Teaching Pattern Research Articles

The Effects of Online Role-play Teaching Practice on Learners’ Availability for Resources

With the support of mobile Internet, artificial intelligence, and other technologies, online teaching bridges the shortcomings of traditional class teaching patterns and considerably helps to achieve the high-quality development of education. Role-playing, as a critical teaching practice, is intended to ensure experiential learning in various circumstances by improving the efficiency and availability for educational resources. A questionnaire to explore the effect of online role-playing teaching practice on learners’ availability for resources was designed. Students majoring in scientific English from three colleges and universities in Xi'an, Shaanxi Province of China were selected as the survey object to analyze the impacts of the role-playing teaching method on self-planning, self-monitoring, self-regulation, and self-evaluation of learning resource utilization. The effects of students’ self-efficacy as the intermediary variable and teachers’ professional title as the moderating variable were also measured. Meanwhile, differences in gender, grade, and familiarity time for the role-playing teaching method on the utilization of learning resources were analyzed. Results show that the questionnaire designed in this study has a good reliability coefficient of 0.927; the AVE and CR values show that the questionnaire has good aggregate and discriminant validities; self-efficacy mediates the effect in the role-playing teaching method and can effectively improve the utilization of learning resources; teachers’ professional titles regulate the role-playing teaching method, which can effectively improve learners’ utilization of learning resources; role-playing teaching method has a significant impact on learners’ self-planning, self-monitoring, self-regulation, and self-evaluation of using of learning resources; and gender and role-playing teaching method familiarity cause significant differences in the utilization of learning resources. Findings can help to grasp the essence of role-playing teaching method, build a teacher-led and student-centered classroom teaching model, provide teachers with more scientific and effective guidance, and improve students' autonomous learning effect and learning resources.

Pedagogical Patterns for tMOOC as a Social Technology of Relationship

Information communication technologies, as technologies of human relations (ICRT), are linked with pedagogical patterns. Co-design, as a dialogic, participatory, and relational process, leads task based Massive Open Online Course (tMOOC) to justify the use of ICRT for lifelong learning. From sociocultural constructivism principles, patterns offer possibilities for participation by collaborating with professionals (teachers, designers, researchers) and students. On this subject, patterns involve everyone in the learning scenario, transferring best practices in the pattern language. Applying triangulation as a methodology, we are focused on two aims: analyzing the documentation of pedagogical patterns as a technology of relation (O.1), and synthesizing the information according to tMOOC (O.2). Eleven documents are worked on, including scientific articles, research reports, and a conference paper. As a result, patterns are explored and described according to their processes, structures, modalities, methods, and resources. Finally, it is concluded that patterns underline collaborative tasks where the methodology based on design (IBL) is beneficial for the digital competence of educators. However, evaluative research directed to platforms in real contexts is necessary, attending to group management, metrics, and modeling.

Patterns of instruction in Finnish and Norwegian lower secondary mathematics classrooms

This paper focuses on patterns of instructional practices in mathematics classrooms in two Nordic contexts, Finland and Norway. While sharing some key features in terms of ways of organizing schooling and education, these two contexts also exhibit interesting differences in instruction at the classroom level. In using a standardized coding manual to systematically analyze features of instruction in 16 classrooms, eight in Helsinki, and eight in Oslo, we found that whole-class instruction dominated in Oslo, and individual seatwork was the main instructional activity in Helsinki. Instruction in Helsinki showed more evidence of clear instructional explanations, connection of new knowledge to existing knowledge, and explicit learning goals; Oslo students had greater opportunities to participate in classroom discourse and peer discussions. This study contributes to the understanding of how similar contexts enact distinct instructional patterns in the classroom, and how these can be related to the aspects of instructional quality.

"Flame Retardant Materials and Technology" Online Course Teaching Mode Research and Practice

Flame retardant Materials and Technology is one of the important specialized courses in fire engineering. The teaching course of Flame retardant Materials and Technology in China People’s Police University Fire Engineering for online teaching, as for example, material and technology of online courses teaching model to explore the teaching design, teaching process, teaching effect in research and practice, the integrated use of online teaching platform for practice. The result has proved that teachers through online teaching pattern research, improve the teaching quality in exploration, communication; students from passive learning to independent learning, to achieve the learning effect optimization.

