Research

13 pages, 286 KiB

Open AccessArticle

Exploring Correlates of Student Preferences for Virtual or In-Class Learning among Neurodiverse Adolescents Using a Single-Case Design Methodology

by Taryn A. Myers, John D. Ball, Mindy Gumpert and Mary Roberts

Educ. Sci. 2023, 13(11), 1125; https://doi.org/10.3390/educsci13111125 - 12 Nov 2023

Viewed by 1368

Abstract

The purpose of the current study is to explore several correlates of adolescent students’ preferences for at-home virtual or in-class in-person learning in a single case of a school that serves students with learning differences. Correlates of interest were the Big Five personality [...] Read more.

The purpose of the current study is to explore several correlates of adolescent students’ preferences for at-home virtual or in-class in-person learning in a single case of a school that serves students with learning differences. Correlates of interest were the Big Five personality traits (Openness to Experience, Conscientiousness, Extroversion, Agreeableness, Neuroticism) and the students’ self-reported learning engagement. Participants were recruited from a single independent school for students with neurodiversity and special learning needs, where they had high exposure to computer-/internet-assisted learning. Twenty-seven students responded to questionnaires measuring preferred learning modes, personality traits, and learning engagement. Despite teacher reports that some of these students thrived with virtual learning during the COVID-19 pandemic, 88.5% of this sample preferred in-class learning. The personality traits of Conscientiousness and Openness to Experience were related to a preference for in-class learning. A preference for in-class learning was related, in turn, to learning engagement. Learning engagement was associated with Conscientiousness, Agreeableness, and lower levels of Neuroticism. The strengths and limitations of this study and its implications for further research and practice are discussed. Full article

(This article belongs to the Special Issue Participatory Pedagogy)

14 pages, 240 KiB

Open AccessArticle

Inspiring, Supporting, and Propelling Urban Educators: Understanding the Effectiveness of a University-Based Induction Support Program

by Joyce E. Many, Carla L. Tanguay, Ruchi Bhatnagar, Jocelyn Belden, Tilifayea Griffin, Claudia Hagan and Candice Pettaway

Educ. Sci. 2023, 13(8), 770; https://doi.org/10.3390/educsci13080770 - 27 Jul 2023

Viewed by 709

Abstract

This research focuses on understanding the effectiveness of a university-based induction support program (ISP) instituted to support the graduates of an urban university who completed their preparation during the COVID-19 pandemic. We framed the evaluation of our ISP as participatory action research (PAR) [...] Read more.

This research focuses on understanding the effectiveness of a university-based induction support program (ISP) instituted to support the graduates of an urban university who completed their preparation during the COVID-19 pandemic. We framed the evaluation of our ISP as participatory action research (PAR) and chose a critical theoretical perspective of adult learning and development as our theoretical lens because of the close alignment with this perspective to our college’s conceptual framework on social justice and equity. Primary data sources consisted of individual interviews with 15 key informants identified by the ISP research team. Data analyses occurred through a recursive and generative process moving between open coding using Nvivo and reflection on the literature related to critical adult learning theory and research on effective induction and coaching models. Findings included (a) the ISP as a liberating space to engage with other educators, (b) the ISP’s role as a university-based program for urban educators, (c) the ISP program’s impact on stakeholders’ professional identity, and (d) the ISP and the concept of criticality. The study also underscored the advantages of using PAR designs for program evaluation and/or accreditation inquiries focusing on continuous improvement. Full article

(This article belongs to the Special Issue Participatory Pedagogy)

17 pages, 675 KiB

Open AccessArticle

Analysis of Students’ Emotional Patterns Based on an Educational Course on Emotions Management

by Inna Reddy Edara

Educ. Sci. 2023, 13(7), 757; https://doi.org/10.3390/educsci13070757 - 24 Jul 2023

Viewed by 1220

Abstract

Based on the current research trends and academic applications, which suggest that emotional intelligence can be learned and enhanced through education and training, this academic project coded and analyzed the emotional patterns of 46 undergraduate students who attended an 18-week academic course on [...] Read more.

