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Background: The Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) has long recognized and championed increasing diversity within the surgical workplace. SAGES initiated the Fundamentals of Leadership Development (FLD) Curriculum to address these needs and to provide surgeon leaders with the necessary tools and skills to promote diversity, equity, and inclusion (DEI) in surgical practice. In 2019, the American College of Surgeons issued a request for anti-racism initiatives which lead to the partnering of the two societies. The primary goal of FLD was to create the first surgeon-focused leadership curriculum dedicated to DEI. The rationale/development of this curriculum and its evaluation/feedback methods are detailed in this White Paper. Methods: The FLD curriculum was developed by a multidisciplinary task force that included surgeons, education experts, and diversity consultants. The curriculum development followed the Analysis, Design, Development, Implementation and Evaluation (ADDIE) instructional design model and utilized a problem-based learning approach. Competencies were identified, and specific learning objectives and assessments were developed. The implementation of the curriculum was designed to be completed in short intervals (virtual and in-person). Post-course surveys used the Kirkpatrick's model to evaluate the curriculum and provide valuable feedback. Results: The curriculum consisted of interactive online modules, an online discussion forum, and small group interactive sessions focused in three key areas: (1) increasing pipeline of underrepresented individuals in surgical leadership, (2) healthcare equity, and (3) conflict negotiation. By focusing on positive action items and utilizing a problem-solving approach, the curriculum aimed to provide a framework for surgical leaders to make meaningful changes in their institutions and organizations. Conclusion: The FLD curriculum is a novel leadership curriculum that provided surgeon leaders with the knowledge and tools to improve diversity in three areas: pipeline improvement, healthcare equity, and conflict negotiation. Future directions include using pilot course feedback to enhance curricular effectiveness and delivery. [ABSTRACT FROM AUTHOR]

This research paper investigates the students' attitudes toward learning English grammar and the possible factors that may affect the learning process. The significance of the study is revealing the attitudes of the English department students of Raparin University towards English Grammar. For this, some questions were raised to identify the students' perspectives, methods, and techniques used by the instructors. The research was carried out at the English language department in the College of Basic Education at the University of Raparin. The study involved 40 second and thirdyear EFL learners who participated in an online questionnaire that included 20 items and the mixed method used to gather the data. The results present that while students recognize the importance of grammar in language learning, they find it challenging to learn. Also, the researcher discovered that the technique instructors use to teach grammar is unsuitable, and students find grammar complex because of its numerous rules. Finally, the study illustrates the significance of encouraging and nurturing positive attitudes among learners toward learning the language's grammar to enhance teaching effectiveness. [ABSTRACT FROM AUTHOR]

Background: Extensive application of radioactive materials to medical and military purposes justifies the necessity of training military nurse students regarding the management of radiation injury. The current study aimed at comparing the effect of two methods (lecture and webbased) of training on the management of radiation-injured patients among military nurse students from 2013 to 2014. Materials and Methods: The current semi-experimental study was conducted on 60 military nursing students in two military nursing schools in Tehran, Iran selected purposively. Subjects of the study were divided into two groups of 30 as lecture and web-based teaching. The effect of education was measured on three levels of knowledge, comprehension, and application; before, immediately after, and four weeks after completion of teaching. The data were analyzed with SPSS software version 21, using Repeated Measures (RM)-ANOVA and t-test. Results: Mean and standard deviation of scores in all learning levels (knowledge, comprehension, and application) in both groups had a significant difference between before and after the intervention (P<0.001). No significant difference was observed in the total mean scores of the two groups before intervention. In the post-test, immediately after training, mean scores of the web-based group had a greater increase, but no significant difference was observed (P=0.12). In the retention stage (four weeks after training), it was observed that the lecture-based method was more effective (P=0.01). Conclusion: According to the obtained results, learning increased in both methods . Therefore, it is recommended to use the combined teaching method to educate nursing students. [ABSTRACT FROM AUTHOR]

In Sweden, the formal soccer coach education programs are divided into different levels and are also divided into youth coaching and senior coaching. This paper focuses on youth soccer coaches and their reflections on coach education programs. In the background section the Swedish context is described, as well as current research on coaches' education and learning. The aim of the paper was to investigate youth soccer coaches' reflections on coach education programs and to analyse their reflections by using a cultural approach to learning. The empirical material of the paper derives from a web-based questionnaire, posing questions about competence, learning and stress. The coaches were also invited to reflect on the question "how do you believe that soccer associations can educate good coaches?" There were 369 responses, and these were analysed using qualitative content analysis. Results indicated reflections about Flexibility in time, place and content, Mentorship supporting informal learning, Demanding mandatory education and emolument, Education focusing on wholeness and Education being based in practice. The conclusion was that decentralization of education and development of coaches' contexts, abilities and motivation to critically analyse aims and contents of coach education programs are improvement areas for learning and coaching practices. [ABSTRACT FROM AUTHOR]

