Instructional Interactions Research Articles

Enhancing digital literacy in later life: the role of perseverance and consistency of interest

ABSTRACT In an era where digital competence is increasingly crucial, understanding the factors that influence successful learning outcomes, especially among older adults, is vital. This study investigates the impact of psychological motivation, perseverance, consistency of interest, and instructor interaction on cognitive problem-solving abilities, subsequently affecting digital competence and individual impact. Utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM) on a sample of 459 older adults who have completed digital competence training, this research provides empirical insights into the learning process. Findings reveal that psychological motivation significantly influences cognitive problem-solving, which, in turn, enhances digital competence and personal achievement. Interestingly, while perseverance and interaction with instructors also positively impact problem-solving, consistency of interest does not show a significant effect. These results suggest the need for educational strategies that foster motivation and effective instructor-learner interaction to improve digital learning outcomes. The study underscores the importance of tailored digital education approaches for older adults, highlighting the role of motivational and cognitive factors in bridging digital divides and enhancing life quality through digital literacy.

Instructor Interactions That Women in Physics Courses Find Condescending or Intimidating

Instructor Interactions That Women in Physics Courses Find Condescending or Intimidating

Assigned group work is associated with increased student motivation and perceptions of belonging in an asynchronous online physiology laboratory course.

With the rise of online instruction, a better understanding of the factors that contribute to belonging and motivation in these contexts is essential to creating optimal learning environments. Although group work is known to be beneficial to student success, few studies have investigated its role in the context of asynchronous online courses. The present study addresses this gap through a survey of 146 undergraduate students in an asynchronous online physiology lab over two semesters, one with required group work and one without group work. Students were surveyed to evaluate the influence of group work on their motivation and sense of belonging, as well as their perceptions of inclusive and exclusive features of the course. Students assigned to groups had a higher sense of belonging (P = 0.006) and beliefs about their competence (P = 0.002) and perceived lower effort and psychological costs associated with the course (P = 0.04 and 0.04, respectively) compared to students not assigned to groups. Students assigned to groups reported that peer interactions made them feel included in the course (70% of coded responses) while those not assigned to groups valued instructor interactions (51% of coded responses) as inclusive. Negative peer interactions were commonly reported as exclusive by students assigned to groups (28% of coded responses) while a lack of peer interactions (23% of coded responses) made students not assigned to groups feel excluded. These data indicate that assigning groups in asynchronous online courses is an effective way to increase student motivation and perceptions of belonging.NEW & NOTEWORTHY This study explores the effect of assigned group work in an asynchronous online physiology laboratory course on student motivation and belonging. Students' perceptions of belonging and competence-related beliefs were higher, and effort and psychological costs were lower, when assigned to groups compared to students not assigned to groups. Students assigned to groups noted peer interactions as the most inclusive aspect of the course, whereas instructor interactions were noted as inclusive by those not assigned group work.

Music Matters – A Qualitative Evaluation of a Nurse-Led, Group-Based Music Program Complementary to Early Intervention for First-Episode Psychosis

First-episode psychosis is a significant mental health condition that can have a profound and lasting effect on an individual’s functional abilities and overall quality of life. While music therapy has shown promise in improving these areas, there is a lack of research exploring the impact of music groups led by mental health professionals without formal music therapy training in the context of early intervention in psychosis. This study aimed to conduct a qualitative evaluation of a once-weekly, 12-week, nurse-led music group, offered as an adjunct to early intervention in young people with first-episode psychosis. The specific objectives were to explore social interaction and experiences of participants and instructors in relation to the music group and provide focus points for implementation in clinical practice. The study utilized Interpretive Description, collecting data through participant observation (6 sessions × 1.5 hrs; 9 hrs in total), key informant interviews (n = 1), and group (n = 4) and email-based (n = 2) interviews. The data was transcribed, thematized, and analyzed using NVivo12 and Interpretive Description inductive analysis resulting in three main themes: Practicalities of the music group, Restored identity, and Music as medicine reflecting the potential of the music group to contribute to a sense of non-patient identity, decreasing symptoms related to mental illness, foster social relationships and a feeling of belonging to a musical community. This study highligts how participation in music groups can be a possible promoter of recovery. However, sustainability appears contingent on the skills and resources of the facilitator (i.e., nurse). Suggestions for a program theory and clinical implications are presented and discussed.

