Preferred Teaching Research Articles

University teachers’ well-being in ICT-enhanced teaching: The roles of teacher self-efficacy and teaching support

In the context of information and communication technology (ICT)-enhanced teaching, teacher well-being plays a crucial role in promoting teaching effectiveness and students’ learning achievement. Drawing on the interactionist model of teacher well-being, this study investigated university teachers’ well-being (e.g., emotional exhaustion and teacher engagement) in ICT-enhanced teaching and its associations with their self-efficacy (e.g., classroom management, instructional strategy and course design) and teaching support (e.g., autonomy support, teaching resources and peer support). The results of an online questionnaire survey conducted among 836 university teachers in China indicated that the enhanced integration of ICT into teaching practices neither impaired teacher engagement nor caused them significant emotional exhaustion. Instead, adequate teaching resources and autonomy support contributed positively to both teacher self-efficacy and engagement. Increased efficacy in course design and classroom management alleviated their emotional exhaustion. Moreover, teacher self-efficacy significantly mediated the effects of autonomy support on emotional exhaustion and teacher engagement. These results have practical implications for understanding and promoting university teachers’ well-being as well as teaching effectiveness in ICT-enhanced teaching environments. Implications for practice or policy Administrators may consider providing adequate resources geared towards enhancing university teachers’ confidence and engagement in ICT-enhanced teaching. Administrators may avoid introducing excessive and burdensome initiatives to university teachers to prevent teacher emotional exhaustion. University teachers may be granted significant autonomy in selecting their preferred teaching platforms, methods and materials to meet their specific needs and preferences in ICT-enhanced teaching.

Students’ Perception of Online Equine Courses and How It Affects Their Learning

Courses that are typically hands-on, like equine science, may be more challenging online, but there is a higher demand for online offerings. With an increase in students taking online equine courses, a review of teaching methods was conducted to determine students' preferred teaching tools in online equine courses. The survey was sent out to students at approximately 10 universities that offer equine science courses online that had previously or were currently enrolled in an online equine-focused course and was completely voluntary. Of the 77 respondents, 71 (92%) were female, 6 (8%) males, and the majority (96%) white. The primary reasons students chose an online equine science course was because it fit their schedule better (n = 8; 24.5%) and the course was only offered online (n = 36; 23.2%). Students found videos (n = 62; 92.5%) and readings (n = 57; 85.1%) were extremely or somewhat beneficial teaching methods. Half (n = 34; 50.8%) of the students felt they learned as much in their online courses as in a traditionally taught course. Additionally, students indicated they received a quality education in equine science courses whether taught online (n = 55; 82.1%) or in a traditional in-person (n = 49; 73.1%) format.

Exploring teacher learning through a hybrid cross-cultural lesson study in China and the United States

PurposeThis study aimed to explore teachers' learning processes through a hybrid cross-cultural lesson study (LS) because little is known about the learning process through this novel and promising LS approach.Design/methodology/approachThis cross-cultural LS lasted over six months focusing on developing a research lesson (RL) related to linear functions/equations by addressing a commonly concerned student learning difficulty. The data collected were lesson plans, videos of RLs, cross-culture sharing meetings and post-lesson study teacher interviews. A cultural-history activity theory (CHAT) perspective (Engeström, 2001) was used as a theoretical and analytical framework, and contradictions were viewed as driving forces of teachers' learning. The data were analyzed to identify contradictions and consequent teachers' learning by resolving these contradictions.FindingsThe results revealed four contradictions occurring during the hybrid cross-cultural LS that are related to the preferred teaching approach, culturally relevant tasks, making sense of the specific topic and enactment of the RL. By addressing these contradictions, the participating teachers perceived their learning in cultural beliefs, pedagogical practice and organization of the lesson.Research limitations/implicationsThis study details teachers' collaborative learning processes through hybrid cross-cultural LS and provides implications for effectively conducting cross-cultural LS. However, how the potential learning opportunity revealed from this case could be actualized at a larger scale in different cultures and the actual impact on local practices by adapting effective practices from another culture are important questions to be investigated further.Originality/valueThis study expands teacher learning through cross-cultural LS by focusing on contradictions cross-culturally as driving forces.

