Instructional Guidance Research Articles

Linking Instructional Leadership and School Support to Teacher Expertise: The Mediating Effect of Teachers’ Professional Development Agency

The focus on developing teacher expertise makes teaching and learning more sustainable, as it is a way of working to create improvement in education. The objective of this study was to explore the direct or indirect impacts of principal instructional leadership and school support on teacher expertise and explore the mediating effect of teachers’ professional development agency. A survey of 1123 teachers was conducted at 21 primary schools and 20 secondary schools in Hebei and Shanxi provinces of northern China. Structural equation modeling and bootstrapping were performed to test the relationships between variables. Results showed that teachers’ professional development agency mediated the effects of principal instructional leadership and school support on teacher expertise. School support was a better predictor of teacher expertise than principal instructional leadership. Providing instructional conditions and leadership support were non-significantly related to teacher expertise. Colleague support and student support were the better predictors of teacher expertise than providing instructional guidance and monitoring. The findings indicate that the growth of teacher expertise depends on building their professional development agency. Teachers will have a strong sense of agency to sustain the teaching profession when principals establish a supportive school climate that emphasizes teaching and learning in their leadership practice and enables teachers to build positive relationships with colleagues and students. The study confirms the supportive factors that impact teacher expertise and provides useful implications for the daily practice of teachers, principals, and administrators.

Classroom-based conversation analytic research: theoretical and applied perspectives on pedagogy, Kunitz, S., Markee, N., Sert, O. (Eds.) (2021). Springer, Cham, Switzerland. 426 pages, ISBN: 978-3-030-52192-9.

Conversation analysis (CA) has drawn attention from researchers on classroom context because of its potential implications for language education (Sidnell, 2010). However, previous studies overemphasized the detailed microanalyses, failing to provide specific pedagogical guidelines for teachers. This volume, with pedagogical implications of CA in multi-context classrooms, teacher education and assessment, provides a timely guidance for language instruction.

Collaboration Scripts or Checklists to Engage Novice Observers in Immersive Simulation?

In simulation, students often observe their peers perform a task. It is still unclear how different types of instructional guidance can turn the observational phase into an active learning experience for novices. This mixed-method study aims to understand similarities and differences between use of collaboration scripts and checklists by observers in terms of cognitive load and perception of learning. Second-year pharmacy students ( N = 162) were randomly assigned to 1 of 4 conditions when observing a simulation: collaboration scripts (heuristic to analyze in dyads while observing), checklists, both, or no guidance. We measured observers' intrinsic and extraneous cognitive load and self-perceived learning and conducted focus group interviews. Intrinsic cognitive load was significantly lower for checklists (M = 3.6/10) than for scripts (M = 4.7/10) or scripts and checklists combined (M = 4.7/10). Extraneous cognitive load was significantly lower for checklists (M = 1.5/10) than for scripts combined with checklists (M = 2.6/10) or no guidance (M = 1.8/10). There was no statistical difference between conditions for self-perceived learning. Coding of focus group interviews revealed 6 themes on observers' perception of learning under different conditions of instructional guidance. Students explained that collaboration scripts felt more complex, whereas checklists were perceived as a simple fact-checking exercise. Observing the simulation, regardless of guidance, was a meaningful learning experience. With or without guidance, observers are actively engaged with the simulation, but their effort differed depending on instructions. When choosing between checklists or collaboration scripts, educators should be guided by the type of simulation task.

Student-content interactions: Exploring behavioural engagement with self-regulated inquiry-based online learning modules

Technological innovations and changing learning environments are influencing student engagement more than ever before. These changing learning environments are affecting the constructs of student behavioural engagement in the online environment and require scrutiny to determine how to facilitate better student learning outcomes. Specifically, recent literature is lacking in providing insights into how students engage and interact with online content in the self-regulated environment, considering the absence of direct teacher support. This paper investigates how instructional design, informed by the factors relating to behavioural engagement, can influence the student-content interaction process within the fabric of inquiry-based learning activities. Two online learning modules on introductory science topics were developed to facilitate students’ independent study in an asynchronous online environment. The study revealed that students showed a high commitment to engaging and completing the tasks that required less manipulative and pro-active effort during the learning process. The findings also revealed that instructional guidance significantly improved the behavioural engagement for student groups with prior learning experience in science simulations and technology skills. This study highlights several issues concerning student engagement in a self-regulated online learning environment and offers possible suggestions for improvement. The findings might contribute to informing the practice of teachers and educators in developing online science modules applicable to inquiry-based learning.

