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Required undergraduate diversity courses often expose students to topics and worldviews which may push them out of their comfort zones and prompt dissonance and even resistance. This paper reports on interviews with 68 faculty members across 16 humanities and social science disciplines at five predominantly white institutions in the Southern United States, detailing how they navigated discussion of controversial topics in required diversity courses. Most instructors aimed to expose students to critical social issues yet were concerned that resistance could disturb the learning process. We identified 20 unique strategies for handling controversial topics in class that included proactively establishing community and safety and normalizing conflict, and reactively acknowledging and surfacing multiple perspectives, as well as connecting content to students' lived experiences. Some instructors also reported a lack of controversy or conflict in their classrooms, which they variously attributed to student characteristics or their own disinclination to promote heated discussion - which, we argue, calls into question the breadth and criteria of many institutionally defined diversity course requirements. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.

Since the outset of the COVID-19 pandemic early in 2020, English language learners could no longer learn from face-to-face interactions and had to adapt to online lessons. This paper reports a study that investigated their learning strategies during their online sessions. To achieve the objective, a survey was conducted with 257 university students who were taking an English course as a compulsory subject. Several questions in a questionnaire were designed to elicit their cognitive, affective, sociocultural, and interactive strategies. The findings showed that taking notes, attending recorded lectures, quietly observing online interactions, doing the assignments, chatting with their classmates, and utilizing internet-based lessons were the most prominent strategies. Their seemingly passive attitude seems to stem from the Asian culture in which they were raised. A reliable internet connection was seen as vital for their learning, playing games, and watching movies, which were the ways to relieve stress and boredom while studying at home. Chatting with classmates could give them a sense of community which probably helped them relieve stress and boredom. Overall, the paper offers insights into how EFL learners coped with difficult learning circumstances. Some suggestions for English teachers that are related to the enhancement of online teaching are then proposed based on these findings.

Adaptive learning technologies are closely related to learners' self-regulatory processes in individual and collaborative learning. This study presents the outcomes of a systematic literature review of empirical evidence on adaptive learning environments to foster self-regulation and shared regulation of learning in collaborative settings. We provide an overview of what and how adaptive technologies have been used to understand and promote self-regulated learning in collaborative contexts. A search resulted in 38 papers being analysed. Specifically, we identified the seven main objectives (feedback and scaffolding, self-regulatory skills and strategies, learning trajectories, collaborative learning processes, adaptation and regulation, self-assessment, and help-seeking behaviour) that the adaptive technology research has been focusing on. We also summarize the implications derived from the reviewed papers and frame them within seven thematic areas. Finally, this review stresses that future research should consider developing a converging theoretical framework that would enable concrete monitoring and support for self-regulation and socially shared regulation of learning. Our findings set a baseline to support the adoption and proliferation of adaptive learning technology within self-regulated learning research and development.

The architecture, engineering, and construction (AEC) education communities are increasingly facing challenges caused by social, technological, economic, environmental, and political changes. Addressing these issues requires AEC educators and practitioners to systematically rethink and reform many of their current practices. Anecdotal evidence in AEC education already exists with respect to pedagogical improvements made by individual technologies such as immersive computing, artificial intelligence, robotics, big data, cyberinfrastructure, and photogrammetry. However, an effective learning-centered environment is more complex than what any single technology can accomplish. In addition, the relationship between technology-intensive learning and digital inequity in AEC education remains, to the most extent, unclear. We envision the next-generation learning-centered environment for AEC education to be technology-intensive, interdisciplinary, industry-linked, and equitable. This paper aims to present a shared vision of the next-generation learning-centered environment for AEC education. To achieve this goal, two interrelated workshops were organized with the participation of different stakeholders, including researchers, educators, and professionals from multiple disciplines of architecture, engineering, construction, computer science, learning science, education, and social sciences. This paper is based on the combined outcomes of the two workshops, organized in four themes: (1) AEC curricula and industry practice, (2) technology and learning, (3) interdisciplinary education, and (4) digital inequity. This paper contributes to the body of knowledge by creating a pathway to timely reflect on new learning strategies, new technologies, and future industry and societal needs in AEC curricula, thus producing a more adaptive AEC workforce for the 21st century. The findings of this work can be adopted by educators to develop a roadmap for creating the shared vision of the next-generation learning-centered environment for AEC education.