The rise of Massive Open Online Courses (MOOCs) has increased the large audience for higher education. Different learners face different learning difficulties in the process of online learning. In order to ensure the quality of teaching, online learning resource recommendation services should be more personalised and have more choices. In this paper, we propose a joint recommendation algorithm for knowledge concepts and learning partners based on improved MMoE (Multi-gate Mixture-of-Experts). Firstly, the heterogeneous information network (HIN) is constructed based on the MOOC platform and appropriate meta-paths are selected in order to extract the human–computer interaction information and student–student interaction information generated during the learners' online learning processes more completely. Secondly, the temporal behavioural characteristics of students are obtained based on their learning paths as well as their knowledge of conceptual characteristics, and LSTM (Long Short-Term Memory) is used to mine students' current learning interests. Finally, the gating network in MMoE is changed into an attention mechanism network, and for different tasks, multiple attention mechanism networks are used to fuse the learner's human–computer interaction information, student–student interaction information, and interest characteristics to generate learner representations that are more in line with the respective task and to complete the tasks of knowledge conception and learning partner recommendation. Experiments on publicly available MOOC datasets show that the method proposed in this paper provides more accurate and varied personalization services to online learners compared to the latest proposed methods. [ABSTRACT FROM AUTHOR]

Globally, teaching has changed and innovated profoundly in the last 3 years. With novel and more seamless opportunities to use technology and more actively teach visually online or in‐person and to engage in inclusive dialogue within and between groups, we can teach very differently now. An innovation proposed a number of years ago and revisited anew in a recent and novel application to ecology and evolution course offerings, and the CREATE pedagogy or Consider, Read, Elucidate the hypothesis or purpose, Analyze and interpret data or evidence, and Think of the next Experiment is an inspiring framework for unique student work and teaching. CREATE proposes that students engage in active reading through specific exercises that are both creative and heavily anchored in critical thinking when working with publications. Here, the palette of CREATE exercises is expanded further for ecology and evolution and affirms that this approach to student engagement with literature can be highly effective in many courses. Furthermore, the application of this pedagogy dramatically influences and likely enhances how one teaches in a lecture setting as an educator making the content in all modalities more engaging and active. [ABSTRACT FROM AUTHOR]

The world never saw Covid-19 pandemic coming. It disrupted all human systems including education. This pandemic caused a shutdown of the popular face-to-face-teaching and learning with digital and online teaching as the only alternative. However, this, being the only solution further exposed the deep inequalities in South Africa education where not all learners and teachers had access to internet facilities, electronic devices, ICT gargets, and skills. These learners were disadvantaged even when schools returned to normalcy. With this, the aim of this paper is to explore the lesson from Covid with the purpose of suggesting sustainable ways in the face of future pandemic that may disrupt education system. The main question in this paper is: How can education in South Africa be reinvented to be sustainable, inclusive, and equitable in the face of unforeseen pandemics? This paper is under pinned by the Chaos theory and employs a systematic review of literature within qualitative methodology. The findings of this paper reveal the under-preparedness for Covid, its implication and disruption to teaching and learning, and the need for inclusive and sustainable education system that can withstand any futuristic pandemic in South Africa. It also advocates for an inclusive and equitable education system, which makes this paper relevant and significant for contemporary education. [ABSTRACT FROM AUTHOR]

Purpose: The pandemic's health and social issues have significantly altered the character and manner of teaching and learning in higher education across the country. The use of technology to replace or integrate face-to-face learning with online learning has become a necessary requirement for promoting and continuing learning processes. Furthermore, integrating technology is a goal of Sustainable Development Goal 4 (SDG 4) to make teaching and learning more innovative and sophisticated. This paper is based on a systematic review grounded in a synthesis of research papers and documents analyzing the current status of teachers' pedagogy through online learning modes in the context of Pakistan. Design/methodology/approach: Through content analyses of academic studies in higher education and reflection on the online teaching experiences, this study discusses how students' learning is associated with teachers' teaching approaches in the modern era of digitalization and innovation. Findings: The review and analysis suggest that online teaching is not viewed as an innovative phenomenon; rather, teachers simply teach their traditionally designed face-to-face courses through the use of technology. The paper suggests that transforming teachers' pedagogical insight to make online learning sustainable is an urgent need for higher education. Originality/value: The analysis provides a basis for consideration of teacher learning and quality education (SDG #4) to fulfill the nation's agenda for sustainable development. The analysis helps educators and administrators in higher education institutions reflect on their policies and practices that have short- and long-term effects on students' learning outcomes. [ABSTRACT FROM AUTHOR]

