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Highly cited articles have been revealed as being informative for research fields, topics, and trends. Through reading highly cited articles, researchers can gain fruitful results from previous studies and can identify essential clues and potential future research directions for their own research. Aiming at exploring the possibility of the application of and innovations in flipped learning, this study reviewed 100 highly cited articles related to flipped learning. By performing a literature review of the highly cited studies on flipped learning, we have discovered the proposed new learning strategies and flipped learning applied to the research topics that seldom draw attention, and the research fields that are less-frequently examined, including those research issues that are rarely discussed. We have also noticed that many studies have focused on comparing different flipped learning modes and identifying more effective flipped learning approaches. Only a minority of studies have compared the influences of flipped learning and traditional learning. Moreover, we found that researchers have tended to focus more on students' learning achievements and learning behaviors. Lastly, based on the reviews of the past flipped learning articles, this study provides suggestions from different perspectives. We hope to provide a reference for researchers and teachers to conduct flipped learning studies and design flipped learning activities in the future. [ABSTRACT FROM AUTHOR]

Madigan argues that the research and inquiry part of PBL is the essence of school library instruction. Project Based Learning (PBL) is a strategy employed across the world in the education sector in which learning takes place by doing. This book references the American Association of School Librarians (AASL) 2018 I National School Library Standards for Learners, School Librarians, and School Libraries i in underlining why this is a library publication and why school librarians should be involved in PBL. [Extracted from the article]

This paper draws on the breadth of Forest School research literature spanning the past ten years in order to categorise theorisations across the papers. As Forest Schools in the UK are still a fairly recent development research is still limited in quantity and can lack theorisation at a broader level of abstraction. The systematic literature review draws largely on the framework produced by the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) ([2019b]. What is a Systematic Review? Accessed: 13 August 2020. http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=67). The paper highlights a set of overarching themes for Forest School research as well as providing a conceptual map representing three distinct contexts: early years, special education needs and disability, and formal education. In addition, a set of more abstract themes emerged from work associated with the Forest School space. [ABSTRACT FROM AUTHOR]

In Japan during the 1980s, there was an interesting debate about how to teach the area of a parallelogram effectively to primary school children. Yutaka Saeki criticized the standard method, which relies on a cut-and-paste procedure. He argued that the standard method inevitably failed to convince children because it does not provide any cogent reason for them to accept that the formula 'base x height' is indeed true. Saeki proposed his own method using a bundle of paper. This method, however convincing at first glance, was totally dismissed by Akira Nakagaki based on his orthodox scientific methodology. There emerged a lively debate between the two. By means of a reconstruction of this debate, this paper will show how the materiality of a thing can scaffold the process of gaining understanding of the concept of geometrical space. Although Saeki and Nakagaki were both unaware of the fact, the debate between them shows clearly that the convincing points of Saeki's method rely on its material basis. The materiality of a thing (a bundle of paper in this case) can serve as a common basis, in which acquaintance in the context of everyday life is transgressed to the mathematical context. With this transgressive structure entailed in the materiality of a thing, children can be led to understand the spatial logic of the parallelogram, while they themselves make their own reasoning and judgement based on the context of their everyday lives. [ABSTRACT FROM AUTHOR]

The article presents the discussion on educational research making considerable progress in describing activities promoting more effective student learning bridging the fields of educational assessment and self regulated learning.

This research uses the theoretical framework of CALL normalisation developed by Bax (2003) and Chambers and Bax (2006) to offer a systematic review (Gough et al., 2012) of the uses and spread of data-driven learning (DDL) and corpora in language learning and teaching across five major CALL-related journals during the 2011–2015 period. DDL research represented 4.2% of all published papers on CALL during this time frame. The main focus of research was found to be the use of concordancing and collocations when developing university students' writing skills. Contrary to previous research, access to technology was not identified as an impeding factor for normalisation. Syllabus integration and a lack of contribution from language teachers other than researchers emerged as threats to the normalisation of corpora use. Further theorisation is needed if DDL and corpora are to expand their influence on mainstream second language education. [ABSTRACT FROM AUTHOR]

Both medium (paper or screens) and interest have been noted as important factors in learning from reading text, but connections between them have not been examined. The purposes of this study are to examine whether reading medium and interest, both individual and situational, interact to predict performance on a reading assessment and whether medium affects situational interest. College students (N = 206) reported their individual interest in the content of a textbook excerpt, were randomly assigned to read a textbook excerpt from paper or screen, and then reported their situational interest in the textbook excerpt. Based on the findings of this study, individual interest did not interact with medium to predict reading performance; however, situational interest was more predictive of performance when reading from screens than from paper. Medium did not influence situational interest. [ABSTRACT FROM AUTHOR]