The mathematical construct of dimension is one of the fundamental ideas for developing a sound understanding of two-dimensional (2D) and three-dimensional (3D) shapes. Yet, research in mathematics education has rarely explored children's understanding of dimension in primary education. This paper explores how year 5/6 (9 to 11 years old) children construct and negotiate their meanings about dimension while engaging in classroom interactions about 2D and 3D shapes during geometry lessons in a New Zealand (NZ) English-medium multilingual primary classroom. Transcribed data of two key moments selected from six audiovisually recorded geometry lessons are presented. The findings suggest that children may use different discursive constructions--"another world", "different ways to go", and "flat vs fat"--to display their meanings about dimension. The findings also suggest that children and teacher participants may use prosodic features of their languages to interactionally construct the meanings of these discursive constructions. The paper discusses these findings in light of current research literature and offers a few implications for curriculum development and future research.

To discuss person-centred care in nursing education and the role of online pedagogy to facilitate meaninful learning. The core principles and values of person-centred care are at the centre of national and international healthcare education. Person-centred care recognises partnerships and relationships between nurses, healthcare practitioners and individual patients, carers and their families and part of the training of healthcare professionals. However, the literature on how person-centred care is taught to facilitate meaningful learning in nursing education particularly in the context of online pedagogy is limited. A critical discussion paper. A critical discussion of person-centred care and online pedagogy that can facilitate teaching practices are presented, drawing on authors' positionality and case exemplars. Teaching person-centred care using online pedagogy appears to have a promising impact on undergraduate and postgraduate nursing students' experiences. Engaging students in critical examination and reflection on the complexities of person-centred care in practice creates meaningful experiential learning for both students and educators. Evidence suggests that the use of online pedagogy is a beneficial and effective way to incorporate the teaching of person-centred care into nursing education, yet more evidence is needed to evaluate its impact on nursing practice. [ABSTRACT FROM AUTHOR]

Point-of-care sonography is a precondition in acute and emergency medicine for the diagnosis and initiation of therapy for critically ill and injured patients. While emergency sonography is a mandatory part of the training for clinical acute and emergency medicine, it is not everywhere required for prehospital emergency medicine. Although some medical societies in Germany have already established their own learning concepts for emergency ultrasound, a uniform national training concept for the use of emergency sonography in the out-of-hospital setting is still lacking. Experts of several professional medical societies have therefore joined forces and developed a structured training concept for emergency sonography in the prehospital setting. The consensus paper serves as quality assurance in prehospital emergency sonography. [ABSTRACT FROM AUTHOR]

Despite the proliferation of massive open online courses (MOOCs) and the impressive levels of enrolment they attract, many participants do not complete these courses. High drop-out has been identified as one of the major problems with existing MOOC formats. Our work addresses two factors relating to non-completion. Firstly, MOOCs require a high degree of self-regulated learning (SRL) skills but most do not adequately develop such skills, thus making them inaccessible in practice to many. Related to this is the inflexibility and passivity of many current MOOC formats, preventing individuals from setting their own learning objectives and directing their own learning. This paper presents preliminary findings from an investigation into MOOC learners' SRL skills and the relationship to how participants learn. Following a design science methodology, we have developed a novel MOOC platform to support learner choice and to assist participants in defining learning goals and developing individual study paths. This paper describes the architecture of the system and presents findings from a pilot MOOC developed on the platform. Our results indicate that there is a high demand for more flexible, self-directed learning but that MOOC learners exhibit deficiencies in specific SRL skills including help seeking and task strategies. The contextualised nature of SRL skills means that even learners with a strong background of formal education may not deploy the best strategies for MOOC learning. This work is of significance to MOOC development in general as it highlights the need for targeted strategies to encourage SRL in MOOC platforms and innovation.

This article aims to present learning strategies that can be applied to OpenWHO online courses to primarily increase learning retention and nudge behavior change where applicable. This paper draws on existing research on learning strategies and takes an innovative approach to recommend how these strategies could be applied to learning design to support online learners. Thus, by examining recent cognitive science literature, this critical reflection paper presents approaches to design effective online courses that improve learning retention or nudge changes in behavior where necessary.

