Innovative Teaching Approaches Research Articles

INNOVATIVE APPROACHES IN TEACHING THE SCHOOL MATHEMATICS

INNOVATIVE APPROACHES IN TEACHING THE SCHOOL MATHEMATICS

Transitioning to blended learning during COVID‐19: Exploring instructors and adult learners' experiences in three Ghanaian universities

AbstractTeaching and learning in higher education have increasingly become digitalized and associated with innovative pedagogical methodologies over the past decades. Following the sudden onset of the pandemic in March 2020, several studies tended to focus on traditional students' experiences with emergency remote education while literature is scarce on non‐traditional students (or adult learners) pedagogical experiences in Distance Education contexts. Using a qualitative case study approach, this study explored how digital technologies mediated instructors' and adult learners' educational experiences during COVID‐19 and their first‐time experiences with blended learning. Between October 2021 and July 2022, semi‐structured interviews were conducted with 40 adult learners and 20 instructors in three selected public higher education institutions (HEIs) in Ghana. Data analysis followed Braun and Clarke's (2012) thematic analysis approach. The results showed that the transition to blended learning was supported by the adoption and integration of varied virtual online technologies. The themes highlight the positive and negative impacts of technology in mediating the educational experiences of instructors and adult learners in blended learning environments. The themes which reflected both instructors' and adult learners' experiences were enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Blended learning facilitated by technology could be the ‘new normal learning’ post‐pandemic for adult learners pursuing Distance Education in Ghana. The study recommends the implementation of agile strategies and policies by HEIs to ensure sustainable quality education in distance learning. Practitioner notesWhat is already known about this topic The COVID‐19 pandemic necessitated the adoption of innovative pedagogical approaches in higher education contexts. Technological transformations in information and communication technology (ICT) have enhanced remote teaching in higher education institutions globally. The educational experiences of educators and learners differ in blended learning contexts. What this paper adds Instructors and adult learners' positive experiences with navigating a variety of web‐based technologies during the educational process are negatively impacted by technological difficulties during online instruction. Participants' experiences of blended learning are mixed with a preference for face‐to‐face dimension of blended learning instead of the online dimension. The paper identifies four themes that characterize instructors and adult learners' experiences with technology‐enhanced learning including enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Implications for practice and/or policy The study provides evidence‐based information on the relevance of digitizing distance education for sustainable development and promotion of lifelong learning opportunities for distance education students. The research recommends that higher education institutions (HEIs) implement agile policies to facilitate a seamless shift to distance learning. HEIs may adopt open distance learning frameworks to streamline 21st century pedagogical and learning practices in distance‐blended learning environments for quality course instruction. The study highlights the potential distance learning modalities that HEIs can consider for Distance Education students to sustain effective quality teaching and learning.

Enhancing High School Students' Future Thinking Skills through Interactive Digital Platforms for Teaching Energy Issues

In this paper, we investigate the potential of teaching energy-related topics to enhance secondary school students’ future thinking skills, including problem-solving, predicting, and envisioning. A physics enrichment program was conducted using the “Madrasati” digital platform in a semi-experimental design involving two groups of students (experimental and control). Utilizing a pre-post measurement approach, the study employed a novel instrument to assess future thinking across three distinct levels. The analysis, involving ETA squared, Cohen’s effect size, and independent sample t-tests, revealed a significant improvement in future thinking skills for the program group. These findings suggest the potential of incorporating energy-related topics and digital platforms into secondary science curricula to enhance critical thinking skills necessary for addressing future challenges. The study further underscores the potential of digital tools and innovative teaching approaches in optimizing students’ development of future thinking competencies.

