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University programs that prepare graduates for professional fields are adopting ePortfolios to achieve program learning goals and promote lifelong learning. However, various structural and cultural barriers exist to implementing ePortfolios, particularly in large universities. Members of a community of practice (CoP) that participate in collaborative inquiry into the adoption of ePortfolios, using and producing Scholarship of Teaching and Learning (SoTL) in their "collective working," create shared knowledge and pooled resources for assessing adoption challenges and developing strategies to overcome them. In this reflective practice inquiry, two academics who provide leadership and instruction in education and medical science programs in a large Canadian university consider the learning and administrative value of using ePortfolios in blended undergraduate and online graduate programs, as well as the challenges that face their implementation. The inquiry provides a literature review, force field analysis, and reflective dialogue to identify key barriers and opportunities to adopting ePortfolios in programs that provide job-ready and job-embedded learners. Inquiry findings propose that CoPs and SoTL are mutually beneficial for how they foster opportunities for program leaders to build experience and evidence-based cases for the institutional and program-based support ePortfolio implementation and assessment.

Introduction: Personalized Asthma Action Plans (AAPs) are a cornerstone of pediatric asthma management. We aimed to assess parental knowledge and perceptions of the use of AAPs in managing their child's asthma. Methods: In 2023 we conducted a cross-sectional survey to assess knowledge and perceptions of AAPs in parents/caregivers of children aged 0–17 years with asthma who had an AAP and attended respiratory clinics at Sydney Children's Hospital, Randwick. The questionnaire included parental perceptions on the utility of AAPs, parental asthma management self-efficacy (PAMSE), and an adapted version of the Asthma Action Plan Knowledge Interview tool (AAPKI). Descriptive statistics and regression analyses were used to assess associations between AAPKI, PAMSE and other outcomes. Results: Seventy-one parents completed the survey. Mean PAMSE score was 4.2/5 (SD 0.5). Median AAPKI score was 70.2% out of 100% (IQR 20.4%). Most parents (80.0%, n = 56) were satisfied/very satisfied with using AAPs to manage their child's asthma. Most agreed/strongly agreed that AAPs were helpful in knowing when to seek medical attention for their child's asthma (81.7%, n = 58), helped their understanding of asthma severity (81.7%, n = 58), and increased their confidence in asthma management (76.0%, n = 54). Over half of parents (55.7%, n = 39) would prefer AAPs digitally and majority (78.6%, n = 55) would like color-coded AAPs. Conclusion: High levels of AAP knowledge and self-efficacy scores were demonstrated. Most parents expressed understanding of the benefits of AAPs. Our findings suggest parents of children with asthma prefer AAPs in color and in digital version which may help guide standardization of AAPs across Australia. [ABSTRACT FROM AUTHOR]

Failed experiments are a common occurrence in research, yet many undergraduate science laboratories rely on established protocols to ensure students are able to obtain results. While it is logistically challenging to facilitate students' conducting their own experiments in the laboratory, allowing students to "fail" in a safe environment could help with the development of problem-solving skills. To allow students a safe place to fail and encourage them to think through a laboratory protocol, online decision trees were created to lead students through protocols and give them timely feedback. The online decision trees present students with a scenario, then students execute a protocol by selecting options that will lead them down different paths and result in various realistic results from their experiments. They receive feedback and instructional tutorials throughout the simulation that are dependent on their choices. The significance of this new resource for student learning is that it allows students to practice their problem-solving skills and gain theoretical knowledge about the purpose of various experimental steps. The purpose of this research study was to evaluate whether online decision trees affected students' self-efficacy, metacognition, and motivation for completing a wet laboratory. A mixed-methods approach was used; three surveys were administered throughout the academic term. For "survey 1," students completed the decision tree and survey before the wet laboratory. For "survey 2," students completed the survey before the wet laboratory but completed the decision tree after the wet laboratory. Students' reported self-efficacy and intrinsic motivation were increased with the administration of the online decision trees before the wet laboratory, but their extrinsic motivation and metacognitive scores were unchanged. For "survey 3," students provided written feedback about the impact of the online decision trees, and their responses highlighted the importance of the visual components of the approach.

Objectives: As cochlear implant (CI) criteria widen, more candidates with usable residual hearing are being considered for a CI. Unlike children, adults mostly receive only one implant. The aim of this survey was to determine bimodal-hearing and bilateral CI service provision for adults around the world. This survey offers the backdrop against which future clinical practice and service delivery can be considered. Methods: CI professionals from across the world were invited to participate in an international multicentre survey. The online questionnaire was circulated to CI professionals in 75 countries. There were 64 respondents, representing 25 countries across five world regions. Results: In this sample, adult CI users most had unilateral CI (74.5%) and only 25.5% were bilateral CI users. Some 54% of unilateral CI users used a hearing aid (HA) in the non-implanted ear. Funding for a second implant or HA was not well supported for adult unilateral CI users, and there was no clear practice guidance for fitting and maintaining the contralateral HA in most regions. Conclusions: CI professionals recognised the value of fitting contralateral HAs at CI services, with audiology departments and private HA dispensers playing an ongoing role in general maintenance and support. [ABSTRACT FROM AUTHOR]

