taken more seriously in the coming period. Although the teaching programs and learning environments are well prepared, it is an obligation for teachers to have the necessary competencies in order to successfully achieve the goals of the program. Teachers who use analytical thinking skills effectively and are expected to train analytical thinking individuals should have analytical thinking knowledge, skills and tendencies, be able to apply methods and techniques that will lead students to analytical thinking. As a result of the radical innovations made in education in Turkey since 2004, the dissemination of analytical thinking skills and attitudes has become one of the priority issues. Teacher competencies, primary and secondary education programs, as well as teacher training programs at the higher education level are structured on the basis of thinking education. During their education, prospective teachers should gain awareness, knowledge and understanding of analytical thinking, learn how to apply methods, techniques and measurement tools that will lead students to analytical thinking. However, studies show that few faculty members and students in teacher education have the necessary knowledge, understanding or experience in teaching analytical thinking. In order to ensure the integration of analytical thinking into the teaching of teachers in pre-service or in-service training, the development of analytical thinking skills and tendencies, metacognitive skills involving monitoring and reflection, comprehension of problems and arguments require many areas to be addressed. Professional knowledge about analytical thinking, teaching competence and teaching behaviors are considered important for the design of teaching that develops analytical thinking. Key Words: Educational Management, Analytical Thinking, Teaching Strategies

ICT Integration in Secondary Schools: Evaluating Ease of Use and Perceived Benefits for Effective Teaching and Learning

This research investigates the integration of Information and Communication Technology (ICT) in secondary schools, focusing on educators' perceptions of its ease of use and perceived benefits for effective teaching and learning. Utilizing a quantitative approach with a survey methodology, data was collected from 60 secondary schools across Lahore and Gujranwala districts, involving 310 secondary school educators (144 males and 166 females). A proportionate stratified sampling technique was employed, and a modified version of the QICT (Questionnaire on the Integration of ICT) was used to assess teachers' views on ICT integration. Five experts validated the instrument with a reliability coefficient of 0.789. Results indicate that ICT integration is crucial for enhancing teaching and learning in secondary schools. Teachers with ICT-related qualifications demonstrated a more significant influence on classroom ICT usage. The study found that teachers generally perceived ICT integration as easy and beneficial, noting improved teaching effectiveness and student engagement. Educators with advanced ICT skills were more effective in incorporating technology into their teaching practices. Overall, the research underscores the importance of ICT in creating dynamic and effective learning environments in secondary education.

Examining The Educational Learning Environment Through the Lens of Students

Examining The Educational Learning Environment Through the Lens of Students

The Power of Place: Contextual Considerations for Graduate Leadership Education

The current symposium explores graduate leadership education in the higher education learning environment. The collection, authored by scholars from a multitude of higher education institutional types, analyzes the importance of institutional context and programmatic focus in leadership education, and takes into consideration the important role the external environment serves in informing leadership program development. Through this analysis, we focus upon opportunities and challenges faculty and students encounter given their leadership programs' situational placement, or “The Power of Place.” Examining the placement of leadership programs within a systems framework inspires creativity and encourages reframing of what initially appeared to be a challenge as an opportunity for excellence.

Future-proofing quality education using integrated assessment systems

Purpose Current assessment models in education have focused solely on measuring knowledge and fail to address the goals of Sustainable Development Goal 4 (SDG4) for a well-rounded, future-proof education. While SDG4 emphasizes quality education, traditional assessments do not account for the diverse skills and intelligence learners possess. This gap between assessment and the needs of SDG4 presents a conundrum for educators: How can we develop assessment strategies that encompass multiple intelligences and prepare learners for the future while ensuring the delivery of quality education as outlined by SDG4? This paper aims to propose integrated assessment strategies as a solution, examining their effectiveness in assessing multiple intelligences and supporting the future-proofing agenda within quality education. Design/methodology/approach The study used a qualitative research design. Interviews were held up to saturation point with 60 teachers and students purposively selected from schools in ten provinces across the country. Data from interviews were analysed using thematic network analysis. The data were complemented by documentary analysis from the Ministry of Primary and Secondary Education, Zimbabwe documents which included Curriculum Frameworks and policy documents as well as a systematic literature review. Findings Results indicated that integrated assessment systems provide an avenue for testing deeper learning and help students acquire competencies needed in the world of work, such as problem-solving and teamwork. However, certain conditions mitigate against the effective implementation of integrated assessment in schools. Research limitations/implications This study uses the use of a qualitative research methodology, hence the generalizability of results in other settings may not be possible. The data collected from the research findings was manually coded and analysed. However, coding the data manually allowed the researchers to be fully immersed in the emerging themes enriching the study with additional data. This means that in-depth data engagement was ensured. Practical implications The paper concludes that integrated assessment provides authentic assessment which prepares learners for the future. The study recommends that the government should redress the teaching-learning environment in schools for effective implementation of integrated assessment systems so that not only one regime of intelligence is tested and future-proofing of quality is guaranteed. Originality/value The research contributes to increasing the motivation to deliver quality education by investing in integrated evaluation systems.

