Traditional Teaching Paradigms Research Articles

A Teaching Mode of College English Listening in Intelligent Phonetic Environments

This paper discusses the integration of cutting-edge technologies, especially artificial intelligence (AI) and speech synthesis in UETL environment. By using methods based on artificial intelligence, such as Fuzzy Convolutional Neural Network (FCNN) and Improved Hidden Markov Model (MHMM), this study aims to reform the traditional teaching paradigm. Through the in-depth study of the experiment, it illustrates how these innovations can enhance students' autonomous learning, understanding and participation in English language education. The implementation of speech synthesis mechanism realizes the conversion from real-time speech to text, and promotes interactive learning experience and personalized feedback. The comparative analysis before and after adopting advanced teaching methods shows that students' learning achievements and the overall effectiveness of UETL process have been significantly improved. This study emphasizes the revolutionary potential of integrating artificial intelligence and speech synthesis technology to optimize college English education.

Estrategias metodológicas en el módulo cultivos de ciclo corto y su influencia en el desarrollo de habilidades laborales en estudiantes agropecuarios

Short-cycle crops contribute to food security and sustainability. The research focuses on proposing didactic strategies for the short cycle crops module in order to train high school graduates who contribute to the economic and social development of the community. The methodology used was a field investigation, of a descriptive nature, and a mixed quali-quantitative approach with empirical methods and theoretical methods such as analytical -synthetic, historical-logical, deductive-inductive. The results reflect that the traditional teaching paradigm was used and the strategies proposed by the ministry were not applied. The students perceived the module as monotonous and boring, uninteresting and not at all transcendental, which is why problem-based learning strategies are proposed, based on research, gamification, Design and Visual Thinking, showing through a correlation matrix that the strategies create learning environments. dynamic learning that enhances collaboration, creativity and strengthens the professional skills of high school graduates to adapt to diverse and changing work situations in the agricultural sector.

INFLUENCE OF SOCIAL MEDIA ON THE ACADEMIC PERFORMANCE OF COLLEGE STUDENTS

In the ever-evolving landscape of higher education in Bangalore, the pervasive integration of social media platforms has sparked a debate on their implications for academic achievement. This study sought to delve deep into this dynamic, specifically exploring how such media engagements influence college students' academic performance. The objectives focused on discerning the correlation between social media usage and academic outcomes and identifying key factors mediating this relationship. Using a non-probability convenience sampling technique, data was collected from 128 students and analyzed using simple percentage analysis, descriptive statistics, and one-way ANOVA analysis. Findings revealed students, primarily aged 18 to 20, spend 2-4 hours daily on platforms like WhatsApp, predominantly for entertainment. While a section harnessed its academic potential, challenges like distractions and time management arose. The study suggests that educators could incorporate educational resources on these platforms, blending the advantages of digital engagements with traditional teaching paradigms. Conclusively, the research underscores the significance of a balanced approach, highlighting the potential to augment academic experience in a digital age while preserving the essence of conventional educational methods.

21ST CENTURY PEDAGOGICAL SKILLS AND ACADEMIC MOTIVATION OF TEACHERS IN ENGLISH SUBJECT

In the rapidly evolving landscape of education, the traditional teaching paradigms are being reshaped by the demands of the 21st century. This study conducted in Hagonoy 2 District, Division of Davao del Sur, aimed to explore the relationship between 21st-century pedagogical skills of teachers and learners academic motivation in English subjects. A quantitative research approach employing descriptive-correlational methods was utilized. Data were gathered from 200 English teachers through probability sampling. Statistical tools including mean, Pearson correlation, and regression analysis were employed for data analysis. Findings revealed that the extent of 21st-century pedagogical skills among teachers was very extensive, encompassing critical thinking, collaboration, communication, and creativity and innovation. Similarly, learners academic motivation was found to be extensive, with both intrinsic and extrinsic factors playing significant roles. Importantly, a significant relationship was identified between teachers pedagogical skills and learners academic motivation. The study concluded that effective pedagogy, which goes beyond content delivery, involves understanding students needs and creating engaging learning environments. Recommendations included crafting effective policies to enhance pedagogical skills, providing professional development opportunities for teachers, and fostering continuous monitoring of learners academic motivation. Future research avenues were also suggested to further explore the dynamics between pedagogical skills and academic motivation. KEYWORDS: 21st century pedagogical skills, academic motivation, Hagonoy 2 District, Division of Davao del Sur, Philippines

From virtual reality to cultural reality: integration of virtual reality into teaching culture in foreign language education