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AbstractObjectiveStudy sampleDesignResultsConclusionsAdults typically receive only one cochlear implant (CI) due to cost constraints, with a contralateral hearing aid recommended when there is aidable hearing. Standard hearing aids differ from a CI in terms of processing strategy and function as a separate entity, requiring the user to integrate the disparate signals. Integrated bimodal technology has recently been introduced to address this challenge. The aim of the study was to investigate the performance of unilateral CI users with and without an integrated bimodal fitting and determine whether binaural streaming technology offers additional benefit.Twenty-six CI users using integrated bimodal technology.Repeated measures where outcomes and user experience were assessed using a functional test battery more representative of real life listening (speech perception in noise tests, localisation test, tracking test) and the speech, spatial and qualities-of-hearing scale (SSQ).Bimodal outcomes were significantly better than for CI alone. Speech perception in noise improvements ranged from 1.4 dB to 3.5 dB depending on the location of speech and noise. The localisation and tracking tests, and the SSQ also showed significant improvements. Binaural streaming offered additional improvement (1.2 dB to 6.1 dB on the different speech tests).Integrated bimodal and binaural streaming technology improved the performance of unilateral CI users. [ABSTRACT FROM AUTHOR]

Driven by the rise of recent technologies and long-standing interest in accommodating diverse student needs, the demand for flexibility in higher education has intensified. Moreover, the COVID-19 pandemic has intensified studies investigating online learning effects, reflecting shifting preferences and demands in education. Although prior research recognizes diverse flexibility practices, a narrow focus on instructional delivery limits its potential. Bridging this gap requires re-envisioning flexible learning by involving students, educators, and institutions in the transformation process. Therefore, this study aims to investigate and compare students' and educators' perspectives and experiences of five dimensions of flexibility (deadlines, modality, assessment type, grading and weighting, and course correspondence). The study involves a quantitative and qualitative survey, composed of Likert scale and open-ended questions. The survey respondents were students (N = 315) and educators (N = 100) at Western University across different years and programs. The quantitative component reveals a general alignment between student and educator preferences across flexibility dimensions. Noteworthy preferences include collaborative deadline setting, non-timed and take-home assessments, and more frequent, lower-weighted tasks. Students' increased preference for hybrid learning, despite a general preference for in-person formats, underscores the value placed on flexibility and adaptability. Qualitative findings illuminate the broader implications of flexibility that can be organized into the following four themes: (1) flexibility humanizes teaching and learning, (2) flexibility recognizes diverse student populations, (3) flexibility provides broad accommodation and increases accessibility, and (4) flexibility can offer immediate relief but poses long-term consequences. In conclusion, this study emphasizes the multifaceted nature of flexibility in higher education, offering a nuanced understanding of the impact of flexibility on students, educators, and institutions, encouraging further exploration and evidence-based policy decisions. Beyond academia, the research suggests potential reshaping of the higher education landscape, positioning flexibility as a fundamental element to foster a more inclusive, supportive, and effective learning environment for both students and educators. [ABSTRACT FROM AUTHOR]

Background and purpose: Hearing impairment is common following aneurysmal subarachnoid haemorrhage (aSAH). Previous studies have demonstrated that auditory processing disorder (APD) is the primary underlying pathology. Assistive listening devices (ALDs) can be used to manage APD but have not been explored in aSAH. The aim of this study was to assess the benefit of an ALD for patients reporting hearing difficulty after aSAH. Methods: This was a prospective pilot single‐arm intervention study of an ALD for APD following aSAH. Patients who reported subjective hearing difficulty following aSAH were identified from the Wessex Neurological Centre aSAH database. Speech‐in‐noise was evaluated using the Bamford−Kowal−Bench (BKB) test under 60 and 65 dB noise conditions. BKB performance was compared with and without an ALD. Cognition was assessed using the Addenbrooke's Cognitive Examination‐III. Results: Fourteen aSAH patients with self‐reported hearing loss were included in the analysis. Under both noise conditions the ALD significantly improved BKB performance (60 dB, Z = −3.30, p < 0.001; 65 dB, Z = −3.33, p < 0.001). There was no relationship between cognition and response to the ALD. Conclusions: This study demonstrates the marked benefit of ALDs to manage APD following aSAH, regardless of cognitive status. This finding has implications for the management of this common yet disabling deficit which impacts quality of life and employment. A further trial of ALDs in this patient group is needed to test whether these large, short‐term benefits can be practically translated to the community for long‐term benefit when used at home. [ABSTRACT FROM AUTHOR]

The purpose of this article is to build upon previous efforts evaluating the degree to which the discrepancy between student expectations and experiences can result in greater rates of attrition in education. Data were collected from 225 students at a large Midwestern public university and analyzed to assess the discrepancy between expectations and experiences within academic and social domains of higher education. Factor analysis affirmed the hypothesized structure of the responses, and logistic regression results indicated that discrepancies in expectations and experience within social and institutional domains significantly predicted student satisfaction and retention in the second year. An implication of the research is that institutions of higher education may benefit from training students to inculcate more realistic expectations within the institutional and social domains of higher education.