Fostering autonomy in vocational college students: A fusion of metacognitive strategies and social cognitive learning theory

The aim of this study is to investigate how to foster vocational college students' autonomy in learning by integrating metacognitive strategies and social cognitive learning theory. The study uses social cognitive learning theory to look at metacognitive strategies in a systmematic and thorough way. It looks for similarities and places where the two can be combined in order to come up with a new and effective way to teach. 1) The integration of metacognitive strategies and social cognitive learning theory offers innovative perspectives and strategies for educational practice, fostering students' autonomy and social adaptability; 2) Through dual monitoring of cognition, nurturing social cognition, and deep integration of metacognitive strategies, educational practices can enhance students' cognitive control and social interaction abilities. 3) Future educational endeavors should focus on eliciting metacognitive awareness, integrating metacognitive strategies into teaching practices, and emphasizing social cognitive elements in evaluation mechanisms to address the complex challenges of modern education. 4) The fusion of these theories presents challenges in theoretical integration, teaching practices, assessment systems, and professional development, requiring innovative solutions and comprehensive support for educators and students alike. This study emphasizes the importance of teaching students reflective learning practices and actively cultivating metacognitive regulation abilities through cooperative learning. Furthermore, it underscores the necessity of integrating social cognitive aspects into assessment practices, thereby proposing an innovative educational approach.

Enhancing audiology students’ understanding of person-centered care: insights from an multi-national virtual student conference

Objective This project sought to investigate the impact of a multi-national peer learning initiative in facilitating a student-led conference on person-centred care (PCC). The primary objective was to assess students’ comprehension of PCC elements before and after engaging in the opportunity, with a concurrent evaluation of the efficacy of the opportunity. Design A mixed-methods study protocol was followed. Following the conference, participants completed a four-part survey including (a) demographics, (b) retrospective pre-post Likert scale, (c) Likert rating of conference experience and (d) five open-ended questions. Study sample One hundred and four participants (92.4% female) with a mean age of 21 years (0.07 SD) participated in the study. Results A significant difference in awareness pre-post conference was demonstrated across all topics (WSR, p < 0.001) with participants satisfied with the conference. Qualitative analysis revealed three main themes: (a) application of PCC; (b) perspectives of PCC; and () barriers to PCC; with nine sub-themes. Conclusion The conference was beneficial in enhancing students’ awareness of topics and principles of PCC. Innovative pedagogical approaches should be considered in order to enhance healthcare education allowing future clinicians to better meet the dynamic needs of their clients.

Bridging chemistry education research and practice through research-practice partnerships

This perspective article is a call to establish research-practice partnerships (RPPs) to foster collaborations between instructors and education researchers to tune into the needs of practice, share evidence-based practices, and solve modern organic chemistry education problems. I begin the article by discussing some limitations of the traditional approach of “translating” research into practice and suggest RPPs as an alternative model for “bridging” research and practice. Importantly, RPPs have been shown to address persistent problems of practice and improve educational outcomes. While more common at the secondary level, RPPs are rarely leveraged in post-secondary chemistry education. The article goes on to provide a concrete and relevant context for potential future RPP efforts to improve aspects of organic chemistry education—RPPs between education researchers and organic chemistry instructors to work toward designing, administering, and testing interventions to support learners’ representational competence (RC). RC is a set of skills that allow for the reflective use of a variety of representations to think about, communicate, and act on chemical phenomena. Current instruction often falls short of effectively supporting learners in developing RC. It is often tacitly assumed that learners will develop RC without explicit instruction that scaffolds the development of the RC skills. While it is important to improve the teaching about and with representations, implementing innovative pedagogical approaches can be challenging, particularly when instructors feel isolated in their efforts within their work environments. The RPP model could catalyze solutions to these challenges by pooling diverse expertise, thus enabling more robust and sustainable educational innovations.