To Guide or Stand Aside? Instructor Guidance and Student Use of Conversational AI in a Pre-College Entrepreneurship Course

To Guide or Stand Aside? Instructor Guidance and Student Use of Conversational AI in a Pre-College Entrepreneurship Course

A comparative study on student satisfaction: the case of some selected universities in Nigeria

This paper has empirically examined the level of satisfaction students derive from the services offered to them in Nigerian universities. The research employed a qualitative and comparative approach. To achieve the objective of the study survey questionnaire was administered to 120 students through non-probability sampling. ABU, Nsukka, BUK, NUN, Baze and Bingham were selected as a case study and data was collected from 20 students from each university, the data was analyzed using SPSS 18 Software. The constructs used are instructional guidance/ counselling of students, study arrangements, studying, student evaluation, mindset in the direction of students, premises, cleaning services, catering/canteen services, library, teaching and coaching (content and methods), and realistic training period. Data analysis revealed that the students are to some extent satisfied with the services and the facilities offered to them while others are dissatisfied therefore, the study recommends that policy makers should restructure the services they provide to the students to match with their expectations.

Augmented reality and worked examples: Targeting organic chemistry competence

Instructional guidance, provided using worked examples, helps the inexperienced learner cope with complex information, that may be difficult to process in limited capacity working memory. For students of chemistry, such complex information can pertain to the visualisation of structural changes in molecules throughout chemical reactions. This can be alleviated through the affordances of augmented reality (AR) technology. 3D structures are important as they have a crucial impact on the chemical and physical properties of molecules. Within a framework of Cognitive Load Theory, this study illustrates how AR-supported worked examples may enhance learning of electrophilic aromatic substitution. The participant cohort were FHEQ level 5 undergraduate students studying a module of organic chemistry. In addition, the achievement motivation of learner's was also explored, and how this may be impacted by the provision of AR technology and worked examples. The control group was provided with a copy of our worked examples that contained 2D reaction mechanism drawings. Data was collected using a combination of quantitative instruments and qualitative surveys/interviews. For this cohort of students, significant intragroup improvements, and greater normalised change values, in conceptual understanding were observed in the AR group. This was not observed in the control group. No significant intergroup differences in reported cognitive load or achievement motivation of students were found. This was unaffected when introducing prior relevant chemistry experience as a covariate. Student feedback and subsequent thematic analysis show not only the positive impacts on student engagement, but also how students convey their understanding of electrophilic aromatic substitution principles.

A pilot study on the use of a novel digital real-time evaluation system in undergraduate preclinical training of tooth preparation in fixed prosthodontics.

In the light of the digital teaching, it is necessary that the effectiveness of a new digital real-time evaluation system in the preclinical training of tooth preparation be evaluated. Forty undergraduate dental students of the fourth year were randomly divided into the control group and the experimental group to complete the training task of tooth preparation for porcelain fused to metal (PFM) crown restoring the upper right central incisor. The control students received conventional training with instructor's guidance. The experimental students received training with the digital system without instructor's guidance. Every student exercised preparation in two resin incisors in 3h training by respective training methods. A third incisor was prepared on a dental model in the simulated head phantom by each student as the test on the next day. All students' tooth preparations were scored by the same two experienced experts. The experimental students were asked to answer a questionnaire regarding their attitudes and opinions on the digital evaluation system in preclinical training. There was no significant difference between the scores of the experimental group and the control group (p> .05). The students of two groups obtained the similar scores in the test (p > .05). Most of the students were supportive of the application of digital training system in the preclinical tooth preparation training course. The digital real-time evaluation system could provide effective training effects for the dental undergraduate students in the preclinical training of tooth preparation in fixed prosthodontics.