This paper answers a call from Nordic colleagues for new strategies in education to meet the needs of a new generation of bachelor nursing students regarding the development of clinical skills. We, as they, believe that educational models targeting the development of clinical skills must be customised to meet the learning style of the current and future generations of bachelor nursing students. In this paper we put forward that using a comprehensive, collaborative, student-centred approach will assist younger generations' learning processes. We describe a pedagogical model of peer learning that combines collaboration, reflection and assessment aligned with learning outcomes. Such an approach, we believe, is likely to be in line with expectations, needs and preconditions of the current and future generations of nursing students. [ABSTRACT FROM AUTHOR]

This study aims to reveal the relationship between primary school students' perceptions of self-learning and decision-making skills and whether gender, the education level of parents, and the number of siblings cause a difference. Within the framework of the stated purposes, the correlational survey model, which is among the quantitative research approaches, was used as a method in the research. The population consists of public primary schools' students studying in the city centre of Diyarbakir in the 2021-2022 academic year. The sample consists of 420 students determined by the "Simple Random Sampling" method, which is one of the probability sampling types, among the participants in the population. Descriptive and inferential statistical methods were employed to analyse the data. In the study, it was determined that there was a moderate, positive, and significant relationship between primary school students' self-learning and decision-making skills. In the study, it was determined that the self-learning skills of primary school students differed significantly according to gender and the number of siblings, but did not differ significantly according to the education level of their parents. In addition, the decision-making skills of primary school students were found to differ significantly according to gender and did not differ significantly according to the education level of their parents and the number of siblings. [This work oral presented with abstract paper in the 6th international Eurasian Conference on Sport, Education and Society was held between the dates 24-26 October 2022, in Diyarbakir, TURKEY.]

Purpose: This paper reports the evaluation of an ongoing intervention, the GROW Programme, aimed at meeting the needs of 15-18-year-old pupils who were unable to attend school in England for periods during 2020-2021. The aim of the paper is to theorize the underlying basis of practice in such a lockdown context to inform future responses. Design/Approach/Methods: Thematic analysis of a mixed-method evaluation, using surveys and interviews of teachers and mentors, and pupil focus groups, of the remote mentoring of pupils and their learning during lockdown, is further analyzed by means of Bernstein's knowledge codes and concept of open schools, to identify the form of knowledge inherent in online mentoring. Findings: The analysis offers a framework for open schooling valuable to schools in uncertain times and identifies the shift to metacognition and self-regulated learning as holding particular benefits for learning under disruption. Originality/Value: The paper takes a novel view of the disruption brought about by the partial closure of schools and offers a methodology for evaluating its effects by means of a unique intervention. It makes visible the characteristics and the potential benefits of alternative approaches in order that schools can make informed choices.

Although numerous studies show that intelligence, measured by various tests, is a significant predictor of school achievement, this cognitive variable can only explain about 50% of the variance. It is also known that communicative language ability represents an important basis for learning subject content in the early period of formal education. One of the most comprehensive models of language ability (Bahman, Palmer, 1996), in addition to strategic knowledge, includes language knowledge that includes organizational language knowledge (grammatical and textual) and pragmatic language knowledge. Although the non-cognitive factors de facto participate in the explanation of school success, the aim of the research presented in this paper was to determine the predictive influence of intelligence and communicative language ability, i.e. organizational and pragmatic language knowledge on differences in school achievement in Serbian, English and Mathematics at the end of the first half of the fifth grade. The research was conducted on the sample of 197 fifth-grade students (51% girls, average age 11.5 months) in elementary schools in Loznica. The authors of the paper applied an adapted form of the test of communicative language abilities that was applied in research in a bilingual context (Šimonji-Cernak, 2005). Revisk was used to test verbal and manipulative intelligence (Biro, 1997). We started from the assumption that organizational language knowledge, has a more significant predictive influence on differences in school performance in the above-mentioned subjects than intelligence. Hierarchical regression analysis model determined that the predictor variables of organizational language knowledge explain 36.8%-49.4% of the variance in school achievement, while the intelligence variables are related to the achievements in Serbian and Mathematics and explain 0.6%-3% of the variance. A significant partial contribution of pragmatic knowledge and knowledge of verbs as an element of grammatical language knowledge were determined in all three subjects, as well as the contribution of knowledge of grammatical rules only in the Serbian language.The results confirm the hypothesis and indicate that for success in the mother tongue, foreign language and mathematics it is important to develop grammatical knowledge, and pay special attention to the importance and strategies of developing pragmatic language function in the period of early formal education.

