Search

Despite the increased adoption of online learning in higher education, there was limited knowledge about how the combination of online English synchronous learning with gamified applications and active learning impacted student self-regulation. This study used a sequential explanatory research design to investigate this integration in an English for Academic Communication course at a southern Thai university over a 12-week period. Data, including a Self-Regulated Learning (SRL) strategy survey, reflective essays, and course grades, were analyzed using descriptive statistics for quantitative data and thematic analysis for qualitative data. The findings showed that students heavily utilized SRL strategies, especially in Time Management and Environment Structuring, but there were differences in Goal Setting between the quantitative and qualitative results. Although there were strong positive correlations among SRL constructs, none of them were statistically significant in relation to course grades. Students expressed their desire for feedback, interactive learning, and a balanced workload in their ideal online English learning experience. This study provided insights into the integration of online English synchronous learning with gamification and active learning in higher education.

Online learning is a growing trend in education during the corona virus disease (COVID-19) pandemic. The purpose of this study is to ascertain the difficulties that online majors in non-English languages have when attempting to acquire English. The subject of this study involved using the questionnaire method for as many as 412 students and interviewing 15 students with a total of 17 questions. The results of this study indicate that there are several challenges faced by students during online learning; i) less familiarity with online learning as shown by 31% of students agreeing that online learning is a new learning method, ii) psychologically 30% of students choose strongly agree that they have limited opportunities to interact directly and freely with lecturers as well as with students, iii) limited facilities and infrastructure as much as 28% agree that the budget is limited to get quota or internet credit, and iv) limited internet access as many as 35% of students do not have good internet coverage to take online lectures. The findings of this study should be a reference for English lecturers to continue learning to innovate in providing online English learning by considering the existing challenges.

Scaffolding is a contributing factor to the effectiveness of pragmatic instruction. Although there is a large body of research on the means of scaffolding in second language teaching, research on scaffolding in L2 pragmatic instruction, especially in online teaching, is still in its infancy. To bridge the gap, this study investigated the means of scaffolding (feedback, giving hints, instructing, explaining, modeling, and questioning) utilized by teachers to aid learners in producing pragmatically appropriate speech acts of request and refusal. The data from 18 hours of online pragmatic instruction to 21 intermediate EFL learners via the Skyroom platform showed that the most frequent means of scaffolding used by three teachers participating in this study were questioning and explaining. Employing questioning, teachers used display questions to guide learners toward the appropriate production of request and refusal. Moreover, explaining, as a means of scaffolding, helped learners establish connections between new pragmatic knowledge and their prior knowledge of the speech act. The other three means of scaffolding, including feedback, giving hints, and modeling, were characterized by almost the same rate of frequency. The least frequent means of scaffolding was found to be instructing. It can be concluded that teachers tend to use questioning as a means of scaffolding more frequently because pragmatic knowledge needs to be improved through interaction. The findings can help teacher educators heighten the teachers' knowledge of various means of scaffolding to enable them to employ different means of scaffolding instead of overusing questioning and explaining.

This study aims to describe the 3D model's online modules effectiveness in the practicing mastery of conceptual knowledge in solar system learning using an instrument which tested 58 7th-grade respondents from one of the junior high schools in Jombang, East Java, Indonesia. The respondents were then divided without randomization into 29 respondents for the experimental group (EG), which studied using 3D models online, and 29 respondents for the control group (CG), which studied using learning resources from student books and learning media in the form of 3D models from the NASA website. The effectiveness is assessed based on the results of the conceptual knowledge test instrument with the CRI method using a quantitative descriptive approach. Based on these results, the 3D models online module in solar system learning cannot be fully effective in the practicing mastery of conceptual knowledge. When examined further, 3D model's online modules are effective in cognitive dimensions C3, learning indicators 1, 2, and 6, and conceptual knowledge sub-types 1. Furthermore, based on research results, learning the solar system using online modules with 3D models is better than using the official NASA website with student books.

The ability to interact or engage with the instructor, other students, and the content i.e., to experience online student engagement, is one main difference between traditional and digital media employed in teaching and learning processes. As literature on this topic in the Turkish context has proliferated, to date, virtually no systematic reviews of this research have been carried out in order to identify potential gaps in the literature. To address this issue, this study investigated previously conducted research in chronological order on student engagement at the post-secondary level in the Turkish context using a PRISMA-based systematic review screening process. The results show that online engagement research and practices have clearly increased and diversified over time. Specifically, online engagement research in the Turkish context has tended to focus on computer science students studying in online-only, LMS-supported environments where their behavioral engagement has been investigated quantitatively. Considering these findings, this systematic review suggests that future studies in the Turkish context should examine other fields besides computer science education, focus more on collaborative tools and the social dimension of engagement, use more qualitative methods, and investigate blended environments as well as online-only.

Over the past few years, technology integrated into online learning has become a significant component of education in response to educational evaluation worldwide, especially in Indonesia. The current study aims to explore the TPACK levels of Javanese school teachers, identify integrated technologies-based media used by Javanese school teachers in online learning practices and learning assessment, and analyze the benefits and drawbacks of Javanese school teachers integrating technology in online learning. This study used a mixedmethod design, combining quantitative and qualitative approaches. The participants were 330 Javanese school teachers from Central Java Province and Yogyakarta Special Region, Indonesia. The findings reveal that Javanese school teachers are more proficient in pedagogical knowledge, pedagogical content knowledge, and content knowledge than technological knowledge, technological content knowledge, technological pedagogical knowledge, and TPACK. Javanese School teachers have integrated various technologies into online learning. However, Javanese school teachers limited technological literacy affects the efficiency of online learning. In addition, this study also offers an overview of the knowledge and expertise of Javanese school teachers regarding technology mastery in online learning. Thus, this study suggests that policymakers facilitate Javanese school teachers to develop technological skills in transferring materials in online learning to support the current adapted curriculum.

