Innovative Classroom Research Articles

The Impact of Chat GPT On the Role Transformation of Chinese Public Junior High School Teachers

The use of Chat GPT in the classroom has been receiving widespread attention, but research on its impact on the role transformation of middle school teachers is still lacking. This paper analyses the challenges that the application of Chat GPT poses to teachers and classroom teaching in Chinese public junior high schools. The analysis concludes that the application of Chat GPT will challenge the teacher's subject position as a single lecturer, the traditional knowledge system, and the classroom teaching model. Students' information literacy will also affect the consequences of the use of Chat GPT in the classroom. Based on these findings, this paper proposes the following suggestions: teachers should be transformed from traditional single-classroom instructors, skilled laborers, and professional knowledge transmitters into leaders of human-computer collaborative teaching, explorers of innovative classrooms, and leaders of information literacy. In this way, teachers in public junior high schools could find themselves still important to students in the classroom.

Technology readiness and implications for higher education in Universities in North-Central Nigeria

The fourth industrial revolution emphasises classroom innovation with digital and smart technology. It examined students' preparation for technology-driven education in higher education and the fourth industrial revolution. A descriptive survey research design was adopted for this study. The population consisted of students from tertiary institutions, while the target population included university undergraduate and postgraduate students in universities in North-Central Nigeria. The sample comprised five hundred and seventy students across three types of institutions in Nigeria (i.e. private, state, and federal-owned institutions), drawn using proportionate and cluster sampling techniques. Data were collected using a researcher-designed and validated questionnaire with an overall reliability index of 0.86. The collected data were analysed descriptively, and non-parametric inferential statistics were tested at a 0.05 level of significance. Students were ready to use educational apps for studying, engage with immersive tech tools while learning, learn about IoT as part of their learning trajectories for 4IR compliance, embrace many technological innovations while learning, and engage in lifelong learning. Moderately technology-ready students had significant gender, age, institution, and degree of study demographics. Also, given the contemporary 4IR reality, pupils were somewhat ready for technology-enhanced education and positively inclined toward technology-driven abilities. Group dynamics are crucial to preparation. Therefore, it is recommended that students be given the opportunity to improve their technical abilities to prepare them for meaningful teaching and learning. This can be done by investing in technology, training students, and passing regulations that support worldwide competitive online learning.

The educational space and its impact on pedagogical dynamics: Teachers' perception of their working environment

A quality learning space provides students with an optimal environment for social relations, collaborative work and participation, thus fostering innovation and incorporating active methodologies. The aim of this study is to analyze whether the design of existing learning environments is suitable for incorporating innovation in classrooms. The methodology carried out in this study was quantitative and divided into two phases to carry out the analysis. The approach consisted of collecting data from a sample of 245 teachers using a questionnaire designed and validated by the researchers. The teachers perform their educational activity between the 3rd and 6th grades of primary school and are in educational centres in the autonomous city of Ceuta (Spain). The findings highlight the relevance that teachers believe the design of educational spaces should have in the teaching-learning process. Thus, the results show that there are significant differences with respect to age and professional experience in relation to the teacher's perception of infrastructure. Therefore, it is important to conclude by highlighting the consideration of the educational space as an essential element for the incorporation of methodological renewal in the classroom.

Acoustic design of an innovative classroom: the Piscopia Corner in Milan

This paper reports on the measurements, design, and testing of a highly innovative classroom: the Piscopia Corner - Augmented Education Lab, built in the new MIND (Milano Innovation District) district in Milan, Italy. This educational space is designed to leverage connectivity, artificial intelligence, and sensing to enhance sustainability, inclusivity, and efficacy. As key use cases of the Piscopia Corner pivot on real-time speech transcription and translation of interactions, acoustics plays a key role. Improving classroom acoustic conditions is crucial for enhancing speech clarity, promoting student focus, and relieving teachers of vocal effort. The Italian standard UNI 11532-2:2020 states proper requirements for multimedia classrooms such as the one involved in the present case. This space aims for superior speech intelligibility, accommodating multiple speakers and addressing the needs of individuals with hearing impairments or language barriers, with a high outward intelligibility. The Piscopia Corner is a modern classroom meeting the stringent requirements of interactive audio-video activities and inclusive principles. The treated suspended ceiling integrated with sensor technology required a proper mix of materials to balance the sound absorption in frequency and improve speech intelligibility to achieve category A4 limits.

