Teaching Research Research Articles

Research on the Teaching Mode of Innovation and Entrepreneurship Education Courses in Colleges and Universities based on Virtual Teaching Research Section

This paper takes four colleges and universities in Heilongjiang Province, the teaching mode of innovation and entrepreneurship courses as the object of study,and uses the virtual teaching and research office as a platform to explore how to effectively integrate the links between the employment guidance courses,innovation and entrepreneurship education courses and professional education courses to improve the quality of talent cultivation in the context of the new era. With the help of modern information technology, it breaks the limitations of space,time and geography,and realizes the efficient sharing and optimal allocation of teaching resources.

Characteristics and motivational factors of candidates applying to the Master in Health Professions Education (MHPE) program

ObjectiveTo determine characteristics and motivational factors of applicants applying for MHPE program at a Public-sector University, Karachi. MethodsThis cross-sectional descriptive study, conducted from September till October 2022, included all 60 applicants of MHPE program at Jinnah Sindh Medical University. The survey questionnaire was administered (google form) and comprised questions seeking demographic information, few questions with options to select and 34 statements to be responded on 5-point scale. One open-ended question asking motivational factor/s. Data was analyzed using SPSS and independent sample t-test was used to determine the differences between groups of applicants based on demographic factors. Results48 participants responded, mean age was 35.8 ± 7.3 years, with predominantly males (81.3%), graduates of medical and dental programs (n = 29), and employed in medical education departments (n = 36). Most of the applicants wanted to join the program to improve their teaching skills, especially psychomotor skills teaching (96%) and educational research [90%]. Majority (64.6%) learned about the program through peers, whereas 29.9% independently chose to pursue the program. Their primary motivation stemmed from their inability to secure admission elsewhere and the belief that minimal effort was needed to acquire the degree (mean score 4.58 ± 0.87 and 4.42 ± 0.94), respectively. For medical and dental graduates, comparable responses emerged, displaying a statistically significant correlation (p < 0.05). However, there was mutual disagreement regarding the program's structure and faculty as motivating factors. ConclusionPrimary motivations to earn an MHPE degree were to improve teaching skills. Motivations to apply to this particular program was the failure to be accepted elsewhere and the perception that minimal efforts were needed to complete this program. The program goals and purpose need to be better propagated along with changes in the admission processes in order to encourage those individuals to apply who are motivated to pursue medical education as a career.

A bibliometric and content analysis of student engagement research in English language teaching

Student engagement research in the field of English language teaching (ELT) has substantially increased in recent years. However, there is a research gap concerning the up-to-date analysis of the current state of student engagement research in ELT. This study aims to provide a comprehensive overview of the historical evolution of trends in published articles, the most influential journals, leading researchers, contributing countries and institutions, impactful articles, emerging themes and methodological characteristics of student engagement research in ELT through bibliometric and content analysis. Data for the study were gathered from 175 research articles retrieved from Web of Science and Scopus databases. The findings indicate a growing interest in student engagement research in ELT, with a particular focus on learner psychology and writing skills, while reading, listening, and speaking received considerably less attention. The findings from the study offer resources, research ideas, avenues for publication, professional development, and collaboration. (in Turkish) Öz İngiliz Dili Eğitimi (English Language Teaching - ELT) alanında etkin öğrenci katılımı (student engagement) üzerine yapılan araştırmalar son yıllarda önemli ölçüde artmıştır. Buna karşın, İngiliz Dili Eğitimi alanında etkin katılım araştırmalarının güncel durumunun analizine ilişkin alanyazında bir boşluk bulunmaktadır. Bu çalışma, bibliyometrik ve içerik analizi yoluyla, konuya ilişkin yayınlanan makalelerdeki eğilimlerin tarihsel gelişimi, en etkili dergiler, önde gelen araştırmacılar, katkıda bulunan ülkeler ve kurumlar, etkili makaleler, ortaya çıkan temalar ve ELT’de etkin öğrenci katılımı araştırmalarının metodolojik özellikleri hakkında kapsamlı bir bakış sunmayı amaçlamaktadır. Çalışma için veriler, Web of Science ve Scopus veri tabanlarından seçilen 175 araştırma makalesinden toplanmıştır. Bulgular, ELT’de etkin öğrenci katılımı araştırmalarına artan bir ilgi olduğunu, özellikle öğrenci psikolojisi ve yazma becerilerine odaklanıldığını, okuma, dinleme ve konuşmanın ise çok daha az ilgi gördüğünü göstermektedir. Çalışmadan elde edilen bulgular, akademik dergiler, araştırma fikirleri, yayın, mesleki gelişim ve iş birliğine yönelik öneriler sunmaktadır.

