Teaching Strategies Research Articles

Bridging nursing professional development and Healthcare Simulation Standards of Best Practice™

BackgroundBoth the faculty shortage and limited clinical placement opportunities for students impact the use of simulation in nursing programs. Despite widespread use, many nursing faculty do not have training in simulation best practices and have limited skills and confidence in the use of simulation. MethodAs part of a Texas Higher Education Coordinating Board Grant, a Simulation Series was developed for nurse educators and graduate nurse educator students with the objective of increasing knowledge, confidence and skill as a nurse educator utilizing simulation as a teaching strategy. The series was developed based on the Healthcare Simulation Standards of Best Practice™. The education was designed to be a four-part Simulation Series combining both in person and virtual components. Completion of the series provided 20 contact hours of Nursing Professional Development (NPD). ResultsTwelve participants completed all 4 modules in the series, limiting the generalizability of the data. However, data suggest an overall improvement in knowledge, confidence, and skills. ConclusionsDevelopment of clinically and technologically relevant simulation education based on set standards can challenge nurse educators. Nursing professional development can be a tool to close the knowledge, skills, and practice gap.

Enhancing Emotional Intelligence of Adult Learners in Online EFL Teaching: Insights from Vietnamese Educators

This study investigates the strategies employed by Vietnamese EFL teachers to enhance emotional intelligence (EI) in adult learners within online learning environments. Utilizing a qualitative research design grounded in Mayer and Salovey’s model of emotional intelligence and Knowles’s theory of andragogy, the study involved semi-structured interviews with ten EFL teachers from two Vietnamese educational institutions. The thematic analysis of the interview data revealed several key strategies: reflective practices, interactive activities, technology integration, personalized feedback, collaborative learning, integration of real-life scenarios, self-awareness activities, development of emotional vocabulary, and creation of emotionally supportive environments. The findings illustrate a multifaceted approach to enhancing EI in online language education, highlighting the innovative adaptation of traditional classroom strategies to the digital realm. The study’s unique contribution lies in its focus on the Vietnamese context, providing insights into how cultural nuances shape online teaching strategies for EI enhancement. The implications of these findings are significant for the field of EFL education, suggesting the need for holistic teaching approaches that integrate emotional competencies alongside linguistic skills.

Pre-service teachers’ pedagogical knowledge and attitudes towards slow learner students

The pedagogical knowledge and acceptance of pre-service teachers towards slow learner students contribute to the implementation of inclusive education in regular schools. This study investigates the level of knowledge and acceptance pre-service teachers have in applying effective teaching strategies for students with slower learning needs. The participants of this study were 187 students at a private university in. This research is ex-post facto research. The research instrument used was a pedagogical knowledge test and attitude questionnaire. The data obtained were analyzed using correlation analysis, and t-test, to determine the relationship between pedagogical knowledge and attitudes towards slow learner students. The finding reveals that there was a positive relationship between pedagogical knowledge and attitudes towards slow learners, but the correlation between the two is not strong, in the medium category. Pre-service teachers gain pedagogical knowledge from inclusive education courses. Pre-service teachers also form a positive attitude towards slow learner students because of their experience interacting with slow learner students. A strong correlation between the variables in this study suggests that pre-service teachers' pedagogical knowledge has a limited impact on their attitudes toward slow learners. This highlights the need for improved training in effective teaching strategies for slow learners.

Embracing quick response technology to bring assessments to life during simulation

Despite the technological advances in simulation with high-fidelity manikins, moulage, and virtual reality, there continues to be a lack of realism during simulation that allows students to navigate specific scenarios appropriately. Faculty implemented an innovative teaching strategy with third-semester nursing students using QR codes during postpartum simulation to accurately depict OB-specific assessment findings. Faculty observations during the simulation and student feedback received during debriefing revealed that the inclusion of authentic assessment photos enhanced students' clinical judgment when identifying the priority interventions for their patients. QR codes can be used in simulation to provide life-like assessment findings at a low cost to departments and allow students to build on clinical judgment and critical thinking skills.