Attempts to pursue sustainable mobility face widespread challenges. One key way of approaching these challenges is through policy transfer and policy learning; indeed, the practice of learning from elsewhere is encouraged at various levels of government. This paper contends that a better understanding of what facilitates learning through policy transfer might support further change, yet such examinations remain underdeveloped in the field of transport. This paper synthesises key concepts and factors that drive this learning process, by reviewing 65 papers on transport policy published between 2011 and 2020. Our findings testify to the growing prevalence of policy transfer research and emerging critical perspectives on the transfer and translation of global ideas. We uncover critical factors of the learning process, including settings where learning takes place, inter-actor relations, and organisational and institutional patterns. While most papers reviewed here aimed to examine learning, few employ theories to measure the concept. Consequently, one of our main conclusions is that relatively little is known about how and to what extent learning, triggered by experiences from other contexts, is actually transformed into action. Suggestions include more systematically focusing on organisational and institutional dimensions and concerted trans-disciplinary efforts to close the gap between research and practice. [ABSTRACT FROM AUTHOR]

Actual accounts of the experiences of Aboriginal and Torres Strait Islander peoples since colonization remain largely misunderstood and misrepresented within Australian education systems and the broader social consciousness. Culturally sensitive practice and ethnic diversity are challenging topics to teach social work students when truth-telling is absent. Social workers need to develop an understanding of intergenerational trauma experienced by Aboriginal and Torres Strait Islander peoples, critically reflect on perpetuated stereotypes, and confront internalized beliefs about peoples of diverse ethnic and cultural identities in preparation to work respectfully with Indigenous communities. A course focused on building students' knowledge and skills for culturally responsive practice is described in this paper, along with suggestions for enhancing teaching and learning. The paper argues for the importance of truth-telling about Australia's continuing racism in social work education to create cultural safety for service users. [ABSTRACT FROM AUTHOR]

The concept of engagement is a multidimensional construct that has long been used by researchers as a means of explaining student behaviour in classrooms and schools. However, the research using this construct within physical education has been particularly uneven. The goal of this paper was to examine the application of the concept of student engagement with the research literature on physical education. The scoping review was conducted using the boundaries of including the terms 'physical education' and 'engagement' in the title, being located specifically within physical education settings, and focused on student (rather than teacher) engagement. Analysis of the corpus of papers led to the conclusion that studies could be grouped into five categories, with each differentiated by source, involvement of theory, methodology, definitions of engagement, and intended audience. These were given the following labels: (i) studies involving operational and multi-dimensional definitions of engagement (ii) figurative studies (iii) single dimension studies, (iv) qualitative studies, and (v) reviews and practitioner-oriented papers. Given the considerable diversity in the application of the term engagement, it is recommended that future research in the field (no matter the intended audience), should consider the author's interpretation of the term formally somewhere in the introduction. In addition, it is proposed that future empirical research examining student engagement in physical education could also benefit from including evidence of both student self-perceptions about their engagement as well as observations of their in-class behaviours. [ABSTRACT FROM AUTHOR]

The goal of this paper is to bring new insights to the study of social learning processes by designing measures of collaboration using high-frequency sensor data. More specifically, we are interested in understanding the interplay between moments of collaboration and cooperation, which is an understudied area of research. We collected a multimodal dataset during a collaborative learning activity typical of makerspaces: learning how to program a robot. Pairs of participants were introduced to computational thinking concepts using a block-based environment. Mobile eye-trackers, physiological wristbands, and motion sensors captured their behavior and social interactions. In this paper, we analyze the eye-tracking data to capture participants' tendency to synchronize their visual attention. This paper provides three contributions: (1) we use an emerging methodology (mobile dual eye-tracking) to capture joint visual attention in a co-located setting and replicate findings that show how levels of joint visual attention are positively correlated with collaboration quality; (2) we qualitatively analyzed the co-occurrence of verbal activity and joint visual attention in low and high performing groups to better understand moments of collaboration and cooperation; (3) inspired by the qualitative observations and theories of collaborative learning, we designed a new quantitative measure that captures cycles of collaborative and cooperative work. Compared to simple measures of joint visual attention, we found it to increase correlation coefficients with learning and collaboration scores. We discuss those results and describe how advances in analyzing sensor data can contribute to theories of collaboration. We conclude with implications for capturing students' interactions in co-located spaces using Multimodal Learning Analytics (MMLA). [ABSTRACT FROM AUTHOR]

