In-class Practice Research Articles

“I Felt More Mentally Present”: Examining Student Metacognitive Skills, Perceived Stress, and Academic Resilience Before and After a Classroom Mindfulness Intervention

Mindfulness interventions continue to be a recommendation for improving student well-being, particularly in the aftermath of the COVID-19 pandemic and the rise in student-reported mental health challenges. However, in the abundance of research supporting these recommendations, fewer studies have integrated mindfulness into college classrooms. This study reports on a 6-week classroom mindfulness intervention in an introductory psychology course. Students (N = 91) completed pre- and post-intervention measures of mindfulness, metacognitive ability, perceived stress, and academic resilience, as well as open-ended items about their perceptions of the intervention. Mindfulness and metacognitive ability were significantly higher post-intervention, but not perceived stress and academic resilience. More frequent in-class practice predicted greater post-intervention changes in mindfulness, metacognitive ability, and perceived stress. Perceptions of the intervention were mixed, consistent with prior research showing mindfulness interventions are not universally well-received. Implications and recommendations for classroom use are discussed.

Factors Hindering Student Participation in English-Speaking Classes: Student and Lecturer Perceptions

English as a foreign language (EFL) students’ lack of engagement directly affects their learning outcomes, and it has captured the attention of many researchers. Factors affecting EFL students’ participation may be differed by student and lecturer perceptions, which will cause differences in these stakeholders’ solutions to classroom difficulties. Accordingly, this study measured Non-English major (NEM) students and EFL lecturers’ perceptions of factors hindering students’ participation in English-speaking classes. About 156 NEM freshmen and 14 lecturers responded to a 35-item questionnaire containing five primary clusters: linguistic, cognitive, affective, pedagogical, and social-cultural factors. The study further employed semi-structured interviews with six students and four lecturers. The results found some significant differences between lecturer and student perceptions. On the one hand, the students did not consider the large class size, insufficient time for in-class practice, and students’ tendency to remain silent as hindering their class participation. On the other hand, the lecturers considered vital barriers: students’ insufficient proficiency, teachers’ poor lessons, or teacher-student relationship. Based on the findings, teacher professional development activities are expected to be one of the solutions to EFL students’ insufficient engagement in English-speaking classes.

Learning with a purpose: Acquisition of compliments and compliment responses by beginning learners of Spanish in synchronous online exchanges

This research examines the effect of explicit pragmatic instruction and student's perceptions of guided reflections on the acquisition of compliments and compliment responses (CRs) in beginning learners of Spanish. It adopts a pragmatic consciousness-raising approach and a four-step lesson plan for teaching compliments and CRs in the language classroom. Unlike many studies in interlanguage pragmatics conducted in classrooms or laboratory settings at the intermediate and advanced level, this study examines the acquisition and use (or lack thereof) of compliments and CR's though synchronous online face-to-face conversations of L2 learners with L1 speakers of Spanish. It analyzes change overtime with the same learners using a pretest-posttest design. A quantitative analysis indicated statistically significant differences in the production of compliments, yet no significant differences were observed in the production of CR's. The qualitative analysis of the guided reflections highlighted a need for more in-class practice with compliments and CR's. Students' responses suggest that reflections can help raise awareness of the use (or lack thereof) of these speech acts. This study contributes to L2 pragmatics and to our understanding of L2 acquisition developmental stages.

Formative Assessment Activities That Engage Students and Support Success

As we navigate past the pandemic, enhancing student learning through innovative methods is crucial. Literature has shared that focusing on innovative ways to include formative assessment, is one way to address student learning and success (Barkley, 2010). This article explores classroom assessments: summative and formative assessments. Summative assessments are periodically administered throughout a course to gauge students' learning progress within a set timeframe. However, this paper’s primary focus is on formative assessments, which encompass low-stakes assignments that engage students and provide valuable feedback to both instructors and students, identifying comprehensive challenges for adaptive teaching. Research suggests that students can work towards their learning objectives through in-class practice and low-stakes assignments, fostering motivation and enhancing engagement in a stress-free environment (Garrison, 2007). This article delves into formative assessment activities, such as flipped assignments, interactive engagement tasks, test reviews, and student reflections. These activities offer constructive feedback to instructors and students while fostering engagement. The positive feedback received from participating students underscores their effectiveness.

