Traditional Classroom Research Articles

PROJECT MANAGEMENT PEDAGOGY: CULTIVATING CRITICAL THINKING SKILLS IN HIGHER EDUCATION

The present study explores the integration of critical thinking skills concepts in agricultural project management instruction at the undergraduate level, using the traditional classroom theoretical approach and a blended learning model. The study, encompassing 118 undergraduate students, compares the effectiveness of these methods in enhancing students' understanding, measured through examination scores, group presentations, and students’ overall perceptions of the use of the methods. Students achieved a mean examination score of 64.82% under the traditional approach and 72.66% for the blended learning approach. Statistical analysis, including a t-test, revealed significant differences favoring the blended approach. Additionally, performance assessments using six criteria during presentations yielded varied mean scores. ANOVA analysis showed a significant difference among the groups, and post hoc tests highlighted distinctions between specific groups’ means, emphasizing the effectiveness of blended learning in enhancing students understanding. Students' perceptions, gathered through a 5-point Likert scale, underscored satisfaction with the blended approach due to its flexibility, catering to diverse learning styles, and fostering critical thinking skills. We recommend institutions strengthen project management instruction by adopting blended learning, emphasizing critical thinking, and prioritizing continuous assessment and student-centric approaches since they cultivate an engaging learning experience, preparing students for managing future complexities on projects.

Peer-assisted learning augmented by peer counseling to foster academic and personal development in flipped classroom

AbstractIn recent decades, under the influence of technological advancements, evolving student demographics, and shifting societal demands, the landscape of higher education has undergone significant transformations. Among numerous learning approaches, Flipped Learning (FL) has gained particular prominence due to its ability to enhance students’ performance through active engagement and self-directed learning. Another teaching and learning linked to indicators of students’ academic achievements is Peer-Assisted Learning (PAL). However, previous research on PAL remains scarce. To fill this gap in the literature, the effects of the integration of Peer Counseling (PC) activity into PAL on both academic and personal development within the flipped classroom setting over time were investigated in the present study. The study participants were counseling students (n = 91), including 60 students in the PAL-integrated flipped classroom and 31 in traditional classroom used as the control group. The results revealed that, over a 14-week period, PAL-integrated flipped classroom led to improvement in students’ Solution-Focused Thinking (SFT) skills, self-efficacy, and effective counselor characteristics, with medium to large effect sizes. The results also indicated the positive effect of PC on students’ counseling performance and achievement scores. These findings offer important implications for creating a collaborative learning environment. The paper concludes with a discussion of challenges typically associated with the implementation of flipped classroom in higher education.

There Is Another Room on the Other Side of the Screen: Learning via Zoom in a Hybrid Context

he tradition of physical presence in higher education has existed for years. Hybrid learning designs have emerged in recent years as a complement to the traditional way of teaching. This has created flexibility in education independent of time and place. The increasing number of students underscores an ambition to obtain high-quality education. Hence, it becomes critical understand how distance students residing in other countries perceive online-teaching in a synchronous hybrid-form, interconnected with traditional classroom teaching. The purpose is thus to gain an in-depth understanding of the factors affecting the experience of learning and engagement through Zoom. The data consists of 22 hours’ observation of Zoom lectures, supplemented by interviews with two distance students, to enable an in-depth understanding of the Zoom teaching model. The theoretical approach used is Community of Inquiry. The results highlight key conditions for the learning experience in the studied course and show that participation through Zoom in a hybrid classroom affects social and cognitive presence. This limits the interaction between physical classrooms and Zoom rooms and causes limited access to ongoing classroom activities, which slows down the learning process.

Virtual Gathering Platforms in Academic Teaching: Potential and Applications

The COVID-19 pandemic resulted in a rapid shift towards online learning where educators and students had to quickly adapt to new digital formats. However, the core aspects of community building and social interaction that are essential to traditional classrooms became challenging to maintain. To address this issue, we were interested in testing Virtual Gathering Platforms (VGPs) Topia and WorkAdventure to see how effectively they could be adapted to various academic teaching and learning settings. These examples of Extended Realities (XR), adopted from the 2D metaverse, aim to improve communication and interactivity in a fun and engaging way, allowing users to create immersive worlds for socialising, and collaborating. Using Technological Pedagogical Content Knowledge (TPACK), Technological Self-Efficacy (TSE) and distributed scaffolding frameworks as a guide, we created adaptable templates of both platforms that not only introduced users to how they work, but also included features flexible enough to suit various academic disciplines and promote social engagement and collaborative learning. We then implemented a case study and invited university educators teaching international courses to adapt the templates and assess them within their own learning settings. In addition, it was important for us to use the on-boarding sessions as a focal point. Here, we introduced the templates through multiple resources and offered one-to-one support to develop their use within chosen learning scenarios which ranged from an icebreaker activity to an online student resource centre. Observations then documented the adapted templates being used with students in these settings, and feedback regarding user perceptions of the platforms and the support strategies used was gathered. The study reveals the complex interplay between user experiences, support strategies, and educational frameworks, emphasising the need for adaptable and collaborative approaches to optimise these platforms in higher education.

