Views Of Students Research Articles

Navigating the liminal space: Enhancing film teaching through anonymous feedback, digital collages, and advocacy

This reflective piece focuses on the strategies of designing seminars that foster inclusivity and belonging, mainly when teaching in a liminal space as a Graduate Teaching Assistant (GTA). It requires a commitment to understanding diverse student needs, including A-level subjects, learning difficulties, neurodiversity, LGBTQIA+ identities, ethnicity, socio-economic backgrounds, and more. Alongside the module convenor’s guidance and departmental procedures, a GTA’s identity and expertise play a crucial role in shaping the classroom atmosphere. My interdisciplinary PhD research, which focuses on co-creating films with participants facing mental health challenges, informs my view of students as co-creators. As a Staff-Student Liaison Committee (SSLC) representative, I am dedicated to upholding students’ dignity, autonomy, and contributions to the university and society while aiming to provide them with the ethical understanding needed to navigate complex 21st-century challenges. After each seminar, I value anonymous student feedback to tailor my content, listening to their needs and questions, and incorporating audiovisual and interactive material to promote participation, especially among quieter students. With this piece, by sharing my lived experiences as a GTA, I intend to contribute to a collective knowledge base and foster dialogue and collaboration among my peers.

Implementing Virtual Reality in Special Education: Teachers’ Perspectives

ABSTRACT Developments in Virtual Reality (VR) technology have led to an increased use in research, practice, and for entertainment purposes. There is also a perceived applicability and suitability of the technology for educational purposes. For VR to be properly implemented in schools and special education, there is a need for understanding what teachers, special education teachers, and student teachers view as important implementation factors. We interviewed a total of 13 Norwegian teachers in which eight were interviewed individually and five were interviewed as a group. We thematically analysed the data, which resulted in five themes of implementation factors: training and knowledge, networks, resources, positive attitudes, and technological features. This study provides the educational-technology community with important insights from stakeholders for a successful implementation of VR in education. The themes elucidate the success factors, possible pitfalls, or challenges in implementing VR, and the perceived workload for the school personnel. Our findings are in line with existing research on the implementation of desktop computer technology, and we extended the scope to include VR technology in educational settings.

The Use of Computer Technologies in Special Education Teacher Training Programs in East Jerusalem: Students' Perspectives and Its Impact on Practical Applications"

Abstract: This research aims to explore the degree of use of computerized technologies in the special education teacher qualification program in East Jerusalem, and the extent of its impact on their performance in practical applications from the students’ point of view, explore students’ opinions about the effectiveness of computerized technologies in improving their educational experience and teaching skills, and reveal the differences in the use of computerized technologies. In qualifying special education teachers and its impact on their performance according to the variables of gender, number of years of experience, and experience in using computerized technologies, the descriptive approach was used, and the questionnaire was used as a tool for collecting data after ensuring its validity and reliability. The study population consisted of all students in special education teacher training colleges, numbering (680) teachers, distributed among 3 main colleges. The study sample consisted of (245) students selected by the available method, and the results were based on the reality of using computerized techniques in rehabilitation programs as a whole (3.80) and to a large degree, and the absence of statistically significant differences ( = 0.05) due to the effect of variables (gender, age, or experience in The use of computerized techniques) for the impact of the use of computerized techniques in the special education teacher qualification program in East Jerusalem on performance in practical applications from the point of view of students in all fields and the overall grade. Based on the results of the study, the researcher recommends strengthening the training of special education teachers within education teacher qualification programs. Specialize in the use of computerized technologies to ensure their effectiveness.

“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners

ABSTRACTThis paper examines a professional learning (PL) program for upper elementary teachers focused on developing instructional practices to support multilingual learners (MLLs) in science. The PL sought to support teachers' praxis, which we describe as their sense of agency to critically analyze and take action against barriers to MLLs’ opportunities to learn. We analyzed pre‐PL interviews with teachers to identify the ways that they framed MLLs from asset‐ and deficit‐based perspectives and the barriers that they identified that undermine MLLs' science learning. Then, we analyzed the extent to which the teachers' participation in the PL shifted their framing of MLLs and fostered their sense of agency to challenge the barriers faced by MLLs. We found that teachers shifted toward more asset‐based views of students' existing language resources and deepened their sense of agency to employ scaffolds that engage these resources in their own instructional practice. However, teachers continued to surface barriers in their organizational contexts, including the emphasis placed on standardized language assessments and the misalignment between English language instruction and science learning. Our analysis shows that the PL did not adequately support teachers in navigating these particular institutional barriers. Based on our analysis, we argue that teachers and science education researchers should expand their focus beyond teachers’ instructional practices and work together to remove barriers for MLLs in the larger organizational systems of schooling.

