Student Interviews Research Articles

Inquiry-based Ethnoecological Conservation Approach to Improve Students' Critical Thinking Skills

This study explores the effectiveness of an inquiry-based ethnoecological conservation approach in enhancing critical thinking skills among students. Amidst growing concerns over environmental degradation, the integration of ethnoecological knowledge within educational frameworks emerges as a potent tool for fostering environmental stewardship and critical thinking. This research adopts a mixed methods design, engaging 45 secondary school students in a two-month pedagogical intervention that blends inquiry-based learning with ethnoecological insights. The intervention's impact on critical thinking was assessed using pretest-posttest analysis, supplemented by qualitative insights from student interviews. Quantitative results demonstrate a significant improvement in students' critical thinking skills post-intervention, with statistical analysis revealing a notable increase in mean scores and a reduction in score variability. This indicates not only an enhancement in critical thinking abilities but also a homogenization of skills across the participant group, underscoring the universal efficacy of the approach. Qualitative findings further enrich these results, with students reporting a deeper understanding of environmental issues, a stronger connection to cultural heritage, and a heightened sense of responsibility towards conservation efforts. The study highlights the transformative potential of integrating indigenous knowledge systems into environmental education, advocating for a pedagogical shift towards more inclusive, culturally relevant learning frameworks. By engaging students in a contextually rich exploration of ecological and cultural interconnections, the inquiry-based ethnoecological approach proves effective in cultivating critical thinking, thereby equipping students with the cognitive tools necessary to navigate and address complex environmental challenges. This research contributes to the evolving discourse on environmental education, offering valuable insights into the role of ethnoecology and inquiry-based learning in developing critical thinking skills and fostering a generation of informed and engaged environmental stewards.

The effect of games on listening and speaking anxiety in learning English

This action research investigates the effect of game technique on reducing English listening and speaking anxiety among fourth-grade primary school students. The study group involved 46 students at a Science and Art Centre in Türkiye. The quantitative data were collected through the English Listening Anxiety Scale and the English Speaking Anxiety Scale administered before and after the implementation. The qualitative data were gathered through student interviews and teacher’s research diary. The dependent samples t-test was used to compare the pre-test and post-test mean scores from the scales. The data from the interviews and the diary were analysed by inductive analysis. Firstly, the findings of the t-test analysis revealed that game technique significantly reduced students’ English listening anxiety, but not English speaking anxiety. On the other hand, the qualitative findings showed that this technique has positive contributions to learning-teaching process although it does not have such an effect on both speaking and listening anxiety. Nevertheless, the analysis of the interviews and the diary also indicated that the technique has a positive influence on the factors that can reduce anxiety such as “willingness to make sentences, not getting bored in lessons, feeling relaxed, thinking quickly, eagerness, and effort”. Considering all the findings in the study, we concluded that using game technique in English courses is not directly effective in reducing English listening and speaking anxiety, but it has positive contributions to the overall learning-teaching process. Finally, the study provides some practical suggestions for teachers.

Implementasi Model Pembelajaran Project Based Learning (PJBL) dalam Meningkatkatkan Kreativitas Siswa pada Mata Pelajaran Bahasa Indonesia Kelas IV SD IT Al Fikri Islamic Green School

This research aims to find out how the implementation of the Project Based Learning (PJBL) learning model increases student creativity in Indonesian language subjects for class IV SD IT Al Fikri Islamic Green School. This research uses descriptive qualitative research methods which were carried out at SD IT Al Fikri Islamic Green School for the 2023/2024 academic year. The research was carried out through the opening stages of learning, planning projects and determining groups, preparing activity schedules, supervising the progress of projects and assessments. The research subjects were class IV of SD IT Al Fikri Islamic Green School, totaling 28 people. The research showed that teachers planned project based learning according to standards. module process Data was collected using sheets, knowledge tests, observation of student activities, documentation and interviews. The data collected was analyzed using qualitative descriptive analysis.The results of the research show that the Project Based Learning (PJBL) learning model can increase the creativity of fourth grade students at SD IT Al Fikri Islamic Green School in learning Indonesian as evidenced by the increase in student scores which are better than before.