Exploring the Teaching of In-Class Practice Sessions in the Context of Big Data--Taking Chinese Language and Literature Major as an Example

Abstract This paper establishes a comprehensive framework for the in-class practical teaching curriculum tailored to majors in Chinese Language and Literature. It comprises four core components: a system of practical teaching content, specified practical teaching requirements, practical training modules, and a target index system for practical teaching outcomes. Through the application of single-factor and two-factor analyses, this study investigates the correlation among course outcomes to refine the scheduling arrangements and the model itself. It introduces a scheduling process designed using a genetic algorithm, which is also employed to allocate instructors and courses within the practical course curriculum, calculating the average teaching hours per instructor. Additionally, the research examines the impact of students’ gender and their varying levels of comprehension regarding professional practice abilities on their practical skills in the field. Specifically focusing on the discipline-related practical activities in Chinese language and literature, the study identifies key courses within the major. Notably, it found a significant correlation coefficient of 0.691 between literary writing and literary appreciation courses. Moreover, the overall average for career development capabilities, based on different levels of professional understanding, is 3.9975, indicating that a deeper comprehension of career development in this major positively influences students’ practical skills in Chinese Language and Literature.

The Practice of Information System Analysis and Design Basedon Flipped-Classroom Model

This article discusses the necessity and implementation of the Flipped-Classroom Model for Information System Analysis and Design. It addresses challenges of the traditional classroom model, such as educational differences, slow updates, and expanding higher education. The Flipped-Classroom Model combines extracurricular learning and in-class practice, fostering independent learning and critical thinking skills. Results show that the experimental group outperformed the control group in final exam scores and lab grades. The model enhances learning outcomes and develops comprehensive abilities and innovation consciousness. This research highlights the importance of the Flipped-Classroom Model, providing valuable references for educational reforms and cultivating student abilities.

Tailoring CEFR to BISOL (Bahasa Indonesia for Speakers of Other Languages): A Model for Integrative Language Teaching Materials

This study aims to adapt CEFR in developing an integrative approach-based teaching material model for a pre-basic BISOL class. The method used in this research is the development research design by Borg and Gall. This study was development research. The stages are identification of the problem, formulation of a hypothetical draft model; feasibility testing by experts; product revision; and test product effectiveness. The data were collected through survey techniques, interviews, and documentation. The needs identification results revealed data encompassing 10 themes, 5 tasks per theme, and diverse evaluations comprising theory, in-class practice, and real-world field assignments, both on an individual and group basis. These identified needs require alignment with CEFR A1 for the development of BISOL learning. These findings were subsequently incorporated into the design of the teaching material model, and the results indicated that tailoring CEFR to BISOL as an integrative language teaching material model was feasible for application in the classroom, as assessed by experts. The implications suggest that integrating CEFR into BISOL is highly feasible for the development of teaching materials, and teachers can leverage this instructional model to enhance students' proficiency in the Indonesian language..

Alıştırma Yapmak Mükemmelleştirir mi? Eğretileme Yoluyla İngilizce Öğretmen Adayı Görüşlerinin İncelenmesi

How pre-service EFL teachers conceptualize their professional identities has always been part of scientific inquiry since it is one of the fundamentals of language teaching settings. Yet, uncovering its interaction with constructs such as in-class practice has been only possible via a limited set of instruments one of which is the metaphor analysis. Hence, the aim of the current study was to figure out how pre-service EFL teachers with different experience backgrounds perceive their professional identities, namely English language teachers in the form of metaphors and then to understand if in-class practice either via micro-teachings or practicum courses had any say on their preferences. Data collected from 184 participants through the metaphor analysis methodology were analyzed qualitatively in line with the framework proposed in Saban, Kocbeker, Saban (2007). Results revealed that although choices were diversified practice type tested across three groups ranging from no experience to experienced affected pre-service EFL teachers’ metaphors. In specific, it was observed that there was a focus shift from a teacher centered account to a learner centered one in line with the accumulation of in-class practice.