PurposeThis research paper aimed to investigate the affordances of using virtual reality (VR) in teaching culture among in-service teachers of teaching Persian to speakers of other languages (TPSOL) in Iran.Design/methodology/approachThis qualitative case study, conducted at two Iranian universities, used purposeful sampling to select 34 eligible in-service Persian teachers from a pool of 73. Data collection used an open-ended questionnaire and interviews.FindingsBefore the TPSOL in-service training workshop, teachers expressed their reservations regarding the use of VR to teach culture in TPSOL courses. The emerged themes were “skepticism toward effectiveness,” “practicality concerns,” “limited awareness of VR applications,” “technological apprehension” and “prevalence of traditional teaching paradigms.” During the post-workshop interview, it was discovered that the teachers’ perceptions of VR in teaching culture had undergone a positive shift. The workshop generated emergent themes that reflected positive perceptions and affordances for using VR to teach culture in TPSOL, including “enhanced cultural immersion,” “increased student engagement,” “simulation of authentic cultural experiences,” and “facilitation of interactive learning environments.”Research limitations/implicationsOne primary limitation is the lack of prior experience with VR for teaching practices in real-world classrooms among the participants. While the study aimed to explore the potential of VR in enhancing pedagogical approaches, the absence of participants with prior exposure to VR in educational contexts may impact the generalizability of the findings to a broader population. Additionally, the study faced practical constraints, such as the unavailability of sufficient facilities in the workshop. As a result, the instructor had to project the VR cont7ent on a monitor, potentially diverging from the immersive nature of true VR experiences. These limitations offer opportunities for future research to refine methodologies and gain a more comprehensive understanding of the implications of integrating VR into teaching practices.Originality/valueExtensive research has been conducted on the effectiveness of VR in language education. However, there is a significant gap in research on TPSOL, which is considered a less commonly taught language. This study aims to address this gap by exploring the use of VR in the TPSOL through the lenses of in-service teachers. As part of a larger investigation, this qualitative inquiry focuses on the perceptions of in-service teachers about VR, with a particular emphasis on the cultural understanding of the Persian language.

The Rise of Artificial Intelligence in Education

Artificial intelligence (AI) has emerged as a transformative force, reshaping the landscape of many sectors at an unprecedented pace. This shift features the integration of intelligent machines, capable of learning, reasoning, and problem-solving, into diverse domains. The concept of AI encompasses a range of technologies, including machine learning, natural language processing, and computer vision, collectively contributing to its increasing prevalence. The integration of artificial intelligence into education heralds a transformative era, redefining traditional teaching paradigms and learning experiences. AI's potential impact on education is multifaceted, encompassing personalized learning, intelligent tutoring systems, and data-driven insights. As AI technologies evolve, educators and learners alike are poised to benefit from adaptive and responsive educational environments. The intersection of AI and education holds the promise of fostering a dynamic, technology-infused learning landscape for the generations to come.

The Application of Artificial Intelligence Technology in Music Education

Artificial intelligence (AI) is transforming the field of education by emulating human cognitive processes, boosting adaptability, and improving efficiency across various domains. This integration of AI with music education, which involves a rich tapestry of history, culture, theory, and instrument instruction, facilitates the efficient utilization of musical resources. The growing demand for AI-driven online education is reshaping the landscape of learning and music instruction, particularly in the realm of music education, where the amalgamation of AI technology heralds innovative teaching approaches. This article reviews three significant AI-driven approaches: the "Flipped Classroom", which redefines traditional teaching paradigms by seamlessly combining online and offline learning experiences; the "Music Learning System Based on the RBF Algorithm", employing intricate neural network structures and large-scale music samples for personalized music education; and the "Music Learning System Based on the SCMA Algorithm", which utilizes advanced multiuser detection algorithms for tailored learning experiences. Each method leverages AI techniques, including Convolutional Neural Networks (CNN) and sophisticated algorithms, to enhance content delivery, automate feature extraction, and differentiate individual student needs. These approaches collectively signify a paradigm shift in music education, fostering personalized, interactive, and efficient learning environments for diverse learners. This article proposes future developments that could revolutionize the landscape of AI in music education. The "Singing Teaching System" mentioned in the article creates open-access AI music education software accessible to non-music majors.

