Shift In Education Research Articles

The Paradigm Shift in Medical Imaging Education and Training in Europe

The main goal of this literature review is to discuss the emerging trends, challenges and opportunities in the field of medical imaging education in Europe due to the Covid-19 pandemic scenario that forced the remodeling of the teaching and learning process. A bibliographic search was carried out in the main databases and from resources available in scientific and professional associations in Europe. Exclusion criteria included articles without contributions on distance learning or active learning. Education and training in medical imaging field had to readapt and the usual opportunities for medical imaging and radiotherapy (MIR) students to learn in person in the classroom, lab and clinical settings, had to be quickly transformed into distance learning opportunities. Thus, online education became a pedagogical shift from traditional method to the modern approach of teaching and learning from classroom to Zoom, from personal to virtual and from seminars to webinars, leading to the emergence of innovative teaching models. Moreover, student-centered strategies such as flipped classroom and game-based learning have been recently applied in health professions education with positive and very promising results. In conclusion, due to the pandemic crisis, MIR educators and students find themselves in the situation where they felt compelled to embrace the digital academic experience, allowing the progressive innovation of e-learning. In this context, game-based learning appears to be effective for improving knowledge, skills, attitudes and satisfaction and should be considered as a potential systematic tool in the field of medical imaging education. Therefore, preparedness of radiographers depends on the application of effective training and education methodologies that allows excellent clinical performance and maintaining high quality and safety standards, both through undergraduate course and continuous professional development.

The Need to Personalise Business Ethics Education

Can business ethics textbooks and modules prepare business students to manage ethical challenges if they bypass students’ personal ethics? This paper is an academic reflection by a Higher Education, business ethics tutor in the UK and Ireland. It charts a pedagogic journey of moving away from lecturing based on the contents of the standard, “impersonal”, business ethics textbook, to moving towards facilitating interaction among students about their ethics in all parts of life, and especially “at work” in their part-time employment. The rationale for this pedagogic shift is supported by excerpts from Journal of Business Ethics Education (JBEE) articles and by current, UK, Higher Education (HE), quality frameworks. Qualitative student feedback on their experience of this more personal design of a business ethics module is included. Ten exercise suggestions and resources are offered. Business ethics textbook authors and tutors are recommended to begin their content with exercises in personal ethics.

Promoting a Pedagogical Shift from Didactic Teacher-Centered to Participatory Student-Centered Learning by Harnessing the Portability and Versatility of Mobile Technology

Promoting a Pedagogical Shift from Didactic Teacher-Centered to Participatory Student-Centered Learning by Harnessing the Portability and Versatility of Mobile Technology

Analysis of Mobile Apps for Learning Grammar through Mobile Assisted Language Learning Approach

The objective of the current study is to evaluate the recently developed mobile apps for learning and improving English grammar. This study selected 10 grammar apps ranked 3 and above by online users with a large number of installations. The study adapted a framework proposed by Supyan Hussin (2013) with four criteria: System, Program, Curriculum, and Language & Culture. Furthermore, information provided in Google Play Store App assessment in terms of App users’ Reviews, Ratings, and Downloads also was used to assess the selected grammar apps. First, the findings show that the grammar apps tend to teach grammar out of context, second, apps minimally adapt to the user’s skill sets. Third, the grammar apps rarely offer explanatory corrective feedback to the users. Fourth, some grammar apps have accuracy issue in terms content and typo. Despite pedagogical paradigm shift to communicative approaches to language learning, the assessed grammar apps are more behaviorists in nature where features of cognitivism and constructivism, and particularly connectivism approaches are rare. To better align with MALL, contextualized language, explanatory feedback, and adaptive technology need to be incorporated into these apps.

The COVID-19-Related Schools’ Closure and the Ugandan Teacher: Exploring the Psychological and Non-Psychological Threats and Opportunities.

