Although possessing flexibility and accessibility, asynchronous online courses suffer from high attrition and cause unsatisfactory learning performance, leading to a pressing need to understand factors influencing learners’ continuance of learning intention. Based on the expectation confirmation model, this study investigated perceived enjoyment as an extended variable to unpack the mediating effects of perceived usefulness and perceived enjoyment on the relationship between confirmation and continuance intention. Quantitative data from 254 learners enrolled in asynchronous online English courses were obtained for data analysis. Results indicate that confirmation significantly and positively affects learners’ continuance intention to take the asynchronous online English courses. Perceived usefulness and perceived enjoyment significantly mediate the relationship between confirmation and continuance intention. The total indirect effect of confirmation on continuance intention through perceived enjoyment and perceived usefulness and the combination of perceived enjoyment and perceived usefulness was 55.52%. Additionally, interviews with five learners revealed that despite limited real-time interaction, they highly value asynchronous online courses given that they promote self-regulated learning, offer choice freedom, foster a sense of achievement, and reduce anxiety and embarrassment risks that trigger their learning enjoyment. This study provided deep insights into factors influencing EFL learners’ decisions in asynchronous learning. Instructors are suggested to improve the quality of courses, provide timely feedback, and design tasks to improve learners’ perceptions of enjoyment and usefulness to further improve learners’ confirmation of online courses and their continuance intention to engage in online synchronous learning.
{"title":"If I Enjoy, I Continue: The Mediating Effects of Perceived Usefulness and Perceived Enjoyment in Continuance of Asynchronous Online English Learning","authors":"Fang Huang, Shuiyin Liu","doi":"10.3390/educsci14080880","DOIUrl":"https://doi.org/10.3390/educsci14080880","url":null,"abstract":"Although possessing flexibility and accessibility, asynchronous online courses suffer from high attrition and cause unsatisfactory learning performance, leading to a pressing need to understand factors influencing learners’ continuance of learning intention. Based on the expectation confirmation model, this study investigated perceived enjoyment as an extended variable to unpack the mediating effects of perceived usefulness and perceived enjoyment on the relationship between confirmation and continuance intention. Quantitative data from 254 learners enrolled in asynchronous online English courses were obtained for data analysis. Results indicate that confirmation significantly and positively affects learners’ continuance intention to take the asynchronous online English courses. Perceived usefulness and perceived enjoyment significantly mediate the relationship between confirmation and continuance intention. The total indirect effect of confirmation on continuance intention through perceived enjoyment and perceived usefulness and the combination of perceived enjoyment and perceived usefulness was 55.52%. Additionally, interviews with five learners revealed that despite limited real-time interaction, they highly value asynchronous online courses given that they promote self-regulated learning, offer choice freedom, foster a sense of achievement, and reduce anxiety and embarrassment risks that trigger their learning enjoyment. This study provided deep insights into factors influencing EFL learners’ decisions in asynchronous learning. Instructors are suggested to improve the quality of courses, provide timely feedback, and design tasks to improve learners’ perceptions of enjoyment and usefulness to further improve learners’ confirmation of online courses and their continuance intention to engage in online synchronous learning.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"27 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the convergence of sustainability competencies in Spanish university curricula. The objective is to analyse and contrast opinions among university teaching staff and students from different fields of study in relation to the presence of competencies and curricular improvements concerning sustainability. The procedure comprised two surveys applied to professors (n2 = 70) and students (n3 = 698). The instrument employed was the Register for Evaluating Curricular Sustainability at the University (RECSU), which permits the collation of data pertaining to sustainability-related transversal competencies, including sustainability values, the use of sustainable methodology in the classroom, the Sustainable Development Goals, and principles of action. In its entirety, this study’s approach uses a mixed QUAN (qual) QUAL design. The results indicate which sustainability-aligned competencies and teaching practices are the most and least utilised by teaching staff, as well as which competencies present the greatest opportunity for improvement from the perspective of teaching staff. The findings highlight the relevance of empowering new generations through the development of transversal competencies in university studies. Sustainability competencies should be a priority to ensure that students are prepared to face future eco-social challenges.
