Traditional Instructional Approaches Research Articles

Examining the Impact of Chatbot-based Language Learning Support, Adaptive Learning Algorithms, and Virtual Reality Language Immersion on EFL Learners' Language Learning Proficiency and Self-Regulated Learning Skills

The rapid advancement of technology has revolutionized language learning, introducing innovative methods that depart from traditional instructional approaches. This study employs a mixed-methods research design to examine the impact of chatbot-based language learning support, adaptive learning algorithms, and virtual reality language immersion on the language learning proficiency and self-regulated learning skills of English as a Foreign Language (EFL) learners. The research design includes quantitative analysis of language proficiency scores and qualitative exploration of learner experiences with the technological interventions. The theoretical implications of this study are rooted in constructivist and socio-cultural learning theories, which underpin the design and implementation of technological interventions. The triangulation of qualitative and quantitative data revealed that the participants' positive perceptions of the effectiveness of chatbot-based language learning support were supported by the quantitative results, with the variable "chat-bot based support" demonstrating a substantial mean difference compared to other groups. This convergence of findings reinforces the positive influence of chatbot-based support on language learning outcomes and highlights the importance of integrating theoretical perspectives with empirical evidence to gain a comprehensive understanding of the impact of technological interventions on language learning outcomes for EFL learners. The study's findings provide insights into the potential of these technological interventions to optimize language learning outcomes for EFL learners and promote autonomous learning behaviors.

The Implementation of Project-Based Learning in Chinese Basic Education: Challenges and Recommendations

Project-based learning is a form of student-centered and inquiry-based learning. It differs from traditional instructional approaches by emphasizing students’ acquisition of transferable knowledge through active exploration of real-world problems and challenges. For China’s basic education community, project-based learning is still a relatively novel notion, and its popularization is subject to a variety of challenges. This study aims to pinpoint the barriers to the successful implementation of this pedagogical method in Chinese basic education. Recommendations on how to enhance its application are also proposed.

Leveraging Microlearning: A Comprehensive Guide through Merrill's First Principle of Instruction

In today's fast-paced world, where information overload is a constant challenge, the traditional methods of learning are being challenged by the demand for quick, efficient, and effective knowledge acquisition. Learners, whether in formal educational settings or corporate training environments, seek solutions that align with their busy schedules and attention spans. Microlearning emerges as a promising solution, offering bite-sized learning modules that can be consumed in short bursts, fitting seamlessly into our hectic lives. These compact learning units not only accommodate learners' time constraints but also capitalize on modern learners' preference for on-demand, just-in-time learning experiences. This study delves into the intersection of microlearning and Merrill's First Principle of Instruction, a foundational framework in instructional design. Merrill's First Principle emphasizes the importance of engaging learners in real-world problem-solving activities to facilitate meaningful learning. By elucidating how microlearning can be strategically integrated with Merrill's Principle, this study provides a comprehensive guide for educators, trainers, and instructional designers. It offers actionable insights and practical strategies for leveraging the synergies between microlearning's concise format and Merrill's focus on authentic, application-based learning. By understanding Merrill's First Principle and implementing microlearning strategies, educators can transcend the limitations of traditional instructional approaches. They can create engaging, impactful learning experiences that not only foster retention of knowledge but also facilitate its transfer and application in diverse contexts. This study underscores the transformative potential of combining microlearning with Merrill's Principle, empowering educators to adapt their instructional practices to meet the evolving needs of learners in the digital age.

Key lessons from research about project-based teaching and learning

For many students, project-based learning (PBL) can be more engaging than more traditional instructional approaches. Over the past 15 years, Anna Saavedra and Amie Rapaport studied seven inquiry-based approaches. Their research shows that PBL has a positive effect on students’ achievement and development of important soft skills. Schools can maximize chances of success by providing expert-created, high-quality, adaptable materials; aligned professional learning opportunities; and a supportive schoolwide culture. Some of the challenges of PBL implementation include the tension between breadth and depth of content, keeping projects central to the curriculum, misalignment of standardized assessments with PBL, and financial requirements.