Functional and clinical roles of stromal PDGF receptors in tumor biology.

PDGF receptors play pivotal roles in both developmental and physiological processes through the regulation of mesenchymal cells involved in paracrine instructive interactions with epithelial or endothelial cells. Tumor biology studies, alongside analyses of patient tissue samples, provide strong indications that the PDGF signaling pathways are also critical in various types of human cancer. This review summarizes experimental findings and correlative studies, which have explored the biological mechanisms and clinical relevance of PDGFRs in mesenchymal cells of the tumor microenvironment. Collectively, these studies support the overall concept that the PDGF system is a critical regulator of tumor growth, metastasis, and drug efficacy, suggesting yet unexploited targeting opportunities. The inter-patient variability in stromal PDGFR expression, as being linked to prognosis and treatment responses, not only indicates the need for stratified approaches in upcoming therapeutic investigations but also implies the potential for the development of PDGFRs as biomarkers of clinical utility, interestingly also in settings outside PDGFR-directed treatments.

When Learner-Centered Teaching and Learning Goes Online: Zooming into Linear Algebra Tutorials During the Pandemic

AbstractThe COVID-19 pandemic shifted higher education online, drawing attention to synchronous learning and instruction on digital communication platforms. Learner-centered teaching practices in the tertiary level, such as mathematical discussions, have been shown to benefit student learning. The interactions involved in online synchronous mathematical discussions have been studied less. Most research taps into these aspects drawing on students’ academic outcomes and reflective interviews. This study explores instructional practices as they unfold online, with a focus on student-instructor and student-student interactions. We zoom-in to online synchronous teaching and learning processes on a popular communication platform by analyzing Linear Algebra tutorials in the first pandemic year. Using the commognitive framework, we characterize instructional interactions with the construct of a learning-teaching agreement. The analysis resulted in three interactional patterns, where in all cases, the tutorial transformed at some point to the one dominated by the instructor.

Exploring the factors influencing academic learning performance using online learning systems

-Online learning has become vital and fundamental for learning success in higher education institutions to cope with various learning methodologies or crises such as COVID-19. Therefore, this study investigates factors influencing the academic learning performance among diploma and bachelor's degree students who utilize online e-learning systems in Jordan. Using a conceptual model developed from an extensive previous literature review, the study used a quantitative research methodology to collect data via survey questionnaires. Using PLS-SEM, the empirical analysis of 846 questionnaires collected from Jordanian students demonstrates that task-technology fit and students' satisfaction positively influence learning performance and contribute significantly to student academic success using online learning systems. While the quality of system, service, and information are critical determinants of task-technology fit, student interaction, and instructor interaction are critical determinants of student satisfaction. The study highlights the importance of user-friendly interfaces, effective communication channels, collaboration, and positive learning environments. The findings provide practical insights for universities, online learning system designers, administrators, and instructors to enhance student-learning outcomes. Additionally, system providers can use these findings to address essential successful tools and features needed to create effective and efficient online learning environments. This study highlights practical implications that support higher education institutions' efforts to enhance their online e-learning systems quality and improve student-learning outcomes while helping system providers address essential successful tools and features needed.

Instructive interaction between myelodysplastic hematopoiesis and the bone marrow microenvironment at the single-cell level

AbstractMyelodysplastic neoplasms (MDS) are hypothesized to remodel their bone marrow (BM) microenvironment to reinforce conditions for their propagation. In this study, we investigated interactions between MDS cells and the BM niche at single-cell level. In a patient-derived xenograft (PDX) model, we analyzed 13 000 cells from different murine niche cell populations after long-term (>24 weeks) exposure to MDS vs healthy human grafts. Subsequently, we analyzed over 24 000 primary human BM cells enriched for the nonhematopoietic compartment by using whole bone fragments from n = 8 patients with MDS and n = 7 healthy, age-matched donors. In PDX who received MDS transplantation, mesenchymal cell (MSC) subpopulations were forced to overexpress hematopoietic factors such as Cxcl12 and Il7 upon contact with hematopoietic MDS cells as compared with healthy grafts. Single-cell analyses of primary in situ BM cells from patients with MDS showed highly heterogeneous MSC subpopulations on a patient-individual level. We identified inflammatory gene expression profiles as well as overexpression of C-X-C Motif Chemokine Ligand 12, KIT ligand, and Interleukin 7 in MDS MSCs and endothelial cells. In conclusion, we demonstrate reprogramming of the BM microenvironment by MDS cells, pointing to altered MSC subpopulations with increased growth factor expression profiles in a subgroup of patients with MDS.

