Teaching Of Knowledge Research Articles

Q vs A proximities in construed modes of learning: Excitement and performance of university students in China’s Northeast

This study explores how Q-proximity and A-proximity affect the student's learning excitement and performance, and how they differ in these effects. Using the Construal Level Theory (CLT), a questionnaire was designed with multiple models (in which the student owns the Q, A, both or neither). The study then factored Qs and As to obtain two respective proximities and link them to excitement and performance scores. Based on 590 useful questionnaire responses, the study identified the following findings, 1. with structural equation modelling (SEM) both Q and A proximities encouraged student learning excitement, although the A excitement was greater than the Q excitement and 2. the Q-proximity decreases performance whilst the A-proximity increases performance. Additionally, the study used multiple analyses of individual learning modes concerning excitement and performance. The results of the multiple regression analysis appear to be consistent with the research of Malik (Current Psychology 43:545–564, 2024), and the inclusion of AI (Artificial Intelligence) learning modes. The main conclusion of the study is that Chinese learners prefer answers to the questions in their learning, teaching and application of knowledge.

A Model for Developing Emergency Medical Services Instructor Knowledge

A Model for Developing Emergency Medical Services Instructor Knowledge

Professional Growth Pathways for Primary School Teachers in Multi-grade Environment: Challenges and Solutions

The main objective of the current research was to investigate the professional development of teachers in public schools who teach in classes with several grade levels. Professional development is a crucial aspect of effective multi-grade teaching. Multi-grade teaching is believed to have a substantial influence on both instruction and learning. A descriptive research method was used for the study. The study population consisted of 200 government school instructors, from which a sample of 496 teachers was randomly chosen using simple random sampling. The selection was made from public schools in the Ziarat area of Balochistan, Pakistan. The data were subjected to analysis using factor analysis,ANOVA,and chi-square test. The research findings suggest that instructors with expertise and pedagogical abilities achieve higher levels of teaching and learning outcomes in multi-grade classes. The study suggested that the administration should arrange training programs to augment the pedagogical knowledge and proficiency of instructors in schools.

DEVELOPMENT OF LINGVOCULTURAL COMPETENCE IN THE DIGITALIZATION PROCESS

This article is devoted to the problem of the development of lingvocultural competence in students in the process of digitalization. The aim of this article is to examine the impact of digitalization on the development of lingvocultural competence, focusing on how digital tools and technologies can enhance the teaching and learning of cultural and linguistic knowledge in an increasingly globalized world. This article employs a mixed-methods approach to explore the development of lingvocultural competence in the context of digitalization. The main research methods are a qualitative analysis of selected case studies performed to illustrate how digital tools and platforms (e.g. online language learning platforms, digital tools for intercultural communication) are currently being used to develop linguistic and cultural competence. Lingvocultural competence, the ability to understand and effectively use language in relation to the cultural values and practices it reflects, is becoming increasingly important in the digital era, where communication transcends national and cultural boundaries. The article analyzes how digital technologies, online learning platforms, and digital communication tools influence the teaching and learning of lingvocultural knowledge. It also examines the challenges and opportunities presented by digitalization in promoting intercultural understanding. Through a review of current digital resources and methodologies, the article provides insight into how educators can leverage these tools to enhance lingvocultural competence among students. The findings suggest that while digitalization offers new avenues for cultural and linguistic exchange, it also requires innovative approaches to ensure effective and culturally sensitive communication in a globalized digital world.

Graduate Student’s Perception on Effectiveness of Virtual Education during Covid-19: Evidence from Structural Equation Modelling in Nepal

Background: The COVID-19 pandemic forced educational institutions worldwide to shift to online learning, disrupting traditional academic calendars. In Nepal, this transition significantly impacted graduate students, raising concerns about the effectiveness of virtual education. Objective: This study aims to examine the effectiveness of virtual education on student satisfaction and performance during the COVID-19 pandemic among graduate students in the Kathmandu Valley. Method: Based on the achievement goal theory, 203 graduate students from management colleges in Kathmandu Valley were selected through purposive sampling. Data were collected using a structured questionnaire administered via KOBO Toolbox. Both descriptive and inferential analyses, including Structural Equation Modeling (SEM), were employed to analyze the data. Result: The findings reveal that while the majority of students showed a positive attitude toward online classes, dissatisfaction arose due to a lack of training and familiarity with new information technologies. The SEM results indicate that course design, prompt feedback, and student expectations significantly influence student satisfaction, which in turn mediates the relationship between these factors and student performance. Challenges such as power outages, difficulty concentrating, lack of access to technology and insufficient instructor knowledge were identified as major obstacles. Conclusion: Although graduate students in Kathmandu Valley reported a generally positive outlook towards virtual education, several significant challenges need to be addressed to improve the effectiveness of online learning, particularly in terms of instructor quality and technological infrastructure. Paper Types: Research Paper Keywords: COVID-19, Virtual Education, Management Student, Effectiveness, Graduate Students Perception JEL Classification: D83, I20, L86, A23

