Instructional Experiences Research Articles

The Instructional Experiences on SKSU-Kalamansig Campus: The Case of Non-Teacher Education Graduates

The Instructional Experiences on SKSU-Kalamansig Campus: The Case of Non-Teacher Education Graduates

Academic Orthodontic Opportunities

Academic Orthodontic Opportunities

To Sider af Samme Sag: A Comparative Study of Teacher Education Programs in California and Denmark

This study explores the experience of teacher candidates and instructors in teacher education programs in California and Denmark. With both California and Denmark grappling with the way their current education system is or is not meeting the needs of the current population, this comparative study aims to better understand the dichotomy present. Through a set of interviews, the study focuses on the concepts of social responsibility and culturally sustaining pedagogies and how stakeholders experience these in their programs. Results show that Danish participants experience a more defined purpose and common understanding of the role of schooling in Danish society, and their role in it as teachers. Californian participants expressed a desire to reshape the state’s education system to be more racially and socially-just, but with varying ideas of how to achieve this. Implications of the comparison are discussed.

Teachers’ Perspectives: Developing Undergraduate EFL Learners’ Critical Thinking Skills

This paper aims to explore EFL teachers’ perceptions of critical thinking (CT), its importance in EFL classes, and its teachability, which aims to develop undergraduate EFL learners’ skills. Not only does it present firsthand information about the teachers’ widespread understanding of CT, but it also analyzes the relevant instructional experience in depth. To provide an objective analysis of the EFL teachers’ conceptualization and visualization of CT skills in a home setting, a questionnaire has been distributed to a sample population of EFL teachers at Birzeit University in Palestine. This measuring tool provides a description of variables that affect implementing CT in class. The paper also tries to defend the need to equip teachers with an unambiguous thoughtful understanding of CT concepts and instructional strategies that develop learners’ ability to think critically. Based on the respondents’ answers, the paper concludes the discussion by confirming that critical-thinking-based instruction should be better practiced in EFL classes.

Barriers in Technology Integration: EFL Lecturers and Students’ Experience in English Learning and Instruction amidst Covid-19 Pandemic Disruption

Since Covid-19 Pandemic outbreak all schools and universities in Indonesia were closed and teaching-learning activities were shifted to online learning mode. Learning from home trend started to dominate classroom instruction in all level of education. In university, this phenomenon certainly affected lecturers and students’ enthusiasm in teaching-learning activities since they need to make necessary adaptations in many aspects including the use of technology to support learning. Online learning requires technology to apply the digital tools or media. This study was aimed at finding out the barriers that lecturers and students faced in integrating the technology in teaching during the midst of Covid-19 Pandemic disruption. This study used qualitative research method in a case study design. The data were collected using observation and interview with the participants in one of public university. The participants of this study were EFL lecturers and students of one public university. Two EFL lecturers and ten students from two different classes took part as participants of the study. The data were analyzed using thematic analysis. The findings of the study showed that there were two barriers faced by the lecturers and students in integrating the technology in online learning such as extrinsic barriers and intrinsic barriers. In extrinsic barriers there was resources barrier and in intrinsic barriers there were improve the students’ knowledge and skills in online learning barrier, the barrier to control the student’s attitude while online learning and the assessment barrier in integration the technology.

Blended Learning for Effective Reflective Essay Writing

This study assessed the effectiveness of blended learning for effective reflective essay writing among Grade 9 students of Pit-os National High School, Pit-os, Cebu City, for the School year 2018-2019. The quasi experimental method of research was employed. There were 50 Grade 9 students involved in the study. These subjects were grouped into two: the control and experimental groups. The experimental group was intervened with the use of a blended learning approach using the visual writing prompt, an online tool, while the control group was taught with the traditional method of teaching. The main instrument used was The Day of Destiny by Sir Thomas Malory. An assessment rubric was used to assess the performance of both the experimental and control groups. There was a significant difference between the posttest performances of the control and experimental groups. The findings showed that the students who were exposed to the blended learning approach had enhanced their writing performance more than the control group. The study concluded that the blended learning approach is effective in improving the writing performances of the students. Furthermore, this approach provides effective instructional experiences for the students because of the responsive environment.

Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data.

