Classroom Processes Research Articles

Implementasi Manajemen Sarana dan Prasarana di Pesantren: Studi Kasus Dayah Terpadu Al-Muslimun Lhoksukon Aceh Utara

Adequate and standardized educational facilities and infrastructure are important factors in supporting the success of the learning process in classroom and educational programs in dorms. Therefore, it is important for dayah managers to pay more attention to the management and maintenance of facilities to be used optimally and contribute to improving the quality of education. The purpose of this study is to describe the practice of facilities and infrastructure management in Dayah Terpadu Al-Muslimun Lhoksukon North Aceh. The method used in this research is qualitative descriptive. The data collection techniques used are observation, interview, and documentation. The research subject is the head of facilities and infrastructure. The results of this study explain that Dayah Terpadu Al-Muslimun has carried out facilities and infrastructure management activities, including conducting needs analysis and planning, procurement, distribution, maintenance, inventory, and disposal. The effective and efficient implementation of facilities and infrastructure has implications for increasing efficiency in time and energy, learning quality, student motivation, parental involvement in education, and the image of the dayah in the community.

Development of pre-school math skills based on an instructional design with creative drama

It is known that the foundations of learning in the cultural and educational process are laid in the preschool period. In this period, children acquire information on many different subjects by interacting with their environment in every field. Suggestions, intuitions, and experiences lie in the formation of this knowledge. Children, who learn mainly through intuition, gain experiences thanks to the mutual symbolization they make with objects. In this process, they try to make sense of what they perceive according to their experiences. In this study, it was aimed to improve the mathematical skills of preschool children with the use of creative drama techniques, based on the strategies suggested in the instructional design model of Seels and Glasgow, and accordingly, the teaching processes were designed with sessions and activities that included two classroom processes and discussed within the scope of the literature. Keywords: Creative drama; game; instructional design (ID); mathematical skills.

Modern Trends in Further Professional Education of Judges: Russian and Foreign Experience

Introduction. Modern further professional judicial education has a direct impact on the institutional and personal parameters of judicial independence and has a public significance as a guarantee of a judge's competence during his long career. The relevance of the research consists in development and substantiation of theoretical and methodological foundations of further professional education of judges as an independent form of their continuing education. The aim of the article is to systematize Russian and foreign experience in the organization of judicial professional development, to fill in the need for a comprehensive solution of legal, organizational and educational issues of judicial re-training, to substantiate promising models of the educational process and educational practices of continuous training of judges. Materials and Methods. The object of the study was further professional education of judges as a state-legal and educational institute. The comparative nature of the research, based on the study of modern domestic and foreign experience in organizing further education for judges, provided data that had not previously been analyzed in the Russian scholarly literature. On the basis of a comprehensive (interdisciplinary) approach, conclusions were obtained concerning both the issues of legal regulation of the procedure of further professional education of judges and issues of pedagogical nature. A systematic analysis of further professional education of judges predetermined the identification of specific features of teacher training, the nature of training programs, methods and technologies of training of judges. Sociological methods were used to formulate conclusions on the conditions of admissibility of the electronic educational process in the judicial classroom. The research drew on electronic resources that reveal organizational peculiarities and educational practices of national and foreign judicial schools. Results. Regularities determining the trends in the evolution of further professional education of judges in Russia and abroad have been determined and disclosed. Models of judicial schools operating in foreign states depending on their legal status, nature and types of educational processes were identified. The principles of organization of further professional education of judges, allowing to distinguish this type of education from traditional systems of higher legal education, were substantiated. Proposals for improving the legal and educational model of the Russian judicial school are formulated. Discussion and Conclusion. The results of the study can be useful for the further development of the theory of specialized judicial education, the definition of the legal status of the Russian judicial school that performs the functions of continuing education of judges, as well as for improving the educational process, given the need for methodological diversity of further programs and methods of training of judges.