Post-Pandemic Hybrid Learning Trends in Higher Education and its Implications in Students’ Academic Performance

This study used a systematic literature review and a bibliometric analysis to establish publication trends, key researchers, collaborative networks, thematic focus and effective strategies associated with hybrid learning environments in higher education. The study concentrated on the SCOPUS database using terms related to hybrid and online learning, academic performance and COVID-19, covering records within a specific period, using the PRISMA guidelines. The study used the bibliometric analysis through VOSviewer, revealing patterns in collaborative relationships and thematic trends. The study established that academic interest in hybrid, blended, online and virtual learning increased from the year 2020 to the year 2024 rising from nine in 2020 to 57 in 2023. The co-authorship network analysis revealed a collaborative research community, showing the existence of interdisciplinary and inter-institutional partnerships in advancing research and developing comprehensive insights into educational outcomes in hybrid learning environments. Co-citation analysis identifies influential authors and distinct thematic clusters. The co-occurrence map highlighted interconnected themes related to mental health, strategic adoption of distance learning and students’ satisfaction. The study recommends that researchers should prioritize ongoing research within hybrid, blended, online and virtual learning environments to respond to evolving educational landscapes and recommend research-based learning strategies. For effective and innovative knowledge sharing, there is a need for interdisciplinary and inter-institutional research collaboration through joint projects, conferences and publication platforms.

Assessment of the medical school learning environment at United Arab Emirates University

BackgroundThe purpose of the article was to assess students’ perception of the learning environment at the College of Medicine and Health Sciences, United Arab Emirates University using the ‘Medical School Learning Environment Survey’ (MSLES). Evaluating the learning environment and working towards its improvement is crucial for the physical and mental well-being of medical students, as it contributes to fostering an optimal learning environment.MethodsStudents participated in four groups: Year-1 (pre-medical), Year-2 (pre-medical), Year-3/Year-4 (pre-clinical), and Year-5/Year-6 (clinical). MSLES data was collected from each group using an online survey tool (Qualtrics XM). Latent factor structures in the learning environment constructs were assessed using ‘exploratory factor analysis’; and reliability was measured by Cronbach’s alpha. Differences among groups were assessed by ‘single factor ANOVA’.ResultsThree hundred seventy-seven (65%) of the 584 eligible students completed the survey. Exploratory factor analysis revealed four factors: (Genn J. AMEE Medical Education Guide 23 (Part 1): Curriculum, environment, climate, quality and change in medical education–a unifying perspective. Med Teach. 2001;23(4):337–44.) Learning experience (∝=0.71), (Maudsley RF. Role models and the learning environment: essential elements in effective medical education. Acad Med. 2001;76(5):432–4.) Student-student interaction (∝=0.69), (Gruppen LD, Irby DM, Durning SJ, Maggio LA. Conceptualizing learning environments in the health professions. Acad Med. 2019;94(7):969–74.) Student-faculty interaction (∝=0.62), and (Soemantri D, Herrera C, Riquelme A. Measuring the educational environment in health professions studies: A systematic review. Med Teach. 2010;32(12):947–52.) Academic support (∝=0.62). Students in Y3-Y6 rated the learning environment statistically significantly lower than that in Y1-Y2. Student-student interaction in Y2 was significantly lower than that in other years. Student-faculty interaction in Y1 was significantly higher than that in Y2. Academic support was significantly higher in Y1 than that in Y2-Y6.ConclusionThe MSLES revealed variabilities in learning domains across the years. Improvement efforts should foster student-student collaboration in Y2 and improve academic support approaches for Y2-6. These findings provide valuable insights for medical educators to enhance the medical school learning environment and foster an optimal learning environment in lifelong medical education.

