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Background: Taking notes during learning has benefits both during class (through writing things down to encode information) and after class (by using written notes as external storage for revision). Comparisons of note-taking methods (i.e., using paper or a computer) have mainly shown that paper leads to better learning. However, previous studies have mostly been conducted in laboratory contexts. Aims: The current study investigates university students' perceptions of the efficacity of their own preferred note-taking method, along with the strategies they employ. Sample: Data were collected from 108 university students. Methods: Students answered a questionnaire about their note-taking strategies during initial note-taking (in class) and revision (after class). Results: The results show that students who take notes on paper do not consider their method to be more effective, but they report engaging in more reformulation and less multitasking. Students who take notes on a computer are more likely to reformat their notes, and thus to reformulate at a later stage. For all students, review sheets are mostly done on paper. Conclusions: These results suggest that although students are not necessarily aware of the benefits of reformulation associated with handwriting on paper during initial note-taking, when revising, they tend to choose handwriting and benefit from reformulation when aiming for deeper processing. Therefore, revision activities remain mainly paper-based.

The present study is related to the problem associated with student assessment with online examinations at higher educational institutes (HEIs). With the current COVID-19 outbreak, the majority of educational institutes are conducting online examinations to assess their students, where there would always be a chance that the students go for malpractice. It is difficult to set a question paper for any technical course with great novelty. Under these circumstances, safeguarding academic integrity has become a challenge for HEIs. This study is aimed at improving the quality of questions for online exams to increase the accountability of HEIs by proper evaluation of their students. A detailed procedure with suggestions for setting the questions for technical courses, in the format of assertion and reason, matching, multiple select types, etc., has been discussed with adequate examples. It deals with a strategy for ensuring that all the students are held to the standards that are reflected in their grades. The proposed evaluation method has been implemented on a test batch and presented the results along with a comparison with that of traditional question papers. It is witnessed that there is a simultaneous enhancement of students' learning as an additional benefit of implementing the proposed learning-oriented assessment method.

The universal design for learning framework aims to remove barriers from the learning environment so that as many students as possible can fully participate in it. The COVID19 pandemic has brought about additional challenges in higher education, but in many cases, it has also provided a unique opportunity to examine change. This study investigated students' and faculty's perceptions of how frequently various elements of universal design for learning were used in the classroom as well as how useful these elements were perceived to be for student learning. Different groups of students and faculty responded to an online survey pre-pandemic and then again approximately one year into the pandemic. The findings indicated consistently robust correlations between the pre-pandemic and pandemic periods. However, the pandemic initiated certain shifts, notably an uptick in faculty incorporating specific UDL elements, such as recording lectures. Additionally, students perceive a greater number of UDL elements as advantageous for their learning compared to the faculty perspective. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

Background: Taking notes during learning has benefits both during class (through writing things down to encode information) and after class (by using written notes as external storage for revision). Comparisons of note‐taking methods (i.e., using paper or a computer) have mainly shown that paper leads to better learning. However, previous studies have mostly been conducted in laboratory contexts. Aims: The current study investigates university students' perceptions of the efficacity of their own preferred note‐taking method, along with the strategies they employ. Sample: Data were collected from 108 university students. Methods: Students answered a questionnaire about their note‐taking strategies during initial note‐taking (in class) and revision (after class). Results: The results show that students who take notes on paper do not consider their method to be more effective, but they report engaging in more reformulation and less multitasking. Students who take notes on a computer are more likely to reformat their notes, and thus to reformulate at a later stage. For all students, review sheets are mostly done on paper. Conclusions: These results suggest that although students are not necessarily aware of the benefits of reformulation associated with handwriting on paper during initial note‐taking, when revising, they tend to choose handwriting and benefit from reformulation when aiming for deeper processing. Therefore, revision activities remain mainly paper‐based. [ABSTRACT FROM AUTHOR]

