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Creating an online learning environment that engages learners beyond the given course period is challenging. Open, participant-driven discussion forums, where participants are provided with greater agency on what to learn, how to learn, and whom to learn with, have a unique potential to help learners engage in learning experiences based on their interests and needs. Based on sequential and qualitative analysis of speech acts found in the participant-initiated discussion threads hosted as part of a massive open online course, this paper explored the impact of participant actions as facilitative moves to gain a better understanding of the types of actions in the discussion that stimulated deeper engagement with the ideas of interest. The analysis identified several facilitative moves that nurture or hinder deeper conversation in an open online discussion forum that has design implications. The paper also highlights the potential of analysing conversation sequences of posts as a promising method to study discussion forum data.

This study describes the factors that enhanced students' construction of arguments when participating in culturally infused discussions at an undergraduate English as a foreign language British Culture course. The research was conducted at a university in Northwestern Colombia. This paper presents a section of the results of a larger project whose objective is to identify the elements that aid participants in building and elaborating arguments in culturally infused discussions. Socratic questioning was an integral element of the discussions. To attain the purpose of this study, a qualitative single-case design was employed. Findings show that the factors facilitating the construction of arguments could potentially be peer scaffolding, previous knowledge, connection to participants' reality, and curiosity and inquiry. This study makes important contributions to the field of critical thinking skills work in English as a foreign language setting, particularly argumentation, as it sheds light on relevant aspects to foster students' collaborative argumentation.

The article discusses the navigating manuscript rejection. Topics include the study demonstrating how common manuscript rejection is among faculty of all academic ranks in hopes to normalize rejection and open conversations about rejection in mentorship; approach, innovations related to the study design, and reason for the rejection of the study to quantify on the fate of manuscripts.

A discussion forum is an indispensable part of a massive open online course (MOOC) environment as it enables knowledge construction through learner-to-learner interaction such as discussion of solutions to assigned problems among learners. In this paper, a machine prediction model is built based on the data from the MOOC forum and the depth of discussion of solutions to assigned problems on the topic among students was analyzed. The data for this study was obtained from Modern educational technology course through Selenium with Python. The course has been offered to a total of 11,184 students from China seven times since February, 2016. The proposed model includes the formula of the depth of problem-solving discussion in MOOC forum and its prediction probability. The efficiency of the prediction model and the most important factor of the depth of problem-solving discussion in MOOC are explained in the paper. Based on the results, useful suggestions for effective teaching in MOOC forums are provided in the article.

The information explosion and digital modes of learning often combine to inform the quest for the best ways of transforming information in digital form for pedagogical purposes. This quest has become more urgent and pervasive with the 'turn' to online learning in the context of COVID-19. This can result in linear, asynchronous, transmission-based modes of teaching and learning which commodify, package and deliver knowledge for individual 'customers'. The primary concerns in such models are often technical and economic -- technology as a cost-effective 'solution' to educational challenges. In this paper I argue for the importance of dialogic learning space in teaching and learning by means of Information and Communication Technologies, whether in the form of fully online learning, blended learning or face-to-face encounters using ICT affordances. Although the 20th Century theorists Mikhail Bakhtin (1895-1975) and Hans-Georg Gadamer (1900-2002) produced their seminal works before the advent of ICTs, they were both concerned with the quality and authenticity of human engagement with texts and with other persons and contexts. Besides a shared interest in dialogue as an ontological feature of human life and being, they both used spatiotemporal concepts for understanding and interpreting texts. The article draws on Gadamer's notions of dialogue and horizon, and Bakhtin's notions of dialogue and chronotope, to conceptualize dialogic possibilities for online education. Its purpose is to provide a framework, grounded in Bakhtin's and Gadamer's ideas, for a dialogic approach to online teaching and learning in higher education.

This study comprehensively explores cogenerative dialogue in science education from a sociocultural perspective. Analyzing 120 papers and theses from January 2001 to December 2022 in Korean and English journals, we examine their objectives, themes, methods, learners, educational levels, participants, researcher roles, coteaching connections, and program durations. Our data analysis reveals growing diversity in cogenerative dialogue research objectives and subjects across countries. Consistent patterns emerge regarding researcher roles, participant groups, and program durations. This research offers insights into the evolving cogenerative dialogue landscape in science education, informing future investigations and highlighting trends in this field. The findings presented not only shed light on the current state of research but also provide direction for future investigations, highlighting trends and distinctive features in various facets of cogenerative dialogue-related studies. Specifically, we offer suggestions for the need for research in Korean science education contexts and more broadly in the Asia-Pacific region.

The Nominal Group Technique is a method used to explore issues, generate ideas, and reach consensus on a topic. The Nominal Group Technique includes individual and group work and is designed to ensure participants have the same opportunity to engage and provide their opinions. While the technique has been used for around six decades to assist groups, in industry, and government organizations to examine issues and make decisions, this technique has received limited attention in nursing research, particularly in mental health. This discussion paper describes the use of a modified Nominal Group Technique for a study designed to determine a nursing decision‐making framework for a state‐wide forensic mental health service. Modifications were made to the traditional technique, to enable participants to make an informed and collective decision about a suitable framework for the novice to expert nurses, across secure inpatient, prison, and community forensic mental health settings. The Nominal Group Technique generated rich data and offered a structured approach to the process. We argue that the Nominal Group Technique offers an exciting and interactive method for nursing research and can increase opportunity for minority group members to participate. This technique also offers a time efficient way to engage busy clinical nurses to participate in research, with the advantage of members knowing the decision on the day of the group. Consideration, however, needs to be given to the duration and effect on participant concentration, and if not actively managed by facilitators, the possible emergence of group dynamics affecting individuals' decisions. [ABSTRACT FROM AUTHOR]