Research on Multicultural Drama Education Based on Self-determination Theory: A Case Study of "Hamlet"

In a multicultural context, drama education, as a distinctive pedagogical paradigm, facilitates the achievement of educational objectives effectively. Compared to traditional classrooms, student-centered instruction based on self-determination theory places greater emphasis on nurturing students' intrinsic motivation for learning. This article uses the high school Chinese literature text "Hamlet" as a case study, applying the perspectives of autonomy, competence, and relatedness—the three psychological needs of self-determination theory—to various aspects of practical teaching. This approach constructs a framework for multicultural drama education.

Training to Improve English Vocabulary Via Audio-Visual Media For Primary Students of Silo Baru Village Dusun X Asahan District

When it is done appropriately, the transition from traditional classroom instruction to technology-based instruction in English language instruction has a lot of potential advantages. A few crucial aspects of its implementation to consider include selecting appropriate technology and emphasizing vocabulary expansion. There is a great chance that training targeted at increasing students' vocabulary following the use of audio-visuals in English language learning will boost their motivation even more. Participants from Silo Baru Village's coastal primary schools will have the chance to learn more about this technology in particular. It is hoped that by using audio-visual media to enhance vocabulary acquisition, students will become more intrinsically motivated as a result of this training activity. It is thought that since kids are really interested in studying, they would be able to concentrate more on improving their mastery of vocabulary in English. It is important to monitor and evaluate the impact of this training, both in terms of increasing vocabulary and in students' learning motivation. The data and feedback obtained from this activity will be key to assessing the effectiveness of audio-visual technology in improving the English language skills of coastal elementary schools in the new silo village of Asahan Regency.

ЧЕТЕНЕ С ПРЕЖИВЯВАНЕ

Experiential reading, also known as interactive reading, is a collaborative learning activity that fosters student confi dence, enhances oral communication skills, and promotes adherence to instructions. This approach can be implemented in any classroom settng, at any time, and on any topic or issue that the teacher wishes to address or achieve a specifi c goal. Students enjoy experiential reading because it breaks away from traditional classroom routines and allows them to engage in a variety of academic skills simultaneously. The key aspect of this reading method is that students must actively listen to one another attentively to ensure the smooth continuation of the activity. They must wait their turn, a challenging task for modern children, and pay attention to others, whether they are friends or not. Collaboration with classmates and building upon the previous action while following the provided instructions are essential elements of this approach. Through experiential reading, students learn to be open to new experiences, share in a fun activity that helps them become comfortable with acting, performing, and reading aloud in front of their peers.

Social Media Applications and their Effect on Undergraduate Students’ Learning in Higher Education

The development of social media has significantly impacted education, with institutions striving to use these tools to foster critical thinking, collaboration, and knowledge creation among students. This study investigates the effects of social media on student learning in higher education through the lived experiences of six participants using a qualitative methodology. Interviews were conducted to explore the impact of social media on academic performance, its use for learning assistance, academic goals, and perceived benefits. The findings show that social media is widely used by college students, who believe it plays a significant role in their academic growth. Social media facilitates interactions with educational content outside traditional classroom settings, peer collaboration, and access to quality educational resources. Additionally, participants emphasized that social media helps connect people globally, providing access to diverse learning opportunities and perspectives. This study suggests that incorporating social media into teaching strategies can drastically alter students' learning experiences, boosting engagement and preparing them for success in a technology-driven world.