Employability is not just about focusing on building the students' workplace experience but about developing their social and cultural capital through learning. In higher education, the selected pedagogies are central to that development (Pegg, 2012). Thoughtful curricular design which maximises student engagement and adopts pedagogies for career and employability learning can help to prepare students for the reality of the workplace. These pedagogies with social connection at their heart can enhance student wellbeing and their perceived sense of belonging to their course and the wider world. This can thus build more confident, reflective, and collaborative graduates who should ultimately be more employable (Rowe, Jackson and Fleming, 2023). This paper uses a qualitative approach to outline four course-based case study examples of pedagogies that strengthen the behaviours and skills that enhance students' employability. The curricular and pedagogic practices of each are examined, and significant themes from each are then synthesised. Together they demonstrate how thoughtful course design and inclusive, integrated, contextualised pedagogic approaches support the development of students' employability learning and graduate skills (Healy, 2023). The common themes from the case studies focused on self-directed, student-centred, authentic learning which encouraged students to (i) work with industry and communities to build early professional networks, (ii) engage in connected learning where the curriculum and its supporting activities and pedagogy facilitate collaborative learning, and (iii) develop confidence, a sense of belonging and professional identities through using these inclusive, collaborative learning approaches. In addition, six practical pedagogic principles are identified for course teams to utilise. These include (i) focus on inclusive practice, (ii) building students' professional identity, (iii) developing students' belonging, (iv) deep critical thinking, (v) the demystification of the workplace through the activities selected, and (vi) students leading their own learning. This paper integrates a series of reflective questions (mapped to each principle) for educational developers to consider as they design future learning activities which foster graduate skills during career and employability learning.

In this practice-based pedagogical paper, we, the university faculty of Education, Food and Nutrition, Sociology, and History in the U.S., describe how we started a Reflective Practice Teaching Circle at our institution for interdisciplinary dialogue about the effective use of social media (SM) for teaching and learning. Our discussions led to the design of the Social Media Entry Model that educators can use for decision-making. We begin this paper with a brief synthesis of scholarly literature describing students' SM use and how higher education faculty use SM to support 21st-century skills development. Next, we describe the institutional, individual, and pedagogical barriers that prevent faculty from embracing SM as a teaching and learning tool. Based on our shared vision and praxis, we present the Social Media Entry Model and describe how educators can use it when deciding how to integrate SM into the formal or informal curriculum. Through our narratives, we illustrate how we use a variety of SM platforms and different entry points in the model to enhance students' 21st-century skills. We also discuss the legal and ethical issues that educators must consider to ensure that university students use SM in a socially responsible manner.

Work integrated learning (WIL) encompasses educational experiences that merge academic knowledge and practical application in a professional setting, benefiting both students and the existing workforce. The objective of incorporating WIL into education is to foster the integration of theoretical understanding by engaging students in a combination of academic coursework and hands-on work-related activities. With the rise in unemployment, WIL appears to help organizations to get graduates that have all the attributes and skills relevant in the world or work, thereby expanding and growing their businesses ensuring greater prosperity for all concerned. The aim of this article was to assess the role Work Integrated Learning in accelerating Graduate Employability. Four WIL coordinators from different academic programmes that offer WIL as a module participated in this paper. Data was analysed using Thematic analysis, following Braun & Clark steps. The study revealed a direct correlation between academic performance and practical application in the professional setting. This paper therefore argues that WIL programmes can contribute immensely to the overall development of graduates and increase their chances of employment. The study revealed that WIL coordinators should review placement arrangements to improve WIL. This study found that Work Integrated Learning (WIL) has a positive effect on graduate employability and skills development, and that university WIL coordinators should review placement arrangements to ensure that students have enough training and development prior to placement.

This paper discusses a teacher residency model that has been collaboratively developed with a mid-sized urban school district struggling with high teacher turnover and a mid-sized university working to support our partner district and provide beneficial clinical experiences for our candidates. In this paper, we provide a brief overview of literature related to teacher recruitment and retention and teacher residency programs, describe our model and its success in recruiting diverse teacher candidates, and describe the successes and challenges of program implementation. We conclude with implications for future practice and research. We hope through this paper to share the benefits and challenges of our particular paid residency model as we work to strengthen approaches to recruiting, supporting, and retaining a diverse teaching pool.

Institutional practices related to providing academic accommodations and access have long been ableist and bureaucratic and remain that way. This paper will focus on these practices in the post-secondary education context. The central question of this paper is: What do meaningful access and reasonable accommodation mean to post-secondary students with disabilities? Proceeding from the premise that students with disabilities do not currently define meaningful access and reasonable accommodations, this paper will argue that accommodations and access as defined within policy are not adequately serving the needs of post-secondary students with disabilities. This paper then highlights the definitions of meaningful access and reasonable accommodations provided by eight students who participated in a recent study. Finally, this paper will highlight the negative and positive encounters with accommodations experienced by many post-secondary students in the province of Ontario who follow the Policy on Accessible Education for Students with Disabilities (2018) as a policy that guides educational practices.

