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Background: Blended online courses, which combine synchronous and asynchronous online activities, have expanded rapidly in higher education. How to enhance student engagement in such courses is unclear, although it is recognized that student engagement is malleable through instructional strategies. Objectives: Given the above, this study aims to examine the influence of categories of strategies on student engagement in blended online courses. Methods: A conceptual framework of instructional strategies indicated as fostering student engagement in the relevant literature was first presented, divided in eight categories (structure, pace, relevance, active, choice, relationships, explanations, guide). Then a research framework linking the categories of strategies to student engagement dimensions (emotional‐cognitive, social, behavioral) was built and tested in blended online courses. Data collected in various disciplines and university levels at four universities (n = 482) were examined using partial least squares structural equation modeling. Results and Conclusions: The structural model examination confirmed the combined effects of categories of instructional strategies on student engagement in such courses in all disciplines. Particularly, this study revealed that 1) establishing trusting relationships, 2) demonstrating the relevance of activities, content, and resources, and 3) maintaining a sustained course pace significantly impacted student engagement in blended online courses in all disciplines. Takeaways: This study draws upon the blended learning literature to bring together key instructional strategies that foster student engagement while highlighting empirical quantitative evidence of their effects on student engagement in blended online courses. Detailed measures of categories of instructional strategies and student engagement dimensions also provide reliable instruments for future research. Lay Description: What is currently known about the subject matter?: Student engagement has important repercussions on perseverance, in‐depth learning, satisfaction, and academic success.Blended online courses merge the benefits of synchronous interactions and online flexibility in terms of time, place, or even study pace.Student engagement is influenced by contextual variations like course modalities and instructional strategies.The literature lacks a quantitative large‐scale portrait of how instructional strategies influence student engagement in blended online courses in higher education. What does this paper add to the existing body of research?: Partial least squares structural equation modelling was used to examine the effects of eight categories of instructional strategies on emotional‐cognitive, social, and behavioural dimensions of student engagement.Emotional‐cognitive engagement is largely affected by instructional strategies, while social and behavioural engagement are moderately affected by these.Establishing trusting relationships; demonstrating the relevance of activities, content, and resources; and maintaining a sustained course pace have the most significant effects on student engagement in blended online courses. Implications of study findings for practitioners: Teachers should explicitly support students in the process of developing interpersonal relationships in blended online courses to foster student social engagement, that is, interactions and sense of connectedness between them.Ensuring a sustained pace, dynamism, and a diversity of teaching and learning activities, both synchronously and asynchronously, promotes student engagement in blended online courses.Highlighting or demonstrating the relevance of activities and contents fosters emotional‐cognitive and behavioural student engagement. [ABSTRACT FROM AUTHOR]

Blended synchronous learning (BSL) represents several contexts that enable to bring remote students into the classroom, in real time, by the means of videoconferencing, web conferencing and virtual world. As BSL seems to be more and more implemented in many higher education institutions, especially in the current context of the COVID‐19 pandemic, and given the recent interest and scarce published research in BSL, more studies are needed on this kind of learning. The purpose of this research was to explore students and instructors perspective regarding their experience in BSL, according to three dimensions: pedagogy, technology and organization/logistics. To meet the study objective, a qualitative methodology was adopted. The study participants were remote students (n = 4) and face‐to‐face students (n = 4) enrolled in a graduate program in education offering only blended synchronous courses, and instructors (n = 5) in this program. Semi‐structured interviews were selected as the data collection method. Nine sub‐themes in reference to the three dimensions emerged from the study participants. They have also highlighted some challenges associated with BSL. The results reported in this study should provide faculties and higher education administrators with additional information and guidance, based on empirical data, on the use of BSL if they wish to implement it in academic programs. Moreover, in regard to the challenges revealed by the study participants, the results will permit to surpass the obstacles when implementing BSL successfully. Lay Description: What is already known about this topic: Blended synchronous Learning (BSL) is more and more used in higher education.BSL may be a good alternative for higher education institutions in the context of the COVID‐19 pandemic, as it permits to reduce the number of involved students in face‐to‐face activities, by offloading some students to online from their home or a remote site.Despite its gain in popularity, little research has been performed on BSL and this research is somewhat sparse.Further research and recommendations are needed for faculties and higher education administrators to assist them in ascertaining what works and what does not in BSL. What this paper adds: The purpose of this study was to report on students and instructors experience on BSL, with remote students participating from multiple sites and face‐to‐face students from a single site.Students and instructors perspectives were explored using three dimensions: pedagogy, technology and organisation/logistics.Challenges associated with BSL were highlighted by the study participants Implications for practice and/or policy: The results of this study will guide faculties in designing and implementing BSL for their students.The challenges highlighted in the study results should be taken into account when implementing BSL. [ABSTRACT FROM AUTHOR]

