Classroom Time Research Articles

He Inverted Classroom in Teaching Psychiatry: an Overview of Problems and Prospects

The growing volume of educational literature indicates the need to reform existing teaching strategies in medical education. The inverted classroom is a new pedagogical model in which students develop a basic understanding of course materials before class and use classroom time for classes focused on practical student learning. However, the model is currently insufficiently studied and requires a thorough approach to its implementation.

Alignment analysis of teaching–learning-assessment within the classroom: how teachers implement project-based learning under the curriculum standards

This multi-case study examined the strengths and weaknesses of aligning teaching–learning-assessment of classroom project-based learning to curriculum standards and offered suggestions for teacher training and instructional improvement. The study constructed an alignment analysis framework for analyzing the cognitive dimension of classroom project-based learning and analyzed the situation of two junior high schools in Zhejiang Province using deductive and inductive content analysis. According to the results, the cognitive demands of classroom instruction activities and classroom assessments were much higher than those of teaching objectives and curriculum standards. Simultaneously, classroom instruction paid insufficient attention to engineering topics, and all instructional implementation elements exhibited content and cognitive deficiencies. The study suggests that teachers' dearth of engineering knowledge and the characteristics of project-based learning in the classroom are the primary reasons for the lack of alignment among three instructional implementation elements with curriculum standards. Similarly, it was discovered that classroom project-based learning has the characteristics of co-development of physical knowledge and engineering content and that future research can focus on developing more effective forms of classroom content organization and time distribution.

A review on indoor and outdoor factors affecting the level of particulate matter in classrooms of elementary schools

For the past 20 years, particulate matter (PM) pollution has been a national concern in South Korea. In particular, indoor PM concentrations may contribute significantly to human exposure. Elementary school students spend a lot of time in classrooms. Thus, PM in the classroom is one of important factors affecting the health of students. Therefore, South Korea is currently actively conducting various regulations and researches to reduce the concentration of particulate matter in elementary school classrooms. In this study, the concentration of PM and its influencing factors (such as occupants, room type, measurement height, aging of building, ventilation, presence of air purifiers, and indoor and outdoor environmental factors) in classrooms of elementary schools were investigated. Furthermore, measures and future study directions to diminish PM levels in classrooms were discussed. For this, approximately 160 peer-reviewed articles were reviewed. As a result, many studies showed that concentrations of PM in classrooms exceeded the recommended level by the World Health Organization (WHO). In particular, students living in Asia and Europe may be more exposed to PM in classrooms compared to other regions. On the other hand, the concentration of PM and PM2.5/PM10 ratio in classrooms are greatly affected by various indoor and outdoor influencing factors. Through this study, we intend to contribute to the establishment of related policies by understanding the factors that affect PM in elementary school classrooms.

Teachers’ perspectives on teaching science through an argumentation-driven inquiry model: A mixed-methods study

This study aimed to better grasp science instructors' perspectives on the argumentation-driven inquiry (ADI) teaching model through a sequential exploratory mixed-methods approach. A random sample of 184 Saudi Arabian science teachers (96 males and 88 females) completed a questionnaire. In addition, seven science teachers volunteered to participate in semi-structured interviews. The results indicated that ADI was used by science teachers less frequently than expected. This is because of the widespread belief that inquiry-based instruction, when combined with argumentation, necessitates greater classroom time and effort. Additionally, respondents reported engaging in some form of ADI on a monthly basis, once a month. Consequently, it was suggested that science teachers’ professional preparation and continuous development programs be re-evaluated to ensure that they are in line with the most recent science education standards and new approaches such as STEM, STEAM, and NGSS.