This paper focuses on how social group work is integral to teaching and learning about critical reflection on practice (CRoP), on three different levels. The paper provides an overview of the theory and practice of CRoP, followed by a description of group work in two MSW CRoP course sections at a school of social work in Ontario, Canada. The paper describes the process of integrating CRoP into practicum integration seminar groups to sustain skills in critical reflection, as well as our own group process in our small faculty research and teaching group. By integrating group work and critical reflection literature and by focusing on the development of critical acceptance and mutual aid, this paper will outline benefits, challenges, and opportunities related to the use of groups in facilitating the CRoP process, along with next steps and further discussion. [ABSTRACT FROM AUTHOR]

Entry of children to primary schools in India marks a sudden shift in the pedagogical approach as play-based pedagogy gives way to formal instruction. This paper argues that children's play motives do not subside when they enter school, rather play takes a more mature form and represents a strong linkage between their thought and reality. The recently introduced National Education Policy 2020 in India mandates a large-scale achievement survey at the age of 8, the fear is that this will lead to formalisation and academisation of early schooling. The paper presents a case study of a school in rural India that follows a play-based pedagogy in the primary years. The study uses dialectical-interactive approach for data collection and analysis. The analysis shows that play creates a pedagogic opportunity for the teacher and children to engage with each other's motives thus creating a shared 'object of activity' that ensures children's motivated engagement in their learning. [ABSTRACT FROM AUTHOR]

Cognitive assistance systems help people with learning disabilities to increase their skills and consequently their employment opportunities in the regular labour market. Research on advanced work instructions has encouraged training disabled workers in cognitively demanding production tasks, especially manual assembly. However, studies lack evidence on the effect of repetition or work cycle alongside the form of instruction and type of disability. This paper addresses this gap and reports on an experiment conducted at a sheltered workplace. Four forms of instruction (paper-based, animations, projection, adaptive projection) were tested to assist operators with three types of disability (illiterate, psychosocial, cognitive) with a manual assembly task. The results show that projection enhances the first assembly cycle. Challenging operators by filtering the content of the instruction with increased experience leads to greater independence and a better understanding of their tasks. However, adaptive instructions can form a barrier for those operators who are most dependent on mentor support. The form of instruction should thus be considered carefully for each operator as their adaptation to changes and cognitive assistance systems varies. The results are discussed in light of the Industry 5.0 human-centric and socially sustainable production agenda with managerial and research implications and future research priorities. [ABSTRACT FROM AUTHOR]

The term "gamification" was introduced in 2002 and used in business education to enhance the teaching and learning process and connect students with the real world of business. This research aims to review gamification in business education using visualizing bibliometric networks analysis. A total of 343 Scopus-indexed research papers published from 2012 to 2022 were analyzed related to the use of gamification in business education, both teaching and learning, as well as training. In addition, the analysis of research papers also covers the use of gamification in teaching business-related subjects in other specializations. [ABSTRACT FROM AUTHOR]

An editorial is presented on first 2023 issue of Open Learning. Topics include readers also recognising other familiar themes such as blended learning, and continuing professional development (CPD); and spending some time exploring the benefits of adopting a community of practice approach in order to facilitate cross-institutional working.

Youth co-design has the possibility to reframe learning and participation, repositioning and remediating youth roles. However, youth co-design processes can also unintentionally reproduce normative forms of power and learning. This paper describes how co-design processes can position youth as having full agency for the design of a digital badge system, yet their participation and design are still guided by existing normative concepts of learning. We asked: How do youth roles, positioning, activity structures, and materials shape youth agentic participation in co-design and the disruption of traditional hierarchical design processes? This paper documents the youth co-design of a digital badge system that represented participation in a program at an aquarium where youth volunteers interpret exhibits for aquarium patrons. In coordination with faculty at a local university, the badge system culminated in college credit for qualifying high school youth. During the co-design process, youth initially imported school-based frames of learning and participation that constrained definitions of the who, what, and how of learning. However, with the support of new physical and conceptual resources, the design team expanded how they framed learning and participation, while still maintaining some school-based products and processes. This paper contributes to literature on including youth in design processes, indicating the importance of scaffolding for agency and participation. [ABSTRACT FROM AUTHOR]

This paper adopts an ecological approach to describe the opportunities offered by school landscape for children's curricular learning. The approach is based on Gibson's concept of affordances which refers to the opportunities offered by an environment to its users. The research conducted in school grounds in two different contexts – Scotland and Bangladesh drew on this theory to examine the relationship between the school landscape and children's learning. Case study research included application of observation and behaviour mapping in school grounds, and interviews with participants in both contexts. Opportunities for teaching and learning offered by the school landscape in both cases were later defined as 'cognitive affordances' by the authors. 'The concept of 'cognitive' affordances' had limited attention in the field of landscape research. This paper thus introduces and defines the term to understand and study the potential of outdoor environments for development of children's learning and cognition. [ABSTRACT FROM AUTHOR]