Development and factor structure of the teaching approach scale

IntroductionThe study presents the development and validation of the Teaching Approach Scale (TAS), a tool aimed at assessing teaching approaches in educational settings. Literature emphasizes the significance of collaboration and a student-centered approach in enhancing learning environments. However, the translation of these approaches into daily practices faces challenges due to entrenched traditions and individual perspectives. The TAS addresses this gap by assessing educators’ perspectives on teaching approaches.MethodExploratory and confirmatory factor analyses carried on a sample of 642 teachers revealed four dimensions defining learning approaches: (a) Development of students’ autonomy, (b) Comparison and synergy in the teacher’s group, (c) Development of the student as a person, and (d) Standardization of teaching.Results and discussionThe TAS serves as a valuable instrument for capturing teachers’ perspectives on teaching, thereby offering valuable insights for enhancing teaching practices and fostering professional development. Further studies need to face TAS validity and reliability, nevertheless, this study underscores the importance of considering teacher learning cultures in improving educational procedures, highlighting the role of individual perspectives in shaping teaching practices and learning environments.

Identifying Student Behavior in Smart Classrooms: A Systematic Literature Mapping and Taxonomies

The integration of the Internet of Things (IoT) and Artificial Intelligence (AI) in educational settings has revolutionized the traditional teaching-learning environment, giving rise to the concept of smart classrooms. This transformation not only enhances the monitoring of people and processes but also impacts the dynamics of student behaviors, which are influenced by various factors such as the teaching environment and teacher-student interactions. Recognizing and accurately identifying these behaviors is crucial for educators to implement effective interventions and improve learning outcomes. This study conducts a systematic literature mapping to examine the contemporary landscape of student behavior identification in smart classrooms. The analysis reveals a rich diversity of methodologies and approaches used in this area. Key contributions of this research include the development of taxonomies for 37 technologies deployed, 25 challenges faced, 58 student behaviors observed, as well as the identification of nine subjects benefiting from this data and 10 methodologies for processing behavioral information. By offering an overview of the technological and methodological underpinnings of behavior identification in smart classrooms, this study significantly propels forward the domain of smart classroom research, equipping educators and technologists with a holistic understanding of how to navigate and leverage the complexities associated with monitoring student behavior.

Трансформация образования: ключевые стратегии для успешной подготовки учителей начальных классов

Currently, the modern challenges and requirements facing the educational system, especially in the context of primary education, are of significant importance in the preparation of a modern primary school teacher. The task of primary school teachers training is of primary concern in the context of these changes. The transformation of education requires a new approach to the professional training of teachers that will meet modern requirements and expectations. One of the key factors influencing the quality of education is primary school teachers training. The study addresses the question of the key strategies needed to successfully prepare primary school teachers in today's educational environment. The research examines such key strategies as using innovative teaching methods, developing competencies in differentiated instruction, and addressing diverse student needs. Emphasis is placed on the importance of teacher professional development, the implementation of the latest educational technologies, and the creation of a supportive learning environment for teachers and students. The role of innovative methods in teacher training is emphasized and attention is focused on the importance of effective learning and development of children at the primary stage of education.

Comparative Effectiveness of Developed Serious Game Versus Standardized Patients' Simulation in Nursing Education.

Background: Serious games provide a realistic environment in nursing education, a stimulating and experiential learning environment for developing skills necessary for learning, recognizing, analyzing, selecting, and applying information. Methods: This study aims to determine the impact of serious games and standard patient practices developed for nursing education on students' knowledge levels, satisfaction, self-confidence, critical thinking, and problem-solving skills. A serious game was designed using the educational principles of the diabetes course and developed using the 3D interactive content creation platform UNITY. One group played the game online, whereas another had a face-to-face experience. Both groups completed forms before, after, and 4 weeks later via Google Forms. Results: Quantitative analysis showed significant improvements in knowledge and increases in student satisfaction and confidence in learning in both the serious game and standardized patient groups. The groups had no significant differences in problem-solving and critical-thinking abilities (P > 0.005). Conclusion: Developing advanced clinical proficiencies in nursing students requires an engaging and reliable educational environment. Using serious games and standardized patient simulations in nursing instruction highlights the need for diverse digital teaching tools. Therefore, it is essential to support the professional development of nursing educators in these innovative modalities.