IMPROVING THE METHOD OF ACTIVATING STUDENT'S COGNITIVE ACTIVITY IN SCHOOL BIOLOGY EDUCATION

This article explores innovative approaches to enhance cognitive activation among students in the field of school biology education. Recognizing the pivotal role of active learning in fostering deep understanding and critical thinking, the study delves into methods that go beyond traditional teaching paradigms. Through an extensive review of literature, encompassing influential works by Hattie, Marzano, and Gardner, this research investigates the efficacy of interactive learning tools, experiential learning, collaborative techniques, and the integration of technology in biology classrooms.

Game-Based Learning: Enhancing Student Experience, Knowledge Gain, and Usability in Higher Education Programming Courses

Contributions: This article presents a large-scale study which investigates students’ reaction to game-based learning as part of programming courses. The study focuses on knowledge acquisition, learner experience, and game usability. Background: Despite the rapid growth of the information and communication technologies (ICTs) sector, the lack of engagement with science, technology, engineering, and mathematics (STEM) subjects and high dropout rates in computer science and engineering majors is linked directly to the large number of unfilled vacancies in the ICT employment market. To tackle one of the underlying causes for this crisis, (i.e., traditional teaching paradigms struggle to attract students to rather abstract and difficult STEM subjects such as programming), innovative technology-enhanced learning solutions are sought. Intended Outcomes: A set of serious games were proposed and designed to promote students’ understanding of programming concepts, improve their confidence, stimulate their interest in STEM and increase engagement with the courses through vivid and appealing scenarios. Application Design: Targeting undergraduate and postgraduate students, the games focused on several key programming topics. They were designed to visualize the programming concepts in illustrative and entertaining scenarios. A comprehensive assessment methodology which includes surveys, observations, and interviews was employed to investigate the impact of the games. Findings: The results show that by using the games in the teaching and learning process all the students have benefited, although differently based on their location, educational backgrounds, and game played. The impact of detailed demographic aspects, such as participants’ use of technology, their initial attitude toward school, and learning STEM on the results needs further study.

Does emotion affect distance learning students’ satisfaction during the COVID-19 lockdown?

Due to the COVID-19 outbreak, traditional teaching paradigms have been suffering a deep change set that will be completed once a new social balance will be reached. In this period, many students have been emotionally shocked due to the rude and fast passage from traditional to remote teaching. The main assumption of this study is that emotions may directly affect students’ learning capability and their satisfaction by possibly modifying relations between satisfaction and its drivers. This understanding is crucial since satisfaction also affects students’ learning performance. The paper aims at discussing the role of emotions in the relations between satisfaction and its drivers. The focus is on higher education. During the first Italian lockdown, an online survey was carried out, involving 178 students of a Roma Tre University master’s degree, identifying a model for exploring a new concept of students’ emotional satisfaction.

Cognitive Computation in Ideological and Political Classroom Teaching Based on Digital Sensor Technology.

Numerous new ideas and concepts have changed the behavior and value orientation of university students as a result of the internet's rising popularity on college campuses. This study performs research on digital sensor technologies in order to enhance the intelligent effect of ideological and political classroom instruction. In addition, this study combines the fast Fourier transform principle to enhance digital sensor technology, digital sensor and cognitive computation technology to investigate the ideological and political classroom teaching process, and the actual situation of the ideological and political teaching to digitally process the ideological and political teaching process. In addition, this study employs sensor technology to convey data and digital sensor technology to increase the quality of ideological and political classroom instruction by enhancing the traditional teaching paradigm. In addition, on this premise, this study conducts a performance evaluation of the system, primarily focusing on the digital effect and the enhancement of ideological and political teaching quality. In conclusion, this study proves its teaching system through test research. According to the test results, the intelligent teaching method described in this study has a certain practical effect.

The Effectiveness of the Implementation of the Educational and Entertainment Process in the Process of Teaching the Russian Language

The author in the article examines the application of the technology of edutainment in the lessons of the Russian language for the development of thinking and communication skills and increasing the motivation of students, based on a communicative approach. It is noted that edutainment differs from the traditional teaching paradigm in that the subject takes an active part in the learning process. The means of editing technology are a computer, multimedia programs on CDs, electronic textbooks and encyclopedias, board games, video games, Internet resources, radio and television programs, museum exhibitions, video conferencing, etc.

