Teaching-learning Environment Research Articles

Fostering academic English writing through blended approach: A study of Bengali learners of English

This study aims to discover the impact of blended learning approaches on developing academic English writing. English is the most dominant language all over the world. In Bangladesh, it is used as a medium of instruction in many educational institutions. It is important to have good proficiency in English to build a good academic career. The purpose of the study is to reveal the effective ways of using blended learning method to develop academic English writing. It has chosen content analysis as the method and progresses it through developing codes, categories, and themes to reach the goal. Basically, blended learning is gaining more acceptance in the education sectors, but still a conventional approach is dominant. But Lack of technological support, ICT-based knowledge and training, devices and motivations are the main reasons behind this. But integrating blended learning has increased the chances of a successful teaching-learning environment. Though it has limitations, it makes academic activities easier by using technology. And government has also taken steps to integrate blended learning method with the conventional approach to develop the pedagogy (“Policy on Blended Learning for Bangladesh’’, 2021). To integrate blended learning method of writing pedagogy, the first and foremost thing is to ensure ICT-based training and developed infrastructure. Then choose the blended models that can influence writing skill. The present study focuses on finding out the strategies that can make effective integration of blended learning models with writing pedagogy.

Voices of the Teachers in the New Normal Education: Their Engagement in Home-Based Learning

This research takes insights from the experiences of teachers in home-based instruction during the height of the COVID-19 pandemic. It was conducted in pursuit of determining the nature and level of teachers’ engagement in the remote work arrangement. The study was descriptive-qualitative. Purposive sampling was employed in identifying the study participants. This study evidenced that teachers who were on a home-based work arrangement experienced various challenges. Lacking resources, technological skills inadequacy and absence of support for teachers’ health and well-being are just some of the challenges accounted for. The pandemic which put everyone in distress highlighted the importance of not only the physical, but also the mental, spiritual, and emotional well-being of teachers and students. Nonetheless, teachers are aware of their own needs, as well as the needs of the school and their students, allowing them to make meaningful recommendations. Furthermore, the teaching-learning environment during distance learning, as well as the resources, may be prioritized at the national and local levels, and strategic directions may be orchestrated ahead of time to avoid injudicious actions during implementation, followed by recognized psychological well-being and quality of life, seeing as distance learning is primarily supported by technology, training, and seminars on technological skill upgrading and development of teachers should be prioritized, and a replication of this study should be conducted to assess other aspects of home-based instruction in times of health crisis for the improvement of home-based learning delivery.

Evaluation of Virtual Learning Environment using DELES questionnaire in Medical Students of Mashhad University of Medical Sciences

Introduction: The environment governing learning is one of the most important influencing factors in education. The outbreak of corona virus (COVID-19) has led to a special attention to E-learning as an aid to break the chain of virus transmission. This study was conducted to determine the status of the learning environment of virtual education of medical students of Mashhad University of Medical Sciences (MUMS) using DELES (The Distance Education Learning Environment Survey) questionnaire. Methods: This cross-sectional study was conducted in the academic year of 2022 at MUMS. Sampling was a multi-stage method. In this way, at first students in different educational levels (basic science, physiopathology, externship and internship) were considered. For gathering data DELES questionnaire was used. Then the link of the tool was shared in internet groups of medical students .Data were analyzed by T-test , ANOVA, Pearson correlation test through SPSS. In all tests p-value was less than or equal to 0.05. Results: A total of 202 medical students with an average age of 22.88±2.48 years were included in the study. The Mean response of participants studied the courses during the semester in the virtual environment was 49.78 ± 27.76 . The participants in the study reported the education situation to be relatively favorable, so that their satisfaction was more in the area of student independence (Relatively favorable) and less in the area of professors' support (poor). The results of the one-way ANOVA test showed that the average satisfaction score of basic science students is significantly higher than that of externship and internship students (P<0.001, F=7.861). Also, the results of the T-Student test showed that there is no statistically significant difference between students in terms of gender and marital status, but non-native students were less satisfied than native students in terms of interactions between students and colleagues (P < 0.03). Conclusion: The attitude of the students towards distance education during the covid-19 epidemic in medical students of MUMS was relatively favorable or relative satisfaction. Therefore, in order to improving the situation of distance education, it is recommended to implement methods to increase the support of professors and improve their communication with students in the virtual education environment.