The Manifestation and Solution of Time Dilemma of Teachers of Ideological and Political Theory Courses in Colleges

Ideological and political education activities are promoted in a certain period of time. The teachers of ideological and political theory courses in colleges and universities are also in a certain period of time and are subject to time constraints. Due to the contradictions between the delay of value revelation and the unilinearity of natural time, conflicts between the regularity of institutional time and the rheology of life time, and incompatibility between the idleness of virtual time and the tightness of classroom time, ideological and political theory teachers are currently stuck in a certain time dilemma, which is mainly manifested in: Teachers of ideological and political theory courses in colleges and universities have a low sense of short-term gain, and the pressure of ideological and political education time preemption increases sharply, and the countdown of institutional time increases the pressure. In order to help ideological and political theory teachers to face the time dilemma, it is necessary to improve the time quality of ideological and political theory teachers, perfect the evaluation system of ideological and political education, put ideological and political education on life time.

Pre-Laboratory Material in a Flipped Animal Reproduction Laboratory: Student Performance and Perceptions

Learning styles are continuously evolving and thus educational methodologies are following suit. One emerging pedagogy is the use of the flipped classroom. In this model, course material is primarily delivered outside of classroom time, and the classroom time is spent applying that content or expanding on it. The present study investigated the use of two type of flipped classroom material for an animal science reproduction laboratory. The pre-classroom material alternated each week between a written handout and a pre-recorded lecture. Student perception and preference surveys and pre-laboratory quiz grades were utilized for data analysis. Student grades did not differ between the types of pre-laboratory material (P = 0.928). Student perception data showed students felt that written pre-laboratory material to a greater extent improved learning and preparation for quizzes compared to the recorded lecture material (P ≤ 0.007). Similarly, student preference data indicated that students preferred the written pre-laboratory material compared to the recorded lecture material (P ≤ 0.001). These data suggest that written handout material in the flipped classroom model may improve student perception of learning over pre-recorded lectures, though student grades were not affected by pre-laboratory material type.

Prospective associations of prosocial behavior and aggression with social preference: Moderation by classroom levels of peer-perceived liking and disliking by the teacher

The goal of this study was to examine the prospective associations of prosocial behavior and aggression with social preference in classrooms and whether these associations were moderated by classroom levels of peer-perceived liking and disliking by the teacher. Participants were 2900 fourth-to sixth-grade students in South Korea (Mage = 10.02 years, SD = 0.84, 48.6% girls) who completed peer nominations at the beginning (Time 1) and end (Time 2) of their school year. The peer nominations included who they liked most and liked least in their classroom, who they saw as prosocial and aggressive, and who they thought was liked and disliked by their teacher. Nominations received were calculated for all individual students. To indicate the classroom levels of peer-perceived liking and disliking by the teacher, we calculated the total number of nominations given in the classroom and divided it by the maximum possible nominations. Multilevel analyses were conducted. At the level of the individual, social preference at Time 2 was positively predicted by prosocial behavior and negatively by aggression at Time 1, controlling for social preference at Time 1. These associations were moderated by the peer reputation as liked and disliked by the teacher. At the level of the classroom, social preference at Time 2 tended to increase over time in classrooms with high levels of peer-perceived liking by the teacher but decreased in classrooms with high levels of peer-perceived disliking by the teacher. Classroom levels of peer-perceived liking by the teacher moderated the positive association of prosocial behavior at Time 1 with preference at Time 2: this association was stronger in classrooms with higher levels of peer-perceived liking by the teacher. Thus, classroom levels of peer-perceived liking by the teacher had positive effects for individual students and the classroom as a whole. Future studies should address how teacher–student relationships can contribute to a positive classroom context that facilitates students’ well-being, learning, and development.