There is a need to investigate student intention to participate in online discussion forums in the context of online collaborative learning due to the importance of student participation and the widespread student inactivity reported in some studies. Student participation in online discussion forums could be predicted by the constructs included in the Theory of Planned Behavior (TPB). This paper presents a cross-cultural adaptation (CCA) and validation of a questionnaire based on TPB for analysis using Structural Equation Modelling (SEM). The CCA was conducted to adapt the English items included in the questionnaire for use in an Indonesian context. This is part of our study on factors that affect student intention to participate in online discussion forums. The rationale for conducting a CCA was the need to cater to the different characteristics of the language and the cultural backgrounds of the participants of this study in comparison to the participants involved in the construction of the original measurement items. The adaptation and the validation of the questionnaire involved a literature review, back-translation, an expert review, pretesting, and a statistical validation test to ensure its reliability and validity. The result shows that the adapted instrument is valid and reliable to be used for further SEM analysis (i.e., structural model evaluation). Moreover, this paper demonstrates that expert-reviewed adaptation and the back-translation method could produce valid and reliable measurement items for SEM. Therefore, future studies that utilize SEM with cross-cultural adapted items from relevant prior studies should consider adopting expert-reviewed adaptation and back-translation methods.

Aim: To present the first iteration of the caring life‐course theory. Background: Despite requiring care from birth to death, a person's universal or fundamental care needs and the subsequent care provision, either by self or others, has yet to be presented within a life‐course perspective. Accurately describing the care people require across their lifespan enables us to identify who, what type, how and where this care should be provided. This novel perspective can help to legitimise a person's care needs and the support they require from wider care systems and contexts. Design: Discussion paper outlines theory development. We adopted an inductive approach to theory development, drawing upon existing literature and the team's diverse experiences. Our theoretical insights were refined through a series of collaborative meetings to define the theory's constructs, until theoretical saturation was reached. Discussion: Fourteen constructs are identified as essential to the theory. We propose it is possible, using these constructs, to generate caring life‐course trajectories and predict divergences in these trajectories. The novel contribution of the theory is the interplay between understanding a person's care needs and provision within the context of their lifespan and personal histories, termed their care biography, and understanding a person's care needs and provision at specific points in time within a given care network and socio‐political context. Impact for Nursing: The caring life‐course theory can provide a roadmap to inform nursing and other care industry sectors, providing opportunities to integrate and deliver care from the perspective of the person and their care history, trajectories and networks, with those of professional care teams. It can help to shape health, social and economic policy and involve individuals, families and communities in more constructive ways of talking about the importance of care for improved quality of life and healthy societies. [ABSTRACT FROM AUTHOR]

In a context in which opportunities for oral interaction are limited (English as a foreign language courses at a Saudi tertiary institution), we carried out an action research project evaluating the introduction of computer-mediated spoken language tasks with a group of intermediate learners. Although the students were confronted with multiple challenges ranging from unfamiliarity with educational technology, through recurrent bandwidth issues, to their own limited linguistic repertoires, they showed themselves able to participate in discussion with increasing facility and levels of responsibility for conversation management. In this paper, we focus on the communication strategies (CS) which they deployed to achieve this. While CSs were not the subject of explicit instruction, the students showed themselves able to draw on their repertoires and on the strategies implicitly modelled by their instructor over the six weeks of speaking activities using the SpeakApps platform. We examine what these strategies were: change in CSs over time; CS use in different conversational configurations (teacher-led group discussion; student-led group discussion and peer-peer pair discussion); impacts of the audio-only nature of discussion on CS choice. The paper points to promising directions for future practice and research.

This paper develops a critical perspective on the use of conversational agents (CAs) with children at home. Drawing on interviews with eleven parents of pre-school children living in Norway, we illustrate the ways in which parents resisted the values epitomised by CAs. We problematise CAs' attributes in light of parents' ontological perceptions of what it means to be human and outline how their attitudes correspond to Bourdieu's [1998a. "Acts of Resistance." New York: New Press] concept of acts of resistance. For example, parents saw artificial conversation designed for profit as a potential threat to users' autonomy and the instant gratification of CAs as a threat to children's development. Parents' antecedent beliefs map onto the ontological tensions between human and non-human attributes and challenge the neoliberal discourse by demanding freedom and equality for users rather than productivity and economic gain. Parents' comments reflect the belief that artificial conversation with a machine inappropriately and ineffectively mimics a nuanced and intimate human-to-human experience in service of profit motives.

This article explores notions of spatiality, race, and productive disruptions of whiteness; focusing on two dinners which were one component of a mixed method study on racism, teaching, and implicit race bias with secondary teachers in Toronto, Canada. The dinners were focused on cross race dialogue. White teachers experienced the dinners as uncomfortable, motivating, and in one case upsetting. The dinners offer a unique look at White experiences of racial spatial disruption. Drawing on reflections, interviews, and dinner transcripts, this article sketches a messy typology of these experiences to flesh out connections between White teachers' racial (dis)engagements with/in race dialogue, and related (dis)engagements with antiracism. The paper theorises three distinct but related postures of White self-location, and takes up the implications of each for teacher self-identity and engagement with antiracism. Critically engaging the notion of spatiality, this work is guided by critical race theory, and critical phenomenological approaches.

'Mooditj' known as 'good' or 'solid knowledge' in Noongar language based in Western Australian, is an impact evaluated sexuality education program developed in 2002 by Sexual Health Quarters after an extensive consultation process with WA First Nations populations. The program uses interactive activities designed to educate 11-14-year-old First Nations youth about sexual health, life and relationship skills. In conjunction with local and Indigenous leaders within hilltribe communities, Borderless Friendship Foundation (BFF) and Borderless Friendship WA (BFWA) adapted the Mooditj training program to a hilltribe youth audience. Hilltribe people are the Indigenous culture of Thailand, typically living in remote villages that often have little to no electricity, access to safe water, health services or education. Hilltribe youth are at risk of entering the sex trade due to multiple vulnerabilities as a population and education is recommended to reduce risky sexual behaviours. This paper explores the acceptability of Mooditj program content and delivery to suit the cultural contexts and need of hilltribe communities.

