Didactica Danubiensis

Managing Student Engagement in a Virtual Learning Environment: A Case Study of Clustered Versus Dispersed Synchronous Virtual Learning

Steve O. Michael, Lili Zhang — Tue, 05 Nov 2024 00:00:00 +0000

Student engagement is perhaps the most important indicator of quality teaching and learning environment. The responsibility rests squarely on the professor to ensure an active and productive student engagement in every class taught. The unprecedent adoption of virtual learning platform in higher education across the globe is a legacy of COVID-19 pandemic. While most institutions have returned to in-classroom teaching and some are still struggling to bring students fully back on campus after three years of the pandemic, almost all institutions are offering some kind of virtual learning. Enthusiasm for technology sophistication and its application to education often obscures the impact on student engagement. The purpose of this article is to examine the quality of student engagement in a clustered versus dispersed synchronous learning platform using a case study of a class taught at Beijing Wuzi University. The article concludes that clustered synchronous learning platform is by far superior to dispersed synchronous learning platform. Several recommendations are provided including the need for professors to state intentionally and categorically their student engagement plans in their virtual learning course syllabi.

Hybrid Education and Digital Pedagogy: The Role of Technological Platforms and Artificial Intelligence in Enhancing Educational Processes

Corneliu Andy Pusca — Tue, 05 Nov 2024 00:00:00 +0000

The integration of hybrid education and digital pedagogy has significantly transformed the educational landscape, offering a blend of traditional and modern teaching methods. This paper examines the impact of advanced technologies such as artificial intelligence (AI), virtual reality (VR), and digital platforms on enhancing learning experiences. Using a mixed-methods approach, we analyze qualitative interviews with educators and quantitative surveys among students to assess the effectiveness of these tools in improving engagement, personalization, and overall academic performance. The findings underscore the need for continuous professional development for educators and highlight ethical considerations, including data privacy and the digital divide.

Automating Scientific Paper Screening with Backus-Naur Form (BNF) Grammars

Radu Bucea Manea Tonis — Tue, 05 Nov 2024 00:00:00 +0000

This article explores BNF grammars to streamline the automated screening of scientific papers. BNF grammars define the valid structures and sentence formats for a specific language. They act like a rulebook, ensuring consistency and allowing for analysis of elements within the language. In this case, the BNF grammar serves as a blueprint for the proper formatting of scientific papers according to publisher guidelines. The grammar defines the acceptable structure and arrangement of elements like preamble, body, and paragraphs. By leveraging a tool like Java ANTLR v.4 runtime, we can convert the BNF grammar into a custom parser. This parser can then automatically assess submitted scientific papers, verifying if they adhere to the defined formatting rules established by the BNF grammar. This approach offers a way to automate the initial screening process for scientific papers, potentially saving time and improving consistency during the review process.

Why Inclusive Education?

Gherghina-Gina Dimofte — Tue, 05 Nov 2024 00:00:00 +0000

The paper addresses the subject of inclusive education with a focus on the challenges and opportunities that arise in the modern school of the digital age. Inclusive education represents an educational system that promotes the participation and learning of all students regardless of their individual differences, abilities, needs, or characteristics. Its aim is to provide equal opportunities for all students by promoting diversity, respect, and acceptance. In an inclusive educational environment, all students are integrated into the same school community and receive the necessary support and resources to reach their maximum potential. The fundamental principles of inclusive education target aspects such as: promoting equal opportunities through equal access to educational opportunities for all students regardless of abilities, ethnic origin, socio-economic status, or other individual characteristics; respect for diversity by recognizing and celebrating diversity among students, creating an environment where everyone feels accepted and valued; developing social skills through interaction and collaboration among students, contributing to the development of social skills, empathy, and mutual understanding; developing a positive mindset by promoting an open attitude towards diversity and overcoming prejudices and stereotypes; preparing for life in a diverse world by helping them become active, empathetic, and understanding citizens. The benefits of inclusive education include improving school performance by adapting teaching and assessment methods to respond to the individual needs of students, which can enhance school performance and maximize each student's potential; reducing stigmatization and discrimination by highlighting that an inclusive educational environment promotes tolerance and acceptance, contributing to the reduction of stigmatization and discrimination. Additionally, it can build more inclusive societies because the impact of inclusive education extends beyond the school environment, contributing to the creation of a more inclusive and equitable society. Differentiating the curriculum by adapting the content, process, and product of learning to meet the individual needs of each student makes the school a stimulating environment conducive to the individual development of students according to their potential. The use of technology to facilitate communication and collaboration, the adaptation of educational materials and assessments, as well as the monitoring of student progress, emerges as a necessity but also as support in conducting a quality inclusive educational process. The implementation of inclusive education faces numerous challenges, including limited resources, the need for teacher training, as well as existing negative attitudes and mindsets, in addition to educational policies considered inadequate. In this context, technology brings both considerable opportunities and specific challenges. Therefore, technology can play a crucial role in supporting inclusive education, but it is essential to manage it properly to maximize benefits and minimize associated risks. Thus, inclusive education can become more accessible and effective for all students regardless of their specific needs.