Micro Teaching as Efficient Technique to Increase Self-Efficacy of Prospective Biology Teacher: Evidence from First Year Teacher

This study focuses on the perspective of prospective teachers on the development of self-efficacy during teaching practice in micro teaching and also during real teaching. The problem in this study is what factors influence the development of self-efficacy during micro teaching and real teaching? The purpose of this study is to describe the factors that contribute to the development of self-efficacy during micro teaching and real teaching. This study uses a descriptive qualitative method. The participants of the study were first-year biology teachers who had taken micro teaching courses at college. The instruments used included questionnaires and interview sheets. The results obtained were that during micro teaching, prospective teachers had high self-efficacy in three factors, namely performance experience, other people's experiences, and social support. Meanwhile, after teaching at school (real teaching), the factors that support the development of self-efficacy are physiological and emotional states. In order for self-efficacy to develop well during real teaching, it can be concluded that micro teaching is an efficient technique in improving the self-efficacy of prospective biology teachers. It is necessary to form a learning community in schools that can be used as a forum for teachers to collaborate with each other in finding efficient strategies in teaching. This can support the development of teacher self-efficacy.

유아교육 전공 대학생들의 셀프리더십, 학습태도, 학업성취와의 관계에 대한 연구: 플립드러닝을 적용한 교직수업을 중심으로

Objectives As learner-centered teaching methods emerge as a new paradigm in education, the flipped learning approach is increasingly being utilized in universities. This study aims to identify the relationship between flipped learning attitudes and self-leadership among university students majoring in early childhood education, partic-ularly within teacher education courses. It seeks to determine which specific self-leadership strategies sig-nificantly influence learning attitudes and academic achievement. Through this analysis, the study intends to ex-plore the potential for effectively utilizing self-leadership in flipped learning in the future. Methods The subjects of the study were 61 first-year students majoring in Early Childhood Education at B University in Seoul. Data collection took place from March to June 2024. The collected data were analyzed using Jamovi 2.25 for correlation analysis, multiple regression analysis, and ANOVA. Results A positive correlation (r = .53) was found between flipped learning attitudes and self-leadership. Among the three self-leadership strategies, the constructive thought pattern strategies significantly influenced flipped learning attitudes. Differences between academic achievement groups were confirmed, particularly between the A-grade group and the B-grade group, in terms of flipped learning attitudes, self-leadership, and the constructive thought pattern strategies as a sub-strategy of self-leadership. Conclusions Self-leadership, particularly the constructive thought pattern strategies, plays an important role in the effective application of flipped learning and can enhance students' academic achievement. Instructors need to develop support measures that can strengthen this self-leadership for the successful implementation of flipped learning. The significance of this study lies in confirming the influence of self-leadership, especially the con-structive thought pattern strategies, in a flipped learning environment. Based on these findings, universities could establish strategies for teaching and learning and support students by utilizing self-leadership.

Translanguaging for learning in selected English First Additional Language secondary school classrooms

Background: The unequal learning outcomes and achievement gaps in language and literacy, particularly affecting poor and working-class children in South African schools, are longstanding issues. These disparities were highlighted once again in the poor literacy results of PIRLS 2021, indicating systemic challenges within the education system.Objectives: This article emanates from a Languaging-for-Learning (L4L) project, which holistically used approaches to integrate isiXhosa home language and English to validate and engage with the learners’ linguistic repertoires to open more opportunities to learn and read multilingually.Method: The research was conducted in two Western Cape township high schools with bilingual isiXhosa and English-speaking teachers and emergent bilingual learners. Five Grade 9 teachers’ English First Additional Language (EFAL) lessons were observed and recorded in 2023. The case study focused on shifts in teachers’ take-up of translanguaging strategies in EFAL lessons and their effective pedagogical use, especially in written form.Results: The findings revealed that bilingual teachers creatively incorporated teaching practices that allowed learners to transition between languages while learning EFAL. The study further indicates that bilingual education has the potential to be a valuable pedagogical strategy in contexts where exclusive use of English impedes effective learning.Conclusion: Yet again, the findings of this study accentuate the importance of incorporating and utilising learners’ home languages into the education process. A bilingual or multilingual pedagogical approach not only enriches the learning experiences but also acknowledges the linguistic diversity within the classroom, thereby making way for more effective and inclusive education practices.Contribution: This study contributes to the understanding of how a bilingual or multilingual teacher intervention can impact English teachers’ classroom practices positively. It emphasises the importance of recognising and embracing the language resources that learners bring to the classroom, highlighting the value of a bilingual pedagogical approach in promoting effective learning outcomes.

