In this research, the pre-class component of the flipped learning methodology, which suffered from a lack of interaction and feedback, was redesigned using the Community of Inquiry model. A corresponding e-learning environment was created in conformity with the model's theoretical underpinnings. Through the lens of student development in critical thinking, social interaction, teaching engagement, and cognitive presence, this research investigated the strengths and weaknesses of this pedagogical approach. For the study, a repeated measures design was employed with 35 undergraduate students at a state university. Scales were used to evaluate students' critical thinking strategies and their sense of presence, with student forum posts collected as data. Over 15 weeks, the implementation process unfolded. The findings support the efficacy of designing the pre-class component of the flipped learning approach using the community of inquiry framework, thereby resolving the lack of interaction and feedback, leading to improved critical thinking strategies and perceptions of teaching, social, and cognitive presence amongst students. Importantly, the critical thinking methodology was discovered to have a significant and positive relationship with the perceived quality of the community of inquiry, an association that accounted for 60% of the variance in this perception. Recommendations for future research lend support to the conclusions of the study.
Considering the well-documented influence of a positive social classroom climate in conventional face-to-face settings, its impact in online and technology-enhanced learning environments is less understood. We conducted a systematic review to consolidate the outcomes of empirical studies examining social classroom environments in online and technology-enhanced learning settings for students in primary and secondary schools. Appropriate search terms were employed in November 2021 to conduct searches across ACM Digital Library, Web of Science, Scopus, and ERIC. Articles were selected if they met the research's objectives, reported original data from studies involving primary and/or secondary school students and/or teachers, and were published in English-language academic journals, conference papers, or book chapters. In addition, the analysis did not encompass articles that concentrated on the construction or evaluation of measurement instruments. 29 articles, employing qualitative, quantitative, and mixed-method approaches, form the basis of the thematic narrative synthesis. A quality assessment checklist was performed on each person. These findings comprise examinations of the social climate within online learning environments, pre- and post-Covid-19, and a comparison of these with blended learning environments. intramammary infection Beyond this, the research examines the link between the online social classroom environment and scholastic variables. It also investigates how synchronous and asynchronous online discussion groups, in conjunction with social media, can promote this environment. The theoretical framework underlying these studies, along with the influence of a positive learning climate in online and technology-enhanced learning environments on students, will be discussed, followed by practical approaches and promising applications of technology. The research, though acknowledging its limitations, suggests implications and directions for future inquiries, encompassing the requirement to include students' varied voices and perspectives, consider the significance of technology, employ a transdisciplinary approach, and reinterpret existing frameworks.
The exponential growth in research concerning the professional practices of synchronous online teaching is directly attributable to the advancement of synchronous videoconferencing technology. Notwithstanding the significant influence of teachers in motivating student engagement, the precise utilization of motivational strategies by synchronous online instructors remains relatively unknown. This mixed-methods study examined the motivational strategies adopted by synchronous online teachers and how the features of the synchronous online environment affected their implementation of motivational strategies. Leveraging the need-supportive teaching principles of self-determination theory, our analytical framework addressed three motivational strategies: involvement, structure, and autonomy support. Language teachers (N=72), in their survey responses, were quantitatively analyzed to reveal the perception that autonomy-support and structure worked relatively well in online settings, whereas fostering learner involvement presented difficulties. Follow-up interviews (N=10) provided qualitative insights into how the online environment affected teachers' instructional choices, leading to the development of a new theoretical framework and specific strategy lists for synchronous online teaching. This study investigates the theoretical underpinnings of applying self-determination theory to online education, offering implications for both the preparation and ongoing professional development of online teachers utilizing synchronous learning environments.
In today's digital world, teachers are required to enact policy directives that relate to fundamental subject matter and more loosely defined cross-curricular capabilities, including the particularly important competency of digital aptitude. Sensemaking processes regarding students' digital competence, as experienced by 41 teachers from three Swedish lower secondary schools involved in focus group interviews, are the subject of this reported study. The questions investigated the teachers' comprehension of their students' digital experiences and their methods for growing and refining these students' digital proficiencies. selleck compound The focus group interviews yielded four major themes: critical awareness, tool proficiency, creative application, and a pattern of avoiding digital usage. The absence of themes concerning democratic digital citizenship was evident. This research paper explores the imperative of transitioning from an exclusive emphasis on individual teacher digital proficiency to an emphasis on how school systems can shape and support student digital competence development in particular local contexts. Neglecting this aspect might result in an oversight of students' comprehensive digital proficiency and their digital citizenship responsibilities. This paper aims to provoke further research concerning how schools, as organizational structures, can furnish teachers with the resources needed to cultivate various aspects of student digital proficiency within the contemporary digital landscape.
Research in online education has devoted considerable attention to the classroom well-being of college students. Utilizing person-context interaction theory, this study explores a theoretical model. The impact of teacher-student interaction, richness of audio, enjoyment of audio, perceived usability, and perceived value on students' classroom well-being within online college and university environments is examined. The structural equation model was applied to evaluate research hypotheses, drawing on survey data from 349 college students participating in online education. Research indicates that teacher-student interaction, the richness of sounds, the pleasure experienced from these sounds, perceived ease of use, and perceived usefulness significantly influence student well-being in the classroom. The impact of teacher-student interaction is moderated by the richness and perceived ease of use of sounds and materials. Subsequently, the pedagogical implications are addressed.
The educational system and the professional proficiency of students are both influenced by advancements in training programs. Subsequently, this research endeavors to analyze the utilization of advanced technologies in teaching musical and aesthetic concepts, employing intelligent tools. Elastic stable intramedullary nailing Music students from Beijing's elementary, middle, and high schools, specializing in piano, violin, and percussion, comprised the 343 participants in the study; 112 elementary, 123 middle, and 98 high school students were represented. A multi-stage assessment of student proficiency was conducted, evaluating their proficiency against their pre-experimental levels. An eight-point average system was used for this purpose. The following stage comprised a comparison of the grades awarded during the grand academic concert. Based on the collected data, the percussion class experienced the highest degree of improvement, whereas the violin class showcased the least progress. In comparative analyses, the piano students' results were typical; however, their ultimate display of talent at the annual academic concert was exceptional, as a noteworthy 4855% of the students performed above average. Among the violin students, an impressive 3913% attained excellent or good scores. A remarkable 3571% of the percussion students demonstrated comparable skill levels. Subsequently, the employment of intelligent technologies positively influences students' academic performance, nevertheless, careful selection of technologies for educational integration is required. Further study is needed to examine the effects of additional applications and software on educational outcomes, alongside methods for improving other musical instructional areas and how they might be altered via smart technology.
Digital resources are experiencing heightened usage among both children and parents. The pandemic period, combined with technological advancements, has led to a greater prevalence of digital resources, which are utilized very frequently in our daily lives. As children embrace smartphones and tablets, their early digital interactions introduce novel concepts in parent-child dynamics and the changing role of the parent. It is considered essential to critically examine the self-efficacy and attitudes of digital parents, along with the influences on the parent-child bond in the digital age. Parental efforts in digital parenting are directed towards understanding, guiding, and controlling children's participation in digital environments.