EFFECTIVENESS OF BLENDED-LEARNING FOR TEACHING-LEARNING OF ENGLISH AT SECONDARY LEVEL IN WEST BENGAL

This research seeks to evaluate the differences in learning outcomesin the environments of Blended Learning and Traditional Learning for English as a second language among secondary level students in West Bengal. With the increasing tendency of learners to solve educational problems using electronic gadgets and access e-materials from anywhere, it is imperative for educational institutions to emphasize Blended Learningwhich combines online and traditional face-to-face teaching methods, shows promise in improving students academic achievements. Three hundred students from five schools under the W. B. B. S. E. were selected randomlyto partake in this study. This research examined the effectiveness of Blended Learning by comparing it with traditional classroom learning, using evaluation scores from two selected lessons. The findings revealed that pass rates were significantly higher in the Blended Learning environment. This research confirms that Blended Learning not only enhances academic performance but also positively influences students motivation, attitude, and self-esteem. The results highlight the necessity of adequate infrastructure to support Blended Learning practices, suggesting that investments in technology and teacher training are crucial for successful implementation. The conclusions drawn from this research provide a basis for future research onBlended Learning at secondary level.

Higher Education in the New Reality: A Study of Students’ Preferences About Digital Learning in Mexico

ABSTRACT Due to the COVID-19 pandemic, higher education students had to switch to online classes to avoid infections, so universities had to adapt to a situation known as emergency remote education and had to provide digital content to simulate the traditional classroom experience. Now, as we transition from the pandemic, returning to in-person education has been a challenge. This period, often referred to as the “new normal,” is characterized by a mix of in-person and digital learning. Therefore, it is necessary to evaluate students’ preferences for digital education in this new educational landscape. In this exploratory empirical study, the preferences of undergraduate students at a private university in Mexico were evaluated through a survey. This survey was applied by the Directorate of Educational Innovation and Digital Learning through institutional means in September 2022. It had multiple-choice questions and an open final question. A total of 2725 responses were obtained. Student responses were analyzed using a mixed methods methodology. Responses to multiple-choice questions were analyzed quantitatively using descriptive statistics, while responses to open-ended questions were analyzed using content analysis. The results show that although students prefer academic programs with 80 to 100% in-person, they also prefer digital or remote classes. This preference is highlighted by students who work and study simultaneously. These studies show that the hybrid and flexible format (HyFlex) can take off in this new normal. However, more studies are required to demonstrate its effectiveness in learning.

Variation of HE academics’ experiences of designing MOOCs

There has been abundant research studying academics’ conceptions of and approaches to teaching, learning and other academic related activities in higher education (HE). However, most of the research in this area is in the traditional classroom HE context and there is very limited research in online teaching and learning contexts. Furthermore, research tends to mainly focus on academics’ experiences in teaching and learning in general, and there is very little research studying academics’ course designs, in particular. MOOCs (massive open online courses) originally emerged as a new online teaching form linked to connectivism and large networks of learners, which attracted a lot of interest from HE providers and researchers. Although there is plenty of research literature studying learners’ MOOC experiences, there is a lack of research on academics’ experiences of MOOCs. With more and more HE institutions partnering with MOOC platforms, HE academics involved in designing MOOCs are asked to follow certain procedures and prescribed formats in the designing process. There is hardly any published research on academics’ experience of designing MOOCs to understand the possible variations in their understanding of and approaches to designing MOOCs and the possible links between their perceptions and networked learning theory. This research aims to fill this research gap through a phenomenographic study of the UK HE academics’ experience of designing MOOCs to gain understanding of the possible variation in their perceptions and discusses links with different dimensions of networked learning. The research results could inform course designers and MOOC development stakeholders as well as provide insights to researchers in this area. I (first author) interviewed 22 academics from different UK HE institutions who have experience of designing MOOCs. The initial data analysis based on 14 transcripts revealed 5 categories of HE academics’ perceptions of designing MOOCs. This short paper presents the preliminary analysis of the first stage and discusses the results through the lens of networked learning. The next step is to continue data analysis through consulting the remaining transcripts to refine and modify the emerged categories and constitute the structural relationship between the categories to form the final outcome space.

Effectiveness of Flipped Classrooms for K–12 Students: Evidence From a Three-Level Meta-Analysis

Flipped classrooms (FCs) in K–12 schools are growing in popularity. However, previous studies have reported inconsistent findings on the effects of FCs, and the conditions under which FCs are effective remain unclear. This three-level meta-analysis synthesized the effects of FCs versus traditional classrooms (TCs) on various learning domains among K–12 students based on 129 studies with 399 effect sizes (N = 12,727). The results revealed that FCs have a significant positive effect on K–12 students’ overall performance (without outliers: g = 0.53 [0.44,0.62], 95% prediction interval [–0.60, 1.66]) and on both the cognitive domain and the affective domain. Moderator analyses showed that region, measured outcome, outcome dilution, instructor equivalence, and publication type were significant predictors. In addition, the educational context and research methodology characteristics accounted for a significant proportion of the variability in overall effects. These findings provide valuable evidence-based recommendations for future research and practice.