Connecting schools and communities: a look at place-based learning and equitable access in SF Bay Area outdoor environmental education

Outdoor environmental education aims to immerse students in environmental spaces and create opportunities for classroom learning to be applied in the field. However, students from Black, Indigenous, and People of Color (BIPOC) and low-income communities often have less access to these educational opportunities. This study examined the environmental education programs of nine community organizations in the San Francisco (SF) Bay Area. Through twenty-one interviews with program educators, we assessed two areas: (1) place-based learning being used as a connective tool for students and the community, and (2) ways in which access barriers to programming were addressed. Findings showed that community spaces, like gardens, brought students and the community together to reinforce the mission of place-based learning. Additionally, the findings contribute to the field of outdoor environmental education and place-based education by addressing how local organizations strategized to support equitable access through tactics like financial support and multilingual programming and materials.

Environmental education through the didactic game "treading the path of environmental equilibrium" in the teaching of biological sciences


 This study examines the use of educational game "Treading the Path Balanced Environment" as teachers to aid students in learning tool and Environment of content, Ecology and Environmental Education in the Life Sciences Education. This is qualitative-quantitative research used data collected through observations, evaluation questionnaires, application testing and filmic and photographic records in classes with 27 students of 3rd year high school students in a biology class of School Unit Professor José Kind in Teresina, PI. The research was based on theoretical as Piaget (1975) and Kishimoto (2000) that address the importance of play activities in cognitive development and demonstrate the learning of the contents in environmental education through educational game. It was found through statistical analysis, as the Hypothesis Testing (t test) that students improved their knowledge on environmental issues, demonstrating that the didactic game, combined with the lectures, presented contributions to the teaching-learning process. With the characteristics of a didactic game, provided a more fruitful and favorable environment for acquiring knowledge, promoted the motivation and socialization of students and teachers, allowed the discussion of environmental issues in context and interactively.

Students' Thriving and Well-Being in Online Learning Environments in Vocational Education and Training

Context: Recent research on students' experiences with the quality of online learning during the COVID-19 pandemic has increased the challenge to the development of online learning. During the pandemic, anxiety, depression, and fatigue occurred in online studies, which also weakened students' well-being. In this quantitative study, we examined how students thrive in synchronous and asynchronous online implementations. The goal of the research was to support students' well-being in online studies; therefore, the study uses the PERMA well-being theory. Approach: Finnish vocational education and training students (N = 363) participated in the study and answered the questions on positive emotions, engagement, relationships, meaning, and accomplishment from both asynchronous and synchronous online delivery perspectives using a questionnaire. Findings: This study highlighted the importance of the teacher's online learning facilitation skills and task design skills, and the emotions generated in an online course. Based on the results, the respondents were divided into three student profiles: (1) Students thriving in online courses in general; (2) Students thriving, especially in asynchronous online courses; and (3) Students not thriving in online courses in general. Conclusions: According to the findings, students need different options for completing online courses. The role of the teacher in creating a positive and supportive atmosphere, fostering relationships, and creating clear work-related and versatile tasks is of great importance in the generation of emotions, whether it is an asynchronous or synchronous online implementation.

A guide for a student-led doctoral-level qualitative methods short course in epidemiology: faculty and student perspectives.

Qualitative research and mixed methods are core competencies for epidemiologists. In response to the shortage of guidance on graduate course development, we wrote a course development guide aimed at faculty and students designing similar courses in epidemiology curricula. The guide combines established educational theory with faculty and student experiences from a recent introductory course for epidemiology and biostatistics doctoral students at the University of Zurich and Swiss Federal Institute of Technology, Zurich. We propose a student-centred course with inverse classroom teaching and practice exercises with faculty input. Integration of student input during the course development process helps align the course syllabus with student needs. The proposed course comprises six sessions that cover learning outcomes in comprehension, knowledge, application, analysis, synthesis and evaluation. Following an introductory session, the students engage in face-to-face interviews, focus group interviews, observational methods, analysis and how qualitative and quantitative methods are integrated in mixed methods. Furthermore, the course covers interviewer safety, research ethics, quality in qualitative research and a practice session focused on the use of interview hardware, including video and audio recorders. The student-led teaching characteristic of the course allows for an immersive and reflective teaching-learning environment. After implementation of the course and learning from faculty and student perspectives, we propose these additional foci: a student project to apply learned knowledge to a case study; integration in mixed-methods; and providing faculty a larger space to cover theory and field anecdotes.

