Typical Classroom Environment Research Articles

CO2 concentration as an indicator of indoor ventilation performance to control airborne transmission of SARS-CoV-2

BackgroundThe Wells-Riley equation has been extensively used to quantify the infection risk of airborne transmission indoors. This equation is difficult to apply to actual conditions because it requires measurement of the outdoor air supply rate, which vary with time and are difficult to quantify. The method of determining the fraction of inhaled air that has been exhaled previously by someone in a building using a CO2 concentration measurement can solve the limitations of the existing method. Using this method, the indoor CO2 concentration threshold can be determined to keep the risk of infection below certain conditions. MethodsBased on the calculation of the rebreathed fraction, an appropriate mean indoor CO2 concentration and required air exchange rate to control SARS-CoV-2 airborne transmission was calculated. The number of indoor occupants, ventilation rate, and the deposition and inactivation rates of the virus-laden aerosols were considered. The application of the proposed indoor CO2 concentration-based infection rate control was investigated through case studies in school classrooms and restaurants. ResultsIn a typical school classroom environment with 20–25 occupants and an exposure time of 6–8 h, the average indoor CO2 concentration should be kept below 700 ppm to control the risk of airborne infection indoors. The ASHRAE recommended ventilation rate is sufficient when wearing a mask in classrooms. For a typical restaurant with 50–100 occupants and an exposure time of 2–3 h, the average indoor CO2 concentration should be kept below about 900 ppm. Residence time in the restaurant had a significant effect on the acceptable CO2 concentration. ConclusionGiven the conditions of the occupancy environment, it is possible to determine an indoor CO2 concentration threshold, and keeping the CO2 concentration lower than a certain threshold could help reduce the risk of COVID-19 infection.

Use of Computer Technology to Help Students with Special Needs

Millions of students across the United States cannot benefit fully from a traditional educational program because they have a disability that impairs their ability to participate in a typical classroom environment. For these students, computer-based technologies can play an especially important role. Not only can computer technology facilitate a broader range of educational activities to meet a variety of needs for students with mild learning disorders, but adaptive technology now exists than can enable even those students with severe disabilities to become active learners in the classroom m alongside their peers who do not have disabilities. This article provides an overview of the role computer technology can play in promoting the education of children with special needs within the regular classroom. For example, use of computer technology for word processing, communication, research, and multimedia projects can help the three million students with specific learning and emotional disorders keep up with their nondisabled peers. Computer technology has also enhanced the development of sophisticated devices that can assist the two million students with more severe disabilities in overcoming a wide range of limitations that hinder classroom participation--from speech and hearing impairments to blindness and severe physical disabilities. However, many teachers are not adequately trained on how to use technology effectively in their classrooms, and the cost of the technology is a serious consideration for all schools. Thus, although computer technology has the potential to act as an equalizer by freeing many students from their disabilities, the barriers of inadequate training and cost must first be overcome before more wide- spread use can become a reality.

Research in Moral Education: The Contribution of P4C to the Moral Growth of Students

Moral education and moral growth are very important topics, and have been so as much in the fields of moral psychology and moral education as in the policies of governments and international institutions over the past decades. These two topics are also central themes within the educational proposal of Philosophy for Children (P4C), as seen in theoretical reflection and in educational research. It is necessary to start from a more global approach to moral growth, focused on the development of capacities. Such abilities are to be understood as virtues or personality traits that enable us to achieve a full life, that is, to become good people. The transformation of classrooms into communities of philosophical inquiry, following the educational guidelines of P4C, can contribute to the achievement of this objective. Here we present the psychological and methodological underpinnings of an educational research project that we are applying to a small sample that includes two groups—experimental and control—in a typical classroom environment. We are administering tests at the beginning and the end of the application of a moral education model according to the basic principles of Philosophy for Children. The objective is to verify that our research design could be used to evaluate the contribution of this educational model to the students’ moral growth, understood as the consolidation of the students’ moral habits and competences.

