Teaching Semester Research Articles

The impact of cultural capital on searching as strategic exploration in incoming first-year students

Information literacy is important for students' academic and professional development as they begin to engage with the world as adults in college. However, students' information literacy may be influenced by the different forms of capital they possess, such as economic, social, and, potentially, their cultural capital. Cultural capital is a concept developed by French sociologist Pierre Bourdieu which addresses the capital individuals possess within a society that exists beyond economic and social spheres. Much research exists exploring cultural capital and its impact on the educational outcomes of students, but it has yet to be explored in depth regarding libraries and, specifically, information literacy. This study addresses that research gap by analyzing the relationship between students' information literacy and their acquired cultural capital before they start their first semester of post-secondary education. The study explores multiple forms of cultural capital, including students' hobbies and activities, educational backgrounds, and the involvement of their parents in their education. Analysis of the distributed survey examined cultural capital through assessing students' reading habits and parental involvement as well as its influence on students' information literacy skills, specifically those related to the “Searching as Strategic Exploration” frame of the ACRL Framework for Information Literacy for Higher Education.

Educators engaged in curriculum work: Encounters with relationally responsive curriculum practices

AbstractThe Culturally Nourishing Schooling (CNS) project is focused on whole‐of‐learning community efforts that aim to improve the educational experiences and achievements of Aboriginal and Torres Strait Islander learners. The project supports school‐based professional learning strategies, broad school or system‐level initiatives and deep engagement with local community, including students and their families. One of the professional learning strategies in the project is a 2‐day intensive curriculum‐focused workshop, which ran for the first time in 2021 within urban, regional, and remote school settings across New South Wales, Australia. The first day of the curriculum workshop introduces teachers and local Cultural Mentors to three analytic frameworks that they utilise to appraise curriculum resources available in the public domain. The curriculum resources appraised are all examples of curriculum designed to support educators with embedding an Indigenous knowledges focused National Cross‐Curriculum Priority into their curriculum. On the second day of the workshop, teachers are tasked with appraising and revising a curriculum unit of work that they or colleagues have planned for the upcoming teaching semester. The curriculum workshop culminates with the revised teaching and learning resources being presented to the full group of workshop participants, and subsequently each teacher is asked to write a reflection about the curriculum work that they have engaged in. For this paper, data analysis draws on ‘three sensibilities’ that invite enacting a form of onto‐epistemic heterogeneity. These sensibilities are multiplicity, horizontality and dialogicality. This analytic undertaking simultaneously explores the entanglements, and grapples with the possibilities, of re‐imagining curriculum and related pedagogical practices that seek to ‘delink from the colonial matrices of power’.

Deep learning model-based reading of Chinese language and literature classics and situational experience

Abstract In this paper, a new media scenario experience model is constructed to integrate Chinese language and literature works through deep learning algorithms. Firstly, the model is trained as a whole, RBM is a special form of Boltzmann machine, and the energy function is defined by combining the input layer vector and the hidden layer vector to calculate the marginal probability distribution. Then the defined energy function can be used to derive the joint probability formula of state values, link this probability formula with the hidden layer between the neuron nodes, use the logistic function to define the energy of the whole Boltzmann machine, and finally, after repeated training to derive the entropy function of the RBM, to complete the construction of a new media-based scenario experience platform. The experimental results show that after a semester of teaching based on this platform, the scoring examination of new media scenario experience classical reading was conducted. The percentage of those who passed was 82%, and only 18% failed. Therefore, we should make full use of multimedia technology, innovate efficient Chinese language and literature teaching methods, turn the classroom into a stage, enhance the novelty of Chinese language and literature courses, and enhance the intuitiveness of classical reading in Chinese language and literature.

Spanish for Veterinarians Part 2: A Survey Gauging Student Perspectives on a Profession-Specific Language Learning Experience.