Towards a novel catalog of assessment patterns for distant education in the information technology domain

This paper presents a research and its results in the domain of higher education's pedagogical patterns for remote assessments - precisely in the computer science, software engineering and informatics-related courses. This research was motivated by the COVID-19 crisis, which separated teachers, teaching assistants, and students physically. During this period, remote knowledge assessment was one of the most challenging among all educational activities. The lack of available resources and advice on remote knowledge assessment revealed a need for a specialized assessment pattern catalog.The main result of the research is the assessment pattern catalog that started to grow organically at the Institute of Informatics, where we teach IT-related courses. We started with the initial set of patterns, identified by analyzing recurring practices, applied by teaching staff for remote assessments in the period from March 2020 till December 2020. The patterns were aggregated and gradually refined using a systematic approach. In addition to guided workshops, a systematic literature review was employed, followed by catalog refinements, and, finally, an extensive survey was carried out among teachers and teaching assistants. The latter was used as a validation of the correctness of the novel assessment pattern catalog, as well as the presented patterns’ suitability and popularity among users.The resulting assessment pattern catalog presented in this paper boasts 47 patterns, classified into four main categories, that support the whole process of (remote) assessment. It is organized and documented systematically. It also boasts several indicators per each pattern to demonstrate its suitability for distant assessments, popularity rankings among teachers, teaching assistants, and top picks in every category per teachers and teaching assistants.The survey that we performed revealed a subset of patterns that are important for a successful remote assessment, validated in the IT-related courses. Based on the results, the presented assessment pattern catalog showed itself to be useful not only for the remote assessment but also for judging knowledge in the classroom successfully.

Educational dialogue of preschool teachers experiencing different levels of stress

ABSTRACT This study examined the occurrence and quality of educational dialogue in the preschool classrooms of teachers with low, moderate and high stress levels. Video-recordings of 21 preschool teachers were analysed based on episodes of educational dialogue and categorised with respect to patterns of dialogic teaching and shared knowledge building. The teachers’ level of stress was determined based on their self-reporting of work-related stress and well-being. The findings showed that moderately stressed teachers conducted educational dialogue the most, whereas teachers with low stress conducted dialogue the least. Patterns of teacher-initiated dialogue of a high quality and patterns involving factual knowledge sharing prevailed in the sample. The study contributes to knowledge on teacher stress levels and the occurrence of educational dialogue in preschool.

Components of learning in upper secondary teachers’ pedagogical patterns

ABSTRACT Pedagogical patterns aim at assisting teachers with limited teaching experience with technology-supported solutions to educational problems. In a workshop series, 13 pedagogical patterns were created by upper secondary teachers recognised for their use of technology in teaching. These patterns constitute data for a deductive thematic analysis to understand how they reflect key components of learning theories. The analysis reveals that the learning activities promote individual and reflective learning but that the solutions involve a variety of pedagogical components. The authors conclude that the method suggested for analysis contributes to research within technology-enhanced learning. It can expand knowledge about the pedagogy involved in learning designs that support the use of technology in education. Adopting a participatory design approach in workshops can moreover contribute to the collegial learning of teachers.

The Application Of Blended Learning Model To Increase The Students Learning Achievement On Qur'an Hadits Subject Of Mts Qur'aniah Musi Rawas

