Traditional Classroom Teaching Research Articles

Student-centered learning in the digital age: in-class adaptive instruction and best practices

<span lang="EN-US">Adaptive instruction is a promising solution to the limitations of traditional classroom instruction, which assumes that all students learn in the same way and at the same pace. Adaptive instruction tailors the learning experience to each student’s needs and abilities. Several adaptive instruction tools and platforms exist, including intelligent tutoring systems, learning management systems, mobile apps, AI chatbots, and adaptive machine-learning programs. The Adaptive Instruction of Student Control Theoretical Framework suggests that allowing students to control their use of learning resources leads to better learning outcomes. Implementing adaptive instruction in higher education can be difficult due to faculty buy-in, technical infrastructure, and student motivation. Effective instructional design is crucial for adaptive instruction to support student control and maximize benefits. Overall, instructors must pay attention to student motivation and work to create learning environments that foster motivation, autonomy, and engagement to implement adaptive instruction successfully.</span>

Efficient Data Structures & Algorithms Hunter: A Study in Optimization

Abstract: Data Structures and Algorithms is a fundamental course in Computer Science. However, many students find it difficult because it requires abstract thinking. It would be very helpful if there was a visualization tool of data structures such as arrays, queues, stacks, trees, and graphs for students to manipulate. The tool would allow students to see how an element is inserted into or deleted from different data structures, how a tree is traversed in different order (preorder, in-order, post-order, level-order), etc. Moreover, this tool would provide a simple language, by which students can write their own algorithms so that the execution of the algorithm is animated. This project is intended to create an exploration environment, in which students can learn through experimentation. This tool can be used as an effective supplement to the traditional classroom education and textbook for Data Structures and Algorithms courses. In this paper, a software application that features the visualization of commonly used data structures and their associated insertion and deletion operations is introduced. In addition, this software can be used to animate user-defined algorithms.

Exploration of the Blended Learning Model in English Major Education at Private Applied Universities

The integration of the blended learning model in the curriculum of English majors at private applied universities is a strategic response to the evolving demands of higher education. This study explores the potential of blended learning to augment learning outcomes and the overall educational experience. By combining traditional classroom instruction with online learning tools, the model seeks to offer a more flexible and resource-rich environment that can foster student engagement and initiative, thereby promoting a well-rounded development of English language skills and cultural competencies. The research delves into the practical implementation of the blended learning model, examining how it can be tailored to meet the specific needs of English majors. It discusses the integration of technology into the curriculum, the importance of faculty training, and the creation of an interactive and personalized learning experience. The study also emphasizes the need for continuous assessment and feedback mechanisms to ensure the model’s effectiveness. Furthermore, the research highlights the importance of cultivating English talents with practical capabilities, innovative abilities, and an international perspective. It underscores the role of blended learning in preparing students for the global job market by providing them with the necessary language proficiency and cultural understanding.

Analysing Education Modes for Creative Idea Generation: Online Versus Offline Learning

The value of education in the economy has increased significantly. One person from another is determined by such a factor. It gives people confidence, prepares them for life's obstacles, and is essential to success. It continues to be essential to our nation's development and growth. This research paper compares online and offline learning environments in order to examine the effects and efficacy of each. By examining the pros and disadvantages of each learning environment, it will be possible to determine which learning environment is best. This research paper's major goal is to help readers understand the benefits and efficiency of traditional classroom instruction as well as the advantages of online learning. As a result, it should be extremely evident which method is preferable for learning. Key words – Online, Offline learning, Creative idea, Students, Teachers

Exploring the impact of the adaptive gamified assessment on learners in blended learning

AbstractBlended learning combines online and traditional classroom instruction, aiming to optimize educational outcomes. Despite its potential, student engagement with online components remains a significant challenge. Gamification has emerged as a popular solution to bolster engagement, though its effectiveness is contested, with research yielding mixed results. This study addresses this gap by examining the impact of adaptive gamified assessments on young learners' motivation and language proficiency within a blended learning framework. Under Self-Determination Theory (SDT) and Language Assessment Principles, the study evaluates how adaptive gamified tests affect learner engagement and outcomes. A 20-week comparative experiment involved 45 elementary school participants in a blended learning environment. The experimental group (n = 23) took the adaptive gamified test, while the control group (n = 22) engaged with non-gamified e-tests. Statistical analysis using a paired t-test in SPSS revealed that the implementation of adaptive gamified testing in the blended learning setting significantly decreased learner dissatisfaction (t (44) = 10.13, p < .001, SD = 0.87). Moreover, this approach markedly improved learners' accuracy rates (t (44) = -25.75, p < .001, SD = 2.09), indicating enhanced language proficiency and motivation, as also reflected in the attitude scores (t(44) = -14.47, p < .001, SD = 4.73). The adaptive gamified assessment primarily enhanced intrinsic motivation related to competence, with 69% of students in the experimental group reporting increased abilities. The findings suggest that adaptive gamified testing is an effective instructional method for fostering improved motivation and learning outcomes.

