Teaching In Education Research Articles

NAVIGATING THE DIGITAL MAZE: INNOVATIVE STRATEGIES AND HURDLES IN ONLINE GRAMMAR INSTRUCTION

This study investigates innovative strategies and challenges in online grammar instruction within the English Language Education Department at IAIN Parepare, Indonesia. As digital learning becomes increasingly integrated into higher education, the research focuses on the experiences of 40 students and 5 online grammar instructors. Through a mixed-methods approach, incorporating surveys of all 40 students and in-depth interviews with the 5 tutors, this study investigates the adaptation of traditional grammar teaching methods to digital platforms. Key findings reveal that interactive tools, gamification, and personalized learning paths significantly enhance student engagement and comprehension in online grammar lessons. However, challenges such as varying levels of digital literacy among students, maintaining consistent motivation in virtual environments, and the limitations of asynchronous communication emerge as significant hurdles. The study concludes by proposing a tailored framework for effective online grammar instruction at IAIN Parepare, emphasizing the integration of culturally relevant multimedia resources, collaborative learning activities, and adaptive assessment techniques. These insights contribute to the growing body of knowledge on digital pedagogy in Indonesian higher education and offer practical implications for educators navigating the complexities of online language instruction in similar institutional settings.

Translanguaging stance and practices of multilingual undergraduates: case of EMI-driven universities in Thailand and Malaysia

ABSTRACT The global shift towards English-medium instruction (EMI) in higher education highlights the growing need to explore translanguaging practices among multilingual students. As more institutions adopt translanguaging pedagogy, there is a call for cross-sectional studies that examine students’ perspectives and practices in this area. This study investigates the beliefs and viewpoints of multilingual students regarding the use of their first language (L1) and their entire linguistic repertoire in both institutional and classroom settings. Through in-depth interviews with 10 students from universities in Thailand and Malaysia, the qualitative content analysis of the data reveals differing attitudes toward translanguaging between the two groups. Malaysian participants generally favor an ‘optimal’ approach to translanguaging, while most Thai participants (with one exception) tend to support a ‘virtual’ English-only model. The findings also show a link between students’ beliefs and their reported translanguaging practices. However, Thai students face challenges in establishing a clear position on using L1 and other linguistic resources in EMI contexts. This study offers insights into educational strategies, policy development, and future research while acknowledging its limitations.

VENHA VER O PÔR DO SOL COMIGO! REFLEXÕES SOBRE OS MUNDOS DAS INFÂNCIAS E RESISTÊNCIA VIA TRABALHO DOCENTE

Starting from the understanding that laughter, joy, emotions and senses are central and legitimate in the education of children, the objective is to reflect on the teaching action in education in early childhood education in the search for new meanings and meanings for teaching, learning and child development. It is an essay in the light of the critical foundations of childhood education and of authors who dialogue with this theoretical basis. Organized into three sections, initially brings the conceptions of children and childhoods, emphasizing the role of the educational context in their formation, then highlights the relevance of children's experience based on teaching intentionality and, finally, presents educational organizers that can help to think the role of the educational institution and teaching work in the process of child humanization. We reiterate the need to organize teaching based on a commitment to valuing and offering meaningful experiences, which enhance and promote interaction, autonomy and daily learning, committed to expanding children's knowledge. Pedagogical work committed to the human development of children must include their participation, consideration of their ways of thinking and interpreting the world, as a way of welcoming and valuing the childlike being.

Enhancing school crisis prevention immunity through moral education: Insights from the framework of social and emotional learning

ABSTRACT This article introduces current initiatives in moral education and discusses the future direction of its practice. Moral education has recently been designated in the Japanese curriculum as a ‘special subject,’ prompted by increasing school crises such as bullying. However, practices in moral education instruction lack an evidence-based approach. One key to achieving true effectiveness lies in the new framework of Social and Emotional Learning, with multiple evidence-based approaches proposed. The aim has shifted toward helping students not only become ‘more prosocial’ and ‘moral’ but also achieve a ‘healthier’ state of well-being. To nurture students’ abilities, a moral approach that contributes to each student’s personal development, academic success, and social impact is required. In this context, considering the development of both the individual and the ever-influential environment, this article proposes a direction for moral education in the future, highlighting the importance of holistic approaches to foster healthy development in students.