The development of the world of education is increasing marked by changes in learning with sophisticated technology or another term called the industrial revolution 5.0, one of which is the use of educational technology. With a background in the changing pattern of teaching and learning during a pandemic with the familiar use of blended learning models or combining online and offline learning. However, with the model used, several problems arise, namely not being able to understand the material presented properly, the learning model used by the teacher has not been able to motivate students in learning. Have not used learning media that can make it easier for students to understand the subject matter presented by the teacher. With this problem, it will be discussed using the classroom action research method with the stages of action research in a cycle including planning or carrying out observations and reflections. Based on the results of descriptive and qualitative quantitative data analysis, the application of the Blended Learning model can improve the learning outcomes of Al-Qur'an Hadith subjects for class VIII MTs Qur'aniah, Musi Rawas Regency first, first, pre-cycle test results, the highest score is 80 and the lowest score is 60. , while the test results in the second cycle the highest score was 100 and the lowest score was 70. Second, the average grade based on the pre-cycle test results was 67.42, while in Cycle II the test results increased to 88.55. Third, students who finished studying from 29.03% pre-cycle and at the end of the second cycle in this study the students who scored according to the KKM increased to 93.55%.

The interaction patterns of pandemic-initiated online teaching: How teachers adapted

This study investigated how teachers adjusted their teaching practices for online teaching during the COVID-19 pandemic in Vietnam. In the study, we collected data from ten teachers within the Department of English at a university in Vietnam through semi-structured interviews via Zoom. During the interviews, the participants shared how they organised their teaching activities and addressed challenges in engaging students. To analyse the data, we focused on the variety of interaction patterns (teacher-student, student-student and student-content) in online teaching. The results showed that most of the teachers deployed activities for two main types of interaction: teacher-student, and student-content, but not for student-student interaction. Teachers also reported that they received limited online teacher training and had to learn by themselves how to engage students remotely. While the university tried to support teachers, no consistent online teaching guidelines were provided. The study suggests that higher education institutions should offer training opportunities and provide teachers with clear guidelines for online teaching.

Adopting Computer Science Pedagogical Patterns in Developing and Enhancing Computational Thinking Among Zero-Year Engineering Students

Prospective undergraduate engineering students are assumed to possess Computational Thinking (CT) skills through basic programming. They are thus required to have considerable programming experience to enable them to execute tasks involving CT skills. Unfortunately, this is not the case as existing studies demonstrate lack of these skills, leading to poor academic performance. This was the case with first-year computer science international students at Eötvös Loránd University, faculty of Informatics, prompting the management to seek the causes of poor academic performance among the students and proper interventions. Two intervention courses were created to help develop and enhance CT among the students – Introduction to Computational Thinking and Scratch Programming.  Apart from inculcating CT among learners, another underlying concern is that teachers are not keen to embrace CT approaches in the classroom. This is attributed to lack of time in utilising machine technology and lack of pedagogical skills. This was the case when the Scratch programming course was first offered. Like teaching any other subject, CT teachers require a collection of pedagogical experiences to enable effective CT teaching, including pedagogical patterns. Therefore, this paper demonstrates the adoption of computer science (CS) pedagogical patterns in the designing and teaching Scratch Programming course to zero-year students in the faculty to develop and enhance CT. The patterns established through the literature review were deployed in the development and delivery of the course. The survey was conducted to establish the effectiveness of the tool.

Social and professional determinants of military profession as methodological guidelines for socio-professional responsibility development of a military specialist

The development of the socio-professional responsibility among a military specialist is relevant due to the increasing threat of the use of military force in modern conditions and the innovative nature of the development of means and methods of armed struggle, expanding the destructive potential and scale of professional activity of a military specialist. The purpose of this study is to analyze the content and interrelation of the social and professional determinants of the military profession, to determine on the basis of the results of the analysis of methodological approaches to the development of socio-professional responsibility of a military specialist. The study proves that the unity of military and military professional activity, manifested in the military profession, allows us to consider social and professional responsibility as professionally important as a military specialist. Socio-professional responsibility is a personal new formation in the system of professionally important qualities of a military specialist, combining awareness and acceptance of socio-professional values, a high level of professional competence, readiness for socially-oriented responsible behavior in the military profession and achieving success in military labor. The methodological basis is highlighted, including value-acmeological, praxiological and situational approaches, ensuring the development of socio-professional responsibility of a military specialist. We consider the pedagogical patterns and principles that determine the organization and content of the development of socio-professional responsibility of a military specialist. A well-founded set of methodological approaches is characterized by interconnectedness and complementarity and is the most optimal for the development of socio-professional responsibility of a military specialist.

