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Flipped learning model is currently implemented where conventional lectures take place before class hours, while in-class time is used for hands-on activities and problem-solving under the teacher’s guidance. However, students’ inability to fully engage and complete their learning activities before the class hours and the lack of clear instruction during in-class learning activities can greatly hinder the learning experience. Under this circumstance, a new flipped model, named guided flipped learning (GFL) model, was proposed by embedding study-summary-quiz and think-pair-share strategies into the conventional flipped learning process to overcome the current challenges. To investigate the effectiveness of the proposed GFL model, a quasi-experimental study was conducted. The results showed that GFL significantly enhanced students’ engagement (behavioural, agentic, and emotional) and learning achievement. The proposed GFL model strengthens the quality of the pre-class learning activities and provides clear instruction for in-class learning activities. The results provide educational policy makers the means to effectively revise the conventional flipped model with GFL for lifelong learning. [ABSTRACT FROM AUTHOR]

Many expect upward trends in online college course enrollment to continue. Despite perceived improvements in online pedagogical practice and advantages afforded by virtual platforms, most students and professors still perceive social interaction, engagement, and overall learning to be more challenging online than in person. More than 3 in 10 college students are less willing to participate in discussions online compared to in person. More than 7 in 10 professors report needing help with strategies for keeping students engaged online. As such, we must identify strategies that cater to students' academic, and social-emotional needs in an online environment. Breakout rooms have often been implemented to promote discussion and collaboration, however, when not well-structured, they often increase social discomfort instead. In this mixed methods study, using surveys, interviews and class observations, we examine student-led talking circles in an undergraduate adolescent development course (N = 61), in which student discussion leaders prepared questions and facilitated small group conversations using structured turn-taking protocols. Nearly 95% of students felt talking circles increased peer connectedness, 92% felt they improved content learning, and 90% felt they increased engagement. Students largely attributed these benefits to specific elements of the talking circle format. Regression results revealed significant associations between peer connectedness and perceived academic benefit, after accounting for demographics, basic psychological needs, dispositional factors, and norms of communication. [ABSTRACT FROM AUTHOR]

In order to navigate enrollment challenges, universities are scheduling more online and blended courses including HyFlex courses which offer students flexibility in their method of attendance. The goal of this study is to explore student engagement in HyFlex courses. However, there is limited research supporting the effectiveness of HyFlex courses in terms of student engagement. This two-pronged study, conducted at a regional state university in the U.S., utilized quantitative and qualitative data to explore the engagement levels between students attending the three different modalities offered in HyFlex courses. The findings of the quantitative study showed no difference in engagement levels between students attending face-to-face, virtually synchronously on Zoom, or virtually asynchronously. The results from the qualitative study generated five themes: (1) decreased stress; (2) positive learning experience; (3) flexibility to choose based on learning styles; (4) increased control on learning; and (5) increased accountability. These findings are discussed and strategies for effective engagement in HyFlex courses are shared. [ABSTRACT FROM AUTHOR]

Despite the rapid increase of students' enrolment in online courses, higher education institutions in Malaysia face the problem of high dropout rates of students before completing their studies and earning a degree. With a view to addressing the issue, this study focused on critical factors to evaluate the effectiveness of distance learning systems using the criteria of course satisfaction and perceived learning. Further, this study developed a research model that integrated Transactional Distance Theory, Social Presence Theory and the Online Interaction Learning Model to facilitate student satisfaction with online courses. Three hundred and three usable online questionnaires were collected from respondents at Universiti Kebangsaan Malaysia (UKM) and Universiti Putra Malaysia (UPM). The data were analysed using SPSS and Amos version 22. Results supported all direct relationships between motivation, self-efficacy, self-regulated learning, instructor immediacy behaviour, perceived learning and course satisfaction. Interestingly, perceived learning fully mediated motivation, self-efficacy, and self-regulated learning. Findings from this study on the determinants of course satisfaction do provide guidelines to institutions on significant factors to prioritise when establishing an online learning system. [ABSTRACT FROM AUTHOR]

This article explores student engagement with tuition at The Open University (a distance learning Higher Education institution in the UK), specifically students with declared mental health disabilities, comparing their access rates with (disabled) students overall, studying in the Faculty of Arts and Social Sciences, 2018–2019.y. The results show that students with disabilities generally engaged with all modes of tuition in similar proportions to which they were registered on the modules. However, students with mental health disabilities engaged with tuition at lower levels than registered on the modules, and the amount reduced as they progressed beyond the first level of study. Regardingthe availability of different types of tuition, rather than widening access to more students , for students with a declared mental health disability it was often the same students accessing the different modes of tuition. We conclude that for students with mental health disabilities, more tuition event modesdid not widen access to more students, although it did give more options to those who did access the tuition. These findings contribute to improving the currently limited understanding of how to effectively support students with mental health disabilities in tuition. [ABSTRACT FROM AUTHOR]