La percepción de estudiantes ante la aplicación de metodologías activas en el curso de diseño asistido por computadora

Aim. This study aims to determine the impact of applying active methodologies (flipped classroom teaching, collaborative, and discovery learning) on students’ perception of the development of a computer-aided design (CAD) course. Method. The research employed a mixed-method design (quantitative - qualitative). For the stimulus, a teaching-learning environment was prepared and applied based on the aforementioned methodologies. Subsequently, data was collected from a sample of 132 industrial engineering students, using a five-level Likert scale questionnaire, previously validated and complemented with interviews from delegates of three sections. Quantitative data were analyzed using descriptive statistics and the sign test for inferential contrast, while qualitative data were examined through in-depth interviews with the delegates. Results. The students responded favorably to the applied methodologies. Likewise, methodologies encouraging students’ participation, making them the central actors and, at the same time, enabling them to construct their own paths to knowledge, were well received by students. Conclusions. The results showed a positive impact of the chosen active methodologies on student’s perceptions of the CAD course development. This research can be replicated in other CAD-related courses to gain a better understanding of the impact of those methodologies on students.

The Role and Place of Translation in The French Department: The Case of 3rd Year Students At University of Oran 2

Pedagogical translation is a specific type of translation employed in language education to enhance students' literacy skills. It is recognized that didactic translation involves transferring meaning between languages with the aim of improving language proficiency. This case study was conducted to emphasis the role of translation within the French Language Department at the University of Oran 2. The researcher aimed to explore the benefits of translation in teaching French and preparing students for careers as French language educators at both primary and secondary educational levels. The study focused on students and teachers within the French Language Department, who are pivotal in the teaching-learning environment. Established in 2014, the French Language Department at the University of Oran 2 was formerly part of the Foreign Languages Institute. This investigation took place during the second semester of the academic year 2022-2023 and employed a mixed-method approach, combining quantitative and qualitative data collection methods to provide a comprehensive understanding of the subject. The study systematically addressed the issue from various scientific and practical perspectives. Data collection involved student questionnaires, teacher interviews, and observations to ensure the reliability and validity of the findings. Participants included third-year students at the University of Oran 2 (Algeria). The findings indicated that didactic translation significantly enhanced students' reading comprehension and written expression, particularly at grammatical, syntactic, and semantic levels. The study also proposed strategies to assist future French teachers in overcoming challenges and limitations in their careers. It recommended integrating translation as a core module across all academic levels to ensure thorough mastery of the French language.

Internalizing an Islamic Culture of Inner and Social Peace to reduce Student Aggression in Higher Education

Internalization of peaceful Islamic culture in higher education is a concept that emphasizes the creation of a harmonious learning environment and respect for differences to achieve an effective, conducive, and minimally violent learning environment for students. Research on the internalization of Islamic culture of peace at the higher education level on the study of inner and social aspects to create peace often needs more attention. This study examines the effectiveness of Islamic inner and social peace culture in reducing student aggression in higher education. This research approach is quantitative research. The type of research is quasi-experimental non-equivalent control group design: the design used is pretest- posttest control group design. Respondents came from 3 universities in South Sulawesi, Indonesia. Forty-eight respondents were divided into two groups, experimental group (M=26.63, SD=3.41) and control group (M=24.38, SD=2.65) . Respondents in this study tended to have high levels of aggression. The sampling method used to collect data was purposive sampling. This research questionnaire uses a modified Buss-Perry Aggression Questionnaire (BPAQ) which has gone through a translation process using Indonesian with level reliability α= 0.763. The data analysis of this study used paired sample t-test. The results showed that the internalization of three principles in building an Islamic Culture of Inner and Social Peace, namely inner peace, soul cleansing, and noble morals, effectively reduced student aggression. This research implies that a harmonious learning environment in higher education can be achieved by strengthening the implementation of character building for students who are able to communicate, think critically, and solve problems peacefully.