Inclusive Strategies for Children With Developmental Disabilities in Mainstream Classrooms in African Countries: A Systematic Review of Stakeholder Experiences, Attitudes, and Perspectives

African children with developmental disabilities (DD), including autism and intellectual disability, are often excluded from mainstream schools. We systematically reviewed 28 qualitative studies conducted in Africa, aiming to synthesize stakeholders’ perspectives on inclusive teaching strategies for supporting children with DD in mainstream classes. Six interrelated themes were developed using thematic analysis. Teachers strived to meet learners’ needs through teaching and task adaptations (Theme 1) and provide targeted support, reinforcement, and feedback (Theme 2). Teachers’ inclusive pedagogies, while sometimes creating divisions, often reflected a whole-class approach (Theme 3), especially in promoting inclusive environments (Theme 4) and engaging teaching (Theme 5). Authors of reviewed studies often discussed how teachers’ strategies fit in with the evidence base (Theme 6). While teachers’ inclusion efforts appeared progressive, they were mostly based on Western pedagogies and challenged by limited resources and training. Training efforts based on indigenous pedagogies could improve use and outcomes of inclusive strategies.

A QUALITATIVE STUDY OF EFFECTIVE PEDAGOGICAL PRACTICES TO FOSTER JOY, CURIOSITY, AND WONDER IN MATHEMATICS AT ELEMENTARY STAGE

This Study Aims To Identify And Evaluate Effective Pedagogical Practices That Foster Joy, Curiosity, And Wonder Among Students In Mathematics Education At The Elementary Stage. The Study Employs A Qualitative Approach To Investigate The Impact Of These Practices On Students' Engagement And Enthusiasm For Mathematics. A Sample Of Mathematics Teachers From 10 Schools (20, Teachers) In The Varanasi District, India, Was Selected Randomly. Intelligent Verbatim Transcription Was Used To Convert Audio Recordings Into Text, Balancing Accuracy With Clarity By Omitting Unnecessary Fillers While Preserving The Essence Of The Conversations And Using NVIVO Employed To Facilitate Efficient Coding And Visualisation Of Connections Between Themes. The Analysis Process Will Involve Organizing The Transcribed Data, Qualitatively Identifying Themes And Patterns Related To Effective Pedagogical Practices To Foster 'Joy, Curiosity & Wonder' Among The Students In Mathematics At Elementary Stage, Combining The Benefits Of Observational Data With In-Depth Teacher Perspectives. The Findings Reveal A Positive Trend Towards More Student-Centered, Engaging, And Effective Teaching Strategies In Mathematics, While Also Indicating Opportunities For Further Development In Certain Areas. These Findings Have Significant Implications For Enhancing Student Engagement, Promoting Conceptual Understanding, And Encouraging A Growth Mind Set In Mathematics. This Study Emphasizes The Need For Policy Makers To Address Resource Disparities Between Schools And For Educators To Adopt Practices That Create Joyful, Curiosity-Driven Learning Environments, Ultimately Leading To Improved Student Outcomes And A More Positive Attitude Towards The Subject. KEYWORD: Mathematics Education, Pedagogy, Joy, Curiosity, Wonder, Student Engagement, Innovative Teaching Practices

Arabic Curriculum Planning Management

This study aims to explore the management of Arabic curriculum planning in Indonesian higher education, focusing on the effectiveness of planning in addressing challenges in teaching and learning Arabic. Utilizing a qualitative approach and library research methods, the study analyzes literature related to curriculum management and its implementation at three higher education institutions. The findings reveal that the curriculum planning process involves stages of needs analysis, goal formulation, content development, teaching strategies, and evaluation, although the depth and approach vary between institutions. The study identifies that while the integration of technology into the curriculum has begun, the level of implementation differs. Multicultural aspects and labor market orientation are also focal points, with results showing that while some institutions have integrated modules for business and diplomatic Arabic, multicultural aspects remain limited. These findings underscore the need for a more holistic curriculum planning approach that is responsive to digital advancements and sensitive to cultural diversity and labor market needs. The study recommends developing a comprehensive curriculum management model to enhance the relevance and effectiveness of Arabic language learning in Indonesia.

Importance of learning styles in teaching and learning during the COVID-19 pandemic: A critical review of recent studies

The COVID-19 pandemic has necessitated a shift toward online education, making it more critical than ever to understand the impact of learning styles on teaching and learning. This critical review examined recent studies on the topic and highlights the significance of catering to individual learning styles to optimize student performance in diverse educational settings. From all the articles, four main concepts emerged: implementing effective teaching strategies for diverse learners, identifying and using learning styles to cater to student's individual needs, supporting students with individualized needs during remote instruction, and evaluating and assessing student learning in an online environment. Schools and teachers could identify students' learning styles using various tools. They could also use these learning styles to fit their teaching strategies in the class and the assessments. Teachers used a variety of educational tools and artificial intelligence for individualized instruction. The review concluded that educators incorporated various teaching methods and technologies to accommodate students' learning preferences and foster meaningful engagement in virtual classrooms, particularly during these challenging times.

