Instructional Process Research Articles

A Study of Research Trend on Flipped Learning in Korea Higher Education: Focusing on the Instructional Process

A Study of Research Trend on Flipped Learning in Korea Higher Education: Focusing on the Instructional Process

The Application of the 5E Instructional Model in Chinese Basic Education

The 5E instructional framework is a pedagogical approach that consists of five distinct phases, namely engagement, exploration, explanation, elaboration, and evaluation, which together form a comprehensive learning cycle. Each stage denotes a crucial instructional process. The objective of the model is to facilitate the development of a robust knowledge base among students through their active engagement. This paper provides an overview of the historical development of the 5E Model and evaluates its application in the context of Chinese elementary education. The aim is to offer valuable insights into this educational strategy for teachers in the Chinese basic education system.

Language background differences in processing instruction

The present study investigates how language background differences (LBD) interact with the effects of processing instruction (PI). Specifically, this study examines how fast and accurately monolingual and bilingual subjects receiving either PI or a control, output-oriented treatment, process numeral classifiers ba and tai in Mandarin Chinese. Participants’ onset of correct response during training was measured by trials-to-criterion. Improvements over time were assessed using a sentence-level interpretation task at pre-test and post-test. Results indicate similar learning rates and accuracy on the post-test for all participants trained with PI. In the control condition, however, the bilinguals displayed better accuracy than their monolingual peers on the post-test, even though the onset of their correct responses during training did not differ significantly. Because the monolingual and bilingual-PI groups each outperformed the two control groups on both assessment measures, these results suggest that PI allowed participants to compensate for the effects of their LBD.

Bilingual teachers and young children co-constructing affect and play in translanguaging read-alouds

PurposeAffect is central to the process of teaching and learning. The recent affective turn in literacy education has further underscored its critical potential as an act of resistance against dehumanizing forces that impact students’ schooling and life experiences (Dutro, 2019; Leander and Ehret, 2019). This article, taking up the notion of affect as relational and performed forces that emerge from the in-betweenness among people, objects and material and discursive contexts, examines how two US Latinx teachers and their young bilingual students co-constructed affect and play in translanguaging read-alouds with a bilingual text that centered their culturally rooted ways of knowing and being.Design/methodology/approachDrawing on data from a larger practitioner research study that aimed at developing teacher candidates’ culturally and linguistically sustaining literacy instruction, the authors took a discourse analytic approach to examine how the two teachers created curricular opportunities for affect and play in designing the translanguaging read-alouds and how bilingual children and their teachers playfully engaged with the bilingual text during the read-alouds.FindingsThe analysis indicated that the teachers’ intentional selection of the Spanish–English bilingual picturebook Niño Wrestles the World created opportunities for the children to leverage their full linguistic repertoire and funds of knowledge to engage with the text. During the read-alouds, the children and the teachers co-constructed affect and playfulness through embodied performance and translanguaging.Originality/valueThis study contributes to the research and practice of literacy instruction of bilingual children by illustrating how affect figures into the process of literacy instruction and how translanguaging read-alouds can afford bilingual children opportunities to playfully engage with the text that centers their cultural epistemologies.

How Jawi Script Influences Religious Attitudes: An Evidence from Aceh

This study described the religious attitudes influenced by the Jawi Script upon people living in the Seulimeum Subdistrict of Aceh Besar District, Indonesia. The data for this qualitative study were gathered through interviews and observations that included three activities: behavioral observation, direct questioning, and direct disclosure. A checklist and field notes accompanied observations, while direct questioning and direct disclosure involved unstructured interviews with eight respondents. The data was then qualitatively analyzed using descriptive analysis techniques. The study's findings suggested that the Jawi script instructional process had influenced respondents’ religious attitudes toward aqidah, ibadah, morals, and social society. In the field of aqidah, Jawi script instructional process strengthened the aqidah that adheres to the creed of Ahlusunnah wal Jama’ah. They also rejected another aqidah, armed with knowledge from the Jawi Script. Religious attitudes also were reflected in ibadah activities under the knowledge learned from the Shafi'i school of thought's Jawi Script. Regarding morals and social society, Jawi script instructional process strengthened husband-wife relationships, strengthened social traditions with Islamic nuances, and fostered social unity.