Measuring Pedagogical Transformation: A Quantitative Analysis of Critical Thinking Integration in Literary Criticism for Heightened Student Engagement and Learning Outcomes

In today’s democratic world, one of the most significant objectives of the educational system is to promote independent thinking in students regarding both academic subject matter and daily life (Ennis, 1989; Grinberg, 2004; Nelson, 2004). The necessity and significance of critical thinking in education might primarily lie in the fact that students are not passive participants in the learning process since they are no longer engaged in rote memorization of facts; rather, they need to graduate from educational institutions that engage them in learning that improves their thinking skills. Empirical research suggests that benefits accrue to students who possess the ability to think critically; hence, many institutions need to incorporate instruction oriented toward providing students with critical thinking skills (Tsui, 1999; Stupnisky et al., 2008) through programmed interventions that vary from the traditional instructional approach (Sanz de Acedo Lizarraga et al., 2009). This paper examines the significance of the application of a literature-based critical thinking program and its impact on both students’ critical thinking skills and teachers’ and students’ beliefs about literature instruction. The study employed both qualitative and quantitative research methods, namely, survey research and One-Group Pre-Test/Post-Test Design. It is based on one group pre-test–post-test design, a quasi-experimental design, in which a seven-week literature-based critical thinking program involving 34 students attending an English Language and Literature Department was implemented. Data regarding the present critical thinking situation and change process were collected through questionnaires, interviews, and classroom observations. T-test results show a significant change between the students’ pre-critical thinking and post-critical thinking levels. These findings indicate that a literature-based critical-thinking program leads to more student-centered classrooms and creative literature instruction that fosters the development of students’ critical thinking skills. Another major purpose of this research study is to discover and understand the experiences and perspectives of teachers on the topic of using multicultural literature as responsive pedagogy to engage cultural understanding. Therefore, the study will also be conducted using a qualitative research approach involving a literature review and semi-structured interviews.

The Learner-Centered Curriculum: Is it the Missing Piece in Coaching Programs?

Sports federations and national sports organizations worldwide are responsible for coaching education programs. While notable progress has been made to improve the quality of coaching in different countries over the past two decades, the literature still highlights limitations in coach education programs regarding the achievement of meaningful learning. A learner-centered perspective that promotes ongoing development is suggested instead of a traditional instructional approach to overcome this. However, shifting to adopting a learner-centered curriculum remains a challenge. Although evidence of the paradigm shift exists within the microcontext of teaching and learning, researchers highlight the difficulty of application of a learner-centered culture in coach education. This article examines the traditional curriculum’s conception and design, the need for restructuring, and the principles of learner-centered curricular design. Additionally, it provides practical implications to assist sports organizations in creating a learner-centered curriculum.

ChemVLab+: Integrating Next Generation Science Standards Practices with Chemistry

The Next Generation Science Standards encourage students to develop the reasoning and practice skills of scientists. Rather than promoting rote memorization, teachers engage students with real-world phenomena and prompt students to think critically. ChemVLab+ is a series of freely available, online modules that require students to reason like chemists by integrating core concepts with investigations in authentic contexts. Each activity reflects four key design principles as well as a novel framework for developing chemical reasoning specific to the practice of designing and interpreting experiments. The current paper describes the development and testing of the ChemVLab+ modules. A within-teacher randomized control trial study (treatment = 15 class sections with 371 students; control 14 class sections with 332 students) found that students using the ChemVLab+ modules outperformed students completing a set of active control modules that offered a more traditional instructional approach and problem-solving opportunities. ChemVLab+ students scored higher than their active control peers on 7 of 8 module quizzes and performed particularly well on open-ended response items that were focused on chemical reasoning for experiments. Analyses of demographic effects also revealed a positive interaction between BIPOC students and the ChemVlab+ intervention.

The Effect of Problem-Based Learning in Science Education on Academic Achievement: A Meta-Analytical Study

This meta-analysis study aimed to scrutinize the effect of the problem-based learning (PBL) approach on students’ academic achievement in science lessons compared to the traditional instructional approach. As research data, the researcher accessed 55 experimental studies as a result of steps of a systematic review with the keywords “problem-based learning,” “science,” and “academic achievement or success” from the Education Resources Information Center, Scopus, Web of Science, Proquest, Taylor and Francis, Center of Higher Education National Thesis Center, and Wiley Online databases. The results showed that the PBL method used in science education had a high effect size on academic achievement compared to the traditional instructional method. The results also explained significant differences between the effect sizes of publication types (conference papers, articles, master’s thesis, and doctoral thesis). On the other hand, they demonstrated that academic achievement was similar in the nationality of the studies, educational levels, instructional variations with PBL, and relevant science areas. It is expected that integrating innovative instructional approaches into PBL could guide researchers who establish a research problem about how it can affect science academic achievement.

