Live Classroom Research Articles

Predicting classroom activity index through multi-scale head posture classification network

The quantification of the interplay between student behavior data and classroom teaching effectiveness using quantitative metrics has perennially posed a challenge in the evaluation of classroom instruction. Classroom activity serves as a reflection of student engagement, emotional ambiance, and other pertinent aspects during the pedagogical process. This article presents a methodology for quantifying student head posture during classroom instruction utilizing AI-driven video analysis technology, notably the Classroom Activity Index (CAI). A Classroom Activity Analysis System (CAAS) was designed and developed, integrating a multi-scale classification network based on ECA-ResNet50 and ECA-ResNet18. This network discerns and categorizes various head regions of students situated in both the frontal and real rows of a lecture-style classroom, irrespective of their dimensions. The classification network attains exceptional performance, boasting F1 score of 0.91 and 0.92 for student head-up and head-nodding. Drawing on the live classroom instruction at a higher vocational college in Wuhan, Hubei Province, China, a comparative experiment was executed. The findings revealed that three factors: teacher-student verbal interaction, teacher body language, and utilization of digital resource, all exert an influence on CAI. Simultaneously, the degree of classroom activity as gauged by FIAS and manual analysis fundamentally aligns with the CAI indicators quantified by CAAS, validating the efficacy of CAI in the quantification of classroom activity. Consequently, the incorporation of CAAS in teaching, research, and oversight scenarios can augment the precision and scientific rigor of classroom teaching assessment.

Validation of the French version of the classroom assessment scoring system infant and toddler in Quebec

<span lang="EN-US">The objective of this study is to validate the French version of the Classroom Assessment Scoring System (CLASS) infant and toddler, as employed to assess the quality of interactions in groups of children under 3 years old, in childcare centers in Quebec where French is the official language. Indeed, when using a different language version of a standard-based tool outside its original context, an important step is to verify that it remains reliable and valid for measuring the research construct. This validation study was conducted in Montreal area (Quebec, Canada). The subjects were 154 classrooms (46 infant, 108 toddler) located within a representative sample of 68 childcare centers. Live classroom observations were conducted in the fall 2018 with the CLASS and other measures of process quality. Results replicate the factor structures of the original versions of the CLASS tool and provide evidence for the good reliability (inter-rater reliability, internal consistency) and validity (criterion and construct) of the French versions. The discussion highlights cross-cultural differences in the classrooms, childcare centers, and regulations that could explain some differences obtained in this research and, therefore, needs to be considered when using the CLASS in French to have a reliable and valid tool to measure the quality of interactions.</span>

DEVELOPMENT AND EVALUATION OF AN INTERPROFESSIONAL LEADERSHIP IN HEALTH CARE CERTIFICATE

Abstract Leaders of healthcare teams have a critical role in coordinating services to deliver high-quality care to the patients and communities they serve. Leading teams can be challenging in the context of complex healthcare systems, increasing costs, resource limitations, and workforce issues. We created the Interprofessional Leadership in Healthcare Certificate for health professionals who lead, or aspire to lead, interprofessional teams. Learners complete courses relating to interprofessional collaboration, effective communication, mentoring and supervision, business acumen, and contemporary leadership models. The live classroom sessions use Project ECHO® to facilitate technology-enabled, collaborative learning. Participants completed an evaluation survey that included questions about course learning objectives, engagement in learning activities, application of content to professional practice, and interprofessional learning. The survey included open-ended questions about the most helpful aspects of each course and suggestions for changes. Evaluation data for each of the courses were collated across four cohorts. Participants represented over 10 healthcare professions. There was over 90% agreement that content met all of the learning objectives for each course. There was over 90% agreement that participants learned from other professions and engaged in interprofessional collaboration. The qualitative data indicated that learners found that the content helped them to be more intentional with their collaborative and leadership practices in their workplaces. The certificate program had a positive impact on participants’ knowledge, skills, and workplace practices relating to interprofessional collaboration and leadership. This may be attributable to intentional interprofessional collaboration in both program development and learning experiences and the use of the project ECHO model.