The sustaining environments hypothesis theorizes that the lasting effects of PreK programs are contingent on the quality of the subsequent learning environment in early elementary school. The current study tests this theory by leveraging data from students (N = 462) who did and did not enroll in the Boston Public Schools (BPS) prekindergarten (PreK) program as well as features of their kindergarten instruction measured at the child- and classroom-levels using surveys and observations. Taken together, findings revealed limited evidence for the sustaining environments hypothesis. The bulk of the results were null, indicating that in general, associations between enrollment in BPS PreK and language, literacy, and math skills through the spring of kindergarten did not vary by kindergarten instructional experiences. When examining distinct types of instructional experiences, there were some inklings that child-level observational measures of kindergarten learning experiences-particularly those capturing constrained versus unconstrained instruction-were more predictive of PreK persistence than observed global classroom quality measures or survey-based measures of advanced instruction. However, these associations were not always specific to outcomes matching the content delivered during this instruction (math vs. literacy), consistent with the possibility of either cross-domain effects or that instructional variables are proxies for more general instructional practices. Findings for future research and theory are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Students’ English Learning Experiences on Virtual Project-Based Learning Instruction

Project-based learning is a learner-centered process that gives freedom to the students to design their own project works. Though numerous research results on the enactment of Project-Based Learning instruction have already been reported, only a limited number has reported its enactment in an online classroom situation. This present research, employed Interpretative Phenomenological Analysis (IPA), unpacks the students’ learning experience after being exposed to Virtual Project-Based Learning, henceforth Virtual PBL. The researchers administered in-depth interviews to eighteen students who came from two different classes in an Islamic Higher Education in Indonesia. Findings show that five major themes emerged from data collection and analysis; increase active participation and motivation, develop critical thinking skills, participate in collaborative group discussion, build peer and lecturer communication, and develop skills in using digital tools. This result contributes to the earlier studies dealing with students’ learning experience of Virtual PBL instruction. It also adds the pedagogical implications to the research related to Virtual PBL enactment in Islamic higher education setting.

PROSPECT AND PROMISE IN INTEGRATING MULTILITERACY PEDAGOGY IN THE ENGLISH LANGUAGE CLASSROOM IN INDONESIA

This article discusses the multiliteracy idea to give reasons in favor of multiliteracy implementation in Indonesian classrooms. Multiliteracy offers fresh perspectives on language education and learning. The usage of multiliteracy in Indonesia provides potential benefits, such as the growth of pupils' literacy levels. Multiliteracy adds a new dimension to education and allows instructors to take an alternative approach to teach, moving away from the conventional teacher-centered method towards a more student-centered approach. Furthermore, it places the emphasis on critical thinking, cultural awareness, and fresh insight. Students are encouraged and expected to be more curious when studying multiliteracy since they will be able to explore and learn on their own. Educators in Indonesia, on the other hand, should not be unfamiliar with the notion of multiliteracy. It should be welcomed, and while it may appear challenging at first, it can be a rewarding and exciting experience for instructors and students.

Youth Experiences Through the Journey of Resiliency

Amid the global COVID-19 pandemic, there has been an innumerable amount of distress on the lives of others. Among the many populations impacted are students of color who have experienced many difficulties with balancing their personal lives and education. This study is dedicated to exploring the experiences of students of color in an institution of higher education (HBCU) Historically, young people of color have been regarded as a marginalized population in the realm of education. Therefore, this chapter provides an in-depth view using qualitative methodology to: (a) better understand the complexity and challenges faced during the pandemic for this population; and (b) gain insight into their overall lived experiences. As students of color in higher education, preliminary analysis shows that many have had to face a myriad of obstacles including, but not limited to, adjustments in academic learning technological challenges, experiences of family casualties, personal bouts with surviving COVID-19, and economic challenges to name a few. Despite these aforementioned barriers contributing to the unbalanced impact of COVID-19 as it relates to issues of equity and justice for communities of color, many students demonstrated a level of resilience that should be immensely commended. Therefore, when sampling students of color at HBCUs impacted by the global pandemic, emphasis is placed on their stories of resiliencies and unprecedented experiences, post COVID-19 instructional experiences, as well as personal life experiences. This study is deemed important because learning takes place over a lifespan and in the field of academia, despite challenges, the word “resilience” should be at the forefront and in the minds of our students of color as it relates to the unbalanced impact of the global pandemic. .