Transforming maker mindsets: A case study of elementary students in a maker education context during lesson study

Utilizing a case study approach, this research investigates the transformation of elementary students' Maker mindsets within the context of Maker education through a lesson study cycle. The study focuses on the Maker mindsets transformation of three students with varying abilities, deliberately chosen as information-rich participants. A project-specific questionnaire, the Maker Mindsets Scale, was employed to facilitate self-assessment of Maker mindsets before and after intervention. Additionally, teachers' post-lesson discussion meetings were observed, and semi-structured interviews with participating teachers were conducted to gauge their perceptions of students' Maker mindsets transformation. The analysis encompassed students' semi-structured reflection logs and interviews to uncover the underlying factors driving Maker mindsets transformation. The results revealed distinct variations in how students of different abilities perceived their Maker mindsets transformation. Nonetheless, participant teachers consistently observed transformations in STEM (Science, Technology, Engineering, Mathematics) thinking skills, self-efficacy, motivation, and collaborative learning across all students. The study further identifies a collaborative convergence of multiple factors contributing to Maker mindsets transformation, spanning teacher, student, and pedagogical perspectives. These findings carry significant implications for educators, advocating for the implementation of customized strategies, authentic contextualization, structured methodologies, and collaborative frameworks to holistically nurture Maker mindsets evolution. Moreover, our study underscores the practicality of the LS approach in fostering collaborative development of innovative pedagogical strategies aimed at fostering Maker mindsets formation.

Quality assurance of science and technology universities in Bangladesh: a catalyst for sustainable employment during the 4IR

Purpose This study aims to report the quality of Bangladesh's science and technology universities (STUs) in ensuring sustainable employment of graduates during the Fourth Industrial Revolution (4IR) by assessing their vigilance in skill development activities and exploring students’ perspectives on the university. Design/methodology/approach This research used mixed methods: a close-ended five-point Likert scale questionnaire to understand students’ perspectives and a thematic analysis of the interviews of students, faculties, policymakers and relevant stakeholders. The data was collected through a random sampling method where 1,000 university students took part in the quantitative analysis along with other respondents for the qualitative portion. The analysis was done with a 99% confidence level and a 4.5% margin of error. Findings Bangladesh's STUs still have a long way to go to ensure quality education and generate sustainable employment for their graduates. The universities' preparation to comprehend the 4IR is not at the expected level. In addition, despite students' favourable perception of universities as providers of qualified labour, there is a significant mismatch between supply and demand. Research limitations/implications This research has some limitations regarding time and resources. Due to the limited number of responses from a few universities, this study's findings might only apply to some of the STUs of other countries. This study provided several recommendations for providing quality education to the STUs of Bangladesh. Practical implications The findings of this study indicate that there is still a crucial gap between the initiatives of STUs and the employment market, which prevents graduates from offering the necessary skills to achieve sustainable employment. The findings also support the idea of significant changes in the approach of these universities to address the mentioned issues. Social implications This study suggests collaboration among social actors, relevant stakeholders, STU authorities, education experts and government officials to ensure a demand-based curriculum for the students. The relevant stakeholders should come forward to ensure advanced technologies and internet connectivity in the STUs. Originality/value The data set used in this study is significantly large and varies in the number of institutions, departments and socioeconomic backgrounds of the students, faculties, policymakers and various stakeholders. Furthermore, the capacity of scientific and technology institutions to guarantee sustainable employment through quality assurance in education has also not been recently evaluated in Bangladesh.