ПРОБЛЕМА ПОДОЛАННЯ МОВНОГО БАР’ЄРУ В ПРОЦЕСІ ВИВЧЕННЯ ІНОЗЕМНИХ МОВ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

The article is devoted to the analysis of the problem of overcoming the language barrier in the process of learning foreign languages in higher education institutions. The object of consideration is the complex aspects of this phenomenon, the complexity of learning a foreign language, the lack of practical application of the acquired skills, the lack of attention to the cultural context during its study, etc. In view of this, there is a need for a systematic approach to overcoming the language barrier, taking into account not only linguistic aspects but also the psychological characteristics of students. The next aspect concerns the lack of practical application of language skills acquired during study. The study points to the relevance of introducing interactive methods of teaching a foreign language aimed at practical use of the language in different situations, which will provide students with the opportunity to improve their language skills in practice. It is noted that the lack of opportunities for practical use of a foreign language outside the classroom complicates the process of forming the foreign language competence of future specialists, makes it impossible to successfully consolidate communication skills in real life situations. This leads to a loss of interest in learning and limits the practical use of language skills. It is concluded that learning foreign languages should include understanding and adaptation of higher education students to cultural realities, which will contribute to a deeper understanding and more effective learning of languages. Particular emphasis is placed on the importance of using innovative pedagogical approaches, including technologies and methods of intercultural communication. The use of modern technologies, such as mobile applications, virtual reality, etc., can greatly facilitate the process of learning foreign languages and help overcome the language barrier, and it is also important to create a favorable learning environment where students have the opportunity to practice the language in different situations, use innovative teaching methods and focus on developing not only grammatical skills but also cultural context. The importance of immersive practice in overcoming the language barrier in foreign language learning is emphasized.

Unpacking the advantages and challenges of flipped classrooms in initial mathematics teacher education in Vietnam

The flipped classroom is an innovative pedagogical approach in which students are introduced to instructional content outside of class and engage in active problem-solving and discussions during in-class sessions. This pedagogical shift empowers students to take greater responsibility for their learning pace, transforming teachers into facilitators. Despite increased interest in flipped classrooms, their implications for mathematics teacher education still need to be clarified. This study employs a Delphi methodology to investigate the advantages and challenges associated with implementing the flipped classroom approach in Vietnam’s initial mathematics teacher education. The findings reveal a high consensus among experts regarding the importance of the identified indicators related to the advantages and challenges of flipped classroom in initial mathematics teacher education. Our study also uncovers contextual and institutional constraints, providing insights into unique challenges within the Vietnamese context. This research offers guidance for improving initial mathematics teacher education through flipped classroom model.

Innovative Approaches in Social Work Education: Exploring Strategies to Enhance Learning and Practice Preparation

This paper explores innovative approaches to teaching in social work education aimed at enhancing both learning outcomes and practice preparation. Drawing upon a review of current literature and best practices in pedagogy, this study examines various strategies that have been implemented to enrich the educational experience for social work students. The article begins by outlining the challenges faced in traditional social work education models and underscores the need for creative teaching methodologies to better equip students for the complexities of contemporary social work practice. It then delves into several innovative approaches, including experiential learning techniques, technology integration, interdisciplinary collaboration, and community engagement initiatives. Each approach is examined in terms of its potential benefits and challenges, as well as its applicability to different learning environments and student populations

Innovative Approaches in English Language Teaching: Integrating Communicative Methods and Technology for Enhanced Proficiency

This paper provides a comprehensive examination of effective English language teaching methodologies, focusing on communicative approaches and technology integration. Through an exploration of Task-Based Learning (TBL), Communicative Language Teaching (CLT), and Content-Based Instruction (CBI), as well as Computer-Assisted Language Learning (CALL), Virtual Reality (VR), and Mobile-Assisted Language Learning (MALL), this study evaluates their impact on language acquisition and proficiency development. The analysis highlights the role of authentic tasks, learner autonomy, and multimodal experiences in promoting meaningful communication and linguistic competence. Furthermore, it addresses the challenges and opportunities associated with integrating technology into English language instruction. By synthesizing current research findings and pedagogical practices, this paper offers insights into optimizing English language teaching in diverse educational contexts.