Educational scanning tunneling microscope – open architecture platform for nanotechnology teaching and nanometrology research

Educational scanning tunneling microscope – open architecture platform for nanotechnology teaching and nanometrology research

Methodological characteristics in technology-mediated task-based language teaching research: Current practices and future directions

Abstract In the past two decades, the synergistic relationship among task-based language teaching (TBLT), instructed second language acquisition, and computer-assisted language learning has gained increasing interest.Technology-mediated TBLT combines these three research domains by integrating the use of technology with task-based approaches for second language (L2) learning purposes. Since the emergence of this framework, empirical studies have increasingly explored the incorporation of tasks with technology-mediated settings for L2 learning and teaching purposes. To understand the methodological characteristics of technology-mediated TBLT research to date, we conducted a systematic search and reviewed 254 technology-mediated TBLT studies published between 2000 and 2022 in peer-reviewed journals and book chapters. These studies were coded for methodological features, research foci, and types of technology. We further examined the role of technologies in task performance to identify their effectiveness in creating authentic tasks. The findings revealed that technology-mediated TBLT research investigated a rather limited scope of contexts, learner groups, and linguistic features, with little attention paid to evaluating the quality of task outcomes. The types of technology used were skewed toward computer-mediated communication. The results also showed that studies examined various interactional features, and the majority reported both quantitative and qualitative data. Furthermore, technologies were integrated into task design to create meaningful language use contexts. Based on these findings, we share suggestions for future technology-mediated TBLT research.

Poetry in Teaching &amp; Learning Qualitative Research

This article stems from a workshop presented at the 15th TQR conference on poetry in teaching and learning qualitative research. Over the last few decades, scholars have argued for the use of poetry and other arts-based techniques in qualitative research. Most of the research, however, focuses on using poetry for data analysis and representation. In this article, we shift the conversation to the use of poetry for teaching and learning qualitative research. Starting with a poem in three voices of educator, student, and researcher, we provide an overview of poetry use in qualitative inquiry. We then offer brief overviews of poetic forms such as found poetry, identity poems, haikus, and free verse poetry. Subsequently, we share examples of how we have used these poetic forms in our own teaching and learning of qualitative research. In sharing the reasoning, guidelines, and examples of poetry use in the qualitative research classroom, we invite others wanting to implement poetry in their work to try one or more of the practices.

Trends in pharmaceutical industry payments to US cancer centers, 2014-2021.

11065 Background: US National Cancer Institute-designated comprehensive cancer centers (NCICCCs) receive federal funding to support their public missions. However, these institutions also receive substantial funds (both research and non-research) from the pharmaceutical companies, which have private, for-profit goals. The amount of industry money received by NCICCCs, with respect to their federal funding, is poorly understood. The goal of this study was to examine trends in industry payments to US cancer centers. Methods: NCICCCs were identified (N=51). Industry payments to each NCICCC from 2014-2021 were obtained from Open Payments, and NIH grant funding from NIH RePORT. Given our interest in NCICCCs, we focused on the subset of industry payments (those designated as being related to a cancer drug, both research and non-research) and NIH grant funding (grants awarded by the NCI specifically, as opposed to other institutes) that were likely to be cancer-related (we also measured overall industry payments and overall NIH funding). In order to capture both industry payments and grant funding broadly, we manually identified teaching hospitals and research universities affiliated with each NCICCC and included payments and grants to these as well. All amounts were inflation-adjusted to 2021 dollars. Results: Oncology-related industry payments increased from $320 million in 2014 to $896 million in 2021. NCI funding increased slightly during the same period, from $2,481 million to $2,691 million. Overall industry payments increased from $1,811 million in 2014 to $3,015 million in 2019 (exceeding NCI funding in that year), though overall industry payments subsequently declined to $1,977 million in 2021. Non-research (as opposed to research) payments were the minority of industry payments; the year with the greatest proportion of non-research payments was 2019, at 39%. NCI funding exceeded oncology-related industry payments at all NCICCCs except for two: City of Hope ($1,137 million oncology-related industry payments vs. $311 million in NCI funding) and MD Anderson ($1,040 million vs. $1,001 million). Conclusions: Oncology-related industry payments to NCICCCs has increased substantially more than NCI funding in recent years. Although most industry payments are research-related, a substantial portion are not. A small number of NCICCCs receive comparable or greater amounts of money from industry than they receive in grant funding from the NCI. These trends raise concerns regarding the influence of industry payments and the ability of these institutions to maintain their public missions.