Perspectives of Nurse Educators Towards Technology-based Education in Selected KwaZulu-Natal Nursing Colleges

Technology-centred education aims to create an interactive teaching and learning environment based on the use of computers and the Internet. It also promotes the workability of instructional processes and enables connections between academic staff and upcoming professional nurses. Academic staff has to be at the forefront of the latest transforming technology. Despite many types of technologies being accessible, lecturers at the KwaZulu-Natal College of Nursing campuses are not embracing technology-based education. The aim of this study was to describe nurse educators’ attitudes and forecasts towards technology-based education in KwaZulu-Natal. A quantitative, descriptive, cross-sectional survey research design was used. Data were collected via self-administered questionnaires from nurse educators and clinical facilitators on 10 KwaZulu-Natal College of Nursing campuses using non-probability, purposive sampling. The Statistical Package for the Social Sciences (SPSS) version 25 was used to analyse the data. Descriptive statistics utilising percentages, frequencies and means were also used to analyse data. Statistical tests included t-test and/or ANOVA, Pearson’s correlation analysis as well as regression analysis. Study results indicated that mean scores for attitudes to using technology ranged from 2.76 to 6.34, while the forecast to use technology in future mean scores ranged from 6.20 to 6.45. The study results highlighted that nurse educators in KwaZulu-Natal intend to employ technology to support teaching and learning, and they have positive attitudes towards technology-based education. It is recommended that nurse educators be provided with technical support and mentorship to enable them to adopt technology-based education.

FORMATIVE ASSESSMENT VS SUMMATIVE ASSESSMENT: A CASE STUDY OF ESP LECTURERS IN UNIVERSITY IN INDONESIA AND THAILAND

Providing an assessment and feedbacks are crucial parts for teaching and learning phase as well as for continued growth in the education system. In general, assessing the students’ progress and giving feedbacks as reflections of progress can be done in a variety of ways. The recent research is primarily concerned with how the formative assessment, as the most advantageous and beneficial kind of evaluation can be considered as a sufficient contributor to the instruction process, particularly once followed by genuine constructive feedbacks. This research's findings claimed that the formative assessment and feedbacks have a significant impact on what the learners perform and how the instructors teach. This research explored how formative assessment is implemented in ESP classes, particularly in Business English classes at universities in Indonesia and Thailand.

Facilitating loose parts play with elementary school staff: professional development and implementation from the perspective of the facilitator

ABSTRACT Background The evidence on loose parts play suggests its potential for positive impact on physical activity levels, social-emotional and cognitive outcomes, and the overall quality of play experiences in the outdoors. The facilitator plays a key role in ensuring these effective measures are fostered. However, literature specific to facilitators’ (e.g. teachers, professional development (PD) providers) roles and responsibilities with loose parts play is limited. It is the intention of this research to expand beyond what loose parts play is and its benefits, and include how it can be implemented in a safe and meaningful way from the perspective of the facilitator. Purpose The purpose of this research was to explore Adrian’s roles and responsibilities as a facilitator of PD about loose parts play. Investigating and critiquing the roles and responsibilities of Adrian, has the potential to offer evidence and insight to individuals and school communities considering their own loose parts play implementation. Method This research used a self-study methodology. A self-study allowed Adrian to focus on learning from and through their experience as a facilitator to ultimately challenge and/or reinforce their pedagogical approaches for providing PD on loose parts play implementation. Self-study methodology allowed for in-depth explanations of Adrian’s roles and responsibilities and while interrogating their new learning to share insights to improve facilitation practices. Data from facilitation sessions and guided journal reflections were collected and analysed using Braun and Clarke’s (2012) thematic analysis framework. Findings Five themes describe the roles and responsibilities of a loose parts play facilitator: (a) experiential learning; (b) explicit communication; (c) contextual considerations; (d) relationships and (e) reflective practice. The themes generated reinforce existing findings in the literature on facilitation and PD such as offering experiences that are ‘hands-on’ and practically involving the audience; ensuring clearly communicated goals are part of the instruction process; deepening relationships by engaging dialogue between school communities; knowing your audience and adapting to their needs and readiness; and encouraging participants to be reflective. This research contributes to the literature, validating the roles and responsibilities of the facilitator, by demonstrating continuity between the five themes and the components of Comprehensive School Health (healthy school policy; social and physical environment; teaching and learning; partnerships and services) a framework used to build healthy school communities. For example, school policy can be unique to its context and needs to be explicitly communicated with all involved partners to ensure the expectations of implementation are commonly understood. Additionally, teaching and learning includes drawing upon and acknowledging a participant’s lived experience with play through experiential play opportunities. Furthermore, one way to attend to the social environment is to foster relationships with students by guiding their involvement throughout implementation. Whereas the quality and availability of the physical environment, specific to each context, will impact where, when and how play can be facilitated. Conclusion In committing to these roles and responsibilities the facilitator is dedicated to facilitating PD about, and implementing loose parts play using a comprehensive approach that supports the achievement of academic and health outcomes in students.

