Traditional Classroom Lessons Research Articles

“I’m Doing Something Fun…”: Primary School Pupils’ Perceptions of Physically Active Lessons

ABSTRACT Purpose This article sought to extend the understanding of primary school pupils’ experiences and perceptions of physically active lessons (PAL) compared to traditional classroom lessons. Method The study draws from qualitative data captured through nine focus group interviews (utilizing writing, drawing, show and tell, and puppets) with year 5 and year 6 pupils. Results Data were analyzed using inductive and deductive procedures. Findings highlight that pupils perceived traditional lessons to be teacher-centered, boring, and sedentary. In contrast, pupils recognized that the teacher became a facilitator of learning in PAL, which created more social interaction and enjoyment. Conclusion PAL offers an alternative pedagogical approach to didactic teaching, and pupils demonstrated preference for more fun, engaging, and active lessons.

Mapping of Mobile Learning Research Directions and Trends in Scopus-Indexed Journals: A Bibliometric Analysis

Compared to traditional classroom lessons, mobile learning is hailed as a simple, convenient, engaging, innovative, and modern means of learning. Students exhibit more self-discipline and organization during the mobile learning process. Mobile learning is becoming increasingly prevalent in the classroom. It is crucial to develop a shared understanding of the research conducted to comprehend how mobile learning is used. The goal of the study is to summarize the literature on mobile learning based on a bibliometric evaluation of several journal articles published in the Scopus database and to determine fresh ideas and knowledge gaps as a resource for more research. The technique is a bibliometric analysis using the programs VOSviewer, SEforRA, and Publish or Perish. The findings of this analysis show that from 2000 to 2018, the growth of mobile learning research on the Scopus database trended upward and peaked. The expanding trend of research on mobile learning has led to the discovery of numerous themes or keywords that might be used as the basis for further study. In conclusion, the bibliometric analysis provides knowledge and information about the development of mobile learning research for the possibility of a new study

Which Digital Tools dominate Secondary and Higher Education in Economics: Google, Microsoft or Zoom?

Abstract Background: Due to the Covid 19 pandemic, in many countries, higher, secondary and even primary education experienced the unannounced shift from traditional classroom lessons to distance teaching using different technologies. Objectives: The main objective of the research was to identify the most important digital tools applied by educators and students during the pandemic and evaluate their satisfaction with applying these tools in four countries; Croatia, Germany, Poland and Serbia. Methods/Approach: The questionnaires were sent via emails to educators and distributed through the classes to students using digital teaching platforms or emails. The answers were analysed by descriptive statistics. Results: Research showed that Google tools most commonly used by students and educators are; YouTube, Gmail, Google Translate, Google Maps and Google Drive. Microsoft digital tools most commonly used by educators and students in observed countries are; Word, PowerPoint and Excel. Other digital tools most commonly used by educators are Zoom and Moodle, while students mostly use Zoom and Kahoot. Moreover, this paper identifies the main reasons for educators’ insufficient use of digital tools. Conclusions: Google, Microsoft and Zoom dominate their specific domains: Google for networks, Microsoft for documents, and Zoom for online meetings.

STRESS, ANXIETY AND DEPRESSION AMONG RADIOGRAPHY STUDENTS DURING THE COVID-19 PANDEMIC

INTRODUCTION:This study aims to evaluate the psychological impact of COVID-19 emergency period on a sample of Radiography students. METHODS:Levels of anxiety, stress, and depression were measured in a sample of 206 Greek Radiography students, using the DASS scale. RESULTS: Radiography students reported moderate levels of stress anxiety and depression. The 27,7% for depression scale, 20,4% for anxiety and 15% stress found to have extremely severe levels. 48% of the sample declared dissatised and 16,1% very dissatised from the teaching method and 83% from our sample declared that prefer traditional classroom lesson. These perceptions of the students about the effectiveness of the distant educational method have signicant differences in all subscales. CONCLUSION: The impact of the Covid-19 pandemic on Radiography students' education and mental health are undeniable. Academics should discuss future strategies to address problems that arise.

Taking an English Language Curriculum Online

Whilst online courses have become ever more prevalent in the educational field in recent decades, their efficacy is still debated, especially with respect to language communication classes, which traditionally entail human interactions. Although there has been previous, limited research conducted into online learning options at the same tertiary institution (Mynard & Murphy, 2012), online courses were still far from ubiquitous in the Japanese landscape of tertiary language education curricula at the time of this study. However, adoption of online courses would allow for the expansion of current programs, enabling non-traditional students access to equal education opportunities as well as offer institutions a practical alternative to having to cancel lessons owing to unforeseen circumstances. This study investigates whether online lessons of the core curriculum classes offered at a language-focused Japanese university context, and which were based upon the regular in-class course content, offer comparable value to the regular classroom-based lessons in terms of students’ perceptions of the delivery, structure and usefulness of the lesson. By providing practical descriptions of how the traditional classroom lessons were adapted and delivered online, as well as quantitative feedback comparing the students' perceptions of the online versus classroom lessons, the paper will highlight the challenges of creating online course content, considering both instructors' and students’ viewpoints.