The effects of teaching assistants on letter knowledge of foundation phase students in South Africa: Findings from an exploratory trial

There is increasing evidence that letter knowledge is a significant predictor of early grade reading achievements and that interventions designed to improve learning of this constrained skill can be effective. However, little is known about ways to enhance the teaching of letter knowledge in African languages and the degree to which teaching assistants can facilitate this process. This paper reports findings from an exploratory study designed to establish if teaching assistants can improve letter knowledge in African languages. A pre-post-trial with 249 pre-Grade R and Grade 1 students was conducted in two South African provinces with two distinctive African languages, isiXhosa and Sepedi. Our analysis shows significant positive correlations for both languages between students’ exposure to teaching assistants and their improvements in the number of attempted letters as well as correct letters in a standardised test. Therefore, our findings suggest that teaching assistants, who are instructed to play letter games with foundation phase students to complement the teaching of letter knowledge, could be an effective, low-cost strategy to facilitate future improvements in reading.

Evaluating the effectiveness of illness script teaching on clinical reasoning skills in post-baccalaureate nursing students

BackgroundTypically, nurse education curricula are separated into the teaching of theoretical knowledge and practical skills. This separation may hinder nursing students' development of clinical reasoning skills, making it difficult for them to prioritize tasks and make decisions about interventions. Illness scripts have been shown to help medical students improve their clinical reasoning skills; however, they are rarely used in nurse education. ObjectivesTo evaluate the influence of illness script teaching method on post-baccalaureate nursing students' clinical reasoning skills. DesignThe study adopted a single-arm quantitative pre-experimental research design and incorporated qualitative focus group discussions. Settings/participantsThis study was conducted at a university in northern Taiwan. Participants included 35 post-baccalaureate nursing students who were enrolled in an elective course focused on clinical skills. MethodsTo enhance nursing students' clinical reasoning skills, illness scripts for five clinical scenarios were developed and implemented as part of their curriculum. The Nurses Clinical Reasoning Scale was utilized to assess self-rated clinical reasoning abilities, while dual-teacher scoring was used to evaluate clinical reasoning objectively. The VARK learning preference questionnaire was used to examine how learning preferences affect learning outcomes. After the course, semi-structured focus groups were held to collect student feedback on the effectiveness of the teaching methods and the learning outcomes. ResultsThis study's quantitative and qualitative results show that illness script-based teaching improves nursing students' clinical reasoning. Quantitative results showed significant objective reasoning score improvements. However, minimal changes in self-rated scores suggest a learning style-influenced gap between perceived and actual abilities. Qualitative findings showed that students valued linking clinical issues to practical applications but struggled with knowledge gaps and engagement. ConclusionsThe illness script teaching method improved students' understanding of clinical scenarios and enhanced their clinical reasoning abilities. Incorporating illness scripts into nurse education was beneficial for nursing students.

Exploration and practice of ideological and political education in instrumental analysis courses: a case study on chromatography course teaching

Instrumental analysis is an important professional course for many chemistry majors. Its teaching content is rich, diverse and is closely related to daily life. Moreover, this course contains a large number of ideological and political resources. This study investigates chromatography technology in instrumental analysis as an example, focusing on aspects such as chromatography knowledge, solution preparation, standard operations, and guided experiments, to deeply explore the elements of ideological and political education and organically integrate them into the teaching of instrumental analysis courses. Academic teaching of professional knowledge increases the diversity and richness of the teaching content and enhances the innovative skills of the students. In addition, this teaching method can inspire students to establish life goals and great ideals, with the aim of ultimately cultivating moral people.