Actualization of Linguodidactic Techniques in Teaching a Foreign Language to Students of Higher Educational Institutions

Tetiana Soroka — Tue, 05 Nov 2024 00:00:00 +0000

Literature as a branch of human knowledge and a foreign language as a cognitive phenomenon have an expressed synthetic character, combining the possibility of describing the sensory perception of the surrounding reality with a way of conveying abstract ideas of various levels of complexity. Being both a goal and a means of learning, a foreign language in cognitive terms allows a person to look at the world through the prism of a foreign language and a foreign cultural worldview, thereby ensuring the formation of a so-called secondary linguistic personality. Modern linguodidactics considers teaching a foreign language as a complex task, the structure of which genetically includes, in addition to the linguistic proper, pragmatic (academic), developmental (cognitive) and educational (socio-cultural) aspects. The use of extralinguistic aspects in the educational process, associated with the study of socio-cultural characteristics and the application of professional competencies, as well as the realization of a student's scientific interests contribute to the actualization of the pragmatic aspect. It is proved that interest in the culture of the studied language increases motivation to learn a foreign language, in turn, contributing to the activation of cognitive processes of a purely linguistic nature and positively influencing the formation of a student's professional and linguistic personality. Techniques that activate the cognitive processes of students should be characterized by interactivity and be aimed at updating their subjective and professional experience. Research work in a foreign language, participation in international seminars and conferences, striving for discoveries and focus on results can create a favorable environment for the natural acquisition of conversational and academic skills in the field of learning a foreign language in parallel with the development of academic and cognitive abilities of a student.

Meaningful Interaction Providing Input and Output Opportunities for English Use in EFL Learners' Social Networks

Elena Mestereaga — Tue, 05 Nov 2024 00:00:00 +0000

Most of the language acquisition theories underline the need of exposure to the target language by providing EFL learners those situations in which English is visible and audible. Thus learners are able to get greater familiarity with the target language creating more chances for EFL acquisition. If EFL learning is affected by various variables, the input represents a significant one being the first side of the language learning process. Among the factors affecting EFL learning and use in EFL learners’ social networks a significant contribution is that of interpersonal space which connects learners’ social relations and their interactions, as they are generated by the learners in daily life. In such contexts their identities can be affirmed and occur generation of knowledge by collaboration, thus developing linguistic skills.

Inclusive Education in Today’s Time

Iuliana Călin — Tue, 05 Nov 2024 00:00:00 +0000

The paper addresses the subject of inclusive education, with an emphasis on the challenges and opportunities arising in the digital era.

Inclusive education is defined as a pedagogical practice that ensures equal access to education for all students, regardless of abilities, disabilities, socio-economic background, ethnicity, gender or other individual characteristics. The basic principles of inclusive education include accessibility, active participation, individualization of learning, collaboration between all involved parties and respect for diversity. To achieve successful inclusive education, schools must adopt a holistic and integrated approach that includes clear policies, continuous training for teachers, adaptation of curriculum and teaching methods, and the creation of an accessible and supportive environment for all students. By actively involving all stakeholders and fostering a culture of respect and acceptance, schools can create a learning environment where every student has the chance to develop to their full potential. The benefits are multiple and extend to students as well as to the community and teachers: social and emotional development, improved academic results and increased tolerance of diversity, contribution to a more inclusive and fair society, promotion of acceptance of differences, opportunities for professional development and pedagogical innovation. The implementation of inclusive education faces various challenges: limited resources, teacher training, negative attitudes and mentalities, inadequate educational policies. Technology brings both opportunities and challenges. Opportunities include: use of adaptive educational software and AI, assistive technologies, digital educational resources, online and hybrid learning, use of digital communication tools. Challenges include: digital exclusion, digital literacy, personal data protection and cybersecurity, quality of online education and psychological support. To address these challenges, several strategies are proposed: investments in technology and infrastructure, training and support for teachers, implementation of assistive technologies, data privacy and online safety, psychological and emotional support, coherent educational politicies. Schools can take the following actions to ensure successful inclusive education: developing a clear policy framework, continuous training of teachers, adaptation of curriculum, creating an accessible physical and digital environment, psychological and emotional support, involving parents and the community, monitoring and evaluating progress, promoting an inclusive culture. The paper emphasizes that to achieve successful inclusive education, a holistic and integrated approach is required, involving all stakeholders and promoting respect and acceptance of diversity.