A professional development course to face the current challenges

The context of English language teaching has undergone significant changes in recent years, impacting all elements involved, including students, teachers, materials, methodologies, challenges, and outcomes. As a result of the COVID-19 pandemic, everyone was forced to continue teaching and learning to the best of their abilities. Although classes have largely returned to their pre-pandemic format, the lessons learned from remote and online teaching cannot be disregarded as the experience also revealed the futility of some former live classroom activities. To address this issue, a teacher development course has been created to assist educators in evaluating their current practices and enhancing them by drawing on the knowledge gained and resources employed during the pandemic. This online and asynchronous course provides educators with an opportunity to embrace change to better learning outcomes for students.

Container Scheduling in Co-Located Environments Using QoE Awareness

Existing Cloud deployments usually perform automated scheduling and rescheduling based on Quality of Service (QoS) objectives. Services are migrating towards Quality of Experience (QoE), which maps the user experience more effectively than QoS. This work proposes extensions to the Kubernetes scheduler in order to employ QoE objectives into the algorithm. For that, we created deep learning models (using LSTM) to estimate user’s QoE that the cloud can offer. The evaluation was performed on a testbed, and considered two QoE-aware applications (live classroom and video on demand). Experimental results in a testbed show that our scheduler improves the average QoE by at least 61.5% compared to other schedulers, while our proposed resource rescheduling improved the QoE by up to 119%, keeping the average QoE closer to the maximum.

A New Direction for Radiology Residency Curricula: Blending the Training Paradigm

Medical education has been shifting with the advances in technology in recent years. While these technologies have completely changed the practice of radiology, the educational system in radiology residencies must similarly adapt. A blended curriculum combines technologically mediated learning in conjunction with live classroom education. Blended teaching has been trialed in medical schools and residencies across the country with excellent results. The COVID-19 pandemic forced the start of a shift within radiology residencies to explore methods of blended resident education. Flipped classrooms, integration of online modules and educational resources, resident run sessions, and blended readouts have all been trialed. A needs assessment is discussed for developing a new curriculum integrating more blended learning into the residency. Despite the time and cost, the effort for blending should be pursued, improving both the quality of education and the overall resident experience.

Text-Based versus video discussion boards to promote a sense of community with graduate online students: A student perspective

For university administrators creating an engaging online course where students feel part of an online community can be challenging even for the most experienced online educator. Online discussions are a common tool used to connect students in online courses, but it is often limited to text-based posts. This research paper will compare the use of text-based versus video-based discussions in online courses to ascertain students’ perceptions of social presence in the course room. This paper will discuss which method of discussion would be an appropriate exchange for a live classroom discussion, this is not always the case online. Research has demonstrated that text-based discussions often do not promote genuine communication and an alternative to text-based discussion forums is video-based discussion. The strategy of text-based discussion is employable in most popular learning management systems such as Canvas or Blackboard or with a variety of other tools such as YouTube or Voice thread to accommodate the use of video discussion in online courses. Researchers have been keenly exploring the implications of these two formats on engagement, comprehension, and overall effectiveness. This study delved into the key findings from community experiences by online students comparing and contrasting text-based and video-based discussions, examining their impact, and shedding light on their relative advantages and disadvantages. The purpose of this research paper was to compare the sense of community experienced by online students taking part in text-based versus video-based discussions. The implications of this study indicated that most of the students reported that they preferred text-based discussions; however, the students in this study felt video-based discussion boards promoted the ability to form connections with their learning community.

Terracotta: A tool for conducting experimental research on student learning.