Community Needs Assessment of Barangay 694 Towards an Extension Services Program

Community extension is a university's fourth purpose, and it is addressed in how extension services are conducted in partner communities. The institution must offer learning and support opportunities to community members, particularly to those who lack access to education or employment prospects. Partner communities should benefit from the knowledge and abilities of instructors and non-teaching personnel as well as the teachings that students gain in the classroom. The purpose of this study was to evaluate the community's needs and create a program for community extension services that would benefit implementers as well as the adopted Barangay. Data required for the creation of the extension service was gathered using a mixed approach. A focus group discussion was held for the qualitative component and a survey questionnaire was used for the quantitative component. The selection of participants was done using convenience sampling. The College of Arts and Sciences will base the design of its outreach and community extension initiatives on the perceived needs discovered during the survey's administration. Faculty and students from the College of Arts and Sciences facilitated the focus group discussions. The research revealed the necessity of the following categories: recreation, disaster and preparedness, livelihood, values formation, education, environment, health, and sanitation. Thus, the study led to the development of the Community Extension Services Program.

The Role of Classical Islamic Educational Institutions before the Emeregence of Madrasah

<em>The purpose of this research is to investigate the role of Islamic educational institutions before the emergence of madrasahs in the intellectual and social development of Muslims. The main issue addressed is the contribution of institutions such as al-dars, ribaths, mosques, kuttabs, and scholars' houses in shaping Islamic intellectuality during that time. This study employs a qualitative approach through historical and social analysis. The findings of the research indicate that these institutions were crucial in shaping Islamic intellectuality. They not only served as places to study religious teachings but also helped disseminate knowledge, share ideas, and build the social identity of Muslims. These institutions supported the exchange of ideas, research, and the teaching of knowledge, which were essential for the education of Muslim generations. In conclusion, this research emphasizes the importance of classical Islamic educational institutions in shaping Islamic civilization. These institutions fostered a holistic educational approach that integrated knowledge, religion, and spirituality. They reflect various forms of Islamic education, allowing for comprehensive and integrated learning and continuous knowledge enhancement. The legacy of Islamic educational institutions before madrasahs historically continues to influence how we understand and approach Islamic education today.</em>

Can instructors detect AI-generated papers? Postsecondary writing instructor knowledge and perceptions of AI

Can instructors detect AI-generated papers? Postsecondary writing instructor knowledge and perceptions of AI

Multi-method integrated experimental teaching reform of a programming course based on the OBE-CDIO model under the background of engineering education

Under the background of engineering education professional certification, the Outcome-Based Education (OBE) education concept of “output-oriented” has been paid more and more attention. The traditional experimental teaching of programming course often focuses on the teaching of theoretical knowledge, and lacks the cultivation of students’ practical ability and innovative spirit. Engineering education puts forward new requirements for the teaching mode of program design course. The experimental teaching of programming courses requires further reform and innovation to cultivate high-quality technical engineering talents with good social responsibility, teamwork ability, and innovative thinking ability. Guided by the theory of engineering education combined with the educational philosophy of Conceive–Design–Implement–Operate (CDIO) and OBE, this paper carried out the reform of experimental teaching of programming course among students majoring in computer science and technology and information security. This teaching reform aimed to better cultivate students’ practical ability, innovation ability, and knowledge-integrated application ability, considering the course concept, course design, course implementation, and course operation, and exploring the practice of teaching process reconfiguration, teaching content organization, and teaching method integration. This multi-integration experimental teaching reform was found to fully mobilize students’ learning enthusiasm, tap into students’ potential, greatly improve students’ comprehensive practical ability, effectively achieve course goals, and lay a solid foundation for subsequent professional course learning. This teaching mode has been practically applied in current experimental teaching and is widely recognized by students, providing a reference for improving teaching quality.

Sustainable Cultivation of Discipline Competition Programs for Innovation and Entrepreneurship Education: An Example of the Food Science and Engineering Major

Cultivating innovative and entrepreneurial talents has become the responsibility and mission of higher education. It reflects the effectiveness of education in terms of teaching quality, scientific prowess, and social service. Discipline competitions played a significant role in fostering innovation and entrepreneurship ability, serving as a crucial component of innovation and entrepreneurship education in colleges. This study used the food science and engineering major as an example to address the gap between theoretical knowledge teaching and the actual production process. It aimed to improve the poor performance of innovative practices by establishing a sustainable cultivation model for discipline competition programs. There needs to be an investigation into the conduct of disciplinary competitions and the students’ participation in them. Then, a model comprising a “theory + experiment + practice” course to guide students in participating in competitions should be formed. A rational and sustainable innovation team and a collaborative innovation platform for school–enterprise integration needs to be built. In order to achieve sustainable development education and cultivate applied talents who can solve complex problems in food engineering, the sustainable cultivation model was established. This work could serve as a reference for developing professional discipline competitions and fostering innovative and entrepreneurial talents for sustainable development.

