Mode Of Instruction Research Articles

Investigating the effects of emotion regulation and creativity on Chinese EFL teachers’ burnout in online classes

The spread of the Coronavirus and the emergence of new technology have led to an abrupt shift in education and changed the mode of instruction. The new mode of instruction has faced teachers with new challenges, which may enhance the rate of job burnout. To avoid this phenomenon, the causes of teacher burnout in online classes should be widely identified. With this in mind, this inquiry investigated the effects of emotion regulation and creativity on EFL teachers’ burnout in online classes. We hypothesized that teachers’ creativity and ability to regulate their emotions can minimize the rate of burnout. To test this hypothesis, 329 Chinese EFL teachers were invited to respond to three validated questionnaires. The collected data were analysed through Structural Equation Modelling (SEM). The study outcomes revealed a significant correlation between Chinese EFL teachers’ creativity, emotion regulation, and burnout. The results also showed that creativity and emotion regulation can make a significant change in the rate of teacher burnout. The present results are hoped to be illuminating for all online English teachers. FUNDING INFORMATION. This work was supported by Ningbo University Teaching Research Project “Research on teaching strategy of ideological and political theory course based on acceptable psychology of college students” (JYXMXZD2023040).

Retrospective ratings of learning across pre-pandemic, emergency-remote, and post-pandemic instruction in an introductory biology laboratory

In 2019 a global pandemic forced biology teaching laboratories to move remotely. In this article we present data on student perceptions of laboratory instruction modality as experienced pre-, during, and post-pandemic. Our research took place at the University of Wisconsin-Madison in 2022. We designed a survey to evaluate students’ perception of key components of scientific critical thinking set as learning outcomes of the laboratory of an introductory biology course. Participants included students who took the course under the same teaching assistant. We surveyed four consecutive semesters in which teaching and learning environments were drastically altered: A) pre-pandemic in-person instruction Fall 2019, B) pandemic emergency-remote instruction Spring 2020, C) pandemic full-semester online instruction Fall 2020, and D) post-pandemic return to in-person instruction Spring 2021. We found differences in the response to four of the nine survey items. First, greater ratings were observed for D (post-pandemic in-person Spring 2021) relative to C (pandemic full-semester online Fall 2020) for the following three items: (a) developing research questions and hypotheses, (b) performing experiments and (c) level of engagement. Furthermore, the rating for the overall laboratory quality was greater for D (post-pandemic in-person Spring 2021) relative to A (pre-pandemic in-person Fall 2019). There were no differences in students’ perception for the following four items: presenting data, performing statistical analysis, discussion of results, and acquiring critical thinking skills. We concluded that students had a better appreciation for in-person laboratories after experiencing remote laboratory. In the future, student perceptions should be considered, along with their academic experiences, whenever laboratory teaching is done remotely.

No knowledge gap in human physiology after remote teaching for second year medical students throughout the Covid-19 pandemic

The COVID-19 pandemic had a disruptive effect on higher education. A critical question is whether these changes affected students’ learning outcomes. Knowledge gaps have consequences for future learning and may—in health professionals' education—also pose a threat to patient safety. Current research has shortcomings and does not allow for clear-cut interpretation. Our context is instruction in human physiology in an undergraduate medical program from high stakes end of term examinations. The sequence of imposed measures to slow the COVID-19 pandemic created a natural experiment, allowing for comparisons in performance during in-person versus remote instruction.In a two-factorial design, mode of instruction (in-person vs. remote) and mode of assessment (in-person vs. remote) were analyzed using both basic (non-parametric statistics, T-tests) and advanced statistical methods (linear mixed-effects model; resampling techniques). Test results from a total of N = 1095 s-year medical students were included in the study.We did not find empirical evidence of knowledge gaps; rather, students received comparable or higher scores during remote teaching. We interpret these findings as empirical evidence that both students and teachers adapted to pandemic disruption in a way that did not lead to knowledge gaps.We conclude that highly motivated students had no reduction in academic achievement. Moreover, we have developed an accessible digital exam system for secure, fair, and effective assessments which is sufficiently defensible for making pass/fail decisions.

