Teaching Model Research Articles

Exploration of Business English Teaching Mode in Applied Undergraduate Colleges Based on OBE Concepts

In the context of globalization, the demand for business English professionals is increasing, placing the application-oriented undergraduate institutions under the critical responsibility of cultivating business English graduates with practical abilities and professional competencies. However, the traditional teaching model tends to prioritize the impartation of linguistic knowledge, neglecting the cultivation of actual application skills, which fails to meet market demands. The Outcome-Based Education (OBE) philosophy, which is guided by learning outcomes and emphasizes the development of students' abilities, offers new insights for educational reform. This article reviews the current state of research on business English teaching models in application-oriented undergraduate institutions, highlighting the shortcomings of traditional models. Based on the OBE concept, this article explores the reconstruction of training objectives, the optimization of curriculum systems, the reform of teaching methods, and the improvement of evaluation systems as four core elements, and proposes implementation strategies involving strengthening top-level design, faculty development, school-enterprise cooperation, and information technology construction. These measures not only enhance the quality of education but also boost students' competitiveness in the workplace, providing valuable references for the reform of business English teaching models in application-oriented undergraduate institutions.

Recognition of Effective Co-Teaching Practices by Interdisciplinary Pre-Service Candidates

This study investigates the degree to which pre-service interdisciplinary groups of undergraduate education candidates recognize co-teaching skills and behaviors in practice. With the increasing emphasis on collaborative teaching models in contemporary educational settings, understanding how future educators perceive and identify effective co-teaching practices is crucial for enhancing educational preparation programs (EPPs). Using a mixed-methods approach, this study analyzed consensus ratings from an interdisciplinary assignment that asked candidates to work collaboratively while identifying best practices in co-teaching across example and non-example videos. Both quantitative and qualitative data were collected using student ratings and videos of group discussion for consensus scoring. Quantitative data were collected using consensus ratings for each indicator on the observation checklist. Qualitative data derived from video transcripts of the consensus rating sessions illuminated the process each group used and reasons each group provided for consensus ratings. The findings reveal varying degrees of recognition and understanding of co-teaching skills, highlighting both strengths and areas for improvement in the candidates’ ability to identify and apply these practices. This study provides valuable insights into the preparedness of pre-service educators for collaborative teaching environments and offers recommendations for integrating co-teaching competencies more effectively into EPPs.

Application of clinical thinking training system based on entrustable professional activities in emergency teaching.

Standardized training for resident physicians (STRP) is essential for improving their clinical skills. The standardized training for resident physicians in emergency medicine differs from other disciplines, focusing more on knowledge related to medical emergencies and emergency care skills requiring urgency and real-time response. There are specific differences in knowledge content, teaching methods, curriculum design, and career development compared to other specialties. As a national-level teaching base for emergency medicine, our hospital continuously explores and innovates in teaching models, discovering a model more suitable for emergency medicine. This study summarizes practical experience in teaching and assessment integration (TAA), evaluates teaching training effectiveness with the Clinical Thinking Training System (CTTS), and examines integrating this system with innovative teaching and assessment models' impact on resident physicians' clinical abilities. In our study, we selected residents who rotated in our department from July-December 2023 and randomly divided them into a reform group (n = 106) and a control group (n = 104). The reform group received training using the Clinical Thinking Training System (CTTS) while the control group received standard training consistent with the existing STRP framework. We integrate innovative teaching and assessment (TAA) modelsand theEntrustable Professional Activities(EPAs) scale to assess students' abilities, stratifying by grade level, background, and major to evaluate students' departmental rotation examination (DRE) and EPAs scores. The DRE scores and Mini-CEX scores were significantly higher in the reformed group compared to the control group. The final assessments showed the reform group scored significantly higher in first-case documentation and overall clinical thinking decision-making. Specifically, the reform group had significantly higher scores in first-case documentation for second-year, third-year, undergraduate, and graduate students, and non-emergency specialty students. The clinical thinking decision-making scores of the reform group were significantly higher across different years, specialties, and educational backgrounds. All the EPAs results indicated the CTTS improved treatment decision-making abilities among students with different years of training, educational backgrounds, and specialties. Moreover, the ability for continuous patient management improved to some extent among students in different years and with different educational backgrounds. The integration of innovative teaching and assessment models with the CTTS is more conducive to improving the examination performance and confidence in professional behavior of resident physicians.