Perception of the utilization of teaching methods by student nurses in South-east Nigeria: A Cross-sectional study

Aim: The study aims to ascertain the student’s perception of the utilization of teaching methods by nurse educators in nursing education institutions in southeast Nigeria. Design: A cross-sectional study design was used. Method: Multistage sampling was employed to randomly select 11 nursing education institutions in south east Nigeria. Data was collected from 328 students using a self-administered questionnaire and analyzed using SPSS version 21. Hypotheses were tested using the Mann-Whitney and Kruskal-Wallis test at the 0.05 significance level. Result: All 328 student nurses completely filled out and returned the distributed questionnaire. Of the respondents, 83.2% were female, and 16.8% were male. Most nurse educators were perceived to use all the enumerated teaching methods optimally, except for the introduction of games during teaching. However, 97.2% of the students preferred all the identified teaching methods for various reasons. The demographic profile of students (gender, year of study, except age) significantly influenced their perception of the teaching methods utilized by the educators. Conclusion: Students acquire nursing skills through formal instruction and practical experiences, as seen in the Dreyfus model of skill acquisition (2004) and student preferred teaching methods that enhance exchange of ideas and interactive Ness. Hence, nurse educators should consider student nurses age and preferred teaching styles to ensure well imparted knowledge.

The effects of reciprocal, self–check, and command teaching styles on dance learning

Background and Study Aim. Implementation of dance in physical education is in conformity with the requirements of modern education which fosters lifelong exercise for health and quality of life. The study aimed to determine which of the applied teaching styles would have the most significant impact on dance learning and the improvement of dance performance. Additionally, to assess the effects of these teaching styles on factors such as Task climate, Social relatedness, Autonomy, and Ego climate, as well as the relationship between these effects and gender. Material and Methods. The study was carried out on a sample of 58 students attending a university study program for a Physical Education teacher, aged between 20 and 22, divided into three groups: reciprocal (N=19), self-check (N=18), and command (N=21). The study utilized the Motivational Climate on Physical Education Scale (MCPES). Results. The two-way Analysis of variance and the Tukey Post Hoc Test were used to analyse the differences in teaching styles as well as differences according to gender. During the learning process, differences between teaching styles progressively increased. The preferred teaching style in partner dances was the reciprocal style, which led to a significant improvement in the learning process, particularly among female students. Conclusions. The obtained results suggest that the reciprocal style is the most effective method for learning dances that are performed in pairs. Student-centred teaching style more than teacher –centred, should be preferred when learning dances.

NEED ANALYSIS FOR DEVELOPING PARAGRAPH WRITING MATERIALS BASED ON PROBLEM-BASED LEARNING MODEL FOR INDONESIAN EFL LEARNERS

This study aims to explore models of Paragraph Writing materials based on problem-based learning needed by students and lecturers. A descriptive qualitative method design is employed. It involves thirty- three students and two instructors of the English Department of a private university in Mataram West Lombok, Indonesia who attend paragraph writing class in the academic year 2023-2024. To collect the data, questionnaires, and interviews were used. The finding revealed that students and lecturers preferred teaching materials with understanding part of the paragraph, unity and coherence, and paragraph organization. The topic of paragraph writing material on vocabulary, subject-verb agreement, and part of speech. Learning exercises provide in individual and group, learning exercises which focus on writing topic sentences, supporting sentences and concluding sentences. Evaluation from both theoretical and practical elements, to understand the concept of problem-based learning. To conclude, designing a model of teaching materials for paragraph writing materials based on problem-based learning is needed to conduct to keep up with updated insightful needs. By giving information on the needs of students and educators, this study has shown the capacity to bridge the gap and also recommendation to conduct need analysis regularly for designing Paragraph Writing Material. Keywords: Paragraph writing material, problem-based learning, EFL learners

Discovering the Learning Gradient of Students' Preferences for Learning Environment.