This article describes the distribution and results of a survey that was disseminated among students enrolled in Doctor of Veterinary Medicine (DVM) programs in the United States. It is a critical component to a substantial effort being undertaken at Colorado State University (CSU) to overhaul their current Spanish for Veterinarians offerings (outlined and discussed in Spanish for Veterinarians Part 1: An Approach to Weaving Spanish Language Education into DVM Curricula) into a cohesive Spanish language program that offers consistent synchronous exposure to the language and guided practice over several semesters of instruction. The information obtained in this survey informs on veterinary student interest in and availability to engage in Spanish coursework created specifically for the veterinary field, as well as students' previous Spanish language learning experience. Additionally, it investigates the reasons motivating students' desire to participate in a Spanish for Veterinarians program, and their expectations and perspectives about receiving credit and paying for enrollment. It also includes students' online learning preferences and overall suggestions for optimal engagement in a Spanish language learning experience offered during DVM School. The anonymous results indicated that most respondents had taken Spanish only in high school, followed by those with one or two college-level courses. Interest in learning Spanish for the veterinary field is high and most students are willing to dedicate 2 to 4 hours weekly to language learning. This information guides curricular design decisions for a new Spanish for Veterinarians program that is currently being developed at CSU.

College music education on students’ psychological anxiety in aesthetic education psychology

BackgroundMusic education, as a special form of art education, has a unique function of aesthetic education and psychological guidance. However, its specific impact on reducing students’ psychological anxiety has not received sufficient attention and research.Subjects and MethodsA randomized controlled experimental design was adopted in this study. 200 college students were selected as research objects and randomly divided into an intervention group and a control group, 100 in each group. The intervention group received a semester of music education, including learning music theory knowledge, participating in choir, receiving music therapy and other activities, while the control group maintained regular learning. Both groups of students were asked to complete the anxiety self-rating scale before and after the experiment to evaluate the change of their psychological anxiety level. The statistical software is SPSS23.0.ResultsAfter the experiment, the self-rating anxiety scale score of the intervention group was significantly lower than that before the experiment, and significantly lower than that of the control group. Further data analysis shows that music education has a significant effect on reducing students’ psychological anxiety.ConclusionsFrom the perspective of aesthetic education psychology, music education can effectively reduce the psychological anxiety of college students. This may be related to the fact that music education can provide a good emotional outlet, enhance students’ self-cognition and self-efficacy, and thus improve their psychological state.

Crafting People Descriptions: A Case Study of Student Public Speaking in a Non-English Department

The abilities of students’ public speaking are different at some level. This study investigates the students’ speaking skills in describing people in the Non-English Department. The type of this research was a quantitative descriptive study design. The instrument of this study was the test; the type of the test was public speaking in describing people. The population of this study was 37 students in the 2nd semester of sports and health education. The sampling technique was total sampling. The sample was 37 students. Primarily based on the result, the researcher discovered that one student (2%) has a good score, 17 students (46%) have an average rating, and 19 college students (51%) have a fair rating. It means that the score of students' speaking skills in describing humans became a truthful stage. It brought about mispronunciation of phrases (body, eyes, nose, and colour), messy grammar, lack of vocabulary, fluency gradual, and comprehension most effective a little and quite simple.

