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AbstractThe COVID-19 pandemic has disrupted traditional classroom learning in Nigerian universities and prompted the adoption of e-learning as an alternative means of delivering academic content. This research paper aimed to explore the experience of undergraduate students in Nigerian universities during the post-COVID era, with a specific focus on the effectiveness of e-learning. This study employed a quantitative approach. The study population consisted of 237 undergraduate students from seven selected universities in Nigeria. The data was collected using a structured questionnaire. The findings of this study showed that while e-learning has its advantages, it also presents several challenges to undergraduate students in Nigerian universities. Some of the challenges include poor internet connectivity, lack of access to electronic devices, and insufficient training on how to use e-learning platforms. The study recommends that Nigerian universities and the government should invest in improving internet connectivity and power supply to support e-learning; and institutions should provide consistent and comprehensive technical support to all students, ensuring they have the necessary resources and assistance. [ABSTRACT FROM AUTHOR]

Background: Modification of the learning environment enhances academic performance, and meta-motivational skills. Yet it is largely unknown which underlying cause potentiates these effects. The study's goal is to analyse flipped classroom (FC) effect on basic psychological needs and self-esteem. Methods: 40 undergraduate medical students participated in a one-site two phased study. In Phase I, students attended a traditional lecture-based classroom (TC). In Phase II, the same group attended FC. Upon completion of each Phase students completed two questionnaires: Basic Psychological Need Satisfaction and Frustration Scale, and Rosenberg self-esteem scale. Results: Autonomy satisfaction was significantly higher in FC (n = 40, z = 5.520, p <.001), the same tendency was seen for Competence satisfaction in FC (n = 40, z = 5.122, p <.001). As for the frustration of all three needs, the statistical difference was observed for all three subscales between TC and FC. In FC, autonomy (n = 40, z = − 5.370, p <.001), relatedness (n = 40, z = 4.187, p <.001), and competence (n = 40, z = − 5.323, p <.001) frustration was significantly lower. Self-esteem was significantly higher in FC (n = 40, z = 5.528, p <.001). In TC self-esteem negatively correlated with autonomy frustration, (r(38) = − 0.430, p <.01), and competence frustration, (r(38) = − 0.379, p <.05). In FC, self-esteem positively correlated with autonomy satisfaction (r(38) = 0.316, p <.05), and competence satisfaction (r(38) = 0.429, p <.01). Conclusions: FC better fulfils students' basic psychological needs, specifically needs for autonomy and competence, and self-esteem compared to TC. Collaborative work, and academic scaffolding, contributes to behavioural engagement of students in the learning process. FC with the main focus on students' active involvement may better meet millennials' needs. Implementing validated questionnaires to measure students' psychological needs should become a regular practice in medical schools, specifically during the process of curriculum redesign. [ABSTRACT FROM AUTHOR]

This study explored the gamified experiences of Grade 8 students in MAPEH classroom using game elements of the mobile game, Mobile Legend, Bang! Bang! (MLBB) This study used qualitative research design, and cluster sampling was utilized. 40 students were invited to participate in a semi-structured interview to describe their experiences in the gamified classroom. The interview results were gathered, analyzed, and coded into main themes such as: gamified elements, positive experiences in gamified classroom, negative experiences in gamified classroom and suggestions for improvement. This study proved that the use of gamification in the classroom provided fun and interesting experiences as compared to traditional classroom. The participants mainly have positive experiences in the gamified classroom. They described gamification as motivating, fun, engaging, and interesting. Additionally, the study showed that gamification was effective in increasing motivation and engagement level of the students in the classroom. The study recommended teachers to adopt the game elements of MLBB in other subject areas and grade levels. [ABSTRACT FROM AUTHOR]

Students embark on museum field trips with the goal of having enjoyable and educational experiences outside of the traditional classroom setting. This study investigated how museum tour guides helped primary school children in Zimbabwe learn school curriculum content while on field excursions. The study employed qualitative research approaches where a sample of conveniently chosen 320 school children, 12 teachers, and 40 museum tour guides was used. It is revealed that there are three different categories of tour guides that are found in Zimbabwean museums and these are: evangelists, dictators, and benevolent demonstrators. It was discovered that students go on field trips in order to engage with and learn about the curriculum. According to the investigation, nine (9) tour guides were classified as benevolent demonstrators, ten (10) as dictators, and twenty-one (21) as evangelists. It was shown that evangelist and dictator tour guides hindered effective learning because they treated students like epistemic slaves. During field visits, benevolent demonstrators used active techniques of content delivery to encourage effective learning. According to the study’s findings, most tour guides fall short when it comes to promoting effective learning, and they should receive pedagogy and customer service training. [ABSTRACT FROM AUTHOR]

In recent years, the combination of pedagogy and technology has revolutionized education, providing teachers with innovative tools to transform their work in the classroom. With the aim of transforming and improving the teaching of subjects related to technical and programming concepts, it was decided to develop a virtual reality (VR) tool to address the challenge of ensuring that students acquire, understand, and can effectively apply knowledge in practice through the TPACK model. The approach applied for this research was quantitative, supported by an applied experimental design and a convenience sample of 49 students from the Faculty of Informatics at the Autonomous University of Querétaro, Mexico. Likert scale surveys were conducted to measure the improvement and transformation of teaching through the virtual tool and the TPACK model. The results demonstrated that the strategy of using VR for teachers to provide students with a platform featuring game mechanics helps transform and improve learning. It was also concluded that one of the greatest strengths of this tool is that it removes the user from the traditional classroom, mitigating pressure or negative predisposition towards unknown or difficult-to-understand concepts. [ABSTRACT FROM AUTHOR]