Challenges faced by teachers to use multimedia in classroom and students’ perception from it: a case study on a selected college in Bangladesh

The increasing popularity of multimedia-based classes (MMCs) can be attributed to their efficacy and the favorable reception they have received from students. Bangladeshi educational institutions face challenges to incorporate multimedia-based classes (MMCs) due to several inside and outside barriers relative to teachers, but there is a little literary work on the challenges faced by teachers in Bangladeshi government college context as well as students’ perception on multimedia-based classes. Bangladeshi government college teachers like Cumilla Victoria Government College (CVGC) face a number of challenges to incorporate MMCs. Solutions are urgently needed to improve the teaching-learning environment of Bangladeshi Government Colleges. For this purpose 9 teachers and 9 students of CVGC were chosen by following qualitative research approach. Case study and FGD were done into both groups of respondents. Besides those, observation in classroom was done by the researcher. The study discloses that the teachers face a number of challenges to use multimedia in classroom. The major challenges have been found as inappropriate classrooms, lack of efficiency of teachers on multimedia content development, lack of proper steps from authorities and large number of students in classrooms. Both teachers and students acknowledge that utilizing multimedia in teaching-learning is the most effective approach to foster long-lasting connection within classroom settings. Additionally, it has been observed that MMCs have the potential to exhibit enhanced performance. The solutions to the challenges should be viewed from all levels like personal to administrative levels for ensuring the quality education of competitive world.

Multilingual learning environments in early childhood education in Finland

Increasing linguistic diversity creates a need to construct early learning environments as spaces where children’s whole multilingual repertoires are represented. The purpose of these spaces is to support the crossing of linguistic boundaries during collaborative, play-based activities. In Finland, the language policies of the National Core Curriculum for Early Childhood Education and Care have been changed to promote multilingualism. This study focuses on data provided by early childhood education and care (ECEC) staff, documenting changing language policies in learning environments through the management of space and practice. The study analyzes what ECEC staff (N = 81 participant groups) report on constructing multilingual learning environments and what type of barriers and enablers are described as present in such environments. Theoretically, the analysis draws on pedagogical translanguaging. The data were collected using the LangPeda tool, and the participant groups’ textual documents were scrutinized via qualitative content analysis. The findings suggested that although most of the groups’ textual documents reflected either pre-planned or spontaneous pedagogical translanguaging, not all the groups were eager to change their monolingual practices. Linguistic hierarchies were found, and the development of children’s linguistic repertoires appeared to be hindered by misconceived understanding of language learning. Enabling pedagogical translanguaging to become part of ECEC institutions’ (spatial) practices requires sufficient resources, materials, and systematic education for ECEC staff.

ЕЛЕКТРОННЕ НАВЧАННЯ У ФАРМАЦЕВТИЧНІЙ ОСВІТІ ВЕЛИКОЇ БРИТАНІЇ

The article highlights the peculiarities of using e-learning in pharmaceutical education in the UK. E-learning is considered as a guided pedagogical process of transferring contextual learning to students. It is noted that e-learning is a CAL, CAE or CAI concept combined with new perspectives and technologies. Software products and web applications for e-learning for pharmacists in the UK and for use in hospitals, pharmacies and pharmaceutical companies are analyzed. Examples of academic elearning packages in the Pharmaceutical Sciences programme are given. It has been found that two types of communication technologies are used for the effective creation of e-learning content, namely: asynchronous and synchronous with a rational combination of pedagogical approaches: instructional, social constructivist, cognitive, emotional, and behavioural. It has been found that there is a clear trend towards the creation of a virtual learning environment in higher pharmaceutical education in the UK. Attention is focused on the main advantages of e-learning in the field of pharmaceutical education in the UK: virtual laboratories, interactive learning, access to resources, continuous professional development, blended learning, technological progress. Modern LMS platforms for e-learning of pharmacists in UK universities are identified and characterized: Moodle, Blackboard, Canvas by Instructure, edX, Coursera, Udemy, LinkedIn Learning, Khan Academy. It is concluded that e-learning in pharmaceutical education in the UK has its advantages and problems that the scientific and educational community is actively working to solve.