Preferred knowledge formats in mobile learning in Namibian public universities: a students’ perspective

Purpose The aim of this study is to identify the various knowledge formats suitable for mobile learning in Namibian public universities. Design/methodology/approach Taking a qualitative design, data were collected through focus group interviews of students in two public universities in Namibia. Findings Results suggest that students consume knowledge in various formats, with videos the most preferred format. Furthermore, the results demonstrate that students’ preferences are shaped by various factors such as costs and quantity of information. Research limitations/implications The study was limited to two public Namibian universities. This limited scope, as well as its qualitative nature, means that findings cannot be arbitrarily generalized to other contexts but cardinal as a source of insight in contextually similar environments. Practical implications The findings reveal that teachers should be cognizant of the preferred knowledge formats for mobile learning to achieve its full potential in terms of effective teaching and learning. Therefore, teachers should package learning information for mobile learning in line with learners’ characteristics and preferences. Originality/value There is scant information on knowledge formats suitable for mobile learning. Consequently, this study contributes to the nascent body of knowledge on this important issue. Furthermore, although mobile learning uptake is on the ascendancy in Africa, to the best of our knowledge, no study of this nature has been undertaken in this context thereby leaving knowledge gaps for designers, researchers and practitioners in mobile learning.

Exploring Needs, Challenges, and Teaching Norms in English-Medium Instruction Programs: Perspectives from University Students and Teachers

Research on English-medium instruction (EMI) is still in its infancy in Science and Technology universities in Thailand. Thus, this two-stage study explored the students and teachers’ perceptions toward EMI programs, challenges, needs and teaching norms. Two instruments were used to collect the data and triangulate the results: (1) a survey questionnaire, and (2) semi-structured interviews to students and teachers. The first stage of the study collected the perceptions of 97 Agricultural Technology (AgriTech) and Science students enrolled in partial EMI programs using a survey questionnaire. In the second stage, 24 students and 7 lecturers were purposely chosen to attend the semi-structured interviews. Descriptive results of the survey revealed that students have favorable attitude toward EMI since it is beneficial for developing their English, making friends, developing cultural awareness, enhancing their future career, and increasing their self-esteem. However, despite the benefits, difficulties persist in speaking, reading, writing and cognition. Students believed that they needed support, such as resources in English language development, opportunities to use English in the campus, and activities that could develop their English language proficiency. From student interviews, themes derived regarding challenges include linguistic challenges, lack of self-esteem, cognitive challenges, and teachers’ accented speech. Data from teachers affirmed students’ cognitive and linguistic challenges. The other themes induced were cultural challenges, language anxiety and lack of self-esteem. Teaching norms highlighted ways to support content comprehension, for instance, summarizing lessons in L1.

The Rising Gentrification of Thrifting within the context of Pakistan: Attitudes towards the practice & consequences of its destigmatization

The following paper aims to shed light on the growing relevance of the momentum of purchasing second-hand clothing amongst middle/ upper-middle class youngsters in through an effective qualitative analysis and the conduction of ten semi-structured interviews of female students hailing from Forman Christian College, Lahore, Pakistan. It also aims to underline the many possible causes of the need for such gentrification of the practice of‘thrifting’ in relation to greater conversations surrounding social class behavior and social media utilization as well as the possible impacts of such gentrification and acceptability on conventional thrifting markets and their traditionally and historically working class purchasers. The results of the study demonstrate a clear relationship between rising gentrification of thrifting within the country owing to greater upper-class integration within the practice, as well as the ways in which it can potentially be a source of concern for local flea markets.

"OK KETUK": Improving Students' Understanding of Periodic System of Elements Material Through Learning Media

This study aims to improve students' understanding of the material on the periodic system of elements through OK KETUK learning media. OK KETUK is a learning medium for the periodic system of elements that combines element cards and the periodic table. This medium is played by shuffling the cards, determining the electron configuration, period, and group of elements on the front of the card, doing problems on the back of the card, and placing the elements on the periodic table. This research is classroom action research conducted in two cycles. Each cycle consists of planning, implementing, observing, and reflecting. The research subjects were students of class X IPA 1 SMA Santo Yakobus Jakarta for the academic year 2019/2020, with 24 students, consisting of 12 male and 12 female students. The instruments used in this study consisted of learning outcomes tests, teacher and student activity observation sheets, interviews, and field notes. The results showed that OK KETUK learning media could improve students' understanding of the material on the periodic system of elements. The average score increased from 64.79 with 37.50% learning completeness in the first cycle to 83.44 with 91.67% learning completeness in the second cycle at KKM 70.00. Based on the results of the study, the use of OK KETUK learning media can improve students' understanding of the material for the periodic system of elements.