Activation of Motivation in Foreign Language Classroom

This article examines how teaching a foreign language through motivation, novelty and a variety of forms and methods of the lesson effectively affects improving students' perception of the materials provided and increasing the level of knowledge of students, and also proves that it enriches, systematizes knowledge and leads to the activation of cognitive activity of students in a foreign language lesson. The definition of modern methods of teaching a foreign language and various forms of teaching is given. And most importantly, it promotes the wide use of the acquired knowledge as the owner of a professional profession, applying them on the basis of practice. In addition, non-traditional technologies of lessons are explained, methods of work useful for the student and effective for the teacher are differentiated. Innovative pedagogical technologies and non-traditional technologies, trainings related to other educational methods that allow effective and interesting use of new information technologies in the classroom, definitions and comments on new teaching methods and techniques are provided. This article discusses the results of the survey conducted among foreign language educators about their attitudes towards the motivation and innovation in foreign language classroom.

Effect of Choose-Your-Own-Adventure (CYOA) Activities on Pharmacy Student Knowledge

ObjectiveMany strategies are used in pharmacy education to maintain student engagement through active learning. Gamification, such as the choose-your-own-adventure activity (CYOAA), is one such method. The purpose of this study was to assess improvement in clinical knowledge and retention after the implementation of CYOAA. MethodsTwo CYOAAs were designed and implemented within second-year pharmacy courses. One activity was on venous thromboembolism (VTE) and the other on chronic obstructive pulmonary disease (COPD). Students completed a six question prequiz and postquiz for both activities mapped to core learning objectives and four similar but more difficult questions on corresponding exams. After the CYOAAs, the students completed a reflection and perceptions survey. ResultsSeventy-five students completed the VTE CYOAA and 77 completed COPD CYOAA. Over the three time points, there was a significant decrease in the mean assessment scores on the VTE activity (68% to 65% to 40%) versus a significant and sustained increase in mean assessment scores on COPD (62% to 83% to 85%). Of the 36 and 33 students who completed the postsurvey, the majority agreed or strongly agreed that they preferred CYOAA to traditional cases and that the activities improved their knowledge, critical thinking skills, and confidence in clinical decision-making. ConclusionThere was a mixed result in the mean assessment scores, with an increase seen with the COPD CYOAA and a decrease with VTE, as well as positive perceptions for VTE and COPD, indicating that this classroom innovation is well-liked and may improve knowledge outcomes.

Approaches to Integrating Entrepreneurial Education in School Curriculum

In recent years, a noticeable and worrisome pattern has emerged in numerous developing nations which is a steady and persistent rise in unemployment rates. To effectively tackle this pressing unemployment issue, it is imperative to adopt a holistic approach like incorporating entrepreneurial education across curriculum at all levels of the educational system. Therefore, the authors explored approaches to integrating entrepreneurial education into school curricula focusing on the following research questions. How can an entrepreneurial mindset among learners be promoted in school? And how far have pedagogical approaches improved entrepreneurship in schools? To address these questions, a systematic literature review underpinned by Human Capital Theory. The data were specifically sought from publishers with wide coverage of scholarly literature like Sage, Taylor and Francis, Emirate, and Springer, covering publications from 1965 to 2023. The search was supported by two broad terms such as promoting entrepreneurial mindset in learners and pedagogical strategies for enhancing entrepreneurship. It was found that an entrepreneurial mindset could be acquired through an innovative classroom environment, resilience, and guest speakers. Also, teachers could promote entrepreneurial education through the adoption of pedagogical approaches such as hands-on learning and experiential activities, role-playing, and business simulation games. It was recommended that the Ministry of Education should develop tailored training programs and workshops aimed at empowering educators with the essential competencies and insights to deliver impactful entrepreneurial education.