A Database By Any Other Name: Instructor Language Preferences for Library Resources

This study explored the language preferences of instructors at Louisiana State University for library resources and whether library terminology influenced those choices. Participants were presented with both screen captures and definitions of electronic library resources and were asked to identify them in their own words. Faculty did not use library terminology consistently and performed better when presented with a definition than with a screen capture. No correlation was found between rank, teaching experience, college, or attendance in library instruction and preference for library terminology. A statistically significant relationship existed between frequent use of library resources and preference for library terminology. Confusion about this terminology could create difficulties for faculty in conducting their own research and may confuse their students when they hear conflicting language from their instructors and librarians. Librarians should use clear language, provide context on websites, and provide instruction on these resources specifically catered to instructors.

Pendidikan Sekolah Sentra dalam Pengembangan Karakter Siswa Islami

This research aims to determine the effect of the application of intermediate techniques in learning Islamic Religious Education on the development of the child's personality. Coaching which is a good time for children can play an important role in shaping their personality. So there must be work from tutoring experts to find the type of learning that suits the development of today's children living in the education department. progress. Sentra is an application designed to change children's moral, mental and scientific knowledge to improve something. The results showed that the instructive experiences that utilize the seven parts of the center are 1) availability, 2) blocks, 3) abilities, 4) difficult tasks, 5) typical materials, 6) body training, and 7) faith and piety, as well as contributing in strengthening the mental, psychomotor, and social communication perspectives of adolescents. Also, the assimilation of these techniques in the PAI educational experience can relate to the student's strict personal setting. The fundamental key to the outcome of using this technique is consistency of action. make critical commitments in fortifying children's mental, psychomotor, and social connections. What's more, the assimilation of these strategies in a developing PAI experience can link students' rigid personal development. The main key to the results of using this strategy is consistency of movement. make a major commitment to fortify the mental, psychomotor, and social communication of young people. Furthermore, the assimilation of these strategies in the PAI educational experience can link students' rigorous personal development. An important aspect of progress using this technique is the determination of movement. Data query is accomplished by plotting the data, isolating it into units, consolidating them, coordinating them into models, choosing what is large and what to dissect, and creating goals that can be communicated to others.

Pendidikan Sekolah Sentra dalam Pengembangan Karakter Siswa Islami

This research aims to determine the effect of the application of intermediate techniques in learning Islamic Religious Education on the development of the child's personality. Coaching which is a good time for children can play an important role in shaping their personality. So there must be work from tutoring experts to find the type of learning that suits the development of today's children living in the education department. progress. Sentra is an application designed to change children's moral, mental and scientific knowledge to improve something. The results showed that the instructive experiences that utilize the seven parts of the center are 1) availability, 2) blocks, 3) abilities, 4) difficult tasks, 5) typical materials, 6) body training, and 7) faith and piety, as well as contributing in strengthening the mental, psychomotor, and social communication perspectives of adolescents. Also, the assimilation of these techniques in the PAI educational experience can relate to the student's strict personal setting. The fundamental key to the outcome of using this technique is consistency of action. make critical commitments in fortifying children's mental, psychomotor, and social connections. What's more, the assimilation of these strategies in a developing PAI experience can link students' rigid personal development. The main key to the results of using this strategy is consistency of movement. make a major commitment to fortify the mental, psychomotor, and social communication of young people. Furthermore, the assimilation of these strategies in the PAI educational experience can link students' rigorous personal development. An important aspect of progress using this technique is the determination of movement. Data query is accomplished by plotting the data, isolating it into units, consolidating them, coordinating them into models, choosing what is large and what to dissect, and creating goals that can be communicated to others.