This paper combines inclusive teaching, cultural humility, and Universal Design for Learning to contextualize the creation and evaluation of human services courses designed collaboratively with students. The collaborative course design was completed in two undergraduate classes with a combined total of 27 student participants. The paper provides reflection of instructor choices in implementing the collaboratively designed courses. Quantitative and qualitative feedback from students is provided and it suggests this activity increased the students' sense of power in the classroom and enhanced feelings of community and collaboration. The instructor's critical analysis identifies the benefits of promoting student autonomy, a sense of community, and active learning norms. These benefits were evident, even with the challenges of utilizing significant class time to complete the activity and socializing students to accept the power to make meaningful choices.

This paper examines the teacher's role in developing students' self-regulated learning (SRL) by examining the beliefs and practices of one primary school teacher. The paper then describes how the teacher applied these in her classroom and how students benefitted. Data were collected via interviews, classroom observations, and informal conversations. Findings suggest that although the teacher held positive beliefs that emphasise behavioural, cognitive, and motivated components of SRL, there was less focus on meta-cognition and strategic actions. Nonetheless, classroom observation data revealed that the teacher actively engaged students in meta-cognition and strategic actions. This implies that the teacher had an implicit understanding of her emphasis on these important components of SRL. It also shows that the teacher's SRL-supportive beliefs and practices were not well-aligned. We believe that a more candid cognisance of meta-cognition and strategic actions may help teachers to directly promote SRL. The study has implications for teacher education and professional development programmes.

This paper presents field-tested improvements over an 11-year period of a large-scale "Introduction to Information Systems" core business school course and provides a framework for implementation. Engagement and learning in large-scale courses can prove challenging, especially when the class is a requirement within a business school's core curriculum where most students taking the class are not majors in the course's subject matter. The course sections typically have 100 or more students each. The non-IS major student population attends this core course because they must, rather than want to, attend which in most cases leads to indifference and disengagement. A primary need and challenge of a required core course are to create a compelling 14-week "Introduction to Information Systems" course that captures this student population's interest in an engaging manner. This paper identifies an innovative approach to create and foster an enhanced learning environment organized around active learning, dynamic content, and a narrative structure. Major changes discussed in the paper are the abandonment of textbooks, the introduction of in-class activities and JavaScript coding, and the establishment of a narrative.

Generative artificial intelligence (GAI) applications, such as ChatGPT (Chat Generative Pretrained Transformer) and Midjourney, have recently attracted much attention from researchers and school teachers. While many people are eager to learn more about GAI applications, some scholars are concerned about the potential misuse of them. It is predicted that the use of GAI applications will increase rapidly in the coming years. Therefore, it is important to consider the challenges and research issues through some concrete application examples of using GAI for education. In this position paper, the authors aim to address these issues from the perspectives of academic research and educational objectives. Along with defining GAI, several illustrative examples of using GAI applications in educational settings are provided. Moreover, potential research issues of GAI-based learning, including research design, relevant learning strategies, research focus, and measuring tools, are discussed. ET&S journal is especially welcoming research on unlocking the potential of GAI for education to realize the two notions of "Knowing [why] is the essential element for learners to have in-depth understanding" and "It is all about prompts: Get rid of the 'search' mindset and use 'programming prompt' instead." [ABSTRACT FROM AUTHOR]

We conceptually replicated Kemp (2010), who investigated the effect of keeping a listening log, a journal or learner diary, on ESL students' motivation toward autonomous learning. Her research suggested that keeping a listening log can aid ESL listeners to self-monitor their performance and reflect on their listening process independently. Besides, it was found that it would raise their metacognitive awareness of the listening process and motivate them toward autonomous listening. Her study deserves replication due to its theoretical motivation, which is the explicit teaching of a group of listening skills and strategies and the success of the listening skills module designed for study-abroad ESL students. However, almost no previous studies replicated the related research with a phenomenological perspective to examine its robustness and transferability, particularly in an EFL context. Thus, our conceptual replication used Kemp's (2010) materials and procedures to highlight the possible effects of keeping a listening log on EFL learners' motivation to become autonomous listeners in an EFL context. To serve this purpose, 30 freshmen Iranian TEFL students participated in this study. The data were collected through students' listening logs in eight sessions. Results suggested that keeping a listening log can motivate and encourage EFL learners to engage with and reflect on their listening experiences in potential learning situations, thus assisting them with becoming good listeners in real-life situations. Further discussions and pedagogical implications are provided in the paper.