{"title":"Evaluating and Developing Transversal and Sustainability Competencies in University Classrooms to Empower New Generations","authors":"Juan-Carlos Tójar-Hurtado, Clotilde Lechuga-Jiménez, Macarena Esteban-Ibáñez","doi":"10.3390/educsci14080877","DOIUrl":"https://doi.org/10.3390/educsci14080877","url":null,"abstract":"This study examines the convergence of sustainability competencies in Spanish university curricula. The objective is to analyse and contrast opinions among university teaching staff and students from different fields of study in relation to the presence of competencies and curricular improvements concerning sustainability. The procedure comprised two surveys applied to professors (n2 = 70) and students (n3 = 698). The instrument employed was the Register for Evaluating Curricular Sustainability at the University (RECSU), which permits the collation of data pertaining to sustainability-related transversal competencies, including sustainability values, the use of sustainable methodology in the classroom, the Sustainable Development Goals, and principles of action. In its entirety, this study’s approach uses a mixed QUAN (qual) QUAL design. The results indicate which sustainability-aligned competencies and teaching practices are the most and least utilised by teaching staff, as well as which competencies present the greatest opportunity for improvement from the perspective of teaching staff. The findings highlight the relevance of empowering new generations through the development of transversal competencies in university studies. Sustainability competencies should be a priority to ensure that students are prepared to face future eco-social challenges.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Antonia M. Caleya, Andrea Martín-Vacas, Gonzalo Feijóo, Maria Rosa Mourelle-Martínez, Manuel Joaquín de Nova-Garcia, Nuria E. Gallardo-López
Collaborative learning (CL) is the instructional use of small groups in such a way that students work together to maximize their own and others’ learning. In this study, the aim was to implement online collaborative learning (OCL) using the Microsoft Teams (MT) platform and to analyze the students’ preferences regarding presential or online learning. Material and Methods: A descriptive and analytical cross-sectional study was conducted with 79 students from the Degree in Dentistry. Four groups were created with MT and clinical cases or problems were uploaded for online discussion with each group. Additionally, as part of the course program, the students were divided into the same groups for to carry out Problem-Based Learning (PBL) in person. Afterwards, students completed a project assessment and satisfaction survey. Results: The survey revealed that the students found participation in this project to be useful or very useful. Their experiences with MT were rated as positive or very positive. However, a significant portion of the students (42.6%) preferred conventional face-to-face (FF) problem-solving, while 27.9% preferred using online tools. Based on the execution of this project and the open feedback on the use of MT, we have outlined a series of recommendations to enhance the use of this platform. Conclusions: MT is a highly useful platform for online teaching, offering multiple tools to promote learning in a virtual and asynchronous manner. However, when comparing CL through PBL conducted FF versus online, students still prefer in-person teaching to virtual methods.
{"title":"Online Collaborative Learning in Pediatric Dentistry Using Microsoft Teams: A Pilot Study","authors":"Antonia M. Caleya, Andrea Martín-Vacas, Gonzalo Feijóo, Maria Rosa Mourelle-Martínez, Manuel Joaquín de Nova-Garcia, Nuria E. Gallardo-López","doi":"10.3390/educsci14080874","DOIUrl":"https://doi.org/10.3390/educsci14080874","url":null,"abstract":"Collaborative learning (CL) is the instructional use of small groups in such a way that students work together to maximize their own and others’ learning. In this study, the aim was to implement online collaborative learning (OCL) using the Microsoft Teams (MT) platform and to analyze the students’ preferences regarding presential or online learning. Material and Methods: A descriptive and analytical cross-sectional study was conducted with 79 students from the Degree in Dentistry. Four groups were created with MT and clinical cases or problems were uploaded for online discussion with each group. Additionally, as part of the course program, the students were divided into the same groups for to carry out Problem-Based Learning (PBL) in person. Afterwards, students completed a project assessment and satisfaction survey. Results: The survey revealed that the students found participation in this project to be useful or very useful. Their experiences with MT were rated as positive or very positive. However, a significant portion of the students (42.6%) preferred conventional face-to-face (FF) problem-solving, while 27.9% preferred using online tools. Based on the execution of this project and the open feedback on the use of MT, we have outlined a series of recommendations to enhance the use of this platform. Conclusions: MT is a highly useful platform for online teaching, offering multiple tools to promote learning in a virtual and asynchronous manner. However, when comparing CL through PBL conducted FF versus online, students still prefer in-person teaching to virtual methods.