Enabling theory-practice bridging in engineering education is essential for developing twenty-first century graduate capabilities. Massification, resource constraints, and technological development have resulted in significant shifts to alternative forms of practical engagement, such as the use of online laboratories, but how do these contribute to learning? Based on three illustrative case studies at a research-intensive institution in the Global South, this paper offers a conceptualisation of the degrees of complexity entailed in multimodal approaches to teaching Fluid Mechanics, Finite Element Analysis and Control Systems at different stages of their respective programmes The paper examines the different levels of abstract-concrete learning when students engage with verbal, symbolic, graphic and physical representational artefacts designed to enable cumulative learning. The conceptual instruments are theoretically and methodologically drawn from Legitimation Code Theory dimensions, which lend themselves to the graphic analysis of knowledge practices. It is suggested that the explicit integration of and shifting between levels of abstraction and complexity with different kinds of technologies enables the kind of cumulative learning necessary to prepare technically-equipped graduates for complex twenty-first century engineering contexts. [ABSTRACT FROM AUTHOR]

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The accurate prediction of a lithium-ion battery's State of Health is of critical importance for efficient battery health management. Existing data-driven estimation methodologies grapple with issues such as high model complexity and a dearth of guidance from prior knowledge, which impose constraints on their efficacy. This work introduces a novel cross-modal distillation network for battery State of Health estimation, structured around a TransformerEncoder as the teacher network and a Convolutional Neural Network as the student network. Initially, the teacher model is pre-trained offline using State of Health degradation data to learn the degradation patterns. The directly measurable feature data (such as voltage, temperature, and current) is subsequently fed into the student network for online training and computation of a hard loss. the student network's output is then directed into the pre-trained the teacher network to compute a soft loss, thereby offering prior knowledge of degradation laws and steering the optimization process of the student network. Rigorous experiments are conducted utilizing various datasets, with the outcomes validating the superior estimation accuracy and degradation rule adherence of the model. Notably, among five different models, this model demonstrates the best performance on almost all datasets, achieving an RMSE of 0.0097 and an MAE of 0.0065 on Cell1 of the Oxford dataset. Moreover, the model also demonstrates robust performance across different usage scenarios, inclusive of multi-battery estimation. Furthermore, this paper also introduces a fine tuning method for State of Health predictions only using the first half of the data. Comparative analysis with other models underscores the competitiveness of the proposed model, showcasing its potential for broader application. [ABSTRACT FROM AUTHOR]

In the face of the impact of the New Coronary Pneumonia epidemic, Schools need to actively engage in online teaching in response to the Ministry of Education's call for "uninterrupted teaching". Ideological and political education is an important way to train socialist successors and is the basis for establishing students' correct outlook on life, values and the world outlook. Therefore, in this paper, sparse neural network algorithm is introduced to complete the construction of ideological and political online education platform for colleges and universities. Through the design of simulation experiments, we can know that the sparse model can still maintain the stability and accuracy of the network under the condition of black box attacks, and even after a certain amount of tailoring, it can still exceed the accuracy of the original network. The experimental results show the superiority of this platform. In this paper, the platform system is roughly divided into three layers: user layer, data storage layer and functional logic layer. The evaluation is carried out from four dimensions: teaching resources, teaching activities, teacher–student interaction and teacher–student evaluation. According to the results, students have higher systematic evaluation than teachers. Among them, the recognition of teaching resources and activities is high, which proves that the platform in this paper is effective. The online teaching platform designed in this paper can make full use of the characteristics of network technology, realizes the reform and innovation development path of the ideological course in schools, and enhances the attraction of the political course and the enthusiasm of students to learn. This paper designs a kind of network education system by introducing sparse neural network into ideological online education. [ABSTRACT FROM AUTHOR]

This paper discusses our new approach to assessing student learning. This approach includes the use of a final project rather than a cumulative exam. In particular, we measure learning by assessing students' ability to connect mathematics to the real world via a final project. We suggest that students taking a deep dive into one particular math concept and being able to make connections between that concept and the real world are educational achievements during this pandemic. We also argue that there is value in online learning because students who learn online choose to use library resources and develop their own interests by attending office hours, all of which benefit their learning. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of learning analytics practices which aimed to achieve personalised learning. It addresses the need for a systematic analysis of the increasing amount of practices of learning analytics which are targeted at personalised learning. The paper summarises and highlights the characteristics and trends in relevant learning analytics practices, and illustrates their relationship with personalised learning. The analysis covers 144 related articles published between 2012 and 2019 collected from Scopus. The learning analytics practices were analysed from the dimensions of what (learning context, learning environment, and data collected), who (stakeholder), why (objective of learning analytics, and personalised learning goal), and how (learning analytics method), as well as their outcomes and limitations. The results show the diversified contexts of learning analytics, with the major ones being tertiary education and online learning. The types of data for learning analytics, which have been increasingly collected from online and emerging learning environments, are mainly related to the learning activities, academic performance, educational background and learning outcomes. The most frequent types of learning analytics objectives and personalised learning goals are enhancing learning experience, providing personal recommendations and satisfying personal learning needs. The learning analytics methods have commonly involved the use of statistical tests, classification, clustering and visualisation techniques. The findings also suggest the areas for future work to address the limitations revealed in the practices, such as investigating more cost-effective ways of offering personalised support, and the transforming role of teachers in personalised learning practices. [ABSTRACT FROM AUTHOR]