The English Language Limits Me! Connecting Third Space to Curriculum Transformation in a South African University, Expanding Epistemological Landscapes?

Many studies were conducted on conventional colonial heritage; however, less attention examines the developing concept of curriculum decolonisation in South African universities. This paper advocates for a hybrid literacy between traditional conceptions of academic literacy and instruction for students’ sociohistorical lives, affluent and less affluent. I discuss and illustrate the hegemony of English in high-learning institutions and the post-apartheid mainstream education system. Alongside my previous work in the language field, I interrogate the impasse of language policy in high education and South African schools. This paper is an ethnographic study congruent with the interpretivism paradigm, employing the semi-structured interview for data collection. The third space supports it as a theoretical framework. It affords the provision and guidance for classroom instruction and autonomous learning modes balance, where developing new knowledge is heightened, allowing students’ voices. It is a response to the 2015-2016 student protests on South African university campuses, where several were perplexed on how to respond to the demands of the students to end violent protests against western disciplinary norms that devalue non-centre practices and themes. Biliteracy and translingualism are empathised as the concepts against ownership of language and culture, and its territorialisation, challenging the traditional contrast of ‘native’ and ‘non-native’ speakers and its connection to a particular nation-state.

The Effectiveness of Technology-Based Cardiopulmonary Resuscitation Training on the Skills and Knowledge of Adolescents: Systematic Review and Meta-analysis

Cardiopulmonary resuscitation (CPR) training for adolescents is a prominent strategy to increase the number of community first responders who can recognize cardiac arrest and initiate CPR. More schools are adopting technology-based CPR training modalities to reduce class time and reliance on instructor availability and increase their capacity for wider training dissemination. However, it remains unclear whether these technology-based modalities are comparable with standard training. This study aimed to systematically review and perform meta-analyses to evaluate the effectiveness of technology-based CPR training on adolescents' CPR skills and knowledge. Searches were conducted in PubMed, Embase, Cochrane Library, Ovid MEDLINE, CINAHL, PsycINFO, Education Resources Information Center, ProQuest Dissertations and Theses Global, and Scopus from inception to June 25, 2021. Eligible randomized controlled trials (RCTs) compared technology-based training with standard training for adolescents aged 12 to 18 years. Studies were appraised using the Cochrane risk-of-bias tool. Random-effects meta-analyses were performed using Review Manager (The Cochrane Collaboration). Subgroup analyses were conducted to explore sources of heterogeneity. Overall certainty of evidence was appraised using the Grading of Recommendations Assessment, Development, and Evaluation approach. Seventeen RCTs involving 5578 adolescents were included. Most of the studies had unclear risks of selection bias (9/17, 53%) and high risks of performance bias (16/17, 94%). Interventions that included instructor guidance increased the likelihood of adolescents checking the responsiveness of the person experiencing cardiac arrest (risk ratio 1.39, 95% CI 1.19-1.63) and calling the emergency medical services (risk ratio 1.11, 95% CI 1.00-1.24). Self-directed technology-based CPR training without instructor guidance was associated with poorer overall skill performance (Cohen d=-0.74, 95% CI -1.02 to -0.45). Training without hands-on practice increased mean compression rates (mean difference 9.38, 95% CI 5.75-13.01), whereas real-time feedback potentially yielded slower compression rates. Instructor-guided training with hands-on practice (Cohen d=0.45, 95% CI 0.13-0.78) and the use of computer programs or mobile apps (Cohen d=0.62, 95% CI 0.37-0.86) improved knowledge scores. However, certainty of evidence was very low. Instructor-guided technology-based CPR training that includes hands-on practice and real-time feedback is noninferior to standard training in CPR skills and knowledge among adolescents. Our findings supported the use of technology-based components such as videos, computer programs, or mobile apps for self-directed theoretical instruction. However, instructor guidance, hands-on practice, and real-time feedback are still necessary components of training to achieve better learning outcomes for adolescents. Such a blended learning approach may reduce class time and reliance on instructor availability. Because of the high heterogeneity of the studies reviewed, the findings from this study should be interpreted with caution. More high-quality RCTs with large sample sizes and follow-up data are needed. Finally, technology-based training can be considered a routine refresher training modality in schools for future research.