Finnish open university education and students’ transitions into and within higher education

There is a growing number of higher education (HE) students who do not follow the conventional sequential progression from the beginning to the end of their studies. Instead, they may use alternative admission routes, take gap years, delay their studies and transfer from one discipline or institution to another. In particular, students from under-represented social groups tend to follow less linear trajectories. In this article, we are interested in the institutional policies and practices that enable multiple ways for students to navigate into and within HE. As a theoretical lens, we apply Gale and Parker’s typology of student transition and the conceptualisation of transition as ‘becoming,’ which entails rejecting the notion of linearity and normativity. Our empirical case is Finnish open university education (OUE). Using student interviews (N=16) and reflexive thematic analysis, we identified three institutional characteristics: openness of access, flexible mode of studies, and alternative access route to degree studies. These characterisics enabled highly individualised learning trajectories and opportunity to enter, withdraw and return to OUE throughout life. However, the OUE gateway was selective, which limited its potential to reduce social inequality in student transitions. The study advances the policy discussion and development of inclusive universities.

Developing Tenth-Grade Students' Problem-Solving Skills in Chemistry through Deductive Learning with the DAPIC Approach

The authentic science classroom requires students to think and solve problems through hands-on activity. This research aims to enhance problem-solving skills in chemistry of grade 10 students through deductive learning with the DAPIC approach, with a passing criterion of 70% or higher of the total score. This research employed action research. The target group consists of 22 students from the model school of Mahasarakham University in the second semester of the academic year 2023. The data collection instruments included nine lesson plans, three sets of essay-type problem-solving tests (each comprising three questions), student interview questionnaires regarding their opinions on learning management, and observational data on problem-solving behavior in chemistry. The research findings indicated that the target group improved their problem-solving skills after learning through deductive learning with the DAPIC approach. In the first cycle, 50% of students (11 out of 22) met the passing criterion of 70%. In the second cycle, 81.82% of students (18 out of 22) passed, and in the third cycle, 95.45% of students (21 out of 22) achieved the passing criterion. It can be concluded that deductive learning with the DAPIC approach can also enhance students' problem-solving in the science classroom.

How Prospective Mathematics Teachers Do Computational Thinking (CT) Task? : An Analysis Of CT Prior Knowledge

The purpose of writing this article is to find out about the initial Computational Thinking ability of prospective mathematics teacher students. This is because the 21st century demands changes in human resources (HR) to be more superior and competitive. Excellent and competitive human resources require the ability of Computational Thinking (CT), because it can help a person develop critical, creative, and analytical thinking skills in solving complex problems, both in the context of computing and everyday life. Improving the quality of human resources cannot be separated from the implementation of education in preparing this requires an educator who has the capability to be able to provide good and effective learning. Students that are expected to become professional teachers in the field of mathematics education in the future must have good CT ability. So, the condition of prior CT ability of Tadris Mathematics Education students as mathematics teacher candidates needs to be investigated. The method used in this article is qualitative research with a descriptive approach, with the aim of describing the prior CT abilities of prospective mathematics teachers, namely Tadris Mathematics Education students. Based on the analysis of the answers and further interviews of students which are prospective mathematics teachers, it is concluded that the CT ability is still low and not good, especially in the indicators of pattern recognition, algorithms, abstraction and generalization. So it is necessary to develop a learning or approach that can improve the CT ability of prospective mathematics teachers.