Language Policies and Ideologies for Socialization and Identity-Building in U.S. Schools: The Case of Newcomer and Refugee Students in Arizona and New York

Although multilingualism is a major issue in educational policies, especially in states hosting a high number of newcomer immigrant students, there is limited research exploring the experiences of a multilingual group of newcomer students and how they use language in schools. This article draws on 112 interviews with students from an immigrant background across four high schools in Arizona and New York. We illuminate the role of language in shaping identity and inclusion. Through conceptualizing power and language ideology, we find that language ideologies and practices shape the perception of students’ social interactions in school settings. Our findings also indicate that teachers’ practices and school policies surrounding language(s) have the potential to affect how students view language in relation to their own identity and via social interactions. We contribute to an understanding of how language policies and ideologies shape the experiences and power dynamics of diverse, multilingual, immigrant-origin students.

Scotland’s Student Learning Experience model: building partnership in quality in a tertiary context

Since 2003, student engagement has been a key pillar of Scotland’s higher education Quality Enhancement Framework, through which sparqs, Scotland’s pioneering student engagement agency, was founded. A key tool underpinning this has been sparqs’ Student Learning Experience (SLE) model, created in 2006 from Scotland’s quality arrangements for colleges and placed at the heart of sparqs’ course rep training. The SLE model is designed to support conversations between students and staff to identify priorities to enhance the quality of learning. In 2021, the Scottish Funding Council (SFC) announced the development of a new tertiary quality framework which would aim to put the experiences of students at the centre of the sector’s approach. sparqs identified the potential of the SLE model to fulfill this purpose and in 2021 was commissioned by the SFC to redevelop and embed the model in Scotland’s forthcoming tertiary quality arrangements. A distinct aspect of the redeveloped SLE model is that the building blocks, lenses and reflective questions are founded upon the views of students across Scotland about what makes an excellent quality learning experience. Throughout 2022 and 2023, sparqs worked with hundreds of students, alongside staff from students’ associations, institutions and sector agencies, to develop the SLE model. That it will remain at the core of course rep training, while also now rooted in quality arrangements, presents a significant opportunity for deeper synergy in understandings of the enhancement of learning and teaching. This article will introduce the SLE model, how conceptualisation of the student learning experience has evolved in policy, practice and literature, and the methodology behind the creation of the new model. It will then describe applications of the model for practice in academic development, course-level student-staff partnership, and strategies for quality enhancement. The article will conclude with next steps in the future of tertiary quality, in which students can be full, active partners in shaping their learning.

Integrasi Penilaian Tes dan Non-Tes dalam Pendidikan Agama Islam: Menuju Evaluasi Holistik untuk Pembelajaran Berkelanjutan

This study discusses the development and implementation of an assessment model for Islamic Education (PAI) that integrates both test and non-test techniques. The study is conducted through a comprehensive literature review encompassing various academic sources related to PAI assessment. The findings reveal that test techniques, such as multiple-choice questions and essays, are highly effective in assessing students' cognitive understanding of Islamic concepts. However, these techniques have limitations in evaluating the affective and psychomotor domains, which are also crucial in shaping students' character. On the other hand, non-test techniques, including observations, portfolios, and projects, are better suited for assessing affective and psychomotor aspects, providing a more holistic view of students' development. The combination of test and non-test techniques allows for a more comprehensive, fair, and holistic evaluation of all aspects of student learning, encompassing knowledge, attitudes, and skills. The implications of this study emphasize the importance of a holistic assessment approach in Islamic education, as well as the need for teacher training in the application of non-test techniques to ensure objectivity and validity in assessments. Thus, this research makes a significant contribution to improving the quality of Islamic education through assessments that are more adaptive, responsive, and relevant to students' needs in the modern era

Error-based Activity Applications in Sixth Grade Fraction Teaching

This study aims to determine how the error-based activity (EBA) applications used in teaching fractions to sixth-grade students affect the academic achievement of the students, the perceived error climate in the classroom, student math anxiety levels, the permanence of the knowledge, and student views on the EBA applications. In the quantitative part of this research, a mixed-method study, a quasi-experimental design with a pretest-posttest control group was used to examine the effects of EBA applications on math achievement, math anxiety levels, classroom error climate, and permanence. A purposive sampling method was used to collect the quantitative data for the study. In the qualitative part of this research, a case study, semi-structured interviews were conducted with nine volunteers from the experimental group to determine the student views of EBA practices. Analyzing the data obtained showed that EBA had a positive effect on student success, positively affected the perceived error climate in the classroom, and effectively reduced student math anxiety levels and made the knowledge permanent. Apart from this, the results indicated that EBA applications positively affect students in terms of cognitive and affective aspects, increase the quality of teaching, and can be effective in different subjects and courses.