The Effects of Augmented Reality (AR) on Students' Learning Outcomes of Cognitive Domain: A Meta-analysis

The cognitive domain is one of the three major domains in Bloom's classification system of teaching objectives (Li & Chen，2015). Augmented reality (AR) is more and more used in the cognitive field of teaching process because of its recognized efficacy. However, most of these studies are qualitative and do not measure the impact of AR on the cognitive domain. This article used the statistical analysis method to investigate the screened 78 relevant studies from 2010-2021. There are three aims of this study: (1) to determine the efficiency of AR on learners’ outcomes of cognitive domain; (2) to determine the effects of AR technology in the three dimensions of memory, comprehension, and application in the cognitive process; (3) to determine the effects of different moderating variables on the cognitive domain outcomes in the AR instructional process. The results showed that AR technology had a positive impact on the cognitive domain outcomes of learners (d=0.698,p<.001), and the impact of AR technology on the application and memory dimensions was better than that on the comprehension dimension; different disciplines and academic levels also had a significant impact on the cognitive domain outcomes, and the impact of skill and language disciplines was better than that of experience and discursive disciplines. The teaching impact of college students was better than that of primary and secondary students. There was no significant difference in the moderating effect of instructional method and resource type. Therefore, the study revealed that the involvement of AR technology in teaching and learning should be based on the content of the subject and the age characteristics of students.

College Teachers’ Anxiety Towards Artificial Intelligence: A Comparative Study

Today’s technological development advances in the new form of technology that based on Artificial Intelligence (AI) which predicts the future nature of educational technology. These AI techniques are giving an opportunity to provide teaching learning process more flexible like anytime and anywhere. Since till now in education system teacher play a fundamental role, so cope up with this new AI oriented changing world where quality enhancement of whole system of education is prioritized, therefore technological acceptance and adjustment are two essential criteria. Thus, anxiety level of teachers is important factor for fulfilling these two criteria for using AI devices in instructional process. So, AI – Anxiety (AIA) of teachers play a vital role for proper application of AI technologies in the field of education (AIED). The objectives were to compare mean scores of AIA of College Teachers according to their Gender and Year wise teaching experiences respectively. The sample comprised of 113 college teachers selected through Stratified Random Sampling Method. Out of 113, 51 were males and 62 were females. Besides that, according to their teaching experience 55 were having 0-7 yrs., 28 were having 8-15 yrs., and 30 were having above 15 yrs., respectively. For the purpose of data collection Demographic Information Sheet and Artificial Intelligence Anxiety Scale (AIAS) were used and put to appropriate data analysis. The findings of the study were AIA of College Teachers did not differ significantly according to their Gender and Year wise Teaching Experiences respectively.

Adaptive query compilation in graph databases

Compiling database queries into compact and efficient machine code has proven to be a great technique to improve query performance and exploit characteristics of modern hardware. Particularly for graph database queries, which often execute the exact instructions for processing, this technique can lead to an improvement. Furthermore, compilation frameworks like LLVM provide powerful optimization techniques and support different backends. However, the time for generating and optimizing machine code becomes an issue for short-running queries or queries which could produce early results quickly. In this work, we present an adaptive approach integrating graph query interpretation and compilation. While query compilation and code generation are running in the background, the query execution starts using the interpreter. When the code generation is finished, the execution switches to the compiled code. Our evaluation of the approach using short-running and complex queries show that autonomously switching execution modes helps to improve the runtime of all types of queries and additionally to hide compilation times and the additional latencies of the underlying storage.