Exploring pedagogies of embodiment in physical education teacher education

ABSTRACT Background Various forms of social scientific approaches to the body, utilising concepts such as embodiment, embodied identity, and subjectivity have garnered increasing attention in physical education and physical education teacher education (PETE). On this backdrop, pedagogies of embodiment have been researched as an exciting, new topic in physical education. Nevertheless, little research on the topic has been carried out in PETE. Purpose The purpose of this project was to explore how PETE students experience learning new movements and to discuss the implications of these experiences for pedagogies of embodiment in PETE. Theoretical perspective: The study is framed with the help of Richard Shusterman’s philosophy of somaesthetics [Shusterman, R. 2012. Thinking Through the Body: Essays in Somaesthetics. Cambridge University Press.]. More specifically, we have been interested in the aspect of his theory that concerns the cultivation of embodied awareness during the learning of new movement activities, in particular the concepts of pragmatic somaesthetics and feeling better are helpful. Methods we have followed a group of five students who were doing their first semester of physical education as a part of their general teacher education. We have generated and analyzed three different kinds of data from the students: (i) a written story about ‘a good physical education lesson’, (ii) a logbook from a project about alternative movement activities, and (iii) individual interviews. The data have been analyzed following the guidelines for ad-hoc meaning generation [Kvale, S., and S. Brinkmann. 2009. Det kvalitative forskningsintervju [The qualitative research interview]. Gyldendal akademisk.]. Findings A central analytical point in this paper is connection between the experiences that the students brought with them from their own histories in physical education and the experiences they had during the project where they explored a new movement activity. We have explored how this connection is expressed through emotion-words like enjoyment, fun, mastering, and more negatively loaded notions such as embarrassment and fear. We also find that the students’ express little explicit concern about learning. Rather than talking about their experiences of practising a new movement activity in terms of learning, the students mainly applied a language of mastering, which was more about having a sense of accomplishment, of being able to do something that they didn't believe they were able to do. Conclusion Based on our analysis, we argue that the ability to notice, pay attention to and language one’s own experiences of moving is a form of embodied reflexivity, which must be considered as integral to pedagogies of embodiment. As such, an aspect of pedagogies of embodiment in PETE would be the development of empathy that enable future physical education teachers to become aware of and be in tune with bodily experiences of their pupils as well as themselves.

Learning Style Will Affect Learning Effectiveness

In this study, the author compared two types of learning styles based on the same course: online synchronous learning and face-to-face synchronous learning. Researchers are monitoring a semester of education. The overall course GPA, test, activity, and final examination scores are measured and compared. This experiment contained a relatively average sample size of 400 students from four different cultures. This study aims to understand how students from different cultures learn and how the learning style (online and face-to-face) will affect how students perform in their academics. In the final conclusion, it can be proved that different learning styles do affect the effectiveness of students' learning.

HAS ONLINE LEARNING CHANGED THE WAY WE STUDY? STUDENT EVALUATION OF TEACHERS’ PEDAGOGICAL SKILLS DURING THE FIRST COVID-19 PERIOD AND POTENTIAL CHANGE IN THEIR LEARNING HABITS

At the beginning of 2020, few people could imagine that the new coronavirus, COVID-19, would impact that many aspects of our lives and change the content, structure, and teaching methods we knew before. Many language teachers (LT) worldwide who had been effectively implementing face-to-face instruction had to make an abrupt transition to online education, something they were not trained for or had experience with. The present study aims to discover whether LT successfully delivered online instruction and whether online teaching during the first online period impacted students’ learning habits. Using a specifically designed questionnaire, students who study at several public universities from Bosnia and Herzegovina (B&H), the Republic of North Macedonia (RNM), and Türkiye (TUR) were asked to evaluate their teachers’ professional adaptation and success during the first “emergency online teaching semester”, and to reflect on their learning habits during this period and the changes they personally experienced. The results of the study revealed that students in the three countries approached and evaluated their teachers’ pedagogical skills as appropriate for online teaching in the first COVID-19 period in remarkably similar ways. However, the impact on students’ learning habits is, to a certain extent, different in these countries. The findings of the study might provide relevant input to rethink the teaching profession in terms of competencies, means of instruction, and strategies for coping with processes that affect teaching. Education will not be the same in a post-pandemic world, we must use the knowledge we have gained, and the suggestions made by our students to enhance our educational systems.