Analysis of the Feasibility and Inspiration of Ant Colony Algorithm in University Physical Education Teaching

Analysis of the Feasibility and Inspiration of Ant Colony Algorithm in University Physical Education Teaching

Teachers’ enactment of Freirean democratic pedagogies in primary school physical education

ABSTRACT Background Despite its ubiquity in education discourses, social justice is a highly contested concept that can be framed in different ways [Dowling, F., H. Fitzgerald, and A. Flintoff. 2012. Equity and Difference in Physical Education, Youth Sport and Health: A Narrative Approach. Routledge]. The ‘social’ element of social justice is always framed by broader cultural and socio-political contexts. Therefore teaching for social justice cannot be conceptualised as a single pedagogy that can be enacted without regard for the learning content and the learning context. Purpose The rationale for this research is to bridge the gap between advocacy for pedagogies for social justice and practices done in the name. The specific aim of this paper was to explore how specialist primary school physical education teachers in Spain enact democratic practices that promote social justice by engaging students in decision making in ways that ensure their voices are heard and considered. Method The research was informed by Critical Incident Technique (CIT) methodology. Data were generated through six classroom observations and stimulated recall interviews with three Spanish primary PE teachers. Data analysis was informed by Paulo Freire’s [1970. Pedagogy of the Oppressed. Seabury Press] democratic pedagogy and associated concepts of dialogue, problem posing and critical consciousness. Findings The findings demonstrate how the teachers’ PE teachers’ practices have strong roots in democratic principles that are consistent with the scholarship of Freire. The two themes; (1) ‘Student-led dialogical encounters’ and (2) ‘Pedagogy of questioning and exploration’ provide insight into how the Spanish primary school PE specialists in this study teach for and about social justice in contextually relevant ways. Discussion These findings remind us that PE provides a fertile educational context for implementing democratic pedagogies due to its interactive activity-based context and curricular focus on holistic development. The findings provide insight into both how democratic pedagogies in PE are possible even with very young students. Conclusion We argue that democratic pedagogies are essential to social justice outcomes in school PE. They can enhance student participation, foster relationships, and empower individuals to become active agents of change. Democratic pedagogies in primary schools provide a sound foundation for scaffolding a critical consciousness in secondary school PE contexts.

Can the utilization of technology-enhanced learning spaces lead to improved learning outcomes? A meta-analysis based on 39 experimental and quasi-experimental studies

ABSTRACT In recent years, the promotion and application of technology-enhanced learning spaces in teaching have garnered significant attention, but the effectiveness of their application remains controversial. This is the first meta-analysis to examine the effectiveness of technology-enhanced learning spaces on student learning outcomes. The study integrates data from 39 experimental and quasi-experimental studies. The results show that technology-enhanced learning spaces have a significantly positive effect on student learning outcomes (SMD=0.62). Further analysis of moderator variables such as educational stage, subject nature, knowledge type, sample size, experimental duration, teaching methods, and technical type number revealed that sample size and teaching methods significantly moderated the effects of technology-enhanced learning spaces. Based on the results of the meta-analysis, several recommendations for the application of technology-enhanced learning spaces are proposed: (1) choose learning spaces based on the type of knowledge; (2) strengthen emotional care for students in technology-enhanced environments; (3) control class size; and (4) integrate technology with pedagogy. However, the study has some limitations, including a relatively small sample size, lack of consideration of artificial intelligence technologies, and uneven research distribution. Future studies should incorporate a larger and more balanced set of research, and include more moderator variables for analysis.

Book Review: Handbook of Applied Teaching and Learning in Social Work Management Education: Theories, Methods, and Practices in Higher Education Springer by Maik Arnold

Book Review: <i>Handbook of Applied Teaching and Learning in Social Work Management Education: Theories, Methods, and Practices in Higher Education Springer</i> by Maik Arnold

Rubric development and validation for assessing educational robotics skills

The current study describes the process of development and validation of a rubric for assessing educational robotics skills among middle school students. A multiphase method has been followed, including a literature study, expert consultation, content validation, pilot testing, reliability analysis, and construct validation. The resulting dual-category rubric designing and programming skills were further elaborated by specific criteria and performance levels. Content validation identified seven key criteria: stability and durability, motors, innovation, code organization, dependability and reliability, movement and rotation, and innovative use of sensors. The results of inter-rater reliability analysis for all criteria indicated good agreement, with Krippendorff’s alpha ranging from 0.941 to 1.000. Additionally, construct validation using exploratory factor analysis confirmed a two-factor structure that aligns with the intended domains of design and programming skills, explaining 67.4% of the total variance. The rubric was consistent with learning/teaching theories such as Bloom’s taxonomy, constructivist learning theory, and self-determination theory. This rubric fulfills the existing need for a specific assessment tool in educational robotics and supports educational practices through very detailed feedback to students on their performance. This adds much to educational assessment and education in robotics and enhances teaching and learning outcomes for STEAM education in various settings.