Young people in social networks: scaling social interactions and practices of forming individual media environments (based on regional studies)

The relevance of young people’s digital practices in social networks learning is connected both with the growing influence of social media on all spheres of young people’s life and with the processes of adaptation of digital technology users to their own needs. Students’ use of social media is considered as a communicative practice influenced by objective and subjective factors. The users act as active persons, undertaking actions to combine communication channels based on the one hand, upon the socio-technical affords of social media and on the other hand, on their own goals and needs. The empirical basis of the analysis is the data of sociological research conducted among the student youth of Nizhny Novgorod from 2021 to 2023, including four questionnaire surveys (2021–2023) and one series of in-depth interviews (2023). Triangulation of the data from questionnaire surveys and materials of in-depth interviews of students allows describing media use practices both in quantitative data and in terms of social interactions meanings. The obtained data allow to identify the main elements that shape the practices of media using: 1) the choice of digital space of interactions (according to the parameters of publicity-privacy) and the practice of individual combination of social networks and messengers; 2) the number of accounts used; 3) user control over the personal information posted in the profile. Objective factors influencing young people’s choice of digital space are described through analysing the dynamics of social network popularity. It is concluded that the trend towards privacy of social interactions in the digital space is increasing. The paper outlines the scenarios of constructing an individual polymedia environment based on sociotechnical parameters corresponding to user motives and needs. Three main communication needs satisfied in social media are consi de red: 1) informal communication along the lines of “strong ties”, realised mainly through messengers; 2) maintaining “weak ties” by combining different media channels and managing the number of participants in interactions; 3) forming “quasi-connections” and observing “others”. It is shown that fulfilling these needs motivates young people to adapt their digital practices to different frames of social interactions, marking demarcations between public and private spaces. Two dominant strategies for shaping individual media environments are identified. It is concluded that young people scale their digital interactions based on a system of social expectations, needs and goals.

Analisis Kemampuan Berpikir Kritis dan Hambatan Belajar Siswa Kelas XI Materi Translasi

This research aims to identify and analyze students' critical thinking skills and learning barriers in learning mathematics translation material. The concept of translation is fundamental for students who want to master geometric transformations. Students must understand the basics of translation because this understanding of translation will be needed at a higher level. However, many students still experience obstacles in understanding translation material. Students experience learning impediments because of the difference between the expected achievements of critical thinking skill indicators, interpretation, analysis, evaluation, and inference, and the actual results. This research uses a qualitative descriptive research methodology, utilizing data collection techniques such as interviews, observation, and documentation. Data analysis was conducted using descriptive methods with 30 class XI-1 students as participants. Triangulation was used in the data collection process, which involved using teacher and student interviews, administering diagnostic tests, and textbook analysis (document analysis). The research results show that the average percentage of students' critical thinking abilities from the four indicators is 41.665%. Ontogenic, didactic, and epistemological barriers cause the low critical thinking skills of class XI-1 in studying translation. The research results can be used as considerations for teachers in designing learning to improve critical thinking skills and reduce students' learning barriers in learning translational material.

Analysis of satisfaction levels and perceptions of clinical competency: a mixed method study on objective structured clinical examinations in undergraduate dental students

ObjectiveTo analyze the satisfaction levels, perceptions of developing clinical competencies through objective structured clinical examination and to explore the experiences, challenges, and suggestions of undergraduate dental students.MethodsThe study adopted a mixed-method convergent design. Quantitative data were collected from 303 participants through surveys, evaluating satisfaction levels with objective structured clinical examination (OSCE). Additionally, qualitative insights were gathered through student focus group interviews, fundamental themes were developed from diverse expressions on various aspects of OSCE assessments. The Chi-Square tests, was performed to assess associations between variables. Data integration involved comparing and contrasting quantitative and qualitative findings to derive comprehensive conclusions.ResultsThe satisfaction rates include 69.4% for the organization of OSCE stations and 57.4% for overall effectiveness. However, a crucial challenge was identified, with only 36.7% of students receiving adequate post-OSCE feedback. Furthermore, a majority of students (50%) expressed concerns about the clinical relevance of OSCEs. The study showed a significant associations (p < 0.05) between satisfaction levels and years of study as well as previous OSCE experience. Student focus group interviews revealed diverse perspectives on OSCE assessments. While students appreciate the helpfulness of OSCEs, concerns were raised regarding time constraints, stress, examiner training, and the perceived lack of clinical relevance.ConclusionThe students anticipated concerns about the clinical relevance of OSCEs, highlighting the need for a more aligned assessment approach. Diverse perspectives on OSCE assessments reveal perceived helpfulness alongside challenges such as lack of feedback, examiner training, time constraints, and mental stress.

