Teaching Of Course Research Articles

The effectiveness of Gen AI in assisting students’ knowledge construction in humanities and social sciences courses: learning behaviour analysis

ABSTRACT Currently, generative AI has undergone rapid development. Numerous studies have attested to the benefits of Gen AI in programming, mathematics and other disciplines. However, since Gen AI mostly uses English as the intrinsic training parameter, it is more effective in facilitating the teaching of courses that use international common notation, but few scholars have researched the fitness of Gen AI-assisted teaching of humanities courses in Chinese-language environments. To address these gaps, this study examined the learning behaviours of 30 students using Gen AI to help them answer questions on economic law tests using the Lag Sequential Analysis. The results show that the following: (1) The use of Gen AI to aid learning in an economic law course did not significantly improve the cognitive level of academics from the perspective of knowledge construction. (2) According to the characteristics of students’ behavioural paths via Gen AI-assisted learning, their behavioural patterns can be classified into autonomous and innovative, moderate, and lacking innovation. (3) Different learning modes when Gen AI-assisted teaching was used affected the final results, which were as follows: High-performing students favoured the autonomous and innovative pattern, medium-performing students favoured the moderate pattern, and low-performing students favoured the lacking innovation pattern.

A roadmap for implementing VR-based teaching courses in archaeology

A roadmap for implementing VR-based teaching courses in archaeology

Investigating the impact of gamification components on online learners’ engagement

As online learning and teaching are becoming an educational trend, online students’ engagement will directly impact the learning and teaching effects and outcomes. A scientific application of gamification in online learning, teaching, and online course design will improve online learners’ learning experience and help build a better virtual learning context for online learners worldwide. This study focuses on how gamification can engage online students from skills, emotional, participation, and performance perspectives. The gamification components investigated in this study are Points (also called Anar Seeds in the context of this study) and Badges, the most widely used components in gamification design in education, and online instructors have primarily used them to motivate students’ learning and acknowledge their achievements by timely rewarding specific learning behavior or performance. A mixed method has been applied to explore further the relationships between gamification components and online students’ engagement and how online students perceive the impacts of gamification on their online learning experience. The findings show a significant correlation between Points and online students’ skills, emotional, participation, and performance engagement, while it exists only between Badges and online students’ participation engagement. The findings also reveal mixed perceptions of online students towards gamification. Study limitations regarding lack of age criterion, limited measurement indicators, and oversimplification of survey responses have also been discussed. It is suggested that future research can be conducted from either the instructors’ or the gamification designers’ perspectives to determine any other factors that might contribute to the implementation of gamification in the online learning context.

Research On The Influence Of Online TeachingGenerated Content On The Learning Decision Process Of Students

In the online teaching environment, marketer-generated content (MGC) and user-generated content (UGC) have become the key information sources that influence students’ learning decisions. Although the academic community has paid considerable attention to this issue, the direct comparison of their roles in the learning decision process of students is still scarce. Therefore, based on cognitive fit theory, this study constructs a model of how online teaching-generated content types (i.e., MGC and UGC) jointly affect the learning decision process of students, and makes an in-depth discussion through empirical methods. The results show that MGC and UGC in the online teaching environment have significant effects on different stages (i.e., cognition, attitude, and learning decision) in the learning decision process of students. Furthermore, there are differences in the roles played by MGC and UGC at different stages. In addition, online course types have a moderating effect on the influence of online teaching-generated content on the learning decision process of students. This study not only enriches the theoretical discussion in the field of how generated content in the online teaching environment affects the learning decision process, but also provides practical suggestions for optimizing the design of online teaching courses

Held Captive and Told to Play

Research has demonstrated the need to prepare higher education faculty for transitioning from in-person to online modality. Researchers note the need to train faculty in course design, building classroom community, and establishing a teaching presence, among other things. This paper describes a professor’s participation in a university-funded professional development programme that aimed to boost quality in instructional design and result in rapid deployment of online courses. The programme required the professor to enrol in a foundation course in online teaching during the Summer 2023 semester and to transition two doctoral courses to online modality in time for the Fall 2023 semester. The foundation course focused on course design, accessibility, instructional roles, community, and more. Keys to the successful transition were the incentive offered by the university, one-on-one support for assisting with building the course in the learning management system, the 10-week immersion with a focus on course design, and being given time to play with new technologies. Other important takeaways from the summer experience are described. These meaningful practices for professional development may be useful to universities as they consider how best to enhance online teaching and learning, especially faculty motivation and training.