Online courses and innovative teaching methods have triggered a trend in education, where the integration of multimedia, online resources and interactive tools is reshaping the view of both virtual and traditional classrooms. The use of interactive tools extends beyond the boundaries of the physical classroom, offering students the flexibility to access materials at their own speed and convenience and enhancing their learning experience. In the field of crystallography, there are a wide variety of free online resources such as web pages, interactive applets, databases and programs that can be implemented in fundamental crystallography courses for different academic levels and curricula. This paper discusses a variety of resources that can be helpful for crystallographic symmetry handling and visualization, discussing four specific resources in detail: the Bilbao Crystallographic Server, the Cambridge Structural Database, VESTA and Jmol. The utility of these resources is explained and shown by several illustrative examples. [ABSTRACT FROM AUTHOR]

With the rapid advancement of technology, smart mobile devices are increasingly being integrated into the educational domain, showing significant potential, particularly in electronic design education. Traditional classroom teaching methods face limitations in information delivery and student interaction, while the introduction of smart mobile devices brings new opportunities to classroom instruction. Through smart mobile devices, educators can organize teaching activities more flexibly, and students can engage in classroom interactions in various forms, greatly enhancing teaching effectiveness and learning experiences. Although numerous studies have explored the application of smart mobile devices in education, most focus on single-dimensional interaction models, overlooking the potential of multidimensional interactions. Additionally, traditional methods for assessing learning outcomes often rely on qualitative analysis and post-class tests, which fail to comprehensively and in realtime reflect students' learning states and emotional changes. This paper aims to construct a multidimensional interaction model for electronic design education classrooms based on smart mobile devices and to assess learning outcomes through real-time analysis of students' emotions and feedback data, thereby optimizing teaching strategies. This study not only provides new perspectives and methods for the application of smart mobile devices in education but also offers practical guidance for teaching reforms and innovations in electronic design education, holding significant theoretical and practical value. [ABSTRACT FROM AUTHOR]

Copyright of Modern Educational Technology is the property of Editorial Board of Modern Educational Technology, Tsinghua University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

School environments in Finland are changing from traditional classrooms towards more flexible architectures. This change invites designers and commercial organizations to take part in re-thinking these environments by creating narratives of desirable educational environments. Their comprehensive furniture solutions promise flexible entities, including components that facilitate sharing and joining together. This article describes the school architecture reform from the perspective of one local school. We focus on an element emblematic of the planned relaxed learning environment: sofas, and discuss these using the philosophical concept of assemblage. We propose that arriving in the everyday life of a school the comfortable sofa – the promise of relaxation – also begins to participate in and to produce negotiations of power. Sofa becomes a participant in an assemblage of school: the sofa brings to surface relations that everyday life school assemblages already foster and sustain, making the negotiations of power in the school visible. [ABSTRACT FROM AUTHOR]

The study investigates the challenges associated with blended learning, specifically in medical education. Blended learning poses several obstacles related to technology proficiency, internet connectivity, access to digital resources, educational methodology, and social isolation. Blended learning integrates traditional classroom instruction with ICTsupported learning. The study employed vital informant interviews and other qualitative methods to collect primary data from people working in the field. The study found that a lack of access to digital tools and technical literacy presents difficulties for students, especially those pursuing medical education. Furthermore, their inability to participate in blended learning is caused by insufficient internet access. The study also emphasized the necessity for students to acquire technical literacy and the significance of technology as a critical skill for the future. According to the report, educational institutions should help students become more digitally literate and have better access to digital resources. It also underlined the importance of having access to the Internet and the necessity of inclusive and accessible educational opportunities. The study's conclusions shed light on the difficulties with integrated learning and suggest overcoming them, especially in medical education. The study aims to provide practical solutions that actively include research participants to improve medical education students' blended learning experiences. [ABSTRACT FROM AUTHOR]

The rapid development of the Internet has provided students with broader learning resources and more convenient learning pathways. Universities have gradually expanded face-to-face classrooms to online platforms. However, compared to traditional classrooms, online learning has limitations in social interaction, lack of structure and discipline, which can easily lead to learning burnout. Traditional methods of measuring learning burnout usually use scale surveys, but this approach has subjectivity and self-reporting biases. To address these issues, this study proposed an online learning burnout index assessment model based on learning behavior data. The model consists of two parts. In the first part, Online Learning Burnout Scale (OLBS) was employed to evaluate students' online learning burnout index. In the second part of this study, we used Passive Aggressive Regression (PAR) to establish a mapping between learning behavior data and the online learning burnout index and then constructed an online learning burnout index assessment model. To validate the effectiveness of the model, a questionnaire survey was conducted among students majoring in e-commerce at a university. The online learning burnout index of the students was calculated, and then their learning behavior data were collected using an online learning platform. The data were divided into a 9:1 ratio to form a training set and a test set. The online learning burnout index assessment model was applied to the experiment, and the results showed that the proposed model demonstrated higher accuracy compared to other models. Finally, this paper explored the factors influencing learning burnout from three aspects: online learning requirements, learning environment and resources, and learning self-efficacy, and proposed suggestions for improving online learning burnout. [ABSTRACT FROM AUTHOR]