Co-creating and co-producing learning environments in adult education through the World Café method

IntroductionThis article analyzes teachers’ efforts in preventing negative social control among newly arrived refugees at a Norwegian Adult Education Center (AEC). As the teachers realized that micro aggressive behavior hindered learning, they aimed for improving the learning environment. The World Café method (WCM) was implemented to change the learning environment in a positive way.MethodsData was collected by passive observation with participatory elements. This was followed up with individual and focus-group interviews on what happened during three World Café dialogues.ResultsThis article uses management theories to analyse whether and how the implementation of the World Café was successful. The findings emphasize professional discretion combined with co-creation and co-production as organizational prerequisites for a positive change within the learning environment. The leaders at the AEC conducted professional discretion by employing bilingual immigrants as assistants at the AEC.DiscussionThe bilingual assistants used their multilingual resources and experiences with secondary language teaching in the planning and implementation of the World Café sessions for the newly arrived refugees. They contributed by co-creation and co-producing the WCM together with Norwegian born teachers. Their participation was an innovation at the AEC and led to a positive change in the learning environment.

A Review of Cultural Adaptability in the Online Learning Environment of Adult Higher Education in Europe

This review examines the significance of cultural adaptability within the online learning environments of adult higher education in Europe over the past decade. It explores how cultural diversity impacts the online learning experiences of adult learners and identifies strategies and practices that foster cultural adaptability in this setting. The findings reveal that cultural adaptability is crucial for enhancing effectiveness and engagement in online adult higher education. To improve learner outcomes and overall experiences, educational institutions need to gain a deeper understanding of learners’ cultural backgrounds and needs, and provide support measures such as multicultural teaching strategies, cultural support services, and inclusive learning communities. These insights have important implications for practitioners and policymakers in adult higher education in Europe, helping them create more inclusive and effective online learning environments.

Factors Affecting the Academic Achievement of the Students in Community Campuses

Academic achievement holds significant importance in education as well as in the learning process representing the level at which both teachers and the students attain educational goals. This study aims to identify the factors influencing academic achievement among students on community campuses. The descriptive survey research design was employed. By using the purposive sampling method, four community campuses were selected out of ten community campuses from Tanahun district of Nepal. A total of 359 respondents were selected from 2479 students across the selected campuses, employing a survey with Five-Points Likert scaling technique conducted through Google form. Descriptive statistics was applied to analyze the gathered data. The finding indicated that home-related factors, campus facilities, the teaching-learning environment and resources, habits of students, teacher-student relations, and institutional factors significantly affect students' academic achievement at the university level. The study provides valuable insights for educators, policymakers, and institutions to improve the academic achievement of students.

Elementary students’ worksheet based on discovery learning for environmental education and biodiversity learning

The discussion of environmental issues and the biodiversity of flora and fauna are interesting topics to remarkable. This topic includes the learning process at the elementary school level. The learning tool that can be developed is student worksheets for elementary schools. The objective of this research is to develop discovery learning-based student worksheets for elementary school students on environmental and biodiversity topics. The ADDIE model was employed as the research methodology in this study. The development stages carried out are starting from analysis, design, development, implementation, and evaluation. The data analysis used was descriptive. The results of the research show that the student worksheet developed has a very valid category and is appropriate for use in learning with detail scores from Learning Expert I (3.90), Learning Expert II (3.70), and Learning Expert III (3.90). Students' worksheets were very valid and appropriate for learning. Student worksheets are one of the innovations that can be developed in school. The results of this research further validate that the student worksheets employed in fostering the development of student's critical thinking and creative thinking abilities. This research concludes that student worksheets based on discovery learning in environmental and biodiversity topics are appropriate for educational purposes.