Coding attitudes of fourth-grade latinx students during distance learning

ABSTRACT Background and Context Despite the growing initiatives in K-12 computer science (CS), there is a continued disparity in the participation of Latinx and multilingual students, a historically underrepresented group in computing. The inequitable participation may be understood by examining students’ early development of CS attitudes. Objective This study aims to explore shifts and elicitation in coding attitudes of fourth-grade, Latinx students (ages 9-10) who underwent a year-long remote coding curriculum, with consideration of gender and language designation. Method Using a mixed method approach, pre-post survey responses on coding attitudes were analyzed to understand shifts and portrayal of Interest, Confidence, Utility, Social Values, and Perception of Coders, with consideration of gender or designation as an English Language Learner. Findings Gender and language designation did not interact with overall attitude shifts. However, there is a significant difference in Social Values and Confidence over time. Student interviews revealed more nuance in social influences with siblings and cousins as key motivators for extended learning, underlying values of perseverance in confidence, mixed perception of what coders do, and the importance of creativity to develop interest. Implications The key role of social influence in driving higher identity among Latinx students points to the important role of extended family. Moreso, developing students’ confidence in domain-specific tasks should be a focus in curricula in order to have a longer-term impact on motivation. Finally, more research on the role that subjective task values pertaining to cultural values should be explored in early coding motivation in order to broaden participation. Keywords: Coding attitudes, elementary students, remote learning, expectancy-value theory, coding curriculum.

Constructing Based Mathematics Learning Bruner's Theory to Improve Learning Outcomes Grade IV students at SD Negeri 15 Ternate City

This study aims to construct learning mathematics based on Bruner's theory to improve the learning outcomes of fourth grade elementary school students in studying the material for adding fractions with different denominators. The research approach used is a qualitative approach with a class action research design (CAR). Place of research, in SD Negeri 15 Kota Ternate. The subjects in this study were 4 students, taken one high ranking student, two medium ranking students, and one low ranking student. Data collection techniques in this study were student ability tests, observations, and interviews. The collected data were analyzed qualitatively and quantitatively. This research was conducted in 3 learning actions. Based on the results of this study it is suggested (1) in teaching fraction addition operations material, the teacher needs to relate the knowledge that students already have, namely the concept of fractions and the concept of equivalent fractions, (2) to teach the concept of arithmetic operations for adding fractions with different denominators, the teacher should make a learning plan through three stages of presentation namely the enactive stage, the iconic stage, and the symbolic stage by using a variety of teaching methods so that it is fun for students, (3) the teacher needs to know the difficulties and causes in learning the arithmetic operations of adding fractions with different denominators, and(4) the results of this study can be used as reference material for researchers, teachers who teach mathematics in elementary schools.

Multilingual and multicultural events for children: university students’ and primary school pupils’ perspectives

ABSTRACT Language education is a lifelong journey that aims to provide learners with the linguistic and cultural skills needed and develop their plurilingual and global competencies. This study investigates two main areas: 1) the perceptions of university students regarding multilingual and multicultural events designed for children, and 2) the experiences of pupils aged 9–11 who participated in events organized by these students. The data were collected as part of the “Multilingual and Multicultural Events for Children” course. The data consists of posters created by students who participated in the course, student interviews, and feedback from pupils participating in the events. Qualitative content analysis revealed that when planning linguistically and culturally diverse events, it is essential to consider the event’s goals, contents, activities, materials, and environments. The students’ conceptions of the goals of the events are supported by the Finnish National Core Curriculum for Basic Education 2014. Findings benefit teachers planning multilingual and multicultural events as well as their pupils.