L2 listening in a digital era: Developing and validating the mobile-assisted self-regulated listening strategy questionnaire (MSRLS-Q)

Mobile technologies have transformed L2 listening. These technologies provide learners with an abundance of materials that transcend the limitations of traditional classroom instruction. Understanding how learners engage with such materials is crucial if teachers are to facilitate students' development of self-regulated listening strategies. This study reports on the development and validation of a new instrument, the Mobile-assisted Self-Regulated Listening Strategy Questionnaire (MSRLS-Q). Informed by a social cognitive understanding of self-regulation, items were generated from existing literature and semi-structured interviews with 16 Chinese undergraduate students. The questionnaire was validated through an exploratory factor analysis with 309 Chinese undergraduate students, followed by a confirmatory factor analysis with a separate sample of 327 students. Results confirmed a 31-item, five-factor model covering students' pre-, during- and post-listening strategies: Goal setting and mobile resource planning, Cognitive and metacognitive multimedia listening, Mobile-assisted motivational control, Structuring online social space, and Listening evaluation and adaptation. Structural equation modelling revealed that four of the five factors significantly predicted students’ international orientation to use English. The results emphasize self-regulated listening as a cyclical process reflective of cognitive, motivational, and social dimensions of strategy use. Implications for research and pedagogical use of the MSRLS-Q are discussed.

Relationship between Effectiveness of Flipped Classroom, Blended Learning and Task-oriented Teaching Methods on Academic Achievement among Vocational College Students in an OBE IT system environment

This research explores the effectiveness of flipped classrooms, blended learning, and task-oriented teaching methods within an Outcome-Based Education (OBE) framework in vocational IT education. The study aims to determine how these innovative teaching methodologies enhance learning outcomes, improve student engagement, and better prepare students for industry demands. By integrating digital platforms with traditional classroom instruction, the flipped classroom model enables pre-class preparation through online materials, allowing for more interactive and application-focused sessions in class. Blended learning supports this by providing a mix of online and face-to-face interactions, offering flexibility and catering to diverse learning preferences. Task-oriented teaching aligns educational activities with real-world tasks, enhancing practical skills crucial for the IT sector. Comparative analysis with traditional educational practices shows that these modern methods significantly increase student participation and knowledge retention, promoting deeper understanding and greater application of IT skills. The study suggests that integrating these methods within an OBE framework not only meets educational objectives more effectively but also aligns with industry requirements, thus enhancing vocational education's responsiveness to labor market needs. Future research is recommended to explore long-term impacts, cross-disciplinary applications, and the integration of emerging technologies. This study serves as a foundation for policymakers and educators aiming to revamp curricular designs and teaching strategies in vocational education to improve educational outcomes and job readiness.

Podcasts as supplementary tools in enhancing teaching-learning in the 21st century literature from the Philippines and the world

This research aimed to determine the mastery level of learners in 21st Century Literature from the Philippines and the World before and after the implementation of podcasts. The study titled "Podcasts as Supplementary Tools in Enhancing Teaching-Learning in 21st Century Literature from the Philippines and the World" is considered a quasi-experimental research design. This design utilizes methods and procedures to collect data in a study structured similarly to an experiment. Specifically, the study employed the one-group pretest-posttest design. This study employed a probability sampling technique. The respondents of the study were Grade 11 students in the academic track of Science, Technology, Engineering, and Mathematics (STEM). They encountered 21st Century Literature from the Philippines and the World as a subject matter available in the university, which is the only literature-related subject that STEM students are taking. The researchers used a pretest and posttest to collect the quantitative data needed for the study. After collecting data from the respondents, the researchers analyzed the quantitative data using statistical methods. The study revealed that the majority of students studying 21st Century Literature from the Philippines and the World improved their mastery level after using podcasts as supplementary tools in addition to the reading materials provided by their adviser. The students showed engagement and mastery in answering the tests based on the results presented, as there was an increased or significant difference between the pretest and posttest results. It was further found that the podcasts are effective. However, as cited in the scope and limitations of the study, it only investigates the development and evaluation of podcasts as an educational tool, as well as their potential to supplement traditional classroom teaching. Podcasts were not meant to replace lectures but to complement them. Furthermore, the null hypothesis was rejected. Therefore, a significant difference exists between the mastery level of students before and after the implementation of podcasts as supplementary tools. Lastly, this implies that for any instructional materials or teaching approaches to be implemented inside the classroom, their relevance and meaningful connections should be considered to engage the students more and thus promote lifelong learning.

