The research project addressed the insufficient interaction and feedback of the pre-class stage within the flipped learning approach by integrating the Community of Inquiry model and developing a specific e-learning environment based on the theoretical framework of the model. This research project explored the efficacy of this learning strategy by evaluating its impact on students' critical thinking skills, social integration, teaching engagement, and cognitive development, thereby highlighting its strengths and limitations. For the study, a repeated measures design was employed with 35 undergraduate students at a state university. Students' critical thinking strategies and perceived presence were evaluated using scales, and the forum tool served as the medium for collecting student posts. Throughout 15 weeks, the implementation process was ongoing. Through the utilization of the community of inquiry framework in the pre-class component of the flipped learning approach, a solution was found to the problem of insufficient interaction and feedback, resulting in the development of students' critical thinking strategies and improved perceptions of teaching, social, and cognitive presence. Additionally, a positive and significant relationship was found between the critical thinking strategy and perceptions of the community of inquiry, which accounted for 60% of the variance in the perception of community of inquiry. The study's conclusions are substantiated by suggestions for further investigation.
Although the positive effects of a conducive social atmosphere in in-person classrooms are recognized, the function of this element in online and technology-driven learning models is not fully understood. This study systematically reviewed empirical research findings on social classroom climate characteristics within online and technology-enhanced learning environments in primary and secondary schools. During November 2021, suitable search terms were inputted into ACM Digital Library, Web of Science, Scopus, and ERIC. Included articles were required to be in direct relation to the investigation's purpose, report original findings, sample pupils and/or teachers from primary or secondary schools, and be published in English-language academic journals, conference papers, or book chapters. Furthermore, articles explicitly devoted to the advancement or assessment of measurement tools were not taken into account. The thematic narrative encompasses 29 studies; these studies include qualitative, quantitative, and mixed-method approaches. A comprehensive quality assessment checklist was completed for each individual. The studies of social classroom climate in online learning, pre and post-Covid-19, and in blended learning scenarios, form the core of the presented findings. Intima-media thickness In addition, the investigation delves into the relationship between the online social classroom atmosphere and academic factors. This study also examines strategies for nurturing this atmosphere via synchronous and asynchronous discussion groups, along with social media. The theoretical foundation for these studies, the impact of a positive learning atmosphere in online and technologically-supported learning environments on student performance, and practical strategies for leveraging technology are all investigated. Considering the research findings and acknowledging the constraints of the studies, we propose implications and future research directions, including the imperative to incorporate student perspectives and diversity, explore technological advancements, adopt a transdisciplinary approach, and redefine boundaries.
Research on the professional practices of synchronous online teaching has been accelerating at an exponential pace, a direct consequence of advancements in synchronous videoconferencing technology. Despite the acknowledged significance of teachers' role in cultivating student motivation, the specific motivational strategies of synchronous online teachers are not fully understood or studied. This mixed-methods study sought to address this gap by investigating how synchronous online teachers applied motivational strategies and evaluating the effect of the synchronous online environment on their use of motivational strategies. The self-determination theory's need-supportive teaching principles served as the foundation of our analytical framework, which categorized motivational strategies into three types: involvement, structure, and autonomy-support. From the quantitative analysis of surveys completed by 72 language educators, the perception emerged that autonomy support and structured learning environments were relatively well-suited to the online learning context, but that learner involvement posed implementation difficulties. Ten follow-up interviews (N=10) facilitated a qualitative investigation into the influence of the online environment on teacher strategies, yielding a novel framework and practical lists of strategies applicable to synchronous online instruction. This research delves into the theoretical implications of applying self-determination theory to online learning environments, while also offering practical applications for the professional development and preparation of synchronous online educators.
Teachers, in a digitalized society, are duty-bound to uphold policy directives spanning both essential knowledge and more vaguely outlined cross-curricular proficiencies, digital competence being a key component. A study, encompassing focus group interviews with 41 lower secondary school teachers from three schools in Sweden, reports on the sensemaking processes they employed concerning student digital competence. The questions were geared toward assessing teachers' grasp of student digital experiences and their ability to cultivate and cultivate further these students' digital skills. find more Four key themes were extracted from focus group interviews: critical understanding, proficiency with digital tools, ingenuity, and a tendency to refrain from digital use. The subject of democratic digital citizenship was not touched upon by any themes. This paper argues for a transition from an exclusive focus on individual teacher digital capabilities to an emphasis on how school systems can mediate and support student digital skills development within specific local contexts. Without considering this, the opportunity to appreciate students' integrated digital capabilities and digital citizenship could be lost. 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.
Online education research has widely examined the well-being of college students within their online classrooms. Employing person-context interaction theory, this study examines a theoretical model. The model investigates the relationship between teacher-student interaction, sound richness, enjoyment of sound, perceived usability, and perceived value, and their impact on students' classroom well-being within online college and university environments. Employing the structural equation model, the research hypotheses were validated through a survey of 349 college students engaged in online learning. Empirical research demonstrates a positive correlation between teacher-student interaction, the richness of auditory experiences, the enjoyment derived from sounds, perceived usability, and perceived value, leading to enhanced student well-being in the classroom; specifically, the auditory richness and students' perceived ease of use can moderate the impact of teacher-student interactions on their overall classroom contentment. Lastly, the pedagogical ramifications are brought into focus.
Changes in training programs profoundly influence the educational system and the students' professional capabilities. In this regard, the current study proposes to investigate the usage of pioneering technologies in music and aesthetics education, incorporating intelligent technology. infection marker A total of 343 students, comprising 112 elementary, 123 middle, and 98 high schoolers, participated in the study, representing students from a variety of Beijing music schools specializing in piano, violin, and percussion. Several stages were utilized to gauge the students' degree of proficiency, aligning their current proficiency with their pre-experimental levels. In this process, an average eight-point grading system was implemented. A comparative analysis of grades for the culminating academic concert marked the subsequent phase. Based on the collected data, the percussion class experienced the highest degree of improvement, whereas the violin class showcased the least progress. The piano students' correlation scores fell within the average range; however, their performances at the final academic concert showcased a profound level of skill, with 4855% of the students exceeding expectations. A notable 3913% of the violin student body achieved scores of excellent and good. 3571% of the percussion students demonstrated parity in their playing ability. It follows that intelligent technologies produce a beneficial effect on student performance, although careful consideration is necessary in choosing the applications for integration into the educational curriculum. Further research efforts should delve into the effects of other applications and programs on the acquisition of knowledge, concurrently considering means of enhancing other components of music education and adapting them to the utilization of intelligent technology.
Digital resources are experiencing heightened usage among both children and parents. With the advent of advanced technology, the pandemic facilitated the increased and widespread integration of frequently-used digital resources into our daily routines. As children embrace smartphones and tablets, their early digital interactions introduce novel concepts in parent-child dynamics and the changing role of the parent. To further understand the family-child connection, it is deemed necessary to re-assess the self-efficacy and attitudes of digital parents and the variables at play. Parental approaches to digital parenting focus on comprehending, assisting, and managing children's activities within digital environments.