For researchers seeking to improve education, a common goal is to identify teaching practices that have causal benefits in classroom settings. To test whether an instructional practice exerts a causal influence on an outcome measure, the most straightforward and compelling method is to conduct an experiment. While experimentation is common in laboratory studies of learning, experimentation is increasingly rare in classroom settings, and to date, researchers have argued it is prohibitively expensive and difficult to conduct experiments on education in situ. To address this challenge, we present Terracotta (Tool for Education Research with RAndomized COnTrolled TriAls), an open-source web application that integrates with a learning management system to provide a comprehensive experimental research platform within an online class site. Terracotta automates randomization, informed consent, experimental manipulation of different versions of learning activities, and export of de-identified research data. Here we describe these features, and the results of a live classroom demonstration study using Terracotta, a preregistered replication of McDaniel et al. (Journal of Applied Research in Memory and Cognition, 1(1), 18-26,2012). Using Terracotta, we experimentally manipulated online review assignments so that consenting students alternated, on a weekly basis, between taking multiple-choice quizzes (retrieval practice) and reading answers to these quizzes (restudy). Students' performance on subsequent exams was significantly improved for items that had been in retrieval practice review assignments. This successful replication demonstrates that Terracotta can be used to experimentally manipulate consequential aspects of students' experiences in education settings.

OUTCOME OF LEARNING DRAMA IN LITERATURE CLASSROOM

It is to be sensed and realized in the field of Education, on the importance of productivity in learning. To inculcate and impart the process of productivity in learning literature as an art of study has become the need of the hour. It is essential to bring the students close to get a better grip over literature as well as language. Generally speaking, literature has been considered as a subject which either the professors or students read and appreciate the works of it through different genres like poetry. Drama, fiction, etc. for the aesthetic pleasure that too mostly from the perspective of the established critics or interpreters point view of the text. It will not be an exaggeration if we present the reality of approach, as of borrowed opinion without the enterprise of the individual experiences or opinion moreover, it cannot be denied in the circle of learned fraternity that this approach of learning literature would enhance the learners’ skills and helps them in generating their thought process relevant to the topic. It is possible only by means of Learner-Centric method. The activities with which they are engaged will result in their achievement. It will rather help them to fix their career goal clearly. If this process of performing through dramas, folks, etc. has been encouraged in live classroom, then their learning outcome will also soar high to reach the zenith of experiencing literature there by to attain their goal. Thus involving the students as the performers of eminence work of art has not been encouraged rather failed to seek role in the class room activity, doubts apart, it will result in more mundane and monotonous learning of literature Instead if learning of literature entertains in bringing out the perception of students performing literary work on the stage, based on their ability in it, it will definitely help us to identify the real literary programmer among the students authentically.

The Attitudes of Students' Parents Towards Their Children's Information-Based Learning Under the Background of the Combination of Large-Scale Online Learning and Multimedia Technology

As a stakeholder group in the promotion of basic education informatization, parents' attitudes towards children's informatization learning is an important factor affecting the smooth development of school informatization teaching. Based on the classic convolutional neural network and CK+ dataset, this paper proposes a convolutional neural network model to evaluate the attitude of parents to children's information-based learning in the context of large-scale online learning and multimedia technology. It aims to provide an important reference for promoting the informatization teaching reform in the basic education stage in the post-pandemic era. The experiment shows that the convolution neural network model proposed in this paper can accurately identify the facial information of learners in the live classroom. Based on learners' emotional changes, teachers can adjust teaching strategies in time to improve the teaching process.

Prediction of Academic Performance of Students in Online Live Classroom Interactions—An Analysis Using Natural Language Processing and Deep Learning Methods

Prediction of Academic Performance of Students in Online Live Classroom Interactions—An Analysis Using Natural Language Processing and Deep Learning Methods