Proposing A Web-Based Interactive Module for Education for Sustainable Development In English for Computer Science

English for Computer Science (ECS), as part of English for Specific Purposes (ESP), is designed to teach students the English required in computer science. In this paper, the writers proposed to incorporate Education for Sustainable Development (ESD) into ECS to encourage student engagement by presenting current concerns relevant to their life experiences. The work is a position paper in which the writers argue for the importance of building a web-based interactive module for ESD in ECS. Our arguments are supported in the following sections; English for Specific Purposes (ESP), Content Language Integrated Learning (CLIL), English for Computer Science (ECS), Education for Sustainable Development (ESD), Instructional Material limited to Module and E-Module, and related research. The writers propose developing an interactive web-based module for ESD in ECS so that students have more fun while they are studying. It is anticipated that students will be able to study the module at their own pace and according to their capabilities. This module is paperless; it contributes to the Sustainable Development Goals (SDGs). As instructional materials, the module will also assist ECS students in overcoming classroom time constraints and relating what they learn to future concerns, careers, and professionalism.Keywords: web-based interactive module; education for sustainable development; english for computer science

FLIPPED LEARNING IN ELT: EXPERIENCES FROM OMAN

Background and Purpose: Recently, flipped learning has become prevalent as a teaching and learning approach in international educational settings. A commonly cited advantage is to do self-study at home and to spend valuable classroom time on meaningful interactive learning activities. After the start of Covid-19 pandemic, the sudden transition to online teaching required many institutions to adopt a flipped learning approach. The current study was conducted at one of such institutions, namely Dhofar University in Oman. The aim of this paper is to identify the challenges met by both teachers and students using flipped learning during this transition as well as the solutions they developed to cope with them.
 
 Methodology: This study implemented a mixed methods design for which the data were collected from two questionnaires and semi-structured interviews. One questionnaire was for teachers with 14 responses while the other was for students and could obtain responses from 68 students from the target population. From the list of teacher respondents, 10 were interviewed for deeper discussion of flipped learning context. The Questionnaires results were statistically calculated and descriptively analysed, whereas the interviews were thematically scrutinized.
 
 Findings: The researchers found several major challenges including increased workload, lack of training, resistance to change, lacking IT skills, technical issues, non-completion of homework tasks and non-participation in live sessions. Teachers' resilience in the face of these challenges was noteworthy; especially in the form of peer support groups. The suggestions made by the teaching faculty for solutions are reported and discussed in the relevant sections of the article with reference to various research studies from different contexts.
 
 Contributions: Despite the small scale and the specific context of the study, the results and discussion provide useful food for thought to educational practitioners and decision makers in wider international contexts when it comes to flipped learning challenges and coping mechanisms. 
 
 Keywords: Flipped learning, ELT, challenges, solutions, higher education.
 
 Cite as: Eissa, A., Yapar, O., & Abugohar, M. (2023). Flipped learning in ELT: Experiences from Oman. Journal of Nusantara Studies, 8(2), 180-200. http://dx.doi.org/10.24200/jonus.vol8iss2pp180-200

Vulnerability of LSPU Students Learning and the Resilience of LSPU Administration Amidst Covid -19 Pandemic

Covid-19 Pandemic has impacted higher education institutions which majority of institutions in our nation were unprepared for the COVID-19-related enormous migration from campuses to homes and the stay-at-home instructions. Flexible learning environments take into account how classroom time is used, how students are divided for learning, and how physical space is used. Interactive techniques are used in learner-centered education to engage students and enhance their skills. The quality of instruction, the environment, the pace, and the procedures, evaluated how vulnerable the students’ learning remained. This study’s findings show that even amid a pandemic, students are secure and protected. This study assesses the resiliency of the LSPU Administration and Faculty in terms of their contributions to service delivery in terms of actions/ contingency planning, school management committees, relationship networks, and their process for teachers’ professional development in the face of the COVID-19 Pandemic. There are 315 students from the university’s several colleges who take part in the specialized study of LSPU Siniloan Campus. All of the academic departments in our university received survey questionnaires using Google Forms. It is emphasized that students’ motivation is more likely to depend on a variety of social and psychological factors and that the highest mean of 4.30 shows that student learning is fragile in terms of high-quality education. Personal interests and worldviews are examples of psychological factors that affect how the mind works. The school offers online classes (Synchronous) for a variety of college programs at least once a week, which speaks to the administration’s resilience in terms of contributions to service delivery of actions or contingency planning. Quizzes, in-class assessments, standardized tests, and student projects are all part of the curriculum provided by the school administration in terms of service delivery and educational features. Keywords: Vulnerability, Resiliency, Contingency plans, Service delivery