The aim of this study was to examine the effects of online learning self-regulation on learning outcomes during the COVID-19 pandemic lockdown among university college students. Quantitative k-means cluster analysis was used to examine the relationship among students in three different clusters based on their preferences toward online learning. The results indicated that online learning self-regulation had a significant positive effect on learning outcomes due to the shift to online learning. Thus, we identified a "learning gradient" among students, showing that cluster 1 students (preferences for 100% online) have the most positive preferences toward online teaching and the highest degree of self-regulation and learning outcome, cluster 2 students (moderate preferences for both physical and online teaching) are mixed (both positive and negative experiences) and moderate self-regulation and learning outcomes while cluster 3 students (preferences for physical classroom teaching) have the most negative preferences and the lowest self-regulation and learning outcome. The results from this study show that students' self-regulated learning strategies during online teaching environments are important for their learning outcomes and that cluster 1 and 2 students especially profited from the more flexible online learning environment with organized and deep learning approaches. Cluster 3 students need more support from their educators to foster their self-regulation skills to enhance their learning outcomes in online teaching environments.

Learner Preference on the Teaching Modalities in Musculoskeletal Anatomy in the New Normal: A Cross-sectional Study Comparing Dissection Educational Videos and Self-directed Manual to Proctor-assisted Cadaver Dissection

Background. The COVID-19 pandemic affected all medical education because of the suspension of face-to-face learning and stringent protocols. Various methods of teaching were introduced to augment anatomical learning.Objective. As we enter the transition period and loosening of protocols for face-to-face learning, we want to know if these modes of teaching are still preferred and suitable or the traditional proctor-assisted dissection is preferable among first year medical students.Methods. This descriptive cross-sectional study recruited first-year medical students currently enrolled at the University of the Philippines College of Medicine during the Department of Anatomy Learning Enhancement Program (LEAP) from June 13-17, 2022. One station caters to musculoskeletal anatomy. The musculoskeletal station is further divided into four mini stations: a prosected lower extremity cadaver with labels of must know anatomic structures for the proctor-assisted cadaver dissection; a prosected lower extremity with a self-directed manual for the students to follow; a large screen television for the dissection educational videos focusing on the shoulder girdle; and lastly, skeletons for osteology. Thirty minutes were allotted per sub-station in the musculoskeletal station of LEAP. After completing the station, the students were provided with evaluation forms and a 30-item survey to determine the preferred teaching modality in musculoskeletal anatomy.Results. A total of 145 students out of the 178 students participated and answered the survey and evaluation form. Ninety-nine percent of the students rated the proctor-assisted dissection station great and excellent (13% and 86% respectively) and that 86% of the students preferred proctor-assisted dissection among the teaching modalities. Additionally, 89% (46% strongly disagreed and 43% disagreed) and 83% (55% strongly disagreed and 28% disagreed) of the students disagreed that they prefer self-directed module or dissection educational videos over traditional dissection, respectively. Mostof the students also agreed that the inability of face-toface dissection will affect their medical education (35% agreed and 64% strongly agreed) and majority of them thinks that cadaver dissection is vital in their medical education and towards becoming a doctor (14% agreed, 86% strongly agreed). 
 Conclusion. With the plethora of teaching modalities introduced during the pandemic, medical students still preferred the traditional proctor-assisted dissection. However, they see the value of the other teachingmodalities as an added armamentarium in enhancing anatomical knowledge.

Preservice Training in Augmentative and Alternative Communication for Speech-Language Pathologists and Special Education Teachers: Prevalence and Preferences

Purpose: Preservice training is an important step to provide augmentative and alternative communication (AAC) professionals with the skills needed to facilitate inclusion and AAC success. However, existing research has largely focused on evaluating the perspectives of speech-language pathology faculty regarding preservice AAC course design. Thus, identifying important teaching topics and pedagogical teaching strategies for AAC from the perspectives of practicing professionals may provide an avenue for bolstering effective AAC implementation. Method: A total of 67 speech-language pathologists (SLPs) and 330 special education teachers (SETs) in the state of Nebraska completed an online survey investigating the prevalence of preservice training in AAC, preferred teaching topics and strategies, and self-perceived levels of competency immediately following their preservice training in AAC. Results: The majority of SLPs (76.1%) and the minority of SETs (23.5%) indicated receiving a dedicated course in AAC. Participants reported a preference for active learning activities, or a mix of active and passive learning, although specific preferences slightly differed between SLPs and SETs. Participants also indicated a desire for the incorporation of individuals from different disciplines in their preservice coursework. However, strategies for facilitating interactive learning between disciplines require further study. Conclusion: Study findings corroborate and extend existing research and methods for preservice AAC delivery. Supplemental Material: https://doi.org/10.23641/asha.24316996