One of the sectors that have been significantly affected by the Covid-19 pandemic is education. In Nigeria, before the outbreak, the education system focused solely on face-to-face teaching and learning. Learners in both primary and secondary schools were not permitted to own or display any digital device, such as a phone or computer, in the school environment. Following the announcement of the country's lockdown and school closure owing to the outbreak of the Covid-19 pandemic, both teachers and learners were at a loss as to how to continue with teaching and learning. This paper assesses the challenges and effects of Covid-19 on education in Nigeria. The effects of the Covid-19 pandemic on education are unusual and unprecedented in history, as school closures, for instance, affected over 1.5 billion learners worldwide. Equally, because the majority of educational institutions continue to use the traditional typologies of virtual learning in traditional classroom settings, learners from developing countries, such as Nigeria, were significantly disadvantaged. This paper, through extant literature reviewed from over 71 recent publications, emphasizes the significance of e-learning in the face of global pandemics and natural disasters, especially during school closures. In this study, Covid-19 was found to have harmed education in Nigeria. In this regard, the benefits and drawbacks of e-learning for policy and practice were discussed. [ABSTRACT FROM AUTHOR]

This study aimed to compare the impact of the partially flipped physiology classroom (PFC) and the traditional lecture-based classroom (TLC) on students' learning approaches. The study was conducted over 5 mo at Xiangya School of Medicine from February to July 2022 and comprised 71 students majoring in clinical medicine. The experimental group (n = 32) received PFC teaching, whereas the control group (n = 39) received TLC. The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) was used to assess the impact of different teaching methods on students' learning approaches. After the PFC, students got significantly higher scores on deep learning approach (Z = −3.133, P < 0.05). Conversely, after the TLC students showed significantly higher scores on surface learning approach (Z = −2.259, P < 0.05). After the course, students in the PFC group scored significantly higher in deep learning strategy than those in the TLC group (Z = −2.196, P < 0.05). The PFC model had a positive impact on deep learning motive and strategy, leading to an improvement in the deep approach, which is beneficial for the long-term development of students. In contrast, the TLC model only improved the surface learning approach. The study implies that educators should consider implementing PFC to enhance students' learning approaches. NEW & NOTEWORTHY: In this article, we compare the impact of the partially flipped classroom (PFC) and the traditional lecture classroom (TLC) in a physiology course on medical students' learning approaches. We found that the PFC benefited students by significantly enhancing their deep learning motive, strategy, and approach, which was good for them. However, the TLC model only improved the surface learning motive and approach. [ABSTRACT FROM AUTHOR]

With the development of educational technology, machine learning and deep learning provide technical support for traditional classroom observation assessment. However, in real classroom scenarios, the technique faces challenges such as lack of clarity of raw images, complexity of datasets, multi-target detection errors, and complexity of character interactions. Based on the above problems, a student classroom behavior recognition network incorporating super-resolution and target detection is proposed. To cope with the problem of unclear original images in the classroom scenario, SRGAN (Super Resolution Generative Adversarial Network for Images) is used to improve the image resolution and thus the recognition accuracy. To address the dataset complexity and multi-targeting problems, feature extraction is optimized, and multi-scale feature recognition is enhanced by introducing AKConv and LASK attention mechanisms into the Backbone module of the YOLOv8s algorithm. To improve the character interaction complexity problem, the CBAM attention mechanism is integrated to enhance the recognition of important feature channels and spatial regions. Experiments show that it can detect six behaviors of students—raising their hands, reading, writing, playing on their cell phones, looking down, and leaning on the table—in high-definition images. And the accuracy and robustness of this network is verified. Compared with small-object detection algorithms such as Faster R-CNN, YOLOv5, and YOLOv8s, this network demonstrates good detection performance on low-resolution small objects, complex datasets with numerous targets, occlusion, and overlapping students. [ABSTRACT FROM AUTHOR]

Flipped classrooms invert the traditional (lecture-based) classroom such that students review materials before class, and then participate in active learning techniques during class. While flipped classrooms have generally been shown to be beneficial, recent research indicates that there are numerous moderators that make an impact on learning outcomes. This research examines learning style as a moderator. Learning style refers to the consistent way in which a learner responds to or interacts with stimuli in the learning context. A quasi-experiment was conducted involving 140 undergraduate students in Introduction to Marketing classes during two consecutive fall semesters. Results indicate that students high in the abstract conceptualization (AC) learning style performed significantly better on the exam in the flipped (vs. traditional) classroom. Students low in the concrete experience (CE) learning style scored better on the exam in the flipped (vs. traditional) classroom. Across both flipped and traditional classes, students high (vs. low) in AC reported greater satisfaction with the class, greater motivation to learn, and more positive perceptions of learning outcomes. Implications for designing flipped classroom content are discussed. [ABSTRACT FROM AUTHOR]

In the era of remote learning courses, the humanities instructor struggled more than most to translate the many familiar techniques of close reading to the unfamiliar realm of technology. Oftentimes instructors have depended on facsimiles of traditional methods: a shared passage annotated by the class digitally, or small groups sent to individual breakout rooms which will eventually rejoin the class and share their findings. This article offers a methodology which incorporates the beneficial technologies which were necessary in remote classrooms into the traditional classroom, encouraging students to collaborate and debate through the shared digital annotation of primary texts. [ABSTRACT FROM AUTHOR]