Generative Artificial Intelligence (AI)'s emergence is viewed as a disruptive technological advancement that has been beneficial for most educational purposes but also coupled with emerging challenges and potentially destabilizing effects. Given the unprecedented onset and surge in interests, education stakeholders are often pressured to adopt such emergent technologies with little space and time to seek better understanding and to attain literacy. This paper brings together existing contributions to identify a list of five common themes (5Ts) and various uses of generative AI for improving students learning and future education research. The challenges and opportunities from the use of generative AI in education were also explored, and as part of a rethink of how stakeholders can continue to be relevant in a dynamic learning environment with emerging technologies, three "R" guidelines (3Rs) are also proposed to aid educators and students to stay ahead of the curve in addressing challenges and embracing opportunities arising from the use of generative AI for learning. [ABSTRACT FROM AUTHOR]

Cities learning from or with each other – or city to city learning (C2C) – is the focus of analysis for this systematic literature review. This research paper sought to understand C2C learning by examining conceptual, methodological, and empirical evidence. Conceptually, this research paper found few definitions of C2C learning. By formulating a definition as well as building a process-and-outcome model, which integrates different phases, mechanisms, conditions, and effects, this research paper contributes to furthering the conceptual debate and clarity on C2C learning. C2C learning is defined here as a dynamic yet sequential mutual process participated in by cities and their representatives which starts with exploration, followed by acquisition, utilization, and internalization. Each phase is activated by specific mechanisms and can be influenced by different conditions that can lead to multiplicity of outcomes. For future research, more diverse methodologies, such as the use of non-qualitative and longitudinal studies, are suggested. Lastly, further empirical analysis, which can make use of the proposed C2C learning process-and-outcome model, is recommended. Overall, it is important to further investigate the link(s) between the (wider patterns of) learning processes, the conditions under which C2C learning works, and (the multiplicity of) outcomes across different contexts. [ABSTRACT FROM AUTHOR]

This collection of papers on ""future-readiness in education" aims to re-examine the purposes of education to include country-specific contexts and trajectories in the future. The purposes of education are developing learners for "Living, Learning, and Lifework." The contexts – economic, environmental, societal, and learning are deeply intertwined and interconnected with the education system. The papers examined the changing realities of these contexts and explore the implications of school leadership, teaching, learning, assessment, and educational outcomes. [ABSTRACT FROM AUTHOR]

Innovative activities are increasingly decentralized and globally dispersed, which provides new upgrading opportunities for emerging market firms. However, little is known about how latecomer firms (re-)organize their research and development (R&D) over time as conditions for upgrading change. This paper systematically maps the R&D networks of China's lead firms in the wind turbine industry. The empirical findings reveal that latecomer firms not only exploit but increasingly co-create vanguard knowledge in global R&D networks through organizational diversification. Taking an evolutionary perspective, the paper extends our understanding of the changing nature of upgrading mechanisms and provides new insights into the reorganization of innovation processes in an era of technological change. [ABSTRACT FROM AUTHOR]

In this invited commentary for the special issue on 'How built spaces influence practices of educators' work: An examination through practice lens,' I discuss how insights from the theory of practice architecture and the theory of practice ontology are helpful in exploring the complexities of educational practices, particularly with reference to the locations within and through which such practices take place. By focusing on the doings, sayings and relatings that take place in such practices and on their material conditions, the contributions add much nuance and detail to the understanding of educational practices, particularly when such practices are 'in transition' due to forces that are often beyond the influence of the actors in such practices themselves. The main critical point I make concerns the sayings utilised by the authors themselves. I suggest that references to 'learning' are problematic in the study of educational practices. I single out the idea of seeing schools, colleges and universities as 'learning environments.' I provide reasons why this way of engaging with educational practices is problematic – both from a research perspective and from a practice and policy perspective – and suggest that the better designation would be that of seeing them as educational practices. [ABSTRACT FROM AUTHOR]

The development of learning practices that enable students to transfer knowledge across contexts, is a dominant topic in Physics Education Research. Assessment is a key activity in the learning process. The purpose of this paper is to illustrate the value of analysing introductory physics assessments using the Semantics dimension of Legitimation Code Theory. We discuss the tools used to analyse the test and exam question papers of two consecutive calculus-based introductory physics modules. An analysis of past question papers over 5 years revealed various weaknesses. The outcomes of an intervention based on critical self-evaluation of question papers, using the same tools, are presented. The results indicate that the intervention increased focus on core concepts and context and supported learning that enables transfer. We argue that the use of semantic gravity to analyse assessments is a useful starting point for change in educational practices in order to support transfer. [ABSTRACT FROM AUTHOR]