Competencies and their Role in Teaching Human Sciences: "The Didactics of History in Tunisia as a model"

The present study seeks to investigate a research topic that has long been contentious for curriculum designers and experts in education and didactics. It presents a concise depiction of the main reasons that lay behind the failure of traditional teaching paradigms. Accordingly, this study highlights the necessary resort to modernization following new international standards that may expunge the drawbacks of former teaching pedagogies. The methodological framework of the present paper is based on rigorous scientific methods: • A historical research method: It seeks the clarification of historical perspectives in relation to education in general and to pedagogy in Tunisia in particular. As such, it depicts a comparison that aims to justify the abandonment of current teaching styles and the adoption of contemporary teaching reforms. • A descriptive approach: It is meant to meet the specificities of the methodological design in order to define the profile of Tunisian educational reality. In this way, the clear chronological pattern opted for in this study helps readers to account for the modifications that have occurred in educational systems. As a result, this study highlights the following major findings: • Competency-based approach has a pivotal role in creating a dynamic atmosphere in teaching and learning, where learners are at the core of the learning process. • The transformation of the interactional classroom pattern from the teacher to the learners, to a more collaborative interactional pattern becomes a necessity. Therefore, this research argues for the necessity to definitively cease rote learning, and above all to accentuate on the profound restructuring of education mainly the establishment of sound foundation for the proper implementation and success of competency – based instruction in the short and long run.

The problem of the development of motivation to study at middle school students

In this article demonstrates a brief overview of works on the development of motivation to study at middle school students. When children study in an educational institution for parents and professionals working with them, it is important to create conditions for the aspiration of children to educational activities. The traditional teaching paradigm doesn’t always provide for techniques, methods and methods for the development of internal motivation to study, as a result of which external motivation to study develop widely. The problem of the development of motivation to study is relevant at any stage of education, however, in middle school, this issue is especially acute in connection with the age transition that most children are experiencing. In the process of training future specialists in the field of education, working in a competence-based approach, it becomes necessary to search for new forms and methods of developing motivation to study of middle school students. In the article the authors divorce the concepts of «cognitive motivation», «learning motivation», «motivation to study». The authors presented various classifications of types of motivation to study, clarified the age and psychological characteristics of the motivational sphere of middle school students. In the article highlights and describes the features of the process of developing motivation to study in middle school, and also considers two ways of developing motivation to study of students. The authors present the results of the analysis of the survey of future specialists in the field of education, dedicated to identifying problems in organizing the process of developing motivation to study of middle school students. The article presents the results of a study of the relationship between the found problems and the transition to distance learning.

Promoting Middle School Students’ Engagement Through Incorporating iPad Apps in EFL/ESL Classes

The use of iPad and other handheld devices in classrooms is spreading. Their use can empower learners and expose them to a plethora of resources. Yet, when it comes to learning a foreign language, reasonably little has been done to empirically ascertain the influence of iPad apps on facilitating language learning as well as engaging language learners. Thus, this study endeavored to illumine the extent to which a selection of iPad applications, used as a pedagogical tool, augment young learners’ engagement and learning in English as a foreign language (EFL) environments. The participants were a group of 20 middle school girls in Saudi Arabia. The study adopted a mixed-methods approach by utilizing a self-reported Likert-type scale questionnaire divided into three constructs, namely, helpfulness, ease of use, and engagement to measure learners’ perception after the intervention of the iPad apps. In addition, observational data were gathered to record students’ primary actions toward the apps. Ultimately, based on the statistical evidence, learners exhibited highly positive attitudes toward the use of the apps in their EFL classes (reading and vocabulary) as they found the apps bolstering their level of engagement and learning compared to traditional teaching paradigms. It was also found that the apps helped foster more active learning in the classroom. This investigation hopes to assist EFL/English as a second language (ESL) practitioners, particularly in the growing domain of iPads in education.

Exploring Mobile Mixed Reality in Healthcare Higher Education: A Systematic Review

Background: The evolution of technology and simulation has had a significant impact on clinical education. However, it remains grounded in traditional teaching paradigms, limiting potential for enhanced learning. Furthermore, the impact of mixed reality enabled mobile devices remains underexplored. Purpose: The aim of this article was to investigate mobile learning and mixed reality in healthcare higher education. Method: A search of six databases from the earliest available date to 30 February 2018 and a hand search of journals and included studies was performed. Inclusion criteria focused on ‘healthcare’, ‘higher education’, ‘mobile learning’ and ‘mixed reality’. All study designs were included, though they were limited to the English language. The checklist of the Preferred Reporting Items for Systematic Reviews and Meta-Analysis was used as a framework for the review, with included studies critiqued using the mixed methods appraisal tool. Results: The search generated 1484 studies, with 18 meeting inclusion criteria. The majority of studies utilised mobile mixed reality (mMR) for teaching procedural skills with established mobile platforms; anatomy; and clinical assessment. mMR demonstrated benefits in skill competency and knowledge scores when compared to control. Users were favourable towards future use of mMR. Conclusion: While mMR successfully delivered some clinical skills; the pedagogical impact of engagement with higher order clinical reasoning remains a challenge for future studies. Published: 27 November 2018 This paper is part of the special collection Mobile Mixed Reality Enhanced Learning , edited by Thom Cochrane, Fiona Smart, Helen Farley and Vickel Narayan. More papers from this collection can be found here . Citation: Research in Learning Technology 2018, 26 : 2131 - http://dx.doi.org/10.25304/rlt.v26.2131

