Teaching Environment Research Articles

일반계 고등학교에서 체육계열 전문교과 운영 경험에 대한 현상학적 연구

Purpose: The purpose of this study was to recognize the current situation, analyze the difficulties, and propose improvement measures for the effective operation of specialized subjects in physical education in general high schools. Methods: This study utilized Colaizzi's phenomenological analysis method to draw conclusions from five physical education teachers who had experience of operating specialized subjects in physical education in a general high school. Results: First, the specialty departments recognized the need for specialized practical subjects and in-depth training for career advancement. Secondly, the cases of poor teaching due to cumbersome course organization, insufficient budgetary support, harsh teaching environment due to complex teaching conditions, arbitrary application of teaching, and lack of teaching materials were identified as difficulties in the operation of specialized subjects in physical education. Third, it was concluded that teachers' willingness to personalize education and learner-centered elective courses are necessary for the continued operation of specialized subjects in physical education. Conclusion: In conclusion, in the upcoming 2022 revised curriculum, physical education specialty courses will be more accessible to students as general education electives, so it is necessary to find more effective ways to operate them through the experience of operating specialized subjects in physical education.

Contribution of the ‘Equality, Diversity, and Inclusion’ Concept to Design Education: A Systematic Literature Review

The rise of awareness and attention around the concept of EDI (Equality, Diversity, and Inclusion) within the scientific and professional communities working in design studies is apparent. However, ensuring high-quality education for all—Sustainable Development Goal 4—while educating future generations of designers in acting responsibly by preventing biased actions requires the higher education (HE) sector to appropriately interpret this multi-concept. A systematization of available knowledge is required to clearly depict main trends and developments made in the field in the last years. A systematic literature review of a sample of 56 works, selected from an original sample of 191 studies, both empirical and theoretical, performed in the field of design education allowed to identify trends, research themes, and disciplinary evolutions of the EDI concept into teaching and learning (T&L) environments. The extracted data show clear interweaves between EDI and design education through three research themes: (i) educational contexts, (ii) design disciplines, and (iii) emerging topics. Future research trajectories for advancing the field of design education are proposed from qualitative interpretation of findings. Synergies among interdisciplinary aspects provide rooms for critical reflection about the opportunities to progress the knowledge in the field within unexplored cultural domains.

Digital musicianship in post-pandemic popular music education

The COVID-19 pandemic has brought about dramatic changes in popular music education, underscoring the importance of technology in both practice and transmission. Nevertheless, the celebration of technological integration as a one-stop solution has led to some challenges remaining overlooked and unsolved, resulting in an increasing mismatch between popular music education and the growth of online musical engagement among young people. Framed by the notion of digital musicianship, this position paper presents an overview of the adoption of technology in popular music education within the lockdown period, in the process raising concerns about whether such revisions can adequately address the challenges faced by popular music education. This leads to a discussion of a potential revamp of digital musicianship as a response to the continued and expanding presence of technology within popular music education and the post-pandemic teaching and learning environment. The authors assert that digital musicianship should encompass learners’ ability to perceive and adopt technologies for online and remote music-making, and critically evaluate their validity and quality in various contexts. Additionally, there is a need to critically address the homogeneity of musical cultures and technological determinism embedded within the design of music technology, alongside tackling the issues of inequality and accessibility.

Teachers’ changing perspectives of their spatial competencies: A case study of professional learning in Singapore

While there is increasing recognition of the role of learning environments for teaching and learning, research on teachers' spatial competency is lacking. Drawing on an in-depth case study approach, this study examined the impact of a professional learning and action research pilot program to enhance teachers' spatial competency in one government secondary school in Singapore. Findings showed that professional learning can improve teacher knowledge, self-efficacy and mind frames towards more agentic and intentional space usage for teaching and learning. This study makes explicit connections about how a multi-layered professional learning program can support the development of teachers’ spatial competency.

University students’ socio-emotional skills: the role of the teaching and learning environment

ABSTRACT Socio-emotional skills are vital for individuals to thrive academically, personally, and socially in the twenty-first century. However, limited attention has been devoted to the factors that might facilitate or hinder the development of socio-emotional skills among university students. To address this gap, we explored the association between the teaching and learning environment and socio-emotional skills using both variable-centered (Study 1) and person-centered (Study 2) approaches. A survey was conducted among 1,136 students in 21 universities. In Study 1, the variable-centered approach showed that active learning, good teaching, and clear goals and standards were positively associated with socio-emotional skills, while feedback and appropriate assessment had no significant or negative influence on socio-emotional skills. In Study 2, the person-centered approach identified three groups of students characterized by low, medium, and high socio-emotional skills. Students who experienced higher levels of active learning and clear goals and standards were more likely to belong to the high socio-emotional skills group. Surprisingly, students who received more frequent feedback from their teachers were more likely to belong to the low socio-emotional skills group, which we speculated might be due to low levels of feedback literacy. These findings underscore the importance of the teaching and learning environment in developing students’ socio-emotional skills in the higher education context.