Split-Site Course Design: A Pilot Study on Integrating Traditional and Active Learning Classrooms

Recent years have witnessed the spread of purpose-built active learning classrooms throughout the higher education sector. While these innovative learning spaces are well-suited for a variety of active learning strategies, their lack of a single focal point means they are inconvenient spaces for lecturing. While educational developers often encourage instructors to implement active learning strategies in these classrooms, lectures persist. This article reports the results of a pilot study where course meetings were split between two sites each week: some of the course time took place in a lecture hall and some of the course time took place in an active learning classroom. We suggest that this split-site design offers at least two promising indicators, from the perspectives of both students and instructors: 1) an easier transition compared to a full-active learning classroom course; and 2) availability of active learning classroom time to a larger number of courses. Responding to existing literature on the relationship between lecturing and active learning (classrooms), this article presents the results of student surveys and instructor interviews, and outlines future directions for research in split-site course design.

THE ANALYSIS OF TEACHING VOCABULARY TO EFL THROUGH READING TESTS OF COLLEGE STUDENTS IN JAKARTA

Teaching vocabulary in the English as a foreign language (EFL) context is challenging. Incidental vocabulary learning is limited due to a lack of second language (L2) input, and most words are learned through classroom instruction. Overall, research has shown marginal L2 vocabulary growth in many EFL situations. Such research indicates a need for a more effective and ef?cient approach to teaching vocabulary in the EFL context. This chapter discusses how to optimise vocabulary learning in the EFL context. It touches on the following questions: Which words should be taught? How should vocabulary be taught? How many words do EFL learners need to know? What should a vocabulary-learning programme include? How can vocabulary learning be fostered given limited classroom time? Which activities might be useful in indirect vocabulary learning?.

Pharmacy faculty experiences and perceptions of academic dishonesty

IntroductionAcademic dishonesty (AD) continues to be an area of concern in pharmacy education. While studies have been conducted evaluating various forms and interventions to address AD, few have looked at faculty experiences and perceptions of AD in doctor of pharmacy (PharmD) programs in the United States. MethodsA 52-item survey was distributed electronically to pharmacy faculty at 129 colleges of pharmacy (COP). Faculty perceptions and experiences related to AD were recorded using a six-point Likert-type scale. Data were reported as the percentage of respondents for each level of agreement in addition to the mean and SD of the agreement level for each survey item. ResultsResponses were received from 775 faculty from 126 COP (14.2% response rate). Faculty agreed that AD was an issue in pharmacy education in general (76%) and at their institution (70%), however respondents also agreed that AD was quickly addressed by their institution (72%) and were confident in their institution's ability to manage AD infractions (68%). Faculty agreed that it is both difficult (82.5%) and frustrating (75.2%) to report AD infractions at their institution. Female faculty (P = .006) and those who spent more time in classroom (P < .001) agreed more that they witnessed AD in the classroom. Findings were further stratified by gender, faculty rank, time in class, and terminal degree. ConclusionsAD was perceived as an issue in pharmacy education. Transparency in the AD handling process and increased student education about AD were identified as potential solutions to reduce AD occurrences.

Smart textbooks and LMS-integrated digital tools incentivize student engagement and facilitate learning in an undergraduate immunology course.