The outbreak and spread of COVID-19 caused among other happenings the closure of schools as an infection and spread-preventive strategy. This came with a pedagogical shift from face to face to on-line teaching and learning which had to be home-based. This shift did not affect only learners but the teachers too. The purpose of the study was thus to explore the effects of the COVID-19 pandemic’s inevitable and resultant schools’ closure on teachers in Uganda, with special emphasis on both threats and opportunities. The study adopted a qualitative and explorative design. The respondents were 12 in number selected using purposive and convenience sampling. The data from the focus group discussion was analysed using thematic analysis. From the discussions, it emerged that the teachers were affected by the COVID-19 schools’ closure psychologically, socially, economically, instructionally and career-wise. From these findings, it becomes imperative thatpsycho social support be availed to teachers in all schools through the establishment of counselling departments to assist teachers cope with unpredictable events such as pandemics. It is recommended that teachers identify additional sources of income in addition to teaching to enable them earn survive in such unpredictable circumstances. Schools may also need to have income generating plans for their teachers to enable them to earn a living through circumstances that cause schools’ closure. It is imperative for schools to train teachers in educational technology to achieve blended learning such that in times such as these, online learning becomes an easy way of proceeding with teaching and learning. Keywords: Covid-19, Teacher, Schools, Closure, Opportunities, Threats, Uganda

Taking Art School Online in Response to COVID 19: From Rapid Response to Realising Potential

AbstractIn response to COVID 19 higher education worldwide underwent a rapid shift, moving learning and teaching to the online environment. This shift in pedagogy and practice fundamentally challenged a number of disciplines and disciplinary norms, none more so than studio‐based art and design institutions. As a result, academic staff and those in professional service roles were required to rapidly engage with digital technologies with which they were unfamiliar, adjusting their pedagogic approach and innovating within the online environment. This article presents a small‐scale study investigating the impact of this rapid change on a small specialist studio‐based higher education institution which prioritises physical making and in person teaching within its educational provision. The study focused on how the shift influenced the perceptions and practices of teaching and professional support staff in their use of learning technologies and what newly adopted approaches to technology enhanced art and design education may likely continue post COVID 19.

Teaching sexuality education to secondary students in Japan: reflections from Japanese health education teachers

ABSTRACT The purpose of this study was to describe in-service health education teachers’ experiences teaching sexuality education to students in secondary schools in Japan. The study was informed by the theory of teacher development. The methodology used in this study was qualitative and descriptive and adopted a case study design. Participants were five (four male and one female) in-service health education teachers with experience in sexuality education. Constant comparative method was used to analyse and interpret the data. Thematic analysis resulted in three themes: (a) the need to teach comprehensive sexuality education, (b) the pedagogical shift from face to face to online education, and (c) the importance of professional development in sexuality education. Experiences depicted by each theme indicate that Japanese health education teachers should be trained to support students from diverse academic, social, and cultural backgrounds in their sexuality education classes, enhancing both teaching and learning.

When the Writing Classroom Is a Lab for Democracy

When the Writing Classroom Is a Lab for Democracy

Methodological and curriculum development-related innovation options and challenges in education in the aftermath of the pandemic

In the context of digital education, internet-based digital platforms, applications and infocommunication tools and systems have advanced significantly in the educational process, moving beyond the technical solutions of teaching and learning to a technology-based approach to learning, becoming part of the methodological and technological culture (Benedek, 2016). As a result of the ever-changing economic, social and technological environment, the necessary new phenomena and innovation directions of the paradigm shift in pedagogy are clearly emerging (Lükö, 2007). The area of digital competences, which are necessary for the way of life predestined by today's information society, is of particular importance among the competences of teachers (Molnár, 2018) (Kővári, 2020). In this challenging digital world, the latest ICT-based interactive technologies, e-learning environments, digital, micro-content-based interactive curricular content (Benedek.et.al, 2019), flipped learning methods (Buda, 2017) and experiential pedagogy methodologies (Fromann, 2017) are of great help. In our study, we present some of the theoretical models (TPACK, SAMR), development trends, ICT-based teaching methods and technologies highlighted by pedagogical theorists, which have been particularly effective in digital work-based learning. Our aim was to investigate the impact of digital tools and content on learning. In addition to decades of teaching experience, our findings are supported by a quantitative large sample survey (N=141) of students conducted in spring 2021. The results obtained confirmed the prominent role of digital tools and open digital curricular content in making the learning process more effective, especially in the period of digital work-based education, in a time of pandemic.