EFL Learners’ Experiences in Using Zoom Meeting during COVID-19 Outbreak

Because of Covid-19 pandemic, the use of online platform, included Zoom meeting, in EFL classroom facilitating the learning process is gaining ground. As the students are widely involved in the use of this platform, it is essential to investigate the students’ experience in using the platform. Using questionnaire and reflection, the data were collected from seventeen English Education Department students, and analyzed qualitatively based on the intrinsic pleasantness, novelty, goal/need significance, coping potential, and norm/self-compatibility. The study indicates that the students experienced the benefits of the platform in learning such as it can help them to learn and resemble the real class, its various interesting features enables us to record and save videos during the meeting, to use the filter, to schedule online meetings, to facilitate clear presentations like displaying power points, to use a video call. However, most of the students sometimes need to cope with the unstable network which is one of the requirements to use Zoom meeting. Therefore, this study implies that Zoom meeting can be a good alternative to change the teaching and learning process in real classroom during Covid-19 outbreak. Keywords: COVID-19; Learners’ experience; Zoom platform.

Teacher Trainees’ Vision of Their Future English Classes

Abstract In recent years, there has been a growing body of literature focusing on teacher identity and teacher beliefs, which are key aspects in understanding classroom processes. While there is an increasing number of studies regarding the identity and beliefs of practising teachers, studies on trainees are rare, and studies aiming to compare and contrast different learning environments are even less frequent. The aim of the present study is to investigate the ways in which different socio-cultural contexts influence student teachers’ vision of their future professional identity and that of their future ideal lessons. Our participants are English-language teacher trainees from Szeged (Hungary) and Miercurea Ciuc (Romania). At the time of the data collection, they had not yet started their methodology courses or their teaching practice. As the first step of a longitudinal study, they were asked to create a visual image of their ideal future lesson by drawing or making a collage. Also, they were asked to supplement their images with a written explanation. The results indicate that pre-service teachers have very specific ideas about their ideal lessons, and their images reflect plenty of details and a great variety of different aspects.

A Validation Study of the Assessing Classroom Sociocultural Equity Scale (ACSES) in Pre-Kindergarten to Third Grade Classrooms

ABSTRACT Research Findings: Despite widespread calls to advance equity in early childhood classrooms, there are few observational measures of equitable classroom processes that can be used for academic research or professional development for teachers. In this study, we investigate the psychometric properties of an observational measure of equitable sociocultural interactions, the Assessing Classroom Sociocultural Equity Scale (ACSES 2.0). Videos (n = 348) were coded from Pre-Kindergarten to third-grade classrooms in an urban city in the Midwest. Descriptive results indicated that teachers rarely engaged in instructional activities focused on racial equity or fairness and infrequently connected lessons to children’s home lives. ACSES showed convergent validity with a widely used measure of teacher–child interactions, the CLASS. Specifically, higher levels of Inequitable Discipline predicted higher levels of CLASS Negative Climate (r(138)=.359, p < .01), and higher levels of Inequitable Discipline predicted lower scores across all other CLASS dimensions. Exploratory factor analysis supported a seven-factor solution for ACSES. Practice or Policy: The results support the usage of ACSES in Pre-Kindergarten and early elementary settings. The implications of ACSES for both research and practice are discussed.

The Use of Communication Strategies to Compensate for Gaps in Classroom Communication: The Case of the University of Cape Coast, Ghana