Integrating constructivist principles in an adaptive hybrid learning system for developing social entrepreneurship education among college students

Education in social entrepreneurship for college students is a gradual and evolving process that shapes their career outlook and skill development. This journey involves employing various strategies to engage with and analyze innovative concepts. Adaptive hybrid learning systems adjust course materials dynamically based on individual students' skills and learning progress, drawing from diverse learning theories and instructional interventions. Empowering students to drive positive social change is a central focus, with social entrepreneurs tackling global challenges such as poverty, unemployment, gender inequality, inadequate education, healthcare, and governance. While some students may find traditional classroom settings inconvenient and prefer the flexibility of hybrid learning, others weigh the risks and benefits of classroom instruction differently. Data Envelopment Analysis (DEA) is utilized for empirical analysis, utilizing early-stage social entrepreneurship education as a performance measure and cultural probabilities as variables. The significance of college students' contributions through social enterprises is increasingly recognized, prompting the development of Convolutional Neural Network (CNN) models to forecast and assess career growth trends. The DEA-CNN framework aims to enhance adaptive hybrid learning systems by evaluating social entrepreneurs' knowledge, skills, and competencies. Social entrepreneurship not only addresses environmental concerns but also enriches cultural diversity. Many college students prioritize practical action over mere ideation, particularly in entrepreneurship.

The Application of Communicative Language Teaching in English Classroom Activities

As a teaching approach aimed at improving learners' communicative competence, Communicative Language Teaching (CLT) has been favored by many teachers. The application of CLT has eradicated the defects of traditional classroom teaching which only pay attention to the explanation of grammar structure and ignore the cultivation of practical language use ability, and changed the phenomenon of traditional teaching dumb English. However, in the specific teaching practice, there are still many problems in the application of Communicative Language Teaching. How to maximize the advantages of CLT in classroom activities, realize its purpose and then find the teaching method that truly conforms to the actual teaching situation in China is a problem worthy of teachers' deep consideration.

The Influence of Social Media on Improving the Pragmatic Skills of EFL Saudi University Students

Social media platforms can be a gateway through which English as a foreign language (EFL) students gain access to the world of the target language, communicate with native speakers, and learn more about their culture. Against this background, the present study aims to investigate whether EFL students’ use of social media has impacted the development of their pragmatic competence and conversational skills. Sixty Saudi EFL students, aged 17 or older, studying in the English Language and Translation Department at the Saudi Electronic University participated in the study. Data were collected through an online questionnaire that assessed the participants’ perceptions of using social media networks to practice their English conversation skills. The results showed that social media use had a positive impact on the students’ pragmatic and conversational skills. Specifically, a significant proportion of the participants reported an awareness of conversational and pragmatic improvements resulting from social media use that may not be available in traditional classroom settings. These findings suggest that technology-assisted language learning, particularly learning using social media, should be incorporated into language instruction to improve EFL students’ pragmatic and conversational knowledge. In this regard, social media networks are especially valuable in providing authentic and meaningful language and interaction opportunities. Future research could examine other forms of technology-assisted language learning beyond social media and employ a mixed-methods approach to gain a more comprehensive understanding of the impact of mobile-assisted language learning (MALL) on EFL learners’ pragmatic and conversational proficiency.

Supporting students with English as an additional language during emergency remote teaching: a Q methodology study

AbstractStudents with English as an additional language (EAL) comprise approximately a third of the government school population in Australia’s second most populous state of Victoria. While the broad impact of the COVID-19 pandemic on teachers and students has been the focus of recent studies, there is a lack of information on how EAL educators adapted to meet the needs of this diverse cohort of students during periods of emergency remote teaching (ERT). In this mixed-methods study, eleven EAL educators from diverse educational contexts in Victoria completed a Q-sort of 49 statements followed by in-depth interviews. The by-person factor analysis resulted in a three-factor solution that revealed the transition to remote learning during the COVID-19 pandemic brought both challenges and opportunities for EAL educators. Some students who struggled in traditional classrooms engaged more effectively in remote learning, while others experienced significant anxiety. Additionally, some educators experimented with digital tools and strategies, gaining valuable insights into effective approaches for students with EAL. These findings render a nuanced picture of educators’ experiences during this time, enhancing our understanding of transformative educational practices for linguistically diverse students.

A Study that Compare Traditional Classroom Teaching with Online Learning and Using Traditional Textbooks with Online Learning in Middle Schools

Due to its apparent centrality in several conceptualizations of how to address the digital divide, this study highlights the heterogeneous development of so-called online abilities. Three major performance evaluations look at how age, gender, educational attainment, and the effectiveness and regularity of using the Services affect results. Knowledgeable with the ways of the Internet. There seems to be a generational deterioration in one's proficiency with any given media. However, when comparing ages on content-specific talents, the older age bracket always comes out on top. Their inexperience with the medium is holding them back and will have disastrous results. Studies of digital literacy have paid little attention to this result, if they are aware of it at all. The capacity to make productive use of the Internet in technological and material settings seems to be strongly impacted by educational level. Previous research has shown that people learn digital capabilities best via a combination of classroom teaching and hands-on practise. Time spent online only benefits non-medium- specific skills. This would imply that prolonged exposure to digital media does not lead to gains in skill related to processing digital material, regardless of how long one spends doing so or how often. The latter has a smaller effect on general skill levels. The study examined the performance of male and female students in both virtual and brick-and-mortar classrooms. The research found that regardless of the kind of instruction used, there was a statistically significant variation in the GPAs of the participants based on gender. Male and female students had similar perspectives on virtual and conventional classrooms.

From the traditional classroom to the digital environment: the impact of blended learning on the educational process

From the traditional classroom to the digital environment: the impact of blended learning on the educational process

Affective Computing in Augmented Reality, Virtual Reality, and Immersive Learning Environments

As students’ affective states can differ between learning that occurs in traditional classrooms when compared with learning that takes place in extended reality and immersive learning environments, it is important to examine the role of affective computing. Therefore, this study aims to provide an overview regarding the use of affective computing in the context of augmented reality, virtual reality, and immersive learning environments and the metaverse. Hence, it examines and presents the state of the art through a review and bibliometric analysis of 188 documents of the existing literature from Scopus and Web of Science (WoS) from 2005 to 2023. The study follows the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement to identify and select relevant to the topic documents. In addition to the analysis of the existing literature, emerging topics and themes are identified and future research directions are presented. The significant role of affective computing within augmented reality and virtual reality environments arose. Their ability to offer engaging and interactive learning experiences while also being able to recognize, monitor, and respond to students’ affective states and to consider their emotions, personalities, characteristics, knowledge, and preferences to provide adaptive and personalized learning was evident. Additionally, their potential to enrich educational activities, increase learning outcomes, and support special education emerged. When augmented reality, virtual reality, and immersive learning environments capitalize on affective computing, meaningful learning can occur and self-regulated learning can be promoted.

Based case based learning and flipped classroom as a means to improve international students’ active learning and critical thinking ability

BackgroundInternational student education has become an important part of higher education and an important symbol to measure the level of higher education. To change the traditional teaching model, here we introduced a combination of Case-Based Learning (CBL)and Flipped Classroom (FC) into the pathophysiology course for international students. This study aimed to explore whether the active learning ability and critical thinking ability of international students can be improved, based on this new teaching model, improving the innovation ability of teachers’ team and students’ attitude to the reform.MethodsThe two chapters of Cardiac Insufficiency and Apoptosis in Pathophysiology are designed as a CBL + FC teaching method. Distribute the Self-assessment Scale on Active Learning and Critical Thinking (SSACT) and satisfaction questionnaire to international students to evaluate teaching reform based on CBL + FC.ResultsCompared with the traditional classroom, the online flipped classroom based on CBL has significantly improved the learning enthusiasm, as these students are required to independently complete literature review, actively participate in classroom teaching, learn to use multiple learning strategies, and collaborate with other students to complete PowerPoint (PPT)production. At the same time, the students’ ability to raise problems and solve problems has been greatly improved by analyzing clinical cases; By consulting the literature, the theoretical knowledge learned can be better applied to clinical analysis. The results of the satisfaction survey also show that international students are more likely to accept the flipped classroom teaching mode.ConclusionsThis teaching mode will stimulate the learning motivation of international students, enhance teaching attraction and increase teaching interaction; At the same time, the CBL + FC teaching method can strengthen the evaluation of international students’ in and out of class and online learning, enhance students’ active learning ability and critical thinking ability, promote the development of personalized learning, and integrate with international medical education.