This paper discusses the design of interactive gamified assessments for an introductory programming course based on the multimedia segmenting principle and gamification. The objective is to develop more engaging online programming assessments for low-achieving students. The general design follows Nielsen's design guidelines and incorporates Zaharias' usability evaluation framework with the motivation to learn. The methodology employed the Successive Approximation Model Version 2 (SAM2), comprising two key phases: preparation and iterative design. In the initial phase, a comparative analysis was performed to determine the design principles. The iterative design phase encompassed the application's design via storyboards, the development of the high-fidelity prototype, and users' reviews. A qualitative approach was adopted, involving a user-centred design (UCD) session through focus group discussions with 12 first-year students from the Diploma of Computer Science program, all of whom were low achievers in programming. The participants need to review and rate the prototype based on the scales of the usability recommendations, which are visual design, content design, navigation, interaction, gamification design, and multimedia design. The results from the UCD session revealed that all participants agreed with the usability recommendations integrated into the interactive gamified programming assessments, with the highest mean score of 5.00.

During attempts to prevent and control the COVID-19 pandemic in China, higher education programs shifted their traditional educational models to online models. This paper aimed to explore how Chinese universities organized online teaching and learning during the pandemic. It investigated the factors affecting the implementation of online teaching and provided policy recommendations for improving the quality of education in the post-pandemic period. The primary data for this study came from in-depth interviews with nine students and five teaching and administrative staff at eight major universities in mainland China. Literature was obtained in both English and Chinese from January 2020 to September 2021. Peer-reviewed journals, policy reports, and university documents regarding online education in Chinese universities were reviewed, and their challenges and countermeasures were investigated. The paper found that the implementation of online education was affected by various sources, including technologies, teachers' teaching skills, network information literacy, and students' learning motivations and self-directed learning skills. Based on the insiders' views, the paper suggested that to promote the quality of online education in the post-COVID-19 pandemic, higher education institutes and programs could develop their infrastructure construction, improve teachers' quality of teaching, and focus on students' learning motivations.

Researchers and educators have been exploring innovative methods in entrepreneurship education to address traditional approach failure at engaging students and developing their skills. Educational technology has shown promising results in early studies. Yet, there is a scarcity of reviews on their effectiveness in developing entrepreneurial competencies. This paper systematically reviews the empirical literature on the outcomes of educational technology used to teach entrepreneurship at higher education institutions. From an initial 316 search hits, 26 articles were selected for in-depth review. The learning outcomes were translated into entrepreneurial competencies, using the EntreComp Framework as a reference. Findings show that educational technologies, in general, positively impacted entrepreneurial competencies, especially financial and economic literacy, motivation and perseverance, and initiative taking. Gaming and simulations were the most researched, having an overall positive influence, while online learning and MOOCs showed limited and sometimes contradictory effects. The study fills the scholarly gap by connecting educational technology, entrepreneurship education, and entrepreneurial competencies. It provides a basic mapping linking each educational technology to the competencies it develops and advocates for a competency-based pedagogy in the delivery and assessment of entrepreneurship education. Educators can apply the findings and the mapping developed in this study to design and deliver entrepreneurship courses, incorporating educational technologies more insightfully and effectively in their pedagogies.

COVID-19 is an unprecedented pandemic that has impacted the whole world. The pandemic made researchers and educators realize the critical need to prepare for future disasters. This study explored a context-specific case for elementary online learning where we investigated how elementary school teachers transitioned to emergency remote teaching (ERT) from face-to-face to online learning during the pandemic. A case study approach was used to explore South Korean elementary teachers' ERT approaches and experiences during COVID-19. Using the CIPP (Context, Input, Process, and Product) framework, we sought to understand how the transition occurred from the perspectives of the teachers. The analysis uncovered several themes that fall under each category of the framework. In terms of context, limited technological aptitude and lack of training in online instructional design as well as policy issues and socio-economic differences were identified as key factors in assessing the current state of the ERT. In terms of input, instructors' efforts as well as support from in and out of school were discussed. Student interaction and engagement were identified as key factors in understanding the process of ERT. Lastly, learning outcomes, instructional strategies, and systemic transformation emerged as products of ERT.

Despite the increasing number of non-traditional doctoral researchers, this population's experiences remain largely understudied and their voices unheard. Through in-depth interviews with 24 part-time online doctoral candidates, we explored the perceived facilitators and barriers to academic integration and sense of belonging, as well as how online delivery influences the doctoral journey. Reflexive thematic analysis revealed a strong drive for participation, sometimes matched by the supervisor but rarely supported by the institution, which in the end does not sufficiently promote community building. Online delivery was viewed as both a blessing for the accessibility it enabled and a curse due to pervasive feelings of isolation and virtually non-existent peer networks. Online doctoral researchers coped by breaking free from the fully online model whenever possible to seek in-person and synchronous interactions and guidance. We conclude that online doctoral candidates constitute an ultraperipheral population in the academic landscape. Support provided by online PhD programmes should be modelled after the actual needs of their non-traditional students.

The global pandemic caused by the SARS-CoV-2 virus brought about a true revolution in the predominant teaching-learning processes (i.e., face-to-face environment) that had been implemented up to that point. In this regard, virtual teaching-learning environments (VTLEs) have gained unprecedented significance. The main objectives of our research were to define an explanatory theoretical model and to test a multiple serial mediation model with four variables in series (one independent variable plus three mediators) to relate perceived utility (independent variable) in the use of a VTLE and perceived learning (dependent or criterion variable) in such contexts, taking into account the mediation of subjective norm (mediator 1), ease of use (mediator 2), and intention to use behavior (mediator 3), and using the extended technology acceptance model as the theoretical framework. Additionally, we aimed to analyze the direct and indirect relationships and effects among the variables that constituted the proposed model. Methodologically, the research can be classified as a cross-sectional causal ex post facto design. A representative sample of students enrolled in higher education institutions in the Dominican Republic was used as the research population, and a standardized Likert scale was administered to measure the five dimensions of the proposed model. Finally, it is worth noting that the obtained results indicate that all direct and indirect effects considered in the model were statistically significant, except for the indirect effect, where the four predictor variables were arranged in series to verify their influence on the criterion variable: perceived learning.