&#x0D; Classroom interaction is very critical to the teaching and learning process in the second language classroom and speakers may encounter difficulties in expressing their communication intentions as a result of gaps in their linguistic repertoire. Necessarily, this study was conducted to ascertain the strategies students and lecturers of the University of Cape Coast use to compensate for gaps in their classroom interactions. The concurrent mixed method approach was used to study 128 students and 2 lecturers of the Department of Arts Education of the University of Cape Coast. Questionnaires and a structured observation guide were used to collect data from students and lecturers. It was found that students prefer to use non-linguistic means (indirect strategies) to convey their meaning. In contrast, lecturers prefer to use strategies that engage students in the conversation (interactional strategies). Fillers, self-rephrasing, and self-repetition were found to be the most frequently used strategies by students and lecturers. The study concluded that interactional strategies are often used by lecturers as a teaching methodology even though excessive use of communication strategies sometimes disrupts instructional hours and impedes the proper acquisition of the English language. The study also recommends using more learner-centered teaching methodologies, which will allow students to self-learn the second language by practicing it.&#x0D; &#x0D; &#x0D; &#x0D;

MODEL OF BLENDED LEARNING IN HIGHER EDUCATIONAL INSTITUTIONS: DEVELOPMENT, IMPLEMENTATION AND EVALUATION

The paper examines the problem of blended learning modeling to ensure high-quality vocational training of specialists-to-be of various profiles at higher education institutions of Ukraine. The purpose of the research is to develop a model of blended learning for higher education institutions and to analyze the results of its implementation in the educational process. It was concluded that there are quite a few approaches to the development and practical implementation of blended learning models. In the paper blended learning is considered as a reasonable combination of the traditional educational process in classrooms with distance learning, students' self-study and the use of digital technologies, which takes place according to a certain scheme. The concepts of "blended learning" and "hybrid learning" as well as several existing models of blended learning are analyzed. The generalized model of blended learning at higher education institutions along with its visual representation has been developed. The implementation of this model allows practitioners to combine different types of educational activities in the process of face-to-face and remote classes in exactly the combination that is necessary to achieve the expected results under the conditions of a specific higher education institution. The results of a survey conducted at Bogdan Khmelnitsky Melitopol State Pedagogical University are given. During the survey attention has been paid to the following aspects: how students understand the essence of blended learning as well as the difference between the use of distance learning elements in the face-to-face learning process and the full application of distance and blended learning technologies during quarantine; students' attitude to traditional, blended and distance learning; how students perceive the educational process organized on the basis of the proposed generalized model of blended learning. In addition, it has been found out which digital technologies are used at universities for the organization of blended learning. In general, according to the results of the survey, the expediency of using the developed model has been confirmed and promising directions of scientific research in the field of blended learning have been determined.

Communication Skills Profile of Pre-Service Biology Teachers

The focus of learning design and learning innovations for the twenty-first century is preparing students with communication skills. Students must have communication skills to effectively transfer scientific knowledge, processes, knowledge, insights, and other important data. This study aimed to determine the profile of communication skills possessed by pre-service biology teachers at IAIN Ternate. This is a quantitative descriptive study involving 65 students from the Tadris Biology Department at IAIN Ternate. The research was conducted during the even semester of the 2021/2022 academic year. Observation sheets of verbal and nonverbal communication were used to collect data. The technique for collecting data is direct observation (experience) of the learning process and interactive class discussion in the target classroom. The results indicated that pre-service biology teachers' verbal and nonverbal communication abilities were extremely deficient. These findings provide educators with an overview of effective learning approaches for training students to be independent and proficient in 21st-century skills

Using Dialogic Writing Assessment to Support the Development of Historical Literacy

AbstractThough discipline‐specific approaches to literacy instruction can support adolescents' academic literacy and identity development, scant attention has been paid to ways of targeting such instruction to address individual student needs. Dialogic writing assessment is an approach to conducting writing conferences that foregrounds students' composing process so that teachers can assess and support that process with instructional feedback. Because such feedback is immediate, teachers can observe how students take it up. While dialogic assessment has shown promise as an approach to revealing and supporting students' writing processes in English Language Arts classrooms, it remains to be explored how this approach can support developing writers in other subject areas. This paper offers an analytic narrative account of how a high school social studies teacher used this method to support the writing process of one student, exploring what the method revealed about the challenges the student faced in writing about history, the gaps and misconceptions in their understanding of history and the intersection between the two. We discuss how certain ‘mediational moves’ the teacher employed enabled the student to compose collaboratively with the teacher, and in this collaborative composing, to capture ideas that she later used in her independent writing.