Exploring Cognitive Teaching Approaches for Inclusive Translation Online Classes: A Case Study During the COVID-19 Pandemic

This study explored teachers’ lived experiences of teaching translation inclusively online for the first time during the lockdown of the COVID-19 pandemic. The participants teach English and translation in the English Department, College of Languages and Translation, at Imam Mohammed Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia. Data were collected using a 5-point Likert questionnaire and semi-structured interviews. The study delved into the teaching approaches that teachers used to achieve course objectives, and the technology tools they embedded into the Learning Management System (LMS). The results indicated (73%) positive experiences, with (86.8%) finding the LMS effective for delivering instructional plans and (78.5%) reporting an increase in awareness of continuous technology education. The emergent themes of cognitive approaches included project-based instruction (89%), collaborative techniques (71%), conference-based strategies (64%), and constructivist approaches (50%). The results also showed improvements in students’ translation skills (80.7%), linguistic abilities (83.2%), social skills (78.5%), communicative skills (65.1%), and psychometric abilities (78.3%), indicating the positive effects of technology on cognitive domains. The findings illustrated that adopting effective instructional methods and integrating operative technological tools can significantly contribute to delivering enriched online content. The study recommends integrating Cultural Translation and Interpretation Studies (CTIS) and Cognitive Translation Studies (CTS) into professional development programs to enhance innovative teaching approaches for online settings. Consequently, the study contributes to language and translation education and technology by presenting an inclusive model that emphasizes the importance of incorporating translation theories, teaching methodologies, and appropriate technologies for effective online teaching.

Navigating uncharted waters: leadership insights from successfully reopened schools amid the COVID-19 pandemic

ABSTRACT This research delves into the experiences, challenges, and opportunities faced of Indonesian school principals as they grapple with the complex task of reopening schools post-COVID-19 pandemic. It offers insights into the challenges they face, the strategies they employ, and the lessons they learn in this transformative phase of education. Indonesian school leaders are confronted with the simultaneous implementation of a new curriculum, the imperative of safe reopening, and the integration of innovative pedagogical approaches adopted during the pandemic. Through semi-structured interviews and reflexive thematic analysis, five overarching themes emerge: Collaboration and Communication, Adaptation and Innovation, Support and Engagement, Learning from Others, and Resilience and Trust. These themes underscore the indispensable role of school leaders in orchestrating a holistic approach to reestablishing the learning environment. The findings hold significance for policymakers, educators, and education leadership programs, not only within Indonesia but also for educational systems worldwide. As education undergoes a profound transformation, the experiences of Indonesian school leaders offer valuable guidance on adapting, innovating, and fostering resilient educational communities in a post-pandemic world.

University Didactic 4.0 for Professionals of the 21st Century

Objective: This study investigates the impact of transitioning towards "University 4.0" on shaping professionals capable of addressing the 21st-century challenges. It highlights the integration of advanced technologies and innovative pedagogical approaches in higher education.   Theoretical Framework: The study focuses on the necessity for higher education to adapt to advanced methodologies and technologies to meet the demands of the knowledge society and the digital economy. It emphasizes the importance of ICT in educational transformation and the evolution of the teacher's role towards a learning facilitator.   Method: Descriptive analysis based on bibliographic review and surveys conducted with students and teachers, exploring emerging pedagogical practices and the integration of telelearning resources and ICT in educational environments.   Results and Discussion: A significant transformation towards more interactive and student-centered learning is revealed. The advantages of digital technologies in teaching and the challenges related to accessibility and equity are discussed. Research Implications: Suggests the need for a holistic approach that integrates technical, cognitive, and social competencies to properly prepare future professionals. It underlines the importance of overcoming technological and pedagogical barriers for a more inclusive and effective education.   Originality/Value: Provides a comprehensive perspective on the evolution of university didactics towards education 4.0, emphasizing the need to adapt to technological and sociocultural changes to form competent and versatile professionals in the global and technologically advanced context of the 21st century.

