Framework For Teaching Research Articles

Higher Education students' technological characteristics and technological self-efficacy during Covid 19: Implications to flexible learning framework

The new normal, to now normal and the next normal will undoubtedly include technological adaption with flexible teaching and learning. This descriptive-survey study describes the technological characteristics and self-efficacy of higher education students on flexible learning. Participated by 2380 consented students of a state university, responses were processed from a data set collected through Google forms. Majority of the participants or 63.9 percent were female. A substantial percentage belong to a family with joint monthly income below 5,000.00 as parents were mostly working as farmers or fishers. Most of the participants use a shared smartphone for learning, and a handful with personal laptops. With the majority considered as digital natives, most of them were familiar with and have used relevant online tools to support learning. The majority of them, however, are regarded as novices when it comes to using online learning management systems, tools for communication, storage, creating and packaging video content, and maintaining and uploading web content. Results revealed that most of the participants generally agree on self-efficacy items towards flexible learning. The research study provided valuable inputs for curriculum designers, educators, and administrators towards a functional and relevant teaching and learning framework that highly considers the current technological characteristics and self-efficacies of students especially in the COVID19 pandemic.

Sociolinguistics and linguistic intersection: the case of some Kwa languages of Côte d'Ivoire for didactics of related languages.

This article addresses the issue of lexical similarities between some Kwa languages of Côte d'Ivoire. These languages often use the same item or an item whose pronunciation differs only by one phoneme or one syllable to designate the same reality. We analyze this phenomenon using the notion of linguistic intersection. The aim is to facilitate the choice and teaching of these languages. . To achieve our objectives, this study falls within the general framework of sociolinguistics and language teaching, using comparative linguistics. Through a few items from the six Kwa languages of our work, we proceeded to a lexico-semantic crossing to arrive at the following results: our research revealed two types of (linguistic) lexico-semantic intersection: nominal items having the same meaning are phonetically either totally or partially identical. Keywords : linguistic intersection, language didactics

A heuristic framework for video-based teaching and learning scenarios in higher education

Video has been proven to be an effective tool for enhancing the professional vision of higher education students, which is a crucial situation-specific skill within their professional competence. To ensure the successful integration of video in higher education teaching and learning, several implementation actions and processes need to be considered. This paper proposes a heuristic framework for implementing video-based teaching and learning scenarios across various disciplines in higher education. The framework combines existing research strands on professional vision, video implementation, technological pedagogical content knowledge (TPACK), and interactive, constructive, active, and passive (ICAP) learning activities. To highlight the interdisciplinary nature of the framework, examples from four different higher education disciplines (Catholic moral theology, Communication science, German as a second and foreign language, Medicine) are provided. These examples serve to underscore the framework’s applicability across a range of academic fields.

Dakota/Lakota Math Connections: an epistemological framework for teaching and learning mathematics with Indigenous communities and students

Tribal colleges/universities have and continue to seek out connections between the local heritage and culture and the mainstream education content. In math, calls for culture to be more integrated into the classroom have been met with epistemological challenges as well as a dearth of math and local culture resources. The Dakota/Lakota Math Connections research project addresses both of these challenges. This article will specifically share the collaborative development, pilot, evaluation, and confirmation of an epistemological framework for curriculum development in both the math and language classrooms at Sitting Bull College. Following an Indigenous research paradigm focusing on relationality and relational accountability, the co-authors gathered a group of tribal college math instructors, Lakota language immersion teachers, and fluent elders. Altogether they experienced, evaluated, and confirmed the Dakota/Lakota Math Connections framework as a path for teaching and learning mathematics with Indigenous communities and students. Using an Indigenous research paradigm led to circular, reciprocal research questions for this article: In what ways, if any, did the framework impact the participants? In what ways, if any, did the participants influence the framework? The framework includes four major components (Western Math, Dakota/Lakota Math, the English language, and the Dakota/Lakota language) and the intersections among each component. The framework builds from the assumptions that language is intimately tied with culture and identity and that higher order mathematical thinking is embedded within Dakota/Lakota language and culture. This is based on the assumption that all cultures “do” math. The framework asserts that math fluency and Dakota/Lakota language fluency can grow together. The Dakota/Lakota Math Connections framework lays an epistemological pathway for Dakota/Lakota students to see their culture, identity, and language in the math curriculum as well as for math instructors to honor the call to connect the math classroom with the local heritage and culture.

