Sustainable Learning Process: Assessing the Effectiveness of Teaching Methodology by Analyzing Spatial and Temporal Properties of a Student as a Subject
Abstract
:1. Introduction
- Integration of professional and general cultural training of specialists alongside the development of their personal qualities;
- Commitment to self-realization and creative self-expression;
2. Problem Background
3. Methodology
3.1. Participants
3.2. Data Collection
3.3. Psychodiagnostics Techniques
Background for Estimating Personal Qualities
3.4. Students’ Knowledge Assessment
3.5. Scheme of Calculation
4. Results of Study and Discussion
4.1. Personal Qualities Study
4.1.1. Activity and Independence
4.1.2. Orientation of Personality
4.1.3. Self-Government Ability
4.2. Students’ Knowledge Quality
4.3. Data Processing
5. Conclusions
- One of the most important characteristics of the subject is the ability to transform reality, to change oneself and others through adequate feedback;
- The subjective properties of a person manifest themselves at a certain level of personality development, providing the possibility of productive activity;
- Formation of personal characteristics of a student as a subject of educational activity occurs through self-development;
- Learning activities are an important condition for development;
- Subject-to-subject relations in class are the possibility of a student’s self-development;
- The program of learning within the framework of socio-cultural theory and “activity” approach is the condition of subjective qualities formation with a personal in the educational activity.
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
- Vygotsky, L.S. Educational Psychology; Classics in Soviet Psychology Series; St. Lucie Press: Boca Raton, FL, USA, 1997. [Google Scholar]
- Lee, C.D.; Smagorinsky, P.; Freedman, S.W.; Simons, E.R.; Casareno, A.B. Vygotskian Perspectives on Literacy Research: Constructing Meaning through Collaborative Inquiry; Cambridge University Press: Cambridge, MA, USA, 2000; Available online: http://assets.cambridge.org/97805216/30955/frontmatter/9780521630955_frontmatter.pdf (accessed on 1 May 2024).
- Thompson, I. The Mediation of Learning in the Zone of Proximal Development through a Co-Constructed Writing Activity. Res. Teach. Engl. 2013, 47, 247–276. Available online: https://library.ncte.org/journals/RTE/issues/v47-3/22712 (accessed on 1 May 2024). [CrossRef]
- Azi, Y.A. Scaffolding and the Teaching of Writing Within ZPD: Doing Scaffolded Writing (A Short Case Study). Int. J. Linguist. 2020, 12, 105–114. Available online: https://www.macrothink.org/journal/index.php/ijl/article/view/14044 (accessed on 1 May 2024). [CrossRef]
- Engestrom, Y. Expansive learning at work: Toward an activity theoretical reconceptualization. J. Educ. Work. 2001, 14, 133–156. Available online: https://www.academia.edu/30468749/Expansive_Learning_at_Work_toward_an_activity_theoretical_reconceptualization_Engestrom (accessed on 1 May 2024). [CrossRef]
- Eccles, J.S.; Wigfield, A. From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemp. Educ. Psychol. 2020, 61, 101859. Available online: https://www.sciencedirect.com/science/article/pii/S0361476X20300242 (accessed on 1 May 2024). [CrossRef]
- Lee, J.; Zo, H.; Lee, H. Smart learning adoption in employees and HRD managers. Br. J. Educ. Technol. 2014, 45, 1082–1096. Available online: https://www.researchgate.net/publication/267158127_Smart_learning_adoption_in_employees_and_HRD_managers (accessed on 1 May 2024). [CrossRef]
- Chaiklin, S. The zone of proximal development in Vygotsky’s analysis of learning and instruction. In Vygotsky’s Educational Theory in Cultural Context; Kozulin, A., Gindis, B., Ageyev, V., Miller, S., Eds.; Cambridge University Press: Cambridge, MA, USA, 2003; pp. 39–64. Available online: https://www.researchgate.net/publication/265047892_The_Zone_of_Proximal_Development_in_Vygotsky’s_Analysis_of_Learning_and_Instruction (accessed on 1 May 2024).