Effective use of collective peer teaching in teacher education, edited by Rolf K. Baltzersen

Effective use of collective peer teaching in teacher education, edited by Rolf K. Baltzersen

Research on the Application of Artificial Intelligence in English Teaching in Higher Education

With the rapid development of science and technology, the domain of artificial intelligence (AI) witnesses a surge in growth. It is employed in English language teaching for non-native speakers both at home and abroad. This essay will examine the advantages and disadvantages of AI applications in English teaching, with a particular focus on higher education in China. A sampling survey is conducted to investigate the utilization of AI in English language teaching at the post-secondary level. The research involves administering a questionnaire to a sample of 50 college students to inquire about the integration of AI in the classroom. This paper reveals that the two most prevalent applications of AI in the classroom is assisted reading and spoken interaction. Nevertheless, the most evident challenge is the tendency of students to over-rely on AI. In addition, this paper points out the impacts of constructivism on English teaching by taking English writing as an example. These discussions provide some reference for future research on this topic. In light of the aforementioned conclusions, educators may gain insight into the potential applications of AI in the classroom aiming to optimise teaching efficiency.

Critically Engaged Language and Literacy Workshops as a Disruptive Pedagogy in Plurilingual Classrooms

AbstractThis study explored racialized newcomer student participants' experiences in a rural high school in Western Canada, and utilized critically engaged language and literacy workshops (CELLWs) as a means to authentically represent participants' interrelationships with and relatability to their school and community spaces. CELLWs are an important avenue for self‐reflection that fosters socially just, diverse, and equitable educational practices. Understanding the nuanced lived experiences of newcomers, and how these inform educational practices today, represents a pivotal need in the development of educational pedagogies that encompass past and present experiences reinforced within different places and spaces. The study was guided by the following question: To what extent can CELLWs afford multicultural and plurilingual identities to establish a disruptive pedagogy and re‐imagine classroom spaces? The researchers centered arts and walking methodologies within four CELLWs sessions to open up subjective practices and analyses that intersect equitable, inclusive, and diverse theories and participants' life experiences. Data was drawn from a qualitative and thematic analysis that was obtained from participants' artwork, written reflections, and individual/group interviews. The study revealed the importance of CELLWs in research and in‐classroom practices as practitioners and scholars become accountable when appropriating such activities to create spaces for meaning‐making processes that consider relevant personal experiences and feelings within schools and communities.

The ghosts of research past, present and future: understanding the past to inform a future of models-based practice research

ABSTRACT Background Each year, at the Invisible College – a one-day physical education and sport pedagogy (PESP) special interest group conference hosted prior to the main British Educational Research Association’s annual conference – a scholar is honoured with the Scholar Lecture in recognition of their significant contribution to the PESP field. This paper represents the 2024 Scholar Lecture. Purpose The purpose of this Scholar Lecture is to reflect on my contributions to the field of PESP, offering a modest overview of the development, current state, and future possibilities of Models-based Practice as seen through my research. Key concepts This paper draws inspiration from Charles Dickens’ novel, A Christmas Carol. In this work, the miserly protagonist is visited by three spirits – the Ghosts of Christmas Past, Present, and Future – to warn him of the consequences of leading a parsimonious life. In the paper, the metaphor of research ghosts is used to explore the past, present, and a possible future of Models-based Practice (MbP) research. I argue that, over a research career, ideas and concepts not only evolve and mature but also go in and out of vogue. Despite this, ideas are often grasped and used by other researchers to ‘make a point’ without regard to the evolution of the same idea. As a result, researchers with a significant ‘back catalogue’ are left to live with the echoes of their past research. Consequently, I argue that both the genesis and the evolution of ideas need to be considered if we are to give due recognition to the work in the field of physical education and sport pedagogy. Discussion and conclusion Moving from the past to the present and a possible future of MbP research, I explore the ideas of model fidelity and hybrid pedagogical models, consider the dissonance that exists between my ghosts of research past and present and acknowledge that the fault for any (mis)interpretation of my ideas lies with me. Finally, I consider what I believe is missing from MbP research and reflect on the Whiteness, able-bodied-ness, lack of social justice-ness and Eurocentric nature of MbP. I note that there are, for example, few, if any, people of colour in models’ scholarship, and argue that we need to better understand the unique experiences of different groups in this space. Fundamentally, we need to consider the different bodies that might be impacted by our research and better acknowledge that the global crisis of school physical education is far more nuanced and far less global than we might imagine. Finally, we must ensure that we are not haunted by our own ghosts but instead see them as reminders of our oversights and assumptions, and ultimately as a vehicle through which to understand the ways in which our thinking quite rightly evolves over time.