An exploratory study of English-language learners’ text chat interaction in synchronous computer-mediated communication: functions and change over time

The use of text chat in synchronous computer-mediated communication (SCMC) could help remedy the widely reported lack of active involvement in online language learning. However, the nuances and complexities of learners’ text-chat actions warrant further examination. This exploratory study used observational data collected from 40 students in a graduate-level Academic English course at eight time points across a semester to analyze the functions of text-chat interaction in an SCMC setting and to capture how their text chat changed over time. This led to the identification of five functions of text-chat interaction (i.e. cognition, metacognition, socio-affect, organization, and technology), suggesting that cognitively meaningful learning occurred immediately through such interaction. Over time, there was a decline in the quantity of text-chat interactions. In addition, the patterns of chat between students and the teacher were somewhat different from those observed among students. In the former case, text quantity diminished, especially in the category of cognition; but in the latter, students engaged in more text chat with their peers to show affect, cognitive agreement, and disagreement over time. The study’s findings regarding the complex dynamics of an authentic process in SCMC language classrooms have considerable practical value in facilitating interaction in similar language-learning contexts.

Mathematics learning and the students' reality in the context of rice farming

The paper presents the planning and implementation of a classroom practice, with the aim of analyzing the articulation of students' reality and the learning process in mathematics. The students' reality considered refers to a municipality in which rice farming predominates and there is also a project to implement an environmental protection park. The study has a qualitative approach, and analyzes the classroom process and the data derived from it. The central theoretical contribution is based on Critical Mathematics Education, both in practice planning and in data analysis. The results indicate the importance of considering the reality of students in the classroom by allowing an attribution of meaning to the mathematical concepts covered, by allowing a reading of reality based on mathematical interpretation, and by allowing reflections on reality by articulating the background and foreground from the students.

Flipped Classroom and Peer Learning: A New Approach to the Educational Process at University

In this paper, a new flipped classroom model at the university emerged. The innovation of the model lies in the combination of two methods of the students' learning process: students work together in small groups before the class (cooperative learning) and also conduct presentations in groups within the class (group peer tutoring). Indeed, during the semester students alternate in the roles of the tutor and the tutee in the classroom process. The teaching experiment was carried out at the Department of Business Administration of the University of Patras in the context of the Calculus course of the 1st semester. Of the 344 participating students, 179 chose to follow the procedure of the flipped classroom while 165 the traditional lecture. It was revealed that the proposed model of the flipped classroom induces the students’ academic performance of the students. In addition, this level of academic performance is maintained even after the semester in mathematics and in courses in different cognitive subjects. The proposed flipped classroom model that emerged, can offer benefits to the educational process and the students in terms of both traditional and distance learning environments.

Motivation to Learn Online: The Case For Social Support

This study discusses the motivation of students to learn online in public universities in Malaysia. Internet access has made online learning possible and enhanced the learning process from the physical classroom to the virtual classroom. Moreover, integrating Information, Communication, and Technology (ICT) is extremely beneficial to both teachers and students because it can support the teaching and learning process in the virtual classroom. With the acceleration of technology in education, students and teachers must be highly motivated to grasp the sufficient skills to use technology to convey knowledge. Hence, this quantitative survey is conducted to examine the influence of social support, expectancy and value in giving the motivation to learn online among students. The second objective is to investigate the relationship between the variables. The questionnaire instrument was adopted from a previous study conducted by Fowler, S. (2018) and a total of 102 students from public higher education were collected. There are four sections with related questions to measure the three factors under study. In general, the result revealed that social support, expectancy, and value influence the motivation to learn online and the existence of a positive relationship between them is also predicted. Therefore, this research work can be seen as a guide to be motivated to learn online, one must have social support, expectancy, and value.