Leaders Circle In Facilitating School Heads' Instructional Supervision Practices For Continuing Professional Development

Instructional supervision is the process of ensuring that a school's educational mission is carried out by supervising, equipping, and empowering teachers to provide students with meaningful learning experiences. The study explored school heads' instructional supervision practices for continuing professional development through Leaders' Circle via a learning management system, which provides school leaders with opportunities to communicate, collaborate, critically think, be creative, and share experiences related to instructional supervision. The process owners of the instructional supervision process encountered a problem that they resolved using the Continuous Improvement (CI) learning cycle. The participants were chosen based on the prioritization matrix. Asynchronous style via Schoology and face-to-face sessions were used. The data collection tools for this study were the leaders circle manual, in-depth interviews (IDIs), and Focus Group discussions (FGDs). Qualitative analysis identified recurring themes. The circle of the leaders promotes the following: (1) professional development; (2) character development; and (3) collaboration with other school administrators.

Evidence-based practice models and frameworks in the healthcare setting: a scoping review

ObjectivesThe aim of this scoping review was to identify and review current evidence-based practice (EBP) models and frameworks. Specifically, how EBP models and frameworks used in healthcare settings align with...

External Factors Affect English Learning in Rural Elementary Schools: A Qualitative Study

The aim of this study was to discover some external factors that influence the difficulties of teaching and learning English in rural schools for young learners. To obtain detailed data or information, data was collected in this study through observation and interviews using a qualitative research method and a type of case study. The research was conducted at an Al Fatch elementary school in the Silo sub-district of Jember Regency, East Java. The findings revealed that several external factors influence the difficulty of teaching and learning English for young students in rural schools, including 1) the school's location is far from urban areas, making it difficult for the community to reach it; 2) inadequate school infrastructure; 3) inadequate school facilities cannot support the continuity of the English teaching and learning process; 4) a lack of learning resources for students and teachers; 5) the language barrier, which is influenced by the community surrounding the school, which speaks the local language more frequently, makes it difficult for students to understand Indonesian as a medium of instruction in the teaching process.

The effects of instruction type on the pragmatic development of compliments and compliment responses in L2 English learners

Despite the wide array of previous research in the area of interventional pragmatics studies, the question of what type of instruction best promotes learners’ pragmatic interlanguage development has yet to be explored. With the aim of exploring L2 English learners’ speech act behavior in complimenting and compliment responding, the present study sought to determine the relative effects of inductive and deductive instruction using structured input activities within the framework of Processing Instruction. To accomplish this goal, three intact classes of the same proficiency level were randomly assigned to inductive instruction, deductive instruction, and a control group with no instruction. Data were collected through a written Discourse Completion Task followed by a Self-Assessment Questionnaire for Compliments and a multiple-choice Metapragmatic Assessment Questionnaire for compliment responses administered using a pre-, post-, and delayed post-test design. Findings revealed that both experimental groups showed improvement compared to the control group; however, the effects of instructional treatment varied across test types.

ELP/LE FOR THE JUDICIARY: INTEGRATED INSTRUCTIONAL DESIGN FOR AUTHENTIC LEARNING

This paper provides an insight into the instructional design of several tailor-made ELP/LE courses developed within the JA Project: English for the Judiciary (2017-2020). The courses were designed for adult working professionals from several judicial institutions in the City of Niš, organized at three CEFR proficiency levels, and held at the Judicial Academy Niš in the period 2018-2020. After a brief overview of the instructional design framework, the article outlines the major stages in the ELP/LE instructional design process, particularly focusing on the design and classroom practices in B1+/B2 and B2+/C1 courses. Based on the provided insights, the author examines the encountered challenges, learner benefits and considerations for prospective development of similar authentic learning courses for a wider discourse community.