Connecting inquiry and Universal Design for Learning (UDL) to teacher candidates’ emerging practice: development of a signature pedagogy

ABSTRACT This article describes how faculty in a teacher preparation program developed a signature pedagogy, a teacher candidate action-research project rooted in the Universal Design for Learning Framework. A dual perspective involved teacher candidates investigating the efficacy of their practice and articulating their learning, while their teacher educators simultaneously investigated the process of supporting the candidates through the curricular shift. The transformation toward the framework of action-research oriented teacher education and using research-based teaching strategies provided teacher candidates with two requisite skills for the development of teaching practice: (a) research-based strategies used as a tool for the instruction of all learners, and (b) practice of action research that offers evidence via which the teacher candidate develops an understanding of learner outcomes and growth. This article reviews literature to support this pedagogical shift, describes the implementation of the innovative course curriculum relating to the UDL (Universal Design for Learning) Framework, investigates action research as a mean of understanding practice, addresses faculty’s critical self-reflection, and concludes with a discussion of implications for teacher preparation.

Taking a closer look at the speaking of ideal self of Spanish undergraduates

Over the past fifteen years, research on second language (or L2) motivation has been dominated by Dörnyei’s influential paradigm, the L2 Motivational Self System. Students’ imagined visualisations are key components in this theory, as those students who have a clear ideal self-image with an L2 component will probably be more motivated to learn a language than others that have not established a desired future state goal for themselves. This article reports the qualitative findings of a mixed-method study that explored the effects of a multimodal intervention with influential speakers on changing the students’ attitudes in public speaking. Semi-structured interviews and open-ended questionnaires were conducted with 11 engineering undergraduates, who volunteered to take part in the present study. Qualitative data showed that the multimodal intervention accompanied by goal setting (i.e., students’ classroom oral presentations) triggered an increase in some students’ future speaking selves. Six of the eleven students demonstrated a slight development in their levels of linguistic self-confidence, which made their vision of their ideal L2 speaking selves more realistic and clearer. The article discusses the implications of these findings and calls for a pedagogical shift that embraces more opportunities to assess the multimodal skills and strategies students need to become fluent L2 speakers.

Academic staff perspectives on an institution-wide shift to Active Blended Learning

This study identified barriers and enablers of a university-wide pedagogic shift to Active Blended Learning (ABL). ABL is an approach to learning and teaching that promotes student centredness through teaching in small groups, with a focus on sense-making activities and interactions in and outside the physical or virtual learning space. Data gathered through a survey of academic staff, followed by in-depth interviews, were analysed using thematic analysis. The normalisation and effective embedding of digital technology and small group teaching were two major enablers of pedagogic transformation to ABL. Inconsistent teaching practices and the lack of student engagement with learning activities emerged as two of the main barriers. An in-depth understanding of effective, student-focused higher education teaching is a cornerstone of large-scale pedagogic change processes. Recommendations are put forward for higher education institutions considering changes to their learning and teaching strategies.

Effectiveness of an E-module at teaching novice learners critical thinking skills related to dentistry.

Technological advances and pedagogical shifts toward active learning have led dental academics to explore alternatives to traditional didactic lectures, yet questions remain regarding the effectiveness of new modalities at both relaying foundational knowledge and inspiring critical thinking. Here, we developed an integrative e-learning module on the subject of bone growth and recruited novice learners from undergraduate institutions to participate. The aim of the study was to investigate the impact of learning modality on novice learners' ability to apply newly acquired knowledge to critical thinking exercises related to dentistry. In the fall of 2019, 42 undergraduate students from University of Nebraska and Nebraska Wesleyan University campuses voluntarily participated in the study involving a pretest, intervention, posttest, and retention test with survey and results were analyzed. Our data reveal a significant difference in mean pre- and posttest scores within delivery group of both traditional lecture and e-module cohorts (p<0.0001) and no statistically significant difference between cohorts in posttest scores. Similarly, there was no significant difference in student performance on higher-level cognitive skill questions between cohorts, indicating that students learning via e-module were able to apply foundational knowledge to clinical scenarios similarly to students learning via content-expert lecture discussions. The authors shed light on an opportunity to integrate e-learning into dental education, relieving time constraints for faculty and meeting the needs of our tech-savvy students, without compromising the fostering of critical thinking skills in future dentists.