Despite the promise of virtual reality (VR) videos to provide reflective opportunities analogous to those afforded by real-world classroom recordings, there has been scant research on its usage in teacher education to date. In this quasi-experimental study, we compared the effects of two distinct stimuli used for student teachers’ reflections on their teaching. This mixed-methods study investigated how participants’ perceptions of their own abilities to engage in reflective thinking changed over time. Twenty-three preser- vice instructors watched a genuine classroom film and compared it to 46 who watched a virtual reality version. Only the VR group saw a gain in self-efficacy related to reflection over time. We also discovered that, like traditional classroom videos, VR videos prompted participants to engage in self-reflection. This research is the first to show that reflecting on VR classroom footage yields similar outcomes as reflecting on actual classroom videos in mathematics. This demonstrates the viability of VR for use in teacher edu- cation and its potential value as a tool for education professionals. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Planning Education & Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines the impact of virtual reality (VR) on student motivation in education, emphasizing its potential to create immersive learning environments that enhance engagement and learning outcomes. By adopting a quantitative approach, the research investigates the motivational effects of two VR applications among 52 high school students in Mexico, exploring variations in motivation across four dimensions—attention, relevance, satisfaction, and confidence—and assessing gender-based differences. Results indicate improvements in all dimensions, particularly in attention and satisfaction, which are crucial for intrinsic motivation. Female students showed superior results in all dimensions, suggesting gender-specific impacts. The study underscores VR's role in fostering motivation and offers practical recommendations for integrating VR technology in educational settings to maximize their benefits for student engagement and motivation. Possible limitations that should be considered to optimize its use are also identified. This research aims to provide valuable guidance for educators, researchers, and educational institutions seeking to harness VR technology for improved engagement and motivation in education. [ABSTRACT FROM AUTHOR]

Copyright of Compilation & Translation Review is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Data collected from an educational experiment were analyzed to investigate the effectiveness of an instructional reform referred to as the inverted classroom (learning activities traditionally taking place inside the classroom now take place outside the classroom and vice versa) in undergraduate statistics education. Students were taught the same statistics course in the inverted classroom (135 students) and the traditional classroom (135 students) over one semester. A small sample HLM (hierarchical linear modeling) approach was used to account for the data structure of students nested within 12 sections of the course and small sample sizes at both student and section levels. The treatment effects were adjusted for individual background characteristics and high school performances. There were positive treatment effects of the inverted classroom across all three outcome measures of coursework, attendance, and final grade. After adjustment, the inverted classroom would increase scores in coursework, attendance, and final grade by 3.47, 2.14, and 1.18 percentage points respectively, representing a limited success of the inverted classroom. [ABSTRACT FROM AUTHOR]

The COVID-19 crisis prompted a widespread shift towards elearning as a means of continuing education while traditional classrooms and in-person studies were disrupted. In response, 102 countries implemented online learning as students were compelled to adapt to this new mode of study. To investigate the challenges of elearning, researchers focused on the perspective of students at the University of Mosul, specifically those enrolled in education and sports sciences programs. The study sample consisted of 120 male and female students, who were surveyed on their perceptions of obstacles to distance education. The collected data was analyzed using statistical methods, with the assistance of the Minitab 18 program. The research findings revealed the following ranking of obstacles to e-learning, as perceived by the students: lack of technical support, inadequate electronic technical skills of teachers, insufficient university infrastructure, and lack of student experience. These conclusions highlight the key barriers that students face when engaging in e-learning at the University of Mosul. It is important to consider that the findings [ABSTRACT FROM AUTHOR]

The aim of this study is to investigate the contribution of cartographic results obtained from data acquired with Unmanned Aerial Vehicles to the management procedures of geoheritage monuments, specifically in geoeducation. 2D orthophotomaps and 3D textured meshes of a fossil site in the Lesvos Geopark, Greece, which has been monitored since 2018, were generated. The data recordings were collected using a UAV at different flight altitudes for three different cartographic scales. After acquiring UAV and Global Navigation Satellite Systems data, the resulting cartographic products were used to create educational material on geosites. This material was used to deliver lectures to students in various settings: (a) in situ at the Natural History Museum of the Lesvos Petrified Forest, (b) live in a traditional classroom, (c) remotely via e-class software, and (d) in a collaborative Virtual Reality environment. Feedback was provided by students through customized questionnaires, and their knowledge acquisition was assessed post-lecture with specially designed assignments. The final section of this work compares learning experiences and knowledge acquisition across these different environments. The results contribute to the debate on 2D and 3D cartography in geoeducation, quantifying the value of new materials in understanding spatial and geographic features and improving geoheritage management. [ABSTRACT FROM AUTHOR]