A comparison of the level of the ESP language learners' performance and engagement in a synchronous online course and the face-to-face course

Evidence is steadily mounting on the prominence of online and technology-enabled learning in higher education. The present study intended to investigate whether virtual, interactive, real-time, instructor-led (VIRI) online learning has the potential to yield comparable student performance and engagement results to that of a traditional face-to-face (F2F) course. This is of great significance since the study delves into the possibilities of synchronous online learning in environments where resources are scarce and provide valuable insights into how technology can contribute to improving medical education and accessibility to educational resources in Iran and other comparable educational contexts. The participants were 18–30-year-old male (n = 16) and female (n = 24) students of nursing (n = 20) and operating room (n = 20) who enrolled in synchronous online and face-to-face courses as the requisite for the fulfilment of a bachelor's degree. T-tests and descriptive statistics were the study employed T-tests and descriptive statistics to assess variations in both student performance and engagement results. The results revealed that a synchronous course conducted through VIRI classroom technology yields equivalent student performance outcomes to a traditional face-to-face (F2F) learning environment. The findings further showed that while the students did not appear to differ in terms of the levels of expected interest in the course and paying attention in class for the F2F and VIRI courses, they perceived themselves as displaying a different behaviour in the two courses in terms of attending class, participating in class, academic workload and instructor interactions. In fact, the post-semester findings showed that despite the students' earlier expectations, they displayed different behaviour on all six student engagement factors. The findings of this study could have direct implications for the creation, development, and delivery of synchronous online courses in higher education, including medical ones.

FEATURES OF USING INTERACTIVE TECHNOLOGIES FOR IMPLEMENTING PERSONALIZED LEARNING IN BIOLOGY AND ECOLOGY CLASSES IN THE 10th GRADE

application of interactive technologies to realize personalized learning in biology and ecology classes in the 10th grade. This methodology comprises three main stages: organizational-preparatory, technological, and concluding. Pedagogical conditions are justified for the effective implementation of the respective methodology, including creating a success-oriented situation, organizing a positive psychological microclimate, gearing up for work, motivating students’ cognitive activities, equipping the classroom, providing visualization aids for the lesson, selecting effective methods of communication and instructional interaction, discussing the action algorithm during work, reviewing assessment criteria, reflection, and summarizing.Based on the above, a functional model for the implementation of the developed methodology is proposed. On the basis of the above, a functional model for the formation of a successful student in education, who will achieve high levels of academic achievement in biology and ecology when using personalized learning with interactive technology, is proposed. The functional model for the formation of a successful student in education, who will achieve high levels of academic achievement in biology and ecology when using personalized learning with interactive technology, is based on a scientific approach to organizing the educational process.The main goal of this model is the effective implementation of personalized learning with the use of interactive technologies, which allows for the formation of a successful student on the basis of student-centeredness, which is the driving force behind raising the level of academic achievement in biology and ecology.

Cam or professor Lee? How instructor seniority and address term influence student perceptions in the United States

AbstractIn this research, we explore the effect of college instructors' use of formal versus casual titles on student perceptions as a function of the instructors' academic ranks. We conducted two studies: the first surveying students to study their expectations and preferences of formality and rank, and the second using experimental manipulations of title formality and instructor rank to examine the effects on student perceptions of instructors and their classes. Our data indicate that a full professor is perceived more favourably than a graduate assistant when using a casual title (their first name). Conversely, the pattern goes the opposite when they use a formal title. These insights were assessed through course favourability and enrolment intention and were rooted in two fundamental individual traits: competence and approachableness. In addition, the effects are less pronounced for students with previous exposure to the course content, suggesting course experience as a moderator. This study offers guidance on student–instructor interactions and provides insights for educators in presenting themselves through different titles.