Universities around the world seek to increase their students' learning abroad in forms like international co-op and exchange. The authors build on findings in a 2016 publication by Behrisch in this journal to focus on the correlation of perceived risk with students' completion of a learning abroad experience. Using binary logistic regression analysis, findings suggest that students' perceived risk is negatively correlated with their likelihood of completing a learning abroad experience. Drawing on approach/inhibition theory and sensation seeking literature, the authors form a picture of how risk perception interacts with other factors to influence students' completion of learning abroad. Risk is typically regarded at the institutional and student levels as something negative to avoid. Reframing risk within the university as a conversation about learning, opportunity, and cognitive processing is recommended, since learning and teaching are essential elements of universities. The goal is to increase student engagement in learning abroad. [ABSTRACT FROM AUTHOR]

As online pornography has become more readily available and accessible, educators have begun to grapple with how to address young people's engagement with it. Much of this discussion centres the view that pornography is an inherently problematic genre that young people should be inoculated against through comprehensive media literacy education – an approach that often ignores the nuance of young people's engagements with porn and which often isolates pornography as outside of and infringing upon young people's everyday lives. Using thematic narrative analysis, this paper examines excerpts from focus groups with undergraduate students at a Canadian university examining their experiences with and thinking on pornography and sex education. Findings suggest that participants' pornography-related narratives are connected both to their own personal, lived experiences with pornography and to the broader structural and relational aspects of their sexual and social worlds in ways that complicate traditional media literacy interventions. Small-group discussions on pornography therefore emerge through this study as potentially productive pedagogical sites for educators seeking to develop a more expansive and ethically oriented approach to sex and sexuality education. [ABSTRACT FROM AUTHOR]

Driven by competition amongst higher education institutions, increasing recognition of the benefits of international academic mobility, and the global pandemic, transnational distance education has accelerated in recent years. Despite its many advantages, quality assurance issues can pose significant obstacles to success. Using a collaborative autoethnography approach, this study aimed to conceptualize quality dimensions from the perspectives of three Greek graduate students shaped by their collective experience at an open university in Canada. The findings suggest that quality encompasses accessibility, learnercentred instructional design, social-emotional support, and applying acquired knowledge and skills in local contexts. The significance of this study further illustrates the emerging transnational distance student population and highlights their experiences to inform quality internationalization practices in higher education for all students. [ABSTRACT FROM AUTHOR]

Introduction: The objective of this study was to survey 2018-2019 Year III students at the Canadian Memorial Chiropractic College in order explore their perceptions of the components of the revised Jurisprudence, Ethics and Business Management course. Methods: This study was approved by the Research Ethics Board. A paper survey was distributed to all enrolled students. Using a five-point Likert scale, students were asked if they perceived the course material was (i) well-presented and (ii) important for them to know as future chiropractors. Students were required to sign a consent form to participate. Results: Survey response rate was 94%. Over 90% of respondents 'strongly agreed/'agreed' lectures, small group session and course assignments were well presented and important for them to know as future chiropractors. Respondents were more critical of the online business modules (on average, 50% 'strongly agreed/agreed'). Conclusions: The information from this survey will enable refinement of future versions of this course. [ABSTRACT FROM AUTHOR]

Objective: To evaluate student perceptions of chiropractic cultural authority, role in healthcare and use of terms at two chiropractic institutions, the Canadian Memorial Chiropractic College (CMCC) and Parker University (Parker). Methods: A unique survey was developed and administered electronically to Year 2-3 students (n=387) at CMCC and as a paper-based surveys to trimester 4-5 (comparison with Year 2) and 6-7 (comparison with Year 3) (n=277) students at Parker. Responses were anonymous. The survey assessed the likelihood that students at both chiropractic programs would use eight different chiropractic terms. The survey also assessed their preference toward different options with respect to chiropractic's cultural authority. Results: Response rates were 36.2% and 78.1% at CMCC and Parker, respectively. Students at both institutions reported that chiropractic cultural authority was 'neuromusculoskeletal' (NMSK); however, CMCC students was more favorable toward 'musculoskeletal' (MSK) care compared to Parker students, whereas students at Parker favored 'wellness' (59.7%) compared to CMCC students (46.4%). Students at CMCC were more likely to use 'impingement' and 'joint dysfunction' whereas Parker students were more likely to use 'innate intelligence' and 'vertebral subluxation'. Both institutions were equally likely to use 'spinal lesion'. Conclusion: This survey found significant cultural authority differences between institutions. While this adds to the emerging need in the literature to evaluate the impact of curriculum and co-curriculum within chiropractic training programs on professional identity, explanations were not evaluated. [ABSTRACT FROM AUTHOR]