Cognitive diagnosis is an important issue of intelligent education systems, which aims to estimate students' proficiency on specific knowledge concepts. Most existing studies rely on the assumption of static student states and ignore the dynamics of proficiency in the learning process, which makes them unsuitable for online learning scenarios. In this paper, we propose a unified temporal item response theory (UTIRT) framework, incorporating temporality and randomness of proficiency evolving to get both accurate and interpretable diagnosis results. Specifically, we hypothesize that students' proficiency varies as a Wiener process and describe a probabilistic graphical model in UTIRT to consider temporality and randomness factors. Furthermore, based on the relationship between student states and exercising answers, we hypothesize that the answering result at time k contributes most to inferring a student's proficiency at time k, which also reflects the temporality aspect and enables us to get analytical maximization (M-step) in the expectation maximization (EM) algorithm when estimating model parameters. Our UTIRT is a framework containing unified training and inferencing methods, and is general to cover several typical traditional models such as Item Response Theory (IRT), multidimensional IRT (MIRT), and temporal IRT (TIRT). Extensive experimental results on real-world datasets show the effectiveness of UTIRT and prove its superiority in leveraging temporality theoretically and practically over TIRT. [ABSTRACT FROM AUTHOR]

Self‐regulated learning (SRL) is an essential skill to achieve one's learning goals. This is particularly true for online learning environments (OLEs) where the support system is often limited compared to a traditional classroom setting. Likewise, existing research has found that learners often struggle to adapt their behaviour to the self‐regulatory demands of OLEs. Even so, existing SRL analysis tools have limited utility for real‐time or individualised support of a learner's SRL strategy during a study session. Accordingly, we explore a reinforcement learning based approach to learning optimal SRL strategies for a specific learning task. Specifically, we utilise the sequences of SRL processes acted by 44 participants, and their assessment scores for a prescribed learning task, in a purpose‐built OLE to develop a long short‐term memory (LSTM) network based reward function. This is used to train a reinforcement learning agent to find the optimal sequence of SRL processes for the learning task. Our findings indicate that the developed agents were able to effectively select SRL processes so as to maximise a prescribed learning goal as measured by predicted assessment score and predicted knowledge gains. The contributions of this work will facilitate the development of a tool which can detect sub‐optimal SRL strategy in real‐time and enable individualised SRL focused scaffolding. Practitioner notesWhat is already known about this topic Learners often fail to adequately adapt their behavior to the self‐regulatory demands of e‐Learning environments.In order to promote effective Self‐regulated learning (SRL) capabilities, researchers and educators need tools that are able to analyze and diagnose a learner's SRL strategy use.Current methods for SRL analysis are more often descriptive as opposed to prescriptive and have limited utility for real‐time analysis or support of a learner's SRL behavior.What this paper adds This paper proposes the use of Reinforcement Learning for prescriptive analytics of SRL. We train a Reinforcement Learning agent on sequences of SRL processes acted by learners in order to learn the optimal SRL strategy for a given learning task.Implications for practice and/or policy Our work will facilitate the development of a tool which can detect sub‐optimal SRL strategy in real‐time and enable individualized SRL focused scaffolding.The implications of our work can aid in course design by predicting the self‐regulatory load imposed by a given task.The ability to model SRL strategies using Reinforcement Learning can be extended to simulate or test SRL theories. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to evaluate the participation and satisfaction of learners with the brief "Mental health promotion in school health care" e-learning course, and to describe factors related to their participation and satisfaction. Design/methodology/approach: A convergent mixed-method study with a descriptive, posttest-only design was conducted in Finland. Quantitative data was collected from the learning portal data and via an electronic feedback questionnaire and qualitative data in four focus group discussions. Findings: The three modules of the course were opened altogether 12,922 times during the 21 months period. The identified factors influencing participation within the course were: favorite methods attracting attention, the relevance of additional information and postprocessing boosting diligence. The learners' satisfaction with the course was high. The factors identified for improving satisfaction were: filling gaps in earlier education, clear and concise structure and content, inspiring and interesting design and suitability for clinical use. In addition to the primary target group (school nurses), the course was well-participated and evaluated as satisfying among other health and social care professionals as well as undergraduate students. Originality/value: This study demonstrates demand for brief, fully online mental health trainings among school nurses, but also among other health and social care professionals and students. The results indicate that learners perceive such training as beneficial. This paper also presents a novel training intervention and its pedagogical base. [ABSTRACT FROM AUTHOR]