This paper describes our implementation of a conversation series focused on diversity, equity, and inclusion (DEI) within an existing National Science Foundation Research Experiences for Undergraduates (REU) program. While many REU programs actively recruit diverse participants, few include instructional time dedicated to DEI topics. Here, we share a curriculum of DEI conversations aimed at a diverse audience and reflect on the success of the program based on participant feedback. Additionally, we provide a detailed facilitation guide to ease implementation of the course.

It is often a challenge for an instructor to get the students' attention for interactive class learning. This paper focuses on the use of Black Panther movie characters to stimulate power bases discussion in class to encourage reflective observation and abstract conceptualization. Power bases are important because they are interlinked with other management concepts such as leadership, negotiation and organizational change. This exercise helped students identify the correct dominating power base of the main characters and cascaded into understanding of the complex interplays among them. The paper discusses the improved engagement and understanding of the 'power' concept overall and its applications through the use of this movie-based activity. It further enhanced their creative thinking and encouraged them to find appreciation for 'power' concept in routine business life.

Three practitioners -- a film-maker, a photographer and a film curator, all working in higher education, teaching film production, photography and film studies -- discuss their reflections on co-convening a decolonising pedagogy workshop-conference hosted in May 2019 at HDK-Valand, University of Gothenburg, Sweden. They draw from their unique geographical positions -- South Africa, Sweden and the UK respectively -- to reflect on the nuances and differences of how race and subjectivity shape classroom interactions with the curriculum, and the institutional challenges in developing transformational pedagogy practices. The conversation uses as its impetus this shared experience of co-convening and facilitating the 'Decolonising pedagogy: Exploring processes in image-making' workshop-conference, and leads to discussion of broader issues of historical conditions and the geopolitical contexts that have determined the subsequent impact and outcomes in their different universities.

Professional development programs for teachers in higher education are often characterized by top-down approaches, which fail to make appreciable differences in teaching practices. This study uses a qualitative approach to explore activity-oriented design (AOD) as an instrument for collaborative learning in higher education teacher professional development. We examine Teknosofikum, an ongoing project developed in Denmark along three iterations, involving a total of 64 course participants (42 in the hybrid format; 22 online). The study applies the methodology of design-based research: data was collected via 15 semi-structured group interviews, online forums, and field notes/recordings from online meetings and onsite workshops. Data analysis follows the methodology of grounded theory and evidence is given significance inductively, based on contextual data. Four activities were selected to assess the potential of AOD methods in enhancing teacher collaboration, with different aims reflection, discussion, theory-practice alignment, and participation. Our analysis revolved around three main categories: trust, deep interaction, and shared beliefs/values. The results show how collaborative group work activities have improved trust and knowledge-sharing among participants and have contributed to creating a safe learning environment. The paper concludes that AOD methods could better assist educational designers in promoting professional development courses that aim at enhancing teacher collaboration in higher education.

Perioperative nurses, including perianaesthesia, instrument and circulating nurses, stand for most of their shift -- anywhere from one to eight hours at a time. This prolonged standing has been linked to negative effects on health, increasing the incidence of musculoskeletal disorders, such as lower back pain and neck pain, and cardiovascular diseases, such as oedema, varicose veins and venous pooling. Given the impact these workplace injuries have on nurses, and on workplaces through financial costs associated with sick leave and/or workers compensation claims, surely prevention would be better than cure. While limited research exists to categorically suggest what prevention strategies are best, several options are available for consideration. The use of anti-fatigue mats has been associated with lower incidence of back pain. It is suggested that perioperative nurses consider using sit--stand stools, if available, and compression socks at 15--20 mmHg, if standing in a static position for long periods. Proper posture while standing -- described as a neutral pelvis, natural thoracic curvature, flat abdomen, aligned shoulder, hip and ankles and an erect head -- can assist in preventing disorders associated with prolonged standing. A combination of stretching and strength training for perioperative staff can help improve musculoskeletal symptoms experienced due to poor posture and tension, and the introduction of microbreaks has also seen improvements in concentration and comfort while reducing fatigue and discomfort. This paper will discuss the health effects of prolonged standing and provide information about ergonomic interventions, compression socks or stockings, stretching programs and microbreaks for perioperative nursing teams to consider. [ABSTRACT FROM AUTHOR]

Inadvertent perioperative hypothermia (IPH) is an uncomfortable, dangerous and costly but preventable complication of surgery. For perioperative nurses to treat this condition, they must first have an accurate means of detecting it. In making clinical decisions based on patients' temperature, an important vital sign, nurses must understand how different thermometers work and be competent in their use. It is vital that patients have accurate core body temperature recorded when admitted to the Post Anaesthesia Care Unit (PACU). Infrared tympanic thermometers are a non-invasive tool regularly used by PACU nurses and provide a quick and easily obtained measurement that is a reflection of core body temperature. Despite this, uncertainty remains about the accuracy of tympanic thermometer readings and their ability to accurately estimate core temperature, leading to questions being raised about their acceptability in clinical use. This discussion paper will evaluate the use of tympanic thermometers within the PACU and identify their benefits, limitations and alternatives, as well as the competency requirements of the nurse. Clinical trials give varying results and more research is needed into both the use of tympanic thermometers in the PACU and the competence of the user. [ABSTRACT FROM AUTHOR]

Utilizing generative artificial intelligence, especially the more popularly used Generative Pre-trained Transformer (GPT) architecture, has made it possible to employ AI in ways that were previously not possible with conventional assessment and evaluation technologies for learning. As educational use cases and academic studies become increasingly prevalent, it is critical for education stakeholders to discuss design considerations and ideals that are key in supporting and augmenting learning via quality classroom discourse that sets the climate for student learning and thinking, and teachers' transmission of expectations. In this paper, we seek to address how emergent technological advancements such as GPT, can be considered and utilized in designs that are consistent with the ideals of sustainable student discourse and knowledge creation. We showcase contemporary exemplars of possible designs and practices that are based on the pedagogy of knowledge building, with recent illustrations of how GPT may be utilized to sustain students' knowledge building discourse. We also examine the potential effects and repercussions of technological utilization and misuse, along with insights into GPT's role in supporting and enhancing knowledge building practices. We anticipate that the findings, through our exploration of designs and practices for knowledge creation, will be able to resonate with a broader audience and instigate meaningful change on issues of teaching and learning within smart learning environments.