Four studies present the validation of a self-report scale capturing "academic entitlement," which is defined as the tendency to possess an expectation of academic success without a sense of personal responsibility for achieving that success. The Academic Entitlement scale possesses a 2-factor structure (Study 1); 10 items measure students' Externalized Responsibility for their academic success, and 5 items measure students' self-serving Entitled Expectations about professors and course policies. In Study 2, the Externalized Responsibility subscale correlated positively with related measures of entitlement, grandiosity, and narcissism, and it was negatively related to self-esteem, personal control, need for cognition, agreeableness, and conscientiousness. In Study 3, participants rated various responses to academic situations selected by university instructors as highly inappropriate or highly appropriate. The Academic Entitlement scale predicted students' ratings of the appropriateness of these student behaviors as well as the likelihood that they themselves would engage in these behaviors. In a laboratory setting, individuals with high Academic Entitlement scores evaluated the researcher more negatively than those with low Academic Entitlement scores (Study 4). Practical applications are discussed. (Contains 6 tables and 7 footnotes.)

Inclusive education strengthens the capacity of academic systems and addresses the needs of all learners. Although colleges and universities are embracing diversity and introducing inclusive principles into higher education policies and practices, there is scarcity in research exploring undergraduate university students’ participation and engagement in science laboratories, especially among underrepresented and equity-deserving groups. Accordingly, this study explores students’ perspectives on undergraduate laboratory courses and investigates best practices for creating equitable and accessible laboratory environments, both in-person and online. This study addresses the following research questions: 1) How accessible are online and in-person undergraduate laboratory courses to students? 2) What equity, diversity, inclusion, and accessibility (EDIA) barriers exist in laboratory courses? and 3) What support structures are recommended to ensure inclusion of all students in laboratory courses? A mixed methods design was employed to gather data using an online questionnaire and semi-structured interviews with 58 students in undergraduate laboratory science courses from diverse cultural, ethnic, racial, and socioeconomic backgrounds at a Canadian university. Findings highlight that students considered online labs to be flexible, convenient, self-paced, relaxed, and inclusive with respect to aspects involving physical disabilities and language barriers. In-person labs were deemed fast-paced, yet valuable for technical skills and inclusive considering elements pertaining to collaboration, academic support, and communication with peers and faculty members. Students highlighted the following as common inclusion barriers in both online and in-person delivery formats: accessibility (physical and language), financial, and stereotypical barriers. Recommendations for improving lab accessibility were also included. This research has significant implications for the design of laboratory courses and other experiential learning environments in higher education, particularly considering recent transitions and modifications in education. This paper will discuss implications related to the following sub-themes in the special issue: instructors’ professional development, digital education, and quality enhancement. [ABSTRACT FROM AUTHOR]

Objectives: The use of idiographic goal‐based outcome measures (GBO) to monitor progress in digital therapy with adults has received little research attention. This study aimed to identify broad patterns of GBO engagement in an anonymous digital therapy service for adults, including the extent to which goals are recorded as being met by the measures. Methods: The GBO measured the progress made towards goal achievement within the service, using a 0‐ to 10‐point scale. This paper analysed GBO data from 442 users of a digital therapy service, using descriptive and inferential statistics. Service‐user demographics were examined, along with the level of progress per goal topic, the patterns of engagement with self‐set versus collaboratively set goals and the influence of key presenting issues on goal progress. Results: One thousand two hundred and forty‐two goals were set, equating to a mean average of 2.23 goals set per person. Of those who engaged with the service in a sustained way, 31.6% of the goals were recorded as fully achieved, and the mean average progress was 4.35 points of a possible 10. Goals relating to signposting were frequently set. Goals set collaboratively with a practitioner were successfully achieved more often than those set independently, and those with a practitioner‐recorded presenting issue made the most goal progress. Conclusions: Although nuances associated with digital environments should be considered if the findings of this study are to be transferable to other therapeutic settings, our insights suggest that GBOs appear useful for monitoring therapeutic progress with adults within the digital context. [ABSTRACT FROM AUTHOR]

Despite burgeoning research about family distancing, researchers have yet to operationalize any family distancing construct. This paper describes the development and validation of a new measure operationalizing three components of family member marginalization (i.e., difference, disapproval, and exclusion). We evaluated the Family Member Marginalization Measure (FM3) using data from college students (Study 1; N = 191) and self-identified marginalized family members (Study 2; N = 285). Confirmatory factor analyses verified the three dimensions of perceived family member marginalization and the 39-item FM3 proved both reliable and valid. Potential applications of the scale and avenues for future research are discussed. [ABSTRACT FROM AUTHOR]