Purpose: This research paper aims to evaluate the sustainability knowledge and background of students, staff and faculty regarding current university sustainability practices and individual behaviors at Central Michigan University (CMU); to compare sustainability background and knowledge based on academic discipline of enrollment or employment; and to assess sustainability awareness and interest of the campus community to guide future sustainability initiatives and resources at CMU. Design/methodology/approach: An electronic cross-sectional survey was used to collect anonymous responses through Qualtrics, and then results were analyzed through SPSS. Analyses were performed based on the academic structures at CMU. Findings: This research has found that students in STEM fields are more inclined to have pro-sustainability attitudes, knowledge and behaviors, compared to those studying the arts and business. Additionally, results indicate that there is a significant difference in knowledge between the students, and the staff and faculty respondents regarding sustainability knowledge and application, with the staff and faculty consistently demonstrating more pro-sustainability knowledge and behavior. Originality/value: While research has previously been conducted on sustainability attitudes and behaviors, this research is unique because it ties sustainability knowledge to academic discipline. Additionally, it serves to gauge which sustainability programs and topics members of the campus community are most interested in, and which areas they are most willing to support. [ABSTRACT FROM AUTHOR]

Understanding social disparities in educational attainment requires understanding of students' decision‐making throughout their educational career. We focused on students' pathways throughout upper secondary and higher education (HE), identified common types of pathways and studied the role of SES as a determinant of students' pathways. Additionally, we researched the role of engagement for overcoming socioeconomic disadvantages in students' educational decision‐making. Using data from 965 Flemish students, optimal matching analyses identified seven distinct pathways throughout upper secondary and HE. While pathways largely mirrored the tracked structure of the Flemish educational system, there was considerable within‐track heterogeneity. Multinomial regression analyses demonstrated that even among the academic track students, socioeconomic background affected programme choice and long‐term academic success. Less engaged students were less likely to follow university pathways. Moreover, higher cognitive engagement decreased disadvantaged students' chances of ending up in typical vocational pathways. [ABSTRACT FROM AUTHOR]

This study investigated successful strategies for engaging students in sustainable initiatives and encouraging a sense of accountability and ownership for sustainable development. Using a qualitative study methodology, eighty-three (83) administrators and lecturers from ten (10) Ugandan higher institutions participated in in-depth interviews. The data revealed eight major themes: awareness and education, practical engagement and hands-on activities, integration into the curriculum, student leadership and ownership, community and collaboration, recognition and reward, personal relevance and connection, and long-term impact and legacy. These results are consistent with international best practices in sustainability education, highlighting the necessity of an all-encompassing strategy incorporating knowledge dissemination with practical experience and active student involvement. Nonetheless, by offering context-specific insights pertinent to developing nations like Uganda, where such strategies have not received enough attention, our study attempts to address the literature gap. The findings highlight the importance of institutional support and offer practical suggestions for university administrators, educators, and policymakers who want to increase student involvement in sustainability projects. This study adds to the expanding body of information on sustainability education and provides a useful framework for using higher education to promote a sustainable future. Article Highlights: A key strategy for making sure that sustainability ideas become established in the educational system is to incorporate sustainability into the curriculum Systems of rewards and recognition inspire students and reaffirm the importance of their contributions. Making sustainability personally relevant to students increases their engagement and commitment. [ABSTRACT FROM AUTHOR]

Studies concerning students' ability to deal with everyday academic challenges ('academic buoyancy') and adjust to changes ('adaptability') were investigated in educational research over the last two decades (e.g., Martin & Marsh, Journal of School Psychology, 46:53–83, 2008; Martin et al., Journal of Educational Psychology, 105:728–746, 2013). However, how students deal with challenges imposed by fate has not been well-studied. Other than students' abilities, students' belief plays an important role in dealing with the academic adversity that fate imposes. The present study harnessed the Hope Theory to examine (1) the relation between negotiable and achievement motivation (hope for success and fear of failure), (2) the relation between achievement motivation and engagement, and (3) the mediation effect of achievement motivation in the relation between negotiable fate and engagement. University students in Hong Kong (n = 339) responded to an online cross-sectional survey. Mediation analyses demonstrated that the relation between negotiable fate and engagement was mediated by hope for success but not by fear of failure. In addition, hope for success only mediated cognitive engagement and affective engagement. The relation between negotiable fate and behavioral engagement was not mediated by hope for success and fear of failure. The findings contribute to the literature on the negotiable fate-engagement theoretical relation in educational research. Also, practical insights were discussed to manage student cognitive and affective engagement with negotiable fate and hope for success under fate constraints. [ABSTRACT FROM AUTHOR]