EXPERIENCE OF APPLYING NEUROSCIENCE IN TEACHING KAZAKH AS A SECOND LANGUAGE

Teaching and learning the Kazakh language as a second language are one of the main state issues in Kazakhstan. In the modern realities we need very efficient and sufficient approaches and methods of teaching the Kazakh language to non-natives living in Kazakhstan. Teachers and educators are looking for different ways to teach Kazakhas a second language. Nowadays there are not many researches related to the application of the advanced methods of teaching it. This article aims to establish the connection between neuroscience and the teaching of Kazakh as a second language. The articlepresents the theoretical basis of neuroscience and its basic concepts. This article represents results of conducting an experiment of teaching Kazakh as a second language to adults. Based on these neuroscientific concepts and strategies for teaching Kazakh as a second language, we designed and applied a Kazakh language course as a second language for adults. At the end of the course adult learners passed a final test according to the Kaztest system. During and at the end of the experiment course there was not any special preparation for the final test. The results of the experiment showed that implementation of the neuroscientific concepts and strategies was efficient. According to the results of the experiment course we state that we can effectively construct the Kazakh language teaching course by having a thorough understanding of the brain function that neuroscience studies. Using the results of this experiment, educators and teachers of the Kazakh language can improve their methodology and contribute to the effective learning of the language by learners.

On the Reform and Development of Practice Teaching of Undergraduate Law—Taking the Mooot Court Course as an Example

Legal education has the dual attributes of academic and practical, and cracking the "paradox" between them is the basic problem facing legal education. Undergraduate law education is the basis of law education in China. To improve the quality of training legal personnel, it is necessary to continuously deepen the teaching reform of undergraduate law education. Since the implementation of the national and local excellent rule of law (legal) talent education and training plan, the education model based on the single transfer of theoretical knowledge has been challenged to a considerable degree. After a long period of exploration, the "moot court" has been widely recognized as a "standing course" in undergraduate law education, but problems such as the vague positioning of the "moot court" still exist. Under the situation of "encouraging universities to develop practical teaching courses", undergraduate law education must further improve the undergraduate law practice teaching system through effective measures to reform the undergraduate law practice teaching and promote the development of undergraduate law education in China.

Exploration of Ideological and Political Education in Veterinary Microbiology Experimental Technology

The veterinary microbiology experimental course plays a key role in education and practice, integrating “knowledge, skills, and qualities” into the talent cultivation program. The syllabus has been revised to emphasize the course’s ideological and political education objectives. The extraction of ideological and political elements focuses on developing a curriculum that includes ideological and political teaching materials and cases, ensuring coherence across classroom teaching, social practice, and online courses. By organically integrating ideological and political elements within stories, along with professional knowledge, operational skills, and social practice, the course aims to enhance the appeal and effectiveness of ideological and political education in the experimental course.

Medical education during the COVID-19 pandemic: An online-only course can achieve good to medium psychomotor skill level of basic head and neck examination

Background/ObjectivesNew teaching methods are warranted to meet the demand for increased flexibility in medical education while making optimal use of the limited resources of educators. The COVID-19 pandemic forced universities to resort to online-only teaching, even for training of psychomotor skills. The objectives of this study were: (I) to investigate the performance of students without previous experience in ear, nose and throat (ENT) examination after completing an asynchronous online teaching course in an objective standardized clinical examination (OSCE) and (II) to evaluate the degree of over- and underestimation of their abilities. MethodsThe study was designed as a prospective, single-institution medical education cohort study. Medical students (n = 54; 3rd/4th year, no previous head and neck examination skills) completed a comprehensive online training for basic head and neck examination skills 1–14 days before undergoing an OSCE on 5 different examination items (cervical lymph node examination, oral/oropharyngeal examination, otoscopy, Weber/Rinne hearing test, anterior rhinoscopy). Expert-evaluated theoretical knowledge and practical abilities were measured using Likert scales (1 = high proficiency to 5 = low proficiency). Participants self-evaluated their own skills before and after the OSCE (5-point Likert scales). ResultsStudents achieved an overall good to medium skill level in basic head and neck examination after online training. Increased psychomotor complexity of tasks contributed to worse performance. Expert evaluation of practical skills was better in male participants and those who rated their preparation as thorough. Low/no misjudgment (discrepancy between self- and expert-evaluation) was observed in most participants, while high discrepancy levels (strong misjudgment) were mainly attributable to the students’ underestimation of their own abilities. ConclusionsOnline training of head and neck examination skills is a cost- and resource-efficient introduction to skill training and was inevitable during the pandemic. However, it cannot replace practical hands-on training, especially in tasks with high psychomotor requirements. Refresher-courses could compensate for cancelled skill training during the pandemic.