The rise and fall of the phlogiston theory: a tool to explain the use of models in science education

Abstract The phlogiston theory was established around 1700 and lasted for about one hundred years. According to the Phlogiston Theory, phlogiston is released during heating processes, and the remaining material becomes lighter. The demise of this theory started with Lavoisier’s new insights into the phenomena of chemical reactions in general and combustion in particular, as well as about the composition of air. The rise and fall of the Phlogiston theory is a good example to the process of the replacement of one theory by another, due to new facts and new discoveries. In addition, it stresses the advantages and limitations of scientific models and theories, as well as the nature of science. A brief program, planned for two lessons, was developed around the Phlogiston Theory, in the framework of teaching and learning the “Science: An Ever-Developing Entity” program. Semi-structured interviews with teachers and students were conducted after the completion of the Phlogiston topic. Based on the findings, it is suggested that the brief program, reached its goals. The students, who studied the program, learned more about the scientists – their curiosity and their boldness, as well as about the scientific endeavor, consisting of discoveries, models and theories.

Retracted: Agile Teaching Framework for Music Education Software Development Curriculum Based on Deep Learning

Retracted: Agile Teaching Framework for Music Education Software Development Curriculum Based on Deep Learning

Architecture learning environments: Pedagogy and space in the Universitat Politècnica de Catalunya's Sant Cugat Campus

AbstractThe qualitative improvement of learning spaces in higher education has often been linked to the technicalization of classrooms, and to the dissolution of the physical and temporal framework of teaching. The main objective of this research was to examine the relationship between learning and space, beyond its formal and functional values, and how this relationship contributes to promoting an efficient, cohesive educational community that strengthens links with the society that it aspires to serve. Methodologically, a quantitative approach to the design of learning spaces is proposed in relation to three aspects: formal diversity, functional flexibility, and sociability of the university community. The proposed methodology was applied to the Universitat Politècnica de Catalunya's Sant Cugat Campus, which is recognized for the innovative nature of its pedagogical model, based on project‐based learning, and the adaptation of learning spaces to educational projects. With an educational model that tends to the spatial–temporal dissolution of learning and university spaces designed under the principles of form and function, improvement in the quality of learning is related to the improvement and quality of learning spaces using the principles of functional flexibility, spatial diversity, and sociability.

Pedagogy in Teaching through English Medium Instruction—Academics’ Cases in a Chinese University

As a result of two decades of development, the trajectory of English medium instruction (EMI) research has moved from the identification of problems towards a focus on pedagogy. In response to studies in the literature claiming that the dominant approach in EMI pedagogy is the direct transmission of knowledge, and calls for research investigating classroom discourse in EMI teaching, this study explores the pedagogical features enacted by bilingual EMI academics in a Chinese university’s EMI program. The participants were four academics who were teaching a subject in parallel across both EMI and CMI student cohorts. The research employs Paulo Freire’s framework of dialogic teaching as the theoretical lens and focused on investigating moments in which the EMI lecturers ‘dialogued’, engaged, and/or interacted with students in their EMI classes. This research found that, in spite of their varied disciplines, the lecturers mostly implemented expository teaching in their EMI and CMI classes in general. The efforts of individual academics in relation to intellectual equality, the wellbeing of students, and the encouragement of critical thinking through dialogue and interaction were identified. However, due to the academics positioning themselves as experts in subject knowledge, the tendency in their teaching was characterized as monologic rather than dialogic. This research contests a major theme in the literature, which is that the academics’ English (EMI teaching), in reference to their first language (L1), is not the major contributor to their pedagogical approach.