This article summarises the author's experience transitioning from Further Education (FE) to Higher Education (HE) teaching in 2022-23. It identifies areas for concern in the author's setting and outlines the author's strategies for overcoming these obstacles, utilising their background in FE. In particular, this article explores common, engaging classroom activities and outlines why these activities require adapting for use in HE. Inspired by these classroom activities, this article presents a selection of interactive lecture activities promoting student engagement via formative assessment, adaptive teaching, and student ownership. It summarises how the activities have evolved over time and reflects on their use. Finally, the author reviews the success of the activities, discusses students' reactions to them, and outlines future plans. [ABSTRACT FROM AUTHOR]

Abstract This study investigated successful strategies for engaging students in sustainable initiatives and encouraging a sense of accountability and ownership for sustainable development. Using a qualitative study methodology, eighty-three (83) administrators and lecturers from ten (10) Ugandan higher institutions participated in in-depth interviews. The data revealed eight major themes: awareness and education, practical engagement and hands-on activities, integration into the curriculum, student leadership and ownership, community and collaboration, recognition and reward, personal relevance and connection, and long-term impact and legacy. These results are consistent with international best practices in sustainability education, highlighting the necessity of an all-encompassing strategy incorporating knowledge dissemination with practical experience and active student involvement. Nonetheless, by offering context-specific insights pertinent to developing nations like Uganda, where such strategies have not received enough attention, our study attempts to address the literature gap. The findings highlight the importance of institutional support and offer practical suggestions for university administrators, educators, and policymakers who want to increase student involvement in sustainability projects. This study adds to the expanding body of information on sustainability education and provides a useful framework for using higher education to promote a sustainable future.

As 'self-law', autonomy contributes to people's psychological health and helps secure meaning in one's life. Within higher education, it enables students to navigate this environment and prepare for professional life, empowering them to take ownership of their learning and development goals. Autonomy is multidimensional, encompassing the local ability to regulate thoughts and behaviours, and the global ability to establish a sense of existential agency; therefore, it is vital to students' holistic progression and attainment. Within a relational context, interpersonal relationships influence people's ability to recognise and exercise their autonomous capacities across local and global contexts. Therefore, fostering students' autonomy is at the heart of support services within Higher Education Institutions. Student Advisers are well placed to undertake this mission, given the range of academic, administrative, and pastoral responsibilities their role entails. In this paper we provide a taxonomy of student autonomy, arguing it is 'becoming oneself amongst others'. Given autonomy's relational foundations, a healthy student-adviser connection can provide an environment for students to operate in a co-directive and self-determined manner. Drawing on University College Dublin's Student Advisory Services, we offer guidance to Student Advisers, proposing two autonomy enhancement strategies: fostering students' self-governance through facilitating intrapersonal ownership and fostering their self-direction by promoting interpersonal embeddedness. [ABSTRACT FROM AUTHOR]

A review of research on the relationship between academic engagement and burnout reveals three research gaps as most of the research was conducted: i) without analysing all its multiple dimensions; ii) from a variable-centred perspective; and iii) in educational contexts other than higher education. We seek to address these gaps and thus enhance our understanding of the nature of the mentioned relationship. Adopting a person-centred perspective, a latent profile analysis (LPA) was used to identify how all the dimensions of academic engagement and burnout combine in different profiles of higher education students (n=430). Additional analyses were used to validate these LPA profiles by relating them to a set of auxiliary variables (i.e., predictors and outcomes), grounded on theoretical models relevant to higher education. LPA revealed three ordered profiles (burned-out, moderately engaged and engaged) and the additional analyses detected statistically significant associations between predictors (e.g., perceptions of academic quality, perceptions of stress) and profile membership; and between these and outcomes. The latter tended to be ordered from the least to the most desirable in learning strategies (e.g., self-regulation, deep processing) and learning outcomes (e.g., generic skills, satisfaction), with the most desirable generally being associated more with the two engaged profiles than with the burned-out profile. Taken together, the findings i) expand our understanding of the nature of academic engagement and burnout in higher education, suggesting that they are related but independent constructs at different levels (high/low and weaker levels), and ii) hold implications for theory, methodology and educational practice (adjusted to the distinctiveness of the detected profiles). [ABSTRACT FROM AUTHOR]

