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Background: The present study analyses the design of programming literacy in the sixth grade of Primary Education, starting from the use of simple activities with visual block‐based programming, through Scratch, and progressively linking difficulty to the use of the Unity engine, and the C# language, with simple activities identical to those created in Scratch. Objectives: This research aims to evaluate future teachers' abilities and attitudes regarding programming and its educational possibilities. We intend to evaluate the viability of a teaching proposal that combines a visual block‐based programming environment and a more advanced one, based on C#. Method: In the settings of two public Spanish universities, we analyse the possibilities in the training of future teachers who are studying for a degree in Primary Education Teaching and a degree in Pedagogy. Based on a test and three scales, descriptive data and statistical inference are detailed through a quasi‐experimental design with a Student's t‐test in the first dimension, and a Wilcoxon test in the second dimension. Results: The participants improved their performance and attitudes towards programming with the intervention of the study in the use of coding. Conclusions: It can be concluded that coding is essential in teacher training, and that a greater presence of programming training in higher education is essential. The benefits are visible in the pedagogical approach of coding related to creativity, innovation, motivation, an active approach and interest, highlighting the fact that the implementation of visual block‐based programming by blocks and engines is feasible in Elementary Education. The training proposal—provided by appropriate progression, selection, and sequencing of content—fosters basic and practical teacher training, and this can be defined as an apt training solution. Lay Description: What is already known about this topic: Visual Programming Language (Scratch) provides benefits in educational contextsEducational Technology in classroom provides motivation and encouragement.Active methods and interactions are interesting and beneficial to elementary school students What this paper adds: Visual programming and game engine are feasible in Elementary Education, detailing significant improvements regarding academic outcomesWe found benefits in this pedagogical approach related to creativity, innovation, motivation, active approach and interest. Implications for practice and/or policy: Due to the benefits and positive results obtained in this research it is recommended to implement Visual Programming LanguageWe recommend the introduction to engine in educational settings in 6th grade in primary education though a cross‐curricular implementation.We recommend to apply an active approach, innovation, and learning computational concepts. [ABSTRACT FROM AUTHOR]

This paper discusses the extent to which collaborative peer observation of teaching (POT) as a process for teacher professional development could enhance collegiality and collaboration among academics. A single case study was conducted to investigate academics' perceptions of their POT experience in the Vietnamese context. Purposive sampling was applied to select eleven academics at a university. Data was collected through semi-structured interviews with individual participants and inductively thematically analysed. The findings show that reciprocal POT and collaborative discourse were perceived to nurture collegiality and collaboration between peers and facilitate their reflection and learning about teaching. Eight participants reported that POT made their peer relationships develop to a collegial relationship due to mutual trust and respect. However, there existed concerns in the peer relationship perceived by three other academics who did not develop collegiality. These findings suggest that to promote academics' willingness and quality engagement in POT, it is necessary to allow academics to decide on the peer dynamics that work for them. It is also crucial to develop a supportive, constructive, and collegial culture whereby academics value POT as a scholarship of teaching. Further research may need to examine the impacts of potential contextual factors in the implementation of POT. [ABSTRACT FROM AUTHOR]

In this concluding paper to the special issue (SI) we seek to achieve three main goals. First, based on the papers it included in the SI, other recent publications as well as our own ideas, we point to the future directions of research into language learning strategies. Second, we comment upon the methodological issues that such research inevitably has to face, stressing in particular the need to combine a macro-and micro-perspective. Third, we emphasize the pedagogical orientation of such empirical investigations and make a plea for intensive efforts on the part of specialists to find ways in which the findings of LLS research can in fact inform classroom pedagogy. [ABSTRACT FROM AUTHOR]