Enhancing Student Engagement: Technology Acceptance in Higher Education During Covid-19

COVID-19 has caused institutions across the sector to transition from conventional teaching and learning environments into virtual environments. Amidst this paradigm shift, academics have adopted a range of technology-based strategies to support the online learner. However, low attendance, engagement, and participation continue to challenge the execution of eLearning across the higher education (HE) sector. Within this narrative, there has been an interest in understanding the acceptance and adoption of technologies in education from the learners’ perspective. As a result, there has been an increased focus on technology acceptance models as a theoretical lens to unpack attitudes and beliefs relating to eLearning. Motivated by these environmental shifts, this study aims to capture themes and perspectives considered in educational literature worldwide to present future considerations for studied and practitioners as we emerge from the pandemic. By systematically reviewing global educational literature, the study aims to provide valuable insights and future considerations for both studied and practitioners as the HE sectors transitions out of the pandemic. The study is guided by the central study question: What influences the learners’ acceptance and continuation of use of education technologies during forced emergency conditions such as the COVID-19 pandemic? Based on these findings, we then share recommendations for education technology adoption in the HE sector.

Professional Competencies of English Language Teachers: A Literature Review

Professional competence is a dynamic process that improves working quality resulting in a teacher's professional development and self-improvement. Teachers' beliefs, best practices, and a supportive work environment are all essential factors in the development of professional competence during the span of a teacher's profession. Likely, teachers' notions of what teaching is and how it should be successfully done have an impact on the way they teach and learn. To be competent in their field, instructors must appreciate the value of reliable and well-maintained facilities, continuous training, workshops, appropriate learning environments, independent use of learning materials, and successful teaching methods. This entails mastering teaching and learning processes, resources, and educational technologies. Professional competence in education also involves the ability to motivate students, as well as high levels of talent and knowledge of the educational environment. This study based on a review of the literature aims to examine the professional competence of instructors and to improve teaching and learning methods in the classroom. The findings paint the picture of teacher professional development in the education environment for effective teaching and learning.

Digital Tools in Language Learning: Optimizing Memory and Attention for College Students

College English teaching often encounters challenges related to students’ memory and attention in the educational process. This study aims to investigate the effectiveness of integrating memory and attention management technologies supported by the digital environment in college English teaching. To achieve this goal, the author use an action research method with testing as well as descriptive and statistical analysis. The experimental group studied using Quizlet and Busuu for one academic semester. The findings showed that the overall average scores of the experimental and control groups on the Sustained Attention test were 23.3 and 22.5, respectively. Additionally, an Automated Working Memory Assessment showed that the experimental group performed better on working memory tasks than the control group. These results highlighted the potential benefits of incorporating technology-integrated learning tools into language learning including improvements in language skills, attentional resource allocation, and working memory abilities. The novelty of this study lies in the combination of memory and attention management techniques, which are usually studied separately.

Research on Personalized Education Intervention Strategy Based on Barrage Emotional Analysis

With the development of online teaching, the interactive feature of bullet comments has increasingly highlighted its potential in reflecting learners' emotional attitudes. This study employs bullet comment sentiment analysis as a tool to explore its application in personalized educational intervention. By collecting and processing bullet comment data and utilizing cutting-edge sentiment analysis techniques, the study aims to uncover learners' cognitive and emotional needs. Furthermore, this paper analyzes educational intervention strategies and focuses on the specific needs of personalized education. Through the construction of a scientific empirical research model, the effectiveness and practicality of sentiment analysis of bullet comments in personalized intervention strategies have been validated. Experimental results support the research hypothesis, indicating that sentiment analysis based on bullet comments plays a significant role in enhancing the personalization of educational intervention strategies. The conclusions of this study contribute to optimizing the online teaching environment and improving educational quality and efficiency.