Educational Experience in the Mobile Learning Environment: Consumer Behavior Perspective

<p class="0abstract">The development of digital technologies necessitates the formation of digital literacy and entrepreneurship skills in the modern "digital generation". The study has as the objective to identify the aspects of consumer demand for educational services in the process of testing the conceptual model of mobile learning adapted to the modern business environment in the context of digital transformations of the socio-economic life. The concept of an educational course based on the Sakai mobile learning platform with a focus on the formation of digital literacy in the business segment has been proposed in the study. The educational and applied course "Entrepreneurship in the Digital Mode" was tested within the educational programs of the State University of Management (Lyubertsy, Russia) and Herzen State Pedagogical University of Russia (St. Petersburg, Russia). The experiment made it possible to identify key aspects of consumer demand for distance education based on the characteristics of the participants' perception of the advantages and effectiveness of mobile learning. Most participants confirmed their professional achievements and the fact of the implementation of personal educational goals. Mobile learning was described as an easy, comfortable, interesting, innovative and modern method of learning compared to traditional classroom lessons. In the process of mobile learning, students demonstrated an increase in personal responsibility and self-organization while practical classes and the synergy of the educational content with real business cases greatly contributed to their involvement and productivity. Until now, research has not dealt with real measurable in terms of real income from specific activities, the results of the application of mobile learning. The contribution of this study to the area under study is to establish pedagogical demands that can be satisfied with mobile learning.</p>

A question of reframing: How LSP improves math fluency, economics, and financial literacy at the secondary level

The purpose of this applied expository paper is to demonstrate how world language teachers at the secondary level can incorporate Languages for Specific Purposes (LSP) principles into their courses when it is not possible to offer standalone LSP courses. Multiple examples are provided that illustrate how many traditional classroom lessons, communicative activities, and projects can be reframed to incorporate interdisciplinary connections to provide students with a skill set that focuses on global awareness and communication, as well as economic and financial literacy. One rural and persistently low-performing school district created initiatives to integrate reading apprenticeship strategies, writing across the curriculum, and number fluency into weekly lessons in all classrooms at all grade levels in order to increase student academic achievement. Beginning world language courses at the secondary level, reframed through an LSP lens, can provide valuable support to other content areas. Further, these courses may potentially increase student engagement within the classroom and cause higher achievement on state assessments across multiple disciplines.

Differential Equations E-course in Nomotex DLS

The electronic course “Differential Equations” in the Digital Learning System (DLS) NOMOTEX is developed and used for the mathematical training of future engineers. The artcle presents the content and features of the development of the module, as well as the methodology for conducting classroom studies in a digital educational environment. In the Nomotex DLS, the e-course is presented as a neural network structure of knowledge a tree. The content of the e-course is divided into chapters and paragraphs. Within a paragraph, the content is presented in the form of units of knowledge called quanta. The structure of quanta is described in detail, examples are given. The peculiarity of the described methodology is the preservation of traditional forms of education lectures and seminars with the use of a digital educational environment together. At the same time, in the learning process using the NOMOTEX DLS, traditional classroom lessons change significantly. The features of conducting lectures and seminars, measures for monitoring students’ knowledge are described. The Digital Learning System NOMOTEX allows you to implement various courses, forming the content of lectures and seminars from the existing knowledge bank. E-course, usually a part of the course “Integrals and Differential Equations”, read to future engineers in the spring semester of the first year at the Bauman Moscow State Technical University.

Simulation as an educational tool in acute nursing care: A controlled intervention study.

Simulations have become a common educational tool among nursing students; however, the impact of clinical simulations as tested using an experimental design is not yet well established. In a controlled intervention study, nursing students received either traditional classroom lessons (C) or traditional classroom lessons combined with simulation-based lessons at the hospital (I). The primary outcome variable was the basic knowledge of acute nursing measured by a multiple-choice questionnaire. Secondary outcome variables were grade point average, the students' perception of the learning process, and self-efficacy. Seventy-four students participated in the study; C:n = 36 and I:n = 38. Regarding basic knowledge, there was no significant difference between the groups (I:11.8 ± 0.4, C:12.1 ± 0.4, p = 0.54). The I-group had a more positive perception of the learning process (Δ:6.0 ± 1.1,p < 0.002) and rated their self-efficacy higher (Δ:8.5 ± 2.3,p < 0.002). The students reported higher levels of self-efficacy, when combining the traditional lessons and simulation-based lessons. When combining the two approaches, their fundamental knowledge is not improved.

Mobile learning vs. traditional classroom lessons: a comparative study

AbstractDifferent methods can be used for learning, and they can be compared in several aspects, especially those related to learning outcomes. In this paper, we present a study in order to compare the learning effectiveness and satisfaction of children using an iPhone game for learning the water cycle vs. the traditional classroom lesson. The iPhone game includes multiple interaction forms and combined augmented reality (AR) mini‐games with non‐AR mini‐games. The traditional classroom lesson had the same learning content as the iPhone game. Thirty‐eight children participated in the study. The analyses showed that the children made significant learning gains about the water cycle, regardless of the method used. Even though the results showed that the iPhone method achieved higher knowledge results than the traditional classroom lesson, no statistically significant differences were found between the iPhone and the classroom lesson. When analysing the motivational outcomes, the results showed that the children found the iPhone game to be more satisfying than the classroom lessons. Since the iPhone game achieved similar learning results and a higher motivational effect than the classroom lesson, this suggests that games of this kind could be used as a tool in primary schools to reinforce students' lessons.