In this qualitative study, we analyzed the processes of a collaborative online international learning (COIL) collaboration between two higher education institutions in Japan and the United States from the perspective of the technological, pedagogical, and content knowledge (TPACK) framework. The research question this study aimed to address was: What is the utility of the TPACK framework, as a lens of analysis, for this online cultural exchange? To address this question, we conducted semi-structured interviews with student participants and examined their written works. From the student participants' learning experiences, we identified evidence of cultural exchange as well as evidence of missed opportunities for cultural exchange arising from the limited knowledge of technology, pedagogy, content, and culture. COIL and TPACK both share a common goal of increasing students' access to multiple knowledge systems using educational technology. As a result, COIL conceptually aligns well with the TPACK framework. This collaboration showed an ongoing need for the centering of cultural knowledge and cultural exchange in both COIL and TPACK. We, accordingly, outline potential for a TPACCK, a modified TPACK framework to center cultural knowledge in both with the hope of taking steps towards a more culturally sustaining framework of international collaboration.

Lecture capture videos, a popular type of instructional content used by instructors to share course recordings online, play a significant role in educational settings. Compared to other educational videos, these recordings require minimal time and effort to produce, making them a preferred choice for disseminating course materials. Despite their numerous benefits, there exists a scarcity of data-driven evidence regarding students' use of and engagement with lecture capture videos. Most existing studies rely on self-reported data, lacking comprehensive insights into students' actual video engagement. This research endeavor sought to bridge this gap by investigating university students' engagement patterns while watching lecture capture videos. To achieve this objective, we conducted an analysis of a large-scale dataset comprising over one million rows of video interaction logs. Leveraging clustering and process mining methodologies, we explored the data to reveal valuable insights into students' video engagement behaviors. Our findings indicate that in approximately 60% of students' video-watching sessions, only a small portion of the videos (an average of 7%) is watched. Our results also show that visiting the video page does not necessarily mean that the student watched it. This study may contribute to the existing literature by providing robust data-driven evidence on university students' lecture capture video engagement patterns. It is also expected to contribute methodologically to capturing, preprocessing, and analyzing students' video interactions in different contexts.

The COVID-19 pandemic has led to the disruption of classroom activities and adoption of online teaching-learning in almost all parts of the globe, including India. The sudden switch from classroom blackboards to laptop screens may have influenced students' study approaches, especially with challenges related to technology access and readiness for online learning among Indian students. Since different social and economic factors bring about differences in students' learning, an online survey was conducted with 296 randomly selected undergraduate distance learning (DL) students at Indira Gandhi National Open University to examine how technology access during the pandemic influenced the study approaches of Indian DL students from various marginalized and non-marginalized groups. The research results showed that marginalized students had lower access to technology than did their non-marginalized counterparts, although no gender differences were found in access to technology in both the groups. Lower access to technology was associated with a surface approach to study among the DL students in general and the marginalized students in particular. Females in the marginalized group were found to be at risk in terms of both access to technology and study approaches. The findings were intended to enrich our understanding of the role of technology vis-à-vis distance learners' study approaches during the pandemic and formulate appropriate teaching-learning strategies for the future.

The present study analysed digital literacy issues encountered by elementary school teachers in remote classrooms due to COVID-19. The study sought to derive a plan for cultivating teachers' digital literacy to support students' distance education. To this end, focus group interviews were conducted with five elementary school teachers in charge of upper grades, the results were analysed, and strategies to improve teacher digital literacy were derived. Specifically, three main areas of teacher digital literacy were identified for improvement. The first was providing training to use digital devices and online platforms, develop online content, and strengthen copyright understanding. The second was providing professional development programs to train digital teaching methods or pedagogies by level and by subject characteristics. The third was activating online and offline platforms for information sharing among teachers and establish a digital teaching support system. This study will be of value to teachers and school administrations in preparing for distance education in the era of digital transformation because it presents measures to foster teachers' digital literacy required by future society.

This study aimed to systematically compile the activities and applications to be used by instructors to conduct synchronous virtual classrooms effectively. Using specific keywords in various databases we examined the literature to discover the activities and applications associated with effective synchronous virtual classrooms. A total of 70 studies were included in the study, based upon pre-determined criteria. A total of 53 activities and applications for conducting synchronous virtual classrooms effectively were obtained and classified according to Gagné's nine events of instruction (GNEI). These activities and applications were sorted within 11 themes dimensions: technical control, environment control, clarity, introductory activities, technological tools, course materials, interaction, feedback, summarizing, time management, and self-assessment. Synchronous virtual classrooms conducted according to this classification will serve as a guide for instructors to conduct synchronous virtual classrooms effectively.

Advances in technology have significantly augmented the potential of online education, particularly during crises, such as COVID-19, earthquakes, hurricanes, and floods. This qualitative survey study ascertains 150 English-as-a-foreign language (EFL) learners' perceptions of the efficacy of online language education in a preparatory school of a state university after the Kahramanmaras earthquake in Türkiye in 2023. Data were gathered via an online survey with open-ended inquiries to elicit favourable and adverse experiences and recommendations from students. In order to ensure the thorough and systematic analysis of the collected data, a rigorous methodological approach was employed. Specifically, the data were analyzed through content analysis, facilitated by the MAXQDA. The research outcomes revealed that the participants appreciated online language education for its time-saving nature, comfort, ease of attendance, access to recorded sessions, teacher support, and cost-effectiveness. However, some students also considered online education ineffective and reported challenges, such as technical issues, diminished concentration, lack of motivation and discipline, limited interaction, and class participation. EFL learners also provided suggestions for improving the curriculum, assessment methods, and instructors' teaching approaches.