Investigating the Impact of Social Media on Secondary School Students’ Motivation and Engagement in English Language Learning

Abstract: This study explores the potential of social media platforms, particularly Instagram and Twitter, to supplement traditional English language learning for secondary school students. It acknowledges the limitations of traditional methods in fostering real-world language use and seeks to investigate how social media can enhance student motivation and engagement with English outside the classroom. Employing a quantitative approach, the study surveyed 100 randomly selected male students in grades eleven and twelve from Al-Hassan Bin Hashim Post Basic School in Muscat, Oman. Participants, aged 16-17, were active users of either Instagram or Twitter. Data was collected through a questionnaire consisting of 10 closed-ended and 5 open-ended questions. The study found a positive student perception towards the utility of Instagram and Twitter for English language learning. However, students also acknowledged that social media, despite its potential, cannot replace traditional classroom instruction entirely

Evaluating the Learning Effectiveness of A Blended Teaching Model of College English Using A Decision Tree Algorithm

The learning effectiveness of a blended teaching model of college English, utilizing a decision tree algorithm, demonstrates promising outcomes. This model combines traditional classroom instruction with online learning components, allowing for personalized and interactive learning experiences. By employing decision tree algorithms to analyze student data and performance metrics, instructors can tailor instructional strategies to individual learning styles and needs. This data-driven approach facilitates targeted interventions, adaptive feedback, and optimized course materials, ultimately enhancing students' English language proficiency and academic success. The blended teaching model harnesses the power of technology and data analytics to create dynamic and effective learning environments in college English education. \College English education. The HGBT-DT model combines genetic algorithms, blended teaching methods, and decision tree algorithms to tailor instructional strategies to individual student needs. Through a comprehensive study involving 100 students, we demonstrate the efficacy of the HGBT-DT model in enhancing language proficiency and critical thinking skills. Results indicate a significant improvement in student performance, with an average post-test score increase of 15 points compared to pre-test scores. Additionally, the HGBT-DT model achieves an optimization score of 0.90, indicating a high level of effectiveness in optimizing teaching strategies. Furthermore, decision tree analysis reveals personalized teaching recommendations, leading to improved student outcomes across diverse learner profiles. This study highlights the potential of the HGBT-DT model to revolutionize teaching practices and promote personalized learning experiences in College English education.

Course Design Based on Association Rule Mining in Blended Teaching of College English

Course design based on association rule mining in blended teaching of college English offers a data-driven approach to curriculum development, enhancing the effectiveness of English language instruction. By analyzing patterns and relationships within student performance data, association rule mining algorithms identify correlations between different learning activities, topics, and assessment outcomes. This information enables instructors to design courses that strategically integrate online and offline learning components, ensuring a cohesive and engaging learning experience. Additionally, association rule mining facilitates the identification of potential dependencies between course elements, allowing for the optimization of teaching sequences and resource allocation. This paper investigates the use of the Extraction Apriori Rule Mining Blended (EARMB) technique to enhance teaching effectiveness in English instruction within blended learning environments. Through the analysis of association rules derived from instructional data, significant relationships between instructional components and student outcomes are identified, providing valuable insights for course design and instructional strategy development. A structured course design framework is presented, integrating various instructional activities and assessment methods to address diverse language skills and learning objectives. Additionally, a comparative analysis of different teaching approaches, including traditional classroom instruction, online learning platforms, and blended teaching, demonstrates the efficacy of blended teaching in promoting student engagement, improving learning outcomes, and enhancing overall student satisfaction.