Pre-Service Primary General Teacher-Students’ Attitudes Towards Written Language Activities Based on Musical Stimuli

The paper investigates pre-service primary general teacher-students’ perceptions of how music can act as a stimulus for writing, through short story group writing activities. More specifically, we look at their attitudes regarding i) team collaboration, ii) the enhancement of their creativity, iii) classroom atmosphere, iv) the suitability of the activities for their implementation in primary school classes in the future and v) the advantages the use of music can have for language development. In our study, pre-service primary general teacher-students’ views were shaped by the experiences they gained from their participation in group activities which were implemented as part of an undergraduate elective course, entitled “Music Education”. The participants recorded their ideas on worksheets. Data were collected through observation, diaries and questionnaires with open and closed-ended questions. The results revealed that the pre-service primary general teacher-students had a positive attitude towards story inventing and story writing activities based on musical stimuli. Such activities boosted their creativity and gave them the opportunity to develop their teamwork skills as well as to participate in a pleasant and innovative classroom atmosphere. Finally, they were positive about the suitability of the activities for their future students and the advantages the use of music can have in language lessons for teachers, students and the educational process.

Editorial: Bridging Boundaries: Advancing Learning Through Scholarship in An Evolving Academic Landscape

The scholarship of teaching and learning focuses on improving student outcomes by lever- aging research on education, instructional design, and pedagogy (Boyer, 1990). Scholars use analytical frameworks to inform innovative classroom policies and practices that enhance the learning experience and promote student success. The Boyer Model of Scholarship not only pro- motes a student-centered learning approach but also inspires faculty members to engage in research activities that inform best practices in teaching and learning. This model recognizes teaching as a significant form of scholarship that influences student development. However, challenges arise when the scholarship of teaching and learning is not explicitly integrated into institutional research plans and frameworks (Simmons et al., 2021). Teaching- focused faculty often face barriers such as limited funding and a lack of collegial support for their scholarly endeavors, hindering the recognition of SoTL as legitimate research (Simmons et al., 2021).

Understanding and Managing Emotional Intelligence for Nursing Students: A Classroom Innovation.

Nursing students are bombarded with multiple stressors. Understanding emotional intelligence (EI) and implementing EI strategies in school can help students learn more effective emotional skills. The Mayer-Salovey-Caruso Four-Branch Ability Model of EI defines EI as an ability to perceive, use, understand, and manage one's own, as well as others' emotions. The goal was to increase junior baccalaureate nursing students' knowledge about EI, provide information about their EI scores, and teach students EI strategies. Two instruments were used to provide students' feedback on their EI score. Students were active participants in this educational innovation on EI knowledge and were able to verbalize what they learned about EI and how they planned to implement EI strategies in their nursing practice. Integration of EI competencies in nursing education programs could help future nurses cope and manage stressors associated with their job, as well as increase nurse retention and job satisfaction. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Adopting Counseling Services as Innovative Classroom Practices to Curb Bad Behaviour Among Secondary Schools Mathematics Students in Ondo State

The study adopted counseling services as an innovative classroom to enhance good behavior among secondary schools’ mathematics students in Ondo State. The study employed the use of descriptive research design. Simple random technique was used to distribute questionnaires to 40 respondents in each of 6 public schools and 4 private schools in Ondo West. The total sample size was therefore 400. Four research questions were raised. The use of self-designed questionnaire was employed and validated by experts in Educational Psychology and counseling. The data gathered was analysed with descriptive statistics (mean and standard deviation. The findings of the result. Show that counseling services are essential in pedagogical education because it helps to curb bad behavior among secondary schools’ mathematics students. Based on the findings the following recommendation among other employment of secondary schools’ counselors. Government should provide counseling facilities needed for school counselors in secondary schools, and secondary school teachers should work hand in hand with the school counselors.

Selections From the ABC 2023 Annual Conference, Denver, Colorado, USA: Classroom Innovations That Soar Like an Eagle in Flight

This collection of 10 My Favorite Assignments (MFA) was first presented at the 2023 Association for Business Communication Annual International Conference held Denver, Colorado, USA. Instructors can see innovative ideas for teaching current social issues, oral communication techniques, and methods to lead students to greater personal and professional development.