Comparing the effectiveness of video and stereoscopic 360° virtual reality‐supported instruction in high school biology courses

AbstractThe promise of using immersive technologies in learning has increasingly been attracting researchers' and practitioners' attention. However, relevant empirical works are usually conducted in fully controlled Virtual Reality (VR) laboratories, as opposed to conventional settings. This quasi‐experimental study compares the effectiveness of video learning resources to that of stereoscopic 360° VR, as supplements to the traditional instructional approach. The potential of such methods was examined in high school settings, in the context of the ‘Life and Evolution’ module, with participants (n = 70) divided equally into control and experimental groups. As a point of reference (control condition), we considered the adoption of Video Learning Resources, as students are more acquainted with this instructional method. In the intervention approach (experimental condition), students adopted the use of low‐end mobile‐VR (VeeR Mini VR Goggles). The key findings indicate differences in the learning motivation, confidence and satisfaction, but no statistically significant difference was identified regarding the factual or conceptual knowledge gains. The study offers insights on the potential of the investigated technologies in the subject of secondary school Biology and further provides implications for theory and practice. Practitioner notesWhat is already known about this topic Researchers' interest over the potential of Virtual Reality on different STEM disciplines is increasing consistently. An increasing number of efforts can be identified discussing the integration of multimedia learning resources in the secondary school context. Empirical studies on the subject of Biology are focusing on students' academic performance and achievement but not on learning motivation and satisfaction. What this paper adds This quasi‐experimental study comparatively examines academic performance, with the focus being on learning motivation and satisfaction, across different modalities (stereoscopic 360° Virtual Reality applications‐VR, Video Learning Recourses‐VLR). The findings demonstrate that both instructional methods are sufficient in enhancing students' knowledge acquisition and academic performance. The adoption of stereoscopic 360° VR influences students' learning motivation and impacts long‐term memory retention. Implications for practice and policy Educators are advised to consider the systematic adoption of “immersive” multimedia tools to enhance the subject of Biology as they can greatly encourage scientific inquiry. Instructional designers are advised to adopt open educational resources aligned to the curriculum of the local context. Educational researchers are advised to integrate stereoscopic 360°‐VR solutions in the conventional classroom settings.

A Monitoring Infrastructure to Improve Flipped Learning in Technological Courses

Flipped learning changes the traditional instructional approach of lectures. In flipped classrooms, the students work at home, while in-class sessions are used for other more interactive and active learning approaches guided by the lecturer. While flipped learning has shown many benefits, it is not easy to include remote students in face-to-face in-class sessions, and there is still reluctance from shy students to participate. In technological courses, classroom sessions in flipped learning require the installation of many software packages together with those tools commonly used by the students. Our objective is to improve these limitations in flipped learning by using an infrastructure implemented to deliver synchronous remote labs. Our study was conducted with 50 students of two different courses. Seven different sessions were delivered following a flipped-classroom approach. In the classroom, the participants used our infrastructure to discuss the different approaches, actively searching for the best solution as a group. Student satisfaction was measured with anonymous questionnaires. In their opinion, the infrastructure facilitates discussions, encourages them to participate and be more critical, and increases the quality of their work, skills, and learning process. They evaluated the system with 4.6 points out of 5.