Integration of Foshan traditional culture into English language university curricula: Status, challenges, and strategic approaches

In contemporary Chinese education, a significant feature is the alignment and synergistic integration of ideological and political theory across various disciplines, including university English curricula. This integration involves embedding ideological and political education within all subject areas, thereby achieving a cohesive and comprehensive approach to curriculum development that fosters holistic student development. Integrating Foshan’s local cultural elements into the English curriculum aims to achieve thematic ideological and political education that is guided by local culture, material-based ideological and political education supported by specific cultural imagery, and methodological ideological and political education based on teaching strategies. This approach weaves the ten key elements of Foshan’s traditional culture into the curriculum’s objectives, content presentation, and pedagogical practices. Such integration not only enhances the quality of professional knowledge instruction in higher education English courses but also enriches students’ humanistic qualities, bolsters their perception and confidence in Foshan’s local culture, and ultimately contributes to the cultivation of innovative talent.

Digital narratives and historical representation: A review - analyzing how digital mediums are revolutionizing the way history is taught and perceived

This study critically examines the transformative impact of digital narratives on historical representation, focusing on how digital mediums have revolutionized the way history is taught, perceived, and interacted with. Employing a systematic literature review and content analysis methodology, the research analyzes data from peer-reviewed articles, books, and digital platforms published between 2013 and 2023. The study's objectives include exploring the emergence and evolution of digital narratives in historical education, assessing their methodological approaches, and evaluating their educational, cultural, and technological impacts. Key findings reveal that digital narratives have significantly altered historical representation, introducing interactive storytelling techniques, democratizing historical knowledge, and integrating advanced technologies like AI and VR in historical education. These narratives have enhanced accessibility and engagement but also presented challenges such as the digital divide, the need for standardization, and potential biases in historical interpretation. The study concludes that the future landscape of historical representation in the digital age is poised to balance traditional and digital methodologies, emphasizing inclusivity and technological innovation. Recommendations are provided for educators, policy makers, and technologists to collaboratively create an accessible, accurate, and engaging digital historical landscape. Future research directions include investigating the long-term impacts of digital narratives on historical understanding, developing pedagogical strategies for digital history education, and exploring ethical considerations in digital historical representation. This study contributes to a deeper understanding of the dynamic role of digital narratives in shaping historical knowledge and education in the digital era.

Effects of Flipped Classroom Learning on Perception in Genetics Concepts among Secondary School Students in Gusau, Zamfara State, Nigeria

The study examined the effects of flipped classroom learning on perception in genetics concepts among secondary school students in Gusau, Zamfara State, Nigeria. The research design employed was quasi-experimental; specifically, pre-test, post test, non equivalent control group design. A sample of 279 SS 3 Biology students drawn using multistage sampling technique from 5,804 SS 3 students for 2020/2021 session from 29 senior secondary schools in Gusau Local Government Area, Zamfara State, Nigeria. Students’ Perception of Genetics Concepts Scale (SPGCS) was the instrument used in collecting data, as Pretest and Post-test. A reliability coefficient of 0.98 was found using Cronbach’s alpha. The data were analysed using mean, standard deviation and Independence Z-test at 0.05 level of significance. Results indicated that students taught using Flipped Classroom Learning possessed high level of perception in genetic concepts than those exposed to lecture method with significant difference in the mean perception scores. The findings equally indicated the insignificant difference between the perception of male and female students exposed to Flipped Classroom Learning. The study recommends among others that Biology teachers should be encouraged to use Flipped Classroom Learning as the main teaching strategy to improve students’ perception in genetics concepts in senior secondary schools. Similarly, Biology teachers should be trained by the Ministry of Education and other education agencies on effective procedures for implementing Flipped Classroom Learning for high level of perception in genetics concepts.

Innovative Learning Planning in the Pancasila Student Profile Strengthening Project in Islamic Religious Education in Madrasah Ibtidaiyah and Elementary Schools

This research aims to examine innovations in lesson planning within the context of the Project to Strengthen the Students Profile of Pancasila in Islamic Education at Madrasah Ibtidaiyah and Elementary Schools. Through a literature review method, the study identifies innovative strategies that can be applied to enhance the Pancasila student profile. The analysis includes educational theories, previous research, and the concept of the Pancasila student profile, along with its relevance to Islamic education at the elementary level. The findings indicate that innovations in lesson planning – such as using educational technology, project-based learning approaches, and integrating Pancasila values into the curriculum – can improve the effectiveness of teaching and learning. These findings have practical implications for educators in designing and implementing innovative teaching strategies to support strengthening the Pancasila student profile.