Exploring staff and student experiences of group-work assessment in higher education

Group work in higher education is well known to promote deep learning through collaboration with peers. However, there can be issues with facilitation, perceived fairness, and motivation. The aim of this project was to explore staff and student views of a new group presentation assessment. A student survey explored preparation, experiences, and learning/skills. Two academics were interviewed. According to the survey, students felt prepared for the group work, but less so for the presentation. Students also felt their group worked well, although some did not agree that everyone contributed. Most agreed that the task was enjoyable and that they gained new knowledge. Two broad themes arose from the interviews (preparedness and student support), which link to the findings in the survey. Though the assessment format was well received, there was room to develop the support resources. The individual contribution grade for the assessment could include more weight on quality to enhance engagement. This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0/ .

How Indonesian Students View Code-Mixing in Daily Conversations

Multilingualism in Indonesia refers to local or regional languages as the first or mother tongue, Bahasa Indonesia as the second or official language, and foreign languages in which English is the most spoken foreign language in Indonesia. Such a condition may bring us to code-mixing. Code-mixing is using more than one language or language variety in conversation. To some linguists, code-mixing is perceived as a negative phenomenon for several reasons, such as reducing the sense of necessity to use the 'original' language of the speakers. However, this view might only be found among the older generation. How about the younger generation's perception of the code-mixing phenomenon? This study explores the students' perception of code-mixing in daily conversations. The study used a questionnaire-based research method and involved 83 respondents from majors such as English education, Islamic broadcasting communication, and management aged 18-23. The results show that 73.5% of the respondents consider code-mixing a normal phenomenon in daily conversations. Furthermore, 51.8% of the respondents perceive code-mixing as usual while engaging in conversation, 41% as a positive phenomenon due to bilingual capacity, and only 7.2% perceive code-mixing as a negative one regarding disrespectful reasons to Bahasa Indonesia.

THE IMPACT OF ARTIFICIAL INTELLIGENCE ON ENGLISH LANGUAGE TEACHING IN THE CONTEXT OF FORMAL AND INFORMAL HIGHER EDUCATION

This article considersthe impactof artificial intelligence on the process of teaching English in formal and informal higher education. The authors studythe use of various artificial intelligence technologies, such as machine learning, neural networks and automated speech analysis systems, to improve the effectiveness of teaching English to students, analyze the advantages and disadvantages of using artificial intelligence in teaching English, and offer recommendations for optimizing this process. The authors presentedresearchof the influence of artificial intelligence on the process of teaching English through a theoretical review of foreign experience and a questionnaire survey, the purpose of which was to study the opinions and views of students on the influence of artificial intelligence on the process of teaching English. The results of the researchmay be useful for teachers and students planning to introduceartificial intelligence into English language teaching.

Using Media (Video) to Improve Students’ Speaking Skill in Study Case: Junior High School

Learning media in the digital era must be aligned with technological developments. The learning media chosen must be interesting and attached to students. The video is currently popular with many people, including the students of Junior High School, MTsN 1 Kolpajung Pamekasan. Departing from these reasons, the researchers took the initiative to implement the video as a media for interesting and fun learning in delivering material in English for Junior High School. This study aims to find out how effective the video as media is in improving the speaking skills of students majoring at the MTsN 1 Kolpajung Pamekasan. Qualitative method is used for analyzing the data on performance test, observation and discussion on the implementation that were produced by the students as well as processing on student views regarding the use of video media in learning in English subject especially speaking skill. The result indicated that the use of video media is considered quite effective in developing students' speaking skills. From the results of observations, it shows that there has been an increase in student activity, from an average of 74.7% in cycle one and 82.2% in cycle two, to 86.3 in cycle III, as well as teacher activity in the learning process increasing from 85.7 % in cycle I, 90.3% in cycle II increased to 92.03% in cycle III which stated that video media was an innovation in learning English, which made students more relaxed and enjoyed the teaching and learning process and eliminated the mindset that learning English is difficult.