Understanding the relationship between interactive behaviours and discourse content has critical implications for instructors' design and facilitation of collaborative discussion activities in the online discussion forum (ODF). This paper adopts social network analysis (SNA) and epistemic network analysis (ENA) methods to jointly investigate the relationships between students' network characteristics, discussion topics, and learning outcomes in a course discussion forum. Discourse data from 207 participants were included in this study. The findings indicated that (1) the interactive network generated in the collaborative discussion activities was sparsely connected, and there was limited information exchange between instructors and students; (2) students' discussion topics were mainly related to the learning content; (3) compared with the isolated group, students in the leader, mediator, and animator groups were more concerned about topics related to the learning content; and (4) students who discussed more topics related to the learning content performed better than the students who discussed more topics related to learning methods and social interactions. The learning outcomes of the influencer and leader groups were significantly higher than those of the peripheral and isolated groups. However, there was no significant correlation between students' individual centrality and their learning outcomes. The findings enrich the ODF research on the comprehensive identification of interactive behaviours and discourse content in the process of collaborative discussion activities and on the discussion topic differences between different role groups. The study findings also have practical implications for instructors to design effective instructional interventions aimed at improving the quality of collaboration in the ODF.

Although it has been established that U.S. students typically enter college unprepared to engage in interreligious conversations, it is unclear whether and to what extent a university course focused on the sociolinguistics of religion equips students to feel better prepared for such conversations. Therefore, this study employs an exploratory case study approach in the context of a public university's undergraduate course on the sociolinguistics of religion. For the course, students read journal articles, watched documentaries, wrote reflections, and discussed their views with classmates. To assess changes in students' self- perceived preparedness for interreligious conversations, data from a beginning-of-semester survey are compared with end-of-semester interviews and reflection papers. At the end of the semester, students reported new insights regarding their prior lack of knowledge and awareness, their perceptions of the Other, the possibility of holy envy, and their orientation toward religious truth claims.

The aim of the Foundation Year of university is to prepare students for their undergraduate study. Part of this preparation is enculturation into ways of speaking. Undergraduate study involves small group interaction in which students are expected to use educational dialogue to co-construct conceptual understanding and engage in critical thinking. In this study, we were interested in whether and to what extent Foundation Year Bioscience students used educational dialogue in problem-solving tasks. Seven groups were audio recorded during online group discussions at three points during the semester. Transcripts were analysed according to a framework of educational dialogue codes. While some groups engaged in educational dialogue, there was variability amongst group members, within the session and across sessions. Based on this small case study, we argue that Foundation Year teachers can support the development of students' educational dialogue by raising metacognitive awareness of language and providing opportunities through task design. We conclude the paper with specific suggestions for classroom practice which are not restricted to Biosciences Foundation Year and relevant to all stages of university study and across disciplines.

Public administration faculty commonly use discussion forums in their asynchronous courses to engage students about course content. However, the typical pedagogical approach for online discussions forums is for the professor to post questions and students respond, in writing. In this paper, we suggest public administration classes should consider the use of FlipGrid for asynchronous course discussions because it engenders student participation through oral videos about course content. Our pilot study uses original data collected during a global pandemic (Spring 2021) to document the experiences of 39 students enrolled in two asynchronous public administration classes. The findings illustrate FlipGrid enhanced important skills for our public administration students -- verbal communication skills (e.g. clarity and brevity) and ability to connect theory to practice.

A key purpose of the Foundation Year provision is to prepare students, often from a widening participation background, for their undergraduate study. Research has established that access to academic discourse and disciplinary knowledge is, to a large extent, dependent on students' academic language and literacy skills, including oracy skills. However, little attention is paid to oracy skills in the higher education literature, and less so in the context of a Foundation Year. In this paper, we explore Foundation Year students' and teachers' perceptions of the importance of oracy skills in preparing for undergraduate study. We also investigate Foundation Year students' confidence in these skills at the start of their university programme. Initial findings suggest that whilst teachers and students report oracy skills are important for undergraduate study, they disagree on which subdomains of skills are the most important. Quantitative data suggests students report confidence in their oracy skills upon entering higher education, however, qualitative data suggest a more nuanced picture, with students reporting a desire for more small group practice. Drawing on these insights, we make suggestions for explicitly teaching oracy skills in Foundation Year. This would not only raise the status of oracy skills as a key part of the Foundation Year curriculum but also emphasise the relationship between widening participation, oracy skills and academic achievement.

The paper reflects on public discourses about science and pseudoscience, proposing the same discursive structure for both--the Esperantist-Epideictic genre. This genre of discourse might bring together characteristics that we understand as constituents of the public discourse on science. It also enables us to depict the process by which to maintain cohesion on a group's values. The discursive activity points to science as neutral, free, and independent of social influences captivating those already in this discursive sphere. The discursive hermeticity appears in the Esperantist content and the Epideictic form by avoiding the dialogical situations where there is no epistemological and axiological dispute. We thus, show that the Esperantist-Epideictic genre helps to understand the process of maintaining a cohesive group whose beliefs about the Flat Earth appear in social media. We use data from three sources: transcriptions from seminars held at that 1st FlatCon Brazil, most viewed videos on YouTube where affirmationists talk about Flat Earth, and semi-structured exploratory interviews conducted at FlatCon. Our findings indicate that some conceptions of validation of knowledge, scientific method, science bias, reality, and truth compound a distinct part in the current conversations about the Flat Earth movement. Moreover, the Esperantist-Epideictic genre of discourse can be an analytical tool for framing the echo chamber in social media while defending or attacking the Flat Earth movement. We conclude that in a time where there is a growing consensus that science is under attack, the ways in which its defenders are trying to stand up to it may be causing some harm.

