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Background: Online collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain. Objectives: The study aimed to investigate the impact of online collaboration tools on science education outcomes among middle school students, focusing on learning achievement, engagement, and motivation. Methods: A quasi‐experimental design with a pretest‐posttest control group was used in this study. A total of 60 eighth‐grade middle school students were involved in the study, with both the experimental and control groups comprising 30 students each. The experimental group incorporated the use of digital collaboration platforms, including Asana, Slack, and Team Viewer, as instrumental components of group project execution and discussion in their science lessons. Conversely, the control group adhered to the current educational approach in Turkey, characterized by the employment of an inquiry‐based learning strategy in their science instruction. Data was collected over eight weeks using a science achievement test, engagement scale, and science motivation scale. Results: The experimental group demonstrated significantly higher post‐test scores compared to the control group, suggesting that online collaboration tools positively impacted science education outcomes. Additionally, survey data indicated high levels of engagement and motivation among the experimental group students when using the online collaboration tools. Conclusions: The findings support the notion that online collaboration tools can effectively enhance learning, motivation, and engagement in science education among middle school students. These results have significant implications for educators, educational institutions, policymakers, and curriculum developers. Further research is needed to examine the potential of these tools in various educational contexts and with different student populations. This will help broaden the understanding of how online collaboration tools can be integrated into diverse learning environments, potentially benefiting a larger number of students and further improving science education outcomes. Lay Description: What is already known about this topic: Technology's role, particularly online collaboration tools, in enriching science education is undebatable (Donkin & Rasmussen, 2021; Rahmawati et al., 2022). Such tools have been theorized to bolster student learning outcomes, motivation, and engagement (Donnelly et al., 2013; Ekici, 2017; Khazanchi & Khazanchi, 2019). Yet, the empirical evidence validating their efficacy in science educational settings remains sparse. What this paper adds: This research delves into the influence of online collaboration tools on science learning outcomes among middle school learners. Data indicates that employing these digital tools substantially elevates student performance, as gauged by a science achievement test. Furthermore, students navigating through these online collaborative platforms recorded elevated levels of both engagement and motivation. The primary effectiveness of online collaboration tools stems from their ability to foster specific behaviours, such as increased communication frequency and structured task management, which can amplify learning and group collaboration through their facilitated structured interactions. Implications for practice and/or policy: This study's conclusions offer pivotal insights for educators, academic institutions, policy framers, and curriculum architects. Online collaborative platforms exhibit promise in amplifying student outcomes and engagement within the realm of science education. It is imperative to broaden this research scope to discern the tools' potential across varied educational environments and diverse student demographics. There is a compelling case for stakeholders, especially educators and policymakers, to contemplate incorporating these online tools into science pedagogy, aiming to magnify student learning experiences and engagement levels. [ABSTRACT FROM AUTHOR]

Background: Flipped classroom (FC) model has become increasingly popular in dental education (DE) with its strengths for students. However, major concerns are lack of interaction, unwillingness to complete the assignments, low engagement during the pre‐class activities because of an unwell‐designed instructional setting of FC. Objectives: The recent study aims to investigate the effects of video‐driven discussions integrated into the flipped classroom (VdDs‐FC) model on dental students' (DSs) learning achievement, practical performance, and higher‐order thinking skills in a restorative dentistry course. Methods: This study adopted a sequential explanatory design from mixed‐methods research. A total of 96 DSs participated in a dentistry faculty of Türkiye. They were randomly divided into two groups: VdDs‐FC group and the conventional flipped classroom (c‐FC) group. Results and conclusions: The results showed that the VdDs‐FC model had significant positive effects on the practical performance of DSs in practical subjects and their problem‐solving and critical thinking skills. However, there was no significant difference between the two groups in learning achievement and creativity. The use of FC in the c‐FC group did not lead to any difference in the students' achievements. Moreover, the qualitative results indicated that the VdDs‐FC model has the potential for enhancing peer learning, practical classroom activities, and higher‐order thinking skills. Implications: This study also includes several instructional implications and suggestions for educators, researchers, and practitioners on use of FC in dentistry. Lay Description: What is already known about this topic: Flipped learning has become a rapidly growing area of dentistry research.Discussion board could be beneficial to increasing dental students' higher order thinking skills, especially problem solving and critical thinking.Video‐driven discussions into flipped classroom provide several opportunities for practical performance in dental education, not for theoretical knowledge. What this paper adds: Video‐driven discussions into flipped classroom model is proposed.We compared two learning environments by including traditional flipped classroom.We found that the integrated model with flipped classroom can have a positive impact on students' achievement.Online discussions usage contributed to higher cognitive, affective, and behavioural learning outcomes.Based on interview data, the proposed model supports peer learning. Implications for practice and/or policy: Dental educators should integrated the digital discussion boards as out‐of‐class activities in the pre‐clinical dental training.From dental educators' perspective, they should be carefully trained in FC design (interaction elements, material design, integration with different methods, etc.).From instructional design perspective, micro videos should have case‐based or problem‐based activities to discuss.From learner perspective, an integration of the flipped classroom with different technologies could have a positive effect on increasing learning. [ABSTRACT FROM AUTHOR]