Exploring the Optimization Model of University English Blended Teaching Mode Combined with Deep Learning

With university English blended teaching mode combined with deep learning marks a significant advancement in language education. With integrating deep learning techniques into blended teaching approaches, educators can leverage vast amounts of educational data to enhance the effectiveness and personalization of English language instruction. Deep learning algorithms analyze student interactions, performance data, and learning preferences to tailor instructional content and activities to individual needs. This model enables educators to create dynamic and adaptive learning experiences that blend traditional classroom instruction with online resources and digital tools. The paper presents a comprehensive examination of blended teaching methodologies within the realm of English education, integrating principles of deep learning to enhance learning outcomes. Through a series of experiments and analyses, the study investigates the effectiveness of various teaching components, the utilization of online resources, and the application of diverse deep learning architectures. Findings underscore the significance of a balanced integration of traditional pedagogies and digital resources, with online materials emerging as a pivotal aspect of the teaching strategy. The study conducted experiments evaluating the effectiveness of blended teaching methodologies in English education, with numerical scores ranging from 4.2 to 9.0 across different parameters. Results indicated that experiments with higher scores for traditional teaching effectiveness (ranging from 6.5 to 9.2) and deep learning integration (ranging from 3.9 to 9.1) tended to yield superior overall learning outcomes (ranging from 4.3 to 9.0). Furthermore, online resources received consistently high weighted scores (ranging from 7.2 to 9.5), underscoring their significant contribution to the overall teaching strategy.

Better Pedagogical Practices Could Enhance the Learning Performance of Students by Adopting Hybrid Learning Approach

In order to provide students a well-rounded education that may improve their academic performance, this study focuses on the Hybrid Learning approach, which combines conventional classroom ways of teaching with new learning strategies. A hybrid learning strategy combines traditional classroom instruction with online resources to provide students with a well-rounded education. The learning results for students are optimally balanced via a hybrid learning strategy. It allowed students to concentrate on their studies from anywhere, and they were able to make better use of their time in class because to the abundance of technologically-enabled learning materials at their fingertips. Forty students were included in this research. Nineteen students served as the Experimental group and were taught using the hybrid mode of learning; twenty-one students served as the Control group and were taught using the conventional approach. The trial lasted for a full four weeks. According to the results, pupils in the experimental group who used hybrid educational approaches outperformed those in the control group who used more traditional methods. Students' academic performance may be enhanced by the integration of digital tools into traditional classroom instruction.

Better Pedagogical Practices Could Enhance the Learning Performance of Students by Adopting Hybrid Learning Approach

In order to provide students a well-rounded education that may improve their academic performance, this study focuses on the Hybrid Learning approach, which combines conventional classroom ways of teaching with new learning strategies. A hybrid learning strategy combines traditional classroom instruction with online resources to provide students with a well-rounded education. The learning results for students are optimally balanced via a hybrid learning strategy. It allowed students to concentrate on their studies from anywhere, and they were able to make better use of their time in class because to the abundance of technologically-enabled learning materials at their fingertips. Forty students were included in this research. Nineteen students served as the Experimental group and were taught using the hybrid mode of learning; twenty-one students served as the Control group and were taught using the conventional approach. The trial lasted for a full four weeks. According to the results, pupils in the experimental group who used hybrid educational approaches outperformed those in the control group who used more traditional methods. Students' academic performance may be enhanced by the integration of digital tools into traditional classroom instruction.

Methods and key issues of classroom behavior recognition for students based on artificial intelligence

The development of computer vision and artificial intelligence provides technical support for objective evaluation of classroom teaching, and promotes the implementation of personalized teaching by teachers. In traditional classroom teaching, due to limitations, teachers are unable to timely understand and evaluate the effectiveness of classroom teaching through students’ classroom behavior, making it difficult to meet students’ personalized learning needs. Using artificial intelligence, big data and other digital technologies to analyze student classroom learning behavior is helpful to understand and evaluate students’ learning situation, thus improving the quality of classroom teaching. By using the method of literature analysis, the paper sorts out relevant domestic and foreign literature in the past five years, and systematically analyzes the methods of student classroom behavior recognition supported by deep learning. Firstly, the concepts and processes of student classroom behavior recognition are introduced and analyzed. Secondly, it elaborates on the representation methods of features, including image features, bone features, and multimodal fusion. Finally, the development trend of student classroom behavior recognition methods and the problems that need to be further solved are summarized and analyzed, which provides reference for future research on student classroom behavior recognition.

Application of Multimedia Man-Machine Interaction in College Physical Education Teaching

In the realm of physical education in college, the traditional classroom teaching approach primarily relies on paper textbooks and demonstrations by the teacher. However, in today's physical education classrooms, there is a need to change these traditional teaching methods. Utilizing multimedia technology and interactive interfaces, teachers can demonstrate the essential actions and intricate details through multimedia videos and other formats such as push-pull and shaking. This chapter introduces a multi-segment human body tracking algorithm that focuses on real-time tracking. The human body target is divided into multiple segments, and an online learning method based on Hough Forests is used to learn the overall appearance of the human body and the appearance model of each segment. The research findings indicate that when the merged area exceeds 82.36% of the pre-segmentation area using watershed analysis, smaller areas lead to faster segmentation speed, while larger areas result in slower segmentation speed. Compared to other methods, this approach yields better recognition results.