Academic Orthodontic Opportunities

Academic Orthodontic Opportunities

Future-proofing students in higher education with unmanned aerial vehicles technology: A knowledge management case study

In this paper we report experiences in implementing a new course ‘Understanding Drone & Robotics Technology – History, Usage, Ethics & Legal Issues’ at the Singapore Management University framed as a strategic knowledge management (KM) initiative in an institution of higher learning aimed at capturing, sharing and creating new knowledge about disruptive technologies such as unmanned aerial vehicles. We posit the new course as a knowledge innovation initiative (similar to a KM-enabled business case in a corporate setting) in support of the university’s mission and vision so as to deliver new value to students and to stay ahead of the latest technological developments. In line with a ‘normal’ KM initiative, we examine how the new learning and teaching initiative was conceived, pushed forward and eventually launched, creating a new multi-disciplinary learning experience for students, instructors and other stakeholders. We explain the knowledge strategy of the course and use I. Nonaka’s SECI framework to shed light on selected aspects of the pedagogical approach towards achieving the desired learning outcomes. Overall, the paper intends to make a case for more collaborative knowledge leadership as a strategic enabler of multi-disciplinary knowledge innovation in a rapidly changing higher education landscape.

Academic Librarians Develop Their Teaching Identities Differently Depending on Their Years of Instructional Experience

A Review of: Nichols Hess, A. (2020). Instructional experience and teaching identities: How academic librarians' years of experience in instruction impact their perceptions of themselves as educators. Communications in Information Literacy, 14(2), 153–180. https://doi.org/10.15760/comminfolit.2020.14.2.1 Abstract Objective – To examine how an academic librarian’s years of instructional experience impacts how they think of themselves as instructors. Design – Survey questionnaire. Setting – American academic library profession. Subjects – 353 participants selected from 501 respondents. Methods – A Qualtrics survey was sent via email to members of several American Library Association discussion lists. The author selected a subset of respondents for further analysis based on how they answered key questions on the survey. Selected participants were those who believed they had experienced perspective transformation around their teaching identities. The author used principal component analysis and confirmatory factor analysis to identify twelve transformative constructs across three sub-themes: relational, experiential, and professional inputs. The author then labelled each construct based on its respective component parts. One-way analysis of variance (ANOVA) tests were then conducted using SPSS. Main Results – Statistically significant differences were found between experienced and inexperienced instructional librarians. Participants with more instructional experience tend to believe their teaching identities are influenced to a greater extent by these factors: Interpersonal relationships Feedback from colleagues outside of librarianship Self-directed learning opportunities Participants with less instructional experience tend to believe their teaching identities are influenced to a greater extent by these factors: Feedback from those within librarianship Library-centric inputs such as their formal library studies Conclusion – Different types of professional development opportunities will appeal to different librarians based on their level of instructional experience. Less experienced librarian instructors may find mentoring and informal collegial relationships within the library to be beneficial. More experienced librarian instructors may prefer to seek out relationships with colleagues outside the library to further develop their teaching identities.

특수교육 분야 국내 내러티브 탐구 동향분석(2000~2021)

Objectives The purpose of this study is to provide basic information to researchers who want to carry out narrative inquiry in the field of special education in the future. Methods 51 narrative studies in the field of special education in Korea were analyzed from 2000 to 2021. For analysis, analysis criteria were established through a review of prior research, and based on this, analyzed by journal, publication year, research participants, number of participants, research topics, disability area, number of participants, data formation methods, interview period and number of times. Results As a result of the analysis, 11.8% of the papers to be analyzed were published in ‘Korean Journal of Early Childhood Special Education’ and 9.8% in ‘Journal of Special Education: Theory and Practice,’ with a total of 21.6% published in two journals. The publication started with 1 paper in 2004, 8 papers were published in 2021, confirming the increasing trend of narrative inquiry research. As for the participants, 40.7% of special education teachers and 20.3% of general teachers were involved in the study. the number of participants was 1~3 people accounting for the majority. Most of the research topics were instruction and curriculum operation experiences. In the case of the disability area, 46.4% of the studies dealt with the overall disability without limiting the specific disability area, and 8.9% of the single disability area were visual impairment and Multiple disability, respectively. As for the data formation method, 64.7% of them collected individual interviews and field text together. The interview period showed an even distribution from less than 1 month to 12 months. As for the number of individual interviews, 3~4 times were the most at 27.4%. Conclusions Based on these results, implications for the development of narrative inquiry in the field of special education in the future were discussed.