Adapting the ‘study and research path’ methodology in strength of materials to online teaching and resource-constrained scenarios

The Study and Research Path (SRP) methodology, emphasizing exploration of answers to open questions, has recently gained recognition as an effective active and inquiry-based learning approach, notably in the realm of Mechanical Engineering education. This study investigates the adaptation of SRPs to online and resource-constrained environments. We present and compare eight SRP-based Strength of Material courses conducted before, during, and after the COVID-19 pandemic. Our analysis focuses on the transformations observed in SRPs, encompassing shifts in course organization, question-answer maps, media-milieu dialectics, resource utilization, and inquiry procedures. Our findings demonstrate the successful adaptation of the SRP course to online teaching during the unprecedented remote conditions brought about by the pandemic. This adaptation resulted in a more guided Q-A map, innovative practical experiences with homemade setups, increased use of simulations, and parallelized inquiry by different groups. Importantly, materials and strategies developed during this transformation proved invaluable in subsequent post-pandemic courses, particularly in hybrid or constrained space and cohort settings. Our study highlights the adaptability and efficacy of SRPs in diverse teaching environments, providing valuable insights for educators seeking to implement SRPs and other active-learning, inquiry-based methodologies to challenging ecological conditions.

Relationship between teacher's ability model and students' behavior based on emotion-behavior relevance theory and artificial intelligence technology under the background of curriculum ideological and political education

PurposeThis paper aims to fully understand the relationship between students' classroom emotions and teachers' behaviors in the teaching environment, provide personalized teaching support, stimulate teachers' motivation, and enhance the emotional connection between teachers and students. This paper designs a teacher's ability model based on emotion-behavior relevance theory and artificial intelligence (AI) technology. MethodsFirstly, this paper expounds on the integration of emotion-behavior relevance theory, AI, and teacher's ability model under the background of ideological and political education. Subsequently, the artificial neural network (ANN) model is deeply analyzed in relation to the development of psychology and AI technology. Guided by the theory of emotion-behavior relevance, an ANN model is used to optimize the classroom emotion recognition module in the teacher's ability model. The accuracy of the optimized teacher's ability model in recognizing attention and resistance is verified by experiments. The relationship between the teacher's classroom emotions, students' classroom behavior, and the teacher's teaching ability is analyzed. ResultsThe experimental results show that the optimized model can effectively identify students' classroom emotions, and the accuracy of identifying attention and resistance reaches 93.6 % and 92 %, respectively, significantly exceeding the traditional model. For other emotions, the accuracy of the experimental group ranges from 80.6 % to 87.9 %, while that of the control group is only 61.1 %. The optimized model shows a better effect on the emotional recognition of multiple students. This proves the effectiveness of the proposed optimization model. In addition, by analyzing teachers' emotions in real classroom videos, people can observe that teachers' psychological emotions and behaviors change with the changes in students' classroom emotions. Under the students' positive emotions, teachers scored high in psychological emotions, behaviors, and teaching achievements, with the lowest scores of 87, 80, and 85, respectively. Under students' negative emotions, teachers' related scores are low, with the highest scores of 40, 40, and 42. This highlights the critical influence of the emotional attitude and values of the main characters on teachers' teaching ability in the classroom environment from the psychological perspective. ConclusionStudents' positive emotions, such as concentration and devotion, will arouse teachers' satisfaction and happiness, motivate them to teach more diligently, and improve the teaching effect. On the contrary, students' negative emotions, such as resistance and doubt, may cause teachers to feel depressed and discouraged. This proves the importance and effectiveness of integrating the emotion-behavior relevance theory into teaching. Students' emotions impact teachers' psychological emotions and behaviors and affect the teaching effect. In this case, teachers need to use their emotional adjustment ability to adjust their feelings in time to better guide students and improve teaching efficiency. This paper provides valuable insights for optimizing the teacher's ability model.

Exploring Pedagogical Dynamics via Teachers’ Interactions with Digital Textbook Platforms

Understanding the pedagogical dynamics that occur when teachers interact with digital textbook devices (DTDs) in the artificial intelligence (AI)–enhanced teaching environment is critical for education success. Previous research on the use of DTDs has primarily focused on subjective and intrusive questionnaire surveys, with little attention paid to the accompanying data when teachers use AI tools. This study aims to mine teachers’ behaviors from a data-driven perspective, exploring actual practices as they integrate DTDs into their teaching. We collected teachers’ behavioral data from a cloud-based curriculum platform, covering four subjects over a four-month period. Then, we used the lag sequential analysis (LSA) technique to investigate state-change patterns and the motif discovery technique to uncover hidden sequential patterns in teachers’ behaviors. Furthermore, using two mutually dependent recurrent neural networks, we predicted teachers’ future behaviors while operating DTDs, providing a more complete understanding of their pedagogical dynamics. Our findings show significant behavioral patterns when teachers use AI–embedded digital devices in the smart teaching environment. Additionally, the predictive model performed well in predicting teachers’ future behaviors, which can be used to improve the design of human–computer interaction in digital textbooks.