Constructivism in Theory and Practice: Toward a Better Understanding

Although constructivism is a concept that has been embraced my many teachers over the past 15 years, the meanings that are attached to this term are varied and often inadequately understood. Teachers need to have a sound understanding of what constructivism means to evaluate its promise and to use it knowledgeably and effectively. This paper explicates some of the theoretical background of constructivism and then presents a detailed example in which a traditional classroom lesson and a constructivist version of the same lesson are described and analyzed. Also discussed are pervasive myths and important instructional issues of this widely advocated and increasingly popular philosophical framework for teaching across the entire K-12 curriculum. Introduction Teachers' personal theories of learning have long been viewed as having considerable influence on virtually all aspects of teachers' decisions about instruction. Not only one's expectations for what learning outcomes are to be valued and sought, but also how one plans (i.e., organizes, structures and sequences) instruction is directly impacted by one's beliefs about learning. In addition, teachers' views of learning guide them as they make decisions about desirable means of implementing and assessing instruction. It is popular today to speak of paradigm shifts, and certainly major conceptual changes do occur in virtually all fields of study. Paradigm shifts bring new perspectives, new conceptualizations and new ways of thinking about a topic, large or small. An important area of study in the philosophy of science is what is referred to as scientific revolutions. Two examples from the natural sciences are the dramatic scientific revolution ushered in by Copernicus' conception of the relationship between the sun and earth, and the revolutionary propositions of Darwin's (though less universally accepted, even today) theory of evolution. When a novel conception is introduced it always elicits great resistance. Even as a transformation in general thinking and attitudes develops more support and adherents, there will continue to be resistance to the challenge to the existing order, the comfortable, existing ways of viewing the world. For example, the ideas of Galileo and Copernicus were met with disdain, anger and rejection. But, of course, with time, the established physical order of the universe did become accepted and the earlier views came to be seen as the quaint notions of an earlier uninformed era. Ultimately most if not all the ideas of the older paradigm will be discarded; and this is as it should be when the scientific evidence unequivocally points to a more adequate explanation of certain phenomena. As a new paradigm gains respect and acceptance, a gradual and sometimes relatively rapid process of intellectual disassociation occurs. People take flight from the earlier, now prosaic and apparently inadequate ways of viewing the world with a lens that is no longer capable of clearly capturing truth. A new, fresh conceptual rendering of a topic, phenomenon or means of investigation is promoted. A new theory is offered to supplant an older theory (Kuhn, 1970). Conceptual change in the social sciences differs somewhat from that in the natural sciences (Thagard, 1992) in large part because the social sciences do not yet have a coherent unifying theory. Thus major conceptual change within a field may better typify significant shifts in the disciplines of the social sciences and education. Nonetheless, the adoption of different theoretical models and application of different assumptions about the nature of human learning has resulted in raging controversies and paradigm shifts within psychology this century (the ascendancy of and subsequent decline of behaviorism; the rise of cognitivism) and in substantial reconceptualizations of philosophy and pedagogy in education. The field of education has undergone a significant shift in thinking about the nature of human learning and the conditions that best promote the varied dimensions of human learning. …

Socioemotional Aspects of Students' Learning in a Cognitive-Apprenticeship Environment

In this article, it is argued that learner's individual activities and interpretations in new learning environments have not been adequately analyzed. The analyses of students' social and motivational interpretations of interaction during classroom teaching and learning are reported. The interactive learning was organized according to the principles of a cognitive apprenticeship and applied to a technology-based learning environment. The purpose of the learning task was to promote the mediation of modern technological thinking and problem-solving skills for 7th grade students in a LegoTClogo environment. An on-line method was developed for step by step analysis of students' social interpretations and motivational orientation during the learning process. In Study 1 the focus was to describe how interaction based on cognitive apprenticeship in a complex technology-based learning environment affects the students' situational motivational and emotional interpretations. It is demonstrated what are the possible processes to appear among the students by describing eight cases. The results show that only some students interpreted tasks and teacher's activities in the anticipated direction of the cognitive apprenticeship model. In Study 2 six case-based descriptions demonstrate how students with different orientational tendencies in a traditional classroom learning develop their motivational orientation and coping strategies during the experimental lessons. For that purpose the students' motivational orientations in traditional classroom lessons were evaluated with paper and pencil tests. The results indicate that the cognitive apprenticeship and technology rich environment may maintain the student's tendency toward task orientation and even direct some students toward task-orientation. It is concluded that the same instructional arrangements in two studies were interpreted differently and led to different cognitive and emotional processes among individual students. The results call for a discussion on more detailed considerations of the complex interactional bases for individual students' motivation and new instructional design.