Sustainable education for underserved U.S. communities: Empowering students through environmental literacy and green job pathways

This research paper explores the integration of environmental literacy and sustainability-focused education within underserved U.S. communities, aiming to empower students and promote pathways to green jobs. As these communities often face significant educational disparities and limited economic opportunities, the study highlights the importance of environmental literacy as a critical component of education that fosters essential skills such as critical thinking, problem-solving, and civic engagement. The paper discusses best practices for developing and implementing sustainability-focused curricula, effective teaching strategies, and the significance of local partnerships between educational institutions and industry stakeholders. Furthermore, it emphasizes the potential for green jobs to drive economic growth while aligning with national efforts toward environmental justice and sustainable development. The findings underscore the necessity of a multifaceted approach involving policymakers, educators, and community leaders to create equitable opportunities and foster a sustainable future for underserved communities.

Technology-Enhanced Approaches for Teaching English to Law Students: Innovations and Best Practices

This research paper summarizes an investigation into technology-enhanced English language teaching for law students in Medellín, Colombia. It briefly outlines the study's objectives, methodologies, and key findings, focusing on the improved English language proficiency, legal communication skills, and increased student engagement and autonomy due to technology-enhanced learning. Background: The study addresses the importance of English language proficiency for law students in a global legal context and the challenges in teaching English to this group. It reviews relevant literature on technology in language learning, particularly in legal education, establishing the theoretical basis for the research. Materials and Methods: The paper describes a mixed-methods approach involving 40 law students in Medellín. It explains the use of questionnaires for quantitative data and interviews and observations for qualitative data, alongside the methods of data analysis and ethical considerations of the research. Results: Findings from questionnaires indicate positive student perceptions of technology in learning and improvements in language proficiency. Qualitative data from interviews and observations highlight enhanced legal communication skills and increased engagement and autonomy in learning due to technology use. Conclusions: The conclusion synthesizes the study's findings, underscoring the positive impact of technology in legal English education. It discusses the implications for educators and suggests integrating technology into the curriculum. The paper concludes with recommendations for future research, particularly in exploring effective technology-enhanced teaching strategies.

Good Teaching Practices in Education and Support to Learning in Middle School

Contemporary education faces the challenge of innovating to improve the quality of learning, requiring teachers to adopt effective methodological strategies. This study examines teaching strategies and good practices in middle school education in Cuenca, Ecuador, with the objective of identifying effective approaches and areas for improvement. The methodology employed was mixed, combining qualitative and quantitative approaches. A prospective and non-experimental design was used, which allowed observing educational phenomena without intervening in their development. The research included semi-structured interviews, focus groups and life stories to capture in-depth educational experiences. In addition, surveys were applied to a representative sample of teachers and students to obtain quantitative data on the perception and effectiveness of teaching practices. The main result of the study highlights that solid teacher training and the use of innovative technologies are crucial to improve educational quality and promote an inclusive and equitable environment.

Analysis of Problems and Strategies in College French Writing

This article mainly discusses the problems existing in College French writing and the corresponding strategies. Writing is an important skill that students must master, but there are three main problems in College French teaching: limited vocabulary leading to frequent pragmatic errors; significant negative transfer from native language; and difficulties in closely adhering to the essay topic or the beginning of the paragraph. To address these issues, teachers adopt a variety of targeted teaching strategies, including task-based language teaching, intercultural communication teaching methods, and process writing approaches. The implementation of these strategies has significantly improved the students’ College French writing skills.

Validating an Online Learning Dexterity Survey of University Students’ Online Learning Competence

AbstractCompetent online learners have dexterity as they can manoeuvre a wide range of learning technologies and online learning strategies to learn successfully. In this study, we approach university students’ online learning competence as ‘online learning dexterity’ or an ability to manage different aspects of online learning with appropriate technological and pedagogical strategies. Aligning with emerging visions of more individualised, flexible, multi-modal, and community-driven experiences through online learning in universities, we operationalised an Online Learning Dexterity Survey instrument that assesses online learning competence through six dimensions: (1) asynchronous learning dexterity (2) synchronous learning dexterity (3) self-directed learning dexterity (4) online collaboration dexterity (5) learning technologies dexterity, and (6) learning access dexterity. Construct validity was established through confirmatory factor analysis of responses from 273 university students and discriminant validity was established through cluster analysis. The three-cluster solution show that learning technologies dexterity and learning access dexterity can be used to identify student profiles with lower confidence in their technical competencies but the other dimensions reveal students’ pedagogical challenges with managing learning, online collaboration, and different online learning modalities. The contributions of online learning dexterity factors to improving the assessment and development of university students’ online learning competency are discussed.