Self‐regulated learning (SRL) is an essential skill to achieve one's learning goals. This is particularly true for online learning environments (OLEs) where the support system is often limited compared to a traditional classroom setting. Likewise, existing research has found that learners often struggle to adapt their behaviour to the self‐regulatory demands of OLEs. Even so, existing SRL analysis tools have limited utility for real‐time or individualised support of a learner's SRL strategy during a study session. Accordingly, we explore a reinforcement learning based approach to learning optimal SRL strategies for a specific learning task. Specifically, we utilise the sequences of SRL processes acted by 44 participants, and their assessment scores for a prescribed learning task, in a purpose‐built OLE to develop a long short‐term memory (LSTM) network based reward function. This is used to train a reinforcement learning agent to find the optimal sequence of SRL processes for the learning task. Our findings indicate that the developed agents were able to effectively select SRL processes so as to maximise a prescribed learning goal as measured by predicted assessment score and predicted knowledge gains. The contributions of this work will facilitate the development of a tool which can detect sub‐optimal SRL strategy in real‐time and enable individualised SRL focused scaffolding. Practitioner notesWhat is already known about this topic Learners often fail to adequately adapt their behavior to the self‐regulatory demands of e‐Learning environments.In order to promote effective Self‐regulated learning (SRL) capabilities, researchers and educators need tools that are able to analyze and diagnose a learner's SRL strategy use.Current methods for SRL analysis are more often descriptive as opposed to prescriptive and have limited utility for real‐time analysis or support of a learner's SRL behavior.What this paper adds This paper proposes the use of Reinforcement Learning for prescriptive analytics of SRL. We train a Reinforcement Learning agent on sequences of SRL processes acted by learners in order to learn the optimal SRL strategy for a given learning task.Implications for practice and/or policy Our work will facilitate the development of a tool which can detect sub‐optimal SRL strategy in real‐time and enable individualized SRL focused scaffolding.The implications of our work can aid in course design by predicting the self‐regulatory load imposed by a given task.The ability to model SRL strategies using Reinforcement Learning can be extended to simulate or test SRL theories. [ABSTRACT FROM AUTHOR]

With the continuous development of artificial intelligence, more and more human–computer interaction (HCI) applications have begun to appear in the field of education. This article investigates the relationship between the HCI and cognitive load and academic emotion by comparing the effect of classroom discussion in the smart classroom with that of traditional classroom discussion and classroom discussion that focuses too much on learning interest. By using classroom test questionnaire and interview questionnaire, the experiment counted the test scores and questionnaire satisfaction of participants in different classroom discussions, and obtained the learning effect and the emotional state and satisfaction degree of learners under different classroom discussions. It is concluded that the artificial intelligence in the HCI of smart classroom should always take the amount of cognitive load of learners as the core, improve the academic emotion of learners as the auxiliary, reduce the cognitive load of learners as much as possible, and improve the academic emotion of learners within a reasonable range, so as to improve the learning effect. It also provides methods and suggestions for how to reduce learners' cognitive load and how to reasonably improve their academic emotions in smart classroom. [ABSTRACT FROM AUTHOR]

The rapid evolution of educational and professional training methods has ignited a pivotal debate between traditional classroom training and the increasingly prevalent virtual training paradigm. This research paper delves into the heart of this discourse, presenting a comparative study focused on unraveling the conundrum of cost-effectiveness. As institutions and organizations grapple with decisions regarding resource allocation, our study seeks to provide a nuanced analysis, examining both quantitative and qualitative dimensions. The investigation encompasses diverse facets of cost, including infrastructure expenses, training material outlays, and ancillary costs such as travel and accommodation. Beyond financial metrics, we explore the impact on productivity, learner engagement, and knowledge retention. By adopting a holistic approach, we aim to offer comprehensive insights into which training method--classroom or virtual--proves more economically viable. Acknowledging the dynamic nature of industries and the evolving preferences of learners, our research strives to contribute a balanced perspective. The methodology involves a thorough review of existing literature, case studies, and empirical data to inform a comprehensive understanding of the cost-effectiveness associated with each training modality. Ultimately, this research aspires to empower educational institutions, corporate entities, and policymakers with evidence-based insights, facilitating informed decisions in the evershifting landscape of training and development. Through the exploration of tangible and intangible aspects, we aim to contribute a valuable resource for stakeholders seeking clarity in the perpetual dilemma of Classroom Training Vs. Virtual Training: Which is more Cost-Effective? [ABSTRACT FROM AUTHOR]

This study examines the impact of mobile learning applications on the academic achievement of gifted students and their attitudes toward mobile learning. A quasi-experimental research design was employed. The study population consisted of all gifted eleventh-grade students in the Al-Ahsa region during the first semester of the 2023-2024 academic year. The study sample included 81 gifted male and female students. The experimental group received instruction based on a mobile learning strategy, while the control group participated in traditional classroom settings. Two instruments were developed to evaluate different aspects. The first tool aimed to examine the impact of mobile learning applications on student achievement and was designed based on the course content, while the second tool was a questionnaire to measure participants' attitudes towards mobile learning. The results revealed statistically significant differences between the average academic achievement of gifted students in the experimental group, who learned using mobile learning, and the average achievement of gifted students in the control group, who learned in the usual way. The difference was in favor of the experimental group. Additionally, there were statistically significant differences between the average level of attitudes toward mobile learning (including dimensions such as satisfaction, impact on learning, motivation, and ease of use) among gifted students in the experimental group and the average level of attitudes toward mobile learning among students in the control group. The difference was also in favor of the experimental group. These findings suggest that the integration of mobile learning applications can have a positive impact on the academic achievement of gifted students and their attitudes towards this learning approach. The study highlights the potential of mobile learning technologies to enhance the educational experiences and outcomes of gifted learners. [ABSTRACT FROM AUTHOR]