Problem-based learning on the WeChat public platform in radiation oncology residency training programs.

This study explored the effectiveness of a Problem-based Learning (PBL) teaching model on the WeChat public platform for radiation oncology residency training programs. The WeChat PBL program was initiated in 2019. The study recruited student participants, on a voluntary basis, who were in their first and second years of standardized training in radiation oncology. We selected classic and trending issues in radiation oncology as the two main teaching topics. Students in the PBL group searched for relevant literature, summarizing PowerPoint presentations or academic speeches on specific issues published on the professional WeChat public platform after an in-depth review by teachers. The final national standardized training examination scores for resident physicians were used to evaluate teaching effectiveness. The graduation scores of the PBL and non-PBL groups were compared, and a stratified analysis was conducted based on the year of participation to assess the teaching effectiveness of this model. Moreover, questionnaires were administered to evaluate students' experiences. Among the 36 students who joined the study in 2019, 16 (44.0%) voluntarily joined the PBL teaching group. Nine students started teaching PBL in their first year of residency, accounting for 47.4% of that year, and seven started in their second year, accounting for 41.2%. The average graduation scores of the PBL group were superior to those of the non-PBL-focused group for the same grade. The rate of high scores among students in the PBL group (56.3%) was higher than that of students in the non-PBL group (25%). Specifically, first-year residents who joined the PBL group had an average score of 92.3 ± 2.2, significantly higher than their non-PBL counterparts, who scored an average of 88.6 ± 4.6, showing a statistically significant advantage (p = 0.042). All students were satisfied with the PBL WeChat teaching and would recommend the PBL WeChat course to others. The PBL residency teaching model on the WeChat platform improved residency scores and garnered student satisfaction.

Enhancing Reading Ability Through the Cooperative Integrated Reading and Composition (CIRC) Model: A Study with Fifth-Grade Elementary School Students

Reading comprehension is a vital aspect of language proficiency that elementary school students must master. Proficient reading skills enable students to actively acquire diverse information efficiently. The cooperative integrated reading and composition (CIRC), is a teaching model designed to enhance students’ reading comprehension skills through collaborative learning activities. This research aims to investigate the impact of the CIRC model on the reading comprehension abilities of fifth-grade students at SD Negeri 1 Kairatu. Employing an experimental design with a one-group pretest and post-test setup, the study involved 41 students. The CIRC model served as an independent variable, while reading comprehension ability constituted the dependent variable. The research instrument utilized was a reading comprehension test. Data analysis was conducted via a paired sample t-test, revealing a significant difference in students’ reading comprehension abilities before and after learning with the CIRC model (p = 0.00, < 0.05). These findings underscore the effectiveness of the CIRC model in improving students’ reading proficiency. The study’s results underscore the importance of prioritizing reading skills development to enhance elementary students’ literacy levels. It recommends the widespread adoption and continuous practice of the CIRC model in elementary schools to cultivate students’ interest and competence in reading. This research contributes to the ongoing efforts to enhance reading education methodologies and promote literacy among elementary school students. Keywords: CIRC model, reading comprehension, reading literacy, elementary school students

Development of a New Media Marketing and Planning Course Based on Project-Based Learning combined with Outcome-Based Education Concept to enhance Problem-Solving Ability in Advertising at Xi'an University