The MOOCs (Massive Open Online Courses) forum carries rich discussion data that contains multi-level cognition-related behavior patterns, which brings the potential for an in-depth investigation into the development trend of the group and individual cognitive presence in discourse interaction. This paper describes a study conducted in the context of an introductory astronomy course on the Chinese MOOCs platform, examining the relationship between discussion pacings (i.e., instructor-paced or learner-paced discussion), cognitive presence, and learning achievements. Using content analysis, lag sequential analysis, logistic regression, and grouped regression approaches, the study analysed the online discussion data collected from the Astronomy Talk course involving 2603 participants who contributed 24,018 posts. The findings of the study demonstrated the significant cognitive sequential patterns, and revealed the significant differences in the distribution of cognitive presence with different discussion pacings and learning achievement groups, respectively. Moreover, we found that the high-achieving learners were mostly in the exploration, integration, and resolution phase, and learner-paced discussion had a greater moderating effect on the relationship between cognitive presence and learning achievements. Based on the findings and discussion, suggestions for improving the learners' cognitive presence and learning achievements in the MOOC environment are discussed.

Using an exploratory multi-case study approach, we examined student perceptions of leadership through analysis of introductory discussion board forums in online undergraduate and graduate leadership courses to formulate leadership student personas. A review of related literature reveals that leadership's broad application results in a vast array of interests and motivations related to pursuit of a leadership degree. To that end, development of student personas provides leadership program administrators and faculty with a better understanding of their needs and characteristics. In this application paper, we will share qualitative data compiled from four online leadership courses. Our preliminary findings identified data-driven personas that showcase how leadership students with varying backgrounds and aspirations envision knowing our leadership students, as well as recommending future research that can help advance the field of leadership education.

This paper explores ideas of 'livingness' in education and in research, through ideas of spirituality, conversation, care and curiosity. Research 'on' education is distinguished from educational research, with the latter having a transformative intention, and this can overcome some of the dualisms that have become embedded in education policy and practice. Research that is surprising has this in common with dialogue, in Buber's terms, and with transformative education. And the care for the object of study that researchers may exhibit is related to mutual care in all ethical relationships. This is an appropriate guide to curiosity. One example of such curious research is the use of conversation, conversation that is more dialogic than dialectical. In such ways, education and research can together be more 'alive', as can we all.

Purpose: The purpose of this study is to share the experience of delivering a culturally responsive teaching program, the R.E.F.O.R.M. Café, at a historically Black college and university. The R.E.F.O.R.M. Café provided an opportunity for undergraduate students to participate in dialogue that reinforces the need for social justice in preserving Black lives. Before participating in the R.E.F.O.R.M. Café, lectures using a critical perspective to connect health to the history of the modern-day civil rights movement were conducted. Design/methodology/approach: Using the World Café as a model, a qualitative methodology was used to implement the R.E.F.O.R.M. Café as part of community health education course curriculum to address health disparities plaguing Black communities. The breakout room function in Zoom was used to substitute for the tables used in traditional World Cafés because of COVID-19 restrictions, which allowed for small, focus-group-like dialogues to occur. Findings: The R.E.F.O.R.M. Café challenged students to consider the power and opportunity for individuals on the front line to contest racial disparities. Students indicated the R.E.F.O.R.M. Café reinforced the importance of meaningful conversations, the connection to confronting health disparities and the effectiveness of program design and implementation to engage in dialogue around issues of race and equity. Students indicated the importance of hearing the perspective of peers when considering their personal identities as change agents. Originality/value: This paper contributes to the literature that extends the body of knowledge related to implementing culturally responsive teaching programs at a historically Black college and university. Studies currently available related to implementing culturally responsive teaching programs among undergraduate students do not focus specifically on Black, Indigenous, and People of Color.

Anti-racist efforts require talking with children about race. The present work tested the predictors of U.S. adults' (N = 441; 52% female; 32% BIPOC participants; M[subscript age] = 35 years) conversations about race with children across two timepoints in 2019. Approximately 60% of adult participants talked to their children (3-12 years) about race during the preceding week; only 29% talked to other adults about race during the same period. This paper describes the content and predictors of conversations about race, revealing how conversations differ depending on the participant's race, a child's age, and whether the conversation occurs with children or another adult. These data have important implications for theorizing about when, why, and how adults actually talk about race with children and adults.

The authors of this paper applied a new approach combining text mining and principal component analysis (PCA) to objectively determine the actual state of regional COVID-19 strategy meetings and verified its utility. The authors used text mining to analyze meeting minutes and extracted words with high phase ubiquity by co-occurrence analysis. Then, they selected words symbolizing the meeting contents ("report," "prevention," "rules," and "decision") and performed PCA using the occurrence rates of these words as variables. Two principal components (PC1, PC2) were set. For PC1, we observed maximum factor loading for "decision" (0.81) and minimum for "report" (-0.72), so we considered this axis to show the "depth of meeting discussions." For PC2, we observed maximum factor loading for "prevention" (0.81) and minimum for "rule" (-0.76). We considered this axis to show "regional infection status." When we created a plot of all 44 meetings, Phase 1 occurred in quadrants 3 to 4 (knowledge sharing), phase 2 began in quadrant 1 (preparation for spread), and phase 3 shifted to quadrant 2 (response to spread) with significant differences between these phases. Our findings suggest that the actual state of regional COVID-19 strategy meetings could be objectively determined by using a combination of text mining and PCA.