Based on the current research trends and academic applications, which suggest that emotional intelligence can be learned and enhanced through education and training, this academic project coded and analyzed the emotional patterns of 46 undergraduate students who attended an 18-week academic course on emotional management. A paired-sample t-test showed a significant increase from pre-course to post-course emotional intelligence scores, suggesting the importance of designing an academic course in formal educational settings. Analysis of students’ emotions journals indicated a total of 18 negative emotions, with the emotion of irritability occurring most frequently, followed by anger and anxiety. Loneliness, impatience, and guilt were some of the least felt negative emotions. The triggers for the arousal of negative emotions spanned family matters, interpersonal relations, academics, and communication skills, among others. The majority of the students used cognitive-behavioral and family systems theories in understanding and analyzing their emotional patterns. Students used various strategies to deal with the negative emotions, including developing communication skills, talking with family and friends, better time management, improving self-efficacy, cultivating a positive attitude, engaging in physical activities, etc. These results are discussed in this paper and the possible implications for practical purposes and further research are suggested. Full article

(This article belongs to the Special Issue Participatory Pedagogy)

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11 pages, 294 KiB

Open AccessArticle

The Effect of Group Work on Expressive-Artistic Activities for the Emotional Regulation of University Students

by Lilyan Vega-Ramírez, Andreea Vidaci and Christian Hederich-Martínez

Educ. Sci. 2022, 12(11), 777; https://doi.org/10.3390/educsci12110777 - 02 Nov 2022

Viewed by 1320

Abstract

The purpose of higher education is the development of basic and professional skills to prepare students for the following stages of life. Social abilities and emotional regulation are considered to be part of these skills and could be improved through a group-work method. [...] Read more.

The purpose of higher education is the development of basic and professional skills to prepare students for the following stages of life. Social abilities and emotional regulation are considered to be part of these skills and could be improved through a group-work method. The aim of this study is to describe the emotional regulation process perceived by university students after group work is realised in expressive-artistic activities. The 69 participants (28 women and 41 men) aged between 19 and 26 (mean age 20.5, SD 2.1) were all second-year students of a Physical Activity and Sport Science degree. The data were collected through the questionnaire AIRE (Adaptative Instrument for Regulation of Emotions) applied by online form. The results revealed that the main goal of the students was to enjoy and have fun during the group work and gain new ideas from their peers. The biggest struggle was the schedule because some of them presented other personal or family commitments that limited their availability to practice. Overall, most of the participants affirmed that there are completely satisfied with the group project. In conclusion, group work within expressive-artistic activities improves social interaction and social skills but could be influenced by external factors (family, work, and other social commitments). Full article

(This article belongs to the Special Issue Participatory Pedagogy)

22 pages, 838 KiB

Open AccessArticle

Factors Influencing Students’ Attitudes and Readiness towards Active Online Learning in Physics

by Lorna Uden, Fauziah Sulaiman and Ronald Francis Lamun

Educ. Sci. 2022, 12(11), 746; https://doi.org/10.3390/educsci12110746 - 26 Oct 2022

Cited by 3 | Viewed by 3519

Abstract

Many factors can influence students’ attitudes and their readiness to learn, especially with respect to learning physics online. Traditional online learning, where the teacher is the sole speaker, is inappropriate for learning physics because there must be live demonstrations and activities connecting theories [...] Read more.

Many factors can influence students’ attitudes and their readiness to learn, especially with respect to learning physics online. Traditional online learning, where the teacher is the sole speaker, is inappropriate for learning physics because there must be live demonstrations and activities connecting theories with real world experiences. Online learning for physics must be active and engaging. Students would find the traditional form of online instruction difficult, because there is no physical social interaction between teacher and students. In our teaching work, we have found that factors such as computer skills/ICT skills, learning preferences, prior knowledge and motivation are important for students’ learning. What are the perceptions and attitudes of learners regarding these factors? The aim of this paper is to investigate the attitudes of students’ responses to computer/ICT skills, learning preferences, prior knowledge, and motivation pre-online learning and post-online learning in a case study. The research used a hierarchical regression for data analysis across a sample of young respondents who studied physics at Labuan Matriculation College, i.e., pre-university, in year one of their enrolment. The study involved two phases. A survey was conducted to assess the attitudes of the students prior to the implementation of active online learning. The pre-survey results showed that students considered learning preference and motivation to be important factors that would influence their active online learning. Post-survey responses and views communicated after completion of the learning revealed that all four factors have positive influence in their learning. Principles from neuroscience were used to explain why these four factors were important. The paper also provides guidelines on how teachers can use principles from neuroscience to help students to improve active online learning based on these four factors. Full article

(This article belongs to the Special Issue Participatory Pedagogy)

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14 pages, 319 KiB

Open AccessArticle

Teaching Students with Learning Difficulties or Disabilities: Regular Education Teachers’ Professional Development and Practices

by Helena Inês, José Augusto Pacheco, Marta Abelha and Filipa Seabra

Educ. Sci. 2022, 12(10), 652; https://doi.org/10.3390/educsci12100652 - 26 Sep 2022

Cited by 2 | Viewed by 2536

Abstract

This article focuses on how curricular and pedagogical differentiation for students of special education is perceived by teachers of the second cycle of basic education in Portugal. The objectives of this research were (i) to inquire about the teachers’ perceptions regarding their training [...] Read more.