Evolution Trend of Precision Teaching Based on the Visual Analysis of CiteSpace

This review explored precision teaching (PT) research in China, analyzing its trends, and current status, and suggesting future directions. It examined the literature on “precision teaching” and “teaching” in China National Knowledge Infrastructure (CNKI) and Web of Science databases from 2012 to 2022. The review utilized CiteSpace software to analyse the literature, and identify principal research domains, and emergent themes of PT in China and abroad in the past 10 years. Integrating PT with big data analytics, instructional design, teaching modes, and core literacy became key research focuses. “Precision” emerged as a cutting-edge research topic through co-citation networks.

An Overview of Research on Multimodal Teaching and Learning

With the development of modern information technology, there emerges an increasing trend of multimodal teaching and learning. Teachers are required to employ a wide range of materials such as textbooks, diagrams, photographs and drawings to facilitate students’ learning. Thus, the significance of applying multimodal textbook discourse into classroom setting is also becoming increasingly pronounced. This article takes a retrospective look at the related previous studies on multimodal teaching and learning, which cover a wide variety of perspectives, including the multimodal discourse analysis, the multimodal classroom teaching and the multimodal textbook analysis. Based on the literature review, the deficiencies of current multimodal studies and suggestions for further research have been proposed in the last part of the article. The current study can give important enlightenment to the research and practice of multimodal teaching and learning, especially with the aid of the multimodal textbook discourse analysis.

Integrating Regional Culture and College English Teaching by Introducing “Telling Guangxi’s Story” to College English Classes

With globalization, research in intercultural communication and language teaching is becoming more in-depth and extensive. In this context, integrating regional cultural elements into English teaching holds significant value. Exploring the role of regional cultural factors in enhancing cross-cultural communication skills and English learning can offer new perspectives and methodologies for college English education. This study aims to integrate regional culture into college English teaching, particularly focusing on “telling Guangxi’s story.” The goals of this research include improving college students’ learning effectiveness and interest, providing a deeper understanding of Guangxi’s history, culture, and characteristics, and fostering an appreciation and respect for different regional cultures. Additionally, the study seeks to enhance students’ cross-cultural communication skills, cultural cognition, cultural identity, and cultural self-confidence. By doing so, it also contributes to the inheritance and development of local culture in Guangxi, promoting a modern educational approach that bridges local and global cultural understanding.

The virtual classroom divide: how does the self-efficacy gap reshape online learning?

ABSTRACT This study explores the role of self-efficacy in online learning modalities. In particular, the research examines how synchronous and asynchronous online courses affect student learning experiences, depending on the level of self-efficacy. Data were collected from 172 undergraduate students in the United States who have taken both synchronous and asynchronous courses. Findings of two-way repeated measures of MANOVA reveal noteworthy interaction effects between course modalities and self-efficacy. Students with high self-efficacy report more favorable online learning experiences, free from challenges stemming from course modalities. Conversely, students with low self-efficacy report less favorable online learning experiences and grapple with challenges arising from course modalities, reporting that asynchronous course experiences are significantly inferior compared with synchronous courses. The study’s findings provide meaningful implications for research and practice for online teaching and learning in virtual classrooms.

Research on Information Technology Teaching under the Background of Artificial Intelligence

Modern science network technology and artificial intelligence have achieved rapid development in a short period of time, and have become the most critical scientific and technological elements of the contemporary era. With the continuous development of artificial intelligence technology, information technology teaching has also ushered in new opportunities and challenges. How to carry out effective information technology teaching research under the background of artificial intelligence is one of the topics that need to be deeply discussed in the current education field. On the one hand, the development of artificial intelligence technology provides more possibilities and means for information technology teaching. On the other hand, the development of artificial intelligence technology has also brought new challenges to information technology teaching. This paper takes artificial intelligence as the background, analyzes the influence of artificial intelligence on information technology education, and expounds the teaching application of information technology under the background of artificial intelligence.