Self-directed Learning Ability and Shadow Education Expenditures: A Comparison of Impact on Student Achievement in Korea During COVID-19

This study examines the impact of students’ self-directed learning (SDL) ability and parental expenditures for shadow education, and other factors, on academic achievement in South Korea during the pandemic. Busan Education Longitudinal Study panel data for 2019 (pre-COVID) and 2020–2021 (COVID) were utilized. National exam scores of middle and high school students in Korean, English, and math subject areas were analyzed using multiple regression, random effects, and two-way random effects models. The analysis revealed that, during the pandemic, parents’ high expenditures to provide shadow education to complement their children’s public education did not significantly influence academic achievement. In contrast, SDL ability was found to have a significant impact on achievement in all three subject areas during the pandemic. The findings underscore the importance of programs, policies, and teaching strategies that develop students’ SDL skills to enable them to learn on their own when a crisis restricts traditional teacher-guided classroom instruction.

Perception of Higher Secondary School Students Towards Online Education

In recent years, the landscape of education has undergone a significant transformation with the rise of online learning platforms. The proliferation of internet access and advancements in technology has paved the way for a paradigm shift in how individuals access educational content. As traditional brick-and-mortar institutions grapple with challenges such as accessibility, flexibility, and scalability, online education has emerged as a viable alternative, offering unprecedented opportunities for learners worldwide. This research study aims to delve into the dynamics of online education, examining its impact on traditional educational models, its effectiveness in fostering learning outcomes, and its potential implications for the future of education. By exploring the various facets of online education, including its benefits, limitations, and evolving pedagogical approaches, this study seeks to provide insights into its role in shaping the educational landscape of the 21st century. The present study is related to Perception of Higher Secondary School Students towards Online Education. The method used for the present study was Descriptive Survey Method. The sample consists of 100 higher secondary school students from Samba district J&K. The data was collected using self constructed Questionnaire on Google Forms. Purposive Sampling Technique was used to collect the data and were analyzed using Percentage and data represented with the help of Pie Chart. The results of the study revealed that Online education is easily accessible, flexible in nature as students learn at their own pace and on their own schedule, offer variety of courses and programs,improved technical skills of students, material is available 24x 7hrs, but students don’t believe online classroom can replace traditional classroom teaching.

Learning Management System in the Post-Pandemic Era: Comparative Study

In the post-pandemic era, virtual educational environments are replacing the role of traditional classroom instruction. Due to the technological revolution and the COVID-19 pandemic, learning has evolved considerably in recent decades in educational parties at the higher education levels in Indonesia have offered various new options. LMS is referred to as a program that may optimize the ease of learning while promoting sustainable learning at home, particularly for lecturers who must provide teaching-learning during the challenging periods of the COVID-19 pandemic. Existing previous studies confirmed that acceptance of the LMS in higher education may vary from one country to another. This paper attempted to answer questions dealing with students’ engagement in learning and the usage of LMS in Indonesia compared to other countries. The study surveys online polling and measures their acceptance and preference of LMS in Indonesian higher education. The findings showed that as a sustainability program in higher education, LMS had favourable impacts during the COVID-19 outbreak and was recognized as user-friendly.

Assessing the psychometric properties of the intrinsic motivation inventory in blended learning environments

This study investigates the validity and reliability of the Intrinsic Motivation Inventory (IMI) in the context of blended learning. In the digital age, the fusion of online components with traditional classroom instruction has become integral to modern pedagogy, giving rise to blended learning—a flexible approach accommodating diverse learning needs. In such multifaceted environments, intrinsic motivation emerges as pivotal for sustaining student engagement, bridging the gap between in-person and online learning components. Utilizing a quasi-experimental quantitative research design, the research focuses on first-year university students enrolled in a blended learning economics course. Thorough statistical analysis affirms the IMI's effectiveness in accurately measuring intrinsic motivation levels within the diverse framework of blended learning. The findings not only validate the IMI as a tool for assessing intrinsic motivation but also underscore its importance for educators. Understanding students' intrinsic motivation is essential for tailoring instructional strategies, identifying at-risk students, and proactively preventing potential dropouts in blended learning environments. The validation of the IMI enhances the accuracy of assessments, interventions, and program evaluations, ultimately contributing to the improvement of education quality for students engaged in the integrated format of traditional and online instruction.