Discontinuity, risk, patience, and appeal: existential aspects of practising in physical education

ABSTRACT Background For quite some time now, physical education (PE) scholars have expressed concerns about objectifying tendencies within the school subject of PE, calling for a fresh design that foregrounds students’ subjectivity and meaning-making, thereby acknowledging students as unique individuals rather than mere objects of educational interventions. Purpose In this study, we investigate teaching and learning in PE informed by The Practising Model (PM) (Aggerholm et al. 2018). The PM invites educators to be concerned with students’ subjectivity. As such, it represents a promising alternative to an objectifying and instrumental educational trajectory. However, this can also pose challenges for teachers and students. Therefore, we set out to answer the following research questions: (1) How can we understand the educational value of discontinuous experiences in practising, and (2) what are the implications for teachers? Theoretical perspectives Bollnow’s (1976) existential pedagogy provides the grounding for our investigation of discontinuous educational moments. Prange’s (2012) operational theory of education is included to interpret how teachers can bring forth and handle such moments, while Merleau-Ponty’s (2012) concept of sedimentation supports our analysis of students’ development. Methods Through an Interactive Action Research project, the first author of this article has followed a 10th-grade PE class at a Norwegian lower secondary school over two teaching units, each lasting for six weeks. Data material comprises observations of 21 PE sessions, three workshops between teachers and the first author, nine teacher interviews, 22 student interviews, and 21 student diaries. Data was analysed following Malterud’s (2012) framework for Systematic Text Condensation and produced two main themes: ‘I’m not the teacher who covers my students in bubble wrapping’ and ‘I have to work so hard with myself not to give up.’ Findings and discussions First, by discussing the teachers’ operational forms in pedagogy informed by the PM, we show how pointing as appeal, that is, appealing to, evoking, or (re)directing students’ attention, actions, or attitudes, enabled teachers to let go of control while still providing trust and responsible availability. This nurtured and supported students’ discontinuous experiences, allowing them to dwell on the challenge, endure the uncertainty, and continue their search for answers. The second main point concerns the students’ development of both new movement capabilities and a patient attitude. Practising constantly threw students back onto themselves, forcing them to face negativity, rethink the situation, take a stance, and continue from a different starting point. This contributed to the sedimentation of a new bodily attitude to the world. Consequently, we argued that an essential way in which practising contributed to continuous personal growth was through moments of discontinuity. Conclusion Overall, this study shows how practising can expand the classic pedagogy of continuity by providing the conditions for discontinuity as a subjective and existential element of education. This, we argue, can support students in discovering and developing new sides of themselves that hold significance both within and beyond the subject of PE.

The Difference a Three-Minute Video Makes: Presence(s), Satisfaction, and Instructor-Confidence in Post-Pandemic Online Teacher Education

Some research has shown that using videos in online courses can promote learner’s connection to the instructor (Banerjee et al., 2020). This quasi-experimental self-study aimed to explore the impact of brief three-minute instructor-generated videos in twin segments of an online graduate teacher education seminar focused on Globalization, Communities, and Schools. Specifically, we sought to understand the extent to which the insertion of these videos influenced teacher candidates’ perceptions of the dynamics of a Community of Inquiry (CoI) and their overall satisfaction as learners. The quantitative analysis of survey data using T-tests showed no statistically significant difference in overall learner satisfaction, social presence, teaching presence, or instructor social presence between the course with and without videos. However, there were significant differences in several individual items within each survey instrument. Student interviews and course evaluation comments were examined for themes revealing the strong presence of the instructor in various ways such as personalized feedback and caring tone. These findings suggest that while the videos may not have a significant impact on overall satisfaction, they do contribute to a more personalized and caring learning environment. Follow-up discussions with the instructor also revealed the reluctance to include short videos was grounded in his fear of inadvertently compromising the accessibility standards he wanted to honor–suggesting a continued need for growth in online instructors’ digital competencies and additional research into the perceived obstacles of expanding modalities of online graduate teacher education.