Innovativeness of business models in B2C and B2B online education segments in the USA

Aim. To conduct a comprehensive analysis of the structural and functional composition of innovative business models in the B2C and B2B online education sectors, and to identify the unique elements and factors that determine the success and novelty of these models. Objectives. To identify key development trends and current trends in online education, especially in the B2C and B2B segments; to identify and compare innovative elements of business models in the pre-university and corporate segments based on the analysis of online education project websites; to assess the degree of novelty of business models using the method of frequency analysis of business model elements based on data obtained from online sources.Methods. The study is based on the industry approach to identifying unique business models, analyzing the structuring of business models according to A. Osterwalder and I. Piñe, and assessing the innovativeness of business model elements based on frequency analysis. A comparative analysis of the two segments was performed in order to understand their specific requirements and characteristics, and to identify opportunities for cross-pollination of successful practices and strategies, which can contribute to the creation of new innovative approaches in online education. Data were collected from online education project sites and aggregated using SimilarWeb tool to assess site traffic.Results. The authors found that business models in the B2B segment show a higher level of innovativeness compared to B2C. The main elements of innovativeness are personalization of learning, integration with corporate systems, and development of specialized courses. The components contributing to innovativeness are identified, and recommendations for managing the structural components of business models in each of the segments are offered.Conclusions. The study indicates the importance of innovation in online education business models and the need to adapt them to the changing needs of learners and organizations. Ways to improve business models, including the integration of new technologies and the development of customized educational products for different market segments, are suggested.

Deep Learning PCA Correlation Analysis of Teacher’s Educational Technology Quality and Teacher’s Professional Competence

In contemporary education, the integration of educational technology has become crucial for enhancing teaching quality and fostering student learning outcomes. This study employs a novel approach by combining deep learning techniques with Principal Component Analysis (PCA) to explore the relationship between teachers' educational technology proficiency and their professional competence. The research leverages a dataset comprising various metrics related to teachers' usage of educational technology tools and their performance in professional development programs. Initially, the study preprocesses the data and applies deep learning models to extract high-level features from the complex and heterogeneous dataset. Subsequently, PCA is employed to reduce the dimensionality of the feature space while preserving the underlying structure and variability of the data. Through this process, latent factors representing different aspects of educational technology proficiency and professional competence are identified. The correlation analysis conducted on the reduced feature space reveals intricate relationships between teachers' competency in educational technology and their overall professional capabilities. The findings indicate that certain dimensions of educational technology quality, such as adaptability to new tools and innovative pedagogical approaches, positively correlate with measures of professional competence, including classroom management skills, student engagement, and instructional effectiveness. 

Thematic analysis of stakeholder perceptions for co-creative healthcare XR resource design and development; traversing a minefield of opportunities.

The expansive curricular volume of healthcare education makes a necessity the incorporation of innovative methods and immersive media in it. The core challenge in such approaches is the timely development of relevant immersive content such as Virtual, Augmented or Mixed Reality (VR/AR/MR) resources for healthcare topics. There is currently significant interest in the use of co-creative methods for streamlining immersive content development. A core research pursuit in this translational research field is the formulation of evidence-based, optimized workflows that streamline immersive content creation allowing for rapid expansion of innovative educational approaches in healthcare curricula. The purpose of this paper is to aggregate the perceptions of healthcare technologists and educators who participated in a series of co-creation sessions in order to elicit their best practice insights for design and development of XR educational resources using co-creative methods. According to our thematic analysis, findings of the qualitative study demonstrated that a rigorous organizational approach is required to maintain a constructive exchange of information and to keep the design process alive for both content and technical experts. In addition, rapid prototype and display of co-created features can empower their contributions and help them design more efficiently. Co-creative content production can benefit from adaption of existing frameworks and lightweight authoring environments that can facilitate generalized XR content development use cases.