Integrating Primary Source Analysis in Remote Teaching of Earth and Environmental Science During the COVID-19 Pandemic

The COVID-19 pandemic disrupted learning, and obstructed social connections and spatial awareness. To rectify, an interdisciplinary curriculum integrated remote teaching of earth and environmental science with primary source analysis. Two professional development workshops trained 20 teachers and librarians who designed 17 cross-curricular activities for 540 students. In semi-structured interviews, the participants reflected that primary source analysis engages students in active learning and inquiry, develops critical thinking, provides multiple perspectives, and advances spatial skills by investigating real-world situations. Teachers concluded that teaching with primary sources enhances instruction and saves their time because activities can be adapted for any mode of instruction.

From screen to bench: unpacking the shifts in chemistry learning experiences during the COVID-19 transition

Abstract This research comprehensively analyzes students’ Chemistry Learning Experience (CLE) during the COVID-19 pandemic, comparing online learning experiences with traditional face-to-face instruction in the post-pandemic phase. Employing a quantitative approach and leveraging the Rasch model, the study focuses on capturing the nuances of individual student perceptions, an aspect often overlooked in group-centric statistical analyses. One hundred students (49 males and 51 females) participated in both study phases. Segmented into behavioral tendencies, content perceptions, and specific learning needs, the evaluation tools provided insights into the students’ CLE across the two instructional modalities. Results from the stacking analysis revealed a positive shift in CLE post-pandemic, with students demonstrating a better grasp of and attitude toward chemistry in face-to-face settings. Racking analysis further underscored the changing difficulty perceptions of specific content items across the two learning environments. Gender-based patterns in CLE were also evident, with male students expressing a more favorable view of online learning during the pandemic than their female counterparts. The research findings advocate for a blended learning approach, harnessing the strengths of both online and traditional instructional methods. Furthermore, insights into gender-specific learning experiences emphasize the need for inclusive and adaptive teaching strategies, ensuring optimal learning experiences for all students. The study underscores educators’ and students’ resilience and adaptability in navigating the challenges of the pandemic. It offers valuable insights for future educational strategies in chemistry education.

Transition to online classes during covid-19 pandemic situation: Analyzing challenges faced by students from Public and Private Universities

In the wake of Covid-19 situation an increase in number of online modes of instruction for continuing teaching and learning has been observed. It is perceived that online classes may not be an ideal mode of instruction for many students considering the resources available to them and nature of various subjects. An increase in interest in Hybrid, Mixed and Flipped style of teaching has been getting attention due to challenges pertaining to online classes. Therefore, the present study is an attempt to understand the challenges being faced by students in two different higher education institutions in Karachi. This research is qualitative in nature with the inductive approach. For data collection, semi-structured interview schedule was developed. Participants were approached through convenience sampling technique. Interviews were taken from eight participants, four from each, Public and Private University. Thematic analysis technique was used to analyze the data. Result section discusses the challenges in detail faced by the students in both educational sectors.

Comparative Analysis of Chinese and American Mode of Classroom Instruction on Youths Employment Adaptability

Comparative Analysis of Chinese and American Mode of Classroom Instruction on Youths Employment Adaptability

Validation of the Faculty Readiness to Teaching Online (FRTO) scale

PurposeThe current study examined several aspects of validity evidence for the Faculty Readiness to Teaching Online (FRTO) scale.Design/methodology/approachData were collected from 307 faculty in higher education. Construct validity was evidenced through an exploratory factor analysis and a reliability coefficient. Differential validity was explored using the differential item functioning analysis to explore potential bias in items due to gender and age. In addition, convergent validity was tested by correlating FRTO with years of teaching online, the primary modality of instruction and whether there is required training in online teaching by the institution.FindingsThe findings from validation showed that new factors emerged and also demonstrated differences based on instructors gender and age, as well as based on teaching experience and primary modality of teaching.Originality/valueThe findings confirmed the previous study's results (Martin et al., 2019) and provided some modifications to the instrument. The factor structure did not conform to the original four factors proposed in the instrument; instead, the newly loaded factors were course design and facilitation, course technologies, course expectations and resources and time management. The revised instrument can be presented and discussed at online teaching professional development programs to help faculty understand the core competencies they need to better instruct students.