For too long, problem solving has been studied as a solitary and isolated activity where individuals make progress based on personal resources acquired from knowledge, previous experiences or moments of illumination; however, in society, and indeed amongst mathematicians, problem solving can be highly collaborative and occurs in spaces where external resources (technology, the internet, social connections etc.) are abundant. In this paper, we present research into what problem solving looks like in classrooms when it is done collaboratively with access to resources that go beyond the knowledge and past experiences of the individual and even the group. Results indicate that in such choice-affluent environments, students will seek out new resources either when their collective or individual resources run low and will do so either by looking or discussing with others. This manuscript also offers a new methodological tool in the form of, what we call, gaze-dialogue transcripts for documenting such resource acquisition.

The aim of this paper is to help writers at all levels improve their likelihood of success in having papers accepted by academic peer-reviewed journals, including the Journal of Interprofessional Care. We discuss the importance of reading both in your own discipline and also more widely across disciplines and fields of study. There are sections on the attributes of good authors, how to choose a journal, types of articles that are published and the structure of these, the contrast between research and evaluation, and how to plan a paper. We stress the importance of reading and complying with a journal's author guidelines and answering the 'so what' question by the end of the article. There is more detail about the main elements of a paper and what should be included in the introduction, methods, results (findings) and discussion to improve the quality of the reporting. As well as content we also focus on the style of writing. We finish with a discussion of the submission and review processes, why papers may be rejected and how to manage decisions on papers. Dissemination of scholarly work is paramount to the advancement of the interprofessional field; we invite authors to consider our advice and in so doing help strengthen the quality and rigor of interprofessional scholarship. [ABSTRACT FROM AUTHOR]

Background and aims: Having a conversation with someone or even more within a group of people is complex. We are never taught at school how to do it, which implies we consider having a conversation as something simple and straightforward. Instead, we just learn from observing others. Some people are great conversationalists -- it comes naturally to them -- while others struggle. Some people may not fully understand how the process works, how turn-taking happens, don't understand visual cues such as body language and facial expressions, and fail to comprehend that some topics may be appropriate or inappropriate. This can be the case for both neurotypical and neurodivergent people. The Conversation skills Assessment Tool has been developed in this first instance to help in assessing and examining conversation skills in an intervention with young autistic adults on a virtual platform (a virtual world). This paper will present the evolution of the new measure through the exploratory phase, the development phase and finally a detailed account of the inter-rater reliability process. Methods: The intervention associated with this study was carried out though a multiple baseline design with 3 autistic participants (in their early 20 s) and took place over 4 phases (15-17 sessions). The sessions involved semi-structured conversations in face-to-face (phases 1 and 4) and virtual (phases 2 and 3) settings and were videotaped with the participants' consent. Twelve of those were used by this study in the development process through iterative inter-rater reliability stages between two coding teams. Results: Evaluation of the Conversation skills Assessment Tool tool revealed the potential benefit of implementing interventions with measures that more objectively and concretely (e.g., by noting frequencies) assess observable behaviours that are associated with having positive conversations with others. Beyond this, it is anticipated that Conversation skills Assessment Tool can emerge as a tool capable of not only accounting for the environment an interaction takes place in (e.g., professional, casual), but also offers beneficial feedback for both autistic students and other populations (e.g., young children, English language learners). Conclusions: This measure has the potential to offer quantifiable and trackable guidance to people who have difficulties conversing. The authors do not wish to perpetuate an ableist social construct of what is a 'good' conversation, nor do they suggest that conversation skills training is useful solely for people with communication and/or socialization difficulties. Rather, they hope that Conversation skills Assessment Tool can be adopted more broadly to give both neurotypical and neurodivergent people a better understanding of how to communicate more effectively with others, while also becoming more aware and accepting of differing conversational styles. Implications: Because of its ability to track (or self-monitor) one's development of conversational skills over time, Conversation skills Assessment Tool could serve as an educative tool in early childhood education. It can be used by occupational/speech therapists and other professionals and also used to self-monitor one's development of conversational skills. Conversation skills Assessment Tool was developed to assess conversation skills on a one-to-one basis; therefore, another iteration of Conversation skills Assessment Tool would have to look at group conversations.

Aim: To present the development, implementation and evaluation of a theoretically grounded novel virtual dissemination evaluation (VDE) framework. Background: Care of intensive care unit patients requires access to the most up‐to‐date knowledge and best practices. To address this challenge, we present the development, implementation and evaluation of a theoretically grounded novel VDE framework. This framework is applied to a dissemination strategy, NeoECHO, in neonatal intensive care units. Evidence‐based virtual education is implemented to prevent, detect and treat necrotizing enterocolitis in neonates. Design: Research Methodology: Discussion Paper—Methodology. Methods: The virtual dissemination evaluation framework is a sequential combination of Integration of Integrated‐Promoting Action on Research Implementation in Health Services and Moore's Expanded Outcomes frameworks. The framework's conceptual determinants, virtual facilitators and implementation evaluations were operationalized in the NeoECHO dissemination strategy and evaluated for feasibility. The virtual dissemination evaluation framework was conceptually mapped, and operational activities were examined including theoretical constructs drawing on insights of nursing theorists, especially Fawcett's criteria (2005) for frameworks with practical application (significance, internal consistency, parsimony, testability and design fit). The NeoECHO strategy was evaluated for virtual dissemination evaluation adherence, operationalization and feasibility of implementation evaluation. Results: The virtual dissemination evaluation framework meets the criteria for a practical application and demonstrates feasibility for adherence and operationalization consistency. The implementation evaluation was usable in the virtual dissemination of best practices for neonatal care for necrotizing enterocolitis and healthcare providers were actively engaged in using NeoECHO as an implementation strategy. Conclusion: This examination of the foundational aspects of the framework underscores the rigour required for generalization of practical application. Effective virtual dissemination of evidence‐based practices to hospital units requires structured delivery and evaluation, enabling engaged healthcare providers to actualize education rapidly. The virtual dissemination evaluation frameworks' potential for narrowing the evidence‐based practice gap in neonatal care showcases its wider significance and applicability. Implications: Care of neonates in NICUs requires a multidisciplinary approach and necessitates access to the most up‐to‐date knowledge and best practices. More than traditional dissemination methods are required to bridge the implementation gap. Impact: The effective use of the VDE framework can enhance the design, implementation and evaluation of knowledge dissemination, ultimately elevating neonatal care quality. Clinical Relevance: This paper introduces the VDE framework, a sequential combination of the iPARIHS and Moore's EO frameworks—as a methodological tool for designing, implementing and evaluating a neonatal strategy (NeoECHO) for virtual dissemination of education in NICUs. Patient or Public Contribution: No patient or public contribution. [ABSTRACT FROM AUTHOR]