- Alvermann, D.E. Effective literacy instruction for adolescents. J. Lit. Res. 2002, 34, 189–208. Available online: https://www.researchgate.net/publication/251502760_Effective_Literacy_Instruction_for_Adolescents (accessed on 2 May 2024). [CrossRef]
- Ares, N.M.; Percy, M.M. Constructing literacy: How goals, activity systems, and text shape classroom practice. J. Lit. Res. 2003, 35, 633–662. Available online: https://www.academia.edu/38569696/Literacy_in_the_new_Media_Age (accessed on 2 May 2024). [CrossRef]
- Salmon, G. E-Moderating: The Key to Teaching and Learning Online; Routledge: Cambridge, MA, USA, 2011; Available online: http://lst-iiep.iiep-unesco.org/cgi-bin/wwwi32.exe/[in=epidoc1.in]/?t2000=010909/(100) (accessed on 2 May 2024). [CrossRef]
- Ryan, R.M.; Deci, E.L. Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemp. Educ. Psychol. 2020, 61, 101860. Available online: https://www.sciencedirect.com/science/article/pii/S0361476X20300254 (accessed on 2 May 2024). [CrossRef]
- Anderman, E.M. Achievement motivation theory: Balancing precision and utility. Contemp. Educ. Psychol. 2020, 61, 101864. Available online: https://www.sciencedirect.com/science/article/pii/S0361476X20300291 (accessed on 3 May 2024). [CrossRef]
- Tso, M.L. The Effects of Teaching Practices on Student’s Motivation in Project Learning. Ph.D. Thesis, University of Hong Kong, Pokfulam, Hong Kong SAR, China, 2004. Available online: https://www.researchgate.net/publication/277187999_The_effects_of_teaching_practices_on_student’s_motivation_in_project_learning (accessed on 3 May 2024). [CrossRef]
- Cole, R.A. Issues in Web-Based Pedagogy: A Critical Primer; Bloomsbury Academic: New York, NY, USA, 2000; Available online: https://books.google.ru/books?id=Wik2wRC6bks (accessed on 3 May 2024).
- Wertsch, J.V. Voices of the Mind: A Sociocultural Approach to Mediated Action; Harvard University Press: Cambridge, MA, USA, 1991; Available online: https://archive.org/search.php?query=external-identifier%3A%22urn%3Alcp%3Avoicesofmindsoci0000wert%3Alcpdf%3A0cc189eb-f9af-40f9-8ebf-3fd67b08aa5b%22 (accessed on 3 May 2024).
- Meyer, D.K.; Turner, J.C. Discovering Emotion in Classroom Motivation Research. Educ. Psychol. 2002, 37, 107–114. [Google Scholar] [CrossRef]
- Wood, D.; Bruner, J.S.; Ross, G. The role of tutoring in problem-solving. J. Child Psychol. Psychiatry 1976, 17, 89–100. [Google Scholar] [CrossRef] [PubMed]
- Pintrich, P.R.; Schrauben, B. Students’ motivational beliefs their cognitive engagement in classroom academic tasks. In Student Perceptions in the Classroom; Schunk, D.H., Meece, J.L., Eds.; Routledge: New York, NY, USA, 1992; pp. 149–183. Available online: https://www.semanticscholar.org/paper/Students’-motivational-beliefs-and-their-cognitive-Pintrich-Schrauben/5906d2c682c281b3453c59a309590050844926f7 (accessed on 3 May 2024).
- Järvelä, S. Shifting research on motivation and cognition to an integrated approach on learning and motivation in context. In Motivation in Learning Contexts: Theoretical Advances and Methodological Implications; Volet, S., Järvelä, S., Eds.; Pergamon/Elsevier: London, UK, 2001; pp. 3–14. Available online: https://www.researchgate.net/publication/262581837_Motivation_in_Learning_Contexts_Theoretical_Advances_and_Methodological_Implications (accessed on 3 May 2024).