In response to the economic pressures of globalisation, the Japanese government has sought to internationalise its universities while at the same time attempting to protect Japan's culture. To achieve its goals, namely the increase in the number of international students and the development of human resources, it has initiated a number of top-down, quantitative policies which promote the Internationalisation of Higher Education (IoHE) through an increase in the provision of English Medium Instruction (EMI) courses. This paper provides a critical analysis of the government's approach and how the policies have been implemented by universities. The paper contends that the government's approach has enabled universities, which do not wish to make substantive changes to their curricula, to peripheralise EMI courses. The consequence of this is that the government's current approach of promoting EMI to internationalise Japanese universities is unlikely to achieve its goals.

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.

Pronunciation is an area of language, which is easy to recognize and see. When a language learner makes an error in pronunciation, other people can identify the error easily. Mispronunciations are common errors that happen to English language learners in the Expanding Circle, in which English is a foreign language, like Indonesia. This paper deals with mispronunciations made by Indonesian language learners. The respondents were 14 Procedural Writing class students in an English Language Education Program at a private university in Indonesia. They took the course during the pandemic era. The classes were therefore done online, and each virtual class was recorded. These students were videorecorded when reading certain parts of texts in the course. The findings showed that the 14 students made some mispronunciations due to several reasons like habits of pronouncing words in Indonesian and a lack of knowledge of the ideal notion of native speakers' pronunciation. It is hoped that this paper can be useful for EFL teachers teaching pronunciation as well as for students who are still struggling with their pronunciation in their efforts to gain native-like proficiency.

The practice of Corrective Feedback (CF), which is situated within a Second Language Acquisition (SLA) Paradigm, is currently positioned towards an accuracy-orientated delivery based on native speaker norms. This is despite the recognition in different areas of linguistic research that there is considerable variation in the way that English is spoken around the world. This paper argues that the epistemological assumptions and methodological approaches to investigate CF within an SLA paradigm have various underlying weaknesses that undermine research findings. These findings purport to provide support for an accuracy-orientated CF in the English classroom. However, it is suggested in this paper that a meaning-orientated CF would be more reflective and beneficial for students given the transformative changes that have occurred to English over the past 30 years. This perspective is discussed in relation to one teacher's approach to CF who participated in a larger project which examined CF conducted in a British-Sino University.

Learning computer programming is typically difficult for newcomers. Demotivation and learned helplessness have received much attention. Besides the subject's intricacy, low in-class participation has been associated with poor student achievement. This paper presents a follow-up, stage 2 study on the novel instructional technique, Student-Driven Probe Instruction (SDPI), to address low in-class participation in programming courses. Instead of the teacher lecturing/explaining content to the class and asking questions, students were shown a snippet of code or other relevant material and given the option to ask questions beforehand. The study was conducted in two stages: stage 1 pilot and stage 2. This paper presents the results of stage 2, while stage 1 operations and results are discussed briefly. The number of questions asked in class, real-time Trello board postings, and emails/Slack conversations with the instructor were used to track participation. In-class participation showed significant improvement. Average quiz and in-class activity scores showed marginal gains. Results from the end-of-course survey show that students preferred SDPI over the traditional lecture style since it stirred their interest in the content and provided them the confidence to ask questions in class. The study is purely exploratory in nature, and no conclusions can be drawn due to the extremely small sample size of the student population.

Before the COVID-19 outbreak, universities were already exploring the potential of online education. Colleges and universities throughout the world became more reliant on online learning management systems (LMSs) and videoconferencing tools like "Zoom" and "Microsoft Teams" during the 2020-2021 campus' lockdowns. The transition from traditional face-to-face teaching to online learning presented significant difficulties for universities, particularly those that depended heavily on international students. The project reported in this paper was undertaken in Australia in 2021 at the request of a private higher education institution. A new student-centric version of the Moodle learning management system (LMS) was created to maximise the platform's pedagogical, communicative, and informational capabilities. The purpose of this article is to demonstrate how online learning platforms that are flexible, utilise embedded interactive features and resources, and are freely available can enhance and support the delivery of quality online education. The paper discusses how well-designed learning management systems have the capacity to motivate, engage and retain students in online learning. Academics, at both the undergraduate and graduate levels, as well as those working in curriculum development and information technology at institutions of higher learning, may find this article to be of interest and value.