Survey on Gesture-Based Virtual Keyboard and Mouse

Envisioning a future where the conventional mouse and keyboard inputs are supplanted by a touchless system that harnesses the power of eye tracking and hand gestures. This visionary transformation in human-computer interaction is not without its challenges, and at the heart of this pursuit lies the goal of achieving unmatched precision and user-friendliness. This innovative system is underpinned by a fusion of technology and creativity. Hand gestures, a symbol of human expressiveness, are seamlessly integrated with Haar Cascade, offering keyboard operation and mouse control. This elegant synergy empowers users to navigate digital landscapes intuitively, minimizing the barriers between humans and machines. However, this journey is marked by the quest for absolute precision and calibration. Insights from past research underscore the significance of precision in interpreting and responding to user gestures, be it the intricate movements of the hand or the subtleties of gaze tracking. Bridging this gap, it aim to make every interaction fluid and error-free, while maintaining a commitment to user-friendliness. Given methodology unfolds as an intricate dance of technology and innovation. It involves the real-time processing of hand gestures and eye tracking data, intricate data fusion in the Gesture Recognition System, and the seamless updating of the user interface. The potential applications of this technology are as diverse as they are impactful. From enhancing accessibility for individuals with disabilities to providing hygienic control of medical equipment in healthcare settings, from delivering immersive gaming experiences to facilitating interactive learning environments in education, the reach of this system extends across various domains. This research is a testament to the belief that technology should be an enabler, not an obstacle. It is a journey that involves overcoming challenges in pursuit of a user-centric experience. Key Words: AR, CNN, CPU, IMU, VR

Long-term impact of neuroscience outreach interventions on elementary students' knowledge.

Neuroeducation is characterized as a subarea of neuroscience that involves comprehending the teaching and learning processes and relating them to neuroanatomy, neurophysiology, and neuropsychology. The inclusion of some aspects of the neuroscience of learning in teachers' and students' formation, applying them in teaching-learning environments, contributes to the quality of education and impacts students' quality of life and health. Thus, the POPNEURO outreach program performs interventions with students and teachers of low-income schools to disseminate neuroscience concepts, relating them to the students' daily lives. This study reports the impact of these actions, assessed 1 yr after their conclusion. The results showed that the long-term impact of the activities carried out is, in general, positive. Even 1 yr after the activities end, students demonstrate knowledge about the neuroscience themes and satisfaction with participating.NEW & NOTEWORTHY This article reports on neuroscience disclosure activities performed with school students and describes their short- and long-term positive impact. Even 1 yr after the activities, students demonstrate knowledge about the themes worked on and satisfaction with the activities.

Problems and Development Strategies of Music Education in Primary and Secondary Schools Based on Network Information Technology

Music education has traditionally followed a one-size-fits-all approach, often failing to address the diverse needs and preferences of individual students. A recommender system for music education is a specialized software or algorithm that helps students, educators, or music enthusiasts discover and access relevant music content, learning materials, or educational resources. This paper introduces the Graph Theory-based Information Technology(GTIT) music learning system, a revolutionary platform designed to personalize music education. The GTIT system leverages advanced technology, data-driven recommendations, and social learning networks to enhance the musical journey for students. The proposed GTIT model uses the graph theory-based music education model for the estimation of the data features with information technology. The proposed GTIT model comprises the stacked recommender model for the classification of the appropriate features in the music education data. The data for the analysis of the proposed GTIT model is collected for the existing sources. With the extracted features the recommender system is designed for the classification and recommendation of the features related to the music education. The proposed model explores the key components of the GTIT system, including the assessment of students' musical preferences, skill levels, and learning patterns. These factors are analyzed to provide tailored music recommendations that keep students engaged and motivated. Additionally, the GTIT system employs graph theory to create connections among students, fostering collaboration and social learning. Simulation results reveals that students who engage with the learning system experience significant improvements in their musical skills and knowledge. The personalized recommendations and collaborative learning environment contribute to enhanced skill development and musical progress. Moreover, the sense of community established by the system encourages peer interaction and mentorship. This paper provides a comprehensive overview of the GTIT music education system's impact on students' learning experiences, skill development, and collaborative efforts. The analysis expressed the transformative potential of personalized recommendations and networked learning environments in music education. The GTIT system serves as a model for the future of music instruction, offering a promising approach for educators and institutions seeking to provide engaging and personalized music education.