Review on School Management System

Our team created the School Management Application specially for students to make managing the everyday work of the institute and the smooth operation of the school administration. Software for school management is used for management, administration, and learning activities in colleges and schools. managing the timetable, exams, class tests, attendance, money collecting, and finances for the students and the staff. Your broad phrases must be any phrase that can be used to categories the given material properly, such as algorithms, security, or pattern recognition. It is difficult to keep information about students, faculty, and parents on paper in the present school management system. When someone tries to get any of the stored information, it becomes a complex and time-consuming operation due to the large amount of information. While parents and teachers now have more responsibilities than only looking after students, it may be challenging for them to keep an eye on them. While the task of storing and retrieving information is challenging, it also calls for a large number of extra workers.[2] Keywords Admission, Library, Attendance, Bus Tracking, Fees report, Live classroom, Dynamic report, education system etc. [3]

Adverse childhood experiences among early childhood educators and improving teacher health and well-being: Changes in teacher affect

Children's social-emotional and cognitive development is enhanced when early childhood educators display positive affect and respond appropriately to children's needs. However, there is little research on factors that influence teachers’ positive affect in the classroom, such as past adversity exposure and promoting teachers’ well-being. The current study examined the interactive effect of teacher participation in a well-being program (Be Well Care Well; BWCW) and their exposure to adverse childhood experiences (ACEs) on changes in observed teacher affect over time within the classroom setting. Participants included 95 early childhood teachers who completed the ACEs measure, a live classroom observation before participation in activities, and a post-intervention observation. Multilevel modeling estimated the interactive effects of teacher ACEs, participation in BWCW activities, and time on the dependent variable (i.e., teacher affect). Results from the three-level random intercept model showed a significant three-way interaction. Individuals with a higher number of ACEs and lower participation in the well-being program showed a decrease in positive affect over time. This effect was not significant for teachers who reported fewer ACEs. Results indicate that the degree of participation in the well-being program was particularly salient for teachers with higher exposure to past ACEs. Findings suggest that fostering teachers’ physical health and well-being can enhance their affect and enthusiasm in the classroom setting, particularly for those with higher levels of past adversity exposure.

Research on Online Classroom Language between Teachers and Students

Under the new situation, online live teaching has become one of the important teaching methods. The verbal interaction between teachers and students is an important explicit behavior in online live teaching. To further improve the quality of teacher-student verbal interaction in an online live classroom, this study constructs a speech interaction behavior coding system for teachers and students in an online live classroom, which is based on the ITIAS teacher-student interaction coding system and Bellack’s interaction structure theory. By observing the online live class of Luoyang No.56 middle school, conclusions are found in terms of interactive structure, the level of interaction, the interactive atmosphere, and the interactive dynamics. Online Classroom Language Between Teachers and Students infulences the effectiveness of the classes greatly. According to the study, the researcher put forward some strategies to improve the effectiveness of teacher-student verbal interaction in online live classrooms. The researcher believed that this research will give important guidance for the development of the school-based online live curriculum, and promote the development of the school-based online live curriculum.

Role Play Activities in Small Programs: What, Why, Where, and How?

Preservice teachers need many opportunities to practice teaching skills prior to using the skills in high-stakes settings like real, live classrooms. Role play is an accessible and flexible option for embedding skill practice into individual courses. They may focus on specific high-leverage practices (HLPs) and enable preservice teachers to engage in activities to use skills learned across courses. This article provides an analysis of why to use role play, suggestions on when to use role play, and steps and resources for creating and using your own role play activities. We conclude with lessons learned by our Small Special Education Program.

Exploring the Hypertext Transfer Protocol

This paper, HTTP Explorer, an interactive tool for investigating the Hypertext Transfer Protocol, is presented. The tool will be used in a course on web-based applications to help the study of HTTP, the most important protocol now in use on the internet. Students can send requests to any HTTP server connected to the internet using a web-based user interface, making the data flow between the client and the server clearly visible. Beginners can use the tool to experiment with HTTP, while advanced users can use it to test out more complicated capabilities. We also discuss some preliminary findings from using HTTP Explorer in a live classroom.

