Impact Of Instruction Research Articles

Exploring Online Teaching's Impact on Instructors in Core Engineering Courses: Insights, Challenges, and Future Directions

ABSTRACTThis study examines the impact of online teaching on instructors of fundamental engineering courses, focusing on insights, challenges, and future pathways. By analyzing the instructors' perspectives, the research examines various aspects of online teaching, including mode of delivery, student engagement strategies, assessment preferences, and future directions. Insights are drawn from a comprehensive survey of instructors, shedding light on their experiences, challenges, and preferences in the online teaching landscape. The findings highlight a preference for synchronous sessions, the utilization of diverse engagement techniques, and the significance of maintaining academic integrity in assessments. Instructors' preference for face‐to‐face interaction for improved academic performance and openness to hybrid teaching modes are evident. This study not only provides valuable insights into the dynamics of online teaching but also paves the way for future advancements in pedagogical strategies and educational technology integration. The research identifies potential areas for future work, ranging from refining hybrid teaching models to exploring emerging technologies and fostering instructor training.

Transformative landscape of ChatGPT in higher education: unveiling the academic discourse

Purpose Transformative generative artificial intelligence (AI) tools, such as ChatGPT, have revolutionized various sectors, including higher education. Since its release in November 2022, it has gathered attention from academia, scholars, students, regulators and education policymakers. Opinions diverge on whether ChatGPT’s use in academia should be circumscribed or regulated. To offer insights into some of these, this study synthesizes 139 contributions (articles and blogs) authored by instructors, publishers, professors, editors and education journalists in the education domain. Design/methodology/approach The study uses sentiment analysis and topic modelling to examine the 139 articles and blogs. Drawing on their insights, it firstly explores emotional dimensions of the content. Subsequently, using critical discourse analysis, it integrates them with emerging concerns (what and why), and explicates key processes (how) to inform academia, research, practice and policy. Findings Drawing on the results obtained from sentiment analysis, the study identifies that the overall sentiments surrounding generative AI tools such as ChatGPT in higher education are more positive (33%) than negative (11%). Using topic modelling, the study further highlights four thematic areas to explore benefits and challenges: perceptions and biases, pedagogical impact, ethical considerations and implementation and adoption. Research limitations/implications Limitations include the absence of student perspectives, which may offer deeper insights into perception, pedagogical impacts, and integrity-related issues. Additionally, while findings are applicable across various domains, specialized areas may present differing insights that could refine the conclusions. Originality/value Overall, contributors acknowledge the capabilities of generative AI tools like ChatGPT in enhancing students’ productivity. The findings suggest that it is likely to offer significant gains in the education domain, providing several benefits to both teachers and students. Nevertheless, they also consider its limitations, discrimination and bias, copyright infringement, plagiarism, fabricated unauthentic textual content and assessment bias.

A pedagogical evaluation of an institution's digital assessment platform (DAP): Integrating pedagogical, technical and contextual factors

An assessment for learning approach is foundational for student learning. The necessity to shift teaching and learning online as a response to COVID-19 has propelled digital assessment into the mainstream within higher education institutions. User experience is a common indicator of effectiveness of technologically enhanced initiatives; however, measuring the pedagogical impact of digital assessment initiatives has not been straightforward. This paper presents a pedagogical evaluation, incorporating staff and student perspectives, of a digital assessment platform (DAP) at a large Australian metropolitan university. Data were collected using surveys, interviews, focus groups and case studies and incorporated findings from student evaluations of courses and a student-staff partnership project. Results highlight strong pedagogical reasons for continuing the digital assessment initiative, while also identifying constraints and opportunities for improvement. The insights generated through this evaluation emphasise the importance of considering technical, pedagogical and contextual factors and the interplay between the factors. In a quality assurance climate, where the demand for this type of institution-wide evaluation is increasing, this study contributes an approach that addresses some of the complexities and challenges of evaluating digital assessment initiatives in higher education. Future research is needed to understand more fully the relationships between pedagogical and contextual factors when undertaking an evaluation. Implications for practice or policy: The DAP enabled the (re)design of authentic, inclusive, engaging and secure assessment tasks. Educator support is critical in learning the system and creating assessment with high pedagogical merit. Student familiarisation opportunities with using the DAP are beneficial. The DAP’s longevity within the institution is crucial considering the significant effort required of educators and students. Contextual influences blur understanding of pedagogical factors.

Didactic Instruction's Impact on Medicolegal Quality of Radiation Oncology Resident Physician Documentation.