Task-Supported EFL Instruction: Integrating Students, Teacher, and Textbook Roles in a Japanese Mainstream High School Class

Today in Japan, the impetus to effect positive change on students’ use of English as a communication tool is reflected in the thrust of the Ministry of Education to promote meaningful in-class practice as highlighted in the revised high school foreign language curriculum. However, teachers face a dilemma of implementing meaningful classroom practice of English entirely without any focus on grammar or form. Fortunately, an approach which may offer a balanced opportunity to create meaningful practice while highlighting the target expression in use is Task-supported language teaching (TSLT). To better understand TSLT’s usefulness in an EFL setting, this classroom-based research explores the potential roles that students, the teacher, and the textbook play in a sociocultural approach-oriented EFL class employing TLST and how it complements a Japanese mainstream high school class. Utilizing mixed methods of sociocultural discourse analysis and self-reporting of Grade 11 (n=117) mainstream EFL learners, results indicate that: the students, talking in pairs using their L1, (1) understood difficult vocabulary, (2) managed assigned tasks, and (3) engaged in off-task dialogue; the teacher performed the roles of (1) classroom manager, (2) communicator of content, and (3) assessor and provider of feedback; and the textbook played (1) informative, (2) instructional, and (3) experiential roles in the classroom. It was also found that TLST complements a Japanese high school mainstream EFL class by (1) optimizing the limited time offered in class for students to tackle the TL; (2) aiding students in their standardized institutional exams; and (3) appealing to Japanese cultural sensibilities.

Effects of embedded questions in pre-class videos on learner perceptions, video engagement, and learning performance in flipped classrooms

This study investigates the impact of embedded questions in pre-class instructional videos on learner perceptions (cognitive load, emotional engagement, satisfaction, judgement of learning), video engagement (total views, total viewing time), and learning performance (retention, transfer). The research occurred in a real flipped classroom environment. We designed a quasi-experiment in which 86 university students from two natural classes watched pre-class instructional videos featuring procedural knowledge with or without interpolated true or false questions. Students were asked to practice the operation steps introduced in the videos. While they practiced operations, they could either pause the videos or let the videos continue playing. Face-to-face contact time was utilised to consolidate and extend previewed content with student-centred, instructor-facilitated problem-solving activities. Results revealed no discernible effects from embedded questions in pre-class videos on cognitive load, emotional engagement, satisfaction, judgement of learning, total views, knowledge retention or knowledge transfer. We speculate that the various in-class practice activities and frequent access to procedural knowledge videos offset the cognitive benefits derived from question-embedded videos. Learners who viewed question-embedded videos presented significantly reduced total viewing time, likely because the embedded questions scaffolded them in sustaining attention and efficiently pinpointing the exact information needed. Future research should identify boundary conditions for embedding questions in instructional videos (e.g. learning mode, type of knowledge) rather than indiscriminately applying this design strategy.

Exploration of Open Innovation and Entrepreneurship Education Practice Teaching System in Local University Software Engineering Major

Innovation and entrepreneurship education practice teaching is an important part of cultivating talents with innovative spirit and entrepreneurial ability. This paper analyses the problems faced by the current practical teaching system of innovation and entrepreneurship education in local universities in cultivating high-quality characteristic software talents. It also puts forward the concept of open innovation and entrepreneurship education, and is based on the concept of integration of industry and education, and integration of specialization and creation. And with the cultivation of innovation and entrepreneurship spirit as the core, the putative innovation and entrepreneurship education practice teaching system is constructed.The system consists of two modules: in-class practice and extracurricular practice. It contains five practical aspects such as in-class experiment, curriculum design, extracurricular practice, enterprise practice and comprehensive practice. In order to cultivate course-level, project-level, competition-level, enterpriselevel and engineering-level professional practice skills respectively. It also integrates course ideology and politics throughout, realizing the organic integration of value leading, knowledge imparting and ability cultivation.

A study of the construction of an in-class practice system for integrated marketing communication

A core course in the "Market Analysis and Marketing Strategy Formulation" module, Integrated Marketing Communication, aims to cultivate talent with strong application skills, adaptability to social changes, and creativity. Therefore, there is a need to construct a holistic in-class practice system for this course and improve on it—enhancing the integration of theoretical and practical teaching. By analyzing specifically implemented syllabi, as well as feedback from course interactions between students and instructors, it served as the basis for the entire study. Identify the deficiencies, conduct an in-depth investigation, and provide relevant recommendations for countermeasures. To optimize the in-class practice system of integrated marketing communication courses and lay the foundation for students to become the new generation of technical application talents.