Abstract During the COVID-19 pandemic, educators were compelled to quickly pivot their face-to-face courses to a hybrid, online, or asynchronous delivery, and to develop learning management (LMS) course websites to seamlessly delivery course content, assignments, assessments, and other instructional tools. Concurrently, textbook publishers are offering LMS-integrated, comprehensive, digital solutions, including “smart” or adaptive learning electronic textbooks. W.W. Norton &amp; Company publisher has recently released digital resources to complement the 5 thedition of Peter Parham’s The Immune System, including chapter reading assignments which incorporate adaptive quizzing and gamification using the InQuizitive feature. Here, based on student responses in early questions, subsequent questions are personally curated by learning objectives and difficulty level. Instructors may customize the difficulty level and determine a minimum score to be achieved to earn the assigned points which incentivizes students to read the textbook prior to classroom meetings or discussions. Additionally, instructor resources include Case Studies in Immunology, slides and graphics, animations, activities, primary literature suggestions, and an LMS-integrated test maker. Overall, student feedback was overwhelmingly positive, grades were substantially higher compared to previous semesters, and because more students came to class prepared, classroom time was used more efficiently such that all foundational topics outlined by the AAI Education Ad Hoc Committee were delivered. Therefore, LMS-integrated, adaptive learning textbooks are an essential component for a successful undergraduate immunology course.

Face recognition based attendance system using machine learning with location identification

The paper argues that maintaining regular attendance is crucial for student success, and traditional attendance management methods can be inefficient and time-consuming for teachers and administrators. For example, calling out student names or taking manual attendance on paper can take up valuable classroom time and can be prone to errors or manipulation .To address these issues, the paper suggests that a computer-based attendance management system using Computer Vision technology can be an effective solution. Computer Vision involves the use of cameras, sensors, and algorithms to identify and analyze visual data, including images of individuals. In the context of attendance management, Computer Vision can be used to capture images of students during class and automatically recognize and mark their attendance using facial recognition technology. This approach can offer several advantages over traditional attendance methods. Firstly, it can be faster and more accurate, reducing the time and effort needed to manage attendance manually. Secondly, it can provide real-time updates on attendance status, allowing teachers to track students who arrive late or leave early. Finally, it can generate reports on attendance patterns, allowing administrators to identify and address issues related to student attendance and engagement. Overall, the paper highlights the potential benefits of using a computer-based attendance management system using Computer Vision, emphasizing its ability to streamline attendance management and improve student outcomes.

Proposing A Web-Based Interactive Module for Education for Sustainable Development in English for Computer Science

English for Computer Science (ECS), as part of English for Specific Purposes (ESP), is designed to teach students the English required in computer science. In this paper, the writers proposed to incorporate Education for Sustainable Development (ESD) into ECS to encourage student engagement by presenting current concerns relevant to their life experiences. The work is a position paper in which the writers argue for the importance of building a web-based interactive module for ESD in ECS. Our arguments are supported in the following sections; English for Specific Purposes (ESP), Content Language Integrated Learning (CLIL), English for Computer Science (ECS), Education for Sustainable Development (ESD), Instructional Material limited to Module and E-Module, and related research. The writers propose developing an interactive web-based module for ESD in ECS so that students have more fun while they are studying. It is anticipated that students will be able to study the module at their own pace and according to their capabilities. This module is paperless; it contributes to the Sustainable Development Goals (SDGs). As instructional materials, the module will also assist ECS students in overcoming classroom time constraints and relating what they learn to future concerns, careers, and professionalism.

The Impact of Metacognitive Instruction on ESL University Level Students’ Awareness and Use of the Reading Strategies

Previous studies related to metacognition and reading have extensively investigated metacognitive awareness of reading/reading strategies of students at a particular point in time and/or relation between metacognitive awareness and reading ability. However, research illustrating the changes in students’ awareness and use of the reading strategies over a period of time is strikingly absent from the literature. The present study was designed to explore qualitatively the impact of the metacognitive reading strategy instruction on students’ awareness and use of the reading strategies introduced over a period of time in university level ESL classrooms in Pakistan. It also offers a view of the students’ experience of such instruction. The study comprised of two action research cycles spanned over 4 months each. Eight undergraduate university students were selected as the participants of the study. Data collection instrument included interviews, think aloud protocols, learner diaries, end of class feedback, note-taking, researcher journal, and Survey of Reading Strategies (SORS) questionnaire. The findings revealed that metacognitive reading strategy instruction not only raised metacognitive awareness of the introduced reading strategies in students in a “real” classroom setting but also made them use the knowledge they gained during the study. Implications of the study are discussed.