Multi-Intelligence English Teaching Model Based on Distance and Open Education

Distance education between the student and the teacher through online sessions can make it difficult for a student who does not understand a concept to ask for clarification. Lack of a physical campus or social pressure from peers can demotivate students from completing their assignments. The framework of multi-intelligence English teaching based on cloud technology (MIET-CT) is introduced to solve these kinds of issues. The method of blended learning (BL) combines in-person instruction with digital resources to improve distance and open education by examining the efficacy of a learning strategy, with an emphasis on collaborative and autonomous learning (CAL) by artificial intelligence (AI). Cloud technology can potentially encourage students' independent learning as a cognitive tool by providing a cloud platform and multimedia instruction by domain modeling. As a result, various English teaching styles have been shown to increase student's motivation to learn and provide more impressive classroom results than conventional methods.

Building the field’s knowledge of teaching and learning: Centering the socio-cultural contexts of observation systems to ensure valid score interpretation

The articles in a special issue of this journal, Merits and Limitations of Researching Teaching Quality More Synergistically, grapple with the assertion that the field does not share a common language or structural decomposition of teaching and that the current range of frameworks and observation systems used by researchers jeopardizes the accumulation of knowledge in the field. We analyze these arguments from a socio-cultural perspective, theorizing that teaching and the improvement of teaching occur in socially situated contexts that give meaning to all research frameworks and measurement tools. Rather than asking whether a common framework of teaching might be useful, we ask when such a framework might be useful, when can such efforts be limiting, and why? Building on contemporary validity theory, we bring the role of context back into the current conversation. We suggest that while there are important affordances of a unified framework of teaching quality, such a framework will be unable to fully address some of the issues identified in this special issue. For practical, theoretical, empirical, and socio-cultural reasons, researchers will require multiple frameworks and associated observation systems to support the study and improvement of teaching across contexts.

A comprehensive AI policy education framework for university teaching and learning

This study aims to develop an AI education policy for higher education by examining the perceptions and implications of text generative AI technologies. Data was collected from 457 students and 180 teachers and staff across various disciplines in Hong Kong universities, using both quantitative and qualitative research methods. Based on the findings, the study proposes an AI Ecological Education Policy Framework to address the multifaceted implications of AI integration in university teaching and learning. This framework is organized into three dimensions: Pedagogical, Governance, and Operational. The Pedagogical dimension concentrates on using AI to improve teaching and learning outcomes, while the Governance dimension tackles issues related to privacy, security, and accountability. The Operational dimension addresses matters concerning infrastructure and training. The framework fosters a nuanced understanding of the implications of AI integration in academic settings, ensuring that stakeholders are aware of their responsibilities and can take appropriate actions accordingly.

Reflections on Realization Paths of Curriculum Ideology and Politics in Senior High School English

Since the introduction of the concept of "Curriculum Ideology and Politics" in comprehensive education reform, senior high schools have actively embraced its implementation throughout the entire education process. However, due to the pressures of exam-oriented education, systematic integration into actual frontline teaching work has been challenging, with various factors hindering its development. These include difficulties in exploring ideological and political elements within textbooks, a lack of vitality in traditional teaching models, and outdated educational mechanisms. Considering that teachers play a crucial role as educational leaders, textbooks serve as the primary tools for teachers' educational activities, and the education mechanism provides the institutional framework for teaching, these three interconnected components collectively shape the education and teaching process. Therefore, this study aims to explore the most suitable teaching mode for integrating foreign language ideological and political instruction into the curriculum through three paths: upgrading the teaching model, updating textbook content, and innovating the educational mechanism. To achieve this, the study will employ textbook analysis as a methodology and provide suggestions to textbook compilers on effectively integrating "Curriculum Ideology and Politics" into senior high school English teaching. These efforts aim to enhance the vitality of the English subject.