Child Labor and Father-Gods

This paper works from a Jungian perspective to explore the unconscious dynamics of an authoritarian cultural complex at work in public schools in the United States. The paper exposes two areas of what Jung called the shadow archetype: the historical narrative of child labor during the industrial revolution as a traumatic societal event; and mythic images of the Greek Father-gods who buried, ate, or imprisoned their children. The working hypothesis of the paper is that the trauma of child labor operates as a social force, an unconscious archetypal pattern of authority and exploitation that is imaged and illuminated by the mythic narratives of the Greek Father-gods. Using depth psychological concepts and methods, the paper reveals how these repressed traumas create unconscious cultural attitudes that view children as commodities whose innate value and potential are sacrificed to feed the nation’s economic power and growth rather than leading out the potential within each student. Kristeva’s theories of abjection and subject in process provide psychoanalytic insights into how authoritarian cultural attitudes toward the education of children enslave students in a mandated instructive process that inflicts a kind of violence upon them. In conclusion, the paper suggests that the current system of education calibrated to standardized testing needs to broaden significantly to include transformative educative processes encompassing learning through the body, senses, feeling, intuition, and imagination.

Contemporary Approaches and Challenges in Education: An Implication in the Use of Mobile Technologies in the New normal

Globally, COVID-19 pandemic which spread worldwide, affecting many aspects of life, does not excepted the educational industry. Hence, teachers are required to prepare for education necessities, decisions, choices, and adaptations to meet student expectations, teacher education requirements, and as well the conditions under which universities and schools operates. The substantive situation thus raises the importance of technology integration in educational system for effective teaching & learning process. Notably before now educational provisions at all levels have been bedevilled with numerous challenges which demands new approaches especially at this post-covid period. It has been envisaged that, the use of mobile technology in this new-normal will go a long way to reduces inherent challenges and improve on the instructional process for students and this is so because the 21st Century students are digital native. The mode anchored on the generic umbrella of Information and Communication Technology (ICT), which is helpful in making the process of teaching & learning more meaningful. It was on this premises that, the paper examined some typologies of mobile technologies devices and their instructional uses, such as: Smart phones, E-book reader, Personal Digital Assistance (PDA) among others. Similarly, challenges associated with their uses were identified and they include: Inadequacy of facilities and resources; Swift switch to online learning; Gap in teachers’ skills & competency in handling collaborative learning; Poor infrastructure; Poor internet connectivity etc. The Paper equally identified measures to improve on the uses of mobile technologies for instructional process. Finally, conclusion and recommendations were highlighted and such recommendations made are: Need for adequate funding of education, Provision of adequate infrastructural facilities, provides induction training to improve on skill & competency gap in teachers and ensure good connectivity & provision of the needed internet sources within the school system

Immediate and sustained effect of a service-learning course grounded in public problem analysis

This study aims to propound an instructional design for a service-learning course grounded in public problem analysis and verify its immediate and sustained outcomes through the actual instructional process. A quasi-experimental research design was adopted wherein students who were enrolling in a service-learning course were considered as a treatment group, while those not enrolling in the course were categorized into a comparison group. Three-wave surveys were distributed at the beginning, end, and 6 months after the end of the course. Our difference-in-differences (DID) analysis showed that the project-based service-learning experience seems to be negatively related to perceived problem-solving ability but positively associated with students’ public service motivation (PSM) in the short term. However, the above influence did not sustain as time progressed. This study helps to clarify the relation between service-learning courses and students’ problem-solving ability as well as PSM in the field of public affairs education. It can also serve as a foundation for efforts to improve subsequent instructional plans of service-learning courses.

Loneliness, academic self-efficacy, and student engagement in the online learning environment: the role of humor in learning

This study investigated the impact of loneliness on academic self-efficacy (ASE) and student engagement in the context of remote teaching during the COVID-19 pandemic. Moreover, as a boundary condition, we examined the role of intermediate ASE in the relationship between loneliness, student engagement, and perceived humor in learning. A total of 367 undergraduate students from six universities in Indonesia completed an online questionnaire. Data were analyzed using Macro Process version 4 to test the moderating mediation model hypothesis. As expected, the study results show that loneliness is negatively related to ASE and student engagement. ASE is proven to affect student engagement positively; concurrently, it plays an intermediate role in the link between loneliness and student engagement. Finally, humor had a significant moderating effect on learning in the tested model. This study contributes to the existing literature on loneliness and student engagement by uncovering the intermediate role of ASE. Drawing on the social cognitive theory (SCT) and instructional humor processing theory (IHTP), we explored how perceived humor in learning moderates the relationships between loneliness, ASE, and student engagement.