The Congruence of Teaching Styles Used by Turkish Physical Education Teachers with National Curriculum’ Goals and Learning Outcomes

This study was carried out to determine the congruence of the teaching styles used by Turkish physical education teachers in their lessons with the goals and learning outcomes of the curriculum they are responsible for taking into consideration. The case study design was used and eight physical education teachers serving in middle and high school grades in the central districts of a metropolitan city were involved in this study. In the study, a semi-structured interview form prepared by the authors was used to reveal which teaching styles physical education teachers prefer in their lessons, the reasons for their preference, and the congruence between the teaching styles they use in their lessons and the goals and learning outcomes of the curriculum. Content analysis was used to analyze the data. The results of the study indicated that physical education teachers generally preferred reproduction cluster teaching styles to vary extents and mostly used the practice style. Effective skill learning and effective time management were found to be the most mentioned reasons for teachers to prefer the practice and the command styles more in their lessons. The study additionally revealed that when selecting teaching styles for their lessons, physical education teachers did not take into consideration the goals and learning outcomes of the curriculum. Based on the results of the study, it is recommended that professional development programs be designed to enhance the curriculum literacy of physical education teachers and to inform them of the teaching styles that are aligned with certain goals and learning outcomes.

MEDICAL STUDENTS’ PREFERENCE OF TEACHING METHODS

Background: Medical education has witnessed a massive shift from didactic teaching to the more technologically advanced and sophisticated methods. Blackboard teaching, PowerPoint presentation or a combination of both is still the preferred method in our context. The objective of the study was to find out the preference of teaching method among first year medical students in a private medical college of Nepal. Methods: This descriptive cross-sectional study was conducted on June 2022 after obtaining ethical approval from Institutional Review Committee of Chitwan Medical College. Data was obtained from the medical students upon completion of first year curriculum. Statistical analysis was done using SPSS-21 Results: Among 96 study participants, the more preferred method of teaching was using blackboard (51%). Sixty-three (65.6%) students had never experienced PowerPoint teaching. Seventeen students attended government schools previously. Conclusions: Blackboard teaching still remains the preferred teaching aid among medical students.

The status of e-learning, personality traits, and coping styles among medical students during the COVID-19 pandemic: a cross-sectional study.

The objective of this study was to explore the learning preferences and habits of medical students during the pandemic home e-learning, and to investigate the incidence of adverse emotions, optimistic character level and coping style. To explore the influencing factors of adverse emotions. A cross-sectional survey was conducted in China from March to June 2022. Medical students were recruited from three universities in China, and a questionnaire survey was conducted. The questionnaires consisted of a "e-learning preferences and habits questionnaire", life orientation test questionnaire (LOT-R), and simple coping style questionnaire (SCSQ). Finally, a total of 492 medical students who met the inclusion and exclusion criteria became the research subjects and completed the survey. A total of 57.7% believed they experienced no adverse emotions during home e-learning. ① During the COVID-19 pandemic, the score of optimistic personality of medical students was (7.25 ± 1.933), and the score of pessimistic personality was (5.82 ± 2.240). The score of positive coping was (21.75 ± 5.379), and the score of negative coping was (11.75 ± 3.611). ② The occurrence of medical students' adverse emotions during e-learning was influenced by "Whether there is a private, quiet space to study", "Degree of knowledge mastery", "Physical discomfort or not", "Keep a regular schedule or not", "Optimistic personality tendency". This study demonstrates the during home e-learning, most medical students have their own learning equipment and can meet their learning needs. Their favorite mobile device to use is a mobile phone, and their favorite method of teaching is to provide course playback. More than half of medical students believe that they have some inconvenience in conducting research during home e-learning. With regard to teacher's real-time screen, the largest number of medical students support teachers turning on live screens so that they feel like they are interacting with the teacher. The preference for blended teaching is highest among medical students. In general, medical students were highly adaptive of the newest e-learning approach. Based on the statistic analysis, the factors that "Whether there is a private, quiet space to study", "Degree of knowledge mastery", "Physical discomfort or not", "Keep a regular schedule or not", and "Optimistic personality tendency" may be the influencing factors for the occurrence of adverse emotions.