An Examination of Views of Teachers, Students, and Parents on Inclusive Practices in Social Studies Lessons During Distance Education

Purpose: The aim of this study is to examine the views of classroom teachers, fourth-grade inclusion students, and parents regarding inclusive practices implemented in social studies lessons during distance education. Design/Methodology/Approach: The research design is case study. The data were obtained from a study group consisting of 15 classroom teachers, 15 inclusion students, and 15 parents during the 2020-2021 academic year. The data collected through semi-structured interview forms were analyzed using content analysis. Findings: As a result of the research, it was seen that most of the classroom teachers did not implement separate practices for inclusion students, using methods such as direct instruction, question-answer, and discussion in social studies lessons. Inclusion students stated that distance education was mostly negative, lacked social interaction, was boring, did not provide an interactive environment, and incomplete learning was experienced. According to the parents’ opinions, it was concluded that students did not participate in social studies lessons, had learning gaps, the course was not presented appropriately for the student, teacher did not provide additional support for their children, and distance education caused attention deficits in their children. Highlights: From all stakeholder perspectives, it was concluded that distance education mostly had negative effects on inclusion students. Additionally, both teachers and parents frequently expressed that the implemented practices during the pandemic were designed according to typically developing students, resulting in inclusion students being neglected.

The Effects of Writing to Learn Activities on the 10th Grade on Teaching of Ecosystem Ecology

Purpose: The aim of this study is to determine the effect of Writing to Learning (WTL) activities on learning in teaching the subject of Ecosystem Ecology, which is taught in the biology courses in the 10th grade of high school and to examine the course process carried out with WTL activities in terms of student views. Design/Methodology/Approach: In the research, explanatory mixed research design, one of the mixed method research designs, was used. The study group of the research consists of 87 students studying in the 10th grade of a high school in the center of Bayburt in the spring term of the 2021-2022 academic year. As a data collection tool in the research; Preliminary Knowledge Test (PKT), Ecosystem Ecology Achievement Test (EEAT) and Interview Form (IF) were used. Shapiro-Wilk Test, one of the normality tests, was used in the analysis of quantitative data. Since the data obtained from both tests used in the study did not meet the normal distribution conditions, Mann-Whitney U and Kruskal-Wallis H tests were applied as non-parametric tests. On the other hand, content analysis method was used to analyze qualitative data. Findings: As a result of the analysis of the data obtained from the EEAT, it was determined that the letter and the diary from the activities of WTL increased the success of the 10th grade students in Ecosystem Ecology. Considering the letter and diary from these activities, it was determined that the letter writing activity contributed more to academic success than the diary writing activity. According to the analysis of the data obtained from the IF, it was determined that the students' views on the WTL activities were positive. Highlights: As a result of the results obtained from the findings, it is thought that it is important to support the use of WTL activities in secondary level biology courses to increase student outcomes.

Psychological and Cultural Preparation of University Students to Face the Challenges of Globalization in Alignment with the Sustainable Development Goals (SDGs): A Field Study

Objectives: This study evaluates the cultural and psychological preparation of university students to confront globalization's challenges by assessing the current state of such preparation from both faculty members’ and students’ perspectives. Background: University education is crucial for fostering higher-order thinking, talent development, and abilities that equip students to navigate the negative impacts of globalization. However, the extent of students' cultural and psychological readiness to face these challenges remains unclear. The study is aligned with the Sustainable Development Goals (SDGs), particularly Goal 4 (Quality Education) and Goal 8 (Decent Work and Economic Growth), focusing on building competencies for global engagement. Method: A survey method was employed to collect data from faculty members and students, examining psychological and cultural preparation, including self-esteem, socialization, and intercultural competence. Gender and academic discipline differences were also explored. Results and Discussion: The findings revealed generally low levels of both psychological and cultural preparation, with no significant differences between faculty and student views. Male students scored higher in psychological dimensions like self-esteem and socialization, while female students performed better in cultural preparation. Additionally, students from scientific disciplines exhibited higher levels of psychological and cultural readiness than those from other fields. Research Implications: The study emphasizes the need for targeted initiatives to enhance students' psychological and cultural preparedness, especially in non-scientific disciplines, to effectively confront globalization's challenges. Originality/Value: By identifying specific gaps in psychological and cultural readiness, this study provides practical recommendations for improving university education to better prepare students for global challenges.

English varieties in Thai higher education: Views of international university students across Kachru’s circles

This qualitative study aimed to investigate the perceptions and adaptation strategies of international university students from Kachru’s Inner, Outer, and Expanding Circles regarding English varieties in Thai higher education. For data collection, the study used semi-structured interviews with six students chosen through purposive sampling: one from the Inner Circle, two from the Outer Circle, and three from the Expanding Circle. Qualitative content analysis was used to analyze the data. The research aimed to provide a comprehensive understanding of how these students experience and engage with English varieties within their English programs. The context of globalization and internationalization highlights the growing prevalence of English programs in Thai universities, making it essential to explore how diverse linguistic backgrounds impact students’ learning experiences. The findings reveal that students encounter distinct challenges based on the English varieties, affecting the participants’ academic adaptation and overall engagement. The study underscores the importance of acknowledging and incorporating multiple English varieties into educational practices to support international students better. This research contributes to the broader discourse on Global Englishes (GE) by analyzing qualitative data from interviews, emphasizing the need for inclusive and adaptable pedagogical approaches.