Emergency Remote Teaching of Technical Drawing During the COVID-19 Pandemic

Hybrid teaching, which combines face-to-face and online teaching, was widely adopted in higher education during the Covid-19 pandemic, especially in courses where implementation, experimentation, and practice are core activities. This paper presents observations of teaching effectiveness of a hybrid teaching framework designed within emergency remote teaching (ERT) in a technical drawing course during the pandemic. The objectives of the study are to analyse the teaching effectiveness of the designed framework and to understand its benefits and challenges for improvement of ERT of practice-based courses. Teaching effectiveness is analysed based on students' feedback, students' participation, analysis of students' grades, and instructors' observations. The findings revealed that students' adaption and participation was high and there was a positive correlation between in-class practice and individual learning processes. Most students stated that some of the online teaching activities (e.g. feedback, class notes, answer keys) can be integrated in face-to-face teaching in the future.

Student-Interpreters’ Foreign Proper Noun Pronunciation Errors in English-Arabic and Arabic-English Media Discourse Interpreting

This study aimed to explore the types of pronunciation errors that student interpreters make in pronouncing foreign Proper Nouns during English-Arabic and Arabic-English Liaison Interpreting, the pronunciation error strategies that students utilize when they encounter unfamiliar Proper Nouns in media discourse, and the factors that affect students’ incorrect pronunciation of foreign Proper Nouns. A corpus of foreign Proper Noun pronunciation errors was collected from interpreting tests and in-class practice. Error analysis showed that students have difficulty identifying and discriminating one or more phonemes in foreign Proper Nouns such as Rio di Janeiro, Paraguay, Abuja, Davos, Scandinavia, Missouri, Helsinki, Crimea, Al Gore, and Yuan, whether such words were heard in English or Arabic. Whenever the students heard an unfamiliar Proper Noun, they produced (made up) nonsense words that rhyme with the unfamiliar source words as in *Dagos, *Dados, *Dabos which they provided for Davos; *lizouri, *rozouri, *kansouri, *mansouri instead of Missouri; and *Scinavia for Scandinavia. Sound analogy was also used in producing equivalent for unfamiliar Proper Nouns. Volcanoes and *burkini were provided as equivalents for Balkans and *NADO for NATO. They reduced, i.e., deleted part of the Proper Noun, whether it is a vowel, consonant or even a syllable as in *Buja instead of Abuja, United *State, *Izheimer, *Philippine, *Parkins, *Bloomber probably because of the length of the words and poor short-term memory. Phonemes were changed and substituted by a longer or shorter vowel, by another consonant or another syllable as in Dracula /dracola/, /gri:k/; Sergey Lavrov /sergi la:vro:v/; *snab shat, *Uzbakistan, *foks fagon, Ukraine /ʊkrɜ:rɪə/, /sinofa:rm/. The Arabic pronunciation was retained and overgeneralized in Eiffel Tower /i:fəl/ or /i:vəl/, *Ardoghan, *Anadol, and *Athina. A vowel was inserted to break the consonant clusters in *Beligrade, *Bangaladesh, *Barazil, *Danimark, *Kazakhistan, *Uzbakistan, *Shangahai, *Tarafalgar. Syllables were reversed in *Serbrenica and *ALESCO. Most pronunciation errors in interpreting are attributed to lack of knowledge of Proper Nouns commonly occurring in the media. Knowledge of the similarities and differences in Proper Noun pronunciation in English and Arabic and extra practice using online videos, podcasts, mobile apps, and TED Talks are needed in Liaison Interpreting instruction.