O ensino dos números racionais por meio de atividades de pesquisa e investigação: buscando desenvolver o pensar

Este artículo presenta resultados de una investigación de maestría que estudió la enseñanza de los números racionales en la perspectiva de desarrollo del pensamiento, considerando el contenido como componente curricular necesario. Para ello, desarrollamos una investigación-acción en una escuela pública del municipio de Canguçu, para lo cual creamos un grupo cerrado en la red social Facebook, denominado F@ceMAT, lo que nos permitió crear un ambiente virtual de aprendizaje. En este grupo dispusimos imágenes, textos, videos, juegos didácticos, objeto de aprendizaje, investigaciones, desafíos y principalmente situaciones problema. Por medio de ello, priorizamos la búsqueda y la indagación llevando al estudiante a leer, interpretar, elaborar, calcular y reformular, lo que propició la interacción entre los sujetos de investigación para desarrollar su pensamiento. Percibimos la dificultad de los alumnos en la comprensión y solución de los ejercicios propuestos, así como su compromiso y el reconocimiento de la importancia de la interacción entre pares, alumno-alumno, docente-alumno, de tal forma que los estudiantes pudieron aclarar dudas y desarrollar ideas. Concluimos que las actividades de búsqueda e indagación contribuyeron a la enseñanza y el aprendizaje de los números racionales, posibilitando el cambio de paradigma tradicional de enseñanza, el cual aún se limita a resolver listas de ejercicios.

Aula Invertida: Rompiendo los Paradigmas Tradicionales

Las TIC’s han propiciado profundos cambios en nuestra sociedad, en particular en la última década, ha impactado en diversos ámbitos, como el económico, político, cultural o social.
 Hablar de aula invertida es hablar de innovación y autonomía, significa un cambio en los salones de aulas, cambiar los métodos tradicionales de enseñanza enviando instrucciones en línea fuera del salón de clase a través de soportes tecnológicos, de forma que el docente pueda destinar ese tiempo a otras actividades de participación y colaboración durante la clase. En ese sentido, el presente artículo reflexiona sobre el aula invertida como una forma de romper paradigmas tradicionales en el proceso de enseñanza – aprendizaje y potenciar un aprendizaje diferente, autónomo y desarrollador en docentes y estudiantes.

Student Engagement: A Principle-Based Concept Analysis.

A principle-based concept analysis of student engagement was used to examine the state of the science across disciplines. Four major perspectives of philosophy of science guided analysis and provided a framework for study of interrelationships and integration of conceptual components which then resulted in formulation of a theoretical definition. Findings revealed student engagement as a dynamic reiterative process marked by positive behavioral, cognitive, and affective elements exhibited in pursuit of deep learning. This process is influenced by a broader sociocultural environment bound by contextual preconditions of self-investment, motivation, and a valuing of learning. Outcomes of student engagement include satisfaction, sense of well-being, and personal development. Findings of this analysis prove relevant to nursing education as faculty transition from traditional teaching paradigms, incorporate learner-centered strategies, and adopt innovative pedagogical methodologies. It lends support for curricula reform, development of more accurate evaluative measures, and creation of meaningful teaching-learning environments within the discipline.

The Flipped Classroom: Fertile Ground for Nursing Education Research.

In the flipped classroom (FC) students view pre-recorded lectures or complete pre-class assignments to learn foundational concepts. Class time involves problem-solving and application activities that cultivate higher-level cognitive skills. A systematic, analytical literature review was conducted to explore the FC's current state of the science within higher education. Examination of this model's definition and measures of student performance, student and faculty perceptions revealed an ill-defined educational approach. Few studies confirmed FC effectiveness; many lacked rigorous design, randomized samples, or control of extraneous variables. Few researchers conducted longitudinal studies to determine sufficiently trends related to FC practice. This study proves relevant to nurse educators transitioning from traditional teaching paradigms to learner-centered models, and provides insight from faculty teaching across disciplines around the world. It reveals pertinent findings and identifies current knowledge gaps that call for further inquiry.