Preservice teacher perceptions of instructional rounds

PurposeThe purpose of this qualitative instrumental case study was to determine the perceptions of preservice teachers (PSTs) on the effectiveness of instructional rounds as a clinical experience in promoting awareness of student diversity and supporting the acquisition of professional knowledge (Essential 2).Design/methodology/approachThe instructional rounds were implemented in a junior-level general pedagogy course prior to formal clinical experiences. Professional development school (PDS) personnel supported the course instructors by scheduling the classroom observations, supervising groups of PSTs and debriefing the PSTs after each observation (Essentials 4 and 8). The data were collected through an end-of-course survey of 18 secondary PSTs.FindingsThere were several themes that emerged from the analysis of data. First, the study revealed that PSTs credited the variety of campuses visited as supporting their awareness of student diversity and varied instructional strategies. Second, PSTs acknowledged that the instructional rounds supported their connection of theory to practice. Finally, over 70% of the participants noted that they most enjoyed in-person experiences in different classrooms to observe students and teachers in action.Research limitations/implicationsThe findings for this study were specific to the teacher preparation program (TPP) utilized for the research. Each TPP requires different coursework and clinical experiences; therefore, the inclusion of instructional rounds may not be possible in all programs. Yet, the implementation of the rounds as a PST experience prior to clinical experiences is a strategy to consider to support the preparation of PSTs for their clinical experiences.Originality/valueThis study supports the continuation of instructional rounds at the teacher preparation program where the research was conducted. This research also informs other TPPs that strive to provide early clinical experiences that support PSTs’ emerging perceptions of student diversity and applications of instructional knowledge.

Exploring Combat Tourniquet Application Errors and Duration Among Skilled and Novice Medical Trainees.

The use of tourniquets in combat medicine continues to be a key focus as they have consistently been shown to combat one of the leading causes of preventable death on the battlefield, massive hemorrhage to extremities. The present study analyzed tourniquet application among combat medics (68W) and combat lifesavers (CLSs) in a training environment to determine whether trainees' performance is consistent among one another and whether performance can be associated with participant demographics such as experience or role. Study participants treated male and female patient simulators within a tactical field care phase, both of which experienced an amputated leg and required the application of a Combat Application Tourniquet (CAT). To assess tourniquet application variability and performance, a series of application subtasks and potential errors were measured via video coding of the scenarios by a team of 5 coders. Time to tourniquet application and tourniquet application duration were also coded to assess correlations between application duration and variability or performance. Results from analyzing tourniquet application subtasks and errors through a series of one-way ANOVA tests showed that application of the CAT first, hasty CAT application, and high tourniquet application were not predictive of participant role, time within the role, and self-reported tourniquet skill, confidence, or experience. Such demographic variables were also not predictive of successful tourniquet application as defined by the number of windlass rod rotations. Results from binomial logistic regressions showed that participant role and self-reported tourniquet skill and experience were predictors of tourniquet application duration. The findings suggest that high variability in CAT application methodology and performance exists among CLS and combat medics, which is largely not predictable by various demographics such as role, experience within the designated role, and self-reported confidence, skill, or experience. The observed disconnect between training or experience and CAT application performance suggests substantial variability in the consistency of training for both CLS and 68W soldiers. These inconsistencies may stem from variability in instructor knowledge, teaching styles, or training materials or may be developed through informal methods such as experiences in the field or recommendations from colleagues and experts. These findings highlight a potential need to reassess CAT application training, particularly in regard to consistency and validation. Finally, it should be noted that the study's findings may be limited or fail to capture some study effects because of the sample size and wide range of reported experience among participants.

The Role of Translanguaging in Teaching Mathematics at Adult Correctional Centre Classrooms in South Africa