A Pilot Anatomy‐based Teacher Training Curriculum for Medical Students

BackgroundNumerous medical education training programs are currently implemented internationally to train residents and future academic physicians for teaching duties, many of which use peer‐teaching in anatomy as a major component. The length of these programs and the degree to which they provide both teaching practice and generalized training in medical educational competencies varies widely. Conversely, teacher training programs aimed at anatomy graduate students have a robust balance of in‐class practice and out‐of‐class professional development but take place over a longer timescale. With unscheduled curricular time at a premium in most medical programs, developing comprehensive training courses that can be administered over an accelerated timescale and provide generalizable professional skills in medical education is essential.InterventionIn summer of 2021 I implemented a 6‐week pilot program for developing practical teaching and medical education skills in undergraduate medical students. The program consisted of an in‐class component where students performed daily peer teaching in a summer graduate‐level anatomy course and out‐of‐class professional development including training on educational methods, peer evaluations of student‐made materials, and reflective exercises.Assessment5 students were enrolled in the pilot program, 3 of which completed a 1‐5 Likert Scale, IRB‐approved survey after completion. The 22‐question survey measured pre‐and‐post program perceived confidence in 4 skill categories: anatomy knowledge (4 questions), teaching and assessment (5 questions), communication (9 questions), and educational research and innovation (4 questions). Although current survey sample lacks enough statistical power for formal nonparametric tests, initial student responses indicate improved self‐reported confidence in all 4 areas. Educational research and innovation showed the highest average increase (+2.4), followed by teaching and assessment (+2) anatomy knowledge (+1.58) and communication (+1.47).Significance & ConclusionWith the caveat that limited data are available, students’ perceived confidence increased in all skill areas following participation in the training program. Additional longitudinal follow up will be needed to further determine the utility derived from the course pre‐and‐post residency. If successful, this course may serve as a model for both medical student and anatomical educator training courses that can be deployed on shorter timescales.

Effectiveness of the combination of workshops and flipped classroom model to improve tube fixation training for nursing students.

BACKGROUNDTube indwelling is a key procedure in modern medicine. Careful tube setup is necessary to prevent unplanned extubation. The training for tube fixation is time- and resource-consuming, and optimal modes of training are currently being sought. Previous studies have compared workshops and flipped classroom models separately using conventional teaching strategies, but no study has examined a combination of both teaching models in nursing training.AIMTo compare the effectiveness of workshops vs workshops combined with the flipped classroom model for improving tube fixation training for nursing students.METHODSThis was a prospective cohort study. In this study, 149 nurses who joined our hospital in 2019 underwent training using workshops combined with the flipped classroom model (experimental group), while 159 nurses who joined the hospital in 2018 received only workshop-based training (control group). The combination of workshops with the flipped classroom training model was divided into two modules: pre-class and in-class training. The participation of nurses in the training activities, on-site assessment of training, nurses’ evaluation of their training, and related indicators of tube quality management were evaluated.RESULTSThe average age of nurses in the control group was 22.94 ± 0.94 years and that of nurses in the experimental group was 25.42 ± 3.23 years (P < 0.01). The qualified rate of after-class assessments for the experimental and control groups was 100.00% (average score: 94.01 ± 2.78 points) and 91.82% (average score: 84.24 ± 2.94 points), respectively (P < 0.01). Most nurses in the experimental group completely agreed that the combined training was helpful to cultivate clinical thinking and independent learning ability and to master knowledge of tube fixation. In addition, the training content within the pre-class teaching video, pre-class tube atlas, pre-class main instructor guidance, in-class demonstration, and in-class practice was very informative. The experimental group had higher evaluation scores than the control group (4.88 ± 0.38 vs 4.67 ± 0.64; P < 0.01). Comparison of tube quality management before and after training in 2018 to 2019 revealed that the unplanned ureteral tube removal rate dropped from 0.25‰ to 0.06‰, the unplanned chest tube removal rate dropped from 1.07‰ to 0.78‰, and the unplanned gastric tube removal rate dropped from 0.36‰ to 0.17‰. The incidence rate of pressure ulcers caused by the tube decreased from 0.78‰ to 0.45‰.CONCLUSIONThe combination of workshop and flipped classroom training is effective in improving tube fixation training of nurses, cultivating nurses’ active learning abilities and clinical thinking, and improving the safety of the procedure.