Interactional patterns in the online language classroom: a quantitative analysis across proficiency levels and lesson types

Online second language instruction has boomed in recent years, aided by technological affordances and the forced changes in instructional modality resulting from the COVID-19 pandemic. This transformation has underscored the critical role of interaction in online pedagogy. Research suggests that increasing opportunities for interaction between students and instructors is essential for fostering second language acquisition (SLA). However, little research exists quantifying the production of diverse types of interaction in online language instruction, particularly among experienced instructors. The present study utilizes an interactionist framework to perform a quantitative analysis of interaction in online Spanish language coursework, categorized according to interaction initiation type: Instructor-Prompted Participation (IPP), Unprompted Oral Participation (UOP), Unprompted Text Participation (UTP), i.e., chat usage, and interaction length (as exhibited by both the number of student turns in an interaction and the average length of those turns). Data includes 18 h of video recordings of synchronous L2 Spanish language instruction across proficiency levels and lesson types at a distance-learning university in the UK. Lesson types included grammar workshops and exam preparation. Results show that the interactional patterns in online language courses are influenced by proficiency level and lesson type. Lower proficiency students engaged in interaction routines more frequently, while the ability to engage in extended discourse was contingent upon the specific activity/lesson type. The study helps address the dearth of research on interaction and language teaching in languages other than English (LOTE).

The cognitive effects of computational thinking: A systematic review and meta-analytic study

In this paper, we review and meta-analyze the findings of experimental studies published between 2006 and 2022 that examined the effects of coding and programming interventions on children's core and higher order executive functions (response inhibition, working memory, cognitive flexibility, planning and problem solving). The systematic review and meta-analysis aimed to address three research questions: 1) Which executive functions are most impacted by the teaching of CT? 2) Which instructional modality (educational robotics/virtual coding/unplugged coding) is most effective in enhancing executive function skills in learners aged 4–16 years? and 3) Does the cognitive effectiveness of coding vary with children's age? A total of 19 studies with 1523 participants met the selection criteria for the systematic review. The meta-analysis included 11 of those studies. The results reveal beneficial effects of structured virtual and tangible coding (educational robotics) activities for preschoolers and first graders, and significant effects of more unstructured virtual coding activities (e.g., Scratch-based) for older students. A multivariate fixed-effects model meta-analysis shows that the teaching of coding significantly improves problem-solving with the highest effect (dppc2 = 0.89), but also planning (dppc2 = 0.36), and inhibition and working memory with lower effects (dppc2 = 0.17, dppc2 = 0.20).

Perceptions of online education among 16-18-year-olds: Differences and similarities in their interests and preferred formats according to where they live

This research employs a quantitative and cross-sectional approach, utilizing an online survey (N=600), to examine the preferences of Spanish students aged 16 to 18 regarding different modes of education (face-to-face or online). It also explores potential variances based on their place of residence. Additionally, the study identifies the subjects of interest to these students for integration into formal learning and determines their preferred online learning formats. The findings reveal significant differences between students residing in cities with a population of 50,000 or more and those in smaller habitats, particularly in relation to their experiences and evaluations of online education, precisely specific training in received digital technologies, their topics of interest, their self-study learning methods, and their preferred online learning formats. These study outcomes can contribute to the enhancement of online education and better preparedness of the educational system for future challenges that may necessitate the adoption of this instructional mode. Based on our study, several recommendations for online education can be made. Firstly, there is a need for teachers to acquire enhanced digital skills. Secondly, it is important not to assume that young individuals possess inherent digital skills due to their age; instead, it is crucial to emphasize the acquisition of critical digital skills during their education. Thirdly, motivating young students by aligning teaching with their areas of interest should be encouraged, considering their significant habitat preferences. Lastly, interactive methodologies that stimulate students, such as immediate evaluation questionnaires, animations, and interactive exercises, should be prioritized, particularly for students residing in densely populated areas.