There is limited contemporary evidence around students' experience of lectures, notwithstanding critiques of their value. This study focuses on second-year chemical engineering students across four institutions in England and South Africa. The analysis of student interviews identified three themes describing what students value in lectures. In terms of interaction, they valued simply being able to ask questions. In terms of explanations, pacing was key and working through problems by hand was valued, while the use of powerpoint often received critique. The final theme shows how resources form a crucial link from the lecture into students' private studying. This study also drew on lecturer interviews, and the comparison shows considerable coherence between lecturer intentions and students' experiences. The final aspect of this study compared across institutions, and here we see the structural impact of the high levels of contact time in the South African programmes. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this article is to evaluate the effectiveness of an intervention designed to enhance motivation and competencies in job crafting, and to identify selected factors that may influence the outcomes. The study examined the extent to which participation in a one-day workshop would enhance levels of task crafting, relational crafting, and cognitive crafting, as well as verifying whether employees' engagement would increase, and perceived work-related stress would decrease. Design/methodology/approach: A quasi-experimental procedure was used to achieve a goal. The procedure includes several stages, one of which was participation in a one-day workshop. Sample size of the intervention group (with workshop) was n = 23 of administrative employees from a private higher education institution, and control group n = 21 employees from the same organisation with comparable job characteristics. Findings: The results showed that the level of job crafting is related to individual characteristics such as self-efficacy and proactive attitude. In contrast, it does not depend on job characteristics such as autonomy and skill variety. In the conducted studies, no positive effects of the workshop on employee well-being were confirmed; however, it was noted that the workshop might act as a buffer protecting against a decline in well-being due to organizational factors. Research limitations/implications: The limitations of the research result from both the small size of the research sample and the narrow specialization of the surveyed employees. There is a need for research on other professional groups and in other sectors. Practical implications: Due to the pilot nature of the study and the limitations of the study mentioned above - no practical implications are identified. Originality/value: The research represents the first attempt in Poland to verify effects the of organizational intervention related to job crafting among administrative university employees. [ABSTRACT FROM AUTHOR]

Higher education institutions (HEIs) invest substantially in their social media presence for marketing, branding, student engagement, and recruitment purposes. To better understand HEIS' current social media strategies, this study developed a mixed-method approach to analyze Facebook content and posting practices of postsecondary institutions in Ontario, Canada. A total of 13,467 Facebook posts from 42 HEIs were collected using the Napoleon Cat application, and subsequently coded and analyzed. Applying descriptive statistics and regression analysis alongside content analysis, results demonstrate that HEIs generally followed similar practices concerning posting frequency, length, types, and timing. Although HEIs employed all five main branding positions – namely Elite, Nurturing, Campus, Outcome, and Commodity – HEIs were found to concentrate on promoting Nurturing elements and Campus activities. Moreover, results revealed several significant differences in strategies of institutions with different sizes (large, medium, and small) as well as different types (university and college) in both marketing activities and branding positions. [ABSTRACT FROM AUTHOR]

This paper highlights the transformative potential of place-based community organizing as a theory and practice of progressive social change and as a critical approach to the social purpose of community engagement in Higher Education Institutions. The aim is to expose power asymmetries and civic renewal "from below" through a focus on community engaged learning, specifically community organizing on the curriculum for geography undergraduates. The empirical focus is an English university, but the issues and observations are widespread. Around the world, students are coping with disruptions following a global pandemic, austerity, and loss of trust in local democracy – participating in climate emergency and racial justice movements. This paper advances community organising and community engaged learning as a mutually co-constitutive challenge to conventional notions of the student as a passive consumer of recruitment, learning, and individualised notions of civic responsibility. Methods of community organising are based on the theory that if you want change, you need power: change ultimately traces a motivational journey from anger to agitation and action. Empirical vignettes explore the transformative role of emotionally stirring "political theatre" and direct action, while exposing tensions that arise due to the transitory status of students in place and time. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Validation of ideas are of paramount importance in STEM fields. Learning and converting ideas into practical application is the main purpose of technical education. Aviation is a highly safety sensitive field where confusion and mistakes are not acceptable. This brings serious challenges for academia that provides higher education in this field. A yearlong observation of the reflective practices was done at an Australian university while teaching aviation students to analyse outcomes of reflection on teaching and learning. Reflection provides a powerful opportunity to a teacher in improving teaching qualities and to identify training needs for enhancing teaching capabilities. [ABSTRACT FROM AUTHOR]