The spread of COVID-19 pandemic starting in late 2019 has changed the way we conduct our teaching and learning activities especially in Higher Education Institutions (HEIs). Since March 2020, classes have been conducted via online platforms. As a consequence, students missed the campus life, teamwork has been given less emphasis, fieldwork, industry visits and community service have been put aside, and most importantly the achievement of the learning outcomes towards a certain extent has been compromised. The implications of these changes need to be highly considered as they might affect the quality of graduates. This paper intends to discuss the impact of COVID-19 pandemic on the education system and highlight some potential solutions that can be considered by the academics and the top management of HEIs to address the negative repercussions of the current practices. Some research implications are also highlighted in the paper. [ABSTRACT FROM AUTHOR]

This paper exposes the initial part of a research consisting in a need analysis carried out by the Romanian partner in the Erasmus+ "Media Education for Aware Adults" project, regarding digital competences and media education of adult educators or trainers. After a short introduction on the subject, in the paper are presented the main findings of the desk research, and two focus group sessions, first one for identifying the necessary digital competences of adult educators, and second one for identifying the elements that educators need in order to adequately support adults in their learning process, especially in relation to the digital environment. The results of the initial research will lead to the development of the main intellectual outputs, namely the digital competences framework, handbook, online platform and training material on digital and media education. In their development will be taken into account, on the one hand, the needs identified in the initial research, and, on the other hand, the need for a sustainable approach to all activities, resources and outputs produced, as well as education itself, this goal being assumed through the project. [ABSTRACT FROM AUTHOR]

The paper examines the effectiveness of materials designed and distributed among course instructors to teach an intermediate writing course in an online platform during the pandemic. The study is examined in the context of a private university in Bangladesh, where the students enrolled are bi-lingual learners. The paper reviews literature in fields of technology-enhanced language learning (TELL), activity theory and scaffolding to understand the extent to which the teaching materials are effective. In addition, by analysing semi-structured interview responses from course instructors, the paper highlights numerous strengths, weaknesses and suggestions regarding the materials disbursed among the faculty members. The research findings suggest that the given materials were useful and helped to promote understanding of course content, but improvements can be made to assist student learning. Increased emphasis on learner autonomy can facilitate the learning process for students and motivate them to become independent learners. Based on the findings, the writer includes suggestions that might be beneficial for institutions beyond borders. [ABSTRACT FROM AUTHOR]

Academic institutions have existed for centuries. In most places in the world, classes begin at 8:00 a.m. and continue into the evening hours, usually ending no later than 10:00 p.m. Although online teaching and learning have existed for over a decade, during the COVID-19 pandemic, it was developed and expanded drastically. As a result, new opportunities for innovation in the teaching and learning world were created. One potential opportunity is the exploration of learning hours, which is the topic of this paper. This paper presents a case study of an asynchronous academic course that took place at the end of the pandemic (Spring semester, Q2 of 2022). In this case, the teaching hours were around the clock, as were the learning hours, compared to traditional classes (which are either face-to-face or delivered live online) occurring in the same semester and at the same academic institution. This study aims to raise the question of whether current academic course hours are based on past habits or whether it is necessary to reconsider and adjust the hours to be more suitable for twenty first-century students and according to the need for more flexibility. [ABSTRACT FROM AUTHOR]

With the development of big data (BD) and Internet of things technology, college students, as an important talent resource in national construction, pay attention to their autonomous learning behavior. Based on the theory of BD and Internet of things, this paper studies the influencing factors of college students' autonomous learning (CSAL) behavior. First, it introduces the definition, characteristics and existing problems of CSAL behavior, expounds the influencing factors of CSAL behavior, studies the application of BD and the Internet of things, and understands the situation of CSAL through questionnaires and interviews. Finally, the survey shows that more than half of the students surveyed believe that learning is to acquire skills so as to find better jobs and better material life in the future. On average, 25% of students graduate from university through study. On average, 18% of students have strong interest in their research field and hope to obtain professional skills and give full play to their talents. On average, 6% of students study to see their value. Freshmen are basically not absent from school, while the number of sophomores, juniors and seniors has reached 15% of the number of undergraduates. The situation will be more serious in class. The survey results show that 45% of undergraduate students have been absent from class, of which 30% are occasional absenteeism and the rest are frequent absenteeism, which accounts for 14% of the total number. Among the graduate students, 7.3% of the students have been absent from class, of which 6% are occasional absenteeism and the rest are frequent absenteeism, reaching 1.3% of the total. The main learning methods used by junior students are classroom notes and textbooks. With the improvement of grade, the proportion of students learning multimedia and online learning is higher and higher. These students' learning strategies have changed from traditional learning to today's autonomous learning. They have found their own solutions in the learning process, and their learning strategies have undergone qualitative changes. Whether undergraduate or graduate students, more than 50% of students prefer their own major when they study independently. [ABSTRACT FROM AUTHOR]