When is an internal reference price selected for price judgements? This paper analyses how the combination of price and product attributes during the learning phase of internal reference prices influences reference price utilisation. We apply an experimental approach that accounts for two mechanisms of reference price learning. In two experiments, we vary the relationship between price and product attribute value. The results show that the internal reference price is only utilised in price judgements when a consistent relationship between previously observed prices and attribute values exists in the learning phase. This paper provides a unique approach to study reference price learning, which contributes to research by offering insight into the utilisation of reference prices. Results enable managers to strategically influence reference price learning and utilisation. [ABSTRACT FROM AUTHOR]

Housing social movements, in the course of their everyday activities, continually share and produce knowledge, a process defined as learning. This paper addresses a gap in the literature on housing activism, looking at learning as a crucial domain of housing movements' politics and practice. By looking at housing activism through the lens of theories on learning in social movements, we provide a nuanced understanding of Barcelona's neighbourhood-based housing groups. Previously centralized in one movement (the Plataforma de Afectados por la Hipoteca), housing activism in the city is now spread into a heterogeneous network, including small and localized collectives. The paper examines one neighbourhood housing group, the Grup d'Habitatge de Sants, and its relations with other groups, scrutinizing how processes and potentials of learning unfold in four critical moments: assemblies, workshops, direct action and debates/congresses. We reveal learning as a complex and multilayered phenomenon, arguing that it is fundamental for housing activism and an essential path towards achieving housing justice. [ABSTRACT FROM AUTHOR]

As HE professional educators in Social Sciences, we teach a curriculum which foregrounds inequalities. This includes inequalities related to diverse social groups and differences of race, class, gender, disability and sexuality, underpinned by global approaches. Learners are asked to reconsider the social world through a critical lens with perhaps very different explanations of inequalities and the (re)production of power. This paper illuminates early considerations arising from primary research of those teaching moments described as 'difficult' by our participants. The difficulty created for the teacher/student partnership is often experienced by us through the resistance by students who often cannot imagine a world view beyond their own. They can believe their way of knowing themselves in the world is how the world is for everyone. The critical educator recognises that in any given moment they are required to consciously manage the pedagogical illuminations of structural inequalities and individual agency. These difficult moments produce struggle for the student who is learning and pedagogical challenges for the lecturer. This paper captures a snapshot of some of the experiences of educators teaching diversity across a range of subject areas. We also reflect on the potential for professional development and possibilities for embedding best practice in preparing academic staff to deal with difficult moments. [ABSTRACT FROM AUTHOR]

Several analysis methods exist to identify hotspots regarding resource efficiency in industry and consecutively find measures to reduce environmental impact. Still, many companies do not use systematic methods to analyse and improve their resource efficiency, partly because they do not have the competencies to apply them. In this context, learning factories support by providing a realistic environment to teach methodological competencies. This paper systematically derives criteria and compares hotspot analysis methods for the identification of resource efficiency hotspots. Based on these results, an approach is developed to derive needed competencies and a list of required technical infrastructure for learning factories. The developed tool includes the general ratings of the methods depending on prerequisites as well as the possibility to weight the criteria. Learning factory operators and trainers can use this tool to identify suitable hotspot analysis methods and get guidance on how to implement the methods in their learning environment. [ABSTRACT FROM AUTHOR]

Doctoral researchers are our present and future knowledge-makers. Social justice requires democratic opportunities for knowledge creation, and to this end doctoral supervision theory and practice have become increasingly inclusive, flexible, culturally responsive, and person-centred over time. However, consideration of trauma and trauma-informed practice has remained absent from this work. This conceptual paper signals the need to recognise that doctoral cohorts will include those with lived experiences of trauma. The paper then presents a rationale for developing trauma-informed approaches to doctoral supervision, theorising this approach in relation to wider inclusive education efforts in higher education, Universal Design for Learning, and the social model of disability. Intersections with current trends in doctoral supervision literature and practice are considered, and core principles of trauma-informed practice are identified that can inform work in the specific context of doctoral supervision. The paper offers a fresh perspective on inclusive doctoral education and directions for future work. [ABSTRACT FROM AUTHOR]