Establishing an autogenous vascular access program in a Guatemalan comprehensive pediatric nephrology center.

The Guatemalan Foundation for Children with Kidney Diseases collaborated with Bridge of Life, a not-for-profit charitable organization, to establish a vascular access program. We reviewed our experience with graded surgical responsibility and structured didactic training, creating arteriovenous fistulas (AVF) for Guatemalan children. Pediatric vascular access missions were completed from 2015 to 2023 and analyzed retrospectively. Follow-up was completed by the Guatemalan pediatric surgeons, nephrologists, and nursing staff. AVF patency and patient survival were evaluated by Kaplan-Meier life-table analysis with univariate and multivariable association between patient demographic variables by Cox proportional hazards models. Among a total of 153 vascular access operations, there were 139 new patient procedures, forming the study group for this review. The mean age was 13.6years, 42.6% were female, and the mean BMI was 17.3. Radial or ulnar artery-based direct AVFs were established in 100 patients (71.9%) and ten of the 25 transposition procedures. Brachial artery inflow was required in 29 direct AVFs (20.9%). Two patients underwent femoral vein transpositions. Access-related distal ischemia was not encountered. Seven of the AVF patients later required access banding for arm edema; all had previous dialysis catheters (mean = 9, range 4-12). Primary and cumulative patency rates were 84% and 86% at 12months and 64% and 81% at 24months, respectively. The median follow-up was 12months. Overall patient survival was 84% and 67% at 12 and 24months, respectively. There were no deaths related to AVF access. Safe and functional AVFs were established in a teaching environment within a Guatemalan comprehensive pediatric nephrology center.

Addressing Challenges in Undergraduate Community Health Nursing Clinical: Kolb's Experiential Learning Theory.

The undergraduate nursing students enrolled in community health nursing clinical course must assess vulnerable populations impacted by social determinants of health and develop appropriate population-specific and evidence-based community interventions. However, students struggle to associate community-based experiences with learning and clinical course objectives. This article describes the experiential learning theory approach to guide and enhance student learning in the undergraduate community health nursing clinical course. Kolb's experiential learning theory was used to guide self-reflection process after clinical experience for undergraduate nursing students in their last semester of their education. The guided reflection helped nursing students translate experience into concepts and associate community-based clinical experience with their learning to meet clinical course objectives. Kolb's experiential learning theory is transformative in enhancing student learning in community health nursing care clinical education. The landscape of teaching and practice environment is evolving; therefore, teaching methods must follow suit. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Understanding University Students’ Foreign Language Learning Attitudes: An Analysis Based on Stereotypes

The study aims to understand university students’ perceptions of stereotypes in foreign language learning in Cyprus, a multilingual and multicultural island. The goal is to comprehend how stereotypes impact foreign language education, enabling educators to tailor teaching environments and methodologies accordingly. The research question probes the extent and the influencing variables of stereotypes held by students in Cyprus during their language learning journey. This quantitative descriptive study involved 832 students from various faculties of a private North Cyprus university during the 2021–2022 academic year. A sample of 550 students, comprising 269 males and 281 females, was randomly selected. The stereotyped thought scale for a foreign language, a tool developed by Ünal in 2015 with 42 items across 8 sub-dimensions, was employed to gauge students’ stereotypical thoughts. The study’s results revealed an average score of 2.99 out of 5 on the scale, indicating that students’ stereotyped thinking falls within the average range. Notably, several variables, including gender, age, education, family, and language proficiency, significantly influence the stereotypes students hold during their language learning process.