Introduction: Deaths in care homes and "at home" are anticipated to account for a third of UK deaths by 2040. Currently, palliative and end of life care are not part of statutory training in care homes. Reflective practice is a tool that can facilitate practice‐based learning and support. Following a feasibly study to test "online" supportive conversations and reflection sessions (OSCaRS) to support care home staff in relation to death/dying during the first months of the COVID pandemic, a one‐year practice development follow‐up project was undertaken with the aim to create a team of NHS/specialist palliative care (SPC)‐based facilitators to lead and support OSCaRS provision in up to 50 care homes in one region in Scotland—the focus of this paper. Methods: Forty care home managers attended an on‐line session explaining the project, with a similar session held for 19 NHS/SPC‐based nurses external to care homes. Those interested in facilitating OSCaRS then attended three education sessions. Data collected: records of all activities; reflective notes on OSCaRS organised/delivered; a summary of each OSCaRS reflection/learning points; final interviews with NHS/SPC trainee facilitators. Results: A total of 19 NHS/SPC facilitators delivered one or more OSCaRS in 22 participating care homes. However, as of January 2022 only six trained facilitators remained active. Out of the 158 OSCaRS arranged, 96 took place with a total of 262 staff attending. There were three important aspects that emerged: the role, remit, and resources of NHS/SPC supporting OSCaRS; requirements within care homes for establishing OSCaRS; and, the practice‐based learning topics discussed at each OSCaRS. Conclusion: Attempts to establish a team of NHS/SPC facilitators to lead OSCaRS highlights that end of life care education in care homes does not clearly fall within the contractual remit of either group or risks being missed due to more pressing priorities. [ABSTRACT FROM AUTHOR]

Purpose: Though the benefits of social-emotional competence (SEC) are well-recognized, measuring it and designing appropriately matched interventions remains elusive and methodologically challenging. This paper shares formative research designed to uncover the SEC of one secondary school health teacher's students and to help her make evidence-based curricular and instructional decisions. Design/methodology/approach: Inspired by bibliguidance (or bibliotherapeutic) approaches to well-being, the researchers and teacher developed a fiction literature curriculum intended to foster SEC and health literacy skills. A mixed-method approach was used to gather and analyze data from 133 students and a teacher. A survey and journal entries embedded into the curriculum, and an interview were the sources. Findings: Results indicate the curriculum paired well with national standards for health education and a respected SEC framework; it also served well as a vehicle to reveal students' SEC. Students appeared to be competent in some areas and less in others, and there were differences between self-assessed and expressed competence. Practical implications: Biblioguidance approaches to developing SEC in health education and other school subjects are worth continued investigation. The current results will be used to revise the curriculum and to develop supplemental materials. Originality/value: In sharing the processes and findings, the authors hope teachers seeking to foster their students' SEC will replicate this work. Further, they hope health educators will gain recognition as the ideal professionals to deliver social-emotional learning instruction in schools. [ABSTRACT FROM AUTHOR]

The overarching goal of this research project is to develop a set of theoretical and empirical based design principles to support student engagement in flipped mathematics learning. We used a design‐based research approach in which a series of studies was conducted in a secondary school. First, an analysis of practical problems was performed via exploratory studies (Studies 1A and 1B), randomized experiments (Studies 2A and 2B), and a literature review (Study 3). Second, a basic flipped lesson prototype was developed based on our empirical findings and relevant theoretical work of student engagement and self‐determination theory. Third, we refined and evaluated our practice with two empirical studies (Studies 4 and 5). Finally, we reflected on each stage of our research project to produce a set of design principles for future practice. This study thus contributes to our knowledge of methods to support student engagement in flipped mathematics learning. Lay Description: What is already known about this topic: Flipped learning can increase student achievement in mathematics education.After flipping, studies reported non‐significant or even negative results in terms of student engagement.Little work has been done to support student engagement in flipped learning. What this paper adds: This study investigated methods to support student engagement in flipped mathematics learning.A 2‐year design‐based research was conducted consisting of a series of five studies.Theoretical work of student engagement and self‐determination theory were drawn. Implications for practice and/or policy: The use of group competitions increased student engagement in flipped mathematics learning.Peer interaction inside the classroom fostered students' cognitive engagement.Design principles are proposed to support student engagement in future practice.The principles cover five major instructional activities of flipped learning. [ABSTRACT FROM AUTHOR]