The Perspectives of Suadi University Instructors and Learners on the Product and Process Approaches to Second-Language Writing

This study investigates instructors’ and learners’ perspectives on using the product and process approaches to teach second-language writing at a Saudi University, focusing on the variations in perspective between instructors and learners. To this end, the researcher undertook a mixed-method study. Two questionnaires, each consisting of ten items, were used to collect data from 72 participants (47.22% instructors, 52.78% learners); the data were analyzed using the independent samples t-test function of IBM SPSS statistics 28.0. In addition, semi-structured interviews with 12 participants (50% instructors, 50% learners) were conducted to gain a holistic picture. The overall findings reveal no statistically significant difference between instructors’ and learners’ perspectives on the product approach to second-language writing. However, the findings indicate a statistically significant difference in their perspectives on the process approach; instructors perceived the process approach to writing more positively than learners. The current study assists instructors in assessing whether their preferred teaching approach differs from that of their students, enabling them to adopt an ideal approach for both parties.

Enhancing Solid Waste Management Education: Understanding Engineering Students’ Preferences for Teaching and Learning Methods

Solid waste management stands as a crucial pillar of sustainable development, addressing global concerns about waste generation and its ecological impacts. To equip future engineers with the requisite knowledge and skills, effective educational strategies are essential. This study explores the preferences of engineering students for teaching and learning methods within the context of solid waste management education. Through a comprehensive descriptive analysis, data was gathered from 51 participants using a structured questionnaire. The findings reveal a strong inclination towards active learning approaches, such as hands-on activities and real-life case studies, indicating a preference for practical and experiential learning. Moreover, students expressed positive attitudes towards the integration of technology and online resources, emphasizing the importance of engaging and interactive digital tools. The study underscores students’ desire for a student-centered environment by valuing their feedback and suggestions in educational design. Additionally, students displayed a preference for engaging and interesting teaching methods that enhance their motivation to learn. Collaborative learning experiences, particularly through group assignments, were also favored. These insights provide educators and institutions with valuable guidance for refining instructional strategies, enhancing curriculum design, and creating engaging and effective learning environments tailored to students’ preferences.

Learning style of medical students and their preferred teaching methodologies in a medical college in Nepal: a descriptive cross-sectional study

Introduction: Each individual learns differently. Honey and Mumford classified learning styles as activists, reflectors, theorists, and pragmatists. This study was conducted to find out the frequency of learning styles and preferred teaching methodology of students in a medical college in Nepal. Methods: Two hundred MBBS students participated in this study who were selected through a stratified sampling technique using students’ class year as a stratum, followed by a simple random sampling method. Honey and Mumford’s learning style questionnaire was used to determine learning styles. A self-developed questionnaire was used to find their preferred teaching methodology. Results: Of the total, 139 males and 61 females participated in the study where 9 (4.5%) students were activists, 21 (10.5%) were theorists, 112 (56%) were reflectors, and 24 (12%) were pragmatists. Out of all participants, 50 (25%) preferred interactive learning, 47 (23.5%) preferred problem-based learning, 59 (29.5%) preferred self-study, and only 2 (1%) students preferred one-way lectures and guest speakers each. Conclusion: The majority of students were reflectors (56%) and pragmatists (12%). Most students preferred self-study (29.5%) but one-way lectures were less preferred. Medical institutions should align teaching strategies with the learning styles of medical students to improve their understanding and performance.

Online Learning Experience of Chinese Graduate School Students in the Philippines

In this study, 10 Chinese graduate students enrolled in five Philippine universities in 2020 and 2021 were interviewed about their comprehensive online learning, to understand their motivation to participate in online learning, their preferred teaching content, their favorite teaching strategies and learning evaluation methods. The results of this study provide valuable help for teachers, teaching managers and teaching management departments to adjust and update the teaching content, teaching methods and management methods in time, and to formulate more scientific and reasonable teaching plans and training plans.

Vocational Interests and Teaching Preferences: Who Prefers Which Teaching Topic in the Nature-Human-Society Subject?

