Understanding digital competence in teaching is challenging because technology and teachers’ workdays are moving targets. Previous research suggests using professional digital competence (PDC) as an ...approach for better understanding how teachers develop a deep understanding of technology, learning processes and subjects. Accordingly, inspired by a short-term design-based research methodology, a project was conceived to have a group of teachers and teacher educators collaborate on developing digital teaching environments using Microsoft Class Teams and OneNote Class Notebook at a lower secondary school in Norway. To investigate the outcomes, this paper adopts an agentic socio-cultural perspective to examine how the teachers enacted digital teaching environments to develop PDC. The results show that the teachers employed negotiation strategies and used different material and immaterial resources in their local school contexts to enact digital teaching environments. The study suggests adding new research to two emerging and relevant research streams—teachers’ digital competence and Microsoft Class Teams and the OneNote Class Notebook—by emphasising a strong human-centric agency approach and that teachers’ digital competence can be made visible through acts of collaboration.
Training processes are mainly based on the pedagogical methods applied by teachers. In many cases, these pedagogical methods are adapted to the social, economic, and cultural environment of the ...students themselves. In this study, we used a psychometric analysis based on the analysis of structural equations to detect the psychometric properties through classical goodness-of-fit indices. The objective of this study was to translate, adapt, and validate the instrument called the Teaching and Learning Experiences Questionnaire (ETLQ) for the population of Spanish adolescents in secondary education. The rrecommendations in the literature were followed for its translation and adaptation into Spanish. The results indicate that, after translation and adaptation, the model remained in 11 factors with acceptable goodness-of-fit indices. We conclude that the process of translation, adaptation, and validation of the ETLQ has produced a valid and reliable tool due to the psychometric findings revealed in the present work.
In this study, we aimed to explore the factors associated with higher education students’ learning outcomes in emergency remote teaching environments (ERTEs) during the COVID-19 pandemic at both the ...population and individual levels, given the limited understanding in previous research. 9418 students from 41 countries were selected for analysis from a survey-based dataset that was collected with the aim of understanding the self-perceived impacts of the first-wave COVID-19 pandemic on higher education students. We conducted structural equation modeling to explore associated factors and latent profile analysis to identify student profiles based on these factors. Utilizing the identified profiles, we developed a random forest-based classifier to identify the membership of students’ profiles. The results showed that six environmental and individual factors—partially mediated by academic emotions—were significantly associated with learning outcomes. The positively associated factors, ranked by path coefficient, were satisfaction with synchronous course organization (SCO), computer skills (CS), satisfaction with asynchronous course organization (ACO), satisfaction with administration support (AS), and perceived teacher support (TS). The negatively associated factor was worry about life. Based on these factors, eight profiles were identified with varying learning outcomes and student characteristics. The classifier achieved a testing accuracy of 0.904. By integrating variable-centered and person-centered approaches, this study bridges the gap in understandings of general patterns and individual differences regarding key factors associated with higher education students’ learning outcomes. The findings have implications for designing individualized interventions and support strategies to enhance student learning outcomes and mitigate educational disparities in ERTEs during crisis situations.
Daylight and lighting seem to be a key tool for people’s well-being, however, there are no specific and agreed recommendations that address both photopic and melanopic aspects in educational ...environments. The present work analyzed melanopic light in four teaching environments considering photopic indoor lighting, daylight depending on the window orientation, location of the observer in the room, and their line of view. The façade direction, daylight at 11.00 a.m. for six months from October to March, and the characteristics of each classroom, such as reflectance of the surfaces, location of the luminaires and their spectral and spatial power distributions, or calculation points affecting the melanopic light reaching the corneal vertical plane of a hypothetical control observer were studied. For this evaluation, classrooms were experimentally treated and simulated using DialuxEvo software, and the computer-generated values resembled the experimental values. Once the study was performed, an improvement proposal, based on LED lighting, was made to optimize the classroom lighting considering the melanopic requirements, which we ensured that users who passed through these classrooms had an adequate amount light at any time of the day. Our results simplify to the greatest lighting projects and enable designers to carry out optimized evaluations of specific environments from both the photometric and circadian perspectives.
The rapid development of technology from day to day has manifested itself also in the field of education, and therefore it has become compulsory to include new regulations in education. In this ...fast-paced development, technology is coming into prominence both in distance education and traditional education. In this context, the technological organization established has an important role in the emergence of success perception. Since computer has begun to be used in the field of education, in addition to traditional education, the distance education has become in a more effective and productive education for foreign language learners. In this study, the distance learning, traditional education, teaching environments and perception of organizing as academic achievement are explained. The study has been carried out in a private university in the academic year of 2016-2017. The aim of this study is to evaluate the perception of success between distance education and traditional education in the foreign language education. This study examined the perceptions of administrators, lecturers and students towards the distance learning and traditional learning in order to evaluate the academic success of organizing in foreign language learning. The qualitative data analysis was used in this study. Administrators and students reported that they were prepared to facilitate individual study and improve their work skills with distance learning in the foreign language learning, but that the lecturers were not in the same position with the administrators and students in distance education.
This paper draws on nine years of undergraduate student course evaluation surveys to explore learning and teaching practices in an introductory public policy course in Australia. The paper situates ...student responses in terms of an increasingly complex teaching and learning environment. The student cohort includes a diverse group of arts, law, business and technology-based undergraduates. The paper explores both quantitative and qualitative survey data in order to draw out students’ perceptions and views on teaching, learning and their engagement with public policy. The paper considers some of the ways students grapple with increasing levels of complexity, their perceptions of interactive and participatory teaching strategies as tools for learning, and their views around enhancing university learning. The paper provides a set of reflections that may enhance student experiences in increasingly complex environments.
The authors examined the relations among teacher characteristics, contextual factors, and the recognition of self-regulated learning (SRL). Participants of the survey study were 172 elementary school ...teachers in the Brussels Capital Region and surrounding area (Belgium). The authors assessed the interrelations of several measures on personal teacher and school context levels. The recognition of SRL is mostly linked to personal teacher characteristics. Although personal factors appear to be more important than contextual factors, the authors argue that researchers should not neglect the latter variables. Last, the authors consider some methodological issues and potential paths for future research.
Using hidden Markov models (HMMs) and traditional behavior analysis, we have examined the effect of metacognitive prompting on students’ learning in the context of our computer-based ...learning-by-teaching environment. This paper discusses our analysis techniques, and presents evidence that HMMs can be used to effectively determine students’ pattern of activities. The results indicate clear differences between different interventions, and links between students learning performance and their interactions with the system.
The paper considers remote control of electromechanical systems via the Internet using the National Instruments LabVIEW technology. As control objects, laboratory stands for electromechanics for ...students of technical specialties have been adopted. For real stands, their virtual counterparts are created. Using LabVIEW technology enables through virtual analogue stand remotely manage online real electromechanical equipment, conduct research of its static and dynamic modes. The results of the development and use of virtual laboratory complexes in the educational process and scientific research have been summed up. The use of virtual complexes as part of methodological support of educational disciplines in the direction of electromechanics is considered.
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