This article focuses on how curricular and pedagogical differentiation for students of special education is perceived by teachers of the second cycle of basic education in Portugal. The objectives of this research were (i) to inquire about the teachers’ perceptions regarding their training path and their training needs; (ii) to characterize the teaching practices of teachers, aimed at students of special education; and (iii) to learn the perceptions of these teachers regarding their curricular and pedagogical practices directed at students of special education—this called for an interpretative methodology. The data were collected through semi-structured interviews and subjected to content analysis. The results indicate a widespread concern with teachers’ current professional development and the management of diversity. The respondents’ perceptions, shown as favorable to change, are in line with personalized work, enhancing visible contributions to students’ personal and social development. Full article

(This article belongs to the Special Issue Participatory Pedagogy)

15 pages, 387 KiB

Open AccessArticle

Hybrid E-Service Learning Practice during COVID-19: Promoting Dog Adoption in Philosophy of Life Course in Taiwan

by Din-Yuang Huang

Educ. Sci. 2022, 12(8), 568; https://doi.org/10.3390/educsci12080568 - 20 Aug 2022

Cited by 3 | Viewed by 1669

Abstract

There are several models for e-service learning, from traditional (without any online content) to extreme online service learning (without any actual interactive elements) which suggested by L. S. Waldner. In Type III, (hybrid) e-service learning, the instruction or service can be offered partially [...] Read more.

There are several models for e-service learning, from traditional (without any online content) to extreme online service learning (without any actual interactive elements) which suggested by L. S. Waldner. In Type III, (hybrid) e-service learning, the instruction or service can be offered partially onsite and partially online. Waldner cites four successful case studies to prove such a model can work. Teachers should prepare students to participate in service learning during other disasters that may occur anytime, and offer servification dimensions for teaching. Using the Waldner Type III model, this paper aims to promote and stimulate service learning in shelters, as well as onsite and online, for the adoption of animals. Considering this paper is the leading research on the project’s application, we employ a qualitative research method, observing the students’ reflection work to clarify the basic proposition, and to describe what happened when we changed the model of hybrid e-service learning from Type III to Type I during the epidemic. Full article

(This article belongs to the Special Issue Participatory Pedagogy)

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20 pages, 34270 KiB

Open AccessArticle

Robot-Assisted Language Learning: Integrating Artificial Intelligence and Virtual Reality into English Tour Guide Practice

by Yu-Li Chen, Chun-Chia Hsu, Chih-Yung Lin and Hsiao-Hui Hsu

Educ. Sci. 2022, 12(7), 437; https://doi.org/10.3390/educsci12070437 - 24 Jun 2022

Cited by 7 | Viewed by 4446

Abstract

This action research created an application system using robots as a tool for training English-language tour guides. It combined artificial intelligence (AI) and virtual reality (VR) technologies to develop content for tours and a 3D VR environment using the AI Unity plug-in for [...] Read more.

This action research created an application system using robots as a tool for training English-language tour guides. It combined artificial intelligence (AI) and virtual reality (VR) technologies to develop content for tours and a 3D VR environment using the AI Unity plug-in for programming. Students learned to orally interact with the robot and act as a guide to various destinations. The qualitative methods included observation, interviews, and self-reporting of learning outcomes. Two students voluntarily participated in the study. The intervention lasted for ten weeks. The results indicated the teaching effectiveness of robot-assisted language learning (RALL). The students acknowledged the value of RALL and had positive attitudes toward it. The contextualized VR learning environment increased their motivation and engagement in learning, and students perceived that RALL could help develop autonomy, enhance interaction, and provide an active learning experience. The implications of the study are that RALL has potential and that it provides an alternative learning opportunity for students. Full article

(This article belongs to the Special Issue Participatory Pedagogy)

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