Mindful practices to support university faculty sense of wellbeing and enhance their teaching-learning scholarship: a mixed-method pilot study

There is a growing concern regarding student use of digital devices such as smartphones during classroom instruction. This pilot study used a mixed-method survey to collect data from 146 K-16 educators. Eighty percent of the participants said that students multitask, and 50% said they multitask a lot. Many of the instructors reported they are distracted by students' use of phones while more than half of the participants indicated they felt doing multiple tasks at the same time disrupts class time and may impact a students' ability to learn. These findings have important implications because classroom instructors may need to modify instructional strategies to keep students on task, have clear policies on the use of electronic devices, and ensure that students understand instructor expectations.

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Integrating the use of iPad in the Teaching-Learning Process: A Pilot Study from UAE

2019 International Arab Conference on Information Technology (ACIT) ◽

10.1109/acit47987.2019.8991125 ◽

2019 ◽

Author(s):

Zuhrieh A. Shanaa ◽

Enas Abulibdeh

Keyword(s):

Pilot Study ◽

Learning Process ◽

Teaching Learning

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Enhancing Learner Motivation and Classroom Social Climate: A Mixed Methods Approach

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17155272 ◽

2020 ◽

Vol 17 (15) ◽

pp. 5272 ◽

Cited By ~ 1

Author(s):

Alfonso Valero-Valenzuela ◽

Oleguer Camerino ◽

David Manzano-Sánchez ◽

Queralt Prat ◽

Marta Castañer

Keyword(s):

Mixed Methods ◽

School Violence ◽

Mixed Method ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Social Climate ◽

Mixed Method Research ◽

Learning Context ◽

Student Sample ◽

Teaching Learning

The aim of this study was to analyze how motivation and classroom social climate was enhanced in the teaching–learning context throughout a Pedagogical Model of Personal and Social Responsibility (TPSR) implementation using a mixed method approach. An educational program was applied during an academic year in a student sample of primary and secondary school. A total of 44 sessions with 54 participants, between 11 and 16 years old (M = 13.41 years, SD = 1.73) were video-recorded. A multilevel triangulation design of mixed method research was applied to merge: (a) the Observational System of Teaching Oriented Responsibility (OSTOR), which revealed how the students’ behavior patterns shifted an alongside the interventions with (b) a set of five complementary questionnaires: Motivation toward Education Scale (EME), Responsibility Questionnaire (PSRQ), Basic Psychological Needs Questionnaire (PNSE), Questionnaire to assess social school climate (CECSCE) and Questionnaire of School Violence (CUVE). The mixed methods design confirmed that both the observational and the inferential analysis show an improvement of the TPSR implementation in the student’s responsibility and satisfaction and the social climate of the classroom. The other variables, although they were also improved, did not do it significantly; all the motivation dimensions showed higher values, except for amotivation and violence.

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