The Impact of Social Media (Facebook and YouTube) on Vocabulary Acquisition of ESL Learners

This research paper studies the impact of social media, specifically, Facebook and YouTube, on vocabulary acquisition of ESL learners. Using data collected from 30 students studying at the Department of English, IIUI, Islamabad and online responses from teachers with PhD in English, we strove to find out how learners are assisted by social media in vocabulary acquisition. It was discovered through the responses that the majority of teachers and students believe that vocabulary acquisition is improved through social media as it enhances the level of interest of students in second language learning. Overall, this study allows us to analyze the differences in the learning habits of ESL (English as Second Language) learners in a typical classroom environment using the new electronic media which is social media.

Acknowledging the challenges of pedagogical innovation: the case of integrating research, teaching, and the practice of environmental leadership

Providing opportunities for community engagement and research is part of many environmental sciences and studies programs. Because of the constraints of the typical classroom environment, we need to develop innovative pedagogical tools to allow students to do this kind of work thoughtfully. A partnership between Duke University, a major private research university in Durham, NC, and Paul Quinn College, a small HBCU in Dallas, TX, allowed students to collaborate on community-based participatory research projects and a cross-campus semester-long immersive learning experience. This partnership was grounded in our experience in environmental leadership, social entrepreneurship, and ecological restoration and was led primarily by Duke faculty. We share valuable lessons about engaging in communities outside of our home institution and for working across campuses. Cross-campus collaboration, while logistically challenging, offers ways to connect students in different learning environments but with the same goals and passion for community engagement and research.

EFFECTS OF USING VIRTUAL LEARNING ENVIRONMENT IN TEACHING AND LEARNING MALAY LANGUAGE

A study was conducted to identify the effects of using a virtual learning environment compared to using a typical conventional classroom environment in improving the moderate achievement of children for Malay grammar. A quasi-experimental design involved 56 Year Five children, divided into one control group (28 children) and one treatment group (28 children). The study also focused on the effects of the environment on the children’s’ interest based on their experiences. Questionnaire instrument was used, and quantitative analyses were conducted using pre-test and post-test and. The t-test results showed that there were significant differences between the control group and the treatment group. In conclusion, the virtual learning environment has significant effects on the achievement and interest of the children when compared to the other group that learned in a typical conventional classroom environment

Using virtual laboratories in chemistry classrooms as interactive tools towards modifying alternate conceptions in molecular symmetry

Molecular symmetry plays a central role in chemistry education with regard to predicting chemical properties such as bonding and spectroscopic transitions. Better understanding of the symmetry of molecules requires high visual-spatial thinking ability. Conventional teaching methodologies, with limited teaching aides, fall short in providing a detailed understanding of scientific theories and related concepts. Incorrect understanding has been known to perpetrate concepts that are not consistent with the consensus of the research community or alternate conceptions. This work elaborates a methodology designed to discover the alternate conceptions stemming from teaching molecular symmetry in a typical classroom environment and the impact of the virtual laboratory (VL) environment in correcting these misconceptions. Three significant contributions presented in this paper include: (1) the development of a media and information-intense VL experiment platform designed to enhance understanding of symmetry elements and point groups of molecules with diverse structural geometries. (2) the development of an instrument, Molecular symmetry Alternate Conception Test (MACT), designed to capture and estimate the extent of alternate conceptions. (3) the successful identification of typical alternate conceptions amongst students in the context of molecular symmetry. In addition to perceived alternate concepts in symmetry education, the results indicate a significant statistical improvement of 156% in understanding of molecular symmetry concepts (p < 0.05) after subjecting students to the interactive VL platform. This study also shows identifying bond angles and planarity as concepts crucial for students. It is also implicit that estimations of discrimination skills related to identifying concept-based learning may be relevant for perceiving alternate concepts among learners.

Mente Autism Headband - An Assistive Technology for Enhanced Learning

Children with special needs across India cannot benefit fully from a traditional educational program because they have a disability that impairs their ability to participate in a typical classroom environment. Technology can play an important role to facilitate a range of educational activities to meet a variety of needs for students with mild to multiple disabilities both physical such as visual and hearing impairment and intellectual disabilities such as Specific learning disability (SLD) and Autism Spectrum Disorder (ASD). Students with severe disabilities can become active learners alongside their peers without disabilities in an inclusive classroom with adaptive technology. This case provides an overview of the role of MENTE-autism headband in enhancing social, communicative as well as behavior modifications for a ten-year-old autistic child.