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"9 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Researchers have emphasized how the high school STEM-themed career academy model benefits ethnically and racially diverse learners by promoting positive STEM identities and raising the interest of students to pursue STEM college and career pathways. The purpose of this study was to examine the reasons why Black boys participated in a high school academy of engineering. We were also interested in identifying academy features that helped promote (or inhibit) positive STEM identities among Black male students. In this qualitative study, we used data from 17 Black male high school academy of engineering students. We analyzed the interview transcripts using a constant comparative method. Using an embedded case study approach, we compared our findings to the community cultural wealth (CCW) factors and the factors that researchers have found to influence students’ STEM identities. We found that the participants brought six forms of capital with them that served as sources of motivation to participate in the program. The forms of capital that were related to the CCW framework included aspirational, familial, navigational, resistance, and social. While we did not uncover linguistic capital in our data analysis, we did find an additional source of capital that was not reflected in the CCW framework. We found that the Black boys had natural STEM talent based on the formation of STEM identities. The students had high aptitudes in STEM-related subjects, and they were engaged by participating in hands-on activities. We recommend that schools integrate STEM curricula for Black boys and provide Black men to serve as STEM role models through guest speaking opportunities, job shadowing, mentoring, internships, and other work-based learning experiences.
{"title":"Community Cultural Wealth and Science, Technology, Engineering, and Mathematics (STEM) Identities as Motivators for Black Boys to Participate in a High School Academy of Engineering","authors":"Edward C. Fletcher, Turhan K. Carroll","doi":"10.3390/educsci14080873","DOIUrl":"https://doi.org/10.3390/educsci14080873","url":null,"abstract":"Researchers have emphasized how the high school STEM-themed career academy model benefits ethnically and racially diverse learners by promoting positive STEM identities and raising the interest of students to pursue STEM college and career pathways. The purpose of this study was to examine the reasons why Black boys participated in a high school academy of engineering. We were also interested in identifying academy features that helped promote (or inhibit) positive STEM identities among Black male students. In this qualitative study, we used data from 17 Black male high school academy of engineering students. We analyzed the interview transcripts using a constant comparative method. Using an embedded case study approach, we compared our findings to the community cultural wealth (CCW) factors and the factors that researchers have found to influence students’ STEM identities. We found that the participants brought six forms of capital with them that served as sources of motivation to participate in the program. The forms of capital that were related to the CCW framework included aspirational, familial, navigational, resistance, and social. While we did not uncover linguistic capital in our data analysis, we did find an additional source of capital that was not reflected in the CCW framework. We found that the Black boys had natural STEM talent based on the formation of STEM identities. The students had high aptitudes in STEM-related subjects, and they were engaged by participating in hands-on activities. We recommend that schools integrate STEM curricula for Black boys and provide Black men to serve as STEM role models through guest speaking opportunities, job shadowing, mentoring, internships, and other work-based learning experiences.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"64 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Margaret Ann Bolick, Malena Thomassen, Jennifer Apland, Olivia Spencer, Fantasi Nicole, Sonja Tran, Matthew Voigt, Kelly Best Lazar
The research described in this case study features a cohort of five exchange students from post-secondary institutions in Norway and the United States who collaboratively engaged in a project-based learning experience infused with aspects of place-based education, lesson study, and the pedagogical technique “students as partners”. The students were tasked with crafting an interdisciplinary lesson combining mathematics and environmental science to address a localized problem in the Southeastern United States. This study reflects on how the students participated in project-based learning as well as the instructional practices that supported student engagement. Students identified an increase in understanding of interdisciplinary and multicultural Science, Technology, Engineering, and Mathematics (STEM) education, a broader understanding of instructional practices, and exposure to educational research. Data were collected throughout the study using a variety of techniques, including discussion posts, collaborative documents, and reflections to gauge student experience and project progress. The results provide evidence to support the use of project-based learning in postsecondary STEM classrooms and emphasize the benefits of engaging students in curriculum development.