Agile Digital Learning, A New Paradigm in Education

Doinița Popa — Tue, 05 Nov 2024 00:00:00 +0000

Agile learning represents a significant shift in educational methodologies, adapting to the needs and expectations of students in our fast-paced, technology-driven world. This approach is characterized by adaptability and collaboration and focuses on personalized learning experiences, which are increasingly essential, and traditional educational methodologies need to be more effective in the face of constant change. Agile learning in education is exceptionally flexible and student-centered, allowing educators to adapt their teaching methods to better meet the individual needs of students.

Pedagogical Practice - Approach from the Perspective of Online Learning

Doinița Popa — Tue, 05 Nov 2024 00:00:00 +0000

The hybrid approach to pedagogical practice has become increasingly necessary in the context of technology development and recent educational changes. Hybrid pedagogy, which combines traditional face-to-face learning with elements of online education, offers a comprehensive range of advantages that meet the needs of both teachers and students, ensuring they are well-informed and knowledgeable about its benefits. This gives teachers and students greater flexibility and accessibility, enabling better adaptation to various educational needs.

Innovation in School Performance Assessment: The Digital Portfolio as a Tool for Enhancing Achievement and Success in Education

Adrian Formagiu — Tue, 05 Nov 2024 00:00:00 +0000

This article examines the impact of digital portfolios on school performance assessment, aiming to improve educational outcomes through innovative evaluation methods. As the demand for adaptable skills grows in a competitive job market, this research is crucial for developing assessment strategies that capture a comprehensive view of student competencies beyond traditional testing. Drawing on previous research that emphasizes the role of digital technologies in education (Prensky, 2001; Mishra & Koehler, 2006) and the need for assessments aligned with learning objectives (Wiggins, 1998), this study focuses on digital portfolios as a tool for comprehensive evaluation. A mixed-methods approach was used, combining qualitative analyses of digital portfolio use with quantitative data on student performance. Methods included case studies, educator surveys, and student interviews. The study found that digital portfolios enhance student outcomes by providing a more detailed skills assessment, promoting self-directed learning, and increasing engagement. They offer flexibility for personalized evaluation and continuous feedback, which leads to improved academic performance and motivation. This research demonstrates the effectiveness of digital portfolios in providing a holistic view of student learning and suggests their potential to transform educational assessment to better meet the evolving needs of students in a digital era.

Digital Inclusive Education in the Educational System

Nicoleta Pirlog — Tue, 05 Nov 2024 00:00:00 +0000

This paper addresses the topic of digital inclusive education in today’s continuously transforming educational system. Inclusive education is an ongoing process that involves the schooling of children with special educational needs, adapting schools to their needs, and engaging them in both formal and informal educational activities that ensure their learning and development. Digital inclusion facilitates the teaching, learning, and evaluation processes, providing a playful and dynamic space for students, bringing significant benefits to the education system. Digital inclusion in education is crucial because, beyond approaching interaction means of knowledge, it also motivates the learning process, which requires inventive means and knowledge exchange, ensuring active student participation in school activities. This involves identifying and eliminating barriers that can relate to the way schools are organized, teaching methods, and evaluating student progress. Inclusive education and digital technology are interconnected. Successful transformation of inclusive educational systems must consider successful digital transformation. Although inclusive and digital educational systems have developed separately, their various advances have supported each other. They should be viewed as such, and the connection between them should be further promoted so that all students have equal chances to reach their potential within the educational system.

The Issue of Acceptability of the Online Education

Adriana-Maria Sandru — Tue, 05 Nov 2024 00:00:00 +0000

The article identifies the state's obligations regarding online education, taking into account the essential features of traditional education, established within the UN, namely "availability", "accessibility", "acceptability" and "adaptability". It addresses the acceptability of the online education by approaching aspects such as online assessment and interaction between students and between students and teachers as perceived by students. Il also gives an insight into the legal framework adopted to make education acceptable.

An Analysis regarding Teachers' Continuous Training Needs in Romania between 2022 and 2024

Thu, 07 Nov 2024 00:00:00 +0000

Teacher training has a great significance related to the quality of the educational system. The training process plays an important role in the continuous development of the teachers competencies in a context that has a permanent state of change under the social and human influences. This paper presents an analysis related to the teachers continuous training needs in Romania between 2022 and 2024, based on the development of a statistical instrument consisting in a survey addressed to the teachers who participated on training courses. The analysis was made based on two approaches. The first one is the statistical approach, in which direct observations based on quantitative and qualitative data from the responses was made. The second one is related to an analysis of specific needs that were determined to be the most influential in the first part of the analysis. The second part was made using machine-learning (ML)-based instruments, such as Natural Language Processing (NLP) or clustering based on the open responses and multiple-choice items. The research showed that a great deal of importance regarding training needs is related to the development of good practices and the integration of new technologies within the educational process.