Evaluation of University Students’ Views on the Gamified Classroom Model

With this study, it is aimed to determine the opinions of university students about the gamified classroom model. In this context, gamification activities were used in the classroom process of the gamified classroom model. The study group of the research consisted of 62 university education faculty students who are continuing their education in voluntary universities. The research was carried out in the 2021–2022 fall academic year. In the study, university students were trained in a gamified classroom environment for 4 weeks in order to determine their views on the gamified classroom environment. In the research, semi-structured interview questions developed by the researcher were used to collect data. The questions used in the research were collected by university students with voice recorders. The analysis of the data was interpreted in detail with content analysis. As a result of the research, it has been seen that university students have a positive effect on both their motivation and their lessons with gamified education. Kahoot has been the most preferred application among gamified educational environments. It is concluded that gamification trainings increase students’ interest in the lesson, their success and cooperation.&#x0D; &#x0D;

ЦИФРОВА КОМПЕТЕНЦІЯ ОСВІТЯН В УМОВАХ НЕВІДКЛАДНОЇ ЦИФРОВІЗАЦІЇ ОСВІТИ

The article highlights the concept of emergency digitalization of education as a response to the realities of today’s educational processes, determined by the restrictions of physical contacts due to the Coronavirus pandemic, and further by the lack of possibility for conducting educational process in classrooms due to the war in Ukraine. Digital competence is seen in the article as one of the key competences of educators who currently face the challenges of emergency digitalization of education. While highlighting the elements and structure of digital competence of educators, the article is grounded on the provisions of the European framework of digital competence of educators as a model for defining the essence of digital competence. The article outlines six main areas of digital competence, which focus on various aspects of professional activities of educators, and briefly describes each of them: professional engagement, digital resources; organization of training; assessment; expansion of educational opportunities; facilitating learners’digital competence. The main tasks placed before educators in the context of the digital competence formation have been identified in the article. They include, in particular, the identification and selection of appropriate digital resources, taking into account the context and objectives of learning; critical assessment of the reliability of digital products and resources; restrictions on the use or reuse of digital resources (copyright, file type, technical requirements, legal provisions, availability); the ability to assess the benefits of digital resources in addressing a specific learning goal, the level of digital competence of a particular learner, as well as the correlation of the pedagogical approach with digital resources; ability to select and combine existing digital resources or their parts, to create new digital educational resources and products; collaboration in the field of digital educational resources.

Analysis of the Current Situation of Teaching and Learning of Ideological and Political Theory Courses by Deep Learning.

The objectives are to solve the problems existing in the current ideological and political theory courses, such as the difficulty of classroom teaching quality assessment, the confusion of teachers' classroom process management, and the lack of objective assessment basis in teaching quality monitoring. Based on Artificial Intelligence (AI) technology, a designed evaluation method is proposed for teachers' classroom teaching and solves some problems such as high system cost, low evaluation accuracy, and imperfect evaluation methods. Firstly, the boundary algorithm system is introduced in the research, and the Field Programmable Gate Array (FPGA) by deep learning (DL) is used to accelerate the server hardware network platform and equipped with pan tilt zoom (PTZ) and manage multiple AI + embedded visual boundary algorithm devices. Secondly, the network platform can manage the PTZ and focal length of Internet protocol (IP) cameras, measure, and capture face images, transmit data, and recognize students' face, head, and body postures. Finally, classroom teaching is evaluated, and students' behavioral data and functions are designed, debugged, and tested. The research results demonstrate that the method overcomes the problem of high system cost through edge computing and hardware structure, and DL technology is used to overcome the problem of low accuracy of classroom teaching evaluation. Various indicators such as attendance rate, concentration, activity, and richness of teaching links in classroom teaching are obtained. The method involved can make an objective evaluation of classroom teaching and overcome the problem of incomplete classroom teaching evaluation.