Effective documentation serves as a cornerstone for communication and patient care, especially in radiation oncology (RO). Studies have shown room for improvement in documentation practices, and although documentation guidelines exist, it is uncertain if RO physicians are aware of or adhere to them. We aimed to assess RO resident physicians' medicolegal knowledge and the impact of an educational intervention on documentation practices. Grading rubrics for consultation and progress notes were created using guidelines, comprising of a fundamental score and total score. Residents from two institutions attended a didactic seminar on medicolegal documentation. Pre- and post-seminar, an electronic anonymous survey was used to assess resident knowledge and perspectives and random resident consultation and progress notes were scored. Mean documentation and survey item scores from pre- and post-seminar were compared. Fourteen resident physicians participated and completed surveys, and 48 consultation notes and 40 progress notes were analyzed. No participant had prior education specific to RO documentation, nor were any aware of available resources. Post-seminar, participants' medicolegal documentation knowledge significantly increased (86.61% vs. 95.54%, p = 0.001), as did the fundamental score (83.64% vs 89.29%, p = 0.041) and total scores of consultation notes (69.82% vs. 78.98%, p = 0.001) and total score of progress notes (55% vs. 75.19%, p < 0.001). Our seminar significantly enhanced residents' medicolegal knowledge and quality of documentation, and surveys revealed a lack of speciality specific documentation education. This combined with findings from other studies and participant opinions suggest that resident physicians would benefit from such training during residency.

Evaluating The Study of Language by George Yule for Linguistic Education in Pakistani Universities: Cultural Relevance and Pedagogical Impact

This study investigates the effectiveness and appropriateness of George Yule's The study of language (7th Edition) in Pakistani linguistic education. Using a mixed-methods approach, the current study combines textual analysis with a survey of both faculty members and students who have used this textbook in BS English programs in Pakistan. The findings further explain the potential strengths of the book in terms of the introduction of linguistic concepts but reflect its limitations in terms of cultural relevance and accessibility to diverse populations of students. This study offers actionable insights toward making linguistic resources more inclusive for Pakistani learners in terms of analyzing comments about content clarity, implications for pedagogy, and suggestions for improving support in instruction.

Parent pedagogical positioning to create conditions for preschooler STEM learning using a Conceptual PlayWorld approach

STEM education has become a national priority, critical to the future of the workforce and the building of competitive economies across the globe. The literature suggests that early engagement with basic STEM concepts supports mastery of STEM subjects in later school years and in the professions. This has generated a need to better understand the ways children learn STEM concepts in family settings where it is understood that much of children's conceptual development takes place. This paper seeks to examine how parents can pedagogically position themselves to create motivating conditions for STEM learning. Various cultural-historical researchers have theorised that imagination is useful in the development of children's thinking. This paper reports on how an evidence informed model for STEM learning, which uses collective imagination to support conceptual development, when introduced as an intervention into family practice, provided opportunities for a parent to begin positioning themselves with pedagogical impact. Participating families engaged in six Conceptual PlayWorld sessions via zoom with children aged 4 years and 6 months. Through analysis of playful family interactions, the findings show four pedagogical positions or ‘interactional themes’ initiated by the parent (‘above’/’primordial we’, ‘equal’, ‘independent’ and ‘below’) each of which created different possibilities for collective imagination and conceptual thinking.

Perception and Attitude towards French for specific purposes among Linguistics Students in the University of Calabar

The need for specialized language instruction arises from the growing demand for professionals proficient in French within specific contexts. The objective of this study was to explore the effectiveness of FSP in improving language skills and cultural knowledge among learners in the Department of Linguistics, University of Calabar. To achieve the purpose of this study, three research questions were posed. A literature review was carried out according to the study variables. Descriptive research design was adopted for the study. The target population consists of all students and instructors in the Department of Linguistics at the University of Calabar who are enrolled in or teaching French language courses. The study sample consisted of 33 respondents which involved 26 learners and 7 instructors were purposively sampled from the Department of Linguistics, University of Calabar. Questionnaire was the instrument used for qualitative data collection. Qualitative data analysis was conducted using thematic analysis techniques which involved simple percentages. The results indicate a gap in language needs and challenges for learners in the Department of Linguistics. Secondly, FSP instruction impacts learners’ language proficiency and cultural understanding. Finally, the results indicate that FSP instruction's impact on the perceptions and attitudes of learners and instructors towards FSP is high. The findings from this study have several implications for the design and implementation of FSP instruction to enhance language proficiency, promote cultural understanding, and foster cross-cultural communication skills among learners. Educators and curriculum developers can leverage these findings to design effective FSP-based language programs that cater to the diverse needs of language learners.