Aim To synthesize evidence on the use of social media in nursing and midwifery education. Background Social media is one type of online platform that is being explored to determine if there is value in using interactive, digital communication tools to support how nurses and midwives learn in a variety of settings. Design A sequential explanatory synthesis approach will be used for this mixed study review. Method Five bibliographic databases; PubMed, MEDLINE, CINAHL, Scopus, and ERIC will be searched using a combination of keywords relevant to social networking and social media, nursing and midwifery, and education. The search will not be limited by year of publication. Titles, abstracts, and full papers will be screened by two independent reviewers against inclusion and exclusion criteria, with any disagreements resolved via a third reviewer. Selected studies will undergo quality assessment and data extraction. Data synthesis will occur in three sequential phases, with quantitative and qualitative data analysed separately and then integrated where possible to provide a conceptual framework illustrating learning via social media. Funding for this review was confirmed in May 2016 by Sigma Theta Tau International and the National League for Nursing. Discussion The mixed study systematic review will produce the first rigorous synthesis on the use of social media in nursing and midwifery education and will have important implications for educators as well as students. It will also highlight knowledge gaps and make recommendations on the use of this novel technology in higher and continuing education. [ABSTRACT FROM AUTHOR]

Emotions play an important role in human-computer interaction, but there is limitedresearchonaffectiveandemotionalvirtualagentdesignintheareaof teaching simulations for healthcare provision. The purpose of this work is twofold: firstly, to describe the process for designing affective intelligent agents that are engaged in automated communications such as person to computer conversations, and secondly to test a bespoke prototype digital intervention which implements such agents. The presented study tests two distinct virtual learning environments, one of which was enhanced with affective virtual patients, with nine 3rd year nursing students specialising in mental health, during their professional practice stage. All (100%) of the participants reported that, when using the enhanced scenario, they experienced a more realistic representation of carer/patient interaction; better recognition of the patients' feelings; recognition and assessment of emotions; a better realisation of how feelings can affect patients' emotional state and how they could better empathise with the patients. [ABSTRACT FROM AUTHOR]

This paper reports the findings of a study where student teachers’ practical reasoning and the development of professional knowledge were investigated during teaching practice in pre-service class teacher education. The model of student teachers’ supervision applying the philosophy and principles of the practical argument approach was used in the study and data collection. In this model practical argument premises can be situational, empirical, stipulative or they can be based on value assessments. The videos of student teachers’ lessons, stimulated recall interviews and critical incidents, were used in order to grasp the situationality and contextuality of the classroom reality. Results show that student teachers mainly expressed situational and empirical premises in their practical argumentation. Stipulative and value premises were also present, but to a lesser degree. During the process, the student teachers developed their arguments from situational and empirical premises towards new value premises and reflections on the stipulative premises guiding their work. [ABSTRACT FROM PUBLISHER]

Although summative testing is often maligned within educational communities, practice testing is one of the most well-established strategies for improving student learning. Despite the wealth of empirical evidence that testing can enhance learning, teachers and students underutilize practice testing as a learning strategy. Accordingly, a high-level goal of this paper is to advocate for increased use of practice testing as a means for improving student learning. To this end, we discuss prior research establishing the generality of test-enhanced learning as well as prior research that points to conditions under which practice testing is particularly effective. We then summarize some recent research that explores schedules of practice testing that will not only produce durable learning, but will do so most efficiently. To briefly foreshadow, a particularly effective schedule involves practicing retrieval until target information is correctly recalled once during initial learning and then relearned to one correct recall in three to four subsequent sessions. Finally, we argue that exploring both criteria-durability and efficiency-can be valuable for evaluating the utility of learning techniques, and we offer some basic prescriptive conclusions for students and educators as well as recommendations for future research. [ABSTRACT FROM AUTHOR]