ASSESSMENT OF TEACHING AND LEARNING ENVIRONMENTS AMONG SECONDARY SCHOOLS IN MKPAT ENIN LOCAL GOVERNMENT AREA OF AKWA IBOM STATE, NIGERIA

This paper defines teaching and learning environments to be diverse physical locations, contexts, and cultures in which students learn. The paper also describes Secondary education as that education that follows immediately after primary education and is also referred to as post primary education. The purpose of the study is to assess teaching and learning environment among secondary schools in Mkpat Enin Local Government Area of Akwa Ibom State specifically the extent to which ICT has been integrated for teaching and learning environment among secondary schools in Mkpat Enin Local Government Area Descriptive research design was used in the study. The population comprises 14 secondary schools in the study area with all the teachers and principals as sample. The instrument used for the collection of data was tagged Teaching and Learning Environment (TALEO) questionnaire. The modify Likert type rating scale of strongly Agree (4) Agree (3) Disagree (2) Strongly Disagree (1) was apply. Findings among other were that teaching and learning environment among secondary schools in Mkpat Enin Local Government Area are not conducive. The paper concluded that school administrators with the stakeholders should create a conducive environment for teaching and learning in the schools in order to enhance better teaching-learning activities.

Using Digital Game-Based Learning in Mathematics Education: A Case Study with Teacher Training Students

Using game-based learning (GBL) and digital game-based learning (DGBL) as a teaching and learning environment can be a pedagogical resource and a good strategy in the classroom to support mathematical learning (Santos et al.,2023). Even though primary school teachers are demonstrating strong preferences for using non-digital games instead of digital games to support mathematics instruction, much of the research review literature has focused on learning outcomes associated with digital mathematical games (Russo et al., 2024). In this paper, I conduct a quasi-experiment using an empirical action research method and the same logical problem-solving environment–game-based or digital game-based learning–that I designed and used with two groups of pre-service teacher university students. I tested three digital games with their non-digital equivalent and observed the problem solvers primarily from a qualitative point of view. Most of the participants enjoyed working with both physical cards and digital games, which effectively engaged students in solving the tasks. My findings suggest that students found the task-solving enjoyable in both types of game-based learning and that solving tasks non-digitally with cards could be more flexible for the problem solvers.

Research on the Digital Literacy of College Teachers in the Digital Age

Digital literacy is the inevitable result of the development of digital technology. The advent of the Digital Age has brought about great changes in the field of education. With the development of technology and the appearance of digital teaching environment, the role of teachers has changed from the disseminator of knowledge to the constructor of knowledge, the promoter and leader of Students' learning. On this basis, this paper analyzes the connotation and cultivation path of college teachers' digital literacy in the digital age in order to realize the role transformation of teachers.

Exploring Emotional Vulnerability and Sense of Agency in the Digital Realm: A Three-Year Case Study of an EFL Teacher in South Korea

This study presents the findings from a longitudinal case study on a Korean English teacher’s experience of emotional vulnerability and professional development in online teaching. Grounded in an ecological perspective on teacher agency and emotional vulnerability, the study investigates how and why the teacher exercised agency in navigating her emotional challenges and adapting to the virtual teaching environment. Data were collected from various sources, including interviews, observations, field notes, and artifacts, for three years. The findings showed that the intricate connection between the teacher’s multiple and dynamic emotions, beliefs, and concurrent working environments significantly influences her engagement in digital teaching practices. Furthermore, the teacher’s emotional vulnerability in virtual teaching facilitated her engagement in reflective and action-oriented practices, leading to a more proactive approach to exploring and implementing alternative teaching methods online. The findings highlight the interplay between emotions, agency, and identity development, emphasizing the importance of experiencing, understanding, negotiating, and expressing emotions to discover potential alternative teaching resources and methods in ever-changing teaching environments. This study provides insights into how teachers can leverage their emotions and exercise teacher agency to enhance their professional growth and adaptability in digital learning environments.

Improving post‐pandemic environments for children with disabilities through effective partnerships

AbstractAmid the pandemic, the education sector experienced rapid and profound transformations. Notably, the Philippines transitioned from traditional face‐to‐face instruction to the realm of distance learning, impacting students, particularly those with disabilities. This shift, called Emergency Remote Teaching (ERT), underscored the imperative of collaboration between special education (SpEd) teachers and families. However, the practical implementation of these collaborations often fell short, with stakeholders unprepared for the challenges. Using a qualitative descriptive case study within an interpretive paradigm, this research delved into ERT practices and outlined strategies for the post‐pandemic educational landscape. Challenges encompassed generational disparities, technological hurdles, and learners' characteristics due to suboptimal learning environments. To tackle these issues effectively, the study advocated for essential practices: fostering open communication between SpEd teachers and caregivers, delivering direct instruction, offering personalized activities, and implementing accommodations tailored to children with disabilities (CWD). These practices were poised to enhance support for students as the education sector transitions into a post‐pandemic teaching environment.