Athletic Training Education: There's an App for That

Context Mobile applications (apps) are growing in popularity due to the increased use of smartphones. Many available apps are educational in nature and may provide both students and educators freedom for learning to occur outside of the typical classroom environment. Objective To provide a description of relevant apps along with a brief synopsis of the suggested use by both athletic training educators and students. Additional information that may affect a user's app selection, such as cost, size of the download, and consumer ratings, if available, is also included. Background Applications (apps) are computer programs written specifically for Internet connected mobile phones and tablets. These programs perform specific functions for the user, usually through a touchscreen interface. Synthesis Connected devices are especially popular among the Millennial and Generation Z students now enrolled in various pre-professional healthcare programs. These students were raised with technology inundating their lives; therefore, they tend to desire the use of technology more frequently than older adults. Results Many apps are available, however this article highlights selected apps in the categories of (1) injury evaluation and management, (2) anatomy, and (3) productivity. Recommendation(s) Educators should become knowledgeable in mobile app technology in order to meet the needs of the new generation of students. Conclusion(s) Incorporating apps into athletic training education can enhance the delivery and retention of student knowledge and provide unique educational opportunities.

An efficient algorithm for computing the roots of general quadratic, cubic and quartic equations

While the solution to deriving the roots of the general quadratic equation is adequately covered in a typical classroom environment, the same is not true for the general cubic and quartic equations. To the best of our knowledge, we do not see the roots of the general cubic or quartic equation discussed in any typical algebra textbook at the undergraduate level. In this paper, we propose an efficient algorithm in order to calculate the roots of the general quadratic, cubic and quartic equations. Examples are given to demonstrate the usefulness of this proposed algorithm.

The Impact of Training on the Accuracy of Teacher-Completed Direct Behavior Ratings (DBRs)

The purpose of this study was to investigate the effects of three levels of training (direct, indirect, and none) on teachers’ ability to accurately rate video of student behavior. Direct and indirect training groups received instructional sessions on direct behavior ratings (DBRs), with the direct training group receiving opportunities for practice and feedback. Each training group viewed a video of a typical classroom environment and then rated the proportion of time the student displayed disruptive behavior and academic engagement. Accuracy was examined through comparison of the teachers’ ratings with direct observation data. Teacher acceptability of using DBRs was also assessed. Overall, the results suggested that the most intensive level of training (i.e., direct) did not improve the accuracy with which teachers rated behaviors using DBRs. Limitations and future implications are discussed.

Use of creative space in enhancing students’ engagement

This paper explores the effect teaching in a specially designed ‘creative learning space’ has on students’ engagement with the learning process, their motivation to explore, experience and discover (i.e. to be creative), and on them becoming more active, autonomous learners. It examines the notion of creative space, how it differs from teaching and learning in a typical classroom environment and the impact it has had on students and staff. Socio‐economic changes affecting Higher Education are having a considerable impact on the nature of the curriculum and the way in which teaching is carried out. The student body is becoming increasingly diverse and a greater premium is being attached to the development of so‐called higher‐order skills such as creativity. This is being further affected by an increase in the use of advanced technology and changes in the teaching–learning relationship with the lecturer’s role becoming increasingly one of a facilitator of the learning process. Thus, there has been an increased interest in exploring innovative and stimulating practices and learning spaces. It is not an easy task to measure the effectiveness of any learning space as there are many variables: teacher style, learning techniques, the method of delivery, etc. This paper reports on the initial findings of using such a space in an attempt to make a difference to students’ learning and their creative capacity.

Utilizing computer models for optimizing classroom acoustics

The acoustical conditions in a classroom play an integral role in establishing an ideal learning environment. Speech intelligibility is dependent on many factors, including speech loudness, room finishes, and background noise levels. The goal of this investigation was to use computer modeling techniques to study the effect of acoustical conditions on speech intelligibility in a classroom. This study focused on a simulated classroom which was generated using the catt-acoustic computer modeling program. The computer was utilized as an analytical tool in an effort to optimize speech intelligibility in a typical classroom environment. The factors that were focused on were reverberation time, location of absorptive materials, and background noise levels. Speech intelligibility was measured with the Rapid Speech Transmission Index (RASTI) method.