COMPARISON BETWEEN OFFLINE AND ONLINE TEACHING IN A TURKISH LANGUAGE

In the wake of the global pandemic, the need for having an alternative method for education grew considerably. Globally, institutions had to embrace distance learning and begin online classes to ensure their students’ education was not interrupted by the pandemic. This study was done to observe the differences in students’ achievement in online and offline groups to help Turkish language educators determine which method brings more positive results to students. The study was done in Nurorda school in Nur-Sultan, Kazakhstan with 60 participants from the 7<sup>th</sup>-grade class in a Turkish Language class. The students were in two groups, 50 students in the offline format while 10 students were in the online format. The students were taught for 5 weeks and in the 6<sup>th</sup> week, a final exam was conducted to test students' understanding. The scores of the students were obtained and an Independent Sample t-test was conducted to determine if there is any statistically significant difference between the two methods. The study found that there is no statistically significant difference between online and offline modes of instruction because our t-test was 0.083>0.05 after the analysis was done. Both methods were found to express the same results when it comes to students’ achievement and were both equally effective in enhancing understanding and comprehension of the topic in Turkish language education.

Evaluation of Mixed Reality Technologies for Remote Feedback and Guidance During Transrectal Ultrasound Biopsy Simulation: A Prospective, Randomized, Crossover Study

OBJECTIVETo compare equivalency of remote to in-person training during simulated transrectal ultrasound-guided prostate biopsy, we combined three technologies (mixed reality software, smart glasses, and hydrogel simulation model). Taken together, telemonitoring harnesses data streaming to provide real-time supervision and technical assistance for surgical procedures from an expert at a remote geographical location. METHODS19 students were randomized into two groups (mixed reality-first and in-person-first) and proctored to measure prostate volume and perform 14-biopsies over seven sessions: pre-test, two mixed reality/in-person-guided training sessions, mid-test, crossover into two in-person/mixed reality-guided training sessions, and post-test. Mixed reality sessions utilized Vuzix smart glasses with mixed reality software (HelpLightning) to share the student’s first-person perspective and Zoom to project the ultrasound screen to a remote instructor. Training and test sessions utilized single-color and seven-color prostate models, respectively. Accuracy of biopsy cores from test sessions were compared. Perception of instruction following each training session using 5-point Likert scales across five domains was assessed. Preference of instruction modality was assessed qualitatively. RESULTSComparison of mid-test performance following two training sessions was similar across the two groups (mixed reality-first 63.8% versus in-person-first 57.6%, p=0.340). Following crossover, difference in post-test performance of the mixed reality-first group and the in-person-first group approached significance (mixed reality-first 80.2% versus in-person-first 70.8%, p=0.050). Student evaluation of mixed reality and in-person instruction following training sessions was similar across the five metrics. CONCLUSIONSMixed reality-based remote learning is equally effective when compared to traditional in-person instruction.

DIGITALIZATION OF HIGHER EDUCATION

For an extended period, the higher education community has been diligently endeavoring to implement technologically advanced and more efficacious methodologies. The aim is to enhance effectiveness and cultivate a generation of graduates equipped to navigate the evolving labor market dynamics and adapt to the influences of globalization. The outbreak of the Covid-19 pandemic significantly catalyzed the adoption of digital education, often referred to as "E-Learning," as a predominant mode of instruction across a majority of countries. This shift was necessitated by the imperative to adhere to social distancing measures and prevent the potential collapse of the educational infrastructure. In the wake of this transformative paradigm, educational institutions were compelled to engineer inventive management approaches to effectively traverse this altered landscape, marking the dawn of a new era. This era is characterized by a profound dependence on advanced technology and unfettered information accessibility as pivotal factors for sustaining and optimizing performance.This paper aims to explain the basic ideas behind managing higher education while exploring the existing research that supports these ideas. By breaking down the various aspects and tools involved, the goal is to shed light on the complex nature of managing higher education. This exploration eventually leads to an examination of how the digitalization of education impacts different functional areas of education management. Through this in-depth analysis, a clear connection emerges between the need for digitalization and the necessity to update management systems. This connection is crucial for not only achieving but also sustaining effective operation in this new era that combines technology and education.