Aims The limited existing research on drinking games and predrinking among university students in Argentina, Australia, Canada, and New Zealand suggests that participation in these risky drinking practices is relatively widespread among this population. Drinking norms and alcohol use can vary across countries and in different regions of the globe. The measurement of drinking games and predrinking participation between studies also differs, making cross-country comparisons difficult. The present study explored differences in past month participation in drinking games and predrinking among university students from a large public university in Argentina, Australia, Canada, and New Zealand. Methods The data analytic sample consisted of 1134 university students (ages 18–25, M age = 20.2 years; 72.6% women) from Argentina (n  = 349), Australia (n  = 280), Canada (n  = 262), and New Zealand (n  = 243) who reported weekly alcohol consumption. Students completed a confidential survey on drinking attitudes and behaviors. Results Controlling for age, gender, and weekly drink consumption, there were no cross-country differences in past month participation in predrinking. In contrast, university students from Canada and New Zealand were more likely to have played a drinking game in the past month than students from Australia and Argentina. Conclusions The present finding suggest that university students from Argentina, Australia, Canada, and New Zealand are equally likely to participate in predrinking regardless of country; however, the likelihood of playing drinking games differs as a function of country site. [ABSTRACT FROM AUTHOR]

Background: Occupational therapy (OT) and physical therapy (PT) programs in Canada have moved to graduate‐level entry education to address graduates' readiness for evidence‐based practice (EBP). Whether rehabilitation professionals with advanced training in EBP are meeting their responsibilities as evidence‐based professionals upon entry into practice and the factors that influence the use of evidence is unclear. The aim of this study was to examine the individual and organizational factors associated with the use of EBP and supporting evidence‐based activities among graduates of professional OT and PT master's programs. Methods: A cross‐sectional design using a survey of recent graduates of the 29 OT and PT programs in Canada. The survey measured six constructs supportive of EBP (ie, knowledge, attitudes, confidence, organizational resources, actual use of EBP, and evidence‐based activities). Analyses consisted of descriptive statistics to characterize the sample and the different variables and ordinal multivariate regression analysis. Results: 257 graduates (15%) completed the survey. Attitudes towards EBP was positively associated both with evidence‐based activities (odds ratio = 1.36 with a 95% CI: 1.22 to 1.52) and use of EBP (odds ratio = 1.23 with a 95% CI: 1.12 to 1.36); greater confidence was related to greater use of EBP (OR = 1.12, 95% CI: 1.01 to 1.24); and working in a private practice setting was found to be related to performing more evidence‐based activities (odds ratio = 3.15, 95% CI: 1.40 to 7.12). Conclusions: Despite a greater focus on EBP knowledge in these curricula across Canada, knowledge was not related to EBP use nor evidence‐based activities upon entry into practice. On the other hand, attitudes, confidence and working in private practice were. University programs should consider curricular strategies that increase the use of EBP, provide opportunities to engage in evidence‐based activities with an emphasis on promoting the development of positive attitudes towards EBP and increasing learners' confidence in their ability to be evidence‐based professionals. [ABSTRACT FROM AUTHOR]

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There is limited research available that examines students with disabilities' participation rates and perceptions of Work-Integrated Learning (WIL) while in post-secondary. This is problematic as universities in Canada are growing their WIL programs to improve school to work transition rates. This research finds that 23% of students who are registered with the Disability Services Office for academic accommodations have engaged in WIL. For those who have not engaged in WIL, almost 50% strongly or somewhat agreed that their disability was a factor. Furthermore, students with mental health disorders are 3.3 times less likely to have had a WIL experience. Participation in WIL increases students with disabilities' probability of reporting more positively that they understand the accommodations they may need in WIL. However, only 17% of students with disabilities in a cooperative education program reported requesting accommodations in a co-op work term. [ABSTRACT FROM AUTHOR]