Despite undeniable advances in research on language learning strategies in the last several decades, empirical investigations of actions and thoughts that learners engage in to better understand and use grammar structures in different contexts, or grammar learning strategies (GLS), remain scarce. Moreover, there is a paucity of studies examining the effects of pedagogical interventions in this area, both with respect to the use of different types of GLS and the mastery of grammar structures in terms of explicit and implicit (automatized) knowledge. There is also no empirical evidence concerning the mediating role of individual difference (ID) factors in this respect. The paper outlines a study currently in progress that seeks to address all of these gaps. The first part is devoted to a brief overview of key issues related to the definition and classification of GLS as well as a synthesis of available research in this area. This is followed by a description of an intervention-based research project which explores the effects of strategies-based instruction (SBI) targeting GLS by English majors in Poland, also taking into account the moderating impact of selected ID variables. In particular, the methodology of the study is presented and the envisaged contributions of the intervention are considered.

This paper aimed to explore the impact of self-regulated learning strategies on English language abilities and knowledge of 421 final-year undergraduate students at a public university in Thailand. The instruments used in the present study were: (1) the 65-item Questionnaire of English Self-Regulated Learning Strategies (QESRLS), and (2) the English Exit Exam (EEE) comprising 80 multiple-choice items, namely, 20 items for the grammar part, 20 items for the reading part, 20 items for the writing part, and 20 items for the language function (speaking) part. Descriptive statistics of frequency, percentage, mean, and standard deviation as well as inferential statistics of Pearson Correlation Coefficient and Multiple Indicators Multiple Causes (MIMIC) Model were utilized to analyze the data gained. The findings reveal the correlation between the participants' use of self-regulated learning strategies and the overall English language abilities and knowledge as well as the four aspects of them: grammar, reading, writing, and language function (speaking). Besides, the interpretation guessing strategies, the self-evaluation strategies, and the persistence strategies when faced with challenges were positively associated with the English language abilities and knowledge. The findings shed some light on the integration of self-regulated learning strategies into English language courses or curricula.

The purpose of this paper is to determine and discuss the factors that influence the learning outcomes of preservice teacher students in a blended learning environment. This quantitative study used a structured online questionnaire to collect responses from preservice teacher students (n=602) from five universities in Indonesia. Measurement analysis was used to validate the instrument, and the structural equation model was used to test the relationship between constructs. The model had four constructs: support system, learning strategy, digital literacy, and learning outcome. This study integrates three factors, namely support systems, learning strategies, and digital literacy, to identify the determinants of student-teacher learning outcomes in a blended learning environment. The research revealed that support systems and learning strategies have an effect on digital literacy and that digital literacy has a direct effect on learning outcomes. This research provides important insights regarding the contribution of support systems, learning strategies, and digital literacy to improve student learning outcomes in a blended learning environment.

This article positions braille as a writing system worthy of study in its own right and on its own terms. We begin with a discussion of the role of braille in the lives of those who read and write it and a call for more attention to braille in the reading sciences. We then give an overview of the history and development of braille, focusing on its formal characteristics as a writing system, in order to acquaint sighted print readers with the basics of braille and to spark further interest among reading researchers. We then explore how print-centric assumptions and sight-centric motivations have potentially negative consequences, not only for braille users but also for the types of questions researchers think to pursue. We conclude with recommendations for conducting responsible and informed research about braille. We affirm that blindness is most equitably understood as but one of the many diverse ways humans experience the world. Researching braille literacy from an equity and diversity perspective provides positive, fruitful insights into perception and cognition, contributes to the typologically oriented work on the world's writing systems, and contributes to equity by centering the perspectives and literacy of the people who read and write braille. [ABSTRACT FROM AUTHOR]