Research into the impact of an imbalanced teaching-academic research evaluation system on the quality of higher education: based on the mediation effect of the sense of belonging to a university

University faculties are duty-bound to shoulder the functions of both teaching and doing scientific research, but they have been repeatedly criticized for emphasizing research over teaching. The current study analyzes the imbalance between teaching and scientific research in faculty evaluation system from three aspects through both quality study and quantity study: the evaluation subject, the weights difference in promotion, and the prediction of salary. Based on that, the influential effects of unbalanced evaluation system on long-term development of education has been explored. The current study also puts forward the moderating effect of the sense of belonging to colleges and universities. The result shows organizational belonging can significantly weaken the negative effects of the unbalanced evaluation system on education. Based on this, this paper makes further suggestions on the construction of university faculties’ evaluation system and the promotion of their sense of belonging.

Analysis of the Broadcasting and Hosting Art Courses of Online Education and Online Teaching Research in China: A Study Case

Analysis of the Broadcasting and Hosting Art Courses of Online Education and Online Teaching Research in China: A Study Case

Higher Education in Northern Cyprus: The Path from Isolation to Oversaturation

Abstract This study explores the problems related to university teaching and academic research within de facto states in the context of their non-recognition via an analysis of the current situation in the higher education sector of Northern Cyprus. It reveals that although Northern Cyprus is a world leader in terms of the number of universities per capita, as well as the proportion of international students and the proportion of higher education students in its population, its higher education system nevertheless faces numerous problems. Among the most serious of these are the inconsistent and often very low quality of Northern Cyprus’s universities, the politicisation of and lack of confidence in the accreditation authorities responsible for the quality and sustainability of the higher education system, and the unregulated activities of “agents” who recruit new students.

Choose Your Own Adventure! An empirical study on gamification of postgraduate learning on research project design

It is difficult to teach complex topics such as academic research to student cohorts who are widely heterogeneous in prior knowledge, learning goals, and learning preferences. Exploratory, quest-like approaches show promise for increasing engagement, personalization, and autonomy, however, there is a lack of empirical data on which, if any, aspects of gamification can benefit learning. This paper presents analytics and qualitative responses to a Choose Your Own Adventure for postgraduate design of research projects. It focusses on non-linear navigation for self-directed personalization, digital badges, and the role of narrative within a gamified learning tool. Results highlight high user attrition, effective personalization of learning, high acceptance of gamification approaches, and much lower interest in some gamification elements, contributing value to the pedagogy of learning and teaching research skills.

In Conversation with Gary Barkhuizen about Language Teacher Identity

Gary Barkhuizen,Professor of Applied Linguistics at the University of Auckland, is a prominentscholar studying narrative inquiry and language teacher education. Withacademic roots spanning South Africa and New Zealand, his journey began withstudies at the University of Essex and Columbia University, where he earned hisMaster’s and Doctorate degrees, respectively. His influence extends far beyondhis classroom, with numerous publications in esteemed journals such as TESOLQuarterly, RELC Journal, and Australian Review of Applied Linguistics. Renownedfor his co-authored books such as “Analysing Learner Language” and “NarrativeInquiry in Language Teaching and Learning Research,” he continues to shapediscourse in applied linguistics with his work on language teacher identity. OnJanuary 16, 2024, he was interviewed by Huseyin Uysal. In their conversation,Gary reflects on pivotal career moments, emphasizing the power of connectionsin teaching. He explores the dynamic interplay of self-perception and externaldescriptions in identity formation, introducing facets like reflexive and projectedidentities. Dilemmic aspects during transitions, coping practices, and theimpact of early experiences on identity are discussed. Gary extends the focusto broader socio-political contexts, highlighting the influence of externalrealities. Regarding future research, he suggests exploring teachers ofmultiple languages, heritage languages, and Indigenous languages. He emphasizesthe need for self-study, addressing ideological spaces and practicalimplementation of identity research in language teacher education.@font-face{font-family:"Cambria Math";panose-1:2 4 5 3 5 4 6 3 2 4;mso-font-charset:0;mso-generic-font-family:roman;mso-font-pitch:variable;mso-font-signature:-536870145 1107305727 0 0 415 0;}@font-face{font-family:Calibri;panose-1:2 15 5 2 2 2 4 3 2 4;mso-font-charset:0;mso-generic-font-family:swiss;mso-font-pitch:variable;mso-font-signature:-536859905 -1073697537 9 0 511 0;}@font-face{font-family:Georgia;panose-1:2 4 5 2 5 4 5 2 3 3;mso-font-charset:0;mso-generic-font-family:roman;mso-font-pitch:variable;mso-font-signature:647 0 0 0 159 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal{mso-style-unhide:no;mso-style-qformat:yes;mso-style-parent:"";margin-top:0in;margin-right:0in;margin-bottom:8.0pt;margin-left:0in;line-height:107%;mso-pagination:widow-orphan;font-size:12.0pt;font-family:"Georgia",serif;mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;}.MsoChpDefault{mso-style-type:export-only;mso-default-props:yes;mso-ascii-font-family:Georgia;mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-hansi-font-family:Georgia;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;mso-font-kerning:0pt;mso-ligatures:none;}.MsoPapDefault{mso-style-type:export-only;margin-bottom:8.0pt;line-height:107%;}div.WordSection1{page:WordSection1;}