This study investigates the perceptions of Vietnamese English-majored students towards online learning courses during the COVID-19 pandemic. While online learning has been shown to have numerous benefits, few studies have focused on exploring perceptions of Vietnamese learners of English (EFL) towards online learning course at university level in the Vietnamese context. To address this gap, the present study surveyed 60 Vietnamese EFL learners who have experience with online courses offered by a university in southern Vietnam, using the Technology Acceptance Model (TAM) developed (Davis, Bagozzi, & Warshaw, 1989). The findings reveal various challenges and benefits of the online learning mode, which are reported by learners through their perceived usefulness and perceived ease of use when taking online courses. The learners' own experiences during online courses were also revealed. The outcomes of this study provide insights into the unique experiences of Vietnamese EFL learners with e-learning and offer suggestions for optimizing online education for this population in university settings.

With a primary objective to engage students in the process of science online, we transformed a long-standing laboratory course for first-year science students into a more accessible, immersive experience of current biological research using a narrow and focused set of primary literature and the Consider, Read, Elucidate a hypothesis, Analyze and interpret data, Think of the next Experiment (CREATE) pedagogy. The efficacy of the CREATE approach has been demonstrated in a diversity of higher education settings and courses. It is, however, not yet known if CREATE can be success fully implemented online with a large, diverse team of faculty untrained in the CREATE pedagogy. Here, we present the transformation of a large-enrollment, multi-section, multi-instructor course for first-year students in which the instructors follow different biological research questions but work together to reach shared goals and outcomes. We assessed students' (i) science self-efficacy and (ii) epistemological beliefs about science throughout an academic year of instruction fully administered online as a result of ongoing threats posed by COVID-19. Our findings demonstrate that novice CREATE instructors with varying levels of teaching experience and ranks can achieve comparable outcomes and improvements in students' science efficacy in the virtual classroom as a teaching team. This study extends the use of the CREATE pedagogy to large, team-taught, multi-section courses and shows its utility in the online teaching and learning environment.

Since 2015, a continuous online integration training service has been active. In 2021, eight integration instructors, teaching online for two to six years across diverse regions participated in semi-structured interviews. Analysing the technology-mediated community formed by teachers and learners, we explored how the entirely online, gradually growing teacher community operates. The interviews revealed four influential categories for the teacher's work which encompass individual resources, antifragility resilience, collaborative resources, and an entrepreneurial mindset. An entrepreneurial mindset fosters collaboration and community, thereby enhancing learners' engagement in online learning and social inclusion. The study highlighted key factors for social impact within the community: informal teacher chats, the mentor-mentee model in learning design, shared materials, teacher rotation, direct collaboration with learners' environments and employers, and information shareability. This teacher community proved to be entrepreneurial and involves learners in co-design individualized integration training connected to their living situations. Entrepreneurial mindset. However, challenges in sustain, antifragile and developing online teaching, such as psychological insecurity, diversity of teachers and learners, heightened competition, time management, and workload, were also noted.

This study aims to determine the feasibility of Instagram-based chemistry learning media and the results of increasing student interest in learning acid-base material in everyday life with a multi-representation approach. The method used in this study is the ADDIE research and development model (Analysis, Design, Development, Implementation, and Evaluation). The research population is SMAN 3 Sidoarjo students, with the sample used being 89 students who carry out learning using Instagram in acid-base material in everyday life. Quantitative data was obtained from material and media validation results, as well as an analysis of student interest in learning before and after using the media. Qualitative data were obtained by analyzing descriptive questions of student learning interest in chemistry questionnaires. The results of the research on developing Instagram-based chemistry learning media on acid-base materials in everyday life with a multi-representation approach were obtained: 1) the feasibility of learning media developed based on the results of the assessment of materials and media by expert validators was included in the very feasible category; 2) the increase in students' learning motivation is in the medium category with a standard gain value of 0.40.

In Spring 2020, there was a sudden shift from face-to-face (F2F) to distance learning (DL) due to the COVID-19 Pandemic. A study by Al-Jarf (2020) showed that 55% of the students and instructors preferred F2F instruction and were not satisfied with DL due to unfamiliarity, lack of training, interaction, technical problems and others. In the Fall Semester 2021, Saudi universities resumed F2F instruction in combination with some online classes. In some emergencies such as weather conditions, all students study online rather than cancelling classes. This status quo has continued until now. This study explores students' preferences for DL vs F2F learning, their attitudes towards each and reasons for their preferences. Responses to a survey showed that 36% of the students in the sample prefer DL because it has become a necessity during emergencies such as pandemics and wars. They can check the lecture recording any time. They save commuting time. In addition, 40% of the respondents prefer F2F instruction because they get better grades. It is more suitable for science classes (labs, experiments, anatomy). Participation, interaction, and questions make a difference. In DL, students can leave Blackboard or Zoom, walk around, and take a nap, whereas in F2F, they focus better. Some health sciences, engineering, law, and/or business instructors talk about their experiences and views of the job market which is enriching and enjoyable for the students. Moreover, 17% have no preference and believe that the mode of learning depends on the instructors' competence, teaching techniques used, integration of technologies, and online resources, interaction, engagement, and students' participation. Participants' views and recommendations are given in detail.

With the unprecedented shift to online or flexible learning modes, both teachers and students adapt to the new normal of education. A qualitative study aimed to draw out the voices of three beginning science teachers, the study utilized the narrative inquiry approach through in-depth interviews. It was found that beginning science teachers are faced with challenges: transitioning to the actual teaching practice and adjusting to the new normal in education. Beginning science teachers voiced out their challenges, including adapting to the culture of the new generation of students, access to a stable internet connection, problems with technology use, and teaching-learning process adjustments. Coping strategies include creative and responsive adjustments to teaching-learning, assessment of learning, learning mode, and internet connection problems and online platforms. Their stories serve as a springboard for interventions that guide and assist beginning teachers.

As education has evolved towards online learning, the availability of learning materials has expanded and consequently, learners' behavior in choosing resources has changed. The need to offer personalized learning experiences and content has never been greater. Research has explored methods to personalize learning paths and match learning materials with learners' profiles. Course recommendation systems have emerged as a solution to help learners select courses that suit their interests and aptitude. A comprehensive review study was required to explore the implementation of course recommender systems, with the specifics of courses and learners as the main focal points. This study provided a framework to explain and categorize data sources for course feature extraction, and described the information sources used in previous research to model learner profiles for course recommendations. This review covered articles published between 2015 and 2022 in the repositories most relevant to education and computer science. It revealed increased attention paid to combining course features from different sources. The creation of multi-dimensional learner profiles using multiple learner characteristics and implementing machine-learning-based recommenders has recently gained momentum. As well, a lack of focus on learners' micro-behaviors and learning actions to create precise models was noted in the literature. Conclusions about recent course recommendation systems development are also discussed.