Background: The competence of faculty in conducting e-learning is one of the preconditions for e-learning implementation in a university. This study aimed at investigating the readiness of the faculty members of Ardabil University of Medical Sciences (ARUMS) to have e-learning. Methods: To fulfil this purpose, a triangulation method has been used. In the quantitative section, based on the Technological Pedagogical Content Knowledge (TPACK) model, the faculty competence in conducting e-learning has been measured in four areas: pedagogical knowledge, technological knowledge, content knowledge, and finally the skill of combining pedagogical knowledge, technological knowledge, and content knowledge. Subsequently, with the qualitative data of the semi-structured interview, the findings of the research have been explained. Finally, the strategies for improving the readiness of ARUMS faculty have been identified in e-learning. Results: One-sample t test with a significant level (P = 0.5) showed that the faculty e-learning of ARUMS had the highest mean of pedagogical knowledge, content knowledge and contentpedagogical knowledge respectively. In other words, the faculty had a high level of pedagogical, content and content-pedagogical knowledge, but they need to improve their technological, technological-content, technological-pedagogical and ultimately, technological-pedagogicalcontent knowledge. Conclusion: That is why, in order to have effective e-learning at ARUMS, the faculty has to improve their technological, technological-content, technological-pedagogical and technological-pedagogical-content knowledge. In this regard, several solutions have been proposed in this paper. [ABSTRACT FROM AUTHOR]

This study investigated the impact of work-integrated learning (WIL) experiences for Technical and Vocational Education and Training (TVET) lecturers on their industry expertize and teaching skills. WIL was introduced to address the inadequate work experience of TVET lecturers and improve their capacity to deliver quality teaching. The study used face-to-face semi-structured interviews with 18 TVET lecturers to explore their WIL experiences. Non-participant observation was also conducted to validate findings from interviews. Kolb's experiential learning theory, Shulman's Teaching framework and the soft skills theory by Ibrahim et al. underpinned the study. Data were analyzed using thematic analysis. The study showed that WIL enhanced lecturers' ability to integrate theory with practice and provide effective teaching. Lecturers acquired a deep understanding of pedagogical content knowledge, soft skills, and awareness of workplace culture. Future studies focusing on a variety of trades for lecturers are recommended. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to assess nurses' satisfaction and perceptions of the impact of virtual learning. Design: A descriptive cross‐sectional survey. Method: 236 nurses attending an online conference from several parts of Nigeria participated in the study. Analysed data were summarized and presented in tables and graphs, while linear regression was used to measure the associations. Results: Most of the respondents perceived the programme as highly impactful. All three domains: learner‐content interaction (p = 0.020), learner–instructor interaction (p = 0.000) and learner–learner interaction (p = 0.000), were found to be statistically significantly associated with the perceived impact of the programme, and thus statistically significant predictors of the effects of online learning (p = 0.02), (F = 5.471). Conclusively, the Interaction of learners with learning content, lecturers and other learners was seen as determinants of an effective and impactful online education. It is recommended that nursing training institutions embrace online learning either as the leading platform or as an adjunct to a face‐to‐face method. [ABSTRACT FROM AUTHOR]

Background: With today's complex needs of the population and high demands in quality of care, there will be a continuing need for expanding role of nurses to assume more responsibilities in healthcare. Newly graduated nurses, who possess the competence to function as Registered Nurses, will soon recognize that lecture-based, passive delivery of content is not sufficient to deal with the complex healthcare environment. Aim: This study aimed to compare the effects of a blended video watching and peer learning program and the usual lecture-based program on the levels of satisfaction and self-confidence in learning, perceptions of peer learning, and academic performance of students enrolled in a master's nursing program. Methods: A quasi-experimental study was conducted. The program was offered to Master of Science in Nursing students during Spring 2021 (intervention group, n = 46), while the usual face-to-face lectures and tutorial classes were provided to students enrolled during Fall 2020 (control group, n = 46). Results: There was a statistically significant increase in satisfaction, self-confidence in learning, and academic performance in the intervention group after learning in a blended video-watching and peer learning mode. Conclusion: This study fills a knowledge gap to meet the learning needs of time-conscious, part-time students working full time in hospitals. [ABSTRACT FROM AUTHOR]

