-
Research Article
Application of PBL-Seminar Teaching in Flipped Classroom of Immunology Course
Issue:
Volume 13, Issue 5, October 2025
Pages:
154-166
Received:
2 September 2025
Accepted:
16 September 2025
Published:
10 October 2025
Abstract: Problem-based learning (PBL) is an effective method to develop problem analysis and solving ability for students, and Seminar teaching focuses on critical thinking and interpersonal communication skill training through assigned questions and issues discussion. Immunology is an important compulsory course for medical and most biology-major undergraduates. In this study, we introduced both PBL and Seminar approaches (PBL-Seminar) into the flipped classroom teaching of an immunology course. In pre-class phase, students completed self-directed learning mainly via self-built micro-course materials and formed different learning groups for presentation preparation according to the selected Seminar topics. In the classroom, the teacher and students fully discussed the assigned topic based on group presentation. Furthermore, a series of evaluations were conducted by the teacher and students after class, and questionnaires were distributed to the students for the PBL-Seminar experience investigation using a 5-point Likert scale. The responses indicated the effectiveness of PBL-Seminar teaching model, which enhanced student’s comprehensive ability to solve complex problems. This teaching model solved the problem of the inadequacy of classroom hours efficiently, transformed teacher-centered model to student-centered model and eventually promoted both teachers’ and students’ long-term development. This study also provides a new theoretical basis for the teaching reform of immunology course.
Abstract: Problem-based learning (PBL) is an effective method to develop problem analysis and solving ability for students, and Seminar teaching focuses on critical thinking and interpersonal communication skill training through assigned questions and issues discussion. Immunology is an important compulsory course for medical and most biology-major undergrad...
Show More
-
Research Article
A Comparative Study on Teachers Attitudes Toward Inclusive Education in Tripura: An Analysis Across Gender, Locality, and Teaching Experience
Sutapa Kar*
,
Kalitoli K. Chishi
Issue:
Volume 13, Issue 5, October 2025
Pages:
167-173
Received:
22 September 2025
Accepted:
10 October 2025
Published:
29 October 2025
DOI:
10.11648/j.sjedu.20251305.12
Downloads:
Views:
Abstract: This study, grounded in a learner-centered approach, investigates teachers’ attitudes towards inclusive education with reference to gender, years of teaching experience, and urban-rural background. To achieve this, null hypotheses were formulated, and statistical methods including mean, median, standard deviation, and t-test were applied for data analysis. Data were collected through a self-constructed questionnaire administered using purposive sampling. The study population consisted of 2500 elementary school teachers from West Tripura and 1,500 elementary school teachers from South Tripura, from which a representative sample of 200 teachers was selected. The findings aim to provide insights into the factors influencing teachers’ perceptions of inclusive education, thereby contributing to policy and practice in the field of teacher education and educational reform.
Abstract: This study, grounded in a learner-centered approach, investigates teachers’ attitudes towards inclusive education with reference to gender, years of teaching experience, and urban-rural background. To achieve this, null hypotheses were formulated, and statistical methods including mean, median, standard deviation, and t-test were applied for data a...
Show More
-
Research Article
Research on Deep Learning Strategies Based on Online Courses
Issue:
Volume 13, Issue 5, October 2025
Pages:
174-178
Received:
3 September 2025
Accepted:
15 September 2025
Published:
30 October 2025
DOI:
10.11648/j.sjedu.20251305.13
Downloads:
Views:
Abstract: The development of current online courses increasingly emphasizes practical application and learning outcomes. Deep learning serves as a core strategy for effectively addressing the inherent challenges of online education and fostering students' higher-order cognitive abilities. Deep learning aims to cultivate advanced critical thinking, with its necessity arising from the need to analyze and solve complex problems. It is characterized by the following features: a deep engagement with the learning context, which can be transferred and applied to address novel and complex problems; an emphasis on the integration and construction of knowledge to generate new understanding and cognitive frameworks; a reliance on critical thinking grounded in comprehension; and an intrinsic motivation derived from self-directed and active learning driven by personal needs and goals. The exploration of approaches and strategies for implementing deep learning in online courses will constitute a central and challenging focus for future research in online education. To establish an effective deep learning framework within online courses, attention should be given to the dynamic development of deep learning resources, the design of instruction centered on knowledge construction and transfer, the collaborative development of presence within deep learning virtual communities, encompassing teaching presence, social presence, and cognitive presence, and further explore the multi-dimensional and full-process evaluation behaviors associated with deep learning.
Abstract: The development of current online courses increasingly emphasizes practical application and learning outcomes. Deep learning serves as a core strategy for effectively addressing the inherent challenges of online education and fostering students' higher-order cognitive abilities. Deep learning aims to cultivate advanced critical thinking, with its n...
Show More
-
Review Article
Developing Adaptive Learning Technologies with AI for Students with Disabilities
Mohammed Zeinu Hassen*
Issue:
Volume 13, Issue 5, October 2025
Pages:
179-187
Received:
4 October 2025
Accepted:
14 October 2025
Published:
31 October 2025
DOI:
10.11648/j.sjedu.20251305.14
Downloads:
Views:
Abstract: Traditional educational frameworks, characterized by standardized curricula and a uniform pace of instruction, frequently struggle to meet the varied learning requirements of students with disabilities. This systemic rigidity contributes to a persistent gap in educational outcomes and reveals the limitations of existing non-AI assistive tools, which are often static and unable to adapt to a learner's progress. The purpose of this article is to address this critical issue by examining the development of adaptive learning technologies driven by Artificial Intelligence (AI) to provide genuinely individualized educational experiences. It proposes a systematic approach for creating effective and ethical systems tailored to students with diverse needs. The methodology for this conceptual work involves a systematic review of the existing body of knowledge, which informs the introduction of a new development framework. This proposed framework outlines the essential components for robust adaptive systems, including: dynamic user profiling to create a rich, continuously updated understanding of a student’s learning patterns; generative AI models for the real-time creation and modification of educational content; immediate and constructive feedback mechanisms; and longitudinal progress monitoring to inform educators and guide long-term learning trajectories. The article concludes that while AI offers powerful tools to build more inclusive and equitable educational environments, its potential can only be realized through responsible and ethical implementation. The development process must be guided by a firm commitment to mitigating algorithmic bias, ensuring transparency and explainability in AI-driven decisions, establishing clear lines of accountability, and upholding robust data privacy standards. Ultimately, the successful integration of these advanced technologies depends on a foundation of ethical principles and human oversight to ensure fair and effective support for all students.
Abstract: Traditional educational frameworks, characterized by standardized curricula and a uniform pace of instruction, frequently struggle to meet the varied learning requirements of students with disabilities. This systemic rigidity contributes to a persistent gap in educational outcomes and reveals the limitations of existing non-AI assistive tools, whic...
Show More
