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In the era of COVID-19 and right after the announcement of it as a pandemic and threat to humanity by the World Health Organization, most educational activities were globally forced to shut down their traditional teaching/learning activities. This is one of the biggest and most vital changes of educational settings which have led to migration to online educational platforms. This paper can be considered as one of the few first studies that aimed to investigate the Iranian EFL online learners' learning performances (individual vs. interactive classroom tasks through quizzes, presentations, assignments, feedback and discussion) during the 2020-2021 educational year. DCM package (Diagnostic Classification Modeling) using R was used to classify the learning performances of 397 Iranian EFL BA students based on their learning behavior in online classes, and to find out to what extent their learning profiles related to their achievement. The results showed that interactive learning, performed through interaction and collaborative activities among students, is more challenging for the learners though for the majority of them mastering both individual and interactive learning is required to successfully pass the course. These findings can have important significance for all the practitioners in the field of Education.

Introduction: Although different tools have been designed to measure mindfulness, none has comprehensively examined academic mindfulness. Therefore, the present study aimed to build a reliable and valid tool for academic mindfulness measurement in students. Method: The research was a descriptive-correlational study and a validation of the test. Participants included 420 students of Bu-Ali Sina University in the academic year of 2022-2023, selected by multistage cluster random sampling method and completed the Academic Mindfulness Questionnaire (AMQ-5), Fear of Self-compassion Scale, and Academic Engagement Questionnaire. Data were analyzed using exploratory and confirmatory factor analysis. Results: Examination of the data by exploratory factor analysis showed that all 20 items had acceptable factor loads and revealed five factors (self-compassion, accepting without judgment, presence in the moment, performing tasks with awareness, and listening with full attention). Moreover, according to the confirmatory factor analysis, the questionnaire had an acceptable fit (RMSEA=0.047, AGFI=0.91, NFI=0.96, CFI=0.98). The findings showed that academic mindfulness was significantly correlated with fear of self-compassion and academic engagement. Moreover, Cronbach's alpha coefficient was 0.89. Conclusion: According to the findings of the present study, it can be concluded that the academic mindfulness questionnaire has a good validity and reliability and can effectively measure academic mindfulness in the five factors mentioned. [ABSTRACT FROM AUTHOR]