Emotional intelligence among medical students in Sweden – a questionnaire study

BackgroundEmotional intelligence (EI), the ability to understand and regulate one’s and other’s emotions, has been linked to academic and clinical performance and stress management, making it an essential skill to develop during medical school. Nevertheless, uncertainty remains about the impact of medical education on EI, its association with sociodemographic factors, and the potential moderating role of gender. Therefore, this study aimed to explore levels of global EI among Swedish medical students based on their completed semesters while analyzing the potential moderator role of gender and identifying potential EI differences associated with age, gender, prior education, work experience, and previous experience working in a leadership position.MethodsThe participants were medical students in semesters 1, 3, 5, 7, 9, and 11 at a Swedish University. Participants answered the self-report Trait Emotional Intelligence Questionnaire - Short Form (TEIQue-SF) and demographic questions. For each participant, the mean global trait EI was calculated (range 1–7), and differences were compared based on semesters and sociodemographic factors. In addition, we investigated the relationship between semester and EI scores with gender as a moderator.ResultsOf the 663 invited medical students, 429 (65%) responded, including 269 women (62.7%), 157 men (36.6%), and 3 identifying as others (0.7%). The participants had a mean global trait EI score of 5.33. Final-year students demonstrated significantly higher global trait EI scores than first-year students, and gender did not have a moderating effect across semesters. Furthermore, students in the age group 25–29 years showed higher EI scores compared to those in the age group 21–24 years, while there were no significant differences in EI scores for older students (≥ 30 years) compared to other age groups. Higher EI scores were also positively associated with previous work-and leadership experiences. Gender and previous education did not significantly impact EI scores.ConclusionsOur findings suggest that higher EI scores are associated with semesters of medical education, age, and previous work and leadership experience. Future longitudinal studies are needed to identify factors that could improve EI among medical students to design curricular activities aimed at supporting the EI of the next generation of physicians.

The Relationship between Self-Confidence and Public Speaking Ability of Students of the Faculty of Education Ahmad Dahlan University Yogyakarta

This research was conducted at the Faculty of Psychology, Ahmad Dahlan University Yogyakarta. The purpose of the study was to determine the relationship between self-confidence and the ability to speak in public (Public Speaking). The population in this study were students with characteristics including students of the Faculty of Education, Universitas Ahmad Dahlan Yogyakarta, Class of 2002, 2003, 2004 (Semester III, V, VII), and Male and Female Students. The sampling technique used was Cluster randon sampling, namely students of the Faculty of Education semester V and semester VII of Ahmad Dahlan University Yogyakarta while the remaining one semester, namely third semester students were sampled during the trial. The data analysis technique used in this study is Pearson's Product moment correlation. The results showed that there is a very significant positive relationship between self-confidence and public speaking ability, meaning that the higher the self-confidence, the higher the ability to speak in public while the lower the self-confidence, the lower the ability to speak in public.

Storylines in Voices of Frustration: Implications for Mathematics Teacher Education in Changing Times

We have interviewed becoming mathematics teachers, in the last semester of their education, asking how they experience their time as teacher students with the focus on inclusive teaching. In their forthcoming daily work, they will be responsible for arranging for inclusive teaching that addresses all the learners’ needs in mathematics. We believe the voices of future teachers are important to include in conversations about how programs prepare future mathematics teachers for the work of teaching in today’s schools and classrooms. We used storylines as a theoretical construct to discuss the socio-political aspects of mathematics teacher education through the lens of two research questions: What storylines emerged in interviews with becoming mathematics teachers in their last semester of teacher education when they talked about teaching in diverse classrooms? What implications might these storylines have on mathematics teacher education? Our analysis made us aware of three important storylines: (1) storylines about the importance of language in mathematics education; (2) storylines about the importance of accepting diverse methods when doing mathematics; and (3) storylines about issues of invisibility at play in mathematics classrooms. In this paper, we discuss the importance of creating space for discussions in teacher education about issues that may challenge inclusive practices in mathematics classrooms.

Effect of COVID-19 on digitalisation of higher education. A tale of one business school

The COVID-19 pandemic pushed higher education institutions across the globe to switch from face-to-face teaching to remote teaching. This study explores how emergency remote teaching during the COVID-19 pandemic affected university teachers’ perception of online teaching and discusses the future of e-learning after the pandemic. The analysis is based on the interview responses collected from twelve business school teachers at one Sino-foreign university in China. The results show that the perception of e-learning improved after a semester of involuntary remote teaching. We also discuss the factors that may act as barriers to the adoption of e-learning, such as poor quality of the Internet, high workload, and lack of proper online pedagogy training, and show that teachers tend to implement elements of online teaching even despite these barriers as long as they find the usage of the online contents beneficial for their practice. Finally, our findings suggest that the COVID-19 pandemic contributed to the digitalisation of higher education and created new opportunities for the provision of online education.