Effects of Release Time and Directionality on Unilateral and Bilateral Hearing Aid Fittings in Complex Sound Fields

In studies to date, the effectiveness of the directional microphone has been investigated independently of the signal processing scheme used in the hearing aid. In addition, the number and placement of the background noise speakers can create an advantage for a particular polar pattern (i.e., cardioid, supercardioid, and hypercardioid) in any laboratory design. With these considerations in mind, the purpose of this investigation was twofold: (1) to determine the effect of different amplitude-compression release times on speech perception ability in noise, measured with directional microphone hearing aids, and (2) to determine the impact of environment (classroom vs anechoic chamber) on those measures. Ten subjects with mild to moderate sensorineural hearing loss participated. Using an eight-speaker complex sound field, speech perception was assessed in an anechoic chamber and a typical classroom environment. None of the release times resulted in superior performance in either the anechoic or classroom environment.

New mode of course delivery for Virtual Classroom

Internet technology has advanced very rapidly over the last few years and a new trend in educational development for learning and teaching has emerged. Virtual Classroom is an online learning and teaching environment that facilitates the collaboration and integration of discussion forums, chat rooms, quiz management, lecture notes and assignment repositories, subscription services, relevant web links, e‐mail distribution lists and desk top video‐conferencing into a conventional lecturer‐based system.This paper reviews two existing modes of course delivery in a typical virtual classroom environment, namely synchronous communication and asynchronous communication, and presents a hybrid mode of delivery named near synchronous that adds to the conventional asynchronous technology the expressiveness and rapid recall of context of a synchronous delivery.The paper discusses the Singapore ‐MITAllianc (SMA) distance learning project and the current implementation of a virtual classroom in Nanyang Technological University.

Use of Computer Technology to Help Students with Special Needs

Millions of students across the United States cannot benefit fully from a traditional educational program because they have a disability that impairs their ability to participate in a typical classroom environment. For these students, computer-based technologies can play an especially important role. Not only can computer technology facilitate a broader range of educational activities to meet a variety of needs for students with mild learning disorders, but adaptive technology now exists than can enable even those students with severe disabilities to become active learners in the classroom alongside their peers who do not have disabilities. This article provides an overview of the role computer technology can play in promoting the education of children with special needs within the regular classroom. For example, use of computer technology for word processing, communication, research, and multimedia projects can help the three million students with specific learning and emotional disorders keep up with their nondisabled peers. Computer technology has also enhanced the development of sophisticated devices that can assist the two million students with more severe disabilities in overcoming a wide range of limitations that hinder classroom participation--from speech and hearing impairments to blindness and severe physical disabilities. However, many teachers are not adequately trained on how to use technology effectively in their classrooms, and the cost of the technology is a serious consideration for all schools. Thus, although computer technology has the potential to act as an equalizer by freeing many students from their disabilities, the barriers of inadequate training and cost must first be overcome before more widespread use can become a reality.

Secondary Social Education in the Peoples Republic of China: A Quantitative Study of Classroom Environments in the Guangdong Province

This article reports the results of the first phase of a research project on social education in the People's Republic of China. This phase of the project replicated a quantitative research design used for looking at the environment of social education classrooms and related student attitudes toward social studies. The study involved 38 secondary history classrooms selected from 12 schools in the Guangdong Province. The data presented in the results produce a picture of a �typical� classroom environment, and this description is compared to findings using the same instruments in secondary social studies classrooms in the United States. The findings suggest that while there may be considerable cultural, economic, and political differences between the two educational systems, there are common elements in the teaching of social studies that appear to transcend those differences and produce comparable results.

The relationships among teachers' self‐disglosive statements, students' perceptions, and affective learning

To develop an understanding of effective teaching in the typical classroom environment from a communication perspective, it is imperative the roles which interpersonal communication behaviors play in this context be understood. Self‐disclosure, a communication behavior known to have considerable impact in other interpersonal contexts, was the focus of this research. Phase 1 of the investigation assessed students’ perceptions of the likelihood of teachers making each of 150 disclosive statements. In the second phase, these statements were used to derive profiles simulating good, neutral, mixed, and poor profile conditions. Results from this study may provide teachers with a checklist which can be used to assess their own types of disclosures to students with an eye toward improving their own effectiveness.