Evaluating the Pedagogical Impact of Lesotho's Grade 10 Religious Studies Syllabus: Educational Implications

Evaluating the Pedagogical Impact of Lesotho's Grade 10 Religious Studies Syllabus: Educational Implications

Pedagogy of live speech

The theme of the presented work is the pedagogical impact of theatrical activities on their participants, focusing on their ability to use live speech and satisfy the psychological needs of individuals in the 21st century. The author argues that a broader utilization of theater in education, especially at higher levels, could bring multifaceted benefits. The work emphasizes the role of conscious direct communication and the shared physical presence of the message sender and receiver. This natural interpersonal situation is increasingly being replaced by mediated contacts. While they expand the potential pool of conversational partners, they also carry risks that have only recently caught the attention of the worlds of science and medicine. It is worth considering these issues in the context of preparing students for professions that involve social interactions.

Blended Learning in the Saudi EFL Classroom: Insights from Teachers on Pedagogical Impact

In an era where technology seamlessly blends with teaching methodologies, this study examines EFL teachers’ perceptions in Saudi Arabia regarding the impact of blended learning methodologies on student engagement compared to traditional teaching approaches. This paper aims to explore the challenges these teachers encounter in implementing blended learning and its perceived effects on learning outcomes. Through a qualitative research design, the study engaged 42 EFL teachers, selected randomly to encapsulate a wide array of genders, academic backgrounds, teaching experiences, and levels of technological proficiency. A bespoke, researcher-developed questionnaire with open-ended questions was strategically employed to extract in-depth insights into the teachers’ experiences and perceptions regarding blended learning within the Saudi educational context. Thematic analysis was utilized to uncover patterns and themes within the responses. The findings reveal that while blended learning methodologies are recognized for their potential to moderately enhance student engagement through increased participation, attentiveness, and enthusiasm for learning, challenges significantly temper their effectiveness. These include technological barriers, disparities in digital literacy, and the complexities of integrating blended learning into existing pedagogical frameworks. Despite these obstacles, the study identifies a cautious optimism among EFL teachers about the potential of blended learning to enrich educational outcomes, provided that the aforementioned challenges are systematically addressed. This research is significant as it contributes critical insights into the evolving role of blended learning in EFL education, highlighting the need for strategic implementation and support mechanisms to fully leverage its benefits in enhancing student engagement and learning outcomes in Saudi Arabia. Based on these findings, implications, limitations, and recommendations were provided.

Investigating dyads in nursing education

Background: Nursing education faces challenges due to a shortage of nurse educators and nurses in the workforce, prompting programs to expedite training, impacting student and nurse well-being. While standards are high, studies reveal many students feel unprepared. Self-confidence is crucial, affecting clinical performance, as is effective communication, which is pivotal for safe patient care. Dyadic education, involving pairs, is gaining traction for its potential to enhance teamwork and reduce stress.Methods: This study explored dyadic teaching's impact on nursing students' self-confidence, communication, and clinical skills in the context of nursing practicums. A convenience sample of nineteen undergraduate nursing students participated in a survey assessing their experiences in dyads.Results/Conclusions: Findings suggest dyadic teaching fosters greater confidence, reduces stress, and enhances communication. However, limitations, including small sample size and retrospective data collection, underscore the need for further research. Introducing dyadic approaches in nursing curriculums holds promise for optimizing student learning and patient care outcomes.

China Modern Teaching's Impact on Lecturer Competence in Entrepreneurship

This study aimed to see the mediating effect of 21st-century teaching and learning on entrepreneurship skills and lecturer’s competency among the lecturers in Vocational &amp; Technical College at Zhejiang, China. This study also aspired to examine the significant effect between entrepreneurship skills and lecturers' competency. Besides, this also would like to see the mediating effect between 21st-century teaching and learning skills and the lecturers' competency. Structural Equation Model (SEM) was applied to test the effect on the variables using administrating questionnaires. A total of 316 respondents from Vocational &amp; Technical College at Zhejiang, China completed the survey. The findings show that the mediating effect of 21st-century teaching and learning has a significant effect on entrepreneurship skills (estimated value 0.346, P-value of &lt; 0.05), to boost up lecturers' competency (estimated value 0.782, P-value of &lt; 0.05) in teaching entrepreneurship modules. Meanwhile, the direct influence of entrepreneurship skills and lecturers' competency has no significant effect on each other (estimated value of 0.074, P-value &gt; 0.05). The result of this study shows that there is a complete mediation effect between entrepreneurship skills and 21st-century teaching and learning skills and lecturers' competency.