Matematik Öğretmen Adaylarının Öz Değerlendirme Süreçlerinin İncelenmesi

Teaching practice requires a variety of thinking skills, the most important of which is reflective thinking, which is defined as a self-assessment ability that enables an individual to overcome the uncertainties he encounters by questioning his experiences through critical and conscious research. This study aims to examine pre-service mathematics teachers' self-assessment processes related to their classroom practices and professional development. For this purpose, a self-assessment form composed of open-ended questions was prepared, in order to allow pre-service teachers reflect on their teaching practices. The form was filled by eight pre-service teachers immediately after their in-class practice sessions through an eight–week training program. Items included in the self-assessment forms were analyzed under three categories, based on the classification proposed by Schön (1987): i) Reflection-on-action, ii) Reflection-in-action, iii) Reflection-for-action. The analysis revealed that the pre-service teachers often engaged in self-assessments in the reflection-on-action and reflection-in-action categories, but mostly steered clear of the reflection-for-action category.

Opinions of Teacher Candidates on Inclusive Education: A Parallel Mixed Method Study

In this study, teacher candidates’ attitudes, self-efficacy perceptions towards inclusive education, and their situation towards in-class practices were determined. A total of a hundred thirty three pre-service teachers participated in the research voluntarily. The study was designed according to the parallel mixed methods research in which both quantitative and qualitative data (QUAN + QUAL) were used together. As data collection tools, “Attitude Scale towards Inclusive Education”, “Self-Efficacy Scale for Inclusive Education” and “In-class Practice Scale for Inclusive Education” were used. In addition, during the collection of qualitative data, teacher candidates were asked to complete the statement, “In my opinion, inclusive education is like…. because….” To determine their metaphorical perceptions. When the results of the study were examined, teacher candidates, it was determined that the perceptions of self-efficacy towards inclusive education and the concern for personal equipment differ in terms of various variables. In addition, the participants chose the positive metaphors that they produced for inclusive education. Among these metaphors, respect for differences, acceptance of diversity is expressed as coexistence due to the structure of inclusive education that unites society.

Using Partial Differential Equation Face Recognition Model to Evaluate Students’ Attention in a College Chinese Classroom

The partial differential equation learning model is applied to another high-level visual-processing problem: face recognition. A novel feature selection method based on partial differential equation learning model is proposed. The extracted features are invariant to rotation and translation and more robust to illumination changes. In the evaluation of students’ concentration in class, this paper firstly uses the face detection algorithm in face recognition technology to detect the face and intercept the expression data, and calculates the rise rate. Then, the improved model of concentration analysis and evaluation of a college Chinese class is used to recognize facial expression, and the corresponding weight is given to calculate the expression score. Finally, the head-up rate calculated at the same time is multiplied by the expression score as the final concentration score. Through the experiment and analysis of the experimental results in the actual classroom, the corresponding conclusions are drawn and teaching suggestions are provided for teachers. For each face, a large neighborhood set is firstly selected by the k -nearest neighbor method, and then, the sparse representation of sample points in the neighborhood is obtained, which effectively combines the locality of k -nearest neighbor and the robustness of sparse representation. In the sparse preserving nonnegative block alignment algorithm, a discriminant partial optimization model is constructed by using sparse reconstruction coefficients to describe local geometry and weighted distance to describe class separability. The two algorithms obtain good clustering and recognition results in various cases of real and simulated occlusion, which shows the effectiveness and robustness of the algorithm. In order to verify the reliability of the model, this paper verified the model through in-class practice tests, teachers’ questions, and interviews with students and teachers. The results show that the proposed joint evaluation method based on expression and head-up rate has high accuracy and reliability.

Promoting Student Engagement and Preparation in Flipped Learning’s Pre-Class Activities – A Systematic Review

Flipped learning is an instructional model with core features of pre-class learning followed by in-class practice of knowledge through active and collaborative learning. However, non-compliance with pre-class activities is a commonly cited challenge in flipped learning, where a lack of student engagement leads to insufficient pre-class preparation, diminishing flipped learning’s intended benefits significantly as the students will then not participate well in the in-class activities. It lends consideration to the potential obstacles and solutions in increasing students’ engagement in pre-class learning, paving the way to pre-class learning compliance to achieve the full potential of flipped learning in improving students’ learning outcomes. This study uses systematic literature review with qualitative content analysis to identify three main areas, namely technological, pedagogical, and student perceptions, to instill optimal conditions to promote pre-class engagement and preparation.