{"title":"Project-Based Learning in Interdisciplinary Spaces: A Case Study in Norway and the United States","authors":"Margaret Ann Bolick, Malena Thomassen, Jennifer Apland, Olivia Spencer, Fantasi Nicole, Sonja Tran, Matthew Voigt, Kelly Best Lazar","doi":"10.3390/educsci14080866","DOIUrl":"https://doi.org/10.3390/educsci14080866","url":null,"abstract":"The research described in this case study features a cohort of five exchange students from post-secondary institutions in Norway and the United States who collaboratively engaged in a project-based learning experience infused with aspects of place-based education, lesson study, and the pedagogical technique “students as partners”. The students were tasked with crafting an interdisciplinary lesson combining mathematics and environmental science to address a localized problem in the Southeastern United States. This study reflects on how the students participated in project-based learning as well as the instructional practices that supported student engagement. Students identified an increase in understanding of interdisciplinary and multicultural Science, Technology, Engineering, and Mathematics (STEM) education, a broader understanding of instructional practices, and exposure to educational research. Data were collected throughout the study using a variety of techniques, including discussion posts, collaborative documents, and reflections to gauge student experience and project progress. The results provide evidence to support the use of project-based learning in postsecondary STEM classrooms and emphasize the benefits of engaging students in curriculum development.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"30 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores how receiving identical information from different sources affects learning and cognitive load, focusing on two types of redundancy: modal redundancy, where redundant information comes from two visual sources (images and written text), and codal redundancy, where redundant information comes from two sources of different modalities which utilize the same symbol system (spoken and written text). Using a 2 × 2 between-subjects design involving modal (yes/no) and codal (yes/no) redundancy, 158 participants completed twenty learning tasks, consisting of ten construction and ten recall tasks. Additionally, they rated their cognitive load by indicating their perceived task difficulty and mental load. Overall, results indicate positive main effects of modal redundancy and negative effects of codal redundancy on learning and cognitive load. Furthermore, significant interaction effects suggest that modal redundancy may counterbalance the negative effects of codal redundancy, implying a compensatory mechanism in cognitive processing for construction tasks. These results highlight the importance of considering both modal and codal redundancy and their interaction in instructional design.
{"title":"The More, the Better? Exploring the Effects of Modal and Codal Redundancy on Learning and Cognitive Load: An Experimental Study","authors":"Melanie Trypke, Ferdinand Stebner, Joachim Wirth","doi":"10.3390/educsci14080872","DOIUrl":"https://doi.org/10.3390/educsci14080872","url":null,"abstract":"This study explores how receiving identical information from different sources affects learning and cognitive load, focusing on two types of redundancy: modal redundancy, where redundant information comes from two visual sources (images and written text), and codal redundancy, where redundant information comes from two sources of different modalities which utilize the same symbol system (spoken and written text). Using a 2 × 2 between-subjects design involving modal (yes/no) and codal (yes/no) redundancy, 158 participants completed twenty learning tasks, consisting of ten construction and ten recall tasks. Additionally, they rated their cognitive load by indicating their perceived task difficulty and mental load. Overall, results indicate positive main effects of modal redundancy and negative effects of codal redundancy on learning and cognitive load. Furthermore, significant interaction effects suggest that modal redundancy may counterbalance the negative effects of codal redundancy, implying a compensatory mechanism in cognitive processing for construction tasks. These results highlight the importance of considering both modal and codal redundancy and their interaction in instructional design.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"2013 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the United States, teachers are often expected to use student assessment data to inform their instructional decisions. This study explores how teachers’ collective reflections on students’ mathematical thinking are influenced by the specific contexts of their classroom, school, and current events like the COVID-19 pandemic. The study uses audio recordings of a group of elementary teachers’ reflections on student thinking through Cognitive Interview Reports. The results highlight how teachers’ reflections on student data are heavily influenced by the shifting contexts of what is important in the world of teaching due to the COVID-19 pandemic. This ultimately shaped what the teachers were able to pay attention to in student data and what they identified as possible in their future practice.
{"title":"The Context and Development of Teachers’ Collective Reflections on Student Data","authors":"Sam Prough, Amber Webster, Lynsey K. Gibbons","doi":"10.3390/educsci14080859","DOIUrl":"https://doi.org/10.3390/educsci14080859","url":null,"abstract":"In the United States, teachers are often expected to use student assessment data to inform their instructional decisions. This study explores how teachers’ collective reflections on students’ mathematical thinking are influenced by the specific contexts of their classroom, school, and current events like the COVID-19 pandemic. The study uses audio recordings of a group of elementary teachers’ reflections on student thinking through Cognitive Interview Reports. The results highlight how teachers’ reflections on student data are heavily influenced by the shifting contexts of what is important in the world of teaching due to the COVID-19 pandemic. This ultimately shaped what the teachers were able to pay attention to in student data and what they identified as possible in their future practice.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"27 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stephanie L. Day, Nilsu Atilgan, Amy E. Giroux, Ben D. Sawyer
Background: Format readability, including font and spacing, impacts reading metrics in adults, but will the research generalize to children? We examined how eight fonts (four serif and four sans serif) and three-character spacing variations influenced children’s reading comprehension and reading speed. Methods: Fifty-one students in third–fifth grade read 11 narrative text passages on a computer and answered comprehension questions. Passages were randomized in terms of order. First, the font in which the text of each passage was presented was manipulated. Then passages were presented in three spacing manipulations (narrow, normal, and wide). Results: A linear mixed effects model demonstrated that, on a group-level, passages presented in Roboto and Arial font were read significantly faster (words-per-minute) than other fonts. On the individual level, students experienced significant boosts in reading speed (words-per-minute) between their best and worst fitting font, and spacing. A chi-square test showed no one font or spacing setting that was most likely to be a students’ font fit or clash. For reading comprehension, no speed–comprehension tradeoff was observed. Conclusions: Changes to text format at the group and individual level may yield boosts in reading speed for students, without negatively impacting reading comprehension.
{"title":"The Influence of Format Readability on Children’s Reading Speed and Comprehension","authors":"Stephanie L. Day, Nilsu Atilgan, Amy E. Giroux, Ben D. Sawyer","doi":"10.3390/educsci14080854","DOIUrl":"https://doi.org/10.3390/educsci14080854","url":null,"abstract":"Background: Format readability, including font and spacing, impacts reading metrics in adults, but will the research generalize to children? We examined how eight fonts (four serif and four sans serif) and three-character spacing variations influenced children’s reading comprehension and reading speed. Methods: Fifty-one students in third–fifth grade read 11 narrative text passages on a computer and answered comprehension questions. Passages were randomized in terms of order. First, the font in which the text of each passage was presented was manipulated. Then passages were presented in three spacing manipulations (narrow, normal, and wide). Results: A linear mixed effects model demonstrated that, on a group-level, passages presented in Roboto and Arial font were read significantly faster (words-per-minute) than other fonts. On the individual level, students experienced significant boosts in reading speed (words-per-minute) between their best and worst fitting font, and spacing. A chi-square test showed no one font or spacing setting that was most likely to be a students’ font fit or clash. For reading comprehension, no speed–comprehension tradeoff was observed. Conclusions: Changes to text format at the group and individual level may yield boosts in reading speed for students, without negatively impacting reading comprehension.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the potential of a voice-controlled collaborative robot to promote computational thinking (CT) skills in preschoolers aged 4 to 6 in Southern Chile. During a week-long workshop, 34 children engaged in activities designed to develop several CT components while interacting with a robotic arm. Pre- and post-workshop assessments utilizing the TechCheck-K tool revealed significant improvements in CT skills. The findings of this preliminary study demonstrate the effectiveness of voice-controlled robots as innovative tools in early education, significantly enhancing young learners’ understanding of CT concepts, practices, and perspectives. This research advocates for further exploration of robotic integration in educational settings, highlighting their potential to improve or extend preschool learning environments and foster CT skill development.
{"title":"High-Capacity Robots in Early Education: Developing Computational Thinking with a Voice-Controlled Collaborative Robot","authors":"Angela Castro, Cristhian Aguilera, Weipeng Yang, Brigida Urrutia","doi":"10.3390/educsci14080856","DOIUrl":"https://doi.org/10.3390/educsci14080856","url":null,"abstract":"This study investigates the potential of a voice-controlled collaborative robot to promote computational thinking (CT) skills in preschoolers aged 4 to 6 in Southern Chile. During a week-long workshop, 34 children engaged in activities designed to develop several CT components while interacting with a robotic arm. Pre- and post-workshop assessments utilizing the TechCheck-K tool revealed significant improvements in CT skills. The findings of this preliminary study demonstrate the effectiveness of voice-controlled robots as innovative tools in early education, significantly enhancing young learners’ understanding of CT concepts, practices, and perspectives. This research advocates for further exploration of robotic integration in educational settings, highlighting their potential to improve or extend preschool learning environments and foster CT skill development.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"46 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Career-change teachers (CCTs) are a growing group within the international secondary teacher workforce. In the context of a global teacher shortage, it is important to interrogate career-change student teachers’ (CCSTs’) experiences, so they can be effectively supported to have successful and sustainable teaching careers. This systematic literature review presents and analyzes scholarship, which focuses on the development of secondary sector CCTs’ teacher identity, with a focus on learning from CCSTs and CCTs who are recent ITE graduates. The two research questions were as follows: What theoretical frameworks are used in the literature to explore CCTs’ teacher identity development? What emerging teacher identities do CCTs take on, and what do they need to experience successful teacher identity development? Analysis of theoretical frameworks reveals different perspectives on the nature of teacher identity and identity development processes. The valuable contribution of multiple theoretical frameworks, including career engagement and development theoretical frameworks, from beyond education is highlighted. Four themes illuminate key influences on CCSTs’ teacher identity development: continuity from prior careers, self-efficacy and need for validation, CCTs’ desire for out-of-the-box teacher identities, and CCTs’ views on ITE. Because CCSTs are a distinct group, with different identities and needs, we call for further research, and we call on ITE providers and schools to use insights from research on CCTs to support CCSTs’ distinctive needs, career transition, and emerging teacher identities.
{"title":"Identity Development of Career-Change Secondary Teachers: A Systematic Review of Theoretical Lenses, Emerging Identities, and Implications for Supporting Transition into Teaching","authors":"Linda Mary Hogg, Quincy Elvira, Anne Spiers Yates","doi":"10.3390/educsci14080857","DOIUrl":"https://doi.org/10.3390/educsci14080857","url":null,"abstract":"Career-change teachers (CCTs) are a growing group within the international secondary teacher workforce. In the context of a global teacher shortage, it is important to interrogate career-change student teachers’ (CCSTs’) experiences, so they can be effectively supported to have successful and sustainable teaching careers. This systematic literature review presents and analyzes scholarship, which focuses on the development of secondary sector CCTs’ teacher identity, with a focus on learning from CCSTs and CCTs who are recent ITE graduates. The two research questions were as follows: What theoretical frameworks are used in the literature to explore CCTs’ teacher identity development? What emerging teacher identities do CCTs take on, and what do they need to experience successful teacher identity development? Analysis of theoretical frameworks reveals different perspectives on the nature of teacher identity and identity development processes. The valuable contribution of multiple theoretical frameworks, including career engagement and development theoretical frameworks, from beyond education is highlighted. Four themes illuminate key influences on CCSTs’ teacher identity development: continuity from prior careers, self-efficacy and need for validation, CCTs’ desire for out-of-the-box teacher identities, and CCTs’ views on ITE. Because CCSTs are a distinct group, with different identities and needs, we call for further research, and we call on ITE providers and schools to use insights from research on CCTs to support CCSTs’ distinctive needs, career transition, and emerging teacher identities.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"28 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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