Higher education is immersed in unpredictable environments and is facing challenges during the Coronavirus Disease 2019 (COVID-19) pandemic. It needs to adapt to external changes constantly, especially to the level of development of science and technology as the most important component of education courses for future engineers are facing development difficulties within achieving their goals as the core of higher education. Curriculum serves as basis for realization of goals of higher education and curriculum for future engineers needs updating. The paper analyzes dilemma of updating of higher education curriculum for future engineers within its content and structure. During the learning process students participated in curriculum renewal and accelerated the upgrading of curriculum content and structure. Finishing the course, students conducted reflection, improved their understanding during the reflection process continuously that helped them to develop the habit of lifelong learning. The authors propose to expand teaching methods for the courses, to adapt engineering courses to the needs of economic development during the COVID-19 pandemic, to strengthen students' interaction and participation, to supply multiple participation in curriculum "customization" countermeasures to update higher education curriculum for future engineers.

The cultural challenge of educating Haitian rehabilitation professionals was identified by a Canadian francophone university which collaborated in the implementation and organization of international internships. Ethical cross-border internationalization should ensure reciprocity for partners. With this as a central value and in a context of pedagogical resource scarcity in Haiti, an intercultural educational partnership involved Haitian and Canadian university students situated in their respective countries in a Problem-Based Learning (PBL) course. Teachers and students applied principles of decolonization of health pedagogy principles were applied by teacher and students throughout this cross-border virtual synchronous PBL course. The aim of this study was to determine the feasibility and to identify facilitators and obstacles to conducting a cross-border virtual synchronous PBL course and its perceived benefits in the development of professional competencies. Five Canadian students and five Haitian students, all volunteers, took part in a 3-week cross-border virtual synchronous PBL course. Deductive qualitative content analysis of the transcripts from a 120-minute focus group discussion held one week after the course and a logbook kept during the project was conducted. The criteria deemed important to successfully replicate this project relate to: 1) The attributes of the students and teachers involved; 2) pedagogical preparation activities; and 3) the use of multiple communication strategies and connectivity plans. In addition to the acquisition of course content not readily available in Haiti, the student interactions inherent in the PBL method supported the acquisition of competencies such as collaboration, communication, and change agent advocacy promoted by the Canadian association of occupational therapy which contribute greatly to strengthening the students' professional identity.

The large-scale online teaching amid the pandemic triggered increasing concern over online teaching management and quality assurance. Take the theory of Total Quality Management (TQM) as guidance, a Chinese higher education institution (CHEI) built a multi-level, multi-link, and multi-dimensional teaching quality monitoring system (Online Teaching Quality Assurance Measures) with full participation, whole process, and all-round development by innovating teaching quality management and monitoring mechanism, aiming to ensure the continuous improvement of talent training quality to realize the sustainable development of application-oriented undergraduate universities with quality improvement as the core. The effectiveness of online teaching quality was demonstrated through the Questionnaire of Student Evaluation of Online Teaching Faculty and students' academic performance (GPA) before and after the implementation of Online Teaching Quality Assurance Measures, guided by the principles of Total Quality Management theory. The results indicated that Online Teaching Quality Assurance Measures have a series of positive effects on online teaching in CHEI, and systematically guide online instructors as evidenced by outstanding ratings and feedback in course evaluations and students' academic performance. This study also revealed that CHEI's online teaching is facing some challenges, especially in the effort to promote learning interaction and teaching cooperation. The study underscored the importance of continuous improvement and provided some interventions in enhancing online educational practices, aligning with TQM principles. The findings are expected to make an important contribution to the field of online teaching quality management in higher education.

The flipped classroom instructional approach gained popularity after the COVID-19 pandemic, which significantly disrupted language instruction. This study aimed to evaluate the effectiveness of a full online flipped classroom instructional model to enhance students' meeting skills and their engagement. The model consisted of two lessons: group meeting skills and writing the minutes of meetings. The participants comprised 48 third-year undergraduate engineering students from a public university in Thailand. The study utilized the KW#4 principle to compare average scores of passing students in formative and summative assessments, and to analyze pre-test and post-test scores, aiming to evaluate the model's impact on students' meeting skills. Student engagement (affective, behavioral, and cognitive) was examined using a questionnaire and semi-structured interviews. The results showed that the model was effective, as the post-test scores were significantly higher than the pre-test scores. Further, the results from the KW#4 revealed that the model was effective since the effectiveness of criterion learning (formative and summative tests' average percentage) in using the flipped classroom to enhance group meetings and the minutes of the meetings of the students was 87.6/82.8 and 74.06/74.02, which was higher than that of the set standard criteria of 60/60. The students also demonstrated a high level of positive cognitive, behavioral, and affective engagement. The study provides a holistic perspective on the effectiveness and practicality of the model, thus yielding further support for technology-integrated language instruction in ESP courses.

Several studies have been conducted on e-learning acceptance among university students. Most of these studies examined various factors and individual characteristics as predictors of actual use and behavioral intention for e-learning systems. However, latent profile analysis was used in the present study, adopting a person-centered approach. Accordingly, the study's primary purpose was to define LMS acceptance profiles by grouping university students based on gender according to four main UTAUT predictor variables. The secondary purpose was to examine the extent to which LMS acceptance profiles had a relationship with the students' online self-regulation and engagement in online learning environments. The participants in the study were 397 students from a state university in Turkey who continued their distance education. Student Engagements Scale, Online Self-regulation Questionnaire, and Learning Management System Acceptance Scale were used to collect data. The obtained data were analyzed using latent profile analysis. The results obtained in the study revealed that there were three different student profiles: "very low LMS acceptance", "low LMS acceptance", and "high LMS acceptance". According to another result, it was seen that low online self-regulation and engagement had a relationship with a student profile with very low LMS acceptance and that high online self-regulation and engagement had a relationship with a student profile with high LMS acceptance. Based on the findings, various implications were made about increasing students' LMS acceptance.

