To assist underprivileged students, who are self-directed in their learning within blended courses, educators could ask higher-achieving, self-regulated learners to explain their methods of learning in class.
Although online educational opportunities have exploded in recent years, a substantial amount of empirical research regarding student selection criteria remains lacking. Online courses in higher education necessitate a shared understanding of student priorities among instructors and administrators to foster quality learning environments and accommodate varying enrollment levels. This research project leverages and expands the Unified Theory of Acceptance and Use of Technology (UTAUT) model in order to examine the elements impacting the decision-making process of choosing course modalities. Study 1 (N = 257) leverages a singular disciplinary approach to validate assessments of online course perceptions, providing preliminary predictive support. Adoption intentions among students in a variety of disciplines were the focus of Study 2 (N=1257). Flexibility, performance expectations, and the intrinsic pleasure students derived from the course were crucial elements in deciding upon a course modality. Analysis of the results reveals shifts in public opinion concerning online courses, most noticeably for students who haven't taken an online course before. These findings illuminate the reasons behind student decisions to embrace (or shun) online learning opportunities, emphasizing the significance of flexibility in shaping their course selection.
Within the online document, supplementary information is provided at the cited location: 101007/s10639-023-11823-4.
The online version provides supplementary materials at the cited location: 101007/s10639-023-11823-4.
This paper reports on student teachers' experiences with the Flipped Classroom (FC), offering teacher educators (TEs) data-driven guidance on FC integration and stimulating reflection by student teachers on the benefits of this pedagogical approach in their future teaching. The pedagogical model FC, which mandates digital competence for students and teachers, has been a popular instructional approach in K-12 and higher education settings for nearly two decades. Since the onset of the Covid-19 pandemic, more instructors have begun to integrate FC methods. Post-Covid-19, the potential for leveraging pre-recorded video lectures from the pandemic era, coupled with the increased digital literacy among educators, raises the question of whether to persist with this digital teaching approach. This research paper utilizes a sequential mixed-methods strategy for explanatory purposes. Data collection for this study centers on the perspectives of student teachers (STs) in Norway's English as a foreign language (EFL) program, with surveys and focus group interviews as the key instruments. see more The research presents skilled traders' (STs) viewpoints on the advantages and difficulties of Football Clubs (FCs), examining the prospect of these traders becoming future Football Club (FC) investors. The research indicates that students advocate for increased flipped learning opportunities within their curriculum, while simultaneously displaying apprehension about flipping their own courses as instructors. STs present detailed practical steps for enacting the FC methodology.
Factors negatively affecting the academic performance of college students under probation are investigated in this study, applying supervised machine learning algorithms. A KDD methodology was applied to a dataset of 6514 college students from a major Omani public university, encompassing data from 2009 to 2019, a period of 11 years. The Information Gain (InfoGain) algorithm was instrumental in identifying the most effective features. These were then evaluated against more reliable ensemble methods, encompassing Logit Boost, Vote, and Bagging, for a comprehensive accuracy assessment. The algorithms were validated using 10-fold cross-validation after evaluation based on performance metrics including accuracy, precision, recall, F-measure, and the ROC curve. Students' academic success was linked to two primary factors identified by the study: the duration of their university studies and their previous achievements in secondary school. The experimental outcomes consistently highlighted these features as the top factors adversely affecting student academic progress. The research findings unequivocally demonstrate that gender, anticipated graduation year, cohort, and academic specialization were crucial variables in determining whether a student would be placed on probation. Students, alongside domain experts, were instrumental in verifying certain results. common infections The study's implications, both theoretical and practical, are addressed in this discussion.
The effectiveness of mobile applications, in conjunction with student online collaboration, within the English language learning context of Chinese colleges, is the subject of this study. The students selected came from the cohort of all those studying English in their educational courses. During the preliminary phase, a language knowledge assessment was given, selecting 140 students from the 423 participants who demonstrated a proficiency level of B2 or below. Following that, the subjects were sorted into control and experimental cohorts. Every group contained seventy people. The mobile applications Busuu, Lingoda, LinguaLeo, and BBC Learning English were utilized to train the experimental group. The experimental group's scores on the final test (7471) were demonstrably higher than the scores of the control group (659), as indicated by the presented results. Mobile learning technologies are suggested to enhance student performance. Through the preliminary test, the English language comprehension of the experimental students was assessed, revealing that 85% scored at the B2 level, 14% at the B1 level, and 1% at the A2 level. The second test revealed a substantial improvement in student performance; specifically, 7% achieved C2 proficiency, 79% reached C1, and 14% maintained a B2 level. These indicators exhibited no fluctuation for the students in the control group. The majority of students considered this online collaborative learning format to be suitable and captivating. Educational practices may benefit from these findings, as they offer robust empirical support for the implementation of mobile technologies within the modern educational landscape. This solution effectively tackles the previously unaddressed challenge posed by mobile applications such as Busuu, Lingoda, LinguaLeo, and BBC Learning English.
Many countries are grappling with the critical issue of student mental well-being within the context of online learning. Evaluating the contributing factors affecting the quality of mental health among young learners who studied during adaptive quarantine restrictions, instead of absolute lockdowns, was the primary focus of the investigation. Brain biomimicry A research study utilizing 186 volunteers, categorized as 94 first-year and 92 fourth-year students from Zhengzhou University of Technology, was undertaken. First-year students were assigned to the experimental group, and fourth-year students formed the control group. For the experimental group, the average age of participants was 183 years; the average age of the control group was 224 years. The adaptive quarantine framework, implemented after four months of distance learning, gave way to the scholars' research. Students' customary entertainment and social connections outside the home were accessible avenues for participation. The Behavioural Health Measure, more commonly called BHM-20, constituted the fundamental psychometric instrument in the study. The study found that fourth-year students benefitted more from distance learning than first-year students, primarily due to the latter's challenges in adapting to the new social environment and in forging strong interpersonal connections with their fellow students and teachers. Previous studies on this issue are supported by this research, showing a diminished capacity for mental resilience during the pandemic and in its aftermath. Previous studies on student mental health do not adequately reflect the unique context of adaptive quarantine, especially for freshmen, who are considered a highly vulnerable group. Those involved in adapting curriculum materials for distance learning, along with professionals of distance learning in higher educational institutions and workers of university socio-psychological services, will find this piece to be informative.
Effective professional learning and development models are necessary for university faculty members to continually upgrade their teaching abilities and adapt to the new tools required to remain pertinent to the evolving educational necessities of their students. Despite this, many outdated professional development frameworks do not produce the sought-after consequences of technology incorporation into university instruction. More responsive and innovative approaches to faculty development could be the answer to the issue. To ascertain the effect of tailored professional development on faculty, this study explored their comprehension, practical application, and actual use of a particular technological instrument. An investigation into qualitative data was conducted using interview and survey data. Within one university located in the southeastern United States, a convenience sample of six faculty members from five diverse programs comprised the participant pool. The results of the data analysis, which used a hybrid coding method, demonstrated that the procedures enabled implementation of a technological tool within their courses' respective contexts. The utility of the training program was evident to participating faculty, who appreciated the resources' close mirroring of the materials they normally employ in their student teaching. An innovative model for individualized faculty professional development, utilizing a technological instrument, is proposed based on findings from current research and existing studies, providing direction for future learning.
A gamified learning approach, a teaching strategy, inspires students to learn. Simultaneously, the use of multiple representations aids in the development of more advanced mathematical problem-solving and critical thinking skills.