The BEE Model with Live Virtual Classroom to Enhancing Creative Works

Online learning is recognized as an effective teaching method and tool, widely integrated into different teaching and learning strategies to provide quality education at different levels. However, the field of design education does not have extensive research into online learning, delivery, and assessment. This study developed an online learning model for design disciplines to improve creative work effectively. This paper describes an empirical study to test the BEE model outcomes developed following previous research. This present study has focused on the intensity of the live virtual classroom in every step to compare differences in the scores of creative works. Therefore, the assumption was that Thai undergraduate design students who learned with the BEE model through live classroom learning (experimental group) would have at least one element of the creative work scores compared to the group learning through the traditional online teaching method (control group). Furthermore, we conducted a multistage randomized sample of 66 participants, divided into an experimental group of 33 participants and a control group of 33 subjects. To compare the scores of creative works, the test of creative works assessment rubric was used to collect the data. Then, they were analyzed using the MANOVA statistical test. The results found at least one element of them, and the average creative work scores of the experimental group showed that they were significantly higher than the control group (p<0.05). Doi: 10.28991/ESJ-2022-SIED-08 Full Text: PDF

Evaluation and perception of online teaching of molecular biology using DingTalk for international medical students during the COVID-19 pandemic.

The COVID‐19 pandemic has greatly impacted the education of international students. The authors taught a molecular biology course using the DingTalk platform for international medical students (IMS) in the autumn semester of 2020. We assessed the effect of this online teaching based on an online questionnaire and by analysis of the final examination scores. Our findings demonstrate that the DingTalk platform is a free, effective and convenient online teaching tool for international students. The students' feedback showed that most of them were satisfied with this live teaching with DingTalk. They considered who viewed that the questions used in the live classroom setting were helpful for their learning. There is nonetheless still scope to improve this online teaching mode for international students, such as providing more pre‐recorded teaching videos for offline application and use of a virtual simulation experimental molecular biology course. We hope that our findings regarding the experience of IMS with this teaching mode will be of value to other academic faculty.

Arts-led, youth-driven methodology and social impact: “making what we need” in times of crisis

This paper considers the social role of collaborative ethnographic research amid our current intersecting social, political and ecological crises. It investigates how the multi-sited, arts-based, ethnographic study, Global Youth (Digital) Citizen-Artists and their Publics: Performing for Socio-Ecological Justice (2019–2024), adopts drama as a tool to at once respond compassionately and imaginatively to crisis, and envision alternative social, political and ecological futures in its wake. A “metho-pedagogical” paradigm is mobilized as a framework to consider how drama is put to work, methodologically and pedagogically, at a time of climate emergency and pandemic. This framework is illustrated across two vignettes, which attend to the social challenges and impacts of emergent drama-based ethnographic research across two years of the study, in varying geographic locations with different cultural orientations, in live classrooms and in virtual theatre spaces. Attention, risk, desire, trust and reciprocity emerge as important proposals for engaging in arts-led research with youth in these times.

Cognitive-aware lecture video recommendation system using brain signal in flipped learning pedagogy

Various learning pedagogies have been developed, and they are adapted in a large number of institutes in various forms for improving learning ability of individual students. Flipped Learning (FL) model is one popular approach adopted in many higher learning institutions across the globe. In the flipped learning model, students take lesson from pre-loaded lecture videos before they solve critical problems in live classroom unlike other learning modes such as MOOCs (Massive Open Online Courses), Distance Learning, etc. However, student may not remain attentive throughout the video duration before solving critical problems in the live classroom. This may lead to serious learning incompetence over time in this learning pedagogy.In this paper, we analyze cognitive states of an individual student using brain waves signals while taking instructions in the absence of an instructor. The brain waves (Electroencephalogram (EEG)) signal is analyzed using unsupervised learning (clusters) techniques to group similar behaviors exhibited by student over video duration. Based on this analysis, we propose a recommendation technique which detects non-attentive video and suggests for retaking the lesson. This is termed as Lecture Video Recommendation in Flipped Learning (LRFL). We validate our approach with the data collected at our laboratory for the research purpose on flipped learning. Results demonstrate the effectiveness of our recommender technique.