Investigating cognitive presence in the enactment of Blended Learning for learning English Speaking: The perspective from the higher education in Indonesian Context

Blended learning is experienced by many educators widespread all over the world, especially during this pandemic time. Even so, not many of them can ensure the effectiveness of the classroom process in providing meaningful learning and achieving learning aims. Even though a number of studies of blended learning in teaching English in the EFL context have been conducted, there is a scarcity of research that explores the students’ cognitive presence in attending the course with the learning mode of delivery. Understanding the elements of blended learning, such as cognitive presence, is crucial in creating interactive learning that contributes to the success of both learning modes, either face-to-face or online learning. Furthermore, the need of exploring cognitive presence in the implementation of blended learning is to encourage students' critical thinking and depth of knowledge. To fill the void, this qualitative study aims at investigating the students’ perspective on their cognitive presence in learning English speaking by involving 6 preservice teachers in their sophomore years of study using interviews to dig into the phenomenon and collect the needed data. The data were analyzed by using an interactive model in which the researchers carry on the data condensation, data display, and drawing conclusions. This study envisages recommendations regarding the plethora of ways shown by students in constructing and confirming meaning in shaping meaningful learning while doing blended learning. Furthermore, this study contributes to educators, language learners, and language policymakers in providing and paving the working principles in carrying out blended learning to get a successful instructional process

E-tutors’ instructional strategies in teaching the design process in virtual classroom: A case in an Open Distance eLearning (ODeL) environment

The technology curriculum is positioned to have the same status as those in mathematics and science curricula. This existence is supplied as a means of advancing knowledge and contributing to key insights into the subject's design process curriculum, particularly in the context of an ODeL. Innovative instructional methodologies are better positioned to develop design process knowledge within the needs of the ODeL environment to meet this requirement. "How did the e-tutors' gained pedagogical knowledge effect the students' learning of the design process?" was studied as a question to help the inquiry get more important insights. This work used a quantitative way to answer the main research question by allowing students to describe how they believe their e-tutor abilities to select instructional tactics to teach the design process. The quantitative data was employed as a scope and depth of comprehension and confirmation of the data gathered in the quantitative approach. Three hundred fifty postgraduate students were chosen from a year module of a degree as a sample. The instructional tactics of the e-tutors in teaching the design process in the virtual classroom were evaluated through an online survey. In the results of the study, in virtual classroom settings, e-tutors were found to have less ability to innovate and employ a broad educational style. It can be recommended to use an alternative model of e-tutor appointments instead of using the existing.

Classroom Processes and Students’ Learning

The study shows how classroom processes relate to students' learning outcomes in Urdu and English. For this purpose, five tools were used by the researcher in the Government Schools of Bahawalpur. The observation checklist by (Allwright, 2014); was used to personally observe the lectures of Urdu and English subjects by the researcher to check the verbal interaction between teacher and students and record these lectures. Second tool; test of English for 9th class, third tool; for the test of Urdu 9th class, fourth tool; for the test of English for 10th class and fifth tool; for Urdu 10th class were developed and conducted in same classes where observations were taken. After analyzing the data, the result was concluded, showing that classroom interaction is highly related to student learning outcomes. There was a negligible relationship between classroom management and students' learning outcomes. It was found weak but positive relationship between students learning outcomes and repetition reinforcement. There was a weak but positive relationship between students learning outcomes and encouragement and evoking stimulus by teachers. Research confirms that there was a negligible but positive relationship between teacher information explanation during lectures and students' learning outcomes. So Teachers should spend more time on students' learning instead of classroom management, discipline, and behaviors. Teachers are the lighthouses; who are working to guide the learners. Policy recommendation for Government Schools is; that highly qualified teachers should be appointed in Schools who are experts in the subject language, have effective communication skills, and have command of teaching and learning processes. Government should provide facilities to schools like language laboratories for language teachers for the better and more effective learning environment