Educators are responsible for developing generic graduate capabilities, but the theoretical justification for teaching techniques is infrequently articulated. This conceptual paper aims to provide theory-informed principles to guide teaching practice in developing future-focused generic capabilities. The paper describes future-focused generic capabilities and then considers how cognitive constructivist, transformational and social learning theories inform the development of these capabilities. From these theories, four principles (4Es) for teaching generic capabilities are identified: students need to 1) be Enthused to develop personally relevant generic capabilities, 2) have opportunities to Explore by intellectually and emotionally connecting learning to processes, topics and situations, 3) develop by purposefully Extending their capabilities within varied and progressively more complex contexts, and 4) be given opportunities to Exhibit their capabilities. We contend that the development of generic capabilities can be informed by this set of principles. By unearthing and researching them, educators can become more versatile, informed, and impactful. [ABSTRACT FROM AUTHOR]

Feedback is identified in the works of researchers as an essential element for improving the learning process of students. Research shows that lecturer's feedback creates value when it provides not only appraisal information but also links to further learning. This type of feedback affects the learner's information behaviour, i.e., encourages searching for additional information and using it in the learning process. The paper aims to analyze the peculiarities of students' information behaviour during feedback. The research object is investigated from an information science perspective, using theories of information behaviour. An exploratory quantitative survey of 111 Communication BA students from Vilnius University, Lithuania, was conducted. The results of the study revealed the characteristics of feedback inspired by information behaviour: the feedback provided by the lecture is the primary source of information; feedback promotes individual information search; timely feedback encourages proactive information behaviour. [ABSTRACT FROM AUTHOR]

This paper sets out to investigate the microfoundations of lean leadership. To do so, we explore the Japanese philosophical concepts of Monozukuri, Hitozukuri, and Kotozukuri, representing that passion and craftsmanship for making things, developing people, and making things happen. The paper delves into how to foster lean leadership as a pivotal success factor in adopting lean thinking and practices in a manufacturing firm. By addressing the research gap concerning leadership traits contributing to successful lean deployment, the study explores the microfoundations of lean leadership. The paper is based on a single, in-depth longitudinal case study that offers new insights into the microfoundations underpinning lean leadership at VELUX, a Danish rooftop window manufacturer. The research contributes valuable evidence to the existing lean leadership research discourse, where lean should be seen as a human learning system, illustrating how lean leaders can cultivate lean and how the Japanese philosophical concepts of Monozukuri, Hitozukuri, and Kotozukuri resonate in a Western context. [ABSTRACT FROM AUTHOR]

This paper investigates the moderating influence of library size on the relationship between library space attributes and learning satisfaction. Employing a quantitative methodology, a sample of 196 university library users in Ghana was selected to investigate the perceived impact of repurposed library spaces on learning satisfaction. The author conducted an empirical analysis to examine how organizational size (the total number of workers at a particular location) moderates the association between library space attributes (including access and linkages [physical location and proximity to campus resources], usage patterns [highlights the hours when users are most active and displays when a specific app is utilized during the day], sociability [the propensity and corresponding abilities to look for friendship, interact with others, and take part in social activities], and comfort [a state of physically ease and freedom from pain or constraint]) and the learning satisfaction of users. The research, administered through a closed-ended questionnaire, underscored the significant influence of access and linkages, usage patterns, sociability, and the physical environment on users' satisfaction levels. These four library space attributes together accounted for 13.1% of the variance in learning satisfaction, according to a multiple regression study conducted with SPSS version 27. Nevertheless, moderation analysis showed that there was no statistically significant relationship (p = 0.3370) between the characteristics of the library space and learning satisfaction through organizational size. The paper recommends adaptations to library designs to better align with the evolving learning needs of university library users in Ghana. A notable suggestion is the transformation of university libraries into dynamic physical spaces known as "learning commons" on campuses. [ABSTRACT FROM AUTHOR]

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While many scholars acknowledge terrorist innovation as a crucial issue, it still remains a rather under-researched phenomenon. This paper intends to map the field in order to propose an original conceptualization of terrorist innovation. In doing so, it draws on the Terrorism Studies, Strategic Studies, and Business Studies literatures to propose a definition of terrorist innovation, while also distinguishing between the categories of tactical, operational, and strategic innovation. Additionally, enriched with empirical observations, the paper explores potential drivers of the innovation process. Finally, it provides a set of suggestions for future research. [ABSTRACT FROM AUTHOR]

This paper develops the pedagogical implications of xenolexia, a concept introduced as a phenomenon in the learning and teaching of academic writing (Beighton, C. 2020. "Beyond Alienation: Spatial Implications of Teaching and Learning Academic Writing." Teaching in Higher Education 25 (2): 205–222.). Complementing this theoretical base, this paper examines xenolexia's positivity and its ability to both analyse and propose specific academic writing pedagogies in today's challenging HE context(s). Drawing on data from students/teachers of academic writing (n = 33), this paper uses xenolexia aetiologically and practically. Aetiologically, I identify and categorise different sets of practices in terms of the way they respond to this positivity as two pedagogical tropes: the material and its affective counterpart. Practically, I discuss pedagogical practices associated with these tropes in the light of the data. My conclusions about the extent to which each contributes to the development of academic writing link the latter to the current context of teaching and learning in higher education, challenging approaches based on identity with more productive material, affective alternatives. [ABSTRACT FROM AUTHOR]