Background: There is a scarcity of studies on online flipped learning in teacher education classes. Many studies have found that student learning is improved in flipped learning environments; however, this is still an open question. Much of the literature employs quantitative methods to reveal the effect of flipped learning on certain variables such as engagement, performance, and so on, but there have been few studies that investigate the Community of Inquiry variables perceived by learners in flipped learning environments. Objectives: This study investigated the levels of teaching, social, and cognitive presence of teacher candidates in an online flipped learning community, whether these variables were related to academic achievement, and teacher candidates' experiences with the online flipped learning approach. Methods: A case study research design was used in this study. Without any face‐to‐face meetings, the course was delivered using an online flipped learning approach. While quantitative data were collected from 34 teacher candidates, 16 teacher candidates participated in the qualitative part of the study. Focus group interviews, an open‐ended questionnaire, a Community of Inquiry Scale, and teacher candidates' course grades were used to collect data. Both descriptive and content analysis were used to analyze the data. Results and Conclusions: In the current study, effective online flipped learning design fostered teaching presence, with perceived teaching presence having the highest mean and perceived social presence having the lowest. Course videos prepared by the instructor, as well as synchronous activities such as peer presentations, questions, and video discussion, all contributed to cognitive presence through the practice of theoretical knowledge. Although none of the variables in the community of inquiry were related to academic achievement, computer‐based games like Kahoot contribute to a positive online flipped learning community. Many benefits of online flipped learning have been stated, including providing active, flexible, autonomous, and interactive instruction through the use of technology, creating a fun learning environment, and increasing perceived learning and interaction with the instructor. Lay Description: What is already known about this topic: The contribution of flipped learning to achievement is still an issue open to discussion.There are limited studies investigating the Community of Inquiry variables perceived by learners in flipped learning environments.Instructors need effective flipped learning designs, especially for teacher candidates as teachers teach the way they have been taught.Face‐to‐face learning activities are the driving force behind effective flipped learning which is replaced by synchronous meetings in online flipped learning. What this paper adds: This study adds to limited research related to the online flipped learning model in teacher training learning environments.This study uses both quantitative and qualitative methods to investigate how teacher candidates perceive Community of Inquiry variables (teaching presence, social presence, and cognitive presence) in the online flipped learning environment.This study designs an effective online flipped learning course with online plays and synchronous activities.This study reveals the experiences of teacher candidates in terms of activities, their contribution to learning, communication, and community of inquiry perceptions. Implications for practice and/or policy: Effective online flipped learning designs foster teacher presence.Synchronous activities should include peer presentations, questions, or jigsaw activities to increase social and cognitive presence.Course videos prepared by the instructor contribute to cognitive presence through the practice of theoretical knowledge in synchronous meetings.Computer‐based plays such as Kahoot contribute to a positive online flipped learning community. [ABSTRACT FROM AUTHOR]

This research aims to examine the self‐regulation of students with different achievement levels toward science learning based on Zimmerman's model including three phases: forethought, performance, and self‐reflection. The research was conducted based on the case study from the qualitative research method. The study group consisted of 12 students who have different academic achievement levels and are studying at different levels of a middle school in Kayseri province, Turkey. The data of the research were collected through semistructured interviews and analyzed using content analysis. It was determined that each phase of self‐regulation was not compatible with academic achievement, and individual differences came to the fore in students' self‐regulation. The authors concluded that a student's level in all subdimensions of self‐regulation was not the same. They also found that not only academic achievement affected the subdimensions of self‐regulation, but also individual factors and differences. Practitioner points: Students' academic achievement and self‐regulation levels may differ.Students' self‐regulation levels may not be at the same level in all subdimensions.Individual factors and differences may affect self‐regulation level. [ABSTRACT FROM AUTHOR]

Background: Mindsets are based on two basic assumptions: some people think that their intellectual abilities can be developed through hard work and instruction (i.e., a growth mindset), whereas others believe that nothing can change their level of intellectual ability (i.e., a fixed mindset). The association between mindsets and academic achievement has been examined in different academic subjects, such as biology and math. However, no previous study has examined the effects of language learning mindsets (LLMs) and math mindsets (MMs) on academic success in an English medium instruction (EMI) setting in which English, rather than the first language of the students, is used for teaching content (e.g., mechatronics engineering). Purpose/Hypothesis: This study explores the relationship between Turkish mechatronics engineering undergraduate students' domain‐specific mindsets, LLMs and MMs, and their academic success. Design/Method: Student test scores for English medium and first‐language medium courses were collected from fourth‐year students studying mechatronics engineering (n = 68) at a public university in Turkey. Students also completed the LLM and MM inventories. Results: Regression analyses revealed that growth LLM and MM were positive predictors of EMI and Turkish medium of instruction (TMI) academic success, whereas fixed LLM and MM were negative predictors of EMI and TMI academic success. Conclusions: In both EMI and TMI courses, a growth mindset in math and language learning can profoundly predict students' academic achievement in a mechatronics engineering program. We argue that domain‐specific mindsets can effectively explain the self‐theories of intelligence and achievement. [ABSTRACT FROM AUTHOR]

This study focused on whether and how teachers implemented the principles of culturally relevant and sustaining pedagogies and the challenges teachers faced while trying to implement these principles with Syrian students in Turkey. The study was built on the four components of pedagogies: academic achievement; cultural competencies; sociopolitical consciousness; and the sustainability of culture. Qualitative data were obtained through interviews and field notes with four teachers who had Syrian students in their classes and four Syrian students. Content analysis was used to examine the data. The findings revealed that both teachers and students had low expectations of academic achievement. Teachers conducted the teaching–learning process entirely according to the perspectives of students who were from the mainstream culture. Teachers tried to improve the cultural competencies and enhance their sociopolitical consciousness of the Syrian students; however, the attempts were limited and inadequate. Although teachers were aware of the importance of sustaining the Syrian culture, they did not know how to do so. The teachers did not have sufficient competencies or experiences to make revisions or to carry out an effective instructional process tailored to the needs of Syrian students because of an absence of skills and knowledge of multicultural education. [ABSTRACT FROM AUTHOR]