Exploring student reflection in physical education practice

ABSTRACT Background In a recent publication [Bjørke, Lars, and Mikael Quennerstedt. 2023. ‘Reflecting on Student Reflections in Physical Education Practice: Moving Beyond a Theory-and-Practice Divide’. Physical Education and Sport Pedagogy, 1–14. doi:1080/17408989.2023.2281913], we conceptualised how student reflection can be understood in a way that aligns with the practical, situated and embodied nature of physical education. Although this study clarified what reflection can be in physical education practice, new questions have emerged in the wake of our discussions. One such question involves how reflection can be explored methodologically. Indeed, through mapping existing methodologies used to explore student reflection in physical education practice, we identified an urgent need for researchers to develop more coherent and rigorous frameworks for exploring student reflection in physical education practice so that our field can move beyond making educated guesses about the potential role of student reflection in physical education practice and its relationship to education and learning. Purpose The purpose of this article is to suggest and discuss methodological tools to better explore and understand reflection within the context of physical education practice. Methodological considerations By outlining previous methodologies used to explore reflection in physical education, we identified three challenges that need to be addressed in research: (1) foregrounding student reflection as the object of knowledge in research, (2) theoretically opening up for student reflection as situated and embodied, and (3) methodologically delineating and empirically capturing student reflection. We address these three challenges by providing methodological examples of how researchers can position reflection theoretically, formulate research questions, generate and analyse data and make claims about student reflection in physical education practice. We then extend our suggestions and determine their usefulness for teachers interested in learning more about how reflection can make their pedagogical practices more educative. Conclusion We argue that there is an urgent need to foreground student reflection in physical education research and to develop more coherent and rigorous methodologies for empirically exploring student reflection that, over time, allows cumulative knowledge about the why(s), what(s) and how(s) of student reflection in physical education to be built.

The Difficulties in Mathematical Problem Solving Among Secondary School Students in Wayanad District

Mathematics is a skillful, thought-provoking, and logical discipline that requires proper training and consistent learning. A successful mathematician possesses complex problem-solving skills that are applicable in various life situations. The fundamental goal of all educational instruction is to develop skills, knowledge, and capabilities transferable to real-world tasks beyond the classroom. A significant objective of mathematics teaching and learning is to cultivate the ability to solve diverse complex problems. Problem-solving represents a critical component of the mathematics curriculum, requiring students to apply and integrate numerous mathematical concepts and skills while making sound decisions. This study aims to identify the difficulties students face while solving mathematical problems and examines how these challenges affect their academic achievement. Key Words: Problem Solving, Secondary School Students.

Co-Creating a Podcast with Students: Working Together to Promote Wellbeing Literacy Through Digital Pedagogies in Higher Education

In recent years, there has been a growing recognition of the potential of podcasts in higher education. In this paper, we draw attention to a type of podcast that is understudied in the literature: what we call “co-creation podcast”, which refers to podcasts co-created by teachers and students. This paper presents and discusses a case of co-creation podcast in the context of Understanding Wellbeing, a distance learning interdisciplinary course on wellbeing at the University of Warwick, which then inspired a similar course at the University of Copenhagen. By evaluating the experiences of the co-creators, both students and teachers, as well as of the listeners, and by discussing our case in the context of the relevant literature, we have to main aims. First, we aim to explore how co-creation podcasts can have educational benefits for all the parties involved. Second, we aim to explore whether co-creating a podcast with students in the context of a distance learning interdisciplinary course on wellbeing can be an effective medium for delivering wellbeing literacy in higher education.

