This study explores the meaning-making and writing processes of two bilingual biscriptal children with reading difficulties. Each participant produced four texts, one descriptive and one narrative text in Persian (L1) and Swedish (L2). Drawing on systemic functional linguistics (SFL), some aspects of interpersonal, ideational and textual meanings were analyzed as the participants composed their texts across these two languages and genres. The Eye and Pen software was used to examine the writing processes. The results demonstrated that the participant with only poor word recognition successfully created similar meaning across languages and genres. However, the participant with mixed reading difficulties generally struggled to produce similar meaning across languages and genres. Similar patterns were observed in the participants’ writing processes. Both of them were more fluent writers in their L2 than in their L1 and could produce meaning more fluently in their L2 compared to their L1. The participants’ writing profiles in both languages were in agreement with previous studies on the writing of monolinguals with similar difficulties. The findings are discussed from a multi-competence perspective
{"title":"Meaning Making and Writing Processes across Languages and Genres: A Case Study of Two Bilingual Biscriptal Children with Reading Difficulties","authors":"Baran Johansson","doi":"10.46328/ijses.86","DOIUrl":"https://doi.org/10.46328/ijses.86","url":null,"abstract":"This study explores the meaning-making and writing processes of two bilingual biscriptal children with reading difficulties. Each participant produced four texts, one descriptive and one narrative text in Persian (L1) and Swedish (L2). Drawing on systemic functional linguistics (SFL), some aspects of interpersonal, ideational and textual meanings were analyzed as the participants composed their texts across these two languages and genres. The Eye and Pen software was used to examine the writing processes. The results demonstrated that the participant with only poor word recognition successfully created similar meaning across languages and genres. However, the participant with mixed reading difficulties generally struggled to produce similar meaning across languages and genres. Similar patterns were observed in the participants’ writing processes. Both of them were more fluent writers in their L2 than in their L1 and could produce meaning more fluently in their L2 compared to their L1. The participants’ writing profiles in both languages were in agreement with previous studies on the writing of monolinguals with similar difficulties. The findings are discussed from a multi-competence perspective","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"133 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140223945","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}
Incorporation of innovative technologies has acquired importance for enhancing pedagogical strategies for effective language learning. This study explored the perceptions and hesitancies of English teachers in Bangladesh regarding the integration of ChatGPT as a language learning tool. Thirty-one English teachers from diverse educational institutions of high school and above across different regions of Bangladesh were recruited for the study in August 2023. A structured questionnaire was designed and utilized to elicit socio-demographic information, perceptions and hesitancy of these teachers towards adoption of ChatGPT as a language learning tool. Data analysis was carried out using SPSS. Almost 80% participants were willing to recommend the use of ChatGPT to other English teachers yet hesitant about it. Familiarity with ChatGPT, confidence in incorporating ChatGPT into their English lessons (p0.001) were found to be positively correlated with the positive attitudes towards its integration. Teachers less likely to encourage students to use ChatGPT for English language learning outside the classroom are more hesitant to adopt Chatbot GPT in their teaching practice (p = 0.004). A consistent pattern of positive agreement among participants was seen regarding the willingness to receive professional training on ChatGPT. The findings of this pilot study shed light on the initial attitudes of English teachers in Bangladesh towards incorporating ChatGPT in language learning. While some displayed enthusiasm due to its potential benefits, others expressed hesitations regarding its impact on traditional teaching methods. The outcomes highlight the need for further exploration and teacher training in integrating such technologies effectively.
{"title":"Teacher’s Perceptions and Hesitancy: Integrating ChatGPT as a Tool in English Language Learning","authors":"Barja Islam, Sumona Hoque Mumu","doi":"10.46328/ijses.84","DOIUrl":"https://doi.org/10.46328/ijses.84","url":null,"abstract":"Incorporation of innovative technologies has acquired importance for enhancing pedagogical strategies for effective language learning. This study explored the perceptions and hesitancies of English teachers in Bangladesh regarding the integration of ChatGPT as a language learning tool. Thirty-one English teachers from diverse educational institutions of high school and above across different regions of Bangladesh were recruited for the study in August 2023. A structured questionnaire was designed and utilized to elicit socio-demographic information, perceptions and hesitancy of these teachers towards adoption of ChatGPT as a language learning tool. Data analysis was carried out using SPSS. Almost 80% participants were willing to recommend the use of ChatGPT to other English teachers yet hesitant about it. Familiarity with ChatGPT, confidence in incorporating ChatGPT into their English lessons (p0.001) were found to be positively correlated with the positive attitudes towards its integration. Teachers less likely to encourage students to use ChatGPT for English language learning outside the classroom are more hesitant to adopt Chatbot GPT in their teaching practice (p = 0.004). A consistent pattern of positive agreement among participants was seen regarding the willingness to receive professional training on ChatGPT. The findings of this pilot study shed light on the initial attitudes of English teachers in Bangladesh towards incorporating ChatGPT in language learning. While some displayed enthusiasm due to its potential benefits, others expressed hesitations regarding its impact on traditional teaching methods. The outcomes highlight the need for further exploration and teacher training in integrating such technologies effectively.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140220712","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}
Widya Nugraheni Widiningrum, Siti Wahyuni, Wahyu Hardyanto, S. Sulhadi
The rapid and sophisticated development of science and technology requires education to present learning by developing IT skills in students. At the same time, mastery of physics concepts is needed to solve abstract problems. This material packaged using technology and computer programming can be an alternative solution to this problem. This study aims to measure the improvement of computational thinking and physics concepts of senior high school students in applying the problem-based learning-based Scratch experimental module. This research method is quantitative with a quasi-experimental design of the type of Pretest-Posttest Control Group Design. The results showed a significant increase in computational thinking skills in order changing straight motion, free fall motion, vertical upward motion, and concept mastery after using the E-module Scratch experiment based on problem-based learning for high school students are significant. Based on the results of this study, it can be interpreted that using the Scratch digital experimental E-module can improve computational thinking skills and physics concepts.
{"title":"Effect of PBL-Based Scratch E-module in Improving Computational Thinking and Physics Concepts","authors":"Widya Nugraheni Widiningrum, Siti Wahyuni, Wahyu Hardyanto, S. Sulhadi","doi":"10.46328/ijses.76","DOIUrl":"https://doi.org/10.46328/ijses.76","url":null,"abstract":"The rapid and sophisticated development of science and technology requires education to present learning by developing IT skills in students. At the same time, mastery of physics concepts is needed to solve abstract problems. This material packaged using technology and computer programming can be an alternative solution to this problem. This study aims to measure the improvement of computational thinking and physics concepts of senior high school students in applying the problem-based learning-based Scratch experimental module. This research method is quantitative with a quasi-experimental design of the type of Pretest-Posttest Control Group Design. The results showed a significant increase in computational thinking skills in order changing straight motion, free fall motion, vertical upward motion, and concept mastery after using the E-module Scratch experiment based on problem-based learning for high school students are significant. Based on the results of this study, it can be interpreted that using the Scratch digital experimental E-module can improve computational thinking skills and physics concepts.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":" 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140221919","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}
Research suggests a positive mathematics identity is associated with increased achievement and engagement in mathematics. However, previous large scale research on mathematics identity has examined students as a homogeneous group, ignoring differences that may exist due gender, race, or ability level. Additionally, research examining conceptual instruction has focused on the effect it has on achievement, but not on the way it improves identity. This study addresses these two gaps by examining the contribution conceptual instruction makes to the mathematics identity of students and how that contribution differs when considering race, gender, and achievement. This secondary analysis of survey data from the High School Longitudinal Study of 2009 uses multiple regression to investigate the relationship between conceptual instruction and mathematics identity in a sample of over 23,000 ninth graders. I divided the sample by achievement level to look for different relationships between samples of low and high achieving students across the United States. Findings show that conceptual instruction positively contributes to student mathematics identity and reveals race to be a significant moderator in this relationship
研究表明，积极的数学认同与数学成绩的提高和参与度的提高有关。然而，以往有关数学身份认同的大规模研究都是将学生作为一个同质群体来研究，忽略了因性别、种族或能力水平而可能存在的差异。此外，对概念教学的研究主要集中在概念教学对成绩的影响上，而没有关注概念教学如何提高学生的认同感。本研究通过考察概念教学对学生数学身份认同的贡献，以及这种贡献在考虑种族、性别和成绩时的差异，弥补了这两方面的不足。本研究对 2009 年 "高中纵向研究"（High School Longitudinal Study of 2009）的调查数据进行了二次分析，采用多元回归法研究了 23,000 多名九年级学生样本中概念教学与数学认同之间的关系。我将样本按成绩水平进行了划分，以寻找全美成绩差和成绩好的学生样本之间的不同关系。研究结果表明，概念教学对学生的数学身份认同有积极的促进作用，并揭示了种族在这一关系中是一个重要的调节因素。
{"title":"Not everyone is the same: How Demographic, Contextual, and Instructional Factors Contribute to Mathematics Identity in Various Student Populations","authors":"Sandra J. Miles","doi":"10.46328/ijses.83","DOIUrl":"https://doi.org/10.46328/ijses.83","url":null,"abstract":"Research suggests a positive mathematics identity is associated with increased achievement and engagement in mathematics. However, previous large scale research on mathematics identity has examined students as a homogeneous group, ignoring differences that may exist due gender, race, or ability level. Additionally, research examining conceptual instruction has focused on the effect it has on achievement, but not on the way it improves identity. This study addresses these two gaps by examining the contribution conceptual instruction makes to the mathematics identity of students and how that contribution differs when considering race, gender, and achievement. This secondary analysis of survey data from the High School Longitudinal Study of 2009 uses multiple regression to investigate the relationship between conceptual instruction and mathematics identity in a sample of over 23,000 ninth graders. I divided the sample by achievement level to look for different relationships between samples of low and high achieving students across the United States. Findings show that conceptual instruction positively contributes to student mathematics identity and reveals race to be a significant moderator in this relationship","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"8 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140222186","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}
Natural Disasters are unforeseen occurrences that put people's lives in peril, interrupt their lives, and result in fatalities, environmental damage, property losses, and psychological consequences. The study aims to determine the level of awareness and preparedness for natural disasters among high school students. Furthermore, this study employed a correlation research design conducted in a public secondary school of Eastern Philippines. The respondents of the study were 266 high school students who were selected through a stratified and a systematic random sampling technique. The study used an adapted survey questionnaire from Orbe et al. (2023). Findings revealed that high school students possess a highly aware of any kind of natural disaster. In addition, the result revealed that students are moderately prepared in natural disasters before, during, and after it occurred. Furthermore, the study found a significant relationship between the student's level of awareness and level of preparedness. Therefore, the students are highly aware and moderately prepared towards the occurrence of any kinds of natural catastrophes such as “floods, landslides, typhoons, etc.” Since some of the students are attending a simulation drill in preparations of what should the proper way on how to lessen the effects of any disastrous events.
自然灾害是不可预见的事件，它危及人们的生命，干扰人们的生活，并造成人员伤亡、环境破坏、财产损失和心理后果。本研究旨在确定高中生对自然灾害的认识水平和准备程度。此外，本研究采用了相关研究设计，在菲律宾东部的一所公立中学进行。研究对象是通过分层和系统随机抽样技术选出的 266 名高中生。研究采用了根据 Orbe 等人（2023 年）的研究成果改编的调查问卷。调查结果显示，高中生对任何形式的自然灾害都有很高的防范意识。此外，结果还显示，学生在自然灾害发生前、发生时和发生后的准备程度一般。此外，研究还发现，学生的意识水平和准备水平之间存在显著关系。因此，学生们对各种自然灾害，如 "洪水、山体滑坡、台风等 "的发生有较高的意识和适度的准备。由于部分学生正在参加模拟演习，以准备如何以正确的方式减轻任何灾难性事件的影响。
{"title":"High School Students’ Level of Awareness and Preparedness of Natural Disasters","authors":"Rudy Rebecca Calamba","doi":"10.46328/ijses.91","DOIUrl":"https://doi.org/10.46328/ijses.91","url":null,"abstract":"Natural Disasters are unforeseen occurrences that put people's lives in peril, interrupt their lives, and result in fatalities, environmental damage, property losses, and psychological consequences. The study aims to determine the level of awareness and preparedness for natural disasters among high school students. Furthermore, this study employed a correlation research design conducted in a public secondary school of Eastern Philippines. The respondents of the study were 266 high school students who were selected through a stratified and a systematic random sampling technique. The study used an adapted survey questionnaire from Orbe et al. (2023). Findings revealed that high school students possess a highly aware of any kind of natural disaster. In addition, the result revealed that students are moderately prepared in natural disasters before, during, and after it occurred. Furthermore, the study found a significant relationship between the student's level of awareness and level of preparedness. Therefore, the students are highly aware and moderately prepared towards the occurrence of any kinds of natural catastrophes such as “floods, landslides, typhoons, etc.” Since some of the students are attending a simulation drill in preparations of what should the proper way on how to lessen the effects of any disastrous events.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140221701","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}
Mathematics education is a crucial component of a well-rounded education, providing students with essential problem-solving skills and critical thinking abilities. Utilization of ICT in the teaching context has had a major positive impression, especially on teachers. ICT facilities are now used as a tool for mathematics teaching and learning to satisfy the needs of both teachers and learners. This study aimed to investigate teachers’ technology use in Mathematics Education in four selected public secondary schools. The study employed a survey design. A straightforward random selection method was used to select and include fourteen individuals in this investigation. The data presented was gathered through questionnaires. Using percentage and mean, the information that was collected was examined. Fourteen mathematics teachers that were selected for the study had an average mean of 3.68, revealing that the majority of secondary mathematics teachers use of ICT facilities to support the teaching of mathematics. To increase the use of ICT facilities in secondary schools, it is advised that teachers keep utilizing technology in the classroom. The findings of this study contribute to the existing body of research on effective ICT utilization in Mathematics Education.
{"title":"Teachers’ Use of ICT Facilities in Mathematics Education","authors":"Onesme Niyibizi, Védaste Mutarutinya","doi":"10.46328/ijses.79","DOIUrl":"https://doi.org/10.46328/ijses.79","url":null,"abstract":"Mathematics education is a crucial component of a well-rounded education, providing students with essential problem-solving skills and critical thinking abilities. Utilization of ICT in the teaching context has had a major positive impression, especially on teachers. ICT facilities are now used as a tool for mathematics teaching and learning to satisfy the needs of both teachers and learners. This study aimed to investigate teachers’ technology use in Mathematics Education in four selected public secondary schools. The study employed a survey design. A straightforward random selection method was used to select and include fourteen individuals in this investigation. The data presented was gathered through questionnaires. Using percentage and mean, the information that was collected was examined. Fourteen mathematics teachers that were selected for the study had an average mean of 3.68, revealing that the majority of secondary mathematics teachers use of ICT facilities to support the teaching of mathematics. To increase the use of ICT facilities in secondary schools, it is advised that teachers keep utilizing technology in the classroom. The findings of this study contribute to the existing body of research on effective ICT utilization in Mathematics Education.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"209 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140222724","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 literature review traces the historical development and changing educational delivery modalities to examine the evolution, application, and effects of remote, online, and hybrid learning models. It offers a theoretical framework outlining important educational ideas and techniques, concentrating on how different learning styles are considered within these paradigms and their difficulties and advantages. The paper emphasizes how significant technology developments have influenced remote learning, especially when combining synchronous and asynchronous learning techniques in hybrid models. Effective course design, learner engagement, technology infrastructure, faculty training, and institutional support are all factors that contribute to successful implementation. The study also contains case studies demonstrating successful and failed implementation initiatives, emphasizing the techniques, instructional approaches, technological integrations employed, and results and outcomes obtained. The analysis suggests best practices and suggestions for educators, institutions, and legislators to improve the effective implementation of various learning models, address possible issues, and offer enough faculty and student support. This thorough literature analysis provides insights into the dynamic interaction between pedagogy, technology, and institutional support in distant, online, and hybrid learning, serving as a significant resource in education and learning.
{"title":"An In-Depth Literature Review of Remote, Online, and Hybrid Learning with Case Studies of Successful and Failed Attempts","authors":"Rusen Meylani","doi":"10.46328/ijses.87","DOIUrl":"https://doi.org/10.46328/ijses.87","url":null,"abstract":"This literature review traces the historical development and changing educational delivery modalities to examine the evolution, application, and effects of remote, online, and hybrid learning models. It offers a theoretical framework outlining important educational ideas and techniques, concentrating on how different learning styles are considered within these paradigms and their difficulties and advantages. The paper emphasizes how significant technology developments have influenced remote learning, especially when combining synchronous and asynchronous learning techniques in hybrid models. Effective course design, learner engagement, technology infrastructure, faculty training, and institutional support are all factors that contribute to successful implementation. The study also contains case studies demonstrating successful and failed implementation initiatives, emphasizing the techniques, instructional approaches, technological integrations employed, and results and outcomes obtained. The analysis suggests best practices and suggestions for educators, institutions, and legislators to improve the effective implementation of various learning models, address possible issues, and offer enough faculty and student support. This thorough literature analysis provides insights into the dynamic interaction between pedagogy, technology, and institutional support in distant, online, and hybrid learning, serving as a significant resource in education and learning.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140414391","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}
Teaching effectively in college is not only key for student’ satisfaction in classroom but also for performance. This research, as a pilot study, has analyzed the survey and course evaluation results from an undergraduate Mathematics class, where The Association of College and University Educators’ (ACUE) effective teaching practices are applied. Results have shown the positive effects from ACUE practices. At the same time, differences in student performance in the same courses from different semesters have been discussed. With the same course content and learning outcomes, teaching with ACUE practices has resulted in better performance throughout the semester. The research compared course evaluations from the same courses in different semesters when including and not including ACUE practices. Results show that students are more satisfied with the courses using ACUE practices. Researcher has made suggestion that ACUE practices should be recommended for use by faculty members in universities and colleges to improve student performance and course satisfaction.
{"title":"Effective Teaching by the Association of College and University Educators (ACUE) in Undergraduate Mathematics Class","authors":"Hongwei Wang","doi":"10.46328/ijses.72","DOIUrl":"https://doi.org/10.46328/ijses.72","url":null,"abstract":"Teaching effectively in college is not only key for student’ satisfaction in classroom but also for performance. This research, as a pilot study, has analyzed the survey and course evaluation results from an undergraduate Mathematics class, where The Association of College and University Educators’ (ACUE) effective teaching practices are applied. Results have shown the positive effects from ACUE practices. At the same time, differences in student performance in the same courses from different semesters have been discussed. With the same course content and learning outcomes, teaching with ACUE practices has resulted in better performance throughout the semester. The research compared course evaluations from the same courses in different semesters when including and not including ACUE practices. Results show that students are more satisfied with the courses using ACUE practices. Researcher has made suggestion that ACUE practices should be recommended for use by faculty members in universities and colleges to improve student performance and course satisfaction.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140416126","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}
HyFlex learning (a course modality in which students have the week-to-week option to attend either virtually or in-person) has gained prominence due to the increasing demand for flexible education options, especially in master’s programs for working professionals. It is frequently touted as a solution to programs that want to include in-person requirements but struggle with enrollment challenges and need to increase flexibility. This paper discusses the conversion of a traditionally in-person course to a HyFlex Course and the adaption of several active-learning modules to the new course modality, answering the following research questions: 1) What are some identifiable best practices for HyFlex instruction? 2) What type of active learning exercises are appropriate for HyFlex classrooms, and what active learning exercises are difficult to curate in a HyFlex environment? 3) What are the equity concerns in a HyFlex classroom, and how can instructors ensure that students have access to the same high-quality education? This research, which consists of a literature review of best practices and a case study applying lessons to the conversion of active-learning modules to HyFlex practice, found mixed results regarding student success in HyFlex courses, emphasizing the importance of addressing the unique challenges posed by this modality. Some issues that are discussed include concerns about lack of consistency, technical issues, difficulty engaging asynchronously, increased instructor workload, management challenges, and the need for effective communication. In conclusion, it finds that HyFlex teaching offers flexibility but presents challenges that educators and institutions must address to create a successful learning environment that meets the needs of all students. Awareness of potential issues and the implementation of best practices can help mitigate these challenges and enhance the effectiveness of HyFlex instruction.
{"title":"Enhancing “HyFlex” Instruction: Best Practices, Criticisms, and Results from a Case Study in Graduate Education","authors":"Megan Brown","doi":"10.46328/ijses.81","DOIUrl":"https://doi.org/10.46328/ijses.81","url":null,"abstract":"HyFlex learning (a course modality in which students have the week-to-week option to attend either virtually or in-person) has gained prominence due to the increasing demand for flexible education options, especially in master’s programs for working professionals. It is frequently touted as a solution to programs that want to include in-person requirements but struggle with enrollment challenges and need to increase flexibility. This paper discusses the conversion of a traditionally in-person course to a HyFlex Course and the adaption of several active-learning modules to the new course modality, answering the following research questions: 1) What are some identifiable best practices for HyFlex instruction? 2) What type of active learning exercises are appropriate for HyFlex classrooms, and what active learning exercises are difficult to curate in a HyFlex environment? 3) What are the equity concerns in a HyFlex classroom, and how can instructors ensure that students have access to the same high-quality education? This research, which consists of a literature review of best practices and a case study applying lessons to the conversion of active-learning modules to HyFlex practice, found mixed results regarding student success in HyFlex courses, emphasizing the importance of addressing the unique challenges posed by this modality. Some issues that are discussed include concerns about lack of consistency, technical issues, difficulty engaging asynchronously, increased instructor workload, management challenges, and the need for effective communication. In conclusion, it finds that HyFlex teaching offers flexibility but presents challenges that educators and institutions must address to create a successful learning environment that meets the needs of all students. Awareness of potential issues and the implementation of best practices can help mitigate these challenges and enhance the effectiveness of HyFlex instruction.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"63 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140411312","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}
Social values are integral part of the norms that are emphasized into the educational systems, and their integration in the school curricula is essential for nurturing responsible citizens. The current paper discusses the outcomes of learning social values within mathematical content and problem solving. The research was conducted in an academic course that social values was one of its topics. The participants were 18 pre-service mathematics teachers who study in an Arab college in Israel. They underwent a training process in studying social values within mathematical content and subsequently applied it in schools. Employing qualitative methods, the research examined how to integrate social values in mathematics class, and how the pre-service mathematics teachers evaluate the importance of the subject. The findings indicated a notable improvement in the pre-service teachers' interest in the subject even it was a challenging experience. They realized that integrating social values into mathematical content is possible and applicable to various mathematics subjects. The findings may contribute to highlight the importance of integrating social values into mathematical content both at schools and at the academic education institutions.
{"title":"Mathematics for a Better World: Promoting Social Values in Mathematics Education","authors":"Khayriah Massarwe, Shadia Gadban","doi":"10.46328/ijses.82","DOIUrl":"https://doi.org/10.46328/ijses.82","url":null,"abstract":"Social values are integral part of the norms that are emphasized into the educational systems, and their integration in the school curricula is essential for nurturing responsible citizens. The current paper discusses the outcomes of learning social values within mathematical content and problem solving. The research was conducted in an academic course that social values was one of its topics. The participants were 18 pre-service mathematics teachers who study in an Arab college in Israel. They underwent a training process in studying social values within mathematical content and subsequently applied it in schools. Employing qualitative methods, the research examined how to integrate social values in mathematics class, and how the pre-service mathematics teachers evaluate the importance of the subject. The findings indicated a notable improvement in the pre-service teachers' interest in the subject even it was a challenging experience. They realized that integrating social values into mathematical content is possible and applicable to various mathematics subjects. The findings may contribute to highlight the importance of integrating social values into mathematical content both at schools and at the academic education institutions.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"5 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140409937","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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