Recognizing the dearth of interaction and feedback in the pre-class portion of the flipped learning design, this research incorporated the Community of Inquiry model and the corresponding e-learning platform, which is meticulously developed according to this model's theoretical principles. This research project explored the efficacy of this learning strategy by evaluating its impact on students' critical thinking skills, social integration, teaching engagement, and cognitive development, thereby highlighting its strengths and limitations. This study, structured with a repeated measures design, included 35 undergraduate students at a state university. To gauge students' critical thinking skills and perceived presence, scales were employed, and the forum platform was used to collect student posts. It took 15 weeks to complete the implementation process. A pre-class component within the flipped learning approach, structured using the community of inquiry framework, demonstrated the possibility of eliminating the lack of interaction and feedback, leading to the development of critical thinking strategies and enhancements in students' perceptions of teaching, social, and cognitive presence. Significantly, the critical thinking approach displayed a positive and substantial association with the perceived community of inquiry, this association explaining 60% of the variation in the perception of community of inquiry. Recommendations for future research lend support to the conclusions of the study.

While the importance of a supportive classroom atmosphere in traditional learning is well-documented, the impact of such an environment in online and technology-integrated learning remains uncertain. The systematic review aimed to collate the results of empirical studies analyzing aspects of the social classroom climate in digital and technology-integrated learning environments in primary and secondary schools. Searches across ACM Digital Library, Web of Science, Scopus, and ERIC incorporated appropriate search terms in November 2021. Articles were selected if they met the research's objectives, reported original data from studies involving primary and/or secondary school students and/or teachers, and were published in English-language academic journals, conference papers, or book chapters. In addition, any articles that primarily addressed the development or testing of measurement tools were excluded. A thematic synthesis of 29 articles, encompassing qualitative, quantitative, and mixed-methods research, forms the narrative. A comprehensive quality assessment checklist was completed for each individual. The studies of social classroom climate in online learning, pre and post-Covid-19, and in blended learning scenarios, form the core of the presented findings. biomarker conversion Subsequently, the study investigates the relationships existing between online social learning environment and academic factors. The study also explores the impact of synchronous/asynchronous discussion groups and social media on creating and fostering this environment. The theoretical framework underlying these studies, along with the influence of a positive learning climate in online and technology-enhanced learning environments on students, will be discussed, followed by practical approaches and promising applications of technology. In light of the research and recognizing its limitations, we suggest implications for future study, including the need to incorporate student perspectives and diversity, investigate technological influences, embrace a transdisciplinary strategy, and redefine the boundaries of the field.

With the burgeoning use of synchronous videoconferencing, research on the professional practices of synchronous online instruction has seen an exponential upswing. Although the crucial role of teachers in inspiring student motivation is widely acknowledged, the application of motivational strategies by synchronous online teachers remains largely unexplored. This mixed-methods study, aimed at addressing this disparity, delved into the motivational strategies utilized by synchronous online teachers and investigated the impact of the synchronous online environment on the application of these strategies. Leveraging the need-supportive teaching principles of self-determination theory, our analytical framework addressed three motivational strategies: involvement, structure, and autonomy support. The quantitative survey results of 72 language teachers' perspectives suggest that autonomy support and structured approaches were relatively suitable for online instruction, though learner involvement remained difficult to implement effectively. Elucidating the impact of the online environment on teachers' instructional strategies, a qualitative analysis of ten follow-up interviews (N=10) generated a fresh framework and strategy lists for use in synchronous online teaching. The application of self-determination theory in online education is explored in this study, which yields significant theoretical insights and practical implications for synchronous online teacher training and professional growth.

In the realm of digital society, educators are mandated to implement policy directives encompassing both core knowledge and less precisely defined cross-curricular skills, one of which is digital literacy. Sensemaking processes regarding students' digital competence, as experienced by 41 teachers from three Swedish lower secondary schools involved in focus group interviews, are the subject of this reported study. Teachers' knowledge of their students' digital engagement was explored through the questions, alongside strategies for supporting and advancing these students' digital capabilities. selleck chemicals The focus group interviews yielded four major themes: critical awareness, tool proficiency, creative application, and a pattern of avoiding digital usage. The discourse lacked themes on democratic digital citizenship. The paper examines the significance of shifting from a singular emphasis on individual teacher digital proficiency to a concentration on how school structures can facilitate and negotiate student digital competency within particular local settings. Omitting this crucial consideration carries the risk of overlooking the interconnected digital competencies and digital citizenry of the students. This paper aims to provoke further research concerning how schools, as organizational structures, can furnish teachers with the resources needed to cultivate various aspects of student digital proficiency within the contemporary digital landscape.

College student well-being within the online classroom setting has been a significant focus of online education research. This research, rooted in person-context interaction theory, analyzes a theoretical model of the influence of teacher-student interaction, sound richness, sound pleasure, perceived ease of use, and perceived usefulness on student well-being in online college and university classrooms. The structural equation model was used to test research hypotheses based on a survey of 349 college students enrolled in online programs. Teacher-student interaction, the vibrancy of sounds, the pleasure students feel from those sounds, perceived ease of use, and perceived value demonstrably enhance student well-being in the classroom; importantly, the richness of sound and the perceived ease of use can moderate the influence of teacher-student interaction on the students' classroom well-being. The pedagogical consequences are now investigated.

Improvements in training programs have a consequential effect on educational structures and student professional development. Subsequently, this research endeavors to analyze the utilization of advanced technologies in teaching musical and aesthetic concepts, employing intelligent tools. infected pancreatic necrosis A total of 343 students, comprising 112 elementary, 123 middle, and 98 high schoolers, participated in the study, representing students from a variety of Beijing music schools specializing in piano, violin, and percussion. Student proficiency was assessed incrementally, comparing the current skill levels with their prior proficiency levels before the experimental phase. A standardized eight-point average scale was employed in the evaluation process. The subsequent phase of the process involved comparing the grades of the participants in the final academic concert. Analysis of the results revealed that the percussion class saw the most substantial progress, with the violin class displaying the smallest advancement. Although the piano students' performance correlated with average results, the culmination of their skills at the annual academic concert was extraordinarily impressive, with 4855% showcasing talent exceeding the norm. A significant portion, 3913%, of violin students received excellent or good marks. An astounding 3571% of the students specializing in percussion instruments reached the same level of proficiency. In summary, intelligent technologies positively affect student outcomes, but a discerning approach to technology selection for educational integration is vital. Further exploration of the effects of diverse applications and programs on learning should be undertaken, alongside investigation into methods for enhancing other facets of music instruction and the transformative potential of intelligent technologies.

Children and parents have adopted a greater reliance on digital resources. The pandemic's impact, interwoven with technological breakthroughs, has resulted in the heightened usage of digital resources, which are now deeply embedded in modern society. The ubiquitous use of smartphones and tablets by children has profoundly altered the dynamics of parent-child relationships and the expectations placed upon parents. It is anticipated that re-examining digital parents' self-efficacy, their mindset, and the associated elements impacting family-child interactions will be necessary. Parental strategies within digital parenting seek to understand, assist, and control children's usage and activities in digital settings.