Accomplishing feedback through inscription during reading assessment interaction

This paper examines the role of writing in sequences of oral feedback during formal formative reading assessment in an elementary school classroom. Previous research indicates that writing-in-interaction is central to the interactional accomplishment of feedback. The limitations of writing-in-interaction research on feedback for the study of formal formative reading assessment lies in its preoccupation with the planned-use of written inscriptions. Without presuming that inscriptions are planned as resources for feedback, the study asks ‘what role does inscription play in the accomplishment of feedback during formal formative reading assessment interaction?’ Analyzing a single case using ethnomethodologically-inspired conversation analysis, the current study demonstrates how writing done initially to record a student's reading performance emerges later, unplanned, as resource for sequences of diagnostic and instructional interaction. The paper contributes to an understanding of inscription as a practical technology for formative assessment, and demonstrates how the formal assessment of reading performance is interactionally accomplished.

Shaping ideologies at the micro level: Stylization in EMI

Purpose: Research on bi/multilingual oral interactions in English-medium instruction (EMI) is often concerned with how languages the teacher and/or students speak can be used for pedagogical scaffolding processes. In contrast, this paper aims to investigate how stylization of languages, including those that teacher and students only speak minimally, can likewise be harnessed for important pedagogical and interpersonal purposes. Methodology: I conduct an interactional sociolinguistic analysis of transcripts from an EMI teaching simulation in a Master’s in Education course at a university in Hong Kong. Data and analysis: As a cross-border teacher from Cantonese-speaking Guangdong and a local teacher of Indian heritage engaged in these language stylization processes, they show that teachers can effectively use bi/multilingual stylization in EMI with attention to student uptake and response. Findings/Conclusions: While pedagogical scaffolding is important in EMI, these processes can put more and less societally dominant languages in a diglossic, unequal relationship. In contrast, stylization can reconfigure classroom language norms and hierarchies, attach positive meanings to unratified codes, and allow teachers to share linguistic authority with students. Originality: Little research to date has studied stylization as a pedagogical resource in EMI, focusing instead on the use of languages teachers/students already know for scaffolding. Significance/Implications: Teacher professional development should address the topic of how to use language stylization in EMI, especially since these interactional strategies do not require teachers to dramatically reconfigure curriculum or instruction, yet have pedagogical and interpersonal benefits. Limitations: Future research should aim to study stylization in EMI in an authentic classroom setting.

Making new technology understandable through multimodal orientations: A digital exercise stick in customer training interaction

With a variety of smart technologies on the market, health technologies have become an increasingly everyday phenomenon. This paper focuses on customer training in the use of a new technological device, a digital mobility stick, which is an exercise stick with a built-in haptic component. It can be used as a measuring and training tool to analyze the body’s ability to balance, bend, and rotate and to guide the trajectory of one’s exercise movements. We focus on the mobility stick as a training tool, investigating how the haptic technology is introduced to the customer in instructional interaction, and what roles the technology obtains in the process. The paper uses video-recorded customer training interaction data from a health technology company. It draws on multimodal conversation analytic research on instructions and instructed actions, objects, technologies, and touch in interaction. We show that the company representative’s specific orientation to the mobility stick was consequential to the instructed actions of the customers and their learning. The analyzed cases also illustrate that the mobility stick gained different roles in the interaction, ranging from a technological and sensorial object to a technology representing information to an active participant in interaction guiding human action. The study thus contributes to our understanding of the multimodality of instructional interaction and the potentially varied roles of technology in such interaction.

Instructional Interaction Design for Smart Classrooms

Information technology and education are continuously integrating in both directions. Learning-centeredness is the main trend of future classroom teaching development. On the basis of elucidating the connotation of the concept of smart classroom, we analyze the problems in the teaching interaction of smart classroom, based on the constructivism theory and the perspective of interaction between the subject of smart classroom and the elements. We point out the key ways for teaching interactive classroom teaching to achieve the expected teaching goals, and discuss the design problems of teaching interaction in smart classroom further.