This article presents a simple, cognitive theory of science and learning. The first section of the paper develops the theory's two main propositions: (i) A wide range of scientific activities rely heavily on one type of reasoning, hypothetical thinking, and (ii) This type of reasoning is also useful to students for learning science content. The second section of the paper presents a taxonomy of multiple-choice questions that use hypothetical thinking and the third section of the paper tests the theory using data from a college biology course. As expected by the theory, student responses to 24 scientific reasoning questions were consistent with a one-dimensional psychometric construct. Student responses to the scientific reasoning questions explained 36% of the variance in exam grades. Several directions for additional research are identified, including studying the psychometric structure of scientific thinking in more detail, performing randomized, controlled experiments to demonstrate a causal relationship between scientific thinking and learning, and identifying the relative contribution of other factors to success in college.

The Repetitive Behaviours Questionnaire for Adults (RBQ-2A) measures two factors of restricted and repetitive behaviours (RRBs) associated with autism. However, the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) provides four criteria for RRBs: repetitive motor behaviours, insistence on sameness, restricted interests, and interest in sensory aspects of the environment (or atypical sensitivity). The current paper aimed to examine whether the RBQ-2A is a psychometrically sound measure of these four factors. Study 1 had university students (N = 368) complete the RBQ-2A and other related measures online and revealed that the RBQ-2A can assess the factors highlighted in the DSM-5 and that these four factors comprise a general RRB construct. Study 2 had individuals disclosing a diagnosis of autism (N = 283) complete the RBQ-2A and other related measures online and supported that this four-factor structure provided good psychometric properties. While the current paper provides findings for an online autistic population, further research is needed to generalize these findings to autistic individuals less likely to partake in online studies (e.g., those with intellectual or language disabilities). Overall, the results suggest that the RBQ-2A reliably and validly assesses RRBs.

The importance of entrepreneurship in socio-economic development is increasingly present, not only in the papers of researchers but also in the minds of policymakers. In fact, entrepreneurship education has received a lot of attention because of the role it can play in stimulating entrepreneurial intention among students. Given that the tourism and hospitality industry is the economic sector most affected by the COVID-19 pandemic, this paper examines the relationship between entrepreneurship education and tourism entrepreneurial intention and reveals the effects of the COVID-19 pandemic on the entrepreneurial intention of students in tourism. Survey data was collected from 502 Moroccan students studying hospitality and tourism and analyzed using SEM-PLS. Our findings show a non-significant effect of entrepreneurial education on tourism entrepreneurial intention in the COVID-19 era. The results also reveal a significant negative effect of the COVID-19 pandemic on the entrepreneurial intentions of students in tourism.

The problem of academic dishonesty in general and exam cheating in particular, has been ubiquitous in schools, colleges, and universities around the world. This paper reports on the findings from teachers' and students' experiences and perceptions of exam cheating at Nepali schools, colleges, and universities. In so doing, the paper highlights the challenges of maintaining academic integrity in Nepali education systems. Based on qualitative research design, the study data were collected by employing semi-structured interviews with the teachers and the students. Findings from the study indicated that over-emphasized value given to marks/grades and the nature of exam questions among others were the predominant factors. Our findings contribute to the practical understanding that academic institutions in Nepal have largely failed to communicate the value of academic honesty and integrity to the students of all levels of education despite the increasing prevalence of exam cheating. Therefore, exam cheating requires urgent attention from academic institutions, educators, and education leaders to educate students about the long-term educational and social values of academic honesty and integrity.

This paper studies educational inequality in the Philippines from 1950 to 2015, examining changes in the association between social origin and educational attainment against a backdrop of educational expansions and fluctuating economic conditions. Using data from the World Bank STEP Skills Survey, the study employs a sequential logit model to illustrate trends in secondary and college completion, followed by a multinomial logit model to look into differences in college destinations (type and status) between advantaged and disadvantaged students. The findings indicate that despite sustained expansions in the past six decades, disparities in secondary and tertiary completion deepened in relation to social background. The paper also finds that although expansions occurred mainly in public higher education institutions, it did little to alter the trends in college destinations, with advantaged students still more likely to complete in "high-status" universities than disadvantaged ones. Finally, the paper sheds light on how economic recessions have varying consequences on educational attainment, routing disadvantaged students out of college in the short term, while resulting in significant declines in the likelihood of completing higher education for advantaged students enrolled in "high-status" public entities in the long term.