Background: Teacher education programmes often prioritise theory over practical experience, leaving students struggling to connect classroom learning with real-world application. Addressing this gap, a proposed model integrates online coursework with mentored practicebased experiences through full-time placements in selected schools. Aim: The study delves into the experiences of first-year school-based student teachers (SBST) enrolled in a full-time undergraduate online programme aimed at bridging the theory-practice divide. Setting: First-year student teachers in the 2021 and 2022 cohorts (N = 30) placed full time in selected schools participated in the study. Methods: Using an interpretive qualitative research design, data were collected via focus group interviews with first-year student cohorts. Data was analysed using the cultural-historical activity theory combined with the constant comparative method. Results: Two primary findings emerged. Firstly, SBSTs faced difficulties balancing academic requirements between the school and the programme. Secondly, the varying degrees of support from stakeholders within both the programme and school environment influenced the quality and meaningfulness of SBSTs' learning experiences. Conclusion: The convergence of university and school activity systems revealed tensions and contradictions yet also presented opportunities for expanded learning when coursework and classroom practices aligned. Despite criticisms of universities being overly theoretical, the research indicates that SBSTs prioritise practical experience in school settings, potentially overshadowing the significance of theoretical knowledge. Contribution: This study contributes to knowledge of the challenges faced by student teachers and highlights the need to address these contradictions through open dialogue within teacher education programmes.

As institutes of higher education (HE) strive to meaningfully address diversity, equity, and inclusion in practice, Universal Design for Learning (UDL) provides a relevant and timely framework for course design to support all learners. Using UDL as an instructional design framework, educators can proactively address learner variability and reduce barriers for students in HE environments. This self-study describes how UDL experts applied a process of UDL design to their courses. The best practices were identified across three phases: (a) a literature review to identify UDL-aligned practices used by HE instructors, (b) individual and collective reflection on UDL-based practices by the UDL experts, and (c) application of UDL to three HE courses delivered in different formats. The practice brief presents a comprehensive overview of various strategies that HE instructors can use in their courses, in alignment with the three UDL principles.

Students' emotional engagement in the context of second language and foreign language classrooms can be seen as a multidimensional construct to include cognitive, behavioral, social, and emotional dimensions of engagement. In Applied linguistics research, however, the term "engagement" is shared intuitively and optimally for language learning. The aim of this study was to take a step forward and investigate the extent of emotional engagement in online learning environments, and whether such emotional engagement can be used as a quantitative indicator to measure the degree of students' emotional engagement in behavioral, cognitive and social interaction among language learners. The study employed a mixed method research design, with data collected through literature research, questionnaire survey, and in-depth interviews. The findings of the study revealed that online learning interactive experience was significantly and positively correlated with language learners' emotional engagement, particularly due to its ease of use, interactive content, and design. The study also found that the online learning experience indirectly affected emotional engagement by increasing students' motivation and interest in learning. Finally, the study also found factors such as gender, grade level and subject influencing the relationship between the interactive online learning experience and emotional engagement. These findings reveal the positive impact of online learning interactive experiences on language learners' emotional engagement and highlight the mediating role of motivation and interest in learning. The study recommends devising such strategies that enhance language students' learning engagement in online learning environments and facilitate their participation in the learning process. These findings have implications in the form of improvement of language learners' learning experience and emotional engagement, which can also enhance their academic performance.

Objectives: There are essentially three schools of thought regarding critical thinking--humanistic, cognitive, and behavioral. Given the disagreement among them, confusion continues about what critical thinking means, and how it can be taught to students. Methods: In this qualitative phenomenological study, researchers interviewed students and faculty in a distance education master of public health program about their perceptions and experiences of what critical thinking means and how it is developed in the online classroom. Results: Themes emerging from student interviews included (a) differing thoughts on the meaning of critical thinking; (b) learning and meeting course requirements as students' primary role; (c) technology as useful in learning; and (d) confidence in learning linked to engagement, feedback, and course alignment. Themes from faculty interviews included (a) how online classrooms promoted critical thinking; (b) critical thinking identified when students demonstrate the application of independent thought; (c) facilitating and keeping students on track as faculty's primary role; (d) promotion of critical thinking through questioning and student collaboration; (e) assessment of critical thinking through discussion posts; and (f) faculty facilitation and focus on application as essential to student learning. Conclusions: Students and faculty engaged in the online classroom agree in some ways that critical thinking skills are gained through practical applications. But this is where agreement ceases. Students believe they are developing critical thinking skills in their online environments, when in fact they are reproducing rote information in assignments. Implications: Engaging in activities has been shown to develop critical thinking more effectively when it is accompanied by mentoring, dialogue, and authentic instruction. Online educators who want to help students develop their critical thinking skills can use mentoring, dialogue, and authentic instruction alongside online activities.

This article focuses on the use made by Finnish vocational upper secondary students, including their opinions, with regard to the voluntary-based aspects and activities of a compulsory mathematics online course. In particular, the study investigated whether the vocational field affects students' views and actions. There were altogether 313 students from six vocational fields participating in this study, but the number of students who responded to the feedback questionnaires related to the different opportunities and activities varied. Of the opportunities offered, the repetition opportunity was the most used and the most useful from the students' point of view. Almost 90% of the respondents ended up, either voluntarily or under guidance, taking advantage of the repetition option. The education video was watched by almost 60% of the students responding to the questions related to the video. Students had a positive attitude towards the effects used in the educational video, the length of the video, and the level of explanation of theory. Approximately half of the respondents who were offered an additional practice opportunity took advantage of this, and the opportunity was seen as quite useful. There were only minor, if any, statistically significant differences between the vocational fields regarding the use of the opportunities offered and the opinions related to them. This research will assist in developing online teaching of mathematics at vocational upper secondary level and will also offer guidelines for the development of online education more generally.