Sonography is a highly specialized diagnostic imaging profession facing significant workforce challenges due to increased service delivery demands and a shortage of clinical training opportunities. Developing sustainable solutions is crucial for workforce growth. Using examples from the Australian workforce and education context, this paper explores the current sonography training pathways available and the benefits and challenges of each, highlighting the importance of work-integrated learning (WIL) in facilitating the development of professional identity, clinical competence and the quality of sonographer education. Conclusions are drawn that WIL is integral to the future of the sonography profession to improve patient outcomes and address workforce shortages. However, effective implementation requires careful planning and consideration of many factors, including regulatory requirements, industry partnerships, student and supervisor/tutor support, and issues related to equitable access and participation in WIL. Key recommendations are provided to encourage ethical student learning, university-industry collaboration, effective resource allocation, and WIL-specific research. [ABSTRACT FROM AUTHOR]

In recent years, AI technologies have been developed to promote students' self-regulated learning (SRL) and proactive learning in digital learning environments. This paper discusses a comparative study between generative AI-based (SRLbot) and rule-based AI chatbots (Nemobot) in a 3-week science learning experience with 74 Secondary 4 students in Hong Kong. The experimental group used SRLbot to maintain a regular study habit and facilitate their SRL, while the control group utilized rule-based AI chatbots. Results showed that SRLbot effectively enhanced students' science knowledge, behavioural engagement and motivation. Quantile regression analysis indicated that the number of interactions significantly predicted variations in SRL. Students appreciated the personalized recommendations and flexibility of SRLbot, which adjusted responses based on their specific learning and SRL scenarios. The ChatGPT-enhanced instructional design reduced learning anxiety and promoted learning performance, motivation and sustained learning habits. Students' feedback on learning challenges, psychological support and self-regulation behaviours provided insights into their progress and experience with this technology. SRLbot's adaptability and personalized approach distinguished it from rule-based chatbots. The findings offer valuable evidence for AI developers and educators to consider generative AI settings and chatbot design, facilitating greater success in online science learning.

Background: Given students' lack of self-directed learning skills and the growing concern about implementing massive online open courses (MOOCs) in K12 education, learning strategies are needed to facilitate MOOC learning. Many studies have provided different strategies for effective learning in MOOCs. However, there is still limited research to confirm whether these strategies effectively support MOOC learning when deployed by secondary schools, which are not MOOC developers. Objectives: This mixed-method study examines the provision of different learning strategies, including a learning guide, an academic mentoring programme, a training workshop, and a reimbursement scheme, and investigates the impact of these strategies on student learning in MOOCs. Methods: The study uses two data sources: (1) surveys with 40 participants and (2) semi-structured interviews with 12 participants. The quantitative data were analysed with descriptive statistics and Fisher's exact test, and the qualitative data were analysed with thematic analysis. Results and Conclusion: The findings indicate that MOOC learners had positive attitudes towards the overall school support, with mentoring enjoying great popularity amongst the students. In terms of the effectiveness of the school support, the mentoring programme and reimbursement scheme were more effective than the university training and learning guide. The paper discusses the implications for researchers and educators.

Self-regulated learning is a multifaceted process that involves cognitive, metacognitive, motivational, affective, and behavioural components. These components are interconnected and influenced by contextual factors that shape the overall learning experience. Self-regulated learning empowers students to take control of their learning by utilising effective learning techniques, engaging in metacognitive processes, and fostering motivation and self-efficacy beliefs. The goal of the article is to explore the importance of self-regulated learning in enhancing students' academic performance and fostering a deep understanding of the learning material. Specifically, this research article explores the utilisation of learning techniques and strategies (LTSs) among pedagogy students, investigating their patterns and preferences for self-studying. The analysis of survey responses from a sample of 76 pedagogy students revealed that the most commonly used LTSs are rereading, note-taking, memorising, and highlighting. The utilisation of LTSs that are empirically considered effective, such as distributed practice, practice testing, and elaborative interrogation, was found to be extremely low. Moreover, the study revealed a lack of comprehensive training in learning techniques and strategies in pedagogy programmes, suggesting that current teachers are not adequately trained to create optimal classroom contexts for developing flexible self-regulatory skills in students. The findings highlight that by incorporating these practices into curriculum, future educators can empower their students to become active learners who select the appropriate strategies and reflect on their learning process. This paper contributes to an understanding of self-regulated learning and the implications of self-regulated learning for educational practices.