The pre-class component of the flipped learning approach, lacking sufficient interaction and feedback, was addressed in this research by employing the Community of Inquiry model and creating a corresponding e-learning environment based on its theoretical foundation. This study determined the successes and failures of this learning strategy by assessing its impact on student growth in critical thinking skills, social engagement, teaching presence, and cognitive development. The state university study group, employing a repeated measures design, comprised 35 undergraduate students. Student critical thinking strategies and perceived presence were measured with scales, and the forum was the platform used for gathering student posts. The implementation process was concluded after 15 weeks. Through the utilization of the community of inquiry framework in the pre-class component of the flipped learning approach, a solution was found to the problem of insufficient interaction and feedback, resulting in the development of students' critical thinking strategies and improved perceptions of teaching, social, and cognitive presence. In addition, a positive and significant connection was uncovered between the critical thinking strategy and the perception of the community of inquiry, this relationship representing 60% of the overall variation in community of inquiry perception. Future research, as recommended, provides backing for the study's conclusions.

Considering the well-documented influence of a positive social classroom climate in conventional face-to-face settings, its impact in online and technology-enhanced learning environments is less understood. A key goal of this systematic review was to integrate findings from empirical studies exploring the social atmosphere of online and technology-supported learning spaces in elementary and secondary schools. Searches were conducted in November 2021 using appropriate search terms within ACM Digital Library, Web of Science, Scopus, and ERIC. Articles were included only when they were directly relevant to the study's purpose, presented original empirical data, and sampled students and/or teachers from either primary or secondary schools and were published in English-language journals, conference proceedings, or book chapters. In addition, any articles that primarily addressed the development or testing of measurement tools were excluded. The thematic narrative encompasses 29 studies; these studies include qualitative, quantitative, and mixed-method approaches. All recipients successfully completed the quality assessment checklist. Findings regarding the social environment of online and blended learning classrooms before, during, and after the Covid-19 pandemic are analyzed and compared in this study. Neuromedin N 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. This paper examines the theoretical backdrop for these studies, the effect of a positive learning atmosphere in online and technology-rich learning environments on student engagement, and strategies for utilizing technological resources. The research, though acknowledging its limitations, suggests implications and directions for future inquiries, encompassing the requirement to include students' varied voices and perspectives, consider the significance of technology, employ a transdisciplinary approach, and reinterpret existing frameworks.

As synchronous videoconferencing technology has evolved, the research dedicated to the professional practices of synchronous online teaching has seen substantial and exponential growth. While the importance of teachers in fostering student motivation is well-recognized, synchronous online instructors' use of motivational techniques remains largely unknown. To fill this void, this mixed-methods study investigated the motivational strategies employed by synchronous online teachers and analyzed the influence of the synchronous online setting on their use of motivational strategies. Our analytical framework, drawing upon the need-supportive teaching principles of self-determination theory, focused on the three motivational strategies of involvement, structure, and autonomy support. A quantitative study of survey data collected from 72 language teachers indicated that the online environment was considered relatively conducive to autonomy support and structured learning, but learner engagement proved challenging to implement. Follow-up interviews (N=10) yielded qualitative insights into how online environments shaped teachers' strategic choices, leading to a novel framework and specific strategy lists applicable to synchronous online instruction. The application of self-determination theory in online learning is explored in this study, presenting substantial theoretical implications and practical recommendations for synchronous online teacher preparation and professional development initiatives.

Within the digital landscape, instructors are obligated to fulfill policy mandates concerning fundamental knowledge and more imprecisely articulated interdisciplinary competencies, with digital proficiency being a prime illustration. Forty-one teachers from three Swedish lower secondary schools, participating in a study employing focus group interviews, participated in sensemaking processes related to their students' digital competence, the findings of which are detailed in this paper. Teachers' knowledge of their students' digital engagement was explored through the questions, alongside strategies for supporting and advancing these students' digital capabilities. Muscle biopsies Focus group interviews revealed four central themes: a heightened understanding of issues, management of digital tools, creative exploration, and a preference for avoiding digital use. The subject of democratic digital citizenship was not touched upon by any themes. In this paper, the authors contend that moving beyond a singular focus on individual teacher digital proficiency to supporting student digital skills development within the specific context of local schools is imperative. Failure to consider this facet could lead to a missed opportunity to recognize students' combined digital skills and responsible online conduct. This paper's intent is to inspire subsequent explorations on how school organizations can assist educators in fostering several facets of digital competence in students within a modern digital society.

The issue of college student classroom well-being has been a persistent topic of investigation in online education research. In the context of online learning environments in colleges and universities, this study, guided by person-context interaction theory, analyzes a theoretical model. The impact of teacher-student interaction, richness and quality of sound, enjoyment derived from sound, perceived ease of use, and perceived usefulness on students' classroom well-being is the subject of this inquiry. The research hypotheses were evaluated by applying the structural equation model to the survey data of 349 college students engaged in online education. Classroom well-being is positively impacted by teacher-student engagement, the richness of sounds, the satisfaction derived from sounds, the perceived usability of resources, and the perceived usefulness of educational activities. Crucially, the sound richness and perceived ease of use can moderate the impact of teacher-student interaction on student well-being. Finally, some observations about the pedagogical implications are offered.

Training program innovations significantly affect both the educational system and the professional capabilities of students. In this regard, the current study proposes to investigate the usage of pioneering technologies in music and aesthetics education, incorporating intelligent technology. RNA Synthesis chemical Music students from Beijing's elementary, middle, and high schools, specializing in piano, violin, and percussion, comprised the 343 participants in the study; 112 elementary, 123 middle, and 98 high school students were represented. The students' proficiency levels were assessed in multiple phases, contrasting their current proficiency with their pre-experiment levels. An average eight-point scale was employed for this comparison. In the next stage, a comparison of the grades for the final academic concert was conducted. The results unequivocally point to the percussion class achieving the greatest enhancement, and the violin class demonstrating the slightest progress. Comparative evaluations of the piano students' performance revealed an average correlation, yet their ultimate demonstration in the academic concert soared above expectations, with a substantial 4855% exceeding the average. The violin students' performance demonstrated high standards, with 3913% achieving excellent or good marks. Students of percussion instruments displayed an impressive 3571% similarity in their skill levels. Subsequently, the employment of intelligent technologies positively influences students' academic performance, nevertheless, careful selection of technologies for educational integration is required. Future research should prioritize the impact of diverse applications and software on the learning process, in addition to avenues for bettering other areas of music education and their adaptability to intelligent technology.

Digital resources are experiencing heightened usage among both children and parents. The pandemic, coupled with technological advancements, has seen a surge in the utilization of digital resources, which are now integral parts of our daily lives. Smartphones and tablets are commonplace among children, leading to novel digital interactions that reshape both parent-child relationships and parental roles. It is anticipated that re-examining digital parents' self-efficacy, their mindset, and the associated elements impacting family-child interactions will be necessary. Digital parenting techniques represent parental efforts directed at understanding, facilitating, and monitoring children's activities in the digital sphere.