Understanding performance responses: Instructional transitions in musical masterclasses

This paper extends analysis of the ‘assessment receipt’ to include talk and embodied interaction during ‘performance responses’ in music masterclass interactions. By grounding the analysis in questions of performance completion and audience applause onset, it details the utility of variously position assessment tokens, during performance, before applause, during applause and after applause. These different verbal assessment positions afford, in different ways, instructional interaction by situating the instructor as next relevant speaker. They also help coordinate performance completions and audience applause onset. The paper also identifies the ‘receipt assessment’, which reverses the component ordering of the earlier phenomenon. The paper is relevant to those studying performance as interaction and extends and deepens the growing insights into musical instructional settings.

The Practice of Cloud Collaboration Tools in Enhancing the Interactivity of Computer-Based Instruction

Abstract Cloud collaboration tools are currently playing an increasingly important role in enhancing computerized teaching interactions. In this paper, we propose a method of mutual assessment of assignments based on cloud collaboration through the theoretical study of fuzzy set theory and further construction of the fuzzy cognitive diagnostic model, put forward the model assumptions, then combine them with the Fuzzy CDF of the computer for the design of teaching assignments to each other, and finally introduced the fuzzy cognitive diagnostic theory combined with the model to the computer classroom teaching, the overall scores of the overall of the pre-and post-tests of the mutual assessment of students’ assignments the average values of the scores are 3.79 and 3.87, the medians are 4.06 and 3.94, and the standard deviations are 1.23 and 1.15. In the statistics of the scores of the pre-and post-tests, the average score of the control class is higher than that of the experimental class by 1.13 points, and the average score of the experimental class is higher than that of the control class by 11.31 points. The interactivity of computerized teaching can be improved by using the homework mutual assessment method proposed in this paper, as can be concluded.

Effects of Visual and Auditory Instructions on Space Station Procedural Tasks

In order to compare the effects of visual and auditory instructions on the crew when guiding astronauts to complete the procedural tasks in the space station, in this study, subjects were recruited to complete the programmed task of starting from the node module, locating the scientific cabinet and spectrometer, and finally operating the orbital replaceable unit on the spectrometer. Meanwhile, the task performance, eye movement parameters, and cognitive load induced by 2 kinds of instructions in the task were statistically analyzed. The results showed that there were highly significant differences in terms of task completion time, the NASA-TLX (Task Load Index) total score, and eye movement index between the 2 instructions ( P < 0.01). There were also significant differences in error rate and effort ( P < 0.05). This study proves that visual instruction interaction is better than auditory instruction. Our work provides important reference for the selection of human–computer interaction mode for procedural tasks on space stations. It also provides the experience and theoretical evidence missing so far and proves the benefits of augmented reality assistance in terms of task performance and human factors.

Tinjauan Literatur Teori Kognitif dan Konstruktivisme dalam Pembelajaran

This research aims to analyze cognitive and constructivism theory in learning based on a literature review of 10 journals including national and international journals. This research uses a qualitative method with a literature study type of research. The stages of conducting the research started from conducting a literature review from 10 journals regarding cognitive and constructivism theory in learning then analyzing the research starting from data collection, reduction, data display, to drawing conclusions. The results of this study indicate that both collaborative and engaged learning have a positive impact on peer and instructor interactions; both factors influence online learning during the COVID-19 pandemic, increasing student happiness and academic success. The use of social media as a forum for educational learning, student collaboration and participation, as well as the use of social media as a forum for online interaction and learning during the COVID-19 pandemic are in the spotlight.

The Role and Strategies of Teaching Interaction in the Development of Primary School Mathematics Teachers

With the deepening of educational reforms, the teaching model in primary school mathematics education is undergoing transformation, with increasing attention to teaching interaction. Teaching interaction, as a student-centered teaching approach, not only sparks students' interest in learning but also helps teachers better understand students' learning needs. This paper begins by defining teaching interaction and exploring its characteristics and classifications. Subsequently, it delves into the multifaceted roles of teaching interaction in the development of primary school mathematics teachers, such as promoting teachers’ professional growth, enhancing teaching effectiveness, and broadening teachers' pedagogical perspectives. Additionally, this paper conducts a case analysis to examine the practical applications of teaching interaction and the challenges it entails. Finally, the study summarizes the core values, multiple roles, challenges, and future development trends of instructional interaction, emphasizing its significance in the development of primary school mathematics teachers.