HOW DOES THE FLIPPED CLASSROOM MODEL AFFECT STUDENTS' MOTIVATION, PERFORMANCE AND ATTITUDE?

The flipped classroom model, a type of blended learning, has become a promising model for building flexible and effective learning environments in higher education. Much of the experimental research on blended learning defines a treatment as an independent variable and compares it with a control group to explore a significant difference. However, this research used two treatment groups consisting of a multimedia-enhanced flipped classroom model and a technology supported face-to-face (f2f) classroom model instead of using only a control group. This study aims to investigate the effects of two models on students’ instructional material motivation, performance, and attitude toward the subject. We employed a repeated measures design with two models and qualitative methods. A total of 26 university students in two groups participated in the study for four weeks. The results indicated that the instructional material motivation score for the multimedia-enhanced flipped classroom model group was significantly higher than the other group. Moreover, the descriptive results showed an increase in learning performance and attitude score for the multimedia-enhanced flipped classroom group but did not reveal a significant difference in favor of it. The results indicated that the multimedia-enhanced flipped classroom model significantly improved the instructional material motivation of higher education students. Various teaching strategies and interactive animations in this model could help students learn more effectively. In sum, this study provides guidance to help researchers who are designing teaching activities and interactive resources for flipped classroom model.

Learners’ psychological needs in online learning environment for executive education: role of cognitive overload and learning self-efficacy

ABSTRACT The emergent transition from face-to-face to online teaching and training has swayed the design and operating model of executive education globally. Reports indicate that this change has adversely impacted the learners’ satisfaction with executive education programmes and desired learning outcomes. Scholars believe that learners’ learning outcomes in the online learning environment are driven primarily by the satisfaction and frustration of their universal psychological needs (UPN) (autonomy, competence, and relatedness). Using, the theoretical view of Self-Determination Theory and Cognitive Load Theory, this study examines, how cognitive overload and online learning self-efficacy affect the positive impact of behavioural engagement on executive learners’ UPNs and learning outcomes in an online learning environment. Through this combined theoretical lens, we studied the dynamics of behavioural engagement, UPN satisfaction (frustration), and learning outcome relationships from the viewpoint of resource misfit. Hypotheses for direct and indirect effects were empirically validated by surveying online learners enrolled in a premier business school executive education programme. The findings indicate that in an online learning environment, executive programme designers and educators should balance the availability of information, interaction and learning tools to help learners attain UPN satisfaction and ultimately achieve desired learning outcomes.

Impact of TOC (Teacher Organizational Commitment) and VTLE (Virtual Teaching Learning Environment) on Teachers' Innovative Work Behavior (TIWB) Influencing ICT Skills and Employees Creativity

The use of technology in education has challenged traditional paradigms of teaching and learning, resulting in instructor adaptability and creativity. The rapid advancement of digitalization has resulted in an unparalleled array of tools and platforms that educators can employ to augment the learning process. Consequently, the objective of this study was to examine the relationships among teacher organizational commitment (TOC), teachers' innovative work behavior (TIWB), virtual teaching-learning environments (VTLE), employee creativity and ICT abilities. It also explored how technology readiness and virtual integration play a moderating influence. A quantitative study approach was used, with a broad sample of teachers from various educational institutions participating. Data was collected from 502 teachers using validated self-report surveys that measured the dimensions under research. The variables' relationships were examined using structural equation modeling. The results showed that teacher organizational commitment and creative work behavior are positively correlated. Virtual teaching-learning environments were discovered to have a considerable impact on innovative work behavior. ICT skills and employee creativity strongly were associated with innovative work behavior. Furthermore, virtual integration and technological readiness were recognized as important moderators that shape the interactions between commitment, virtual environments, innovation, and creativity. This study advances our understanding of the interactions between technology, commitment, innovation, and virtual worlds in influencing instructors' behavior. It emphasizes the significance of dedication and technological integration in promoting innovative teaching techniques. The study provides guidance for educators, educational organizations, and legislators who want to improve education in the digital era.