Raising L2 readers’ awareness of English as a Lingua Franca in a language classroom

A growing body of research has examined the incorporation of English as a Lingua Franca (ELF) into Second Language (L2) instruction in various settings. Despite pedagogical innovations in L2 classrooms, little research has embodied retrospective explorations of the impact of ELF interventions with concrete instruments to measure the exact change in learners’ attitudes, awareness, and knowledge. This study investigated how the ELF intervention can be integrated into an L2 classroom at a university to engage pre-service teachers in L2 reading and to increase their ELF awareness. Participants were divided into an experimental group (n = 35) and a control group (n = 26). The experimental group underwent a 12-week ELF intervention, including ELF awareness-raising readings and discussions in the Reading Skills course. The control group received instruction based on the Reading course content. This study adopted a collective case study design using the data from reading comprehension tests, reflection papers, focus group interviews, and an open-ended questionnaire. The results revealed that the experimental group outperformed the control group in L2 reading comprehension. The ELF intervention had a significant impact on the experimental group’s conceptualizing of the ELF paradigm, developing attitudes, raising linguistic and cultural awareness, and increasing L2 reading motivation.

HUGPONG: Teaching as a Team in the Social Sciences (A Collaborative Strategy for Virtual Classroom Innovation)

The global pandemic inevitably changed the landscape of learning from the physical to the virtual classroom setup. The challenges for both academics and learners alike went beyond the technological aspect in navigating remote learning. It implied a need for pedagogical innovation to promote meaningful understanding among the learners and effective teaching delivery among practitioners. Using Braun and Clarke’s (2006) Thematic Analysis, this study zeroed in on Team Teaching as a Social Science Collaborative Strategy in the new normal. Best practices of academics across Cebu City's higher education institutions that utilize varied forms of team teaching were described and categorized. Results manifested varied forms of team teaching as virtual learning strategies came with a few challenges. As such, a teaching model, HUGPONG, aimed at facilitating collaborative teaching in the Social Sciences, was crafted.

Sustainability in English Language Teaching: Strategies for Empowering Students to Achieve the Sustainable Development Goals

This article systematically reviews the studies integrating sustainability into English Language Teaching (ELT), underlining the critical role of education in addressing global environmental challenges through language learning. Through an extensive literature review encompassing empirical studies, theoretical articles, and case studies from 2013 to 2023, we evaluate the methodologies for incorporating sustainability in ELT, identify the challenges faced by educators, and propose practical solutions. Key findings demonstrate various effective approaches, such as interdisciplinary curriculum designs, innovative classroom activities, specialized teacher training, and novel assessment methods, which enhance language proficiency and significantly raise students’ language-learning awareness. Despite challenges such as limited resources and alignment issues between sustainability topics and language-learning objectives, strategies like developing open educational resources and professional development programs have shown promise in overcoming these obstacles. The review underscores the importance of embedding sustainability in ELT to foster informed, responsible global citizens and highlights future research directions to further this aim. It calls for continued innovation, research, and policy support to fully realize the potential of ELT in contributing to a more sustainable future.

Towards Innovation of German Teaching via IoT Assistance and Virtual Classroom

The penetration of virtual classroom teaching into German teaching is the presentation of teaching innovation in the information age. In this work, we explore the necessity of applying virtual classroom teaching in German classrooms and the effective strategies of German teaching innovation in virtual classrooms, to provide some suggestions for the reform of German teaching. First, the GPS trajectories are transformed into a sequence of hotspot regions using the spatiotemporal properties of GPS points. Then, a sequential pattern mining algorithm of asynchronous cycles with multiple minimum supports based on pattern growth is adopted, and the sequential patterns of asynchronous cycles are deeply recursively mined according to the multiple minimum supports. Experiments show that the proposed IoT-assisted teaching scheme can effectively integrate equipment resources, mine spatiotemporal information, and help students and teachers establish a new educational method of integrating space and land. Compared with the baseline, it can fully exploit the characteristics of German.

Classroom Innovation Using the NCJMM: Preparing Nursing Students for the Next Generation NCLEX.