Games and Arts as Tools for Developing Generic Skills in Engineering Students

In today’s educational landscape, the integration of innovative pedagogical approaches is essential for improving student learning. In this respect, game-based learning appears to be a strategy that not only actively engages students—who often struggle to understand scientific concepts, leading to negative emotions and discouragement—but also helps them acquire transferable skills. Particularly in the field of telecommunications engineering, where the practical application of knowledge is essential, the use of educational games offers a unique opportunity to explore and reinforce specific and general skills. In this study, a cross-sectional quantitative methodology was implemented using a representative sample of 64 undergraduate students in the sixth semester of the telecommunications engineering program at a public university. In general, educational games are primarily intended to evoke emotions in participants, such as enjoyment, to help them cultivate a “receptive learning mindset” and to effectively teach a specific subject. In contrast to these approaches, the game proposed in this study incorporates humanistic skills and artistic tools to construct antennas within a specific context. This enabled students to engage in a practical, applied learning experience in their field of study, focusing on three key aspects: appropriating knowledge, building values, and learning about life, as well as recognizing others in society and interacting with the environment. The results obtained using the proposed game-based strategy were compared with those obtained using conventional teaching tools. The results showed that play not only imparted knowledge but also contributed to students’ overall development by fostering the values and skills essential to their personal and professional success. The results underscore the significance of developing games that authentically simulate project processes and activities. This emphasizes the importance of aligning game dynamics with real-world challenges and situations in the field of telecommunications engineering. This simulation-based approach may be the key to maximizing the impact of game-based learning on the training of future professionals in this field. This comparative study helps fill a gap in knowledge about game-based learning in engineering education by providing valuable insights. It is also important to comprehend the impact of game-based learning on an antenna course and the students’ willingness to engage with this innovative teaching style in the classroom.

Students’ top-10 wish list for inclusive, engaging video lectures

Professor Ellie Davison is the winner of the 2024 Teaching Excellence Award (Established Educator), recognizing innovative and effective teaching approaches that promote achievement for all, with a sustained impact on students and colleagues across the sector. Ellie champions widening participation and inclusive teaching approaches that enable diverse cohorts to thrive. She strives to co-create learning experiences with students as partners, empowered to contribute and learn as their authentic selves.

Application of Virtual Reality Technology in English Teaching: Research on the Relationship between Learning Motivation and Learning Effectiveness

Virtual reality technology is an important direction of simulation technology, is a collection of simulation technology and computer graphics, human-computer interface technology, multimedia technology, sensing technology, network technology, and other technologies. It is a challenging cross-technology frontier discipline and research field. Virtual Reality (VR) technology mainly includes simulated environment, perception, natural skills and sensing devices. The simulated environment is a computer-generated, real-time dynamic three-dimensional stereo realistic image. This paper explores the transformative potential of virtual reality (VR) technology in English language teaching, focusing on the dynamic interplay between learning motivation and effectiveness. Through immersive VR environments, educators can cultivate increased engagement and foster language acquisition. A comprehensive literature review demonstrates the widespread adoption of VR technology in various fields and highlights its positive impact on learning outcomes. The proposed methodology advocates the seamless integration of VR technology with innovative pedagogical approaches to optimize English language instruction. By analyzing the relationship between learning motivation and effectiveness, this study sheds light on the nuanced dynamics of VR-enhanced learning in English language education.

Unveiling challenges with e-learning faced by academic staff at a University of Technology after COVID-19 pandemic in South Africa

The global shift from traditional face-to-face learning to e-learning, spurred by the COVID-19 pandemic, has significantly transformed higher education (HE) landscapes. Many institutions in developing countries, unprepared for this shift, now find e-learning integral to the educational process. This study explores challenges faced by academic staff at a South African University of Technology (UoT) post-COVID-19. Utilising a phenomenological qualitative research approach, insights were gathered from academic staff through semi-structured interviews. Key challenges identified include insufficient infrastructure, limited training, technological proficiency gaps, student engagement issues, and concerns about academic dishonesty. Practical recommendations encompass infrastructure enhancement, digital training, blended learning strategies, improved student engagement, and measures to ensure academic integrity. These adaptable suggestions provide insights for institutions seeking to enhance e-learning environments, contributing to improved teaching and learning (T&amp;L) outcomes in an evolving educational landscape. It was further recommended that future studies can explore long-term intervention effects, conduct comparative institution studies, and delve into innovative pedagogical approaches.