Curriculum frameworks and educational programs in artificial intelligence for medical students, residents, and practicing physicians: a scoping review protocol

Objective:The aim of this scoping review is to synthesize knowledge from the literature on curriculum frameworks and current educational programs that focus on the teaching and learning of artificial intelligence (AI) for medical students, residents, and practicing physicians.Introduction:To advance the implementation of AI in clinical practice, physicians need to have a better understanding of AI and how to use it within clinical practice. Consequently, medical education must introduce AI topics and concepts into the curriculum. Curriculum frameworks are educational road maps to teaching and learning. Therefore, any existing AI curriculum frameworks must be reviewed and, if none exist, such a framework must be developed.Inclusion criteria:This review will include articles that describe curriculum frameworks for teaching and learning AI in medicine, irrespective of country. All types of articles and study designs will be included, except conference abstracts and protocols.Methods:This review will follow the JBI methodology for scoping reviews. Keywords will first be identified from relevant articles. Another search will then be conducted using the identified keywords and index terms. The following databases will be searched: MEDLINE (Ovid), Embase (Ovid), Cochrane Central Register of Controlled Trials (CENTRAL), CINAHL (EBSCOhost), and Scopus. Gray literature will also be searched. Articles will be limited to the English and French languages, commencing from the year 2000. The reference lists of all included articles will be screened for additional articles. Data will then be extracted from included articles and the results will be presented in a table.

Teaching to Learn: Sequential Teaching of Learners with Internal States

In sequential machine teaching, a teacher’s objective is to provide the optimal sequence of inputs to sequential learners in order to guide them towards the best model. However, this teaching objective considers a restricted class of learners with fixed inductive biases. In this paper, we extend the machine teaching framework to learners that can improve their inductive biases, represented as latent internal states, in order to generalize to new datasets. We introduce a novel framework in which learners’ inductive biases may change with the teaching interaction, which affects the learning performance in future tasks. In order to teach such learners, we propose a multi-objective control approach that takes the future performance of the learner after teaching into account. This framework provides tools for modelling learners with internal states, humans and meta-learning algorithms alike. Furthermore, we distinguish manipulative teaching, which can be done by effectively hiding data and also used for indoctrination, from teaching to learn which aims to help the learner become better at learning from new datasets in the absence of a teacher. Our empirical results demonstrate that our framework is able to reduce the number of required tasks for online meta-learning, and increases independent learning performance of simulated human users in future tasks.

Research on the development and measures of Music Education students in the information Age based on TPACK framework

Under the background of the information age, the organic integration of information technology and music curriculum can not only improve the education model of traditional music majors, but also comprehensively interpret the concept of music teaching based on advanced technological means. At present, the education model with TPACK framework as the core can give full play to students' autonomy in learning and exploring, and comprehensively improve the professionalism of music education. Therefore, how to create a music teaching framework based on TPACK framework in the information age and promote the all-round development of professional students is the main problem of innovation and exploration in the field of education at present. In this paper, after understanding the development trends of the information technology and framework of our country, according to the analysis of the music subject development with the core of the TPACK framework, we mainly explore how to use the framework to improve the comprehensive ability of the students of music education major.

Teaching English as a Pluricentric Language: Insights from TEIL, World Englishes and Critical Pedagogy

The English language has taken an active role in the post-method era, and now the nature of teaching English as a foreign or second language has been altered to incorporate a variety of critical constituents within its scope. To exemplify, the concepts of teaching English as an international language, world Englishes, and critical pedagogy have started to play a crucial part in teaching English. In this connection, considering the enhanced and critical roles of these concepts in L2 teaching, the conceptual domains of teaching English as an international language, world Englishes, and critical pedagogy are outlined in the present conceptual paper. Accordingly, the approach of theory synthesis was adopted, and it was aimed to contribute to the existing literature on these concepts by giving a new impulse to teaching English in the post-method era. In parallel with this purpose, the concepts were first discussed within the framework of English language teaching, and a macro strategic framework was instanced to demonstrate a post-method way of teaching English as a foreign or second language.