Predicting students’ basic psychological needs, motivation, and well-being in online physical education: a semester-term longitudinal study

ABSTRACT Background and Purpose Emerging the covid-19 has raised new barriers to students’ motivation and well-being. Students may not be autonomously motivated toward healthy behaviours due to the limitation and restriction in movement. Grounded in self-determination theory, in this study, we aimed to examine how students’ perceptions of teachers’ interpersonal behaviours (need support, need indifference, and need thwart) predict students’ basic psychological need satisfaction and need frustration, motivational regulations toward physical education, and well-being over an online physical education (PE) semester during the pandemic. Method A sample of college students participated in this semester-term longitudinal study. Data collected at the beginning (T1, N = 557, M age = 21.20, SD = 1.56) and the end of the semester (T2, N = 262, M age = 21.01, SD = 1.53) in the first online college PE programmes during the pandemic. Results The results showed that teachers’ need-supportive teaching style at T1 positively predicted students’ positive affect at T2 through the mediating roles of need satisfaction and autonomous regulation at T2. Neither teachers’ need-thwarting nor need-indifferent behaviours at T1 predicted students’ outcomes at T2. Need satisfaction positively predicted autonomous and controlled regulations, negatively predicted amotivation, and directly predicted well-being. Need frustration positively predicted controlled regulation and amotivation as well as directly positively predicted negative affect. Conclusion Findings emphasized the important role of teachers’ need-supportive teaching style on students’ well-being and their experience of need satisfaction and autonomous regulation in online PE programmes and during challenging times. Practical implications and future research directions are discussed.

Identification on the Need of English Public Speaking Class for Students at the Tourism Destination Study Program

This study aims to identify the need of English public speaking skill for students at the Tourism Destination Study Program and formulate the required solution. This study was motivated by recent student events called “Seminar Pariwisata” or Tourism Seminar where all the students had to present their projects from the Integrated Field Practicum and also “Duta Polije”, a contest where campus ambassadors were selected. This study was an aftermath evaluation following the conducted events with the hope to bring an improvement in the future for both the students and the study program. This was a descriptive-qualitative study and the data were collected through observation, documentation and interview. The results of the study show that there is a need in providing students with English public speaking skill through intensive public speaking classes, to support them especially in non-academic activities. This is also useful to equip them with additional competencies in order to help them in the workplace after graduation, especially to have a career in the tourism business. The class can be conducted during the running academic year by integrating the class with English courses, by adding the public speaking class at the speaking skill section of the RPS (Semester Teaching Plan) and BKPM (Student’s Workbook) of English courses. This idea is suggested to be taken into consideration to create a better educational supports for the students as well as for the development of the study program in the future.

DEVELOPMENT OF EXCAVATION MATERIAL CHEMISTRY MODULE BASED ON PAPUAN LOCAL WISDOM

This study aims to look at the Feasibility of mineral chemistry modules based on Papuan local wisdom by looking at the increase in learning outcomes using the module. The sample in this study was students in the fifth semester of chemistry education with a total of 18 people. The research results show that: 1). The feasibility of the module from the material validator obtained an average validation of 75.18% in the good category, the results of small-scale trials with an average percentage value of 81.75% in the very good category. 2). Increasing learning outcomes with an average n-Gain test of 0.55 in the moderate category, this indicates that in general the use of local wisdom-based modules can improve learning outcomes.