Background and aim: At present, the phenomenon of insufficient problem-solving ability of college students in China is more prominent. The project-based learning（PBL) combined with the outcome-based education (OBE) concept provides new ideas and methods for addressing the problem of insufficient problem-solving ability among college students. The PBL combined with OBE teaching offers effective ways and means to enhance problem-solving ability. Outcome-based education concept (OBE) emphasizes student learning outcomes and focuses on the ability and qualities students acquire during the learning process. While project-based learning (PBL) enables students to participate in solving actual projects, clarifying their learning goals and outcomes, and enhancing their learning motivation and enthusiasm. This teaching model emphasizes practical ability. It focuses on cultivating students' practical ability by having them apply learned knowledge and ability in actual projects, thus improving their problem-solving and practical operation ability, which aligns with the requirements for practical ability in the advertising field. It promotes cooperation and innovation. PBL usually requires students to complete projects in groups, helping to cultivate their cooperation ability and team spirit. At the same time, during the project implementation process, students need to continuously propose innovative solutions, which also helps cultivate their innovation consciousness and innovation ability. This study aims to develop and evaluate the effectiveness of a new media marketing and planning course based on PBL combined with OBE teaching to enhance problem-solving ability in advertising students. Materials and approaches: The study employed a three-phase research design involving phase 1 was studying the background information through reviewing documents and interviewing experts and students, phase 2 was constructing and verifying the developed course by 5 experts, and phase 3 was implementing the course with the sample of 40 junior Advertising students at Xi'an University which were derived by cluster random sampling. The research instruments used to collect data in this phase were as follows:1) scoring rubric of students' problem-solving ability with reliability of 0.84. 2) questionnaire for students' satisfaction with the reliability of 0.75. Data collection was relevant to test papers and scales, and data were analyzed by using statistics including; means, standard deviations, t-test for dependent samples, and one sample t-test. Results: After implementation of a new media marketing and planning course based on project-based learning combined with outcome-based education concept, it revealed that 1) posttest scores of students' problem-solving ability is greater than pretest at.01 levels of statistical significance (t39= 16.01, p = 0.001). 2) students' satisfaction after implementing the course was statistically greater than the criterion of 70% at a.01 level of statistical significance (t39 =19.51, p = 0.001). Conclusion: The PBL combined with OBE teaching provides effective ways and methods for improving college students' problem-solving abilities. By clarifying learning outcomes, emphasizing practical ability, and promoting cooperation and innovation, the PBL teaching methods model can better meet the requirements for problem-solving ability in modern education and the advertising field.

Development of a Photoshop course based on task-based Learning and Gagne's Teaching Model to Improve the Innovative Ability of First-year Students at Anhui Wenda University of Information Engineering

Background and Aim: Photoshop courses must incorporate both Gagne's teaching model and task-based learning to foster students' innovative thinking. This combination guarantees that students receive organized, efficient instruction while working on real-world projects, which enhances their creativity and problem-solving abilities. This research and development research aimed to 1) determine the effectiveness of the Photoshop course based on task-based learning and Gagne's teaching model to continuously improve the innovative ability by comparing the development of students' innovative ability after implementing with 4 times, and 2) compare students' satisfaction after implementing the Photoshop course based on task-based learning and Gagne's teaching model. Materials and Methods: The sample was a class of 37 first-year students, majoring in product design at Anhui Wenda University of Information Engineering. They were derived by cluster random sampling. The instruments used in this research were (1) a Photoshop course based on task-based learning and Gagne's teaching model, (2) lesson plans, (3) an innovative ability evaluation form with 0.89 reliability, and 4) a student satisfaction questionnaire with 0.98 reliability. The statistics used to analyze the data included the mean, standard deviation, one-way repeated measures ANOVA, and t-test for one sample. Results: Mauchly's test indicated a violation of sphericity, requiring Greenhouse-Geisser corrections. Significant improvements in students' innovative ability were observed across four-time points (F=251.830, p<0.001). Additionally, student satisfaction with the Photoshop course significantly exceeded the set criterion (t = 97.4, p < 0.05). Conclusion: The implementation results show that the difference in students' innovation ability each time different at the 0.05 level of significance, they were considered the students’ innovation ability was increasingly higher and continuously each time from the first time to the last time, students’ satisfaction was at a high level.

HCI Teaching and Learning Model Using Studio-Based Learning

This research explores Studio-based Learning (SBL) within Human-Computer Interaction (HCI) subjects, focusing on the crucial elements required in the design of maker spaces to enhance user experience (UX) design education. As HCI becomes increasingly complex and interdisciplinary, traditional classroom settings often fail to provide the required experiential learning environment for certain subjects. Our study examines various subjects in the discipline, highlighting diverse interactivity requirements and the potential of Studio-based Learning to effectively address students' and staff’s needs. We analyse the impact of studio settings on the learning outcomes and expectations of students, especially in fostering creativity, collaboration, and hands-on engagement. Our research findings indicate that studio-based classrooms significantly improve student learning experiences in interactive and practical subjects, although effective planning around space and time constraints can impede its full implementation.

