English learners’ readiness for online flipped learning: Interrelationships with motivation and engagement, attitude, and support

As one variant of the conventional flipped model, online flipped learning is increasingly implemented and it becomes important to explore how learners may be ready for it and how learner readiness may relate to motivation, attitude, and support. Informed by a multidimensional conceptualization of learner readiness and motivation and engagement, this study investigates the current situation of learner readiness, focusing on the moderating roles of learner attitude and environmental support in moderating the interrelationships between learner readiness and motivation and engagement in online flipped learning. Based on survey responses from 6,364 English learners across 11 Chinese universities, the results reveal that the students exhibited a generally high level of readiness for online flipped learning, though with significant demographic differences. The results also indicate that learner attitudes and environmental support moderated the impact of learner readiness upon learner motivation and engagement in online flipped learning. The findings call for attention to examine closely what dimensions of learner readiness could shape what aspects of motivation and engagement rather than simply assuming a linear causal relationship between readiness and motivation and engagement. A potential polarizing effect in online flipped learning is also highlighted, with implications discussed.

Current Status of Handheld Otoscopy Training: A Systematic Review

Objective: Otoscopy is a frequently performed procedure and competency in this skill is important across many specialties. We aim to systematically review current medical educational evidence for training of handheld otoscopy skills. Methods: Following the PRISMA guideline, studies reporting on training and/or assessment of handheld otoscopy were identified searching the following databases: PubMed, Embase, OVID, the Cochrane Library, PloS Medicine, Directory of Open Access Journal (DOAJ), and Web of Science. Two reviewers extracted data on study design, training intervention, educational outcomes, and results. Quality of educational evidence was assessed along with classification according to Kirkpatrick’s model of educational outcomes. Results: The searches yielded a total of 6064 studies with a final inclusion of 33 studies for the qualitative synthesis. Handheld otoscopy training could be divided into workshops, physical simulators, web-based training/e-learning, and smartphone-enabled otoscopy. Workshops were the most commonly described educational intervention and typically consisted of lectures, hands-on demonstrations, and training on peers. Almost all studies reported a favorable effect on either learner attitude, knowledge, or skills. The educational quality of the studies was reasonable but the educational outcomes were mostly evaluated on the lower Kirkpatrick levels with only a single study determining the effects of training on actual change in the learner behavior. Conclusion: Overall, it seems that any systematic approach to training of handheld otoscopy is beneficial in training regardless of learner level, but the heterogeneity of the studies makes comparisons between studies difficult and the relative effect sizes of the interventions could not be determined.

The Prominent Barriers to Speaking in English: A Study Conducted Among Youngsters

This discourse analyses the prominent barriers to speaking in English while conducting online English Language classes during the pandemic, COVID-19. The study is conducted among business communication students in university colleges in India and takes five paradigms into consideration. They are: the motivational factor, the personality of the learner, attitude of the learner, the pedagogical management of English classes in online mode and the level of exposure to the English language. Data were collected by analyzing the survey questionnaire distributed among 150 business communication students. Data were analyzed with the help of SPSS in a descriptive mode. The result of the analysis shows that while dealing with online classes, teachers face several difficulties to manage the language subjects, especially the pedagogical management of the English subject. Another significant factor is the level of exposure to the English language. In this online system, ordinary students do not have an opportunity to communicate and practice English. They show some kind of hesitation to use English during the entire class time and give less attention to the words of the teacher. Most of them are distracted due to several factors. It contributes moderately to the predicaments of the learners. This study also helps to understand the crucial factors that act as language barriers in cross cultural business communication as the application level of language is more or less same all over the world.

Identifying Student Satisfaction in the Flipped English Class Enhanced With Clickers

The flipped class has received great popularity in the last decade. This study, combining quantitative with qualitative research methods, randomly selected over 200 participants and adopted both structural equation modeling and bivariate correlation analysis, studied the factors influencing student satisfaction via corresponding scales that were evidenced valid and internally consistent. It was concluded that several factors, i.e., learner attitude, technology anxiety, teachers' prompt feedback, flexibility of CFLC, and perceived usefulness and ease of technology, exerted significant influence on student satisfaction. The data collected from the semi-structured interview supported the results as well. The design of CFLC should not ignore learner attitude, technology anxiety, teachers' prompt feedback, flexibility of CFLC, and perceived usefulness and ease of technology since they have great impact on student satisfaction. Future research, in need of multi-disciplinary cooperation, may also focus on course design, teacher satisfaction, and textbook choice.

Learner Attitudes Towards Humanoid Robot Tutoring Systems

A novel framework for investigation of the learner attitude towards a humanoid robot tutoring system is proposed in the chapter. The theoretical approach attempts to understand both the cognitive motivation as well as the social motivation of the participants in a teaching session, held by a robotic tutor. For this aim, a questionnaire is delivered after the eye tracking experiment in order to record the type and amount of the learned material as well as the social motivation of the participants. The results of the experiments show significant effects of both cognitive and social motivation influences. It has been shown that cognitive motivation can be observed and analyzed on a very individual level. This is an important biometric feature and can be used to recognize individuals from patterns of viewing behaviors in a lesson. Guidelines, drawn from first-person accounts of learner participation in the study, are also formulated for achieving more intuitive interactions with humanoid robots intended to perform social jobs like being teachers or advisors.