Indonesian and Egyptian EFL university students’ difficulties in reading comprehension

Comprehension is an important aspect of every reading activity. Through reading comprehension, readers can understand the content or passage of a text. Nevertheless, many students still experience the difficulties in their English reading comprehension. This study aimed to reveal the Indonesian and Egyptian EFL university students’ difficulties in reading comprehension as well as its causative factors. This study involved two EFL students who are majoring in English Education in semester five. This study used a qualitative method with a narrative inquiry design. To collect the data, the researcher implied a semi-structured interview.. . This study helped to develop the theory of Nuttall (2008) and Alderson (2005) about the difficulties in reading comprehension and the causative factors of difficulties in reading comprehension. Thematic analysis by Barkhuizen, Benson, and Chick was used to analyze the data. The result of this study showed that there were several difficulties faced by the Indonesian and Egyptian EFL university students in reading comprehension. They were namely difficulty in understanding word meaning, understanding long sentences, determining the main idea, and making the inference. The next finding reported the factors that caused the students’ difficulties were namely lack of language knowledge, lack of interest, lack of concentration, and the length of the text.
 
 Keywords:
 Reading comprehension;
 Students’ difficulties;
 Causative factors

Student Use and Perceptions of Embedded Formative Assessments in a Basic Science Veterinary Program.

This work describes the implementation of online timed closed-book formative assessments across several modules of a first-year undergraduate veterinary program. This process does not require significant time investment since it can be implemented into existing programs of study. Students were surveyed on how they used these formative assessments for learning and overall, were overwhelmingly positive about the opportunity to practice and receive feedback on their performance. Quantitative statistics on preferences as well as qualitative thematic analysis of open free-text questions reveal clear preferences in how they choose to engage with the assessments for learning, as well as how they prefer assessments to be administered. Students were positive about the online nature of the exams and prefer formative assessments to be distributed across the teaching semesters without any time restrictions, allowing them to be completed as and when they choose. Immediate feedback in the form of model answers is the students' preference, although some value signposting to relevant resources for further research. Furthermore, students report that they want more questions and tests to complement their learning, and overwhelming rely on guided and structured activities for learning and revision which will need to be balanced with opportunities to develop critical thinking and independent learning skills when studying in a professional course, given students are not likely to default into such behavior. This work models a process many curriculum designers have, and continue to undergo in higher education as online, hybrid, and blended approaches to teaching have received renewed interest.

Development and operationalisation of a mixed reality interactive virtual patient application for online nursing Objective Clinical Examinations

During the 2020 iteration of a Bachelor of Nursing Clinical Health Assessment skills course delivered in Singapore, the sudden cancellation of all face-to-face classes due to the COVID-19 pandemic resulted in innovative strategies being required and quickly created to enable students to successfully complete clinical skills laboratories and Objective Structured Clinical Examinations (OSCEs) online. However, the realism of the experience was rudimentary. At the end of the 2020 teaching semester, and the possibility that the next iteration of the course would also need to be online, it was decided to explore technologies to provide a more realistic and interactive user experience for the 2022 iteration of the Clinical Health Assessment skills course and particularly for the OSCEs. A research project was initiated in 2021, to develop and test the use of virtual or mixed reality applications for online simulated learning and clinical skills assessment. This paper discusses the development and operationalisation phases of a mixed reality interactive virtual patient application used for online OSCEs in a Clinical Health Assessment skills course.

Influence Online Learning During a Pandemic at the Understanding Level of Mathematics Lessons Elementary Students

Covid-19 pandemic that happened at the start 2019 gives _ outside impact _ common to all sector . it _ impact on activities learn finally _ done online (online). Mathematics is long lessons _ This feared by students , though so online learning has effect positive and negative . In implementation this online learning there is Lots problems encountered in the field . Study This use method study qualitative with study history and studies case . Studies case conducted on students of SDN Selorejo 1 District Kawedanan Regency Magetan . In the 1st semester of the year teaching 2022/2023. Objective study This is For know influence online learning against level understanding lesson mathematics in students school basic . Many problems encountered _ in online learning mainly in lessons math , fine from student internal factors nor factor external student . Basically _ what the teacher conveys in online learning , no Can accepted completely by students .