- Hattie, J.; Hodis, F.A.; Kang, S.H. Theories of motivation: Integration and ways forward. Contemp. Educ. Psychol. 2020, 61, 101865. Available online: https://www.sciencedirect.com/science/article/pii/S0361476X20300308 (accessed on 3 May 2024). [CrossRef]
- Nolen, S.B. A situative turn in the conversation on motivation theories. Contemp. Educ. Psychol. 2020, 61, 101866. Available online: https://www.sciencedirect.com/science/article/pii/S0361476X2030031X (accessed on 4 May 2024). [CrossRef]
- Wigfield, A.; Koenka, A.C. Where do we go from here in academic motivation theory and research? Some reflections and recommendations for future work. Contemp. Educ. Psychol. 2020, 61, 101872. Available online: https://www.sciencedirect.com/science/article/pii/S0361476X20300370 (accessed on 4 May 2024). [CrossRef]
- Schunk, D.H.; DiBenedetto, M.K. Motivation and social cognitive theory. Contemp. Educ. Psychol. 2020, 61, 101832. Available online: https://www.sciencedirect.com/science/article/pii/S0361476X19304370 (accessed on 4 May 2024). [CrossRef]
- Muñoz, E.; García, E.; Puigjaner, L.; Martinez, E. A Systematic Model for Process Development Activities to Support Process Intelligence. Processes 2021, 9, 600. Available online: https://www.researchgate.net/figure/Blooms-taxonomy-by-Vanderbilt-University-Center-for-Teaching_fig3_350487217 (accessed on 4 May 2024). [CrossRef]
- Hannum, W.M. E-tivities: The key to active online learning. Distance Educ. 2013, 34, 395–399. Available online: https://api.semanticscholar.org/CorpusID:3103287 (accessed on 4 May 2024). [CrossRef]
- Chernova, N.A.; Mustafina, J.N. Instructional conversation as a socially-constructed cognitive tool serves second language learning by mediating its own construction, and the construction of knowledge about itself. Turk. Online J. Des. Art Commun. 2016, 6, 3114–3117. Available online: https://9lib.net/document/y6eo8d05-instructional-conversation-constructed-cognitive-mediating-construction-construction-knowledge.html (accessed on 4 May 2024). [PubMed]
- Obermeier, R.; Große, C.S.; Kulakow, A.; Helm, C.; Hoferichter, F. Predictors of academic grades: The role of interest, effort, and stress. Learn. Motiv. 2023, 82, 101887. Available online: https://www.sciencedirect.com/science/article/pii/S0023969023000188 (accessed on 4 May 2024). [CrossRef]
- Graham, S. An attributional theory of motivation. Contemp. Educ. Psychol. 2020, 61, 101861. Available online: https://www.sciencedirect.com/science/article/pii/S0361476X20300266 (accessed on 4 May 2024). [CrossRef]
- Koenka, A.C. Academic motivation theories revisited: An interactive dialog between motivation scholars on recent contributions, underexplored issues, and future directions. Contemp. Educ. Psychol. 2020, 61, 101831. Available online: https://www.sciencedirect.com/science/article/pii/S0361476X19304369 (accessed on 5 May 2024). [CrossRef]
- Chernova, N.A.; Chernov, V.A.; Emelianova, M.B.; Akhunzianova, R.C.; Sukhopluev, D.A. Social-interactive learning concept used for electronic educational resource “post-graduate foreign language” and the obtained learning curve. Adv. Sci. Technol. Eng. Syst. 2020, 5, 655–659. [Google Scholar] [CrossRef]
- Bellissens, C.; Jeuniaux, P.; Duran, N.D.; McNamara, D.S. Towards a Textual Cohesion Model that Predicts Self-Explanations Inference Generation as a Function of Text Structure and Readers’ Knowledge Levels. Proc. Annu. Meet. Cogn. Sci. Soc. 2007, 29. Available online: https://escholarship.org/uc/item/6mr5n71f (accessed on 5 May 2024).
- Matthews, M.; Cobb, M. Broadening the Interpretive Lens: Considering Individual Development Along with Sociocultural Views of Learning to Understand Young Children’s Interactions During Socially Mediated Literacy Events. J. Lit. Res. 2005, 37, 325–364. Available online: https://www.researchgate.net/publication/234584309_Broadening_the_Interpretive_Lens_Considering_Individual_Development_Along_with_Sociocultural_Views_of_Learning_to_Understand_Young_Children’s_Interactions_During_Socially_Mediated_Literacy_Events (accessed on 5 May 2024). [CrossRef]
- The Cambridge Handbook of Expertise and Expert Performance. In Cambridge Handbooks in Psychology, 2nd ed.; Ericson, R.; Kozbelt, A.; Williams, A. (Eds.) Cambridge University Press: Cambridge, UK, 2018; pp. i–ii. Available online: https://www.cambridge.org/core/books/cambridge-handbook-of-expertise-and-expert-performance/A1BC1FC1B8C8E6FCEE0F4ED2C4E5614D (accessed on 5 May 2024).