Over the past few years, Online Education has been an interesting research topic. Many educationists are working on the future and the scope of online education. The COVID-19 outbreak has become a major source of imparting knowledge among children about their health and safety. While talking about EdTech, it should be kept in mind that internet connectivity and the lecturer play an important role in defining the effectiveness of online education. The paper mainly focuses on online education as the new emerging business in the country. The paper also talks about its growing role and increasing contribution to GDP in reference to the COVID-19 pandemic. Earlier, there was less awareness and trend of online learning; however, it is interesting to know that the outbreak of the pandemic has highlighted the importance of online learning, and it has emerged as a rare business that has shown an upward trend in the crisis. Online learning has emerged as an affordable, convenient and time-efficient method of gaining knowledge. [ABSTRACT FROM AUTHOR]

Increasingly, student assessments of courses are being conducted online as opposed to administered in class. A growing body of research compares response rates and course ratings of courses evaluated online versus on paper. The present study extends this research by comparing student course assessments before and after the University of South Florida made online evaluations mandatory for all courses. This change only directly affected courses taught on-campus, as online courses were already being assessed online. However, we examine the effect of this change on courses taught on-campus and online, because we expect this change in policy to have differential effects. We hypothesise that by making online assessments mandatory for all courses, online assessments went from a novel method of evaluation to the norm; and, therefore, increased response rates for online courses, but had the opposite effect for on-campus courses. We find mixed support for our hypothesis. [ABSTRACT FROM AUTHOR]

Hospitality management institutes have seen an incredible growth in recent years. The recognition of this course amongst the young aspirants is due to various factors like job opportunities, different avenues, popularity of assorted television programs supported cooking skills, parent's wishes etc. Studies reveal that the hospitality profession is treated as a glamorous one and students are attracted to join the hotel schools with the perception of achieving a great career path which is possible through the hospitality industry. (Datta, 2015) Positive attitude and perception about the industry attracts aspirants towards the hotel industry. According to Aman Aditya Sachdev, Regional Director -- South Asia & Myanmar, EHL Advisory Services, says the pandemic has forced many hospitality higher education institutions to review their core operations. Large numbers of job losses have also impacted students' perception about the hospitality and tourism industry. This has in turn put pressure on new student admissions into hospitality programmes, forcing institutions to review the relevance of their curricula and student learning environment. Government mandated lockdowns and physical closure of institutions has forced many to use online platforms for the delivery of their programmes. This paper examines the case of Hotel management, travel and tourism programs. Total 73 teachers and 165 students from hotel management colleges from different parts of India participated in the survey. The questionnaire was filled by the participants for the research paper. The hotel management programs are designed in a way where practical content is most important. Students are keener to have hands-on experience or they carry notions that when they join this program, they will be able to achieve all the things that they aspired to. The lockdown situation, being one of its kinds, has been difficult for the students as well as the teachers. Dealing with this particular situation because of its uniqueness has been an obvious challenge. Though online learning options have been available, it has been difficult to teach the practical component of the program. Therefore, the researchers wish to explore this topic for the said study. [ABSTRACT FROM AUTHOR]

Online learning during the Covid-19 pandemic was very interesting to observe because learning can be done anytime and anywhere. However, Covid-19 has an impact on the learning process in schools and students' thinking abilities. The purpose of this paper is to analyze the differences in the improvement of mathematical lateral thinking skills between students who received challenge-based learning through sparkol videoscribe and those learning through WhatsApp. The research method used was a quasi-experimental, non-equivalent control group design. The sample was randomly selected from four parallel high school classes in the city of Bandung, namely class X 1 who learned through videoscribe sparkol and class X 3 who studied via WhatsApp. The instrument used is a test of mathematical lateral thinking ability and a test of prior mathematical knowledge. Data analysis was done using two-way ANOVA. Findings: A difference was observed in the achievement of mathematical lateral thinking skills between students who carry out learning through sparkol videoscribe better than those learning through WhatsApp based on prior knowledge of mathematics in the smart, medium, and low categories. Challenge-based learning sparkol videoscribe makes it easier for students to understand the material, the construction process, interaction, and reflection, thereby increasing the ability to think mathematically, laterally. [ABSTRACT FROM AUTHOR]

Despite the large quantity of research projects about online learning, studies on students' language learning motivation, self-efficacy belief, and metacognitive strategy use in the online learning setting are limited. The present paper aims to fill this gap through assessing learners' metacognitive strategies, language learning motivation, self-efficacy belief, and their perceived progress in English learning. Responses to surveys were administered two times. The collected data were subject to longitudinal mediation analysis. The participants were a total of 627 university students in China. Results showed a positive and significant relationship among the four variables. The findings highlighted four significant longitudinal mediation patterns. Overall, self-efficacy belief predicted the use of metacognitive strategies, which in turn predicted their language learning motivation and perceived online English learning progress. The findings supported the mediating role of language learning motivation and metacognitive strategies. The findings showed the potential to enhance online English learning by facilitating learners' self-efficacy belief, language learning motivation, and metacognitive strategies. [ABSTRACT FROM AUTHOR]