Use of innovative approaches in physical education of students

The purpose of the work: to reveal the peculiarities of the use of innovative approaches during physical education classes in the conditions of distance learning. Methodology: theoretical research methods were used, in particular, analysis and generalization of methodological, psychological-pedagogical and educational-methodical literature, which made it possible to study modern innovations that are used in physical education classes in institutions of higher education in the conditions. Scientific novelty: it has been proven that the use of innovative approaches in physical education classes during distance learning has a positive effect on the motor activity of students, and the methods used in physical education classes, which require the student to perform practical work directly (techniques of sports games, cyclic types of sports, etc.), motivate students to perform physical exercises and are effective in distance learning. Conclusions: thus, as a result of the analysis of literary sources and the practical experience of specialists in the field of physical culture and sports, it was found that the use of innovative approaches during online physical education classes have a positive effect on the motor activity of students and motivation for physical education. The scientific article presents the modern characteristics and experience of using innovative educational technologies in the physical education of students. The organizational and methodological features of the use of interactive learning methods for the formation of students' knowledge of the discipline "Physical Education" in higher education institutions are revealed. It was determined that during combined training, it is effective to use and implement modern forms of organizing motor activity outside classroom time, i.e., various sports master classes, physical culture and health quests, trainings, challenges, flash mobs, marathons, battle fests for students of various specialties taking into account the requirements of the future profession.

Premises for Effective Teaching and Learning: State of the Art, New Outcomes and Perspectives of Classroom Acoustics

Many booklets and standards have already been published on classroom acoustics in several countries, based on studies that were completed up to ten years ago and which were mainly focused on the speech intelligibility of pupils under noisy conditions. In the last decade many studies began to consider the complex speech communication scenario in classrooms, where acoustic requirements are needed for both teachers and pupils. The voice monitoring of teachers has revealed challenging conditions for speaking because of bad acoustics, with consequences on vocal health. Research has underlined the importance of voice support from the room, which has led us to reconsider the optimal reverberation time in classrooms, whose tendency is towards higher values than those for listening. On the other hand, it has been proven that a high reverberation increases the listening effort and decreases reading abilities. Thus, the question of the optimal reverberation time for speaking and listening arises, as well as the need to optimize the design of classrooms to support the voice and control the sound tail. The perceived reverberation is closely related to the perceived acoustical quality, which is recognized as the most important environmental aspect in classrooms. Reverberation also amplifies the noise produced by pupils themselves and affects their well-being. To cope with this, a new device has been introduced to inform pupils on the need to lower their voices and respect others. A summary of the state of the art of classroom acoustics is given in this lecture, together with the new findings on the effects of bad acoustics on pupils' learning and well-being and on teachers' vocal behaviour. A new paradigm on speech communication is needed in classrooms that should involve both teaching and learning. Further work is required to investigate the factors that underpin this complex communication scenario.

Flipped Classroom of Electrical and Electronic Technology based on Multisim Simulation

In view of the phenomenon that traditional teaching focuses on Teachers' narration and theoretical derivation, and students passively accept knowledge points. This topic introduces the flipped classroom. The results show that under the flipped classroom teaching mode, students can internalize the knowledge learned before class in limited classroom time and output a visual Multisim Simulation circuit. The results show that the students' creativity, knowledge transfer ability and practical ability are stimulated when designing the circuit. At the same time, in order to solve the phenomenon that higher vocational students generally have poor learning initiative and do not carefully watch pre class teaching videos, this paper puts forward the calculation formula of mutual learning. Practice shows that under the supervision of the formula, students basically form the habit of mutual aid learning.