This paper sought to explore the use of the translanguaging strategy as the means for decolonising and advancing the teaching of mathematics procedural fluency. From the pragmatic epistemological stance, the study collected both qualitative and quantitative data from the group of fifty purposively sampled adult offenders. The intervention study inferred data from pre-tests, post-tests, and semi-structured interviews. The data, which was analysed using SPSS and the thematic analysis approach, through the conceptual framework of teaching adult offenders mathematics procedural fluency through the isiZulu-English translanguaging strategy, indicate that the use of the translanguaging strategy yields satisfactory performance in adult offenders’ mathematics procedural fluency. The study further discovered that the translanguaging strategy leads to the decolonization of the mathematics curriculum and the development of isiZulu and English languages in correctional centre classrooms. The researcher recommends the use of the translanguaging strategy and fluidity in the use of any repertoires in the teaching of mathematics procedural fluency, conceptual understanding, and factual knowledge within the context of correctional centre classrooms. The researcher further concludes that translanguaging is applicable, and resourceful in all mathematics educational contexts, and it leads to the decolonization of the mathematics curriculum for both children and adults, in all contexts. The paper contributed to the scholarship by exploring the mathematics learning, teaching and assessment processes and the role of translanguaging thereof in correctional centre classrooms. Keywords: Translanguaging, Correctional Centre, Mathematics Classroom, Mathematics Procedural Fluency, Adult Offenders, Educationists

Robust Semi-Supervised 3D Medical Image Segmentation With Diverse Joint-Task Learning and Decoupled Inter-Student Learning.

Semi-supervised segmentation is highly significant in 3D medical image segmentation. The typical solutions adopt a teacher-student dual-model architecture, and they constrain the two models' decision consistency on the same segmentation task. However, the scarcity of medical samples can lower the diversity of tasks, reducing the effectiveness of consistency constraint. The issue can further worsen as the weights of the models gradually become synchronized. In this work, we have proposed to construct diverse joint-tasks using masked image modelling for enhancing the reliability of the consistency constraint, and develop a novel architecture consisting of a single teacher but multiple students to enjoy the additional knowledge decoupled from the synchronized weights. Specifically, the teacher and student models 'see' varied randomly-masked versions of an input, and are trained to segment the same targets but reconstruct different missing regions concurrently. Such joint-task of segmentation and reconstruction can have the two learners capture related but complementary features to derive instructive knowledge when constraining their consistency. Moreover, two extra students join the original one to perform an inter-student learning. The three students share the same encoding but different decoding designs, and learn decoupled knowledge by constraining their mutual consistencies, preventing themselves from suboptimally converging to the biased predictions of the dictatorial teacher. Experimental on four medical datasets show that our approach performs better than six mainstream semi-supervised methods. Particularly, our approach achieves at least 0.61% and 0.36% higher Dice and Jaccard values, respectively, than the most competitive approach on our in-house dataset. The code will be released at https://github.com/zxmboshi/DDL.

Facilitators of Success for Teacher Professional Development in Literacy Teaching Using a Micro-Credential Model of Delivery

Teachers play a critical role in supporting the early literacy development of students; however, keeping up with evidence-based practice while performing a busy teaching role can be challenging. Micro-credentials are one potential route for keeping teachers up to date with the best practices for literacy teaching due to their ability to provide targeted and flexible professional development opportunities. The current study used a mixed-methods design to evaluate two micro-credential courses being offered through the Better Start Literacy Approach. The Better Start Literacy Approach (BSLA) is an evidence-based, structured literacy approach, targeted at 5–7-year-old children in New Zealand. An online survey was used to collect qualitative and quantitative data from 263 teachers and literacy specialists regarding their experience of completing the BSLA micro-credential training. Overall, respondents reported positive experiences, describing how the micro-credential changed their teaching practice, built their knowledge of effective literacy instruction and led to measurable progress in students’ literacy skills. Several design features were highlighted as useful, including the ability to revisit videos and resources multiple times, the organization into modules and the ‘24/7’ nature of access. Findings from the current research demonstrate the importance of utilizing key course design decisions to ensure accessibility and the potential for the positive impact of micro-credentials in the education sector.

Teaching Reform and Practice of Ideological and Political Education in the Course of Automotive Engine Principles

The course of automobile engine principle is the foundation of vehicle professional learning. The professional knowledge and innovative value contained in the course is an effective carrier to realize moral education.This paper puts forward the implementation plan of "one center and two main lines", which is centered on promoting morality and cultivating people.Four modules, "Engine performance and cycle", "Engine ventilation", "engine fuel and combustion", "Engine characteristics and car matching", are taken as the main line of knowledge teaching."socialist core values, feelings for the family and the country, craftsman spirit, innovative thinking" as the main line of ideological and political education.At the same time, based on the network teaching platform, the whole process of before-class, in-class and after-class teaching is realized.

Technical Adequacy of the Data-Based Instruction Knowledge and Skills Assessment in Writing

Technical Adequacy of the Data-Based Instruction Knowledge and Skills Assessment in Writing