The article discusses, the Rail Futures Institute Inc. (RFI) and the Town and Country Planning Association Inc. (TCPA) has released a Discussion, Paper, Rail as a Catalyst for Regional Growth, which explores the opportunity post-pandemic for Victoria's regional cities to accommodate a much larger proportion of the State's future population growth.

Recently, a number of metaphysicians have been working on the issue of the metaphysical grounds of identity facts. In this paper, I will survey a variety of accounts of identity facts through a particular lens. These accounts will be examined in light of the so-called 'purity' principle, a principle intriguing many discussions on metaphysical grounding in recent literature. The aim of this paper is twofold. First, I will indicate what sorts of accounts of identity facts the purity principle rules out and what sorts of accounts it allows. Secondly, I will pinpoint some patterns of how the purity principle may interact with first-order metaphysical inquiries in general. [ABSTRACT FROM AUTHOR]

Cloud computing has lately been deployed in educational institutions for a range of services and applications by way of virtualization of computing resources such as processors, memory, storage and networking. This paper discusses the use of cloud computing in tutorial group discussions as a teaching pedagogy and its influence in learning. It explores the essentials in tutorial group discussions in class including the preparations, activities, processes, benefits and opportunities. The research utilized a mixed method approach including qualitative and quantitative for data collection, then both action research and agile software development to develop and test the cloud computing based tutorial management system (Tutmas). Results indicated that both students and lecturers appreciated the benefits and usefulness of regular tutorials. Further, both students and lecturers appreciated the role of the cloud based Tutmas platform in improving efficiency in the management of tutorials and enhancement of students' learning experiences and academic skills. [ABSTRACT FROM AUTHOR]

Teaching through discussion is perhaps the most fundamental pedagogical technique of philosophy. When done well, discussion can promote long-term, durable learning. It supports an active-learning classroom. sparks higher-order cognition, and helps students construct their own understanding of the material. Yet it is often not done well: it is easily dominated by a few students; it can waste time on tangents and minutiae; it can fail to motivate students to prepare adequately; and it is not easily scalable. In this paper we present a technique, the random discussion leader (RDL), which addresses all of these shortcomings of traditional discussion. Qualitative and quantitative evidence from our quasi-experimental study (n = 279) suggests that RDL leads to better preparation, better engagement with the material, more equitable participation, and higher quality discussions. Additionally, we provide a toolkit for instructors interested in trying RDL. showing how the technique can be adapted to various course settings and materials. [ABSTRACT FROM AUTHOR]

This research used an alternating treatment design to investigate the relative effectiveness of participant specific social stories delivered using two distinct formats (i.e., technology-based, paper/book), on increasing the frequency of initiations and responses of two adolescents with ASD. Visual analysis of baseline, intervention, maintenance, and generalization data results indicated the intervention increased the frequency of initiations and on-topic responses regardless of delivery format; however, calculation of Percentage of Nonoverlapping Pairs and TAU-U for both formats indicated variable levels of effectiveness for each condition, with ranges of 43–86% and 0.02381–0.76190 respectively. Finally, despite varied results, both participants preferred the technology-based social story format and parents of both participants agreed the social story intervention increased communicative skills. [ABSTRACT FROM AUTHOR]

Background: Advance care planning is a process through which people communicate their goals and preferences for future medical care. Due to the complexity of the decision‐making process, decision aids can assist individuals in balancing potential benefits and risks of treatment options. Objective: While decision aids have the potential to better promote advance care planning, their characteristics, content and application effectiveness are unclear and lack systematic review. Therefore, we aimed to explore these three aspects and establish a foundation for future research. Design: Scoping review. Methods: This scoping review adheres to the framework proposed by Arksey and O'Malley and the PRISMA‐ScR list. Six English‐language databases were systematically searched from the time of construction until 1 December 2023. Two researchers conducted the article screening and data extraction, and the extracted data was presented in written tables and narrative summaries. Results: Of the 1479 titles and abstracts, 20 studies fulfilled the inclusion criteria. Types of decision aids were employed, mainly websites and videos. Decision aid's primary components center around 11 areas, such as furnishing information, exploring treatment and care preferences. The main manifestations were a significant increase in knowledge and improved recognition of patients' target value preferences. Among the aids, websites and videos for advance care planning have relatively high content acceptability and decision‐making process satisfaction, but their feasibility has yet to be tested. Conclusions: Decision aids were varied, with content focused on describing key information and exploring treatment and care preferences. Regarding application effects, the aids successfully facilitated the advance care planning process and improved the quality of participants' decisions. Overall, decision aids are efficient in improving the decision‐making process for implementing advance care planning in cancer and geriatric populations. In the future, personalised decision aids should be developed based on continuous optimization of tools' quality and promoted for clinical application. Reporting Method: The paper has adhered to the EQUATOR guidelines and referenced the PRISMAg‐ScR checklist. No Patient or Public Contribution: This is a review without patient and public contribution. Registration: https://doi.org/10.17605/OSF.IO/YPHKF, Open Science DOI: 10.17605/OSF.IO/YPHKF. [ABSTRACT FROM AUTHOR]