Blogging in the New Normal Using the WeCWI-Enabled Blogging Manual among Matriculation Students: A Pilot Study

The COVID-19 outbreak has had an irreversible impact on education globally; students must be engaged in a digital environment for their learning process. They were encouraged or even forced to employ specific online learning tools and access a wide range of assigned digital instructional materials. A blog is one of the most popular Web 2.0 tools, while blogging is a favourable instructional and learning activity. However, limited educational resources on blogging are noticeable and can serve as instructional guidance for students. Hence, it needs to have a manual on creating a blog with one of the most popular blog hosts, Blogger.com, which serves as a reference to prepare the students to start blogging. Thus, a pilot study on creating blogs using Blogger.com was conducted with an intact class of 22 students from one of the Matriculation colleges in Kedah, Malaysia. Before collecting data for conducting a mixed-method study on the effectiveness of blogging, a pilot study using a survey on the use of a manual to create a blog as a WeCWI-enabled instructional tool in future research. After analysing the data from the respondents' feedback, it shows that students started their blogs effectively by independently referencing the researcher's directions. Students practise academic writing using blogs as a learning tool, resulting in a noticeable positive effect on self-perceived learning.

Fostering Chinese preservice teachers’ global competence through inquiry learning in glocalised educational contexts

Informed by a theoretical discussion on teaching global competence, this case study explored how to use inquiry learning to foster Chinese teacher candidates’ acquisition of global competence. The results showed that inquiry learning helped student participants understand glocalised educational practices, perspectives, and ideologies; embrace global and intercultural engagement; and grasp the skills and dispositions to critically examine global and local educational issues, power discourses, and work for sustainable educational development. This study suggests pedagogical and programme improvement suggestions, including ensuring instructor guidance in inquiry learning and intercultural engagement, equipping students with critical sociocultural inquiry capabilities, and constructing international interaction platforms.

Building the foundation for equitable and inclusive research: Seed grant programs to facilitate development of diverse CBPR community-academic research partnerships.

The effectiveness of community-based participatory research (CBPR) partnerships to address health inequities is well documented. CBPR integrates knowledge and perspectives of diverse communities throughout the research process, following principles that emphasize trust, power sharing, co-learning, and mutual benefits. However, institutions and funders seldom provide the time and resources needed for the critical stage of equitable partnership formation and development. Since 2011, the Detroit Urban Research Center, collaborating with other entities, has promoted the development of new community-academic research partnerships through two grant programs that combine seed funding with capacity building support from community and academic instructors/mentors experienced in CBPR. Process and outcomes were evaluated using mixed methods. From 2011 to 2021, 50 partnerships received grants ranging from $2,500 to $30,000, totaling $605,000. Outcomes included equitable partnership infrastructure and processes, innovative pilot research, translation of findings to interventions and policy change, dissemination to multiple audiences, new proposals and projects, and sustained community-academic research partnerships. All partnerships continued beyond the program; over half secured additional funding. Keys to success included participation as community-academic teams, dedicated time for partnership/relationship development, workshops to develop equity-based skills, relationships, and projects, expert community-academic instructor guidance, and connection to additional resources. Findings demonstrate that small amounts of seed funding for newly forming community-academic partnerships, paired with capacity building support, can provide essential time and resources needed to develop diverse, inclusive, equity-focused CBPR partnerships. Building such support into funding initiatives and through academic institutions can enhance impact and sustainability of translational research toward advancing health equity.

Enhanced point of care ultrasound skills after additional instruction from simulated patients.