There is a growing demand for classroom creativity to increase engagement and build clinical judgment skills for nursing students. This article describes the design and implementation of an interactive classroom activity to enhance the development of clinical judgment while simultaneously orienting students to the new NCLEX Next Generation testing model. Faculty developed an interactive unfolding case study incorporating the six dimensions of the NCSBN Clinical Judgment Measurement Model. The case study question types were adapted to use an interactive learning platform for first-year nursing students. Students' perceptions of learning, engagement, and clinical judgment were surveyed. Student responses regarding the case study implementation indicated this method was effective in maintaining engagement and persistence, as well as promoting nursing decision making. The time used for building innovative classroom activities is well spent to meet the objective of enhancing clinical judgment in the next generation of nursing students. [J Nurs Educ. 2024;63(3):188-191.].

Designing our Thinking: Examining the Effects of Experiential Learning and Design Thinking on Creativity, Innovation, and Collaboration Skills Development in the Undergraduate Classroom

This paper shares initial findings from a study of the way that design thinking and experiential learning informed approaches to teaching can help programs and institutions in the higher education community meet the teaching and learning objectives identified by the World Economic Forum (WEF) as critical for our global future. The project surveyed undergraduate students in a large first year introductory course to learn more about how design thinking based learning practices might serve to extend an experiential learning pedagogical approach toward the successful development of innovation, creativity, interpersonal, self-paced, problem-based and lifelong learning skills. Results from the survey of 600 students reveal that using a design thinking model of learning as part of an experiential learning curriculum may be an effective way to enhance the development of the identified skills and approaches within an experiential learning framework. Students who experienced the addition of design thinking based learning practices to an experiential learning framework reported higher levels of confidence in their innovation and creativity skills and were more likely to seek opportunities for collaboration and self-paced learning than those who participated in an experiential learning focused section of the same class. This article provides an illustration of the impact of using design thinking as an extension of experiential learning in an undergraduate higher education class and offers recommendations for institutions and professional programs seeking to meet World Economic Forum Education 4.0 Initiative goals.

Competence-based language curricula: implementation challenges in Africa

Abstract Drawing on a case study design, this article examines the real-life adaptive challenges secondary school teachers of English in Uganda face while implementing the 2020 English language competence-based curriculum innovation. Findings indicate that scarcity of instructional materials, time constraints and large class sizes, limited planning and stakeholders’ support, dissonance between local culture and learning styles significantly underlie complications ESL teachers face adapting and implementing competence-based curricula innovations in English language classrooms in low-income contexts in the global south. The experiences of teachers in Uganda resonate across most global south ESL educational contexts. They illustrate the universality of challenges teachers face and are likely to face when implementing competence-based curricula in sub-Saharan Africa and the wider global south where the teaching and learning of English is premised on facilitating acquisition of English language for meaningful interaction.

I do and I understand: A virtual reality-supported collaborative design-assessing activity for EFL students

Instead of learning in a passive learning mode or aimlessly exploring VR scenarios, a collaborative design-based VR learning environment has great potential for developing classrooms. Through personal knowledge construction in a collaborative design-based learning (CDBL) environment, this study combines CDBL and VR technology to motivate students to build VR projects and practice speaking English in rich contexts through learning by design; students gradually generate knowledge from design experience and sufficient practice. Peer assessment was further introduced to enhance timely evaluation and reflection. Therefore, this study proposed a VR-supported collaborative design-assessing activity. 113 Chinese seventh-graders participated in a quasi-experiment to evaluate the effectiveness of this method. Compared to the collaborative design-assessing (CDA) activity, the results demonstrated that students in the VR-supported collaborative design-assessing (VR-CDA) activity greatly enhanced their English-speaking performance, collaboration tendency, and critical thinking awareness while lowering their English learning anxiety. In contrast to the VR-supported collaborative design (VR-CD) activity, however, the VR-CDA group activity did not significantly improve students’ English-speaking performance. The interview results proved that the students in the VR-CDA group were highly motivated to learn English because of the innovative classroom instruction. They also enjoyed designing the projects collaboratively, posting assessments, and self-reflection.