Sharing Experiences in Designing Professional Learning to Support Hydrology and Water Resources Instructors to Create High-Quality Curricular Materials

The creation of high-quality curricular materials requires knowledge of curriculum design and a considerable time commitment. Instructors often have limited time to dedicate to the creation of curricular materials. Additionally, the knowledge and skills needed to develop high-quality materials are often not taught to instructors. Furthermore, similar learning material is often prepared by multiple instructors working at separate institutions, leading to unnecessary duplication of effort and inefficiency that can impact quality. To address these problems, we established the HydroLearn platform and associated professional learning experiences for hydrology and water resources instructors. HydroLearn is an online platform for developing and sharing high-quality curricular materials, or learning modules, focused on hydrology and water resources. The HydroLearn team has worked with three cohorts of instructors from around the world who were dedicated to creating high-quality curricular materials to support both their students and the broader community. In order to overcome some of the aforementioned barriers, we tested and revised several different models of professional learning with these cohorts. These models ranged from (a) instructors working individually with periodic guidance from the HydroLearn team, to (b) small groups of instructors collaborating on topics of shared interests guided through an intensive HydroLearn training workshop. We found the following factors to contribute to the success of instructors in creating modules: (1) instructor pairs co-creating modules enhanced the usability and transferability of modules between universities and courses, (2) dedicating an intensive block of time (∼63 h over 9 days) to both learning about and implementing curriculum design principles, (3) implementing structures for continuous feedback throughout that time, (4) designing modules for use in one’s own course, and (5) instituting a peer-review process to refine modules. A comprehensive set of learning modules were produced covering a wide range of topics that target undergraduate and early graduate students, such as: floodplain analysis, hydrologic droughts, remote sensing applications in hydrology, urbanization and stormwater runoff, evapotranspiration, snow and climate, groundwater flow, saltwater intrusion in coastal regions, and stream solute tracers. We share specifics regarding how we structured the professional learning models, as well as lessons learned and challenges faced.

BIG DATA IN THE MARKETING EDUCATION PROGRAMS: EDUCATORS’ AND STUDENTS’ VIEWS AND ATTITUDES

ABSTRACT This research explores the perspectives of marketing students and educators about the Big Data courses in marketing education programs. It also examines drivers that predict interest on the part of marketing students in taking Big Data courses. Data was collected through interviews with 20 marketing educators, and a survey was completed by 480 marketing students. Results of this research show how marketing educators can introduce Big Data concepts in their marketing classes and incorporate new teaching techniques. The results of our first study show that ability factors, affective factors, and interest in big data have an impact on marketing students’ attitudes toward big data courses. Nevertheless, our analysis shows that the students’ competitiveness traits and the academic value of big data do not have an impact on marketing students’ attitudes toward big data courses. Our second study emphasizes the importance of integrating big data courses into marketing education programs. It also lists the requirements for teaching big data in marketing programs, including the skills, qualifications, and experience of big data instructors. Collectively, this research provides insights associated with the growing desire to upskill in big data by marketers and the belief that these skills will be necessary for the future.

Opening the Pathway: An Example of Universal Design for Learning as a Guide to Inclusive Teaching Practices.

Universal Design for Learning (UDL) provides a flexible framework for supporting a wide variety of learners. We report here on a conference that presented the UDL framework as a way to increase success of deaf and hard-of-hearing (deaf/hh) students in introductory biology courses. The Opening the Pathway conference was an NSF Advanced Technological Education project focusing on raising awareness about careers in biotechnology and student success in introductory biology, a key gateway course for careers in biotechnology. The participants were professionals who work with deaf/hh students at pivotal points in students’ educational pathways for raising awareness of biotechnology career options, including community college faculty, high school faculty at schools for the deaf, and American Sign Language (ASL) interpreters. The conference goal was to provide an effective, meaningful professional development experience in biology instruction. The conference explicitly addressed the role of a UDL approach in building accessible, inclusive, productive learning environments, particularly for deaf/hh students, and demonstrated how to make effective pedagogical practices, specifically case-based learning, inclusive and UDL-aligned in an introductory biology context. We describe the conference, conference outcomes for participants, and in particular the application of the UDL framework to create an inclusive experience.