Point of Care Ultrasound (POCUS) training in Canadian undergraduate medical programs is steadily increasing. To date, the simulated patients (SPs) in our program have only provided feedback on comfort and professionalism. Involving the POCUS SPs as teachers (SP-teachers) of POCUS skills provides an additional opportunity for instruction. In this pilot study, we explored the impact of SP-teachers instructing medical trainees while they learned POCUS. Outcomes of interest included the level of proficiency achieved after the session and trainee satisfaction with the learning experience. Second year medical students were randomized into a conventional or SP-teacher learning experience. Both groups received the same video tutorial, instructor guidance, and basic SP feedback (comfort and professionalism). The SP-teaching group received additional instruction (landmarks, transducer technique, and troubleshooting) from the SP-teachers when session instructors were assisting others. Students evaluated the session and were subsequently assessed through direct observation. Students that received SP-teaching scored significantly higher in both image acquisition (p = 0.029, d = 1.26) and overall entrustment (p = 0.002, d =1.75). Both groups rated their sessions highly. Students that received SP-teaching were observed to better acquire images and achieved higher entrustment scores. In this pilot study, SP-teachers had a positive effect on acquisition of POCUS skills.

Arigatō: Effects of Adaptive Guidance On Engagement and Performance in Augmented Reality Learning Environments.

Experiential learning (ExL) is the process of learning through experience or more specifically "learning through reflection on doing". In this paper, we propose a simulation of these experiences, in Augmented Reality (AR), addressing the problem of language learning. Such systems provide an excellent setting to support "adaptive guidance", in a digital form, within a real environment. Adaptive guidance allows the instructions and learning content to be customised for the individual learner, thus creating a unique learning experience. We developed an adaptive guidance AR system for language learning, we call Arigato (Augmented Reality Instructional ¯ Guidance & Tailored Omniverse), which offers immediate assistance, resources specific to the learner's needs, manipulation of these resources, and relevant feedback. Considering guidance, we employ this prototype to investigate the effect of the amount of guidance (fixed vs. adaptive-amount) and the type of guidance (fixed vs. adaptive-associations) on the engagement and consequently the learning outcomes of language learning in an AR environment. The results for the amount of guidance show that compared to the adaptive-amount, the fixed-amount of guidance group scored better in the immediate and delayed (after 7 days) recall tests. However, this group also invested a significantly higher mental effort to complete the task. The results for the type of guidance show that the adaptive-associations group outperforms the fixed-associations group in the immediate, delayed (after 7 days) recall tests, and learning efficiency. The adaptive-associations group also showed significantly lower mental effort and spent less time to complete the task.

The College Fed Challenge: A roadmap for instructors

The purpose of this article is to provide guidance for instructors who wish to develop a course associated with student participation in the College Fed Challenge (CFC), an academic competition designed to test students’ knowledge of current economic events and monetary policy. We eschew a lecture-only methodology and use small-group and team-based learning to effectively prepare students for this endeavor. Under this framework, students play an active role in the classroom experience, develop critical research and public speaking skills, and benefit from cohesive peer interaction. Samples of in-class activities and the accompanying grading rubrics are provided for seamless instructor implementation.

The STEAM learning performance and sustainable inquiry behavior of college students in China.

Teacher education students, as an important reserve in the field of education, their growth and development are related to the future of science, economy, sustainable development of education. Through participation in the educational practice of STEAM, which integrates science, technology, engineering, art, and mathematics is more beneficial for them to acquire 21st century skills like communication, collaboration, learning innovation and critical thinking. However, little has been seen about the use and effectiveness of short videos in STEAM education activities and how they can be used to support and promote teacher education students STEAM learning performance and sustainable inquiry behaviors. Therefore, this study combines the framework of triadic reciprocity determinism theory and technology acceptance theory to propose six research hypotheses and develop a research model to explore the relationship between collaborative self-efficacy (CS-E), perceived usefulness (PU) of short videos, perceived ease of use (PEOU), STEAM learning performance and teacher education students' sustainable inquiry behavior. To achieve the purpose of this study, this study used purposive sampling and invited teacher education students from five classes of preschool education at a university in Guangxi Zhuang Autonomous Region (GZAR), China, to participate in this study. A total of 8 h of instructional guidance was provided over a four-week period, in which participants used short videos for collaborative group learning and independent inquiry and applied STEAM concepts to kindergarten science activities. Participants' STEAM performance was measured and surveyed during the fourth week. The results of the study validation showed that (1) teacher education students CS-E had a positive effect on the PU and PEOU of short videos; (2) Teacher's education students PEOU of short videos had a positive effect on usefulness; (3) Teacher's education students PU and PEOU of short videos had a positive effect on STEAM learning performance; (4) Teacher's education students' STEAM learning performance had a positive effect on sustainable inquiry behavior.