Göçün Eğitim Üzerindeki Etkilerinin Göçmen Veli Görüşlerine Göre Değerlendirilmesi

The aim of this study is to determine the problems experienced by immigrants in the field of education through interviews. Evaluating the views of immigrant students' parents on this issue, it was desired to get concrete results in the field. At the same time, taking into account the situations that developed due to the pandemic, questions were asked regarding access to distance education. In this study, the interview method was applied within the scope of qualitative research. Data were obtained by using semi-structured interview forms. The sample of the study consists of seven immigrant families living in Konya. The semi-structured interview form used in the study was developed by the researcher himself. When the findings are examined, it has been seen that the problems experienced by these immigrant families who have lived in Turkey for a certain period of time in relation to education do not make a significant difference from other individuals who are Turkish Citizens. This is not true for all children of parents, especially if there are problems with adaptation. Participants in the research stated that they learned Turkish by overcoming language-related problems in a short time in terms of communication. Immigrant parents stated that they are very satisfied with the education in Turkey. Key Words: İmmigration, Parents, Education, Matters

Analyzing the Behavior Towards the Use of Interactive Digital Whiteboards for Educational Purposes: A Proposal Based on the Model of Goal-Directed Behavior and the Theory of Planned Behavior

Information and communication technologies have revolutionized the educational landscape, transforming teaching and learning processes across the globe, and this is the case for interactive digital whiteboards. In particular, this paper focuses on providing a research model to analyze the behavior towards the use of interactive digital whiteboards (IDWs) by teachers in the educational context, highlighting their impact on the intention to use IDWS. The proposed structural equation model is based on the model of goal-directed behavior and the theory of planned behavior, and it is formed by six constructs: (1) attitude, (2) subjective norms, (3) desire, (4) perceived behavioral control, (5) intentions, and (6) behavior. The methodology was adapted to two possible scenarios: (1) positive and (2) negative. The findings show that both theoretical frameworks offer a valid context to explain the motivations that drive the use of IDWs, although there are no significant differences between the two scenarios. Thus, the present article contributes to the existing body of knowledge and provides insights for educators, policymakers, and researchers to leverage the acceptance of IDWs in education. However, some limitations were identified, such as the absence of the point of view of students regarding the use of IDWs, among others.

Teaching practice aimed at promoting student engagement with metarules of defining

By viewing students’ learning to define as learning about meta-discursive rules about defining and how to engage with them in their activity of defining, we investigated teaching practices that aim to promote such learning by analyzing a teaching experiment in which Calculus II students reinvented a formal definition of a limit. The teaching practices we identified addressed how students view defining tasks by providing a method to check whether their narratives satisfied the metarules that they aimed to follow and also provided guidance about how to revise their definitions to satisfy those metarules. Our results provide an example for the teaching practice that promotes student learning about and engagement with new meta-discursive rules that existing literature called for in general, especially in their reinvention of a formal definition of a mathematical object.

An Action Research on Basic Competence in Science and Technology in Social Studies Course

Social Studies course is one of the basic courses that prepare students for social life. Change and development have become important in science and technology in the present time. Social Studies course has found its place in the development and change in science and technology. Developments in science and technology are given in Social Studies course, considering the basic competences in science and technology. The aim of this research is to reveal the process of activities related to the basic competence area of social studies course regarding science and technology and to determine the views of students and teachers regarding this process. The research was designed in action research pattern which is one of the qualitative research methods. The research was conducted in the first and second semesters of 2022-2023 academic year. The participants of the research are 6th grade students and their social studies teacher. The data of the research, observation form, teacher and student diaries, student products, semi-structured interview forms were gathered via video recordings of the researcher in the process. Data analysis of the research was conducted using descriptive analysis method. In the research it was concluded that the activities conducted regarding basic competence in science and technology in social studies course entertained the students during the course, the course was better comprehended and the subjects were learned easily. In addition, it was concluded that the activities related to the basic competence in science and technology in Social Studies course improved students' ability to conduct research using scientific research process, and realized the importance of the scientific ethics concept, respect for labor and citing references. Considering the results of the research, recommendations for practitioners and researchers were made.