Radiology in the Undergraduate Medical Curriculum: The Student Perspective

Objective: Despite the importance of radiology in the diagnosis and management of patients, studies suggest that medical graduates exhibit a minimal level of radiology knowledge. This study aimed to assess the satisfaction of Kuwait’s medical students with the radiology teaching and their confidence in their knowledge regarding basic radiological principles, as well as their views and suggestions for adequate teaching time and pattern of radiology teaching at the undergraduate level. Subjects and Methods: This cross-sectional study was conducted among medical students in Kuwait University. The study employed a questionnaire, which aimed to assess the students’ perception of the current radiological teaching approach. Ethical approval was obtained, and descriptive analysis was conducted using SPSS. Results: Ninety-one percent of the 451 participants believed that the radiologist is an important part of the medical team. Ninety-seven percent of them believed that having a grasp of general radiological concepts is essential for clinical practice. More than half of the participants (55%) believed that the amount of radiology teaching they receive is inadequate. Most students claimed to lack the radiological skills that a competent doctor should own, such as reading X-rays, CTs, and MRIs. Most students chose hospital-based and problem-based learning sessions as their most desired methods for radiology learning. Conclusion: Radiology is an essential part of modern medicine. Adequate exposure to radiological techniques and adequate time to radiological teaching must be allocated to students during their undergraduate medical curriculum to improve the proper management of patients.

SCOPING REVIEW OF TEACHING AND LEARNING OF ENGLISH AS AN ADDITIONAL LANGUAGE AMONG AUTISTIC INDIVIDUALS

Purpose - The purpose of this scoping review was to examine research studies relating to autistic students in learning English as an Additional Language (EAL) to outline potential research agendas and to inform EAL educators of current related issues. Methodology - PRISMA-ScR protocol outlined by Tricco et al. (2018) was followed when selecting the relevant studies published before July 2020 from six prominent databases: Education database, ERIC; Linguistics database, PsycINFO; SAGE, and Scopus. In addition, a hand search of Google Scholars was conducted. Inclusion and exclusion criteria were applied to screen the identified data. Findings - From the evidence provided in the eighteen studies identified, the researcher found that current autism research in EAL focused more on teaching strategies and much less on autistic individuals’ EAL learning processes. The 118 autistic participants in the identified studies displayed highly diverse characteristics, which may explain why the case study was the dominant research approach. They were reported by the identified studies to have strong microlinguistic skills (phonology, morphology, syntax-related) but were weak in macro-linguistic skills (e.g., reading comprehension). The researcher noted that some learning behaviours of autistic students have been reported in addition to some teaching strategies perceived effective for teaching autistic EAL learners such as utilisation of technology and a visual approach. Significance - While there is an increasing number of autistic individuals learning EAL, research on autistic students learning EAL and on teaching autistic students EAL has been limited to date. This present study is the first scoping review to investigate existing relevant studies. Despite calling for further investigation into the teaching and learning of autistic students in EAL that involve the perspectives of parents of non-autistic peers, and of the autistic students themselves, interactive patterns of teaching and learning of autistic individuals in EAL classrooms remains an area for further research in the future.

Online medical teaching during COVID-19: Perspectives from teachers and taught.

BACKGROUND:Online teaching has been practiced after lockdown due to Coronavirus Disease 2019 (COVID-19) pandemic which has replaced conventional classroom teaching. The aim of the present study was to know the perceptions regarding online learning as perceived by both teachers and students during COVID-19 pandemic.MATERIALS AND METHODS:The present study was cross-sectional and questionnaire-based. Web-based respondent-driven sampling technique was used to recruit participants for the present study. Three hundred and thirty-two students and 130 teachers of varying ages and gender participated in the study. The link of web-based questionnaire was sent to respondents through WhatsApp/Facebook. Responses from all the participants were tabulated and analyzed using univariate analysis (Chi-square test).RESULTS:Prerecorded lectures (38.9%) and Webinar apps (35/8%) were the most common modules of online teaching by students. One-third (34.3%) had the convenience to attend lectures from home whereas 44.3% had difficulty in concentration. Commonly cited disadvantage by students was inability to do practical work (37.9%). Regarding teaching faculty, 43.8% had no prior knowledge of online teaching. Sixty percent of teachers had 4 h/week of online teaching. No face-to-face interaction (67.7%) and internet issues (26.9%) were commonly stated barriers by faculty.CONCLUSION:The pandemic has pushed the teachers and students toward newer teaching avenues. However, more needs to be done to supplement the existent teaching pattern and preparedness of teaching faculty by incorporating online assignments and assessment methods, strengthening digital infrastructure in medical schools, and training support for teachers.