- Yeh, Y.; Kwok, O.; Chien, H.; Sweany, N.; Baek, E.K.; Mcintosh, W.A. How College Students’ Achievement Goal Orientations Predict Their Expected Online Learning Outcome: The Mediation Roles of Self-Regulated Learning Strategies and Supportive Online Learning Behaviors. Online Learn. 2019, 23, 23–41. Available online: https://pdfs.semanticscholar.org/4c35/aa6fb8c36e76d0148069e8aa39644726b8b5.pdf?_gl=1*psmehl*_ga*MTc1MzU4Mjk4LjE2ODUxMTMzMDY.*_ga_H7P4ZT52H5*MTY4NjM5MjU3Ni4xMi4xLjE2ODYzOTI1OTguMzguMC4w (accessed on 5 May 2024). [CrossRef]
- Calamlam, J.M.; Ferran, F.; Macabali, L.G. Perception on research methods course’s online environment and self-regulated learning during the COVID-19 pandemic. E-Learn. Digit. Media 2021, 19, 93–119. Available online: https://journals.sagepub.com/doi/10.1177/20427530211027722 (accessed on 5 May 2024). [CrossRef]
- Prasetya, R.E. The Characteristics of Instructional Systematic Design English Online Teaching Environment. Jo-ELT 2021, 8, 65–72. Available online: https://e-journal.undikma.ac.id/index.php/joelt/article/view/3994 (accessed on 5 May 2024). [CrossRef]
- UNESCO. Incheon Declaration and SDG4—Education 2030 Framework for Action; UNESCO: Paris, France, 2016; Available online: https://unesdoc.unesco.org/ark:/48223/pf0000243278 (accessed on 5 May 2024).
- Bogdanović, I.Z. Teaching How to Learn. Probl. Educ. 21st Century 2018, 76, 760–761. Available online: https://www.researchgate.net/publication/330330587_TEACHING_HOW_TO_LEARN (accessed on 6 May 2024). [CrossRef]
- Arkhipova, I.V.; Baklanov, P.A.; Zhdanov, D.O. Training specialists in humanities at technical college. XLinguae 2017, l0, 109–118. Available online: http://xlinguae.eu/2017_10_01_11.html (accessed on 6 May 2024). [CrossRef]
- Wenglinsky, H. Technology and Achievement: The Bottom Line. Educ. Leadersh. J. Dep. Superv. Curric. Dev. 2005, 63, 29–32. Available online: https://www.ascd.org/el/articles/technology-and-achievement-the-bottom-line (accessed on 6 May 2024).
- Meltzoff, A.N. Foundations for a new science of learning. Science 2009, 325, 284–288. Available online: https://papers.cnl.salk.edu/PDFs/Foundations%20for%20a%20New%20Science%20of%20Learning%202009-4145.pdf (accessed on 6 May 2024). [CrossRef]
- Paz-Baruch, N.; Hazema, H. Self-Regulated Learning and Motivation Among Gifted and High Achieving Students in Science, Technology, Engineering, and Mathematics Disciplines: Examining Differences Between Students from Diverse Socioeconomic Levels. J. Educ. Gift. 2023, 46, 016235322211438. Available online: https://www.researchgate.net/publication/367513752_Self-Regulated_Learning_and_Motivation_Among_Gifted_and_High_Achieving_Students_in_Science_Technology_Engineering_and_Mathematics_Disciplines_Examining_Differences_Between_Students_From_Diverse_Socioe (accessed on 6 May 2024). [CrossRef]
- Guo, H.; Tong, F.; Wang, Z.; Tang, S. Examining Self-Regulated Learning Strategy Model: A Measurement Invariance Analysis of MSLQ-CAL among College Students in China. Sustainability 2021, 13, 10133. Available online: https://www.researchgate.net/publication/354548760_Examining_Self-Regulated_Learning_Strategy_Model_A_Measurement_Invariance_Analysis_of_MSLQ-CAL_among_College_Students_in_China (accessed on 6 May 2024). [CrossRef]
- Stoeger, H.; Balestrini, D.P.; Steinbach, J. Self-Regulated Learning for High-Ability and High-Achieving Students in Mixed-Ability Classrooms Throughout the Asia-Pacific. In Handbook of Giftedness and Talent Development in the Asia-Pacific; Smith, S., Ed.; Springer: Singapore, 2019; pp. 1–27. [Google Scholar] [CrossRef]
- Armstrong, P. Bloom’s Taxonomy; Center for Teaching, Vanderbilt University: Nashville, TN, USA, 2017; Available online: https://www.edulearn.net.in/wp-content/uploads/2019/10/Blooms_Taxonomy.pdf (accessed on 6 May 2024).