Китайские сказки как средство формирования лингвокультурологической компетенции студентов-международников

The paper deals with the issues of linguoculturological competence formation among students pursuing a bachelor’s degree in International Relations within the framework of Chinese teaching, which contributes to the improvement of intercultural communication. The work explores the linguoculturological approach to linguoculturological competence formation, which is a part of the intercultural communicative competence of language university students. In this regard, Chinese fairy tales are a valuable linguocultural material that contributes to an adequate understanding of national specifics and does not overload students with complex vocabulary, but at the same time, it is filled with cultural concepts, idioms, proverbs and linguoculturemes. The study aims to substantiate the feasibility of using Chinese fairy tales in the methodology of Chinese teaching as a linguocultural material for linguoculturological competence formation among international relations students. The paper describes the main genres of Chinese fairy tales and the principles of selecting the texts of Chinese fairy tales. The scientific novelty of the work lies in developing a system of using Chinese fairy tales as a linguocultural educational material for the compulsory discipline “Foreign Language (Chinese)” of the bachelor’s degree program “International Relations” in order to form students’ linguoculturological competence. As a result of the study, the linguodidactic potential of Chinese fairy tales for linguoculturological competence formation among students pursuing a bachelor’s degree in International Relations has been revealed. It has been proved that it is the formed linguoculturological competence that will contribute to a student’s successful intercultural communication with a representative of another linguistic culture.

Experiences, Tools and framework for Immersive Teaching

L’apprendimento è un processo complesso: qualsiasi studente può rilevare difficoltà. Lucangeli individua nella Warm Cognition la nuova frontiera del processo educativo (Lucangeli, 2020), dimostrando che apprendimento ed emozioni si influenzano a vicenda. Strumento atto a mettere in moto il processo è la didattica immersiva (McMahan 2003), che si sviluppa mediante la realtà virtuale e aumentata (Ferro Allodola, 2021). Per la messa in moto di un processo di presa di consapevolezza del sé e di gestione delle emozioni, sono stati realizzati video che mettessero in risalto il contributo lasciato da alcune figure significative della Storia. I video sono stati caricati su TikTok con intento divulgativo. I risultati attesi riguardano la maturazione di competenze, un approccio consapevole e una maggiore motivazione allo studio attraverso un linguaggio vicino agli studenti.

Developing intercultural competences through participatory strategies: a multiple case study

ABSTRACT The training of professionals for a global world remains a challenge for Higher Education. From an intercultural educational approach, this study describes and analyses two educational proposals in Italy and Spain, which have helped to develop students’ intercultural competences, thanks to a teaching framework based on participatory strategies. A multiple case study with a qualitative approach is elaborated to analyse the data on the situation in order to describe and recognise the relevance of examining participation, collaborative culture and social transformation in two Master’s Degrees. Findings show that the synergy between participatory strategies and intercultural competences enhances dialogue and renegotiation of meanings, reconceptualisation of diversity, critical thinking and agency for change. The conclusions point to the need to generate collaborative networks to further mobilise the knowledge generated in training for intercultural professionals.

Leveraging Big Data Analytics for Cultural Teaching Competence in international Chinese Linguistic Learning using Weighted Random Forest Model

The teaching of Chinese language and culture has gained significant importance on the global stage due to China's growing influence in various domains. International Chinese language teachers play a crucial role in promoting cross-cultural understanding and facilitating effective communication between Chinese and non-Chinese speakers. This paper aims to explore the concept of cultural teaching competence for international Chinese language teachers, with a focus on the Chinese national context and the application of a cultural teaching framework supported by big data analytics. The model uses the Integrated Machine Learning Teaching Framework (iMLTF). The model constructs the cultural teaching framework for the evaluation of the International Chinese Language based on Chinese National Context. The iMLTF model uses the Multivariant examination integrated with the Weighted Random Forest model. The simulation analysis expressed that the proposed iMLTF model achieves the higher classification accuracy value of 98% compared with the conventional state-of-art techniques.