This study examines the relationship between student engagement with digital resources and final module grade in a particular mathematics module delivered online in an Irish technological university. Measures of student engagement with the module are defined and calculated using data from virtual learning environment. These measures are analyzed to provide a description of students' online study habits. We make an initial distinction between resources provided by the lecturer that are "lecture-based" or "exam-focused." We further categorize student engagement with these resources as "active" or "passive" and consider these measures of student engagement in an online context. With these categories and measures in mind, we then examine the correlation between student engagement and final module grade using a multivariable linear regression model.

In counselor education programs, students acquire clinical experience through both practicum and internship; this time frequently marks students' first counseling experiences working with suicide in a clinical context. Often, students in practicum or internship working with clients who may be experiencing suicidal ideations do not feel properly equipped to deal with suicide. This study aimed to develop a practice model for online counselor education programs that increases counseling students' self-efficacy to work with clients who may present with suicidal ideations. Sixty online graduate-level clinical mental health counseling students completed a pre- and posttest self-efficacy assessment. Findings showed that students' self-efficacy increased due to taking the online basic counseling skills class that included teaching activities related to suicide screening, assessment, and intervention.

Google Classroom has been frequently used as an e-learning platform to substitute for Learning Management System (LMS), and the use of its features (Classwork, Stream, People, etc.) varies among teachers with different goals, focuses, and familiarity. However, research has not addressed how the selection of Google Classroom features affects students learning experience. Therefore, this study was aimed at finding out how Google Classroom features should be used to better facilitate online learning among students in English as a foreign language (EFL) classes. The data for this research was collected from ten leading schools in Indonesia, and 373 students participated in this study. Two questionnaires were used and delivered online, i.e. a Google Classroom Use questionnaire with Google Classroom features, consisting of 23 items, and a Technology Acceptance Model (TAM) questionnaire specified for EFL, consisting of 21 items with four constructs, i.e. usefulness, ease of use, intention, and actual system of use. The data were analyzed using multiple linear regression model to determine the effect of each Google Classroom feature on students' perception of TAM indicators. The hypotheses were rejected at the significance level of 0.05. The research results show that there is a correlation between both variables. The results also show that Classwork and Stream features were significant predictors for almost all TAM indicators. In this case, Classwork feature covers learning activities, and Stream feature includes interaction or communication facilities. Based on these results, it can be suggested that e-learning needs to facilitate students learning activities (e.g., quizzes, assignmentlearning activities s, materials, and schedules) and student interaction/communication (e.g., announcements, notices, discussions, and shared posts). The results of this study contribute to educators and e-learning developers to consider maximizing the use and design of learning activity and interaction features due to their significance in online learning.

In today's technology-driven world, digital citizenship is vital in fostering responsible technology use and essential skills for learning, problem-solving, and community participation. However, a significant focus emerges within digital citizenship--empowering individuals with disabilities. This research addresses this crucial area by spearheading the creation of a specialized Thai Massive Open Online Course (MOOC) meticulously designed for hearing-impaired learners. The core objective is to equip these individuals with indispensable digital citizenship skills for seamless integration and active engagement in digital environments. The study progresses through three key phases. Phase 1 involves crafting the MOOC course to meet the needs of hearing-impaired individuals. Phase 2 develops a course on the Thai MOOC platform, using the MOOC-based Design Thinking Model and universal design learning principles. Phase 3 assesses 20 hearing-impaired learners in the "Utilizing Online Media as Digital Citizenship Course." The research reveals two significant outcomes, highlighting the course's impact. First, an evaluation of digital media quality and learning activities was conducted by five experts with 15 to 30 years of experience in the field, the result was an impressive performance rating of 4.56 on a 5-point Likert scale, indicating the course's high suitability for hearing-impaired learners. Such findings validate the precise alignment of the course with its intended objectives. Second, the outcomes of learning achievement tests on the Thai MOOC platform involving 20 high school hearing-impaired learners revealed that 15 learners scored above 70 (passing), representing 75%. The average posttest score was higher than the pre-test, with an average score of 72.05 points. These results demonstrate the course's effectiveness in improving learning outcomes and meeting predetermined criteria, while also indicating that adopting the MOOC-based Design Thinking model has led to the creation of high-quality media that delivers tangible results for hearing-impaired individuals. This research contributes to the eLearning field by addressing the specific needs of hearing-impaired individuals in digital citizenship education through tailored online learning courses designed to bridge existing gaps.

The impact of COVID-19 on the higher education sector has extended beyond using alternative technological methods. It has also influenced the professional identities of instructors themselves. This study aims to investigate EFL instructors' perceptions of the impact of online teaching on identity transformation during the COVID-19 lockdown. It also investigates how online teaching has affected teachers' professional identity in relevant aspects. The study was conducted during the first academic semester of 2022/2023. The researchers adopted a mixed research methodology that involved both quantitative and qualitative research techniques. A questionnaire was distributed to (44) EFL instructors, and semistructured interviews were conducted with (8) EFL instructors at the Department of Languages and Translation at a Palestinian University, Palestine. Appropriate quantitative and qualitative analyses were utilized to figure out participants' responses to the questionnaire and the interviews. The results of the survey revealed that online teaching positively influenced instructors' social relations with their colleagues and students, enhanced the teaching process, and promoted instructors' self-esteem. As for the interviews, the findings showed the substantial impact of online teaching on EFL instructors' identity in terms of their professional needs, self-awareness and self-esteem, relationships with learners, relationships with colleagues, and their perspectives towards their institution. Hence, some recommendations were suggested.

The COVID-19 pandemic has significantly impacted traditional design education, forcing educators to adopt digital classrooms for architectural design instruction, which has led to various challenges and suboptimal student performance. This research explores effective online design teaching methods, particularly across different design modules (IVI), using a synthesis and literature review methodology. It investigates three domains: pandemic teaching challenges, traditional design education, and suitable pandemic teaching methods. The study triangulates teaching during the pandemic, conventional techniques, and elements from content focus (CF) and support open learning (SL) methods to create a hybrid pedagogy. The proposed blended approach combines traditional design education with virtual instruction, offering guidelines for educators to structure academic activities and integrate effective online teaching strategies. The findings provide valuable insights for design instructors and educational institutions adapting to digital classrooms during the pandemic and beyond.