This paper presents a study on how teachers can use online affordances to create learning spaces and maximize language learning opportunities. While previous research has highlighted the importance of learning space in improving language learning outcomes, scant research has examined how teachers can utilize online affordances and interactional strategies to create learning spaces in corrective feedback sequences. To fill this gap, the study investigated the use of corrective feedback in synchronous online English as a Foreign Language (EFL) classrooms by ten teachers. Using conversation analysis (CA), the study analyzed seventy-five hours of video-recorded observations to explore the online tools and verbal interactional strategies used by teachers to create learning spaces. The findings revealed that teachers used chatboxes, online notepads, and breakout rooms as online affordances to facilitate language learning opportunities. The study's results can provide EFL teachers with valuable insights into the best practices for using synchronous online educational tools and interactional resources to create better language learning opportunities for learners. [ABSTRACT FROM AUTHOR]

In the post-pandemic era, online learning has been the focus of many educational institutions nowadays, including English as a foreign language classes. However, with the current rapid changes in online learning, little attention has been paid to uncovering the self-reflection of pre-service English teachers in learning English online. This brief report seeks to construe how three Indonesian pre-service English teachers negotiate the meaning of their past learning experiences in English as a foreign language classes during the online learning mode. We employed a narrative inquiry in this study in order to capture the participants' experiences. Data were garnered through WhatsApp-based semistructured interviews and were analyzed narratively. Findings suggest that the participants negotiated their multifaceted learning experiences and complexities during the online learning process. In addition, from the participants' narratives, teaching and learning enactment done by the teachers was ill-performed. The pedagogical implications of this study are discussed at the end of this paper. [ABSTRACT FROM AUTHOR]

In early 2020, the COVID-19 pandemic forced educators to transition to online teaching almost overnight. This paper focuses on students' perceptions of communication skills in a practice course in the spring of 2020. The beginning of the course was held face-to-face and conducted online at the end. We sought information regarding students' experiences of online course in a skill-based course. Relying on knowledge about online communication, we selected three areas to focus on in online course. First, feedback is essential in the process of learning communication skills and is included in the course learning objectives. Second involves eliciting conversations in an online environment. The third area is the connection between the audience and the speaker in public speaking. Our goal was to develop the course according to student's perceptions. At the end of the course, 26 students answered open-ended questions about the two forms of implementation. Using thematic analysis, five different themes were constructed: (1) positive perceptions of the course, (2) neutral perceptions of online course, (3) perceptions of the challenges in online course, (4) perceptions of public speaking, and (5) perceptions of feedback. During the course, the students learned much-appreciated computer-mediated communication. They believed that the good learning results were due to careful organization and connection to other students. While uncommon, few students perceived online course as neither good nor bad, just neutral. Nevertheless, online course was not without challenges; students identified several problems concerning, for example, conversations and non-verbal communication. Furthermore, students considered feedback to be successful; however, online public speaking was perceived as different from speaking to a physical audience. The results of this study indicate that in a skill-based course, the online format can be just as effective as the face-to-face format. However, especially because public speaking was regarded as different and participants appreciated practicing communication in the online setting, we suggest that students should have the opportunity to practice communication skills both online and face-to-face. Additionally, although conversations received special attention, it caused the most significant challenges in the online environment; therefore, we propose that solutions to address this problem must be investigated further. [ABSTRACT FROM AUTHOR]

Online learning has gained prominence due to numerous success stories, becoming a vital component and instrument for reforming classrooms in higher vocational education. However, the physical detachment inherent in online self-directed learning has raised concerns about student disengagement and isolation during the learning process. Social presence theory provides a unique perspective, methods, and tools for researching online learning. This paper presents a comprehensive analysis of the existing literature, with a focus on social presence, learning satisfaction, and persistence. The results reveal the intricate impact of social presence on learning satisfaction and persistence in online learning environments. A systematic literature review (SLR) was conducted to uncover research findings from May 2013 to June 2023. The selected articles underwent a thorough assessment, and duplicates were removed. The updated criteria for conducting systematic reviews and meta-analyses were used for the literature review. The research team critically analysed, finalised, and deliberated on the significance of the SLR. Out of the 220 papers initially considered, 28 met the specific criteria for adjustment and inclusion/exclusion. [ABSTRACT FROM AUTHOR]