The Value of Incorporating Boxing Courses in Physical Education Teaching in Colleges and Universities

Boxing courses have high teaching value, such as enriching the content of physical education courses, improving college students’ physical fitness, exercising their self-protection ability, and implementing the requirements of moral education. To fully realize the value of boxing courses, it is necessary for colleges and universities to actively offer boxing elective courses, organize boxing clubs, establish professional sports teams, use virtual reality technology, increase the proportion of basic training in the curriculum, and integrate in-class and out-of-class activities to expand the spatial and temporal scope of boxing teaching.

Assessing the English Language Needs and Challenges of Chinese Undergraduates in Thai Universities

Background and Aim: Studying undergraduate in Thai universities is a popular option for Chinese students. International programs covering popular fields not only meet the goals of Chinese students but are also seen by Chinese students as the best way to harvest specialized knowledge and English ability because of the all-English teaching course. However, since the English language is the only communication medium for Chinese students, there are some difficulties and problems encountered by these students who are not English native speakers. Therefore, this study aims to explore the specific English language skills Chinese undergraduates need and the challenges they face in academic and everyday contexts in Thai universities. Materials and Methods: Participants involved 80 Chinese undergraduates studying four-year international programs in Thai public universities with an IELTS overall score of 5. Employing a mixed-methods approach, we distributed a questionnaire based on a five-point Likert scale to all participants and conducted focus group interviews with 12 participants. Results: Findings indicate a critical need to enhance writing and speaking for academic success, with an emphasis on specific-field terminology, and to improve listening and speaking skills for daily life communication. Besides, the lack of academic writing strategies and English communication in official institutions are the problems that undergraduates encounter in academic and daily contexts respectively. Conclusion: The study underscores the urgent need for tailored EAP courses that address both academic and everyday English use, with a particular focus on writing with academic vocabularies and enhancing communicative competence in key scenarios like immigration processing.

Using an Exploratory Factor Approach to Determine Strategies for Effective Implementation of Teaching Practicum in Schools

Teaching practicum is a vital component of pre-service teaching courses. However, researchers have shown concern about the quality of implementation of these courses. Resultantly, students show low-profile abilities in teaching and learning when they join professional service as teachers. The primary purpose of this study was to develop a scale for exploring strategies for effective practicum implementation and, secondly, to ascertain teachers’ perceptions about the effect of these strategies on the effective implementation of teaching practicum in schools. A survey questionnaire was developed and used for data collection. The questionnaire was developed based on a review of the literature and expert judgment. A total of 77 students participated in the study from a private college of teacher education in Peshawar. The students were selected based on a convenient sampling technique. The dimensionality of the scale was checked through exploratory factor analysis. The principal component analysis revealed a 4-factor structure as an essential strategy for the effective implementation of teaching practicum for pre-service teachers. These strategies were clear communication, showing respect, professional behavior and motivation. It is concluded that the scale can be used for measuring the effectiveness of teaching practicum in other contexts. The results of this study may be used for improving the curriculum implementation of teaching practicum in teacher training institutes. This study is significant as it provides firsthand knowledge to the management and administration of teacher education institutions about the essential strategies that can be used to enrich further teaching practicum, a pivotal element of teacher education.

Advances and challenges in endoscopy training: A mixed methods study among endoscopy trainers in the Netherlands

Abstract Background and study aims Variation between trainers in providing traditional gastrointestinal endoscopy training, in which residents learn endoscopy by doing under the supervision of endoscopy trainers, may cause differences in endoscopy competence between residents. In this study, we explored endoscopy trainers’ views on the current status and desired future best practices regarding endoscopy training. Methods This mixed-methods study comprised quantitative survey data collected from 158 endoscopy trainers working in 26 gastroenterology teaching hospitals in the Netherlands and semi-structured interviews with 15 gastroenterology residency (associate) program directors (PDs). Survey data were analyzed using descriptive statistics and interview results with thematic analysis. Results There was considerable variability in endoscopy training practices between teaching hospitals in the structure of endoscopy supervision, criteria used to determine the level of supervision, and participation of trainers in endoscopy teaching courses. Interview participants agreed that an endoscopy training supervisor requires several teaching strategies, highlighting the importance of formal education in endoscopy teaching. Interview participants perceived self-regulated learning strategies as essential for residents to learn endoscopy effectively. The perceived main barriers to effective supervision were a lack of time and heavy workload. Participants expressed the desire for more standardization in endoscopy training programs between teaching hospitals. Conclusions Considerable variability in endoscopy training practices between gastroenterology teaching hospitals was identified. Formal education on endoscopy teaching, promotion of self-regulated learning, and standardization of endoscopy training programs and supervision practices have the potential to improve future endoscopy training.

