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Despite numerous previous studies that investigated the adoption of photovoice as the method to capture both students' and teachers' past experiences in qualitative research and educational settings, more needs to be done to explore how student-teachers voice their learning experience (e.g., beliefs, emotions, values or perceptions) and, in particular, online thesis examination experiences during the COVID-19 pandemic. To extend this scholarship, this phenomenological case study reports how student-teachers articulated their critical incidents while enacting an online thesis examination in a higher education context using the under-utilized data collection method of photovoice. Out of sixteen student teachers who took part in an online thesis examination, three student-teachers were recruited as the participants in this study. Findings reveal a visual illustration of the experiences and provide insight and understanding of this phenomenon. This study demonstrates that teacher educators, curriculum developers, and faculty members should recognize students' feelings during an online thesis examination to provide a more responsive experience.

The electrical signals in the brain can be analysed by performing spectral topographic brain mapping via Power Spectral Density. This brain mapping analysis can show the brain's different parts. Knowing dominant part(s) of the brain during reading activities enable to describe their attention levels when reading various books. The higher their attention levels are, the more information they receive during reading. The researchers used a qualitative approach with laboratory research using a small-group study of random behavior analysis method. The researchers recorded EEG data from 16 respondents (aged 18- 22 years; eight males and eight females). EEG recordings took 15 minutes via a Simblee-based brain computer interface. The highest sampling rate was 200Hz, and the largest impedance was limited to 10[omega]. EEG data with Power Spectral Density were analysed by using EEGLab Matlab-based software. Power Spectral Density was exploited to determine the high and low amplitude. The amplitude of this research was measured for the frequency range 15-18Hz (Beta1) showing the attention span. This study performed EEG recordings for reading tasks with different genres of books (academic science nonfiction book, general science nonfiction book, and science fiction book) to identify various attention cases. Attention measurement in reading can be used to detect students' reading skills in understanding science. The recording results showed that different genres of the books produced distinctive brain activities. The differences were based on the dominant part of the brain, amplitudes, and frequency patterns.

The pandemic caused major shifts in the delivery of education worldwide. In the teaching of medical biochemistry, the greatest impact was towards the delivery of traditional laboratory simulations. In this study, we highlight the benefits and barriers encountered in the use of virtual laboratories (vLABs) to substitute traditional laboratory practicals. The subjects were a class of 271 medical students at the Faculty of Medicine, Hasanuddin University, all freshman undergoing the Biomedicine Block. The study assessed the use of a commercial vLAB on antibodies and blood typing procedures, which were implemented using our four-step model of vLAB implementation. Collected data include the lecturer-assigned pre- and post-test result, built-in vLAB assessment result of the student first and best attempts, a student perception questionnaire based on a 5-point Likert scale, and an open ended questionnaire regarding student perceptions of the advantages and disadvantages of the vLAB. We observed a remarkable increase of lecturer assigned pre- and post-test scores and built-in first and best attempt scores (p < 0.0001, Wilcoxon signed rank test). A majority of students reported increased motivation when using the vLABs, and favored the ability of mastery through repetition. However, technical and language barriers were highlighted by students during the vLAB implementation. We demonstrate a successful implementation of commercial vLABs in a cohort of non-native English speakers using our four-step approach. Implementation requires strong support from faculty to address technical and language barriers that arise during use of vLABs.

Purpose: This study aimed to measure the effect of the critical literacy approach on pre-service language teachers' critical reading skills. The critical reading skills measured consisted of six levels: interpretation, analysis, inference, evaluation, explanation, and self-regulation. Research Methods: This study was designed as a quasi-experiment which involved 56 pre-service teachers studying at the Indonesian Language Teaching Department, Universitas Negeri Makassar, Indonesia. Research data was collected using a critical reading test. Prior to the study, a package of instructional materials was developed for the experimental group. Data was analyzed with descriptive statistics and ANCOVA test with pretest scores as the covariate. Significance level was determined at a = 0.05. Findings: The results of the study indicated that the critical literacy approach had a significant effect on the pre-service language teachers' critical reading skills. The experimental group achieved better at critical reading skills and reached higher post-test scores on average. It indicated that the critical literacy approach had a significant effect on critical reading skills, which include interpretation, analysis, making an inference, evaluation, explanation, and self-regulation. Implications for Research and Practice: Based on the results of the research, it can be concluded that the critical literacy approach was effective in improving the students' critical reading skills. These findings suggest that the process of reading a text critically from the domination perspective can develop students' critical thinking. Future research could possibly discuss the results of a test conducted to investigate the effectiveness of the critical literacy approach based on gender variables, cognitive ability levels, and reading habit.