Developing Hybrid ESP Courses at UNWE

Hybrid courses which combine the benefits of face-to-face and electronic modes of instruction have gained popularity in higher education as they can increase the motivation of the new generations of learners and hence the effectiveness of academic courses. The objective of the research presented is to provide a blueprint for developing hybrid ESP courses in the fields of economics and socio-political studies in order to deliver modern and effective instruction in specialised English at the University of National and World Economy, taking into account the realities of the world today. The study seeks to yield a reliable picture of the students’ attitudes and needs, and a model for course optimisation.

Context-specific elective coursework and student’s employability development: Application of social cognitive career theory in hospitality education

Existing research is in hospitality education is primarily focused on the degree level, rather than the course level. This study advances extant research that analyzes coursework by also applying social cognitive career theory (SCCT) to examine the relationships between problem-based learning, teachers' transformational leadership, and students' self-efficacy and employability. Over a timeframe of four years, 919 undergraduate hospitality management students participated in this research. Structural equation modeling identified significant positive correlations between students' self-efficacy, problem-based learning and employability, as well as teachers' transformational leadership. In addition, problem-based learning and students' self-efficacy were key mediators of the relationship between teachers' transformational leadership and student’ employability. No significant differences were found among mode of instruction or faculty member. Hence, this research provides a baseline for evaluation of various pedagogical methods and content delivery in hospitality education.

Smeshannaya model' obucheniya anglijskomu yazyku v vuzah Kitaya v ramkah strategii «Internet Plyus»

The article studies the construction strategy of blended instructional mode of university English under the background of “Internet+". The hypothesis is put forward that the blended instructional mode based on the background of “Internet+" has great use value and can promote the overall improvement of the quality of English-related talents. It is concluded that the creation of flip classrooms, implementation of MOOC (massive open online courses) instructional mode and introduction modern software stimulate students' interest in English and improve their language application ability.

Metody obucheniya istorii zapadnoj muzyki v Kitae v ramkah postmodernistskoj obrazovatel'noj koncepcii

The article analyzes the basic content and characteristics of post-modern educational ideas, and the enlightenment of post-modern educational ideas to the teaching of Western music history, and then explores the instructional mode of Western music history supported by post-modern educational ideas.

Face-to-Face Instruction and Blended Learning Related to Students’ Commitment in Science Courses

Changes in instructional modes that have occurred can trigger various perceptions and different learning commitments, especially in lectures that are identic to perform hands-on science, such as science courses. This study aims to analyze students’ perceptions of blended learning and face-to-face modes in science courses related to learning commitment after the Covid-19 pandemic. Using phenomenological method, the research was conducted with six students as participants. The data was collected by interview, observation, and documentation techniques. Triangulation was used to validate the data, while a data analysis technique is using Miles and Huberman. The results show that there are differences in students' perceptions and commitments in science courses with both learning modes. Students tend to perceive face-to-face learning more positively than blended learning because activities perform more interactively. Students’ commitments are better during face-to-face learning than during blended learning. Based on the results, this study concludes that positive perceptions shape better learning commitments than negative perceptions.

Mathematical Misconceptions of Senior High School Students: Implications to Mathematics Curriculum

Misconceptions often pose significant barriers to effective mathematics learning. This study aimed to investigate the misconceptions prevalent in general mathematics and statistics and probability among senior high school students taught during the modular learning modality. Through a mixed-methods approach, involving quantitative surveys and qualitative interviews, mathematical misconceptions such as procedural knowledge, misapplication of formulas, internal barriers, misleading assumptions, and limited question understanding were identified. The study highlights the implications of these findings for curriculum design, teacher professional development, student-centered instruction, and the development of supplementary resources. Moreover, the study underscores the need for tailored interventions to rectify misconceptions, cultivate a deeper understanding of mathematical concepts, and foster accurate probabilistic reasoning among senior high school students during the new normal mode of instruction.