Curriculum delivery during the COVID-19 pandemic: Implications for remote tutoring and learning

The COVID-19 pandemic exposed challenges within traditional instructional approaches in various learning contexts, highlighting a greater need for curriculum transformation. With the disruption of face-to-face instruction, remote teaching, learning, and tutoring are proving to be pedagogic solutions for engaging with students to ensure the continuation of successful teaching and learning. Therefore, it is important that virtual experiences align with the curriculum and instructional approaches. This investigation aimed at exploring how tutors can introduce remote learning and tutoring in an undergraduate module in the Faculty of Education at the University of Johannesburg (UJ). We also wanted to examine tutors’ ability to motivate students to use their mobile devices for study purposes during formal tutorials. A qualitative exploratory inquiry determined how mobile devices could support remote teaching and learning and tutoring. Through an in-depth literature review, focus group interviews with five tutors, and questionnaires answered by approximately 400 second-year students, data was collected. Challenges that were identified the additional hours required by lecturers and tutors to deliver much-needed support after hours and only students with the needed resources and access could benefit from the support, the digital divide was of concern. Successes identified linked to students’ appreciation of the importance of implementing a tutoring system that fits the 21st century context. A tutoring system that is not only compliant with modern technological advancements but that it consistent with the global expectation to equip students with relevant skills. This investigation revealed that tutors could serve as catalysts for motivating students to use their devices for study purposes. The findings also revealed that there is a greater need for remote (virtual) tutoring that is student-centred for effective learning to occur, especially under remote learning conditions.

Comparison of the BOPPPS model and traditional instructional approaches in thoracic surgery education

BackgroundBOPPPS (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) is a student-centered modular teaching model that improves classroom teaching effectiveness. This study’s primary aim was to explore whether the BOPPPS model has advantages over traditional instructional approaches in teaching lung cancer courses to clinical medical interns.MethodsA total of 88 students majoring in clinical medicine of Shandong First Medical University and Shandong University, who had clinical practice in thoracic surgery from January 2018 to December 2019, were divided into two groups, receiving the same lung cancer teaching content. The experimental group (n = 44) utilized the BOPPPS model, while the control group (n = 44) used the traditional instructional approach. A questionnaire was used to attain the students’ satisfaction and self-evaluation of the course, and a post-study examination was used to assess end-of-course performance.ResultsThe experimental group’s theoretical examination scores with the BOPPPS teaching model were significantly higher than those in the control group. Students preferred the BOPPPS model more than the traditional instructional approach in course satisfaction, student–teacher interaction, learning initiative, analytical ability, clinical thinking ability, and self-study ability (p < 0.05).ConclusionsCompared with the traditional instructional approach. The BOPPPS model can better inspire clinical medical students’ enthusiasm for thoracic surgery and enhance the students' comprehensive ability. In a word, the BOPPPS model has better teaching effectiveness in the clinical teaching practice of thoracic surgery, which is worthy of reference and popularization.

Use of Labeled Prosections for Self‐Guided Learning in Head &amp; Neck Anatomy: Comparison to Traditional Instructional Approaches

AimThe purpose of this study was to evaluate the effectiveness of a self‐guided learning approach for head and neck anatomy using faculty‐prepared, labeled cadaveric prosections.IntroductionAt the onset of the COVID‐19 pandemic, when in‐person group learning activities were suspended for public health reasons, medical schools worldwide were forced to develop innovative ways to teach anatomy without traditional student‐led dissections. One approach that we implemented for head and neck anatomy at USU was to display faculty‐prepared, fully‐labeled prosections in the anatomy lab, and allow students to come in individually to learn from them. This self‐guided approach was positively received by students as a COVID‐19 contingency (spring 2020), so we decided to use a modified version of this strategy for some of the head and neck anatomy labs even after the local pandemic conditions had allowed in‐person dissection to resume (spring 2021). In this study, we quantitatively compared learning outcomes from self‐guided learning, with outcomes from two traditional instructional methods: student‐led dissection and faculty‐guided prosection demonstration.Approach/MethodsFor the 2021 Head and Neck Anatomy block, six cadaver laboratories were taught by traditional dissection (teams of four students with faculty preceptors present) and six were taught using labeled prosections. The prosections were put on display along with a detailed key to guide the students’ learning of the structures and key relationships. For the lab session, students in groups of four were assigned times to view the displays (5 minutes per specimen), with faculty on hand to answer questions. After the session, specimens were made available 24/7 for students’ independent review. Student performance on practical exam questions was compared for labs taught with labeled prosections versus the same labs taught by traditional dissection or faculty‐guided prosection demonstration from a prior year of the course (2019), using ANOVA and student’s t‐tests.ResultsLearner satisfaction with the self‐guided prosections was high, with 87% of students reporting that they found this instructional method to be helpful for learning anatomy. There were no significant differences in student exam performance for labs taught via labeled prosections compared to traditional dissection or faculty‐guided prosection demonstration.DiscussionWe found that self‐guided learning from labeled prosections was an effective, well‐received instructional method for head and neck anatomy. Implementing this approach for 6 of the 12 laboratory sessions in the Head and Neck Anatomy block resulted in a 25% decrease in curricular contact hours, and a 33% decrease in faculty time required to staff the laboratory sessions, with no detriment to learning outcomes. This approach could easily be extended to other aspects of the Gross Anatomy curriculum.