The medical education is always limited to classroom and bed side teaching. That type of teaching mostly involves the cognitive domain of the students rarely touching psychomotor and affective. The evolution of new techniques mandates the medical teachers to include more of innovation which would bring more of a multidomain learning. The Google suite which involves multiple application is currently the new break through by which the traditional classroom teaching is changed to a novel one. This article tries to see through the google suites, its applications, advantages, disadvantages and particular importance of it in medial education. [ABSTRACT FROM AUTHOR]

This study investigated the effectiveness and dynamics of peer feedback in online and offline learning environments, focusing on English as a Foreign Language (EFL) students' affective engagement and its impact on learning outcomes. Utilizing an explanatory sequential mixed methods design, the research divided participants into groups that studied through Zoom and traditional classrooms over 12 weeks, analyzing their engagement with peer feedback. Data were gathered from Likert-scale and open-ended questionnaires, along with performance scores on key tasks, and analyzed using descriptive statistics, t-tests, linear regressions, and thematic analysis. The findings indicated that students valued peer feedback in both settings, with online learners showing higher engagement levels. However, this engagement did not translate into improved writing skills, highlighting the need for further research into other factors that could enhance EFL writing proficiency. [ABSTRACT FROM AUTHOR]

Advancements in technology are currently expediting the learning process for students, prompting an investigation into the integration of technology into student education. This study explores the impact of technological evolution on education. E-learning, a method of education that delivers information to students through modern communication platforms such as computers, networks, and multimedia audio components, is being examined. Whether utilized remotely or in traditional classroom settings, this revolution has made the world increasingly dependent on electronic screens in an era marked by the convergence of media technologies, information, culture, and technology. This paper outlines the development of an e-learning system customized for mobile devices, aimed at improving learning within the university environment. With mobile phones now ubiquitous among students, e-learning has become a potent tool for advancing educational objectives. Furthermore, e-learning aids in elevating student proficiency levels. The research conducted involved implementing and evaluating an application, which produced satisfactory results. As this application becomes integrated into university curricula to support learning, it is anticipated to substantially enhance students’ learning processes and performance, as evidenced by survey results following its implementation. [ABSTRACT FROM AUTHOR]

Teaching epidemiological concepts in academic settings poses a challenge due to the intricate nature of the discipline as both a science and a practice. Whereas traditional classroom-based teaching methods are commonly employed, evidence suggests they may not be the most effective approach for fostering core competencies and skills required in real-life scientific work. In this article, we describe our process of transitioning from traditional classroom teaching of epidemiology towards practice-based coaching to convey epidemiological concepts to bachelor's and master's students in Biomedicine. We chose the framework of randomized controlled trials (RCT) since they offer a great opportunity to teach epidemiological concepts in a hands-on course. This practice-based course encompasses the entire life cycle of a study, allowing students to design and conduct a short-term experiment, analyse its data and prepare a scientific paper. We provide a comprehensive overview of the course structure, content, learning objectives and course evaluation, while also discussing the advantages and disadvantages of this innovative format. Our approach offers a promising alternative to classroom teaching by incorporating practical, hands-on experiences offering students a high level of independence and self-determination, as well as facilitation and coaching by faculty. It has the potential to be applied across diverse academic settings, providing students with valuable skills and competencies in epidemiology. [ABSTRACT FROM AUTHOR]

Ports experienced increasing complexity over the past decades, both in terms of legal issues and increasing usage of technology. The covid-19 pandemic rose the demand for distance education as traditional classrooms are declining due to cost- and hygiene aspects. Online education contains a valuable basis for the education of staff in applied industrial settings, where safety and security (SaS) education has proven necessary but challenging to conduct. Studies have already revealed that existing SaS regulations consist of vague and confusing suggestions that often lack applicable trainings, leading port operators to conduct best practice and minimum compliance approaches. This study sheds light on a crucial research gap among online education literature, being the absence of applied quantitative evaluations. A majority of studies took place among higher education students but not in the operational field of white- and blue-collar environments. Based upon mixed-methods of qualitative and quantitative triangulation, this paper reveals critical success factors for satisfaction with online training tools and their implementation in applied industrial settings. Among the most salient results, a three-factor model is found to be significant including the lack of appropriate content, learner's reluctance towards e-learning and learner's general PC skills. Moreover, gender, age, and period of employment impact learner's perception of e-learning in port operations. [ABSTRACT FROM AUTHOR]

The advent of online education has revolutionized traditional classroom settings, offering flexibility and accessibility to a wide range of learners. In line with this trend, this project proposes the development of an Online Classroom Management System using PHP. The system aims to provide a comprehensive platform for educators and students to engage in virtual learning environments. Key features of the system include user authentication, class management, assignment submission, discussion forums, and grading functionalities. Users will be able to register, log in, and access their respective classes. Teachers can create and manage classes, post announcements, assign tasks, and evaluate student submissions. Students can enroll in classes, participate in discussions, submit assignments, and track their progress. The system will be developed using PHP programming language, HTML, CSS, and JavaScript for front end development, and MySQL for database management. Security measures will be implemented to ensure data confidentiality and integrity,including password hashing, input validation, and protection against common web vulnerabilities. [ABSTRACT FROM AUTHOR]