Enhancing analytical thinking in grade 8 science education: Integrating 5E inquiry-based and 5W1H techniques

This research investigates how combining the 5E Inquiry-Based Approach with the 5W1H technique can improve analytical thinking skills among eighth-grade students. This action research included two educational sessions following a detailed teaching plan, targeting 36 eighth-grade students who scored below 70% in their placement tests. The teaching plan was adjusted and improved throughout the research. The analysis of the collected data showed that students' analytical thinking skills were significantly enhanced. Furthermore, students reported finding this combined method helpful, especially in building on what they already knew and learning to ask meaningful questions. The study underlines the success of this approach and its contribution to developing new teaching strategies in science education. It suggests areas for future research and practical application in teaching, highlighting the need for student-focused teaching methods and support to fully realize students' abilities. This study points out the value of merging the 5E and 5W1H methods to develop comprehensive skills and improve the learning experience in modern classrooms.

A comprehensive "real need" assessment, a step towardimproving the quality of faculty development programs: A survey-based study in Hormozgan University of Medical Sciences.

Developing a framework to identify the "real" needs of faculty members, the gap between the current and desired conditions, would lead to an effective faculty developmentprogram (FDP) and improve higher education quality and health system promotion. For the first time in Iran, instead of needs assessment based on faculty members preferences or assessing needs only in a few areas, this study aimed to assess the difference between "self-rated level of skill" as the current condition and "perceived importance" as the expected condition, regarding all faculty roles and levels at Hormozgan University of Medical Sciences (HUMS). This study used a research-made questionnaire that included 73 items within nine domains. The content validity of the questionnaire was confirmed, and Cronbach's alpha coefficient ranged from 0.86 to 0.96 for domains. The census method was applied. Participants rated their current skill level and perceived importance for professional development of each item on a 10-anchor scale. Statistical software, SPSS 19, analyzed the data using descriptive statistics and analytic tests. Significant differences existed among participants' ratings of skills and the importance of further training in various areas. Priority professional development domains were e-learning, curriculum development, personal development, program evaluation, leadership and management, student assessment, learning theories and teaching strategies, research and scholarship, and ethics and communication. Additional formal training is required, especially in e-learning and curriculum development, for most faculty members at HUMS to enhance their academic performance. This study is the first needs assessment in Iran based on gaps between current and desired conditions. Conducting a "real needs" assessment before initiating an FDP is necessary for its feasibility.

What is the Image of Microscale Chemistry Research for Chemistry Teaching in 2013-2023?

This research aims to reveal the distribution of microscale chemistry research related to publication output, document sources, microscale chemistry publishing countries; countries of correspondent authors on microscale chemistry; number of annual distribution of publication affiliations of microscale chemistry; distribution of microscale chemistry publication sources; the most relevant author in microscale chemistry publications; visualization of microscale chemistry research topics and trends. The method used is a bibliometric study sourced from the scopus.com database. Data were collected through searching publications with the keyword "microscale and chemistry" in the title, abstract, or keywords determined by the author, limited to the last 10 years (2013-2023), and managed and analyzed using Software R with Biblioshiny. The results show that there is a 10-year limitation, 196 publications were obtained. The top country to publish it is the USA. The country with the most correspondent authors of a single type is the USA. The distribution analysis result shows the research topic produces data on 1000 items with 19 clusters, with the most frequently used keywords being "microscale lab", "chemistry", and "green chemistry". The existence of microscale chemistry can make chemistry practicum activities easier, providing an alternative to chemistry practicum for those who are hampered by laboratory problems.