Teacher beliefs, classroom process quality, and student engagement in the smart classroom learning environment: A multilevel analysis

Wang, Jingxian; Tigelaar, Dineke; Luo, Jianghua; Admiraal, Wilfried

doi:10.1016/j.compedu.2022.104501

Cited by 38 publications

(17 citation statements)

References 57 publications

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“…In addition, the inquiry-based learning environment of the smart classroom has a positive impact on Chinese university teachers' switching intention. The inquiry-based learning environment is an important attraction of the smart classroom (Lu et al, 2021;Wang et al, 2022b). Therefore, the construction of the inquiry-based environment should be strengthened for the students to actively explore the approach to learning at class, and university teachers can notice students' performance and confusion in time and help them solve the problems.…”

Section: Discussionmentioning

confidence: 99%

Utilizing the push–pull–mooring framework to explore university teachers' intention to switch from traditional classrooms to smart classrooms in China

Zhu

Peng

Yang

2023

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PurposeThis study explores the factors that promote university teachers' switching intention from a traditional classroom to a smart classroom based on the push–pull–mooring (PPM) framework to enrich the theoretical research on the smart classroom and provide a reference for smart classroom promotion.Design/methodology/approachThe proposed conceptual framework was developed from a comprehensive review of the related literature. This study tested and validated the proposed framework using a partial least square structural equation model based on 269 valid questionnaires.Findings(1) Perceived inefficiency, inquiry-based learning, future expectation and technical self-efficacy had significant effects on switching intention, while low participation, perceived usefulness and habit had no significant effects on university teachers’ switching intention in the smart classroom. (2) In the process of decision-making, the course category significantly moderates the impact of perceived inefficiency and technical self-efficacy on switching intention, while the user experience of smart classrooms significantly moderates the impact of perceived inefficiency on switching intention.Originality/valueThis study explains university teachers' switching intention from a traditional classroom to the smart classroom, which enriches the application area of the PPM framework.

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Section: Discussionmentioning

confidence: 99%

Utilizing the push–pull–mooring framework to explore university teachers' intention to switch from traditional classrooms to smart classrooms in China

Zhu

Peng

Yang

2023

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“…Sin embargo, a pesar de que se ha centralizado el estudio de la integración de las TIC desde este tipo de creencias (Uslu & Usluel, 2019); Chand et al (2020) indican que existe una relación ambigua entre las creencias constructivas y la integración de las TIC. Así, Wang et al (2022) reportan diversos hallazgos que ponen de manifiesto que las creencias centradas en el estudiante facilitan la integración de las TIC, lo que no sucede con las creencias centradas en el docente. Por ello, en algunos países se encuentra que a pesar de la implementación de programas con tecnología no se logró transformar las creencias en prácticas efectivas de enseñanza.…”

Section: Discussionunclassified

Propiedades psicométricas de una prueba sobre creencias docentes respecto de la integración de las TIC

Beteta¹,

Domínguez²,

Rodríguez³

2022

Red

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This study is part of a doctoral research that analyzes the relationship between socioemotional competencies (SEC) and the teaching beliefs of secondary school teachers. In this sense, it is necessary to have a valid, reliable instrument adapted to the sociocultural reality of public school teachers in Metropolitan Lima in coherence with international theoretical frameworks and existing empirical research. Thus, an ad hoc test was designed under the Classical Test Theory, taking into account a classification of teaching beliefs, and the respective psychometric analysis was carried out. A total of 393 teachers from the seven Local Educational Management Units (UGEL) of Metropolitan Lima participated. The methodology included the determination of content and construct validity, as well as the analysis of reliability by internal consistency. This research provides an instrument of 30 items on a Likert scale with optimal validity and reliability indicators for the Peruvian reality with the possibility of being extrapolated to other South American contexts for the diagnosis, research and evaluation of the effectiveness of ICT training programs within the framework of the paradigm of teacher thinking. Este estudio forma parte de una investigación doctoral que analiza la relación entre las competencias socioemocionales (CSE) y las creencias docentes del profesor de secundaria. En este sentido es necesario contar con un instrumento válido, confiable y adaptado a la realidad sociocultural de los maestros de escuelas públicas de Lima Metropolitana en coherencia con los marcos teóricos internacionales y la investigación empírica existente. Así, se diseñó una prueba ad hoc bajo la Teoría Clásica de los Test, teniendo en cuenta una clasificación de las creencias docentes y se realizó el análisis psicométrico respectivo. En total participaron 393 docentes pertenecientes a las siete Unidades de Gestión Educativa Local (UGEL) de Lima Metropolitana. La metodología abarcó la determinación de la validez de contenido y constructo; así como el análisis de confiabilidad por consistencia interna. Con esta investigación se provee un instrumento de 30 ítems en una escala Likert con indicadores de validez y confiabilidad óptimos para la realidad peruana con posibilidad de ser extrapolado a otros contextos sudamericanos para el diagnóstico, investigación y evaluación de la efectividad de programas de capacitación en TIC en el marco del paradigma del pensamiento docente.

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“…Moreover, online education better accommodates individual learning styles and study plans. Integrating online FA while ensuring the aforementioned qualities will inevitably alter perceptions of validity and reliability and validate online FA as an innovative instructional strategy [38,39].…”

Section: Effective Assessment Procedure: Validity Reliability and Dis...mentioning

confidence: 99%

Implementation of Formative Assessment in Engineering Education

Sanchez-Lopez

Kasongo

Gonzalez-Sanchez

et al. 2023

Acta Pedagogia Asia

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Formative assessment is an assessment of student learning that aims to improve students' skills or understanding of certain course themes. Formative evaluations are often conducted in class, can be conducted anonymously, and are typically much more focused on certain abilities or knowledge. This article presents a comprehensive literature analysis on formative assessment in engineering education. As an integrated narrative review, this study's methodology included a systematic search, review, and writing of the literature in order to synthesize the important themes and conclusions of research in this field. The authors selected and reviewed the available literature using qualitative thematic criteria, focusing on the relationship between formative assessment and students' attitudes, FA and self-regulation skills, online formative evaluation, validity, reliability, and dishonesty of assessment, and engagement with critical learning processes. An increase in student involvement and centrality in the process as primary actors, as well as the building of a learning community, are among the cited benefits. According to the primary results, effective online formative assessment can generate a student- and assessment-centered emphasis through formative feedback and enhanced learner engagement with significant learning experiences. In the context of online formative assessment, it has been discovered that ongoing authentic assessment activities and interactive formative feedback are vital for overcoming validity and reliability concerns.

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Teacher beliefs, classroom process quality, and student engagement in the smart classroom learning environment: A multilevel analysis

Cited by 38 publications

References 57 publications

Utilizing the push–pull–mooring framework to explore university teachers' intention to switch from traditional classrooms to smart classrooms in China

Utilizing the push–pull–mooring framework to explore university teachers' intention to switch from traditional classrooms to smart classrooms in China

Propiedades psicométricas de una prueba sobre creencias docentes respecto de la integración de las TIC

Implementation of Formative Assessment in Engineering Education

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