An Exploratory Mixed-Methods Analysis of Factors Contributing to Students' Perceptions of Inclusion in Introductory STEM Courses.

In this exploratory mixed-methods analysis of students' perceptions of inclusion in introductory STEM courses for STEM majors, we asked students to rate inclusion in their class and to provide an open-text explanation of their rating. Analyzing 1930 qualitative responses resulted in a codebook containing academic, identity, and nonspecific categories. The majority of responses (>80%) cited academic factors such as interactions between students and instructors or course elements and policies. Most academic responses aligned with evidence-based teaching practices fostering inclusion, describing a range of strategies and policies instructors can implement to increase students' perceptions of inclusion. A small number of student responses indicated that their perception of the required knowledge background for the course impacted course inclusivity. Few differences in frequency distributions were found between subgroups examined (gender, race and ethnicity, self-reported inclusion score, and discipline). Additionally, tracking a subset of students (135) across three courses revealed that most (80%) cited different factors influencing their perception of inclusion in each course. This suggests students' perceptions of inclusive practices are complex, and most students recognize multiple factors that influence their inclusion. Overall, our findings suggest instructors can significantly influence students' perceptions of inclusion by using multiple inclusive teaching strategies and course policies.

Psychological and pedagogical classes in the system of continuous education: search for the optimal model

Introduction. The development of a regional network of psychological and pedagogical classes (PPC) is of particular relevance due to the worsening shortage of teaching staff. Currently, the most widespread are the intra-school, network and resource models of PPC. At the same time, universities providing scientific and methodological support for teaching and training courses are searching for an optimal model of their organization that would combine the most strengths of established models. Novgorod State University is implementing a cluster model of PPC. The purpose of the article is to study the specifics and effectiveness of the cluster model of psychological and pedagogical classes. Materials and methods. Using theoretical methods (analysis and synthesis of scientific literature, historical and pedagogical analysis of scientific sources on the research problem, comparison of the essence of various PPC models), a study was conducted that made it possible to identify the features of the PPC cluster model. In order to identify the dynamics of students' ideas about the teaching profession and their assessment of various forms of education, a survey of 124 schoolchildren was conducted. To determine the methods of forming PPC and organizing the educational process in these classes, interviews were conducted with the heads of 13 schools in the Novgorod region, for which a standardized interview was developed. Results. The study theoretically substantiates the cluster model of PPC, which integrates elements of traditional PPC models into a single construct. In this model, the university acts as a resource scientific and methodological center, which, in cooperation with the subjects of the pedagogical cluster, conducts educational intensives and specialized shifts with students aimed at developing students’ primary skills in teaching professional activities. The results of the survey recorded a positive trend in schoolchildren’s attitude towards the teaching profession. After completing the first year of study, the number of students with a positive image of the teaching profession increased by 21%. 83.9% of respondents gave a high rating to various forms of training in the PPC. During interviews, school leaders confirmed the effectiveness of the cluster model of organizing educational training, especially noting the effectiveness of educational intensives and specialized shifts, as well as the additional educational program implemented by the university. Conclusion. The study confirmed the effectiveness of an integrated system of scientific and methodological support for psychological and pedagogical classes, which was formed at the intersection of educational, regional pedagogical and university pre-professional clusters. The cluster model proposed by Novgorod State University has significant integration potential and assumes a wide range of interaction between various subjects of the territorial educational system.

Teaching in Active Learning Classrooms at a Canadian University

This article describes an evaluation of a campus wide Active Learning initiative to examine instructors’ experiences teaching in Active Learning Classrooms (ALCs) at a Canadian University. ALCs at this university differ in size, layout, and audio-visual equipment. The participants were 21 instructors from different disciplines who had taught courses in various ALCs who were interviewed to explore their pedagogical decision-making, teaching experiences, and their access to ALC-specific, pedagogical and technological support. Instructors explained their classroom management strategies specific to ALCs, discussed how physical and technological features of different ALCs impacted the extent of necessary revisions to their courses, and highlighted logistical issues in being assigned to ALCs that may fit the requirements of their courses. Based on the findings, we pose a series of recommendations to offices responsible for classroom assignment, academic departments, and centres for faculty support and development. Overall, instructors would benefit from advance notice of ALC room assignment, just-in-time and self-directed opportunities regarding integrating Active Learning strategies in instruction, and access to orientation sessions and multimedia documentation developed for different types of ALCs.