In this descriptive analysis, we consider the experiences of students who prefer face-to-face (F2F) classes but, due to the COVID-19 pandemic, had no alternative other than taking their introductory biology class online during the 2020–2021 academic year. We conducted focus group interviews with 12 college students who enrolled in an asynchronous online introductory biology course for non-majors. We interpret their experiences through the theoretical framing of student engagement, which generally centers students as the directors of their learning experiences. However, when reflecting on their online, technologically mediated experience, our participants regarded their instructors as the hub or convener of their interactions with content, technology, and other learners. We explore the implications of these findings for engaging other students who may find themselves involuntarily online, and make recommendations for pedagogy and communication around the culture of online learning. [ABSTRACT FROM AUTHOR]

Immersive virtual reality (IVR) has been gaining traction concerning its digital experiences in higher education. It provides stimulatory learning environments that are not only cost-effective but also resourceful. However, it has been increasingly difficult to offer an engaging, relevant, and all-inclusive environment for learning. This study aims to devise an IVR model to be implemented in higher education in Saudi Arabia. As part of the use of a collective case study methodology, a carefully chosen sample of 17 heads of departments and faculty members hailing from five higher educational institutions in Saudi Arabia was selected employing the criterion sampling strategy. Data was collected from these participants using the Delphi Method and in-depth interviews. Their respective cases were examined, compared, and contrasted, yielding valuable insights. The study proposed a six-factor model to maintain a successful learning process while employing Immersive Virtual Reality (IVR) in higher education. Further management in educational systems is recommended to collaborate with IVR experts for better outcomes. The study proposed a model and discussed its contours and solutions for the effective implementation of IVR in the higher education sector of Saudi Arabia. [ABSTRACT FROM AUTHOR]

This study aims to investigate the effect of FC towards student engagement and satisfaction in learning activities at the university level through experimental research with a random control trial for 10 weeks. Participants were allocated to FC (n = 20) and the control group (n = 20). There were main findings in this study. First, for male students, there were differences value in behavior engagement (p = 0.001, d = 0.81), emotional engagement (p <.001, d = 0.97), cognitive engagement (p < .001, d = 0.95) and satisfaction in teaching method (p <.001, d = 0.89), facilities in university (p < .001, d = 0.95) in the FC group at the pre-test and post-test. Whereas, in the control group, significant differences occurred in satisfaction towards facilities in university (p <.001, d = 0.98) but no difference found for other aspects. Second, for female students, there were differences value in behavior engagement (p = 0.003, d = 0.78), emotional engagement (p <.001, d = 0.88), cognitive engagement (p = 0.002, d = 0.73) and satisfaction in teaching method (p < .001, d = 0.93), facilities in university (p = 0.005, d = 0.72) in FC group at the pre-test and post-test stages. Whereas in the control group a significant difference occured in the behavior engagement (p < .001, d = 0.92) and satisfaction towards facilities in university (p = 0.002, d = 0.79). Thus, we emphasize that FC has proven effective in increasing the engagement and satisfaction of students at the university level. [ABSTRACT FROM AUTHOR]

Online learning is on the rise, and it is becoming an important mode of learning in higher education. However, there are limited models that explain the link between learners' characteristics, learning processes, and outcomes in an online learning environment. This study aims to examine the influence of online self-regulation on the experiences and engagement of students during online learning processes and their outcomes in terms of satisfaction and academic performance. A quantitative correlational design was used to achieve the objective of this study. Data collection was carried out using an online survey. A total of 609 undergraduates from four public and private universities in Malaysia were sampled. The partial least squares structural equation modeling (PLS-SEM) was run to analyze the obtained data. The results showed that online self-regulation is a presage factor affecting online learning processes. It significantly and positively affects students' experiences and engagement in an online environment. These three factors explained more than two thirds of the variance in satisfaction, a key learning outcome of online learning. However, its predictive value for academic performance was weaker. The developed model can be used as a framework to promote positive online learning outcomes among undergraduate students. The implications of the study and recommendations for future research are discussed in this paper. [ABSTRACT FROM AUTHOR]

The use of flipped learning (FL) is increasing in higher education with enormous educational benefits. But limited research has investigated the relationships of students' transactional distance (TD) perceptions, engagement, and course satisfaction in FL. This correlational study was conducted to explore these important factors and their relationships in FL. 198 undergraduate students participated in this 14-week-long study, including 105 females and 93 males. Three well-established instruments were employed to collect data. The path analyses with the structural equation model showed that students' TD perceptions were significantly related to their engagement and course satisfaction in FL. Furthermore, the study found that each of the five types of interactions, as sub-dimensions of TD perceptions, was positively related to student engagement as well as course satisfaction in FL. The research findings provide strong empirical evidence on the effect of TD perceptions on student engagement and satisfactions, and have rich implications for the design, implementation, and research of FL. [ABSTRACT FROM AUTHOR]