The Development of Basketball Learning Activities and Basketball Abilities Using Gamification Teaching Model for Advanced Vocational Student

Background and Aims The gamification teaching mode is a teaching method that integrates game elements into the teaching process. It stimulates students' enthusiasm and initiative and improves learning by creating a challenging and interesting play environment. In physical education teaching, the gamification teaching mode has been widely used, especially in improving students' basketball dribbling ability. Vocational students refer to those students who receive vocational education, and their learning goals pay more attention to the cultivation of practical skills and the improvement of application ability. As a common sport, basketball has important practical significance for higher vocational students. However, traditional basketball dribbling teaching is often based on technical training, which lacks enough interest and motivation, which can easily lead to the decline of students' learning interest and learning effect. Thus, the purposes of this study were 1) To develop learning activities for the gamification teaching model for the basketball course. 2)To compare basketball abilities using the gamification teaching model between the test and the post-test. And 3) To study student satisfaction with the gamification teaching model of the basketball course. Materials and Methods: The sample included 50 first-year students from Luzhou Medical Device Vocational College. In the first semester of 2023. Obtained by cluster random sampling technique. Research tools are used in lesson plans, basketball ability tests, and satisfaction questionnaires. In data analysis including percentages, means, standard deviations, and paired t-tests. Results: The results of the study were as follows; 1）The development of a gamification teaching model for the basketball course has an average suitability value for all plans equal to 4.38, which is at a high level. 2Students who studied using gamification teaching model learning activities had higher abilities of basketball post-test than pre-test at a statistical significance of.05 and 3）Students who learned using the gamification teaching model had overall satisfaction at a very high level. Conclusion: The basketball course's gamification teaching approach proved to be a highly appropriate and successful one, greatly enhancing students' post-test performance and generating exceptionally high levels of student satisfaction. According to the study, gamification can improve learning outcomes and increase student engagement in the classroom.

Exploring Teaching Reform in Fashion Design Major based on Virtual Reality Technology

With the development of technology and social progress, digital teaching has become the mainstream trend, and digital teaching technology is constantly integrated into the teaching of fashion design majors. Fashion design will further evolve and improve virtual simulation technology, continuously enhancing the intelligence and interactivity of teaching, and providing students with comprehensive and practical fashion design learning experiences. This article provides an overview of virtual reality technology, its application in fashion design teaching, application types, problems and solutions in the application of virtual reality technology in fashion design, and research on the reform of virtual reality technology in fashion design teaching. It proposes that virtual reality technology effectively improves the classroom teaching efficiency of fashion design, stimulates students' design and innovation inspiration, promotes the practicality of fashion design, and provides students with a good learning environment and methods. Applying VR technology to the field of modern education continuously promotes the development of teaching and education work, providing new teaching models and innovative teaching methods for national education work.

Empowering Student Engagement and Academic Achievement in Physical Education Classes After COVID-19: Integration of Three Teaching Models

This study aims to analyze the effects of tactical game model (TGM) and peer teaching model (PTM) in increasing student engagement and academic achievement. The true experimental method with a 10-week randomized controlled design was adopted in this study. 54 students were allocated into experimental class 1 (TGM, n = 18, 19.60 ± 1.17 years), experimental class 2 (PTM, n = 18, 20.00 ± 1.05 years) and control class (traditional, n =18, 19.40 ± 1.43 years). The instrument in this research used the student engagement questionnaire to assess student engagement in PE classes, while semester exam scores were used as academic achievement instruments. The results of the Student's paired t-test, we observed that participants in TGM, PTM and CC experienced significant differences from pre- to post-test scores on student' engagement and academic achievement (all, p < 0.05). Meanwhile, the results show that there is a significant effect of time, group and time*group interaction on student' engagement (all, p < 0.05), and academic achievement (all, p < 0.05). Conclusions: Thus, we highlight the application of TGM and PTM in PE classes is important to improve students' levels of engagement and academic achievement.