Design of Multimedia College English Teaching System Based on Virtual Technology

With the development and application of virtual technology, we should integrate it with college English teaching to construct intelligent and three-dimensional English classroom and increase the interactivity of English learning, give students more vivid learning space. By designing a multimedia college English teaching system based on virtual technology, the English teaching pattern will be vividly upgraded. Based on the types of multimedia college English teaching system based on virtual technology, this paper puts forward the design scheme and application strategy of Multimedia College English teaching system.

Teaching practice research of higher vocational course the inspection and repair of automobile comfort and safety system in moral education

This article aims to study how to integrate the educational goal of cultivating talents through moral cultivation with the theoretical and practical teaching of the professional course. In order to realize a new teaching pattern of education, the study combined the professional course teaching with the ideological and political theory course teaching during the research process. Based on the practical teaching cases, this study followed the principle of combining qualitative and quantitative researches. The paper adopted several effective methods such as observation method, literature research method and case analysis method. It sums up the implementation approach of curriculum ideological and political construction strategy of “three integrations, two innovations and one connection”, so as to fulfill the fundamental task of establishing morality and cultivating talents.

The Effect of Using Educational Drama on Developing Speaking Skill of the Sixth Graders in the English Language

For the purpose of study, drama lessons were implemented through a selected unit of the English textbook for an experimental group of the sixth grade, compared with teaching the same units by employing the conventional teaching method for the control group. The study uses the quasi- excremental approach to collect data via a designed oral pre-test and post-test consisted of (13) questions, and students’ attitude questionnaire consisted of (35) items distributed over four main domains. The study sample includes (70) students divided into two groups; experimental and control consists of (35) students for each. The results of the study revealed that the application of drama teaching method had positively influenced English language speaking outcomes. In addition, the results showed that the use of drama activities technologies opens the opportunity to support English language speaking skills with advantages over conventional teaching patterns. Moreover, results of the study confirmed that the students developing a positive attitude when adopting dram classes and can improve their students’ performance. Finally, the study recommended developing and including the dram activities in teaching English speaking and other English learning skills.

Identification of E-Examination and E-Learning Environment Related Factors during COVID-19 and its Association to Academic Failure in Dental Students of a Developing Country: a case-control Study

Background: During COVID-19 all universities have shift their face to face teaching pattern to e-learning. Objective: This study explores various factors of E-exams and learning associated to academic failure during Covid-19. Material and Methods: A case-control study was conducted in March, 2021 among 225 dental undergraduate students out of which 75 were cases (failed) and 150 were controls (passed). Online questionnaire consisted of 24 items was filled by BDS students’ from first year till final year. Hence, odds ratio was calculated by using SPSS version 23. Results: The results of the study revealed that the rate of failure among the dental students from first year till final year was (60%), (11.1%), (13.9%) and (19.0%) respectively (p= 0.000). Significant E-exam related factors associated to academic failure were effort and time required to attempt exams (p=.000, OR=1.8), online OSPE/OSCE (p= .001, OR=2.7), technical IT skills (p= .009, OR=2.1), Student’s presentation marks (p=0.05, OR=1.7) and cheating (p=0.03, OR=1.8), whereas lower risk factors were MCQ’s (p=0.06), synchronous oral viva (p=0.5), internet connectivity issues (p=0.2), assignments (p=0.3) and online quizzes (p=0.7). Factors associated with highest risk of failing were pre-recorded didactic online lectures (p=0.03), less responsibility of learning online (p=0.04), dissatisfied bedside clinical skills (p=0.02) and poor attendance (p=0.05). Conclusion: The results of the study conclude that faculty training is immediately required to conduct fair online E-assessments, OSCE/OSPE using appropriate technology and include presentation marks. While designing E-courses, interactive virtual sessions should be conducted to improve student engagement and attendance. Keywords: Academic failure, Dental students, Remote E-exams, Undergraduate