Science, Technology, Engineering, and Mathematics (STEM) education is essential for developing future-ready learners in both secondary and higher education levels. However, as students transition to higher education, many encounter challenges with independent learning and research. This can negatively impact their Higher-Order Thinking Skills (HOTS), engagement, and practical expertise. This study introduces a solution: Computational Thinking Scaffolding (CTS) in the Jupyter Notebook environment, designed to enhance STEM education at the tertiary level. CTS incorporates five phases: Decomposition, Pattern Recognition, Abstraction, Algorithm Design, and Evaluation. Utilizing a quasi-experimental method, we assessed the impact of CTS on the HOTS, engagement, and practical skills of undergraduate and postgraduate students. Our findings hold substantial relevance for university educators, academic advisors, and curriculum designers aiming to enhance students' HOTS and hands-on capabilities in STEM disciplines. The results validate the effectiveness of CTS in elevating tertiary STEM learning outcomes, and they spotlight the adaptability of the Jupyter Notebook as a valuable tool in higher education. In conclusion, our research underscores the merits of CTS for improving outcomes in higher STEM education and sets a benchmark for future endeavors in this domain. [ABSTRACT FROM AUTHOR]

This article presents qualitative data from interviews with >100 Australian undergraduates to sociologically consider why learners used technologically mediated learning activities (TMLA). Engagement with TMLA varied with personal preference, technical aptitude, prior experience and perceived relevance to assessment. TMLA students thought facilitated, rather than distracted, from their learning aligned with personal opinions and normative expectations about 'good' communication and desirable social interactions. Students who disliked TMLA believed technologies hindered their social interactions or poorly aligned with their preferred communication style. Systemic variation in TMLA provision by the university also affected student satisfaction. Critical sociological investigation illustrating what students valued, used or avoided broadly reflects TMLAs' social embeddedness and relevance of social experience to higher education practice and satisfaction. The findings reveal practical lessons for organisations seeking to improve service delivery, or student retention. Prior socialisation not only affects student–lecturer social relationships and communication expectations, it affects individual engagement and institutional success. [ABSTRACT FROM AUTHOR]

This study aims to examine the influence of gamification in students' learning outcomes and academic performance. A longitudinal study was conducted to compare students' academic performance in online learning (2020–2021), traditional learning (2021–2022), and gamified learning (2022–2023). The longitudinal study lasted 3 years and a total of 1001 higher education students were involved. Three research questions were set to be explored and students' viewpoints and experiences were also examined through a questionnaire of 20 questions. This study follows a quantitative research approach. The data refers to students' academic performance, success rate, excellence rate, withdrawal rate, engagement, motivation, and perspectives. In the laboratory part of the course, gamified learning yielded better outcomes over online learning and traditional learning in success rate (39% and 13%), excellence rate (130% and 23%), average grade (24% and 11%), and retention rate (42% and 36%) respectively. In the theoretical part of the course, gamified learning resulted in better outcomes over online learning and traditional learning in success rate (19% and 14%), in excellence rate (125% and 79%), and in average grade (25% and 12%) respectively. In the overall course, gamified learning yielded better outcomes over online learning and traditional learning in success rate (14% and 14%), in excellence rate (122% and 70%), and in average grade (25% and 17%) respectively. The highest increase was observed in students' excellence rate. Students highly regarded gamification as an effective educational approach that can increase their learning outcomes, engagement, productivity, and motivation and trigger both their both intrinsic and extrinsic motivation. The learning experience become more enjoyable and students' basic needs in terms of autonomy, competence and sufficiency, and relatedness and sense of belonging were met. Traditional learning also resulted in better learning outcomes when compared to online learning. Gamification emerged as an effective learning approach which leads to improved learning outcomes and academic performance, learning motivation, engagement, and retention rate over online learning and traditional learning in both theoretical and applied course settings. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of the L.N. Gumilyov Eurasian National University. Pedagogy. Psychology. Sociology Series is the property of L.N. Gumilyov Eurasian National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

What work strategies must university professors adopt to guarantee the service of higher education and even go beyond the role universities have formally established for them? This article aims to analyze the strategy of job crafting – specifically, how it influences the job crafting strategies of approach vs. avoidance in prosocial service behavior, with engagement as a mediating variable. To achieve this goal, we analyze the behavior of 1068 university professors in Faculties of Economics and Business at Spanish public universities. The results suggest that university professors who expand their work role and who expand socially develop more prosocial behavior in the service they deliver. The job crafting strategy of avoidance, in contrast, influences prosocial behavior negatively. Further, engagement acts as a mediating variable in the relationship between professors’ job crafting and their prosocial service behavior. These results are relevant to higher education institutions, which must work constantly to adopt workplace strategies and programs to improve service performance. The study results may help universities to achieve professors who are more committed to their job functions and responsibilities. [ABSTRACT FROM AUTHOR]