Since the outbreak of COVID-19 in 2019, many countries have taken measures such as controlling the flow of people, logistics and reducing crowds. Educational institutions have shifted from traditional face-to-face teaching to online teaching. In order to understand the fatigue caused by long-term online teaching and its influence on teaching quality, this paper puts forward the concept of "student fatigue" according to the learning characteristics of students in our education system, and applies statistical principles to compile the student Fatigue Scale-18. In the four seasons of spring, summer, autumn and winter, 1236 times of 319 college students in grade 2021 were tested for fatigue, and the average incidence of fatigue was 64.97%. The incidence of fatigue in boys is higher than that in girls. There was a slight difference in the incidence of fatigue in different seasons, but no statistical significance was there. The effect of fatigue on online teaching is empirically analyzed. The degree of fatigue is negatively correlated with test scores. Students with better learning foundations are less affected by fatigue, while girls' scores are less affected by fatigue. This paper analyzes the common causes of students' fatigue, combined with the current research status of students' fatigue at home and abroad, and puts forward that college education should pay attention to students' fatigue, regularly or irregularly monitor students' fatigue, so that the incidence of fatigue is controlled below 30%. The analysis revealed that the degree of fatigue and gender significantly influenced academic performance. A negative correlation was found between fatigue degree and academic performance, indicating that more severe fatigue led to poorer academic results. Boys were more affected by fatigue than girls. The relationship between academic performance and seasons showed no significant impact. Try to avoid severe fatigue. In order to reduce the impact of fatigue on students' study and health, preventive measures should be taken. It provides theoretical and empirical basis for preventing students' fatigue, improving teaching quality and ensuring students' health.

Chinese has a rich and diverse vocabulary of terms, especially verbs, expressing power relationships. This paper selected 25 power relationship terms from the Chinese Proficiency Scale for International Chinese Education, and used a true-false format to test the differences in acquisition between international students from Confucian cultural circles and those from non-Confucian cultural circles. The study found that: (1) The acquisition levels of both groups are generally behind that of ordinary vocabulary; (2) There is a significant difference in the acquisition levels between the two groups, with the former performing better than the latter; and (3) There is a significant difference in the acquisition of these terms in administrative and family settings between the two groups, with the former performing better than the latter, but there is no significant difference in the acquisition of terms in other settings such as education. In response to these findings, the paper used interview data to provide mutual confirmation, and applied theories related to learning input, language transfer, and cultural circles to analyze and interpret the results. Finally, the paper made targeted suggestions for the teaching of power relationship terms.

A persistent problem in teaching introductory statistics has been helping students overcome their fears and the abstract nature of what they need to learn. Students' own contextualised stories are argued to present an opportunity for humanising the abstract, helping reduce student fears to complement traditional teaching approaches. This paper applies Bruner (Actual minds, possible worlds, Harvard University Press, 1986) theoretical perspectives on narrative mode of thought to understand how students' own contextualised stories might support them in making sense of university introductory statistics. An exploratory, design research study was undertaken where 31 student participants were interviewed across a two-year period. All participants had completed an introductory statistics course where they wrote contextualised children's stories about normal distributions and sampling distributions of the mean. Using an assumption-based, conjecture-driven, reflective analysis, participant interview data was analysed to generate preliminary research findings. Two preliminary findings are detailed in this paper. One revealed that participants initially don't seem to naturally make connections with statistics using their own stories, while another showed that once they did so, their stories helped initiate pathways of access for making sense of their statistical learning. To test the preliminary findings, Bruner (Actual minds, possible worlds, Harvard University Press, 1986) theoretical perspectives on narrative mode of thought--presupposition, subjectification, and multiple perspectives--were used to develop an analytical tool. The methodology in the study provides new insights for understanding how students' own contextualised stories might help them make sense of their learning. The implications of the study are relevant for statistics education, particularly in the areas of statistical thinking processes.