Imagine the Postpandemic Classroom

In this column, I direct the readers’ attention to issues that deserve to be addressed in the postpandemic classroom. While recent reports identified that learning loss, social isolation, political turmoil, and social upheaval have put an enormous strain on students’ mental health, I invite the readers reflect on your own experiences and consider pedagogical shifts that would help us meet the students where they are. I propose that topics like uncertainty, flexibility, and versatility should also be taken into serious consideration as we plan for the next school year. I end this column with a few curriculum ideas and suggest that we make space for uncertainty in our classroom and create space for what could yet become.

Integrating Classroom Technology: South African Mathematics Teachers

Studies have shown that when mathematics teachers integrate technology in their classrooms, the applications tend to be routine rather than transformational. Since limited research has been undertaken on integrating technology in teaching mathematics in developing countries, this study investigates which technologies South African teachers are integrating in their classrooms and how. This quantitative study showed that, although the most commonly used technology was a laptop/computer, the use of data projectors as teaching aids was most effective. Further investigation indicated that 72% of participants used a data projector as a substitute for the chalkboard or overhead projector and did not change their teaching when integrating technology. This study found that it is important to create professional development programs that focus on training teachers to make fundamental pedagogical shifts when integrating technology in their classrooms.

Adopting e-learning facilities during COVID-19: Exploring perspectives of teachers working in Indian Public-funded Elementary Schools

ABSTRACT The COVID-19 outbreak has led to an influx of research studies focusing on the new norm of online teaching–learning in higher education. However, much less is known about how this profound shift in pedagogy has impacted school education especially among rural children of India. The present study is an attempt to understand the barriers and challenges that teachers of Public-funded (PF) elementary schools face while teaching online. We developed a semi-structured questionnaire and administered it to teachers of PF elementary schools in rural areas of Uttar Pradesh, India, using the online survey method. Thematic analysis of the responses we received (N = 203) reveals five broad themes, namely physical environmental constraints, socio-environmental limitations, parental support, issues of effective learning and health and well-being hazards. These findings have several implications for developing appropriate online teaching methods and making policy interventions to enhance learners’ as well as educators’ experiences.

Learning to Teach to Argue: Case Studies in Professional Learning in Evidence-Based Science Writing

Background/Context The emphasis on scientific practices articulated by the National Research Council framework and the Next Generation Science Standards requires significant pedagogical shifts for U.S. science teachers. Purpose/Objective/Research Question/Focus of Study This study provides a rare window into the challenges and opportunities teachers encounter as they introduce argument writing into their science classrooms with support from the National Writing Project's Inquiry into Science Writing project. The purpose of this study is to better understand the teacher-change process so as to inform the development of future professional development efforts. Population/Participants/Subjects Case studies were drawn from a professional development network led by the National Writing Project to support teachers in studying and improving their practice while sharing knowledge and benefiting from the expertise of others. The network included 28 middle school teachers at five writing project sites around the United States; the case studies presented in this article are based on the experiences of three of these teachers. Intervention/Program/Practice The Inquiry into Science Writing Project was a 2-year practitioner-driven professional learning experience seeking to better understand and support student practice around evidence-based science writing. During the duration of the project, teachers taught at least one lesson series culminating in written arguments by students each semester, and participated in two summer institutes, an ongoing national professional learning community, and monthly meetings of their local teacher research group. Research Design The study uses a qualitative comparative case study approach. Data Collection and Analysis The case studies draw on interviews, lesson artifacts, written teacher reflections, and samples of student work. Conclusions/Recommendations The study findings reinforce the complexity of the change process: The relationship between teachers’ knowledge, beliefs, and attitudes and their practice was not linear and unidirectional (i.e., change in attitude leads to change in practice) but rather iterative and mediated by both student work and the external supports they received. These findings confirm the need for sustained learning environments with features that promote enactment and reflection on student work to support teacher change. Further, they suggest that professional development providers should think about how to build habits of reflection into their own design processes, allowing space for feedback and learning from practitioners.