An Overview of Production-oriented Approach

Production-Oriented Approach is a new language teaching approach that integrates strength of Chinese traditional instructional approaches and Western pedagogy, aiming to tackle problems of input-output separation in language teaching in Chinese universities. More than five years since this approach has been published and many Chinese scholars have applied POA to classroom practice. This paper introduces basic concepts of POA approach, and then make a literature review on its application form, theoretical system, teaching procedures and effectiveness. Finally, three aspects that need further explored in the future are introduced.

The Nature of Speaking in the Classroom: An Overview

Abstract: This article is a short review of a vital asset in language acquisition process. It addresses speaking as a language skill which is used to be disregarded for many years with traditional instructional approaches to language acquisition or learning. This article probes into the main two types of speaking which are speaking in terms of use and speaking in terms of usage. It also addresses the significance of speaking activities in improving learners’ language proficiency. To achieve this aim, the present paper is divided into seventh subsections. The first subsection provides an operational definition to speaking. The second subsection tackles two major types of speaking, namely speaking in terms of use and speaking in terms of usage. The third deals with the significance of adopting speaking activities in the classroom. The fourth probes into the various roles teachers play during speaking activities in the classroom. The fifth reviews the main components of communicative competence as cited by Canale and Swain (1980). The sixth explores the different conversational strategies speakers and students can resort to while speaking. The last subsection looks into the major speaking performances employed by teachers in their classrooms namely imitative, responsive, transactional and interpersonal, to name but few. The paper concludes with a sketchy sum up of what has been reviewed and addressed in this paper.

Motivation, basic psychological needs and intention to be physically active after a gamified intervention programme

The aim of the present study was to compare the possible effects of a gamified programme and a traditional instructional approach in secondary physical education at the level of intrinsic motivation, autonomy satisfaction, competence satisfaction, relatedness satisfaction, and intention to be physically active. A total of 54 year-nine students (14 ± 0.1 years) enrolled in two classes in the same high school participated. The school administration (totally anonymous to the study) distributed all the students among the two classes and the research team randomly considered one the experimental group ( n = 27, 13 boys, 14 girls), which experienced a gamified learning unit, and the other the comparison group ( n = 27, 15 boys, 12 girls), which followed a traditional instructional approach. Both study groups had the same physical education teacher with training and experience on several pedagogical approaches, including gamification. The study followed a pre-test, post-test quasi-experimental research design (the time lag between pre-test and post-test was nine weeks). The results showed significant differences at post-tests favouring the experimental group in all the variables assessed. In conclusion, the results from the present study provided support for the use of gamification in physical education since it was associated with increased levels of students’ intrinsic motivation, basic psychological needs and intention to be physically active more than a traditional approach. Therefore, gamification could be considered a positive pedagogical framework for secondary physical education. Nevertheless, more studies with larger variability in contexts, participants and content are needed.

The effects of augmented reality‐supported instruction in tertiary‐level medical education