In this paper I explore my burgeoning interest in the work of Bruno Latour in an effort to conceptualize movement skill learning as a complex process involving multiple circulating entities. Drawing from Latour's (2007) actor-network theory (ANT), my aim is to illustrate how an ANT take on movement skill learning could impact kinesiology as a field through the development of a more holistic approach to the learning of skilled actions that addresses how meaning, movement and matter assemble. [ABSTRACT FROM AUTHOR]

The metaphors used by teachers to explain the nature of student learning and student difficulty can reveal a great deal about how teachers conceive the teaching and learning process. This is an important area of research as it can shed light on how they see their role in the learning process and how they should intervene to assist students in difficulty. Drawing on conceptual metaphorical theory, this paper explores how high school teachers described student learning by examining the metaphors they drew on to talk about student learning. The research found that the teachers drew primarily on metaphors associated with a journey when describing student learning. The paper argues that the employment of such metaphors can limit teachers' responses to situations where students experience challenge and difficulty. It is further argued that teachers need to reflect on the use of such metaphors (and the accompanying essentialist language) and consider the affordances offered by employing alternative metaphors to describe student learning. [ABSTRACT FROM AUTHOR]

This paper aims to determine the role cognitive control awareness plays in university students through their scientific writing. Results show that through an assessment-centred instruction approach embedded in reflective learning, tertiary students at a faculty of sciences can achieve greater metacognitive awareness of their learning. Fourth-year students in a physical oceanography class displayed cognitive control over established activities designed to develop their discursive writing skills (writing components included objectives, subject content, methodologies, contextualization and environmental implications on local and global scales). Scientific writing was promoted through students managing their own learning processes and cognitive control through metacognitive awareness, i.e. through a constructivist scheme embedded in formative learning. In the POST test, students scored higher primarily in the categories of writing methodologies, and bibliographies. Teacher expertise, which was mainly provided through feedback and scaffolding for student autonomy was highly valued by the students, and included considering the effects of a teacher assessing their writing and providing strategies to write a better scientific paper [ABSTRACT FROM AUTHOR]

The article centres on formative writing assessment with children in the elementary grades. Participants in the investigations included in this special issue represent a span from the very youngest students just learning to write to students in fifth and sixth grades who generally have overcome the barriers of knowing how to encode writing, but who face increased demands for producing discursive, audience adapted texts.

For the communication theory course to be successful, instructors must tap into their students' lives and create a sense of how communication theory is not only relevant to their needs, interests, or goals, but also practical when applied to their social, personal, and organizational relationships. One way in which instructors can create a sense of relevance and practicality is through this activity, which requires students to develop a communication theory that is rooted in some aspect of their personal lives. This activity unfolds over the course of a semester and requires a total of seven class sessions, with the culminating part of the activity resulting in a two- to three-page report that requires students to develop and evaluate an original communication theory using content discussed in class and taken from the course textbook. Overall student evaluation of the activity is positive, with students being able to identify its challenges and rewards clearly. Communication Theory. By the end of this activity, students should be able to (1) identify the properties and criteria associated with theory development and evaluation, (2) create a theory using the properties of theory development, and (3) critique their theory using established theory evaluation criteria. [ABSTRACT FROM AUTHOR]

The role of the prison officer is complex and challenging. In order to discharge their duties effectively, prison officers require relevant and comprehensive training and education upon recruitment and throughout their working career. The following paper presents the findings of a scoping review of the published literature as it relates to the training and education of prison officers. Employing a descriptive-analytical approach, we stratified this literature into three overarching themes; namely entry-level training and education programs, emerging issues and developments in prison officer training, and specialist health and well-being training programs. Findings are discussed with reference to significant current trends in the literature and potential areas of future research and practice. [ABSTRACT FROM AUTHOR]

Education is foundational to the way we see, feel, read, interpret and 'write' the landscapes; nevertheless, the learning processes behind these actions are not always explicit and subject to scrutiny. This short editorial, while presenting the six papers that compose this special issue on Landscape and Education, underlines the need of combining interdisciplinary viewpoints towards a greater understanding of the issues of power, access, participation and justice that are incorporated in landscape pedagogies. Being in a university context or within collaborative projects addressing citizens and students, as the papers in this issue reveal, the landscape can always be considered as an emancipatory tool and not merely as an object of learning. [ABSTRACT FROM AUTHOR]