The difficulty students face in comprehending problems presented through diagrams and mathematical models, coupled with the monotony experienced during mathematics lessons, has resulted in low mathematical representation skills among students. While studies indicate that Wordwall can enhance student engagement, the specific factors influencing this engagement when utilizing Wordwall remain under-explored. This study aims to assess the impact of Wordwall media on students' mathematical representation abilities and determine the extent of this influence. Adopting a quantitative research approach with experimental methods, the researchers employed a post-test-only design using cluster random sampling. Class VII-A was designated as the experimental group, while Class VII-B was the control group. Data were gathered through a post-test essay examination. Analytical techniques involved prerequisite tests (normality and homogeneity) and hypothesis testing (t-test and effect size). Results indicated a significance level of 0.008 in the t-test and an effect size of 0.685, suggesting that using Wordwall media has a moderate yet significant positive effect on students' mathematical concept representation skills. The findings reveal that incorporating Wordwall edugames in classroom instruction can enhance students' mathematical representation capabilities, foster an interactive learning environment, and improve students' self-expression. Consequently, Wordwall has been proven to elevate student engagement in learning and can effectively supplement traditional classroom instruction. [ABSTRACT FROM AUTHOR]

This article discusses the implementation of an embedded tutor model and inclusive teaching techniques to improve course completion rates. The author noticed a lower-than-average passing rate in one of their courses and sought to encourage students to utilize class resources for success. They introduced an embedded peer tutor who attended classes, engaged in discussions, and provided one-on-one assistance. Inclusive elements such as personalized assignments, study sessions, and participation points were added to foster a sense of belonging and normalize help-seeking behaviors. The results showed improvements in grades, completion rates, and student engagement. The model can be adapted to various subjects and class types to achieve positive outcomes. [Extracted from the article]

This document is a correction notice for an article titled "Teaching Generation Y: Which Instructional Tools Do Students Prefer in a Traditional Classroom Setting?" The original article contained errors in Table 3 and Figures 4 and 5. The errors included incorrect column heads in Table 3, a legend error in Figure 4, and an incorrect order of bars in Figure 5. The corrected versions of Table 3 and Figures 4 and 5 are provided in the document. [Extracted from the article]

Introduction: In recent years, China has made strides in adopting studentoriented teaching approaches, particularly in tertiary English education, through the integration of enhanced technology. This study aimed to investigate the impact of flipped classroom on the English proficiency of first-year pre-service teachers at a Chinese normal university. It also sought to determine whether educational background (urban or rural) interacted with the teaching approach (flipped or traditional) in affecting the language proficiency of the learners. Methods: A quasi-experimental design was utilized with two treatments: a flipped classroom approach and a traditional teacher-centered teaching approach. Both approaches were implemented in the Integrated English Course over a 12-week semester. Two randomly selected classes, consisting of 60 preservice teachers in each class, were assigned to either the experimental or control group. Data were collected from pretest and post-test assessments and analyzed using two-way ANOVA. Results: The results revealed a positive impact of the flipped classroom and a significant interaction between educational background and teaching approach on English proficiency. Specifically, urban pre-service teachers achieved higher English proficiency than their rural peers when taught in the flipped classroom, but not in the traditional classroom. Furthermore, urban pre-service teachers in the flipped classroom outperformed their urban peers in the traditional classroom, while rural pre-service teachers did not show any significant difference in their performance between the two classes. Discussion: The findings suggested that the flipped classroom approach was more effective than the traditional approach for Chinese pre-service teachers, particularly those with an urban educational background. However, it is important to ensure that rural learners receive sufficient support to benefit equally from this innovative teaching approach. Accordingly, implications and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]

Student engagement is positively related to learning outcomes. The student engagement measurement is studied in varied settings, from the traditional classroom to online learning. Artificial intelligence and machine learning advancements have fueled automatic student engagement analysis. The automated student engagement measurement employed several sensor data such as audio, video, and physiological signals in different settings. This paper presents a literature review of automatic student engagement measurement in the classroom and online learning settings, including data collection and annotation techniques, methods, and evaluation metrics. First, a generalized methodology for automatic student engagement analysis is discussed. Then we describe various data collection techniques and annotation methods widely used in the literature and detail the limitations and advantages. The state-of-the-art machine learning methods and the evaluation metrics used to test those methods are reviewed. Additionally, we extend our literature review to the insight into the existing datasets for evaluating the automatic student engagement methods and recent developments in the machine learning methods on open-source datasets. Finally, we present a comprehensive comparison of the methods proposed on various public datasets based on evaluation metrics and engagement types. [ABSTRACT FROM AUTHOR]

In response to the adoption of Agile practices and processes by businesses, IT/IS educators are working to add Agile content to their courses. Teaching students about Agile involves teaching them about the history, mindset, and values of Agile, along with an introduction to the practices and processes used in an Agile product. Along with this, it is essential that students gain experience using Agile in a project setting. This paper discusses an Agile practice project where students use all aspects of Agile to address a problem and build a solution using Legos. The use of Legos, along with a project that students can easily see themselves using, the practice project allows students to focus on developing their Agile skills and mindset. The project serves as a useful transition from traditional classroom instruction about Agile to a project for a real-world client. [ABSTRACT FROM AUTHOR]