Job Satisfaction and Performance of College Teachers in the Online Teaching Mode

The sudden switch to blended and online learning environment due to the global pandemic changes higher education and consequently influence college teachers’ job satisfaction and performance. Challenges that the teachers teaching in colleges experienced while working under virtual learning environment are shown to have caused impacts on their job satisfaction and performance. This article aims to review the major designs or determinants affecting the satisfaction and effectiveness of the college teachers in online classes and potential consequences for the future. The online teaching mode seems to have its advantages and limitations to college educators. Flexibility is a strength of the school but there is a lack of enough technological support and student engagement as key factors to enhancing the teacher’s job satisfaction. This can be achieved in the mentioned areas to support educators as well as improve the quality of online learning. Some of the recommendations include developing new, improved approaches to training that include teachers in online classrooms; upgrading the means of communicating with teachers working in online classrooms; and the creation of recognition and incentive systems designed to help teachers working in online classrooms. The study concluded that above mentioned initiatives can help to foster satisfaction and performance enhancing the long-term model of online teaching that help teachers and students.

A Study of the Blended Teaching Model for Oral English under the Production-Oriented Approach

Abstract: With the rapid development of the Internet, the blended teaching model has gradually become more and more popular. In response to this trend, this paper explores how to improve college students oral English skills under the blended teaching mode of online and offline. Moreover, Considering that nowadays many students can only understand knowledge but find it difficult to apply knowledge, this research will be guided by the Production-Oriented Approach to explore new ideas for improving students' productive ability. The study selects the first chapter of Book 2 of Fluent Oral English Course (Second Edition) as the teaching content and adopts a blended teaching method, which includes online pre-class warm-ups, a combination of online and offline teaching during class, and online homework submission after class. To be mentioned, the teaching process is structured around the principles of motivation, enabling, and assessment. It is hoped that this research will provide valuable references for future studies on the blended teaching model guided by the Production-Oriented Approach and offer inspiration for enhancing oral English instruction.

Exploring Online Teaching's Impact on Instructors in Core Engineering Courses: Insights, Challenges, and Future Directions

ABSTRACTThis study examines the impact of online teaching on instructors of fundamental engineering courses, focusing on insights, challenges, and future pathways. By analyzing the instructors' perspectives, the research examines various aspects of online teaching, including mode of delivery, student engagement strategies, assessment preferences, and future directions. Insights are drawn from a comprehensive survey of instructors, shedding light on their experiences, challenges, and preferences in the online teaching landscape. The findings highlight a preference for synchronous sessions, the utilization of diverse engagement techniques, and the significance of maintaining academic integrity in assessments. Instructors' preference for face‐to‐face interaction for improved academic performance and openness to hybrid teaching modes are evident. This study not only provides valuable insights into the dynamics of online teaching but also paves the way for future advancements in pedagogical strategies and educational technology integration. The research identifies potential areas for future work, ranging from refining hybrid teaching models to exploring emerging technologies and fostering instructor training.

Оrgаnizing Science Lessоns Bаsed оn the Inquiry-Bаsed 5E Mоdel

This article explores the implementation of the 5E inquiry-based teaching model to enhance science lessons, focusing on engaging students actively in learning through exploration, experimentation, and reflection. The study uses a structured approach based on cognitive psychology and constructivist learning theory to guide teachers in applying the 5E model's phases: Engage, Explore, Explain, Elaborate, and Evaluate. Teachers participated in professional development courses to strengthen their lesson-planning skills for inquiry-based education. The results show that the 5E model effectively improves students' scientific understanding and promotes higher engagement by aligning lessons with students’ interests and prior knowledge. Findings support the integration of inquiry-based learning as a core method in science education reforms, advocating for further training to improve instructional quality. This research underscores the potential of the 5E model to modernize science education, making it more interactive and student-centered.

Three-dimensional printed apical barrier model technology for pre-clinical dental education.