Practicing Multiple-choice questions is a popular learning method among medical students. While MCQs are commonly used in exams, creating them might provide another opportunity for students to boost their learning. Yet, the effectiveness of student-generated multiple-choice questions in medical education has been questioned. This study aims to verify the effects of student-generated MCQs on medical learning either in terms of students' perceptions or their performance and behavior, as well as define the circumstances that would make this activity more useful to the students. Articles were identified by searching four databases MEDLINE, SCOPUS, Web of Science, and ERIC, as well as scanning references. The titles and abstracts were selected based on a pre-established eligibility criterion, and the methodological quality of articles included was assessed using the MERSQI scoring system. Eight hundred and eighty-four papers were identified. Eleven papers were retained after abstract and title screening, and 6 articles were recovered from cross-referencing, making it 17 articles in the end. The mean MERSQI score was 10.42. Most studies showed a positive impact of developing MCQs on medical students' learning in terms of both perception and performance. Few articles in the literature examined the influence of student-generated MCQs on medical students learning. Amid some concerns about time and needed effort, writing multiple-choice questions as a learning method appears to be a useful process for improving medical students' learning. [ABSTRACT FROM AUTHOR]

Outdoor learning through its immersive experience can be an avenue for critical inquiry in artmaking. Malaysian artists Piyadasa and Suleiman claim artists have not engaged in critical thinking and have become craftsmen instead of thinkers. Artmaking becomes concerned with superficial form, technique and style rather than content. The art education in Malaysian schools has emphasized the technical 'know-how' of art production with little critical inquiry, focusing on the end product of art as craft and not a thinking process. Outdoor learning, through the context of time and place as social materials, aims to inculcate critical thinking and develop a student's voice and Malaysian identity. Redefining outdoor learning as sites of memory, this paper presents four types of spaces: physical space in natural and urban environments, communicative space, collaborative space and media space through an art gallery, as ways of integrating artistic thinking and developing a Malaysian identity through art education. [ABSTRACT FROM AUTHOR]

An editorial is presented on action research. Topics include research projects ranges from the improvement of learning through pedagogical innovation, improvement of teachers' counselling self efficacy, school improvement, and leadership development; and development of gamification through the curriculum enhancing the students' empowerment, feelings of success, and learning outcomes.

An editorial is presented on positive change in areas such as cognitive development, academic performance, educational motivation and learning, socio-emotional development and behaviour. Topics include papers advancing theory on musical ability in childhood and teacher–child interactions in the classroom; and cognitive development, phonological processing, mathematical ability, socio-emotional development, as well as parent–child bonding.

This is a small-scale qualitative participatory research study conducted in two large primary schools in Ireland with classes for autistic students. The paper reports how a menu of immersive technology learning experiences was thoughtfully designed and employed with autistic children who were communicating through their behavior an aversion to the learning environment and many aspects of conventional learning activities. Through this study, students were enabled to explore and respond to learning through immersive learning environments. The Universal Design for Learning (UDL) infused design of these immersive learning experiences was tailored to remove barriers to learning, thus counteracting the observable disruptive behaviors of the students. The study explores a purposive sample of six participating teachers' perspectives on the affective gains (engagement, motivation, and self-efficacy) achieved through the use of these immersive experiences and their impact on students' use of disruptive behaviors as a means of communication. Semi-structured interviews with teacher participants were analyzed using the theory and a general inductive approach for qualitative data analysis. This paper contributes to the literature on the use of immersive technologies in education and highlights the potential benefits of incorporating these technologies into the classroom. [ABSTRACT FROM AUTHOR]

This paper provides a theory-based introduction to instructional design that can be used in pedagogy seminars, training sessions, professional development events, colloquiums, and/or programmatic guidebooks. It includes a series of activities designed to assist instructors in the classes they teach. The exercises combine theory with practice to fortify classroom instruction and promote student learning outcomes, while also encouraging a greater appreciation for the significance and value that education has in students' lives. Pedagogy seminars, educational theory courses, and introduction to graduate studies. The exercise can be used in traditional classroom settings, workshops, training sessions, and/or instructional handbooks. Participants/educators will develop a theory-based instructional approach by (a) examining their own educational history, (b) learning about various educational theories, and (c) applying this information to the course(s) they teach. These objectives will be demonstrated by participation in various discussions and by writing three papers. The first paper will record participants' recollections of their own educational experiences. The second paper will allow participants to identify, detail, compare, and contrast different theoretical approaches to teaching and learning. The third paper will include a lengthier response that applies a theoretically grounded approach to utilize in the course(s) they teach. [ABSTRACT FROM AUTHOR]