Hands-on interaction in the augmented reality (AR) chemistry laboratories enhances the learning effects of low-achieving students: a pilot study

PurposeThe purpose of this study was to develop the augmented reality (AR) educational program combined with the instructional guidance for supportive learning, which enhanced the thinking process cooperative discussion and problem-solving skills in chemistry subject.Design/methodology/approachThe method used the quasi-experimental research design. Of the 45 students who attended this experiment, only 25 with low achievement qualified in operating the AR learning system of saponification and transesterification environment (ARLS-STE) system.FindingsThese results confirmed that the AR educational program could have increased substantial benefits in improvements of students’ knowledge and the ability of the thinking process for the participants with the lowest score. In semi-structured interviews, most of participants enjoyed manipulating the ARLS-STE system, which was realistic, motived and interesting for learning science subjects.Originality/valueThe low-achieving students have often been known with a low learning capability, and they lack in developing constructional knowledge, despite being keen for learning. Regarding educational concerns for this population, providing orientated learning and supportive materials could increase their learning effects. Virtual worlds are an efficient learning tool in educational setting. The AR can offer visual concepts and physical interaction for students with low achievement in learning. Thus, this study investigates the acceptability of an educational program designed in the ARLS-STE, which involves the learning effects of academic knowledge and the capability of thinking process for students with low achievement. The ARLS-STE system was developed for this proposal, based upon the marker-based AR technologies combined with hands-on manipulation.

Streaming Verstehen: Whither Feature Film in the Classroom?

Scholars have long praised the ways in which film can provide students with an opportunity for deep intellectual and emotional connections to classroom material. With contemporary technology, however, instructors are instead turning toward shorter audiovisual material that can be accessed with little preparation, take up less class time, and cater to an instructor’s needs. But what has been lost? Are film’s established advantages now irrelevant? Here we aim to begin a conversation about the continued use of film in the classroom. We do so through an analysis of surveys sent to students who have previously taken a class that used streaming services to assign over a dozen films as homework assignments over the course of the semester. Results show that films remain an immersive and reflexive complement to course readings and often continue to have an impact on students after the class has concluded. Nevertheless, instructor guidance remains essential.

Pharmacy Students' Experiences of Self-regulated Learning through Simulated Virtual Patients.

Objective: Virtual patient (VP) cases are a valuable learning tool for students, used to apply classroom knowledge and develop clinical skills. It is unknown whether exposure to multiple VP cases helps students develop self-regulated learning (SRL). We sought to learn more about how students engaged in SRL as they made goals for approaching patient care during repeated exposure to cases. Methods: Second-year students (N=211) were invited to participate in an online survey. Students were surveyed before and/or after completing three VP cases. Each survey consisted of two open-ended questions. Prior to each case, students were asked "How will you change the sequence of your approach to completing the VP assessment today, if at all?" and after each case, "What more do you have to learn in order to approach similar real-life patient assessments?" A thematic analysis was conducted on open-ended survey responses. Results: One hundred and seventy pre-case and 242 post-case responses were received. The most common themes identified in pre-case surveys were a need for a more systematic approach and specific strategies for executing the patient care process. Some students had no plans for approaching VP cases. The most common themes identified in post-case surveys were knowledge gaps of medical conditions, therapeutics, and lab tests. Conclusion: VPs provided students the opportunity to self-identify gaps in knowledge and plan to strengthen their clinical reasoning skills. More research is needed to understand the relationship between VP cases, instructional guidance for supporting SRL and the realities of the intended benefits to students' learning and practice.