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This study explored the association between flipped learning readiness (FLR), engagement, social anxiety, and achievement in online flipped classrooms among 200 freshman university students enrolled to an information technology course. The relational screening model was applied in order to reveal associations between variables. The study was conducted in two Turkish state universities. The students were sampled using the convenience sampling method. The data collection tools employed were a demographic data form, the Online Student Engagement Scale, the Online Learners' Interactions and Social Anxiety Scale, the FLR scale, and also achievement tests. Structural equational modeling was employed in the testing of the hypothesized model. Results from the structural equation modeling revealed that engagement and FLR were positively associated with student achievement, whilst there was a negative association revealed between social anxiety and achievement in the online flipped classroom. The study also revealed engagement as the most significant predictor of achievement in the online flipped classroom.

Programming knowledge is more important than ever in the digital world. However, teaching programming can be challenging, especially with novice learners. Considerable research has been conducted into the most effective methods for teaching programming. Extreme apprenticeship, a variation of cognitive apprenticeship, is a method that has been used in teaching programming at university level in recent years. Because this method focuses particularly on completing lots of exercises with coaching and guidance, it may solve many problems related to learning programming. Flipped learning can be useful for student preparedness and providing sufficient theoretical knowledge at the beginning of the course. This study compares the applications of the extreme apprenticeship method, flipped extreme apprenticeship, and traditional classroom, analyzing them at the university level in terms of their effects on academic achievement and engagement coupled with gender differences. The findings of the study indicate that the extreme apprenticeship and flipped extreme apprenticeship instructional methods improve academic achievement and student engagement in introductory programming more than the traditional method. The results of the research point to important directions for the development of the extreme apprenticeship method in programming instruction and provide a guide for instructors.The online version contains supplementary material available at 10.1007/s10639-022-11055-y.

Handwriting is one of the most important essential skills for both literacy and beyond. However, some students have difficulty in writing. Dysgraphia, a disorder of written expression, is a condition where a student's writing skills are below the level expected of their intelligence, age, and education. The main purpose of this study was to examine the effectiveness of a mobile writing application for students with dysgraphia and to determine whether students' writing skills improve after using this application. A mixed method design was employed. This study reveals: 1) the mobile writing application contributed to the acquisition of writing skills (letter formation, spelling, and words) for students with dysgraphia, 2) the percentage of students' on-task duration were in a range of 80% and 100%. When students' writing speed was examined session by session, there was an increase in them all. Students' correct attempts increased session by session and the number of incorrect attempts decreased. Students' line violation tended to decrease session by session.