The use of case studies in the classroom offers an experiential and active approach to learning. Case studies increase student engagement by providing a foundation for applying theoretical concepts to real world situations. Students may achieve higher learning potential through reflection, discussion, and possible debate of various outcomes and solutions within a case study. Experiential learning through case studies allows students to take an active role in learning rather than a passive role. This paper will explain how case studies are effective in achieving learning goals in the classroom. Additionally, a detailed outline of a model that can be used to analyze a case in any discipline will be presented. [ABSTRACT FROM AUTHOR]

Enrolment numbers in online higher education courses have continued to increase over the last decade. The challenges brought about by the COVID-19 pandemic have further accelerated the growth in online and blended course offerings. The development of institutional support services, however, does not reflect this growth. Many students are not equipped with the skills or given adequate support to engage and succeed in their courses, leading to student disengagement and attrition. This study investigated the perceptions of students in online and blended subjects, regarding both the academic and institutional support they were provided. The research team collected interview data from 41 online and blended-learning students and then analysed these data using an iterative thematic analysis approach. This article introduces the key findings with two models: one presenting support strategies at multiple levels within this university; the other presenting three key elements of subject-level teacher support, which were identified by the interviewees as the most significant, effective, and relevant support mechanism in this context. The findings will inform higher education institutions who aim to engage and support online and blended students better, through an improved understanding of how support is perceived by this student cohort. This study was conducted at one Australian university; however, the findings are relevant to higher education institutions in other countries that strive to bring about positive experiences and enhance retention rates for online and blended students. [ABSTRACT FROM AUTHOR]

The purpose of the study is to explore various facets of engagement in courses with Learning Assistant (LA) support. LA programmes frequently demonstrate positive effects on student learning and persistence, yet less is known about the nuances of the impact on student engagement. Data collected from students and LAs via online questionnaires are analysed to assess and compare the extent to which students and LAs perceive the presence of LAs contributes to increased student engagement. Results show both groups attribute students’ increased levels of social, cognitive, and affective engagement to the presence of the LAs more strongly than they do increased academic engagement. However, compared to students, LAs view their presence as more impactful across nearly all engagement facets. Training of LAs should therefore encourage LAs to target specific types of engagement they intend to impact, particularly cognitive engagement and social engagement with professors, while clarifying these aims with students. [ABSTRACT FROM AUTHOR]

Fostering academic staff engagement through competency improvement stands together with the goals of sustainable development (in particular, sustainable development goal 4 - quality education). The current paper reflects the results of the piloting stage of the study among academic staff members representing Latvian higher education institutions. Participants were surveyed regarding the purpose of the study: to identify the attitude of academic staff to the need to regularly improve professional competence in changing conditions of the modern world and to determine a set of "cross-cutting skills" that need to be primarily improved. The obtained data serves as a basic prerequisite for an innovative competencies introduction policy in the Latvian HEIs and brings an original value to the research. The scientific problem of the article covers aspects of academic staff engagement in the innovative education process by enhancing its competencies. The novelty of the research is defined by the conclusions obtained during the pilot study survey analysis, aimed to analyse the survey's data regarding the academic staff's self-perceptions of their participation in the study process and their assumptions about how and which skills should be improved for teaching methods to become more innovative and teacher involvement in processes to increase. The research aims to determine the assumptions of the academic staff regarding the continuous improvement of academic staff competencies. The object of the research is an industry of higher education, the subject of the research - competencies improvement of the academic staff of Latvian higher education institutions. Research methods include descriptive statistics, literature review, and graphical visualization. The limitations of the research are related to its form - pilot study and the future research will include studies on fostering academic staff engagement in other countries of the region. The recommendations on academic staff engagement are provided in the conclusions. [ABSTRACT FROM AUTHOR]

Making the most of online or hybrid teaching platforms is essential to making sure that, in the Fourth Industrial Revolution (4IR), higher education settings in developing universities and places are not left behind. While a number of the technological platforms adopted during the Covid-19 lockdown have the potential to reach more kids, they have also overloaded educators and pupils. Therefore, it seems ironic that the same technology that makes it possible for higher education to offer online courses also frequently impedes student progress and places restrictions on the pedagogy of teachers. Regardless of format, the teaching and learning encounter should not come at the expense of caring for the actual student in the ever-changing hybrid teaching model that most tertiary institutions have since adopted. Therefore, the interest of this article is on how ‘care pedagogies’ might improve online teaching and learning at developing universities. In this sense, the role of university teachers should be reflected not only by the number of students engaged in class content, but also by the embodied cultural capital that students bring to online, face-to-face and hybrid learning spaces.