Incorporating vertical collaboration to address sustainable development goals: the Monarch Route Project

Higher Education Institutions in their societal transformative role need to effectively integrate the UN‘s Sustainable Development Goals (SDGs) and the 2030 Agenda into their curricula. Our goal is to inspire and trigger the discussion in the academic community on learning environments for education for sustainable development. We report The Monarch Route (MRP), a project conducted at Tecnologico de Monterrey and awarded with the 2018 Premios Latinoamerica Verde. Engaging all the students enrolled in the different semesters of the Sustainable Development Engineering (SDE) program, it adopted a research-based learning methodology, which is highly flexible at setting the final deliverables and due dates. It also implemented horizontal (intraclass), vertical (interclass), and interdisciplinary (multiple courses) student collaboration. In partnership with a non-governmental organization, the MRP aimed to reverse the extinction threat to the monarch butterfly while benefiting rural communities along the butterfly’s migratory route. With an exploratory action research approach, we analyzed the data gathered 2 months after the end of the courses: A survey on the perceived learning outcomes (87% confidence level) and a letter for future classes sharing their experience on the MRP, both optional. The analysis included a mixed methodology, i.e., quantitative and qualitative, including text mining, which evidenced that the participants strengthened both, transverse competences (collaboration, citizenship, communication, and critical thinking) and disciplinary competences (subject matter). The MRP is innovative for its dynamic structure that resembles the interconnectedness of real professional practice, scientific research, and environmental conservation efforts. In addition to the disciplinary application and societal relevance, the instructional design of MRP reflects that contributing to 2030 Agenda requires a multi-faceted approach, involving educational institutions, community partnerships, and interdisciplinary collaboration. Traditional education no longer fulfills our needs to face environmental challenges; academics, institutions, and governments are encouraged to implement policies and strategies to educate for a sustainable and better future for humanity and the planet.

The Role Of The School Principal As A Learning Leader In Strengthening The Professionalism Of Batik Surakarta Junior High School

This article examines the role of the school principal as a learning leader in strengthening teacher professionalism at SMP Batik Surakarta. Teacher professionalism plays a crucial role in improving the quality of education in schools. Therefore, the school principal has a significant responsibility to motivate, inspire, and lead teachers in developing their professionalism. This study employed a qualitative research method, utilizing data collection techniques such as observation, interviews, and document analysis. The respondents consisted of the school principal and 10 teachers from SMP Batik Surakarta. The research findings demonstrate that the school principal plays a central role as a learning leader in enhancing teacher professionalism. As a leader, the school principal provides clear directions and a strong vision to the teachers. They also offer relevant professional training and development, facilitate the exchange of ideas and best practices, and provide constructive feedback to assist teachers in improving their skills and knowledge. Furthermore, the school principal creates a collaborative and appreciative culture within the school, where teachers can support and work together to achieve common goals. The school principal also ensures the availability of adequate resources and a conducive learning environment for teachers to carry out their duties with professionalism. This research concludes that the role of the school principal as a learning leader is crucial in strengthening teacher professionalism at SMP Batik Surakarta. By taking this role seriously, the school principal can motivate and guide teachers to become more professional in their teaching, which, in turn, will have a positive impact on the quality of education in the school.

The Association of Personality Characteristics with Learning Strategy Preferences

The purpose of this study was to describe the association between the learning strategy preference of the learners as identified by Assessing The Learning Strategies of AdultS (ATLAS) and the individual personality traits as defined by the Myers-Briggs Type Indicator (MBTI). The sample was 553 adults in Canada and the United States. Two types of analyses were used to investigate the association between learning strategy preferences and personality traits. First, discriminant analysis explored the interaction of personality traits with the learning strategy preference. Second, analysis of variance measured the association of each personality trait with the learning-strategy-preference groups separately. The findings provided several explicit personality traits associated with each learning-strategy-preference group. These findings support the conclusion that a strong association exists between personality traits and learning-strategy-preference characteristics. Learning strategy preferences and personality traits complement each other. Each clarifies and enriches the other. As a result, teachers have two indicators that can help them personalize the teaching-learning environment for each student. Teachers can use the learning-strategy-group descriptions as guides for organizing each learner's instructional activities and plans and as a cognitive framework for uncovering and monitoring student behaviors and alerting teachers to potential learning difficulties for some students. Students can apply the descriptions of the learning-strategy-preference groups to facilitate self-assessment and metacognition. Theory can be enhanced by considering the two concepts of learning strategy preferences and personality traits coupled and by conducting quantitative and qualitative research to test and expand the generalizability of the learning-strategy-group descriptions. (Permission is granted to use Assessing The Learning Strategies of AdultS and the Personality Identity Estimator in practice and research. Links to printable copies and online completion are appended.)