In recent years, there has been a rapid growth of online learning in higher education. Apart from professional online course platforms, many online video sharing websites have also provided online learning opportunities for college students. One of the most popular websites among college students in China is Bilibili, a Shanghai-based Chinese video sharing website known for its danmaku commenting system. This system enables users to post scrolling comments synchronized with the video timeline while the video is playing. Which attracts young students due to the lively user interaction. As a result, an increasing number of Chinese students are utilizing online courses on Bilibili as a supplementary learning resource alongside traditional classroom learning. Despite its popularity, online learning faces the challenge of students' lack of participation more than traditional face-to-face learning does. To understand their learning involvement, we propose a novel danmaku-based automatic analysis model that extracts three dimensions of online learning engagement using the Text Mind software. This model enables us to understand the students' learning patterns both as clusters and as individuals. Based on the model results, we present corresponding intervention strategies for different types of students based on their individual engagement characteristics. [ABSTRACT FROM AUTHOR]

Higher education students learning after the COVID-19 pandemic encounter challenges due to the transition from online classroom to the traditional face to face classes. The need for the identification of this challenges is needed in order to formulate a suitable approach in teaching. This study investigates some of the challenges encountered by higher education students during the transition of pandemic to post-pandemic focusing on the students' experience towards modern technology and traditional approach in learning. A research-made instrument, validated by experts was used to determine the possible challenges that students encounter. A descriptive-correlational research design was used to comprehensively portray the current state of learning evolution, emphasizing the nuanced features of the phenomenon. This study explores potential relationships between the utilization of modern technology, engagement in traditional learning, and overall student development. Findings reveal a significant difference in the academic performance of students exposed to modern technology and those educated through traditional methods, underscoring the substantial influence of teaching techniques on learning outcomes. The study emphasizes the need for a careful reconsideration of teaching methods to accommodate students' diverse learning requirements and preferences. The positive relationship between current technology use and student performance calls for a closer evaluation of instructional methods and an adaptable educational system. The conclusion highlights the importance of ongoing research to fully comprehend the intricate link between technology and academic outcomes. [ABSTRACT FROM AUTHOR]

Fluid mechanics is a fundamental course in many disciplines such as civil engineering and hydraulic engineering, with broad applicability and practical significance in engineering. However, the abstractness and multiplicity of its basic concepts hinders students' first-hand experience during traditional classroom learning, and the time and space limitation of its offline experiment often results in unsatisfying teaching effectiveness. To address these challenges, a set of virtual simulation experiment system is developed for the course of fluid mechanics, along with an external support system to maximize its performance. Evaluation based on curriculum objective achievement shows that this experimental system has significantly improved the teaching effectiveness for the course of fluid mechanics. It promotes students' independent learning skills and their ability utilizing fluid mechanics knowledge to understand, simplify and solve practical engineering problems. [ABSTRACT FROM AUTHOR]

The practice of serving students with emotional and behavioral challenges in the United States has been fraught with anxiety, fear, and stress. Fortunately, researchers in the field of emotional and behavioral disorders (EBD) have identified a range of empirically supported interventions to improve outcomes for students with EBD. This study sought to examine the feasibility of TIERS, a special education-based treatment program for students with EBD, in 10 self-contained classrooms. Despite the provision of multiple evidence-based supports for implementation, two and a half years of fidelity data indicated that none of the participating classrooms fully implemented the program as intended. These findings raise at least some concern regarding the practicality of the TIERS program, as designed, for its targeted setting/population. Study limitations and future directions are discussed. [ABSTRACT FROM AUTHOR]

Vocabulary is often overlooked by educators, yet it is one of the most important aspects of language learning. It is essential for all four language abilities, as it is linked to writing, reading, speaking, and listening. Without comprehensive vocabulary knowledge, students may not be successful in acquiring English as a language. One potential way for English language students to improve their vocabulary is to use multimedia sources like animated movies. Animated movies can provide significant benefits to students by using visual aids that enhance comprehension and facilitate improved learning outcomes. This paper aims to understand the effectiveness of vocabulary learning and teaching through animated movies. This article investigates the efficacy and role of animated films in the acquisition of vocabulary. The articles reviewed for this paper focus on the development, analysis, and examination of animated movies for enhancing vocabulary acquisition. In addition, the paper examines the research design, method, and theory that support the use of animated films in research. The review paper implies that animation films enhance vocabulary more effectively than traditional classroom settings. [ABSTRACT FROM AUTHOR]

Embedding environmental concepts in the minds of young students within a traditional classroom setting poses challenges due to the abstract nature of these concepts and the temporal dilemma associated with environmental change, as students are unable to observe the immediate consequences of their actions directly. To address this, innovative instructional methods incorporating technology were explored. Based on socio-constructivism, a quasi-experimental study employed a web tool to teach environmental concepts. The experimental group utilized the 7E constructivist learning model, while the control group followed traditional instruction. The results of the data analysis indicated a statistically significant disparity in students' motivation levels to learn about environmental challenges, with active learning strategies receiving the highest scores due to engaging students in online discussions and collaborative tasks. The active and constructive learning techniques encouraged collaboration and cooperation and also embraced the students' autonomy. Furthermore, students felt motivated to act and solve community issues, fostering civic responsibility for long-term growth and a sustainable future. The learning performance in the posttest significantly increased for the experimental group. These findings suggest the importance of integrating technology and active learning approaches to enhance environmental education among young students. [ABSTRACT FROM AUTHOR]