The teacher has an important role in making pupils skilled in inquiry, viz guiding them to carry out inquiry steps in science learning. However, there are obstacles to applying online learning at primary school level, especially inquiry-based science. The purpose of this research is to analyse the application of inquiry in science learning, analyse the effectiveness of e-learning based on the 2020 at the Indonesian Ministry of Education and Culture guidelines, and identify obstacles to implementing e-inquiry science learning at the primary level. This study employed a descriptive qualitative approach. Sources of data were resource persons from 6 educational institutions including trainers, school supervisors, principals, teachers, Grade VI pupils, and their parents. The result showed the only a small number of teachers implemented on-line science-based inquiry learning and the effect of the learning was the utmost significance on student's achievement. However, most of primary school teachers have not applied inquiry-based methods in science learning. Several obstacles to implementing e-inquiry learning at the primary level were identified. These obstacles include the teachers did not understand how to develop an online inquiry model learning scenario, had low skills in using ICT, lack of support for ICT facilities and of e-learning inquiry learning guide, and had limited time.

This qualitative, descriptive study explored the experiences of college students with Deaf, deaf, and Hard of Hearing (D/d/HH) hearing difficulties within online learning environments (OLEs). This study used an inclusive and equitable theoretical framework of connectivism to address audism and the marginalization of college students with D/d/HH. The LIFE-R section's "After LIFE" semi-structured interview protocol collected data from 15 college students with hearing difficulties in OLEs recruited from the National Deaf Center-Listserve. The 12 themes highlighted that without extrinsic support, participants perceived inequitable accessibility of technology, hearing devices, or resources. In closing the research gap, the study's findings indicated that (1) college students with D/d/HH were underrepresented, had unique hearing differences, and needed consistent access to hearing assistance technology and resources; (2) connectivism extrinsic support: Provided equitable accessibility and a positive impact on self-advocacy and autonomy, engagement and emotions, and availability and effectiveness of technology-assisted hearing devices or resources, and (3) Audism: Provided inequitable accessibility and a negative impact on self-advocacy and autonomy to utilize technology hearing devices or resources, engagement, and emotions (i.e., frustration, anger, alienation, and isolation). The recommendations for improving accessible and effective technology hearing devices or resources utilizing a connectivism framework, implementing policies, best practices, professional development, and training. Future studies should explore students with difficulties hearing in OLEs without a medical diagnosis, intersectional identities, and larger sample sizes.

This paper examines the experiences of a group of values education teachers who are studying in a customized scholarship and online graduate program under the Linking Standards and Quality Practice (LiSQuP) project in the Philippines. It aimed to explore the attitudes, benefits, and challenges encountered by the values education teachers by participating in the LiSQuP program. Embedded single case study research design was used, and qualitative content analysis was utilized for analyzing and interpreting the data. Recorded focus group interview, online survey documents, observations, and participatory contact were used to obtain the data from the 30 participants who are LiSQuP scholars and teachers of values education in the public schools of the Philippines. Based on the findings of the study, the following results were drawn: 1) The participants exhibited adaptive and positive attitude towards the LiSQuP program; 2) The participants benefited from the program in terms of professional and personal development; and 3) The participants struggled with various factors related to time, program design, and personal traits. The rewarding and challenging experiences of the participants in this study may inform the project management team and other higher education institutions with similar online programs to enhance opportunities for a more responsive and collaborative online learning community for diverse graduate distance learners.

With the onslaught of the COVID-19 pandemic, Japanese higher education (HE) began the process of full digitalization in the academic year 2020. Considering that Japanese HE was previously dominated by face-to-face learning, the efforts of the stakeholders to implement digitalization deserve praise. However, digitalization has shown varying degrees of progress, both in terms of the type of education as well as between and within organizations. This study investigates the status of HE digitalization in Japan focusing on central government policy measures, the teaching and learning by faculties and students who are the traditional bearers of education, and the concept of lifelong learning and continuing education, which is exponentially attracting attention as a new area of study. This research also examines how those involved can use digitalization to improve HE and the goals and challenges of the transformation. Although the measures against the impact of the pandemic on the education sector greatly improved the digitalization of education in universities, other essential issues for educational reform became apparent. To take full advantage of the benefits of digitalization, it is necessary to reexamine the factors that hinder it, such as the changes in awareness among stakeholders, and take immediate measures to address them. In this context, dialogue is extremely important. The stakeholders should discuss how digitalization can enhance the value of university education.

This study aimed to explore the undergraduates' attitudes and perceptions towards the use of synchronous zoom classroom for learning, and the effect of individual differences on the perceptions of zoom learning. Data were collected via online structured questionnaire from a total of 379 undergraduate students, who utilized a hybrid mode for learning, at purposively selected two state universities. The findings explored that undergraduates did not overwhelmingly support or oppose the utilization of zoom platform for learning. Multi-group analysis revealed that: male undergraduates were more receptive to use zoom classroom for learning, and perceived more beneficial aspects associated with zoom classroom compared to female undergraduates; further, undergraduates in the final academic year had the preference for zoom learning whereas those in the first academic year did not show a definite inclination either in favour or against the use of zoom for learning; moreover, significant differences were observed over the preferences on learning through both zoom and face-to-face regarding theoretical and mathematical subjects where learning of theoretical subject was supported by zoom and learning of mathematical subject were not showed a definite inclination either in favour or against the use of zoom. These findings clearly demonstrate that there is a possibility to take forward the teaching and learning through a hybrid mode which integrates both online mode and traditional face-to-face mode. This research provides insights for educational policy makers and university administrators to incorporate a hybrid learning mode for effective learning and solution for the highly demanded physical infrastructure facilities in the universities.