In this paper, we propose a learning state evaluation method based on face detection and head pose estimation. This method is suitable for mobile devices with weak computing power, so it is necessary to control the parameter quantity of the face detection and head pose estimation network. Firstly, we propose a ghost and attention module (GA) base face detection network (GA-Face). GA-Face reduces the number of parameters and computation in the feature extraction network through the ghost module, and focuses the network on important features through a parameter-free attention mechanism. We also propose a lightweight dual-branch (DB) head pose estimation network: DB-Net. Finally, we propose a student learning state evaluation algorithm. This algorithm can evaluate the learning status of students based on the distance between their faces and the screen, as well as their head posture. We validate the effectiveness of the proposed GA-Face and DB-Net on several standard face detection datasets and standard head pose estimation datasets. Finally, we validate, through practical cases, that the proposed online learning state assessment method can effectively assess the level of student attention and concentration, and, due to its low computational complexity, will not interfere with the student's learning process. [ABSTRACT FROM AUTHOR]

Introduction: As higher education institutions (HEIs) moved from in-person to online learning during the COVID-19 pandemic, various challenges were presented. Using a large online survey conducted during the pandemic, this paper investigates the impact of COVID-19 on learning and institutional support offered to students in HEIs in South Africa. Methods: The study utilized a closed-ended questionnaire on a data-free online platform. The study sample included South African youth aged 18-35 years who were enrolled for some type of educational training or in higher education institutions (including private colleges). Data was benchmarked to the 2019 estimates of the youth population in educational institutions. Descriptive statistics are presented. Results: Among the 7011 student participants, the main challenges experienced during lockdown were loss of study time (57.9%), insufficient money for essential personal items for studying (55.8%), loss of social contact (42.2%) and insufficient money for food (40.1%). Overall, 47.0% of students reported having free access to the internet, 49.5% used personal internet or paid for internet access and 3.5% indicated having no access to internet. The majority rated their institution's eLearning portal as good or excellent, and 23.4% thought their eLearning portal was of poor quality. Significantly fewer (38.1%) technical and vocational education and training (TVET) college students indicated that their institution provided the capacity to conduct virtual learning compared to those enrolled at other types of institutions. Almost two thirds of students (66.2%) from TVET colleges experienced difficulty in communicating with their institutions. Half of the students (49.9%) reported that they had a suitable place to study during lockdown, while 78.6% had regular access to electricity during lockdown. Significantly more TVET and University of Technology students received transport to return home and fee refunds. Conclusion: While it was encouraging that most HEIs had capacity for online learning and made provision of internet access for students, it was concerning that students who are enrolled at TVET colleges faced more learning challenges during the lockdown. This highlights the inequality in learning support at different types of institutions, and that effective support from HEIs to students during the COVID-19 pandemic was not fully implemented. [ABSTRACT FROM AUTHOR]

The goal of educational institutions should be to find effective ways to provide new and efficient learning opportunities based on their environment, student characteristics, teacher preparation, economic crisis, and advancing technology in an effort to make learning more efficient, equitable, and innovative in higher education. This study paper identifies the need for and possibility for developing new online courses in order to engage and motivate students in accordance with their demands (e-Learning, blended learning, mobile learning). This paper presents the insights and harmonizes the acquired knowledge since the implementation of a mobile learning solution, reviews a few definitions of e-learning, explores the motivating factors behind its development, and provides an overview of the circumstances in which e-learning is a perfect option, as well as the main e-learning component types. It is concluded that e-learning is a useful tool for the growth of the Indian educational sector. Considering the idea of e-learning and examining the different types of e-learning are the key objectives of this research work. [ABSTRACT FROM AUTHOR]

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Copyright of Conhecimento & Diversidade is the property of Conhecimento & Diversidade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Due to the COVID-19 pandemic, many social work students and educators had to switch gears quickly and replace face-to-face courses with online delivery. While most had had experience with remote learning, the unexpected and immediate transition was challenging. Students and educators who had chosen in-person instruction had to adapt quickly to a learning paradigm for which they had not planned, while simultaneously coping with the anxieties brought on by the pandemic, such as economic hardships, threat of illness, and new family responsibilities. The pandemic has engendered fear, trauma, grief, and loss, all of which negatively affect instruction and learning. This reflection paper identifies special challenges and issues with regard to teaching and learning in social work clinical practice courses brought on by the pandemic. Utilizing the theoretical frameworks of ambiguous loss, interpersonal neurobiology, and the here and now approach, this paper suggests effective teaching methods and collaborative learning strategies to inform social work education during academic disruption in this and future emergencies (e.g., natural disasters). It is suggested that social presence, as well as group cohesion among students and between students and instructors, can serve as a protective factor to ensure continued productive motivation for teaching and learning while facing the challenges that are experienced during such times. [ABSTRACT FROM AUTHOR]

The advent of online and hybrid learning in the English as a Foreign Language classroom has sparked an extended debate. This paper aims to contribute to this ongoing debate by scrutinizing the effectiveness of the three different instructional methods: online, hybrid, and conventional face-to-face classrooms for the teaching of English grammar in the EFL setting. Students in online sections reported more challenges than those in the hybrid and face-to-face sections. The implications of this study are discussed in this paper. [ABSTRACT FROM AUTHOR]