- Chernova, N.A.; Yevgrafova, O.G.; Antropova, G.; Derdizova, F.; Shakirova, R. Practical implementation of electronic educational resource “post-graduate foreign language” and the investigation findings. In Proceedings of the INTED, Valencia, Spain, 11–13 March 2019; Available online: https://library.iated.org/view/CHERNOVA2019PRA (accessed on 6 May 2024). [CrossRef]
- Wang, N.; Johnson, W.; Mayer, R.; Rizzo, P.; Shaw, E.; Collins, H. The Politeness Effect: Pedagogical Agents and Learning Gains; IOS Press: Amsterdam, The Netherlands, 2005; pp. 686–693. Available online: https://www.researchgate.net/publication/221297334_The_Politeness_Effect_Pedagogical_Agents_and_Learning_Gains (accessed on 6 May 2024).
- Kim, Y. Empathetic Virtual Peers Enhanced Learner Interest and Self-Efficacy. In Proceedings of the 12th International Conference AIED, Amsterdam, The Netherlands, 18–22 July 2005; Available online: https://digitalcommons.usu.edu/itls_facpub/304/ (accessed on 6 May 2024).
- Keengwe, J.; Onchwari, G.; Wachira, P. The use of computer tools to support meaningful learning. Assoc. Adv. Comput. Educ. J. 2008, 16, 77–92. Available online: https://www.learntechlib.org/p/23647/ (accessed on 6 May 2024).
- Brinkmann, S. Qualitative Interviewing; Oxford University Press: Oxford, UK, 2013; Available online: https://vbn.aau.dk/en/publications/qualitative-interviewing (accessed on 6 May 2024).
- Mohamed, A.; Drean, M.; Couden, J.; Fauroux, J.C. Structural design learning by building reduced models. In Proceedings of the 1st International Engineering and Product Design Education Conference, Delft, The Netherlands, 2–3 September 2004; Available online: https://www.researchgate.net/publication/228554952_STRUCTURAL_DESIGN_LEARNING_BY_BUILDING_REDUCED_MODELS (accessed on 6 May 2024).
- Garcia, T.; Pintrich, P.R. Student Motivation and Self-Regulated Learning: A LISREL Model. In Proceedings of the Annual Meeting of the American Educational Research Association (ED), Washington, DC, USA, 3–7 April 1991; Available online: https://files.eric.ed.gov/fulltext/ED333006.pdf (accessed on 6 May 2024).
- Fuller, D.; Sedo, D.R. “And then we went to the brewery”: Reading as a social activity in a digital era. World Lit. Today 2014, 88, 14–18. Available online: https://link.springer.com/chapter/10.1007/978-3-030-48244-2_14 (accessed on 6 May 2024). [CrossRef]
- Thomas, D.M. Examining the Academic and Motivational Outcomes of Students Participating in the READ 180 Program. Master’s Thesis, University of Kentucky, Lexington, KY, USA, 2005. [Google Scholar]
- Chernova, N.A.; Mustafina, J.N. Electronic Educational Resource “Post-graduate Foreign Language” and the Obtained Learning Curve. In Proceedings of the DeSE, Paris, France, 14–16 June 2017. [Google Scholar] [CrossRef]
- Chernova, N.A.; Emelianova, M.B.; Trukova, A.; Bolshakova, S.V.; Matveev, S. Testing the program determining the impact of teaching methodology on a student’s formation as a subject of educational activity. In Proceedings of the DeSE, Liverpool, UK, 13–17 December 2020; Available online: https://ieeexplore.ieee.org/document/9450768 (accessed on 6 May 2024). [CrossRef]
- Horton, W.; Horton, K. Electronic Education: Instruments and Technologies; Kudits Publishing House: Moscow, Russia, 2005; pp. 150–640. Available online: https://knigogid.ru/books/1203147-elektronnoe-obuchenie-instrumenty-i-tehnologii (accessed on 6 May 2024).