To assess explicit and implicit attitudes toward mental illness of undergraduate students and explore associated variables. Participants: Year 1–4 undergraduate students from a large Canadian university (n = 382). Methods: Participants completed demographics, the Opening Minds Scale for Healthcare Providers, and an Implicit Association Test. Two-tailed independent and paired-samples t-tests, and ANOVA were performed with significance level at p <.05. Results: About 67.5% self-reported having experienced a mental illness and 31.2% had been diagnosed. Lower explicit stigma was associated with females, those with a history of mental illness diagnosis, and those who have had a close relationship with someone experiencing a mental illness. Faculty of Social Sciences students had significantly lower explicit stigma scores than Faculty of Engineering students. Implicit stigma did not show significant associations with any factors. Conclusions: A high proportion of undergraduate students experience mental illness. Increased exposure and experience were associated with reduced explicit stigma. [ABSTRACT FROM AUTHOR]

Background: Alcohol use and related problems are key concerns among colleges, and web-based interventions to mitigate these issues are increasingly popular across campuses. A variety of programs are commercially available and have demonstrated efficacy in reducing alcohol use and consequences; however, little is known about how these programs reduce alcohol outcomes. Objectives: The e-CHECKUP TO GO program (e-CHUG) is the briefest electronic intervention available and over 600 institutions are using it internationally. The present study evaluates the impact of the e-CHUG program on drinking outcomes and examines changes in perceived norms as a potential mediator of intervention efficacy in a sample of first-year Canadian university residence students. This is the first Canadian evaluation of e-CHUG. Methods: First year Canadian university students (N = 245) living in residence in August 2014 participated in a randomized control trial to evaluate the efficacy of e-CHUG program compared to an assessment-only control condition. Follow-up assessments were completed at 3-months and 5-months. Norm misperceptions and drinking outcomes were measured. Results: At 3-month and 5-month follow-up assessments program participants had lower norm misperceptions about peers drinking compared to control participants. Changes in norm misperceptions at 3-months mediated the effect of the program on drinking outcomes at 5-months. There were no sex differences in the associations. Conclusions/Importance: Findings suggest that e-CHECKUP TO GO may be a promising strategy for addressing norm misperceptions and subsequently drinking for Canadian students. [ABSTRACT FROM AUTHOR]

This literature review describes the impact of health professional schools with a social accountability mandate by identifying characteristics of medical education found to impact positively on medical students, health workforce, and health outcomes of disadvantaged communities. A critical appraisal tool was used to identify the strengths and weaknesses of the published articles. Data are presented as a narrative synthesis due to the variety of methodologies in the studies, and characterized using a logic model. Health professional schools aiming to improve health outcomes for their disadvantaged local communities described collaborative partnerships with communities, equitable selection criteria, and community-engaged placements in underserved areas as positively impacting the learning and attitudes of students. Students of socially accountable schools were more likely to stay in rural areas and serve disadvantaged communities, and were often more skilled than students from more traditional schools to meet the needs of underserved communities. However, published literature on the impact of socially accountable health professional education on communities and health outcomes is limited, with only one study investigating health outcomes. The findings of this literature review guide schools on the inputs likely to maximize their socially accountability outputs and increase their impact on students, local health workforce and local communities. [ABSTRACT FROM PUBLISHER]

Introduction: This study gathered data on methods and materials that are used to teach the Nemeth braille code, computer braille, foreign-language braille, and music braille in 26 university programs in the United States and Canada that prepare teachers of students with visual impairments. Information about instruction in the abacus and the preparation of tactile graphics was also gathered. Methods: A faculty representative from each university completed a 39-question online demographic survey during fall 2011. Frequency counts for each item were tabulated, and comments were reviewed and categorized. Results: All 26 university programs provided instruction in the Nemeth braille code. Most also provided introductory information on foreign-language braille, computer braille, and music braille. There was a high rate of consistency across the programs in what constituted a braille error. The university programs required students to prepare tactile graphics and learn computation on the abacus. The delivery of courses through a hybrid model was most common. Discussion: University programs are providing instruction in the Nemeth braille code, though there is variability in the topics that are covered, the books that are used, and the assignments that are required. Most university programs are also exposing their preservice students to specialized braille codes and are teaching them to produce tactile graphics and to perform computations on the abacus. Future studies are needed to look at the quality of instruction and, if the amount of instruction in the different topics is sufficient, to prepare future teachers of students with visual impairments adequately. Implications for practitioners: Data gathered from this study will assist university programs to evaluate the content of their courses on the topics that were studied. Adjustment in the content of courses may result, which may subsequently affect the skill set of practitioners as they complete university preparation. [ABSTRACT FROM AUTHOR]

As the demand for cultural awareness in the provision of nursing care continues to increase, nursing programs must develop creative and effective teaