Analyzing the Influence of Ambiguity Tolerance on Grammar Acquisition in EFL Learners Across Face-to-Face, Blended, and Flipped Learning Environments

In the realm of language education, the influence of learners' personality traits on their educational outcomes within novel instructional frameworks has gained prominence, prompting an exploration into the effects of ambiguity tolerance on grammar acquisition among English as a Foreign Language (EFL) students. This study investigates the impact of learners' personality traits on their learning outcomes in innovative instructional models, such as flipped and blended classes. A sample of 120 EFL students was divided into four comparative groups and two control groups based on their proficiency and ambiguity tolerance (AT) scores. The study utilized a Learning Management System (LMS) to deliver instruction to the different groups. The blended group received a combination of online and face-to-face instruction, while the flipped group received online instruction using the flipped approach. The control group received only face-to-face instruction. After a semester of instruction, a posttest on grammar learning was administered. The findings showed that the blended group performed better than the flipped and face-to-face groups in terms of grammar learning. The study also found no significant differences in grammar learning between high AT and low AT participants in the flipped and blended classes. However, high AT students in the face-to-face class demonstrated higher levels of success in grammar learning compared to low AT students.

Investigating learning processes through analysis of navigation behavior using log files

The empirical study investigates what log files and process mining can contribute to promoting successful learning. We want to show how monitoring and evaluation of learning processes can be implemented in the educational life by analyzing log files and navigation behavior. Thus, we questioned to what extent log file analyses and process mining can predict learning outcomes. This work aims to provide support for learners and instructors regarding efficient learning with computer-based learning environments (CBLEs). We evaluated log file and questionnaire data from students (N = 58) who used a CBLE for two weeks. Results show a significant learning increase after studying with the CBLE with a very high effect size (p < .001, g = 1.71). A cluster analysis revealed two groups with significantly different learning outcomes accompanied by different navigation patterns. The time spent on learning-relevant pages and the interactivity with a CBLE are meaningful indicators for Recall and Transfer performance. Our results show that navigation behaviors indicate both beneficial and detrimental learning processes. Moreover, we could demonstrate that navigation behaviors impact the learning outcome. We present an easy-to-use approach for learners as well as instructors to promote successful learning by tracking the duration spent in a CBLE and the interactivity.

Student-centered case-based teaching and online-offline case discussion in postgraduate courses of computer science

This study explores a student-centered teaching method in postgraduate courses. Teacher-centered classroom teaching cannot fully stimulate learning initiative and enthusiasm of students. Student-centered means that students actively learn and construct knowledge by participating in teaching activities. This study presents a student-centered online-offline hybrid teaching method, which adopts student-centered case-based teaching and online-offline case discussion in the postgraduate courses of computer science. The latest engineering cases are integrated into teaching and a case library is constructed. Taking the digital image processing course as an example, student-centered teaching allows students to choose what to learn and how to learn. Case-based teaching makes students better understand the application of theory of knowledge. It can introduce multiple perspectives, promote understanding and reflection on problems, and help students develop higher-level thinking, analysis, and synthesis skills. This study explores online-offline case discussion method in the student-centered teaching and proposes the principles of case design of postgraduate courses. Revised Bloom's taxonomy is used for teaching assessment. The actual teaching effect shows that student-centered case-based teaching and online-offline case discussion have achieved better teaching effect.

The relationship between perceived classroom climate and academic performance among English-major teacher education students in Guangxi, China: The mediating role of student engagement

The academic performance of teacher education students predicts their future career development and it is also a significant factor related to their future students' academic performance. However, little is known about the associations between perceived classroom climate, student engagement and academic performance, especially for English-major teacher education students. This study was to examine English-major teacher education students' academic performance in relation to perceived classroom climate, student engagement. The questionnaire consisted of the Emotional Classroom Climate Scale, the Utrecht Work Engagement Scale - Student Form-3 Item (UWES-SF-3), and the 5-item Academic Performance Scale. This study investigated 307 English-major teacher education students in Guangxi, China. Among them, 280 (91.2%) were females, and 27 (8.8%) were males, aged between 18 and 24 (M = 20.34, SD = 1.26). Results indicated that perceived classroom climate was positively associated with student engagement and academic performance among English-major teacher education students; their student engagement was positively associated with their academic performance, and student engagement partially mediated the relationship between perceived classroom climate and academic performance. The findings supported the motivational process of study demands-resources (SD-R) model and revealed that perceived classroom climate and student engagement were significant factors linked to academic performance, and practical suggestions were discussed.

Pandemic-Driven Online Teaching-The Natural Setting for a Flipped Classroom?

As the COVID-19 pandemic forced a sudden shift to online teaching and learning in April 2020, one of the more significant challenges faced by instructors is encouraging and maintaining student engagement in their online classes. This paper describes my experience of flipping an online classroom for a core Chemical Engineering Fluid Mechanics class to promote student engagement and collaboration in an online setting. Comparing exam scores with prior semesters involving in-person, traditional lecture-style classes suggests that students need a certain degree of adjustment to adapt to this new learning mode. A decrease in student rating of teaching (SRT) scores indicates that students largely prefer in-person, traditional lectures over an online flipped class, even though written comments in the SRT contained several responses favorable to flipping the class in an online setting. Overall, SRT scores on a department level also showed a similar decrease, which suggests students were less satisfied with the quality of teaching overall throughout the department, with this flipped method of instruction neither improving nor worsening student sentiment toward online learning. In addition, whereas most students liked the prerecorded lecture videos, they were less enthusiastic about using breakout rooms to encourage student collaboration and discussion. Further thought and discussion on best practices to facilitate online student interaction and collaboration are recommended, as online learning will likely continue to grow in popularity even when in-person instruction resumes after the pandemic.

Validation of a questionnaire on the use of Interactive Response System in Higher Education

OBJETIVO

this study aims to design and validate a questionnaire to measure the students' perception of the use of IRS as a technopedagogical resource in the classroom.

METHOD

a 24 items questionnaire (Interactive Response System for the Improvement of the Teaching-Learning Process) was designed ad hoc for this research and applied to 142 university students.

RESULTS

both the exploratory and confirmatory factorial analysis yielded 3 dimensions: classroom environment, teaching-learning processes and learning assessment. The results obtained both in reliability (Cronbach's alpha= 0.955) and in the Confirmatory Factor Analysis (χ2/df=1.944, CFI=0.97; GFI=0.78; RMR=0.077; RMSEA=0.08) reveal highly satisfactory indices.

CONCLUSION

statistical analyses confirm that this instrument is a valid, reliable, and easy-to-apply tool for professors to evaluate the student perception of student-centred learning.

Impact on the Virtual Learning Environment Due to COVID-19

As a result of the global pandemic caused by COVID-19, universities have carried out teaching in a digital way, accelerating the inclusion and use of technologies in methodological adaptation. The research aims to ascertain the perception that students at the Faculty of Education Sciences of the University of Granada have regarding the pedagogical model adopted in the virtual learning environment during confinement through the second semester of the 2019–2020 academic year. The information collection method was an online questionnaire, using simple random sampling with proportional affixing 0.5, 95% confidence level and maximum permissible error of 4.7%. The results demonstrate a generalised dissatisfaction of the students, being fundamental to carry out the transition of the educational processes and training of the teaching staff. The implementation of active methodologies increases due to the virtual condition, specifically the flipped classroom methodology, but students manifest generalised dissatisfaction regarding the adequate methodological development and the involvement of professors. There is an outstanding use of e-mail and the virtual learning platform (PRADO), although they consider that they do not have the appropriate knowledge about image editors, video, computer graphics, synchronous response systems and anti-plagiarism tools. The students surveyed express that the tutoring functions, tasks and beliefs of the teaching staff in e-learning are not satisfactory.

Influence of COVID-19 on the Perception of Academic Self-Efficacy, State Anxiety, and Trait Anxiety in College Students

The worldwide pandemic situation caused by coronavirus disease 2019 (COVID-19) has led to a state of confinement of the population, which has caused, following consulted research, an increase in stress. Faced with this situation, the Spanish university not only had to adapt to the changes derived from the causes of the pandemic but also had to face a new methodological model—e-learning teaching—for which not all teachers and students were prepared. This could cause an increase in stress due to the uncertainty caused by this time of change. This research analyzes the relationship between perceived self-efficacy in the confinement period and the level of trait anxiety (TA) and state anxiety (SA) during COVID-19. Four hundred twenty-seven students from the University of Granada (Spain) participated in this study. The adaptation of two scales that measure perceived academic self-efficacy and anxiety (TA and SA) has been applied. The results indicated that there was an inversely proportional relationship between anxiety and self-efficacy; men showed the highest perception of self-efficacy, while women had higher scores in TA and SA; the latter was accentuated in cases when a relative died. To conclude, students who show a higher level of anxiety (TA and SA) express more negative emotions and also perceive themselves with less academic self-efficacy. Therefore, a stressful situation (pandemic and confinement) together with a critical event (illness and death of a relative/friend due to COVID-19) increases anxiety levels and influences the perception of academic self-efficacy.