This study focuses on the vocational interests of trainee teachers for kindergarten and primary school, investigating whether the RIASEC-interest dimensions are related to teaching preferences in the Swiss subject of Nature-Human-Society, which is characterized by its multidisciplinarity. Interests are a source of individual differences in people and important to study since they influence intrinsic motivation, and thus, behavior, effort, and occupational decisions. The results of the conducted survey, composed of the Nature-Human-Society questionnaire and the general interest structure test (AIST-R), show, in a sample of 220 participants, that trainee teachers' vocational interests were partly related to their previous experiences in the specific content domains of Nature-Human-Society and slightly differed by gender. The RIASEC interest dimensions of social, investigative, realistic, and partly artistic evidence significant correlations with preferences in the teaching topics of the Nature-Human-Society subject. It became clear that trainee teachers with high realistic and investigative interests and low social and artistic interests tended to prefer thing-related teaching topics, while pronounced social and artistic interests with low realistic and investigative interests were associated with teaching preferences for people-related topics in the subject of Nature-Human-Society. The dominant role of Prediger's people- versus thing-related interest orientation could thus also be confirmed in the choice of favorite teaching topics, signaling that teachers feel comfortable with those topics that match their interest structure.

Attitudes and demands on medical statistical education during the COVID-19 pandemic among undergraduates-postgraduates-teachers: A cross-sectional study in eastern China.

Global coronavirus disease 2019 pandemic leads to the soaring demand for medical statistical applications, bringing a great challenge to medical education at universities worldwide. The purpose of our study is to investigate medical students and teachers attitudes and demands on statistical software education. A multi-city cross-sectional study was conducted in 2021 at medical universities in eastern China. Students and teachers were surveyed through online electronic questionnaires. We collected information on each participant attitudes and demands on medical statistical software usage experience. A total of 895 responses were collected using a validated questionnaire. Most students showed great interest in learning medical statistical software (undergraduates 91.9% vs post-graduates 97.8%, P < .01), thought that statistical software was important (undergraduates 99.2% vs post-graduates 94.7%, P < .01), highly relied on using the SPSS (undergraduates 52.9 % vs post-graduates 77.6%, P < .01) and R package, and felt difficulty in learning statistical software (undergraduates 82.7% vs post-graduates 98.4%, P < .01). Among teachers, the most commonly used statistical software was SPSS (91.2%), followed by the R package. Notably, very few students and teachers thought "Statistical software met needs" (from 21.8% of undergraduates to 8.8% of teachers). There were 75.4% of post-graduates and 96.5% of teachers who thought it was necessary for a university to offer an advanced statistical software curriculum such as the R package in the preferred teaching format of offline class as well as the combination of theory and software practice teaching. This study for the first time demonstrated that most medical undergraduates, post-graduates, and teachers in Anhui Province of eastern China were not satisfied with statistical software usage experience, calling for prompt adjustments to statistical software education in medical universities.

Face-to-Face, Online or Hybrid, Which Model is Preferred by University Students And Why?

Teaching model preferences of current university students and the factors explaining them indicate educators and decision makers how to design future higher education system. The literatüre indicates the importance of teaching, social and cognitive presence, gender and experience for sustainability of online environments. Therefore, this study aims to examine to what degree university students' experiences and opinions affect their teaching model preferences (face-to-face, online, hybrid). 5504 university students participated to the study and the data were collected by an online questionnaire. gender, opinions about the complexity of the learning management system, the sufficiency of digital materials, knowing how to solve problems during online learning, course participation preferences, online teaching methods (synchronous, asynchronous, both) preferences and teaching, social and cognitive presence levels are the factors of the study. Two-way contingency table analyses using Pearson \chi^2 and multinomial logistic regression model (MLR) were applied to determine the factors affecting the teaching model preferences. The results indicated that 71.2 prefered online supported methods (online, hybrid) while only 25.8% preferred wholly face to face methods. Interestingly, more than half of the females preferred face-to-face and hybrid, while more than half of the males preferred online education. the teaching preferences of the students are dependent of the determined variables and Community of Inquiry elements that addressed in this study.

Evaluation of a charge nurse leadership development program.

Evaluation of a charge nurse leadership development program.