This research investigates the effects of growth mindset and academic buoyancy on academic engagement and psychological well-being. The study involved 314 psychology students (220 females and 94 males) from a private university in Malang, Indonesia, who were selected through stratified random sampling. The research instruments utilized were the growth mindset inventory, academic buoyancy scales, Utrecht work engagement scale, and flourishing scale. Data were analyzed using structural equation modeling (SEM). The results reveal that a growth mindset significantly impacts academic engagement, psychological well-being, and academic buoyancy. Furthermore, academic buoyancy has a considerable influence on both academic engagement and psychological well-being. Importantly, academic buoyancy was identified as a significant mediator of the effects of growth mindset on academic engagement and psychological well-being. These findings have notable implications for the fields of psychology and education. However, future studies employing longitudinal or experimental approaches and incorporating diverse data sources are needed to further elucidate these relationships. [ABSTRACT FROM AUTHOR]

The purpose of the study was to examine (a) students' social annotation behaviors and engagement change in an undergraduate course throughout the semester, and (b) which social annotation behaviors impact active engagement time. A total of 91 university students' social annotation behaviors, as well as their active engagement time in readings, were collected from a social annotation system named Perusall. Longitudinal growth modeling analysis revealed that (a) students' active engagement time on readings declined over the course of the semester with a significant variation in the changes among individual students, and (b) all social annotation behaviors, except for the number of question upvotes given by students, were positive predictors of active engagement time. These findings are discussed in terms of the implications, limitations, and future directions. [ABSTRACT FROM AUTHOR]

Within the contemporary higher education landscape, maintaining student engagement and retention has become of critical concern to universities. Universities have mostly responded to this concern by implementing institutional engagement and retention initiatives by professional university staff. Thus far, however, the role that teaching academics can play in student engagement and retention programs has been largely unexplored within institutional settings and within the higher education literature. In this paper, we reflect on our experiences as teaching academics involved in a student engagement and retention program at our university. Through a series of individual reflections and collaborative conversations, we problematise common approaches to student engagement and retention and question the role of teaching academics in these programs within neoliberal university settings. We bring to light troubling ethical dilemmas we faced during our participation in the program and our concerns about the deficit framing of students within institutionally driven engagement and retention initiatives. [ABSTRACT FROM AUTHOR]

This article engages posthuman theory to propose a rethinking of the theory and practice of relational pedagogies within higher education (HE). There has been renewed emphasis within HE discourses on the significance of relationships within learning and teaching as a means to offer a counter-view to an uncaring marketised HE system. This article argues the need to build on and extend the current framing of relational pedagogies. It argues for an ethically affirmative reframing, through a posthuman, feminist materialist theoretical lens. The theory we elaborate on is put to work through illustrative examples from our experiences and practices as educators, which illuminate how and why relational pedagogies, considered as pedagogies of mattering, need to involve the nonhuman and more-than-human. Our examples sketch potential shapes for a pedagogy of mattering across three key areas of teaching in higher education: curriculum, teaching and learning and assessment. [ABSTRACT FROM AUTHOR]

This qualitative study integrated understudied factors such as gender, race/ethnicity, and major that affect the content and emotional tone of college students' writing about global issues. Textual analysis was performed on 1511 written essay responses to an open-ended assessment prompt that was conducted for regional accreditation purposes. There were significant differences in topic choice and concomitant emotion intensities related to student demographics. Findings suggest critical strategies for instructors focusing on global engagement, including acknowledging the role of student agency and potential emotional engagement in selected global issues. [ABSTRACT FROM AUTHOR]

This paper explores international students' engagement with educational technology for self-regulated English learning at an Australian university. Despite the increased use of automated feedback systems (AFSs) for language assessment, students' critical engagement with them for independent learning remains under-researched. The study primarily employed a qualitative approach to understand the students' preferred AFS tools and critical engagement throughout their personalised learning journeys but it also included a small-scale quantitative component. Data were gathered from seven students' eportfolios, focus group interviews as well as a survey among 32 participants. Results highlight positive perceptions and successful use of AFSs, with students leveraging these tools to identify improvement areas, track progress and gain confidence. The study emphasises the importance of course structure, teacher guidance and a combination of human and automated feedback, in fostering learner autonomy and emotional selfregulation. The paper underscores the potential for sustained use of AFSs beyond the cours, and the significance of guiding learners to critically use these tools for ongoing learning and growth rather than dependence. These findings have significant implications, as readily available artificial intelligence tools such as ChatGPT hold great pedagogical potential for self-regulated learning within and beyond the language learning field. [ABSTRACT FROM AUTHOR]

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