In response to the adoption of Agile practices and processes by businesses, IT/IS educators are working to add Agile content to their courses. Teaching students about Agile involves teaching them about the history, mindset, and values of Agile, along with an introduction to the practices and processes used in an Agile product. Along with this, it is essential that students gain experience using Agile in a project setting. This paper discusses an Agile practice project where students use all aspects of Agile to address a problem and build a solution using Legos. The use of Legos, along with a project that students can easily see themselves using, the practice project allows students to focus on developing their Agile skills and mindset. The project serves as a useful transition from traditional classroom instruction about Agile to a project for a real-world client.

This paper presents the results of a multi-year effort to redesign the introduction to business course at Western Michigan University. ScrimmageSIM, a business simulation that emulates commercial ERP systems, provides the core experience in the course and is a mechanism for students to develop their understanding of business with a focus on quantitative analysis. The design and implementation of the simulation experience follows the experiential learning spiral, as students run the simulation five times with increasingly complex scenarios. The overall design of the course is competency-based, as students have the opportunity to redo many of the course assignments to earn a better grade. The simulation experience, combined with the competency-based design of the course, has resulted in a more rigorous course with students earning grades that are better than they were with the previous curriculum.

Working while attending college has become a reality of the student experience, especially for low-income, adult, and BIPOC students. Particularly, off-campus employment is commonplace but may not be fully understood by higher education professionals as an educationally effective activity. This paper is grounded in current literature on the necessity and the benefits of off-campus employment, along with the need for high-impact practices. We, the authors, encourage institutions to reframe off-campus employment as an activity that is educationally effective for those students who engage in it.

The privilege walk is a pedagogical tool used to teach students about often-ignored aspects of privilege. Despite their popularity, privilege walks are under-examined in the scholarship of teaching and learning. This leaves open questions about the efficacy of the walk, and whether, and to what extent, the walk yields different results among students from different backgrounds. This paper critically examines the privilege walk by reflecting on our experience of teaching the walk and analyzing student learning reflections about the exercise. We draw on critical race theory to interpret our data and also to help introduce the concept of slippage. We use slippage as shorthand for systematic issues long described by critical race theorists, such as meritocracy, that are reframed as individual responsibilities. We conclude by discussing how educators might prioritize teaching about structural power by integrating ideas from critical race theory, and abandon intellectual traditions that center Whiteness or the individual.

The present study examined the validity of the paper-and-pencil Implicit Association Test (IAT), and whether implicit preferences for English, as assessed by the paper-and-pencil IAT, can predict engagement, which indicates the degree of involvement and performance in English. Participants included university students (N = 322) who responded to the paper-and-pencil IAT and a self-report questionnaire assessing explicit preference, that is, the degree to which they perceive that they like learning English. The results indicated a small but significant correlation between implicit and explicit preferences. Female participants showed a more positive implicit preference for English than male participants. Additionally, students majoring in foreign languages showed a more positive implicit preference for English than non-foreign language majors. These results demonstrate the validity of the paper-and-pencil IAT. They also show that implicit preferences influence actual English test performance and that this relationship is mediated by engagement. [ABSTRACT FROM AUTHOR]

It is well known that misinformation's effects on memory linger, referred to as the continued influence effect, even after reading corrections. However, it is uncertain how the reading medium and epistemic emotions (relevant to knowledge construction) relate to the continued influence effect. In this study, college students (N = 84) read about fictional news events, each with the first article stating misinformation and the second providing corrected updated information and then indicated their emotions experienced. This was a within-subjects experiment in that two events were read on paper and two on screen to compare effects of reading medium. There were no reliable differences in the continued misinformation effect by reading medium. However, the associations between epistemic emotions and misinformation ratings appeared to be more robust when reading from paper than screens. There were no reliable differences in epistemic emotions experienced by reading medium. The findings indicate that reading news online does not appear to relate to susceptibility of misinformation.

Whilst the practitioner field around current student communications has developed in recent years, most published research still focuses either on prospective students, theoretical benefits of student communications or usage of individual channels of communication. This paper contributes to policy and practice by providing the first UK-wide look at current students' communications preferences and behaviours through a meta-analysis of 17 student communications surveys (total students surveyed 20,134). Results show that students expect their universities to utilise a range of channels (including email, social media and student portals) -- i.e. an integrated marketing theory approach. Most students feel that they receive the right level of information; however, overall satisfaction with communications has decreased in recent years. This paper provides recommendations for practice, as well as a template to improve consistency in future institutional student communications evaluations.