Pedagogical Impact of Text-Generative AI and ChatGPT on Business Communication

The article discusses the impact of text-generative AI in business communication pedagogy. The onset of open AI, such as ChatGPT, has the potential to transform the way faculty and students approach oral and written professional business communication. Through focus group discussions and netnography, the study employs content analysis to evaluate the strengths, weaknesses, opportunities, and threats (SWOT) of integrating AI in the teaching-learning process of business communication in a postgraduate management program. The article strives to reimagine the pedagogical tools and techniques regarding pre-reading assistance, classroom materials, assignments, evaluation, and other learning aids of business communication courses in response to the developments in text-generative AI.

Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence

Artificial intelligence (AI) has been hailed for its potential to revolutionize teaching and learning practices. Undoubtedly, there has been development, but has it transferred to a new pedagogical trend? Indeed, research shows more tools, software, etc., built through AI, but there is still a limited understanding of its pedagogical impact. This review aims to assess whether AI has indeed led to new pedagogical trends in education using a Human Center AI framework. To accomplish this, a systematic review of research on the pedagogical applications of AI in K-12 contexts was conducted, following the PRISMA guidelines. The review involved an inductive coding analysis of a comprehensive search across WoS, Scopus, and EBSBU. From a pool of 3277 publications spanning 2019 to 2023, 183 papers met the inclusion criteria for detailed analysis. Six categories emerged: Behaviorism, Cognitivism, Constructivism, Social Constructivism, Experiential Learning, and Community of Practices. The findings of this research provide a promising perspective on synthesizing the results based on the pedagogical framework that describes AI implementation. While technological advancements have improved AI capabilities, the application of AI in education largely follows the same principles of previous technologies. This research suggests that the failure to transform education through AI stems from a lack of consideration of Gardner's proposed ninth intelligence type—pedagogical intelligence. Furthermore, this paper offers a critical analysis of the HCAI framework and proposes an adaptation called Pedagogical Centered AI (PCAI) for designing and using AI in K-12 education. Final discussions highlight the implications and future perspectives of AI in educational settings.

Impact of Health Behavior on Work-related Stress on Teachers in Chinese Colleges

Objectives: This study aims to assess the influence of health behaviour on the psychological well- being, work stress, and emotional stability of college teachers in China. The study examines the impact of teachers' psychological well-being and emotional strength on their work-related stress. The study aims to fill the existing gaps in the current corpus of knowledge. Methods: To fulfil this objective, the data for this study was gathered from 876 teachers associated with 57 colleges in Mainland China. The confirmatory factor analysis and structural equation modelling are assessed using the RStudio software with the lavaan package. Results: Findings show that health behaviour is a good predictor of psychological well-being, occupational stress, and emotional stability among college teachers in China. It has also been discovered that psychological well-being and emotional stability do not directly influence the job stress experienced by teachers. However, they do play a mediating role in the relationship between work stress and health behaviour. Conclusion: The research makes a significant theoretical contribution by establishing linkages that have not been previously identified in the existing body of knowledge. Essentially, this research suggests that enhancing the health behaviour of teachers can lead to improvements in their emotional stability, psychological wellness, and reduction of job stress. The research findings have significant implications for governmental initiatives aimed at enhancing teachers' effectiveness.

Word Box Intervention Revolutionizes Early Literacy Potential in Education

his study investigates the efficacy of utilizing the "Word Box" media to enhance beginning reading skills among 5-6-year-old children in a preschool setting. Through a classroom action research (PTK) approach involving 12 participants, the study demonstrates a significant improvement in beginning reading proficiency from 17% in the pre-cycle to 83% in cycle II. The findings underscore the effectiveness of the intervention in improving early literacy skills and highlight its implications for teacher pedagogy and classroom management in preschool education. Highlight: Notable improvement: "Word Box" enhances beginning reading in preschoolers. Effective method: Innovative teaching fosters early literacy development. Pedagogical impact: Improves teacher skills and classroom management in preschool education. Keyword: Beginning reading, Preschool education, Classroom action research, Word Box media, Literacy development

Evaluation of the Pedagogical Impact of the Educational Usage of 3D Printing in Czech Lower Secondary and Grammar Schools