Problems of Criticism of the Communist Poland’s Security Service (SB) Files as Historical Sources

Despite the passage of 20 years since the opening of the archives of the former SB, historians have not developed the principles of criticism of SB files as historical sources, which is conducive to the so-called playing with folders, and consequently the destruction of historical narrative and social life. Among researchers and publicists, an affirmative attitude towards the SB files has been created, causing their criticism to be ignored.
 Researchers ignore the requirement to separate the theoretical-ideological and rhetorical layers of SB operational files. They also neglect to study the credibility of their authors.
 Rafał Łatka gave a justification for the affirmative attitude to the SB files. It has been shown that this justification is logically erroneous, and the affirmative attitude to the SB files is contrary to the rational concept of the historical source and to the examples of the lack of credibility of these files.
 Several ways of creating questionnaires to examine the credibility of SB files were proposed. The first question that was proposed: Was the work of officers and their superiors in the field of interest to the researcher focused on efficiency or on the statistics of results? Further proposals suggest questions about the internal control of the case under investigation.
 It was justified that it is not enough to state the fact of registration of a given person by SB as a collaborator, because it is necessary to demonstrate specific cooperation.
 It was justified that the reliability of a note decreases exponentially as a function of the number of intermediaries between it and the facts.
 The need to ask about the intentions of the officers doing reports, which could be related to their professional careers, the expectations of superiors, the need to demonstrate results, etc., was indicated. The need to investigate deviations of the examined case from the ideal instructional pattern was also indicated.
 Studies of the reliability of files have their ethical aspect. Studies that may threaten good name of the persons concerned should meet the highest methodological standards and be guided by the principle of in dubio pro reo.

PREVENTION OF STUDENTS’ MISTAKES DURING THE STUDY OF FRACTIONAL RATIONAL EXPRESSIONS IN THE NEW UKRAINIAN SCHOOL

Among the semantic lines of the school course in algebra, the line of expressions and their transformations is essentially significant. Free execution of the main types of transformations of whole and fractional, rational and irrational expressions is a prerequisite for further successful mastering of other semantic lines. Therefore, the provision of strong knowledge and skills on identical transformations of expressions should be the subject of constant attention of the mathematics teacher.The article considers typical mistakes of students during the study of the semantic line of expression and transformation of expressions, the course of algebra in institutions that provide basic secondary education, namely in the process of studying the topic “Fractional rational expressions”. The analysis of the most widespread mathematical errors of schoolchildren, psychological and pedagogical preconditions of their occurrence is carried out. The method of organization of preventive activity of the teacher of mathematics is offered (under preventive activity of the teacher of mathematics we understand the activity initiated by necessity: to prevent mathematical mistakes of pupils, to correct the admitted, having found out the reasons of their occurrence), and transformations of whole expressions.Preventive activities should be organized as a process of interaction between teachers and students, during which through specially selected methods, firstly, reveals the origin of errors, and secondly, organizes work to prevent and correct them. The main task of the formation of preventive activities of students is to develop their ability to independently adhere to all its structural components. The result of such activities largely depends on how the teacher understands the structure of mental activity of students in specific learning conditions, is able to take into account the objective patterns of learning material, psychological and pedagogical patterns of perception and memory.The effectiveness of the proposed method was tested by the author in the research process: “Methodical system of analysis and prevention of mathematical errors in the study of algebra in primary school”.
 Keywords: algebra; fractional rational expressions; typical errors; students; preventive activities; method; Teacher of Mathematics; educational process; error prevention.