This research tackled the shortcomings of interaction and feedback in the pre-class component of flipped learning by designing a pre-class component based on the Community of Inquiry framework and developing a customized e-learning environment based on this theoretical framework. This study endeavored to pinpoint the effective and ineffective components of this learning methodology by assessing its impact on students' growth in critical thinking, social, teaching, and cognitive engagement. This study, structured with a repeated measures design, included 35 undergraduate students at a state university. Student critical thinking strategies and perceived presence were measured with scales, and the forum was the platform used for gathering student posts. The implementation process involved a period of 15 weeks. 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. Furthermore, the critical thinking strategy was found to be positively and significantly correlated with the perceived community of inquiry, explaining 60% of the variation in this perception. The study's conclusions find support in the recommended future research directions.
While the significance of a positive classroom atmosphere in physical learning environments is well-established, its role in online and technologically-enhanced learning environments is not yet definitively clear. The central objective of this systematic review was to consolidate the findings of empirical research on the social classroom climate within online and technology-enhanced learning environments in primary and secondary educational settings. During November 2021, suitable search terms were inputted into ACM Digital Library, Web of Science, Scopus, and ERIC. Articles were deemed suitable for inclusion if they aligned with the study's objectives, presented original data, encompassed samples of primary and/or secondary school students and/or teachers, and were published in English-language journals, conference proceedings, or book chapters. In addition, any articles that primarily addressed the development or testing of measurement tools were excluded. A synthesis of thematic narratives, derived from 29 articles utilizing qualitative, quantitative, and mixed-methods approaches, is presented. The quality assessment checklist was finished for everyone involved. The examinations encompassed in these findings include the social classroom climate of online learning before, during, and after the Covid-19 pandemic, as well as a comparative analysis with blended learning environments. selleckchem Subsequently, the research investigates the connections between the online social classroom atmosphere and academic parameters. Specific strategies for encouraging this atmosphere through the utilization of synchronous/asynchronous discussion forums and social media interactions are also explored. 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. From the data gathered and acknowledging the limitations of the studies, we propose implications and future research avenues, encompassing the importance of integrating student voices and diversity, examining technology's role, embracing a transdisciplinary perspective, and reimagining the definition of boundaries.
The exponential growth in research concerning the professional practices of synchronous online teaching is directly attributable to the advancement of 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. Our analytical approach, rooted in the need-supportive teaching principles of self-determination theory, involved examining three crucial motivational strategies: involvement, structured guidance, 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. A qualitative analysis of ten follow-up interviews (N=10) illuminated the relationship between the online environment and teachers' pedagogical strategies, ultimately producing a new framework and detailed strategy lists for synchronous online teaching. The application of self-determination theory in online education is explored in this study, which yields significant theoretical insights and practical implications for synchronous online teacher training and professional growth.
A digital society necessitates that teachers act upon policy directives that encompass core curriculum and more generally outlined interdisciplinary skills, digital expertise being one key aspect. Forty-one teachers from three Swedish lower secondary schools, participating in focus group interviews, contributed to the study's findings on sensemaking regarding students' digital competence, which are presented in this paper. The questions sought to discover the teachers' familiarity with their students' digital experiences, and their approaches to promoting and expanding upon those students' digital expertise. Biologie moléculaire From the focus group discussions, four key themes were observed: critical consciousness, the skillful handling of digital tools, demonstration of creativity, and the avoidance of digital interaction. The discourse lacked themes on democratic digital citizenship. In this paper, the authors contend that moving beyond a singular focus on individual teacher digital proficiency to supporting student digital skills development within the specific context of local schools is imperative. Failure to consider this facet could lead to a missed opportunity to recognize students' combined digital skills and responsible online conduct. 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.
College student well-being within the online classroom setting has been a significant focus of online education research. This research, rooted in person-context interaction theory, analyzes a theoretical model of the influence of teacher-student interaction, sound richness, sound pleasure, perceived ease of use, and perceived usefulness on student well-being in online college and university classrooms. Using a structural equation model, the research hypotheses were examined with data collected from a survey of 349 college students in online educational programs. Research findings highlight the significant contributions of teacher-student interaction, the auditory richness of the learning environment, the students' pleasure derived from sounds, perceived usability, and perceived usefulness towards enhanced student well-being within the classroom; the effect of teacher-student interaction on student well-being may be influenced by the sound richness and the students' perceived ease of use. In summary, pedagogical implications are presented for consideration.
Improvements in training programs have a consequential effect on educational structures and student professional development. Consequently, this research seeks to examine how innovative technologies are being used in teaching music and aesthetics, with the assistance of intelligent technology. beta-granule biogenesis From Beijing's diverse music schools came 343 participants: 112 elementary, 123 middle, and 98 high school students, participating in the study focusing on piano, violin, and percussion. A graded assessment process was carried out in several stages, evaluating the students' current proficiency level in relation to their proficiency prior to the experiment. An average rating system, based on an eight-point scale, was utilized. A comparative analysis of grades for the culminating academic concert marked the subsequent phase. Analysis of the results revealed that the percussion class saw the most substantial progress, with the violin class displaying the smallest advancement. Comparative evaluations of the piano students' performance revealed an average correlation, yet their ultimate demonstration in the academic concert soared above expectations, with a substantial 4855% exceeding the average. Excellent and good marks were achieved by 3913% of the violin students. An astounding 3571% of the students specializing in percussion instruments reached the same level of proficiency. Subsequently, the employment of intelligent technologies positively influences students' academic performance, nevertheless, careful selection of technologies for educational integration is required. Future research initiatives must address the impact of diverse applications and programs on the learning process and consider methods for upgrading other areas of music instruction, considering how these can be transformed by intelligent technology.
Digital resources are now commonly employed by both children and parents. The pandemic, coupled with technological advancements, has seen a surge in the utilization of digital resources, which are now integral parts of our daily lives. Children's extensive use of smartphones and tablets has resulted in novel digital interactions that have significantly shaped parent-child relationships and the parental role. 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. Digital parenting is defined by the parental methods and practices used to understand, support, and oversee children's activities in digital contexts.