This study examines initial teacher education (ITE) student's utilisation of intentional learning goals from critical reflection as they enter and participate in a work-integrated learning (WIL) placement at a regional Australian university. Fourteen ITE students were interviewed on two occasions during a three-week placement in a rural or remote area to elicit greater understanding of the use of critical reflection in practice. Thematic analysis of student responses led to findings on the usefulness of devising learning goals for practice and how the application of critical reflection can be encouraged. These findings emphasise how students grapple with connecting university assignments and activities as meaningful for practice. It also highlights the benefits to professional learning when learning goals are employed. The findings of this study suggest the need for a shared understanding of the importance of critical reflection by workplace educators, WIL supervisors and ITE students. [ABSTRACT FROM AUTHOR]

Aim and Objectives: The primary aim of this study was to examine the effectiveness of the blended learning pedagogy in a clinical skill‐based module using the Community of Inquiry (CoI) framework. The secondary objectives were to assess the effectiveness of blended learning in improving the nursing knowledge, and students' satisfaction with this approach. Background: Blended learning is increasingly adopted in education as more online resources are made available for tutors to use for the benefit of their students. That implied a reduction in the face‐to‐face contact time in replacement for online teaching, which therefore warrants a need to examine the effectiveness of blended learning approach. The application of CoI framework could evaluate the blended learning approach to assist teaching faculty with evidence‐based practices on online teaching. Design: This study used the quasi‐experimental, pretest–posttest design, and results were presented according to the Transparent Reporting of Evaluations with Nonrandomised Designs (TREND) guidelines. Methods: This study was conducted in a university and recruited 219 Year 1 nursing students who completed a clinical‐based module. Results: The results of the CoI survey found that teaching presence scored the highest mean, followed by cognitive and social presence. The design of the blended learning was effective in enhancing students' knowledge but they only expressed a moderate level of satisfaction. Conclusions: Blended learning is a feasible pedagogical strategy for a clinical skill‐based module. However, further investigation is required to explore the factors and strategies which could improve students' satisfaction. Relevance to clinical practice: Blended learning has become one of the contemporary trends in education. Refining teaching strategies may meet the learning needs of today's generation and improve students' learning outcomes. [ABSTRACT FROM AUTHOR]

The complexities of being an academic mean that there is often no time or space to reflect on teaching, and on academic life in general. In this study, four academics set up a private blog to share reflections on teaching. While initial commitment to the reflective blogging process was good, over time this declined. After 9 months of intermittent communication, we decided to wrap up the project and examine the experience. A qualitative analysis of the group's reflective posts and related emails revealed themes related to emotions, space and time in academic experience. We discuss why the blog space did not work as anticipated, and how such 'troublesome' spaces may, paradoxically, be viewed as transformative. [ABSTRACT FROM AUTHOR]

The authors praise Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008) for focusing on the mathematics within mathematics education. They critique the Panel for (a) constraining its analysis to two traditional school courses, (b) isolating independent factors and undervaluing integrated approaches, and (c) overlooking recent insights on mathematics learning. The authors urge others to seek deeper analysis of "mathematics worth knowing," to integrate multiple resources into instructional approaches, and to delve more deeply into recent learning research. [ABSTRACT FROM AUTHOR]

Transmedia literacy is the evolution from traditional media literacy to informal learning and participatory cultures. It analyzes the media literacy processes of young people through communities of practice in participatory contexts and through the use of digital discourses that enable the creation of transmedia universes. The present study is approached from a mixed research method, whose main objective is the analysis of adolescents' digital habits through several data-collecting tools: A survey, participative workshops, in-depth interviews, a media diary, and online observation. From that background information, the study subject has focused on Spain, and it is framed within the "Transliteracy: Transmedia skills and informal learning strategies" project, funded by Spain's ministry of Economy, Industry, and Competitivity. The studio is based on a sample of 237 adolescents, from 12 to 14 years old, all intensive users of digital technologies. Interesting results were obtained concerning different transmedia practices that are frequent in adolescents and the informal learning collaborative strategies they currently use. This research work concludes that the use of the Internet, although occasionally lacking adequate safety measures, increases self-sufficiency in adolescents' informal learning. They take control of their own learning, thus enhancing self-motivation and increasing the acquisition of transmedia competences. [ABSTRACT FROM AUTHOR]