- Martin, R.C. Clean Architecture: A Craftsman’s Guide to Software Structure and Design; Prentice Hall: Upper Saddle River, NJ, USA, 2017; pp. 120–432. [Google Scholar]
- Wright, P. Comparing E-tivities, e-Moderation and the Five Stage Model to the Community of Inquiry Model for Online Learning Design. Educ. Sci. 2014, 4, 172–192. Available online: https://files.eric.ed.gov/fulltext/EJ1117922.pdf (accessed on 6 May 2024). [CrossRef]
- Education for Sustainable Development Goals: Learning Objectives; UNESCO: Paris, France. 2017. Available online: https://www.unesco.de/sites/default/files/2018-08/unesco_education_for_sustainable_development_goals.pdf (accessed on 6 May 2024).
Personal Qualities | Group | Servey | Integral ϕ (F-test) | Survey | Integral ϕ (F-test) | t Empirical |
---|---|---|---|---|---|---|
Activity | Experimental groups | Preliminary | 2.499 | Final | 2.085 | 12.85 |
Activity | Control Groups | Preliminary | 5.442 | Final | 10.678 | 0.53 |
Independence | Control Groups | Preliminary | 14.972 | Final | 11.224 | 0.39 |
Independence | Experimental groups | Preliminary | 1.805 | Final | 3.409 | 13.38 |
Groups | Marks and Levels of Knowledge | |||||
---|---|---|---|---|---|---|
1 | 2 | 2 | 4 | 5 | ||
Low | Below Average | Average | Above Average | High | ||
Control groups | 1st survey | 12.8% | 29.5% | 46.8% | 11% | 0% |
2nd survey | 7.3% | 14.8% | 36.3% | 36.5% | 5.1% | |
Measurement difference | −5.5% | −14.7% | −10.5% | +25.5% | +5.1% | |
Experimental groups | 1st survey | 15% | 29% | 45.3% | 10.7% | 0% |
2nd survey | 5.5% | 6.6% | 14.6% | 53.3% | 20% | |
Measurement difference | −9.5% | −20.2 | −30.7% | +42.8% | +20% |
Parameters | Personal Qualities |
---|---|
x1 | independence, the first test |
x2 | activity, the first test |
x3 | activity, the second test |
x4 | independence, the second test |
x5 | social orientation |
x6 | self-government |
x7 | reflection |
Parameters | Personal Qualities |
---|---|
D | dispersion of factor variables |
standard deviations of factor variables | |
Aver | average value of quality level |
standardized regression coefficient | |
coefficient of elasticity |
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Chernova, N.; Mustafina, J.; Jayabalan, M.; Al-Jumeily, D. Sustainable Learning Process: Assessing the Effectiveness of Teaching Methodology by Analyzing Spatial and Temporal Properties of a Student as a Subject. Sustainability 2024, 16, 4540. https://doi.org/10.3390/su16114540
Chernova N, Mustafina J, Jayabalan M, Al-Jumeily D. Sustainable Learning Process: Assessing the Effectiveness of Teaching Methodology by Analyzing Spatial and Temporal Properties of a Student as a Subject. Sustainability. 2024; 16(11):4540. https://doi.org/10.3390/su16114540
Chicago/Turabian StyleChernova, Natalya, Jamila Mustafina, Manoj Jayabalan, and Dhiya Al-Jumeily. 2024. "Sustainable Learning Process: Assessing the Effectiveness of Teaching Methodology by Analyzing Spatial and Temporal Properties of a Student as a Subject" Sustainability 16, no. 11: 4540. https://doi.org/10.3390/su16114540