&lt;p style="text-align:justify"&gt;In this article, we discuss the impacts of using 3D printing in education. Our primary goal is to evaluate the pedagogical impact of lessons utilizing 3D printing. We asked one hundred ninety students in four reference schools about the acceptability of existing 3D materials for teaching. Although the results show high attractiveness for the target group, it turned out that the available lessons primarily focus on the acquisition of technical skills and do not use the potential of education in other areas. We, therefore, proposed a concept for creating multidisciplinary teaching lessons that connect the technical part with other educational areas. We show the application of our concept in a newly developed lesson in biology, where we again evaluate its acceptance among the students. The results show that although the multidisciplinary lessons are more complex, they are still acceptable to the students, and, most importantly, they add significant educational value. Finally, we discuss the possibilities of incorporating 3D printing into the teaching curriculum. We also use a selected use case to illustrate the real-world problems we have encountered.&lt;/p&gt;

Case Method in Teaching Pedagogical Approach

In the context of the case method involves providing insightful commentary, indicating key themes, posing relevant questions, and highlighting critical elements within the case study. This process helps to guide student understanding, stimulate thoughtful discussions, and encourage focused analysis of the presented material. This article aims to provide a comprehensive overview of the case method in teaching, exploring its foundational principles, application across diverse academic domains, and its pedagogical impact on fostering critical thinking, problem-solving, and decision-making skills.

Annexation of Crowdsourcing Technique to Aid the Research Pedagogy

The synergistic integration of crowdsourcing into teaching-learning pedagogy is explored in this extensive trialing, which presents a coherent story derived from several dimensions, including mass engagement, collaborative pedagogy approaches, and an experimental project evaluating pedagogical impact on preschool-aged children. The research article explains how crowdsourcing may be revolutionary, highlighting its benefits for information collecting, problem solving, and project execution. Moving from traditional teacher-centric to Student – centered approaches, smoothly transitioning into the field of teaching and learning pedagogy. The study covers the constructivist, collaborative, integrative, reflective, and inquiry-based learning pedagogies. It emphasizes how important pedagogy is in encouraging collaborative learning settings, removing monotony, and accommodating various learning preferences. An experimental project aimed at evaluating the effects of teaching-learning pedagogy on young children in preschool. College students mediated contacts between high school students and non-digitalized preschoolers by using human networks as mediators. The approach demonstrates the viability and effectiveness of crowdsourcing for research in education while emphasizing the need for cautious execution, middleman training, and quality assurance.

Педагогические эффекты реализации технологии образовательной робототехники в работе с младшими школьниками

The relevance of the study on teaching robotics in primary school is due to the digitalization trends of modern society and the need to prepare children for a new technological era. The objective of the study is to identify what organizational, administrative and pedagogical conditions are necessary to make teaching robotics effective in primary school. The article hypothesizes that educational robotics taught as an extracurricular educational activity prompts personal development of younger schoolchildren only if the school has an inspiring and creative atmosphere, and the relationships between the participants of the educational process are based on the principles of cooperation pedagogy. Participants: second grade students (n = 80) of “Governor’s Engineering Lyceum No. 102” Ulyanovsk, aged from 7 to 9 (M=8.3 years, SD= 0.458), 52.5% – boys, 47.5% – girls. Methods (tools). A set of diagnostic techniques was used to assess the pedagogical effectiveness of educational robotics: the “Magic Flower” technique (M. R. Ginzburg) was used to identify students’ dominant type of motivation; the “Sequence of Events” technique (A. N. Bernstein) was used to assess intellectual abilities, logical thinking, generalization abilities; parents (n=80) were surveyed with the help of the questionnaires “The Map of Giftedness” (Robert F. DeHaan, Jack Kough) and “Diagnostics of Creative Abilities” (F. Tutl, L. Becker) to assess the creative potential of children, the expression of their abilities and inclinations for various types of activities. In order to identify the organizational, administrative and pedagogical conditions for the effectiveness of educational robotics, interviews were conducted with primary school teachers (n=18); additionally, such methods as participant observation and the analysis of pedagogical experience were used. Results. The pedagogical impact of teaching robotics to younger schoolchildren was revealed. The methodological, psychological, pedagogical, organizational and administrative conditions for the effectiveness of teaching robotics in primary school were determined. The main conclusions. Robotics in primary school can be taught as both an educational and extracurricular activity. To identify and develop the abilities of students in the field of technical design, an educational organization needs an innovative material base, methodological support, and a sufficient level of professional competence of the teaching staff. Cooperation between schools, institutions of additional education and high-tech enterprises is recommended. It is important that the interaction between the participants of the educational process is built on the principles of cooperation pedagogy in order to stimulate the creative activity of students and motivate them to participate in exhibitions and project competitions.