Theory of higher education learning

PurposeThis study proposes the theory of higher education learning (THEL). The theory argues that certain concepts are difficult to understand, so learners and instructors should consider common factors that will enhance learners’ understanding of key concepts that are difficult to comprehend across various fields of study. The components of this theory have been tested in three different fields (public administration, entrepreneurship and chemistry) in separate studies in Ghana, Nigeria and Burundi within a five-year span to validate their applicability to higher education learning.Design/methodology/approachThe design covers empirical, philosophical and theoretical discussions and comparative studies of other researchers and the authors’ work and thinking.FindingsThis theory proposes five variables (gender, age, opportunity, instructor knowledge and instructor confidence) that address students’ difficulty in understanding concepts in higher education learning. These factors are premised on six assumptions: (1) gender orientation must be either male or female; (2) age must be consistent with the parameter set; (3) there must be learners’ desire to study the same subject after school; (4) there must be an institution offering further studies on the same subject; (5) the instructor might have understood the subject in his/her official training, experience or practice and (6) the instructor must demonstrate certainty, accuracy, verifiability and reliability in the transfer of knowledge to the learners. Given these assumptions, the uniqueness of this theory lies in its application of the five variables to solve challenges uniquely related to studies in higher education.Originality/valueThis theory will incite debate and provide further insights into higher education learning models. The novelty lies in the five prepositions proven to enhance effective teaching and learning in higher education. Specifically, it introduces an extension to Piaget’s cognitive constructivist theory by proposing higher age brackets for students at the university level, opportunity (for future studies) to close the gap in Ausubul’s theory of advance organizers and endogenous factors to bridge the gap in Okebukola’s culturo-techno-contextual approach.

The Contribution of Artificial Intelligence Technologies in Refining the Arabic Language Skills of Its Native Speakers: Achieved and Possible

This study aims to shed light on the applications of Artificial Intelligence (AI) in improving Arabic language skills for speakers. It involves digitizing the language, developing computer programming, and adapting it to Arabic language learners to enhance the learning and teaching process. This study emphasizes the significance of implementing this project, as it can open up new horizons in educational curricula and teaching techniques. Moreover, it can contribute to spreading the use of the Arabic language and facilitating its acquisition, exchange, and dissemination globally, leading to positive outcomes on all levels. The current study also presents the most crucial benefits resulting from the digitization of the Arabic language, including supporting the self-learning strategy that has dominated most traditional methods. It also reinforces the status of the Arabic language in cognitive and scientific systems, blogs, and speech communication. One of the benefits is the easy acquisition and exchange of Arabic language skills, especially with the availability of various smartphone applications that have become indispensable in this era. Furthermore, the study addresses the significant challenges and difficulties facing this project and suggests appropriate solutions to overcome them. To what extent has the Arabic language benefited from this new digital transformation based on AI in the present era? And to what extent can the Arabic language rely on AI in the future so that its speakers can enhance their linguistic skills and proficiency in writing and speaking?

Differentiated teaching practice in junior high school physical education teaching

This article explores the application and effectiveness of differentiated teaching in junior high school physical education. Through the case analysis of Boya Experimental School in Shenzhen, Guangdong Province, the study found that differentiated teaching can effectively address individual differences among students, enhance their interest in physical education learning and sports skills. Specific implementation strategies include designing personalized teaching plans, innovating teaching content and methods, and diversifying evaluation systems. Case studies have shown that differentiated teaching significantly improves students' physical fitness, participation, and satisfaction. Teachers face issues of increased workload and uneven resource allocation during the implementation process. Future research should expand the sample size and explore how to use technological means to further improve the efficiency and quality of differentiated teaching.

Behind the Screens: Evaluating the Effectiveness of Zoom in EFL Learning and Teaching in Higher Education

This study examines the usage of Zoom platform features and functions in managing EFL classes from the perspectives of students and their instructors. The study used a mixed-method approach. Quantitively, a questionnaire was distributed to undergraduate EFL students enrolled in advanced English courses (B2) in the first semester of the academic year 2023/2024 in a Palestinian university. The questionnaire was complemented by interviewing nine EFL instructors who have utilized the Zoom platform in their EFL classes. The quantitative data were subjected to statistical analysis whereas the interview data were analyzed thematically to obtain qualitative insights. The findings of the study revealed that Zoom features and functions significantly boost the online language learning experience in the EFL classes according to the students’ views. The students highly appreciate the features of recording, raising hands, screen-sharing, mute/unmute controls, file-sharing, and chat box while learning the English language. The results also indicate that both male and female students have similar views on the efficiency of Zoom features and functions. The analysis of the qualitative data reveals that EFL instructors largely utilize Zoom features and functions in their EFL classes and appreciate the benefits of these tools. Nevertheless, the results demonstrate that the instructors encounter some challenges primarily related to technical issues. The findings provide valuable views to the field of language learning and teaching through building on the experiences of undergraduate students and instructors with the context of EFL.