School Teachers’ Perspective on Technology-pedagogy Content Knowledge

The unprecedented times forced institutions to adopt online teaching-learning and evaluation mechanisms. All stakeholders, right from top-level ministers, planners, administrators, faculty members, and students, were unprepared for the said changes (Kapasia et al., 2020) and struggled at various fronts through it. Undeniably the sudden shift to remote learning has been challenging and has opened up many avenues and opportunities. To Understand and explore the opportunities, several online studies have been conducted in this short span comprehending the effectiveness and impact of online teaching (Shenoy et al., 2020; Ariawan and Malang, 2020). Many studies are supportive of the pedagogical shift and vouch for its potential. This pedagogical shift cannot be justified as most students, faculty members, and institutional administration lacked prior experience effectively handling online teaching-learning. This paper shall analyze schoolteachers’ views on the pedagogical shift during COVID-19. It shall explore their challenges in acceptance of this ‘pedagogical shift.’ Their response to the shift being effective, i.e., ‘online teaching-learning situation. Rick Marks, said in 1990 that PCK “represents a class of knowledge that is central to teachers’ work and that would not typically be held by non-teaching subject matter experts or by teachers who know little of that subject.” As teachers, we know PCK is required to simplify a subject and teach it effectively. Technological Content Knowledge (TCK) is how technology influences content. Technological Pedagogical Content Knowledge (TPCK) area acknowledges that all three of these sets of knowledge influence each other, that each is important, and that to have an effective learning environment, we need to consider all three. Mishra and Koehler paraphrase Marks’ comment about PCK to apply the idea to TPACK, “TPACK represents a class of knowledge that is central to teachers’ work with technology. This knowledge would not typically be held by technologically proficient subject matter experts, or by technologists who know little of the subject or pedagogy, or by teachers who know little of that subject or about technology.” In addition to these new knowledge overlap areas, Mishra and Koehler quickly point out that all of this knowledge lies in specific contexts. The teacher forms part of the context, while his/her students and the environment also contribute to the context. With each situation, the context changes slightly and the teacher’s set of knowledge shifts to create the learning environment. Though the success of effective technology-mediated teaching-learning in education depends on several factors, including resource allocation, competencies of the stakeholders, availability of affordable digital technologies, this study intends to survey proficient usage of technology integrated pedagogy explored by schoolteachers during pandemic times.

Promoting inclusion in play for students with developmental disabilities: kindergarten teachers’ perspectives

ABSTRACT Children identified with developmental disabilities or delays (DD) are increasingly being educated in inclusive mainstream classroom environments. At the kindergarten level, there have been pedagogical shifts towards the promotion of play-based learning, with few resources addressing how teachers can support inclusion in play. Forty-two Ontario kindergarten teachers completed an online survey with open-ended questions regarding the promotion of play and inclusion for children with DD. While participants shared differing conceptualizations of inclusion, the most common definition underscored the need to provide all children with appropriate academic support. In line with this definition, the majority of participants (74%) discussed the need for inclusive pedagogical strategies to promote greater academic inclusion in classroom learning activities. Several teachers (43%) also highlighted the need for strategies to promote a respectful classroom community. While teachers’ views on the role of play complemented themes of academic and community inclusion, few teachers (24%) shared strategies to help support academic or community inclusion within children’s play. These results provide insight into how kindergarten teachers conceptualise and promote inclusion primarily outside of the context of play and underscore a critical gap in research and practice.

Making Math Accessible to All Students: Effective Pedagogy?

Making mathematics accessible to all students depends heavily on teacher beliefs. The belief that all children can do mathematics if they are seen as mathematicians. We do not teach mathematics, we teach mathematicians. The mathematics pedagogical practice I refer to in this article pertains to developing communities of learners who, like mathematicians, work collaboratively to solve problems. The teacher’s role is to orchestrate classroom discussions by creating a conducive climate in which students start thinking, discussing, proving, sharing their ideas to solve problems. In this article I will: explore teacher beliefs on education; outline norms to create a conducive classroom climate for learning; explore the notion of orchestrating classroom discussions, and encourage teachers to design challenging low-floor high-ceiling tasks that allow all students to access. Teacher beliefs resulting in making a pedagogical shift is needed to make math accessible to all.