Background Study: Asynchronous online discussions are vital venues for collaborative knowledge construction. However, the lack of appropriate instruction designs poses challenges in promoting deep and substantive engagement with the core subject matter. This paper explores how to enhance adult students' knowledge construction in the context of asynchronous online discussions at an open university in Taiwan. Objectives: This study explores instructional designs aimed at promoting online knowledge construction among adult students and overcoming barriers to this process. Methods: This study used a convergent parallel mixed methods design to collect concurrently both quantitative data from the students' online discussion postings for content analysis and qualitative data from the focus group and individual interviews, the online open‐ended questionnaire, and the instructor's observation logs for thematic analysis. Then the results were merged in the interpretation stage. Results and Conclusion: The research highlights the significance of instructional designs in influencing students' level of knowledge construction during online discussions. The findings suggest that instructional designs that provide teacher‐led interim summaries, pose Socratic questions, and incorporate problem‐solving projects can promote higher‐level knowledge construction. However, time constraints, cultural influences, and unfamiliarity with peers negatively affected higher‐order knowledge construction. To address these challenges, culturally responsive and technologically inclusive instructional designs that take into account the specific challenges faced by adult learners are proposed to enhance learning outcomes through active participation. Limitation: The study's limited sample size warrants further research with a larger and more diverse cohort to validate the effectiveness of the proposed instructional designs. Another limitation is the lack of a robust theoretical base for the instructional strategies presented by the current action‐research study. Further examination and broader exploration in online education are needed to prop up proposed pedagogical approaches. Lay Description: What is currently known about this topic: Online discussions are essential for collaborative knowledge construction among adult students.Existing research primarily indicates that online knowledge construction often remains at a basic level, predominantly involving the sharing and comparing of information. What this paper adds: This study explores instructional designs aimed at elevating online knowledge construction among adult students at an open university in Taiwan.It identifies specific instructional strategies, such as teacher‐led interim summaries, the use of Socratic questioning, and the integration of problem‐solving projects, as effective in promoting higher‐level knowledge construction.The paper also sheds light on the challenges hindering higher‐order knowledge construction, including time constraints, cultural influences, and unfamiliarity among peers. Implications for practice and/or policy: The findings underscore the need for culturally responsive and technologically inclusive instructional designs. These should be tailored to the unique challenges faced by adult learners, particularly in asynchronous online environments.The paper suggests that such instructional designs can significantly improve learning outcomes by fostering more active and deeper participation in online discussions.It also highlights the importance of further research to validate these strategies, given the study's limited sample size and the need for a more robust theoretical foundation for the proposed instructional methods. [ABSTRACT FROM AUTHOR]

Background: Online interaction in blended learning is leveraged through social presence and convergence. However, little systematic work currently exists on how researchers have explored these challenges in higher education institutions and no studies have synthesised these challenges. Objectives: The purpose of this study is to give a novel overview of social presence and convergence to improve online interaction in blended learning in higher education. The findings will be synthesised into blended learning design principles. Method: Two systematic literature reviews, one on each challenge, were carried out through the Web of Science databases and consulting cited sources in review articles. Accordingly, 28 distinct studies were selected through the guidelines of the PRISMA statement, using predefined selection criteria. Results and Conclusions: The results show that social presence in blended learning is mostly evoked through course design, introductory f2f meetings, collaborative activities, prompt online feedback, the teacher's presence, and planned facilitation. To establish convergence, it is recommended to make basic theory available online through video clips, web‐lectures, articles, followed by simple online assignments or self‐study to increase understanding, thereby creating opportunities for deep learning during face‐to‐face through discussions and collaborative activities. Implications: This paper adds to the theory on blended learning and instructional design in higher education, and further offers an elaborate set of design principles for educational practice. Future research on instructional design may investigate in particular how a target group or student factors, are affected by the blended learning environment in order to tailor designs for a specific target group. Lay Description: What is known?: Online interaction is pivotal in blended learningOnline interaction is leveraged through social presence and convergenceSocial presence prevents the online student from feeling lonelyConvergence entails deciding the best‐suited delivery mode: online or face‐to‐face What this paper adds: A novel overview and critical analysis of social presence in blended learningA novel overview and critical analysis of convergence in blended learningA synthesis of the findings on social presence and convergenceExtraction of the findings into blended learning design principles Implications for practitioners: The teacher's presence through design and accessibility fosters students' social presencePlacing concepts online leaves room for deep learning during face‐to‐faceCollaborative activities evoke social presence and facilitate deep learningBlended learning designs should be further tailored for the target group [ABSTRACT FROM AUTHOR]

Background: Poverty's impact on children's academic outcome is a cause for concern in most urban Asian cities as education is viewed as one of the main channels of social mobility. Few studies examined how poor children's hope could be enhanced through school social support. Objective: This paper examines how children from low-income families' perceived frequencies and importance of social support from teachers and classmates, influence their levels of hope in academic achievement. Method: Utilizing a partially-mixed sequential design—first, with survey data from a larger study on low-income children (n = 513), this paper explores if perceived frequency of social support is associated with level of hope as well as the role of perceived importance in moderating the frequencies of school social support on sense of hope; second, to enrich the child-reported results, two in-depth focus group discussions with elementary school teachers (n = 10) were conducted. Results: Statistical analysis reveals that the frequency of social support from teachers and classmates is associated with the level of hope in low-income children. Furthermore, when teacher's support was rated important by children, there was a positive association between social support and hope. Integrating statistical results and qualitative insights, this paper extends extant literature on social support typologies with a novel category; 'support in providing opportunities for success'. Conclusion: This paper underscores the important role schools play as a source of social support for children. Such social support aids higher hope levels in low-income children which could translate into better academic outcomes. [ABSTRACT FROM AUTHOR]