Clinically, apical barrier procedure can be adopted to create an immediate artificial barrier for tooth with an open apex. Given that the quality of the barrier is crucial, the apical barrier procedure is known for its high technical sensitivity, posing significant learning challenges for dental students. Therefore, a new dental teaching model not only effectively enhances the future clinical skills of dental students but also benefits a wider range of patients. A new dental model for simulating apical barrier procedure in vitro, is helpful for dental students to practice apical barrier procedure. This study aims to design, assess, and evaluate the feasibility of a three-dimensional (3D) printed apical barrier model for pre-clinical dental education. A novel 3D-printed apical barrier model was developed, consisting of a tooth model and a matching blind box. Total 200 3D-printed apical barrier models were used to train dental students, and fifty fifth-year dental students participated in this voluntary hands-on course. Each student performed apical barrier procedures on four 3D-printed models. The outcome of the first model served as the representative result for the "direct barrier group", whereas the outcome of the fourth model represented the result of the "post-training barrier group". The quality of the apical barrier procedure was assessed through X-ray examination, and a questionnaire was used to evaluate the 3D-printed model's benefits, with scores ranging from 1 (strongly agree) to 5 (strongly disagree). The overall rating for the 3D-printed model was 2.0 ± 0.6. The model was noted for its high degree of realism, ease of use, and practical applicability. Post-training assessments showed significant improvements in the density of apical barrier fillings (P< 0.05), reduction in underfilling rates (P< 0.05), and decrease in overfilling distances (P< 0.05). Students overwhelmingly agreed that the model was beneficial for training in apical barrier procedures (1.06 ± 0.24), helped identify their shortcomings (1.62 ± 0.53), and improved their operational skills (1.90 ± 0.51). Both the questionnaire feedback and the quality of the fillings confirmed the feasibility and efficacy of the 3D-printed apical barrier model for dental education. The students had the possibility to learn the correct apical barrier procedure on printed dental models.

Implementation and evaluation of the three action teaching model with learning plan guidance in preventive medicine course

Implementation and evaluation of the three action teaching model with learning plan guidance in preventive medicine course

Evaluation of open collaborative practice teaching reform based on students satisfaction: Public health practice courses integrating medicine, teaching, and research in Yunnan province, China

To address gaps in practical skills among Public Health and Preventive Medicine graduates, an ‘open collaborative practice teaching model’ integrating medicine, teaching, and research was introduced. A cross-sectional study surveyed 312 Preventive Medicine undergraduates at a Yunnan medical university from 2020 to 2023, utilizing satisfaction scores and analyses (cluster, factor, SWOT) to assess the impact of the reform. Satisfaction scores from baseline, mid-term, and end-term assessments showed minor variations (4.30, 4.29, 4.36), with dissatisfaction primarily related to teaching content and methods. Key influences on satisfaction included teaching content, methods, and effectiveness. The SWOT analysis highlighted the importance of continuously updating teaching strategies to meet changing student expectations. This study suggests that the model has the potential for wider use in enhancing public health education, particularly in regions facing similar challenges.

The Impact of Chat GPT On the Role Transformation of Chinese Public Junior High School Teachers

The use of Chat GPT in the classroom has been receiving widespread attention, but research on its impact on the role transformation of middle school teachers is still lacking. This paper analyses the challenges that the application of Chat GPT poses to teachers and classroom teaching in Chinese public junior high schools. The analysis concludes that the application of Chat GPT will challenge the teacher's subject position as a single lecturer, the traditional knowledge system, and the classroom teaching model. Students' information literacy will also affect the consequences of the use of Chat GPT in the classroom. Based on these findings, this paper proposes the following suggestions: teachers should be transformed from traditional single-classroom instructors, skilled laborers, and professional knowledge transmitters into leaders of human-computer collaborative teaching, explorers of innovative classrooms, and leaders of information literacy. In this way, teachers in public junior high schools could find themselves still important to students in the classroom.

From the tam model to the acceptance of using the flipped classroom in teaching at primary schools: A case study in Vietnam

The flipped classroom (FC) model has long brought significant benefits to higher education, secondary, and elementary education, particularly in improving the quality and effectiveness of learning. However, the implementation of FC model to support elementary students in developing self-learning skills (autonomous learning, independent study, self-directed learning) through technology still faces numerous challenges in Vietnam due to various influencing factors. Data for the study were collected through direct questionnaires and online surveys from 517 teachers at elementary schools in Da Nang, Vietnam. Based on SEM analysis, the study identified factors such as perceived usefulness, accessibility, desire, teaching style, and facilitating conditions. The research findings indicate that factors like the perceived effectiveness of the model, teaching style, and facilitating conditions have a positive correlation with the decision to adopt the FC model. Therefore, to encourage the use of the FC model in teaching, it is essential to raise awareness of the model’s effectiveness, improve teaching styles, and create favorable conditions for implementation.