Examining Technology Integration in Micro Teaching: Unique Insights from Pre-Service Teachers at Universitas Widya Gama Mahakam Samarinda Using the Harris, Grandgenett, and Hofer Framework

The objective of the study was to know the categories of Harris J., Grandgenett, N., and Hofer M toward preservice teachers in Micro Teaching Course at Widya Gama Mahakam Samarinda University. This study was conducted at fifth semester of English Education Department, University of Widya Gama Mahakam Samarinda. This study focused on technology integration of pre service teachers that implemented in micro teaching course. Design of this study was qualitative study. There were 24 pre-service teachers in this study determined by purposive sampling. The instrument used was interview guide by Harris J., Grandgenett, N., and Hofer M. There were 5 pre-service teachers who were willing to be the interviewees. Then, the researcher collected the data by simulated recall interview and video as the source of data. The result of the study showed pre service teachers were good enough in implementing technology integration in their micro teaching course. There were four categories seemed in this study. They were about curriculum goals, instructional strategy, technology selection, and fit. Researchers conclude that all the categories were fit together in a harmony although some of preservice teachers still using low technology in their practice

AI, heritage and critical thinking development: an education experience within university context

Educational policy makers identify Critical thinking (CT) as an essential driver for development and knowledge growth in any field and in the broad society. Even in the post-pandemic era, CT continues to be defined as one of the skills to be most promoted at the various levels of formal education and training contexts. In particular, with the raise of AI, it is crucial for educational institutions to encourage a critical approach to technology in students, especially in the analysis, interpretation and evaluation of information in order to make decisions and solve problems, also in digital contexts. Art experiences, literary stimuli and writing activities are helpful pedagogical strategies for CT enhancement especially when supported by the use of technologies. Starting from the above-mentioned evidence, a university module was designed by combining collaborative and creative writing sessions based on critical analysis of literary texts and the experience of figurative arts. More than 100 students worked in groups and their CT level was assessed at different times of the course. In particular, AI and machine learning tools were used to identify indicators of critical thinking in the texts produced by the students and to assess the relationship between the production of written texts and the development of CT and reasoning within students taking part in the educational experience. The research results could be used to improve university course design or professional development training courses for CT teaching and learning.

The Significance of Integrating Critical Thinking Perspectives in EFL Programs

Various comprehensive language education programs have been employed by educational institutions to advance their curricula in teaching English as a foreign language (EFL). However, the focus of most of these EFL programs was to improve students’ vocabulary and grammar without improving their awareness of the English language. The focus was on rote learning which depends on the memorization of rules and vocabulary without using the target language effectively. With conservation learning, students, as well as instructors, have been exposed to looking at the target language critically and how this language functions effectively within social, cultural, and ideological contexts. This study investigates the thoughts on integrating critical approaches, critical language awareness (CLA), and critical discourse analysis (CDA) into EFL programs to equip students with cognitive and analytical to communicate in the target language effectively. In this study, 20 participants from a higher education institution consented to conduct a semi-structured interview to measure the students’ inclination to include critical thinking courses in English language teaching. It has been shown that most students believe in the importance of critical thinking courses to be familiar with contextual awareness, assumption analysis, and imaginative speculation.

Integration of Islamic Study in English Language Teaching (ELT) Based on Study Program at the University of Kh. Mukhtar Syafaat Blokagung Banyuwangi

English is an agreed language as a world/international language, so this course is a course or lesson that must be taken by all students and college students in Indonesia from elementary level to college as a compulsory course in the English Language Teaching (ELT) course series. UIMSYA Blokagung Banyuwangi is a pesantren-based higher education campus, so the purpose of this study is to find out the extent to which educators integrate ELT with Islamic / pesantren studies in accordance with their study program. This study aims to determine the extent to which educators integrate English language learning (ELT) with Islamic studies in accordance with their study program at the KH. Mukhtar Syafaat Islamic Boarding School Blokagung Banyuwangi. The research method used is Descriptive Qualitative which determines the subjects of this study are several lecturers and students with data collection techniques prioritized from interviews and supported by observation and documentation. From the process in the field, it is found that the implementation of ELT which is materially integrated with Islamic Studies has been carried out even though it is still not in totality, and this provides insight to students so that they can communicate about Islamic Studies using English.