AbstractA significant body of the literature has documented the potential of Augmented Reality (AR) in education, but little is known about the effects of AR‐supported instruction in tertiary‐level Medical Education (ME). This quasi‐experimental study compares a traditional instructional approach with supplementary online lecture materials using digital handout notes with a control group (n = 30) and an educational AR application with an experimental group (n = 30) to investigate any possible added‐value and gauge the impact of each approach on students' academic performance and training satisfaction. This study's findings indicate considerable differences in both academic performance and training satisfaction between the two groups. The participants in the experimental group performed significantly better than their counterparts, an outcome which is also reflected in their level of training satisfaction through interacting and viewing 3D multimedia content. This study contributes by providing guidelines on how an AR‐supported intervention can be integrated into ME and provides empirical evidence on the benefits that such an approach can have on students' academic performance and knowledge acquisition. Practitioner notesWhat is already known about this topic Several studies have applied various Augmented Reality (AR) applications across different learning disciplines. The effects of AR on students' perceptions and achievements in higher education contexts is well‐documented. Despite the increasing use of AR‐instruction in Medical Education (ME), there has been no explicit focus on AR's effects on students' academic performance and satisfaction. What this paper adds This quasi‐experimental study compares the academic performance and training satisfaction of students in an experimental group (AR) and a control group (handout notes). This study provides instructional insights into, and recommendations that may help students achieve better academic performance in AR‐supported ME courses. The experimental group reported greater training satisfaction than their counterparts. Implications for practice and policy Students who followed the AR‐supported instruction achieved better academic performance that those in the control group. AR‐supported interventions encourage active learning and lead to significant performance improvement. The experimental group outperformed the control group in academic performance and training satisfaction measurements, despite the lower experimental group's lower pre‐test performance scores.

A FLIPPED LEARNING ENVIRONMENT: A DISRUPTIVE APPROACH FOR TRADITIONAL CLASSROOMS?

The primary purpose of this study was to examine whether a flipped learning environment was a disruption to the traditional instructional approach, particularly in consideration of the 21st-century skills that students must acquire before graduation. A flipped classroom is one in which students are introduced to content at home or outside classroom via technology, and practice working through it at school. A qualitative research design was employed to conduct the study through a focus group approach. Nine in-service teachers, who were participants in a flipped classroom pilot program in Malaysia, served on the focus groups. Data were collected through asynchronous virtual focus group discussions. The scissor-and-sort approach was employed in the data analysis process. Findings from the study indicated teachers believed that a flipped learning environment maximized student learning potential, allowed for collaborative learning, created an engaging learning environment and promoted higher order critical thinking and problem solving skills, all suitable for encouraging and practicing 21st century skills in the classroom. Therefore, this study showed that the flipped classroom approach disrupts the traditional learning environment in a positive manner and avails opportunities to equip students with the relevant skills of problem-solving, critical thinking, collaboration, cultural sensitivity, and creativity which are essential for life-long learning and participating in a competitive 21st-century learning environment.

A Novel Framework for Facilitating Emergency Remote Learning During the COVID-19 Pandemic

In today&amp;rsquo;s educational landscape educators and administrators are confronted with unprecedented challenges as they have to hastily move education online. Emergency remote teaching is a response to this crisis. However, the research about the efficacy of remote teaching is scarce because of COVID-19 which is a rapidly evolving situation and also because of a lack of clarity about what constitutes instruction during an emergency. Moreover, the actual practices for emergency remote teaching are unclear in the context of Kuwait. This study aims to investigate how educators are implementing emergency remote instruction in order to reshape education during the COVID-19 pandemic in Kuwait where traditional instructional approaches and practices are dominant. Using a case study research design, the researchers delve into educators&amp;rsquo; perspectives by collecting qualitative data from interviews. The results indicate that educators used multiple pedagogical approaches to enhance student participation and learning. It also revealed the problematic aspects of remote or distance education. Finally, the results were used to construct and present a Novel Remote Learning Framework, which is an empirically- grounded, theoretically-informed conceptualization of emergency remote instruction which is expected to reshape instruction during the COVID-19 pandemic.

Effect of the use of music on definitional knowledge in an introductory statistics course: Evidence from a Pareto chart activity

ABSTRACTThe traditional instructional approach combined with standard textbook examples provide a disengaging learning environment for students in introductory statistics courses. This article proposes and examines an experiential music‐based single‐class‐period learning activity for an introductory statistics course. This activity teaches students how to use graphical presentation of descriptive statistics, such as bar, pie, and Pareto charts. Studies in psychology and consumer research demonstrate that the music has positive short‐term effects on spatial‐temporal reasoning and sensorial response. We use a preclass postclass control‐group design to examine how the change of the method of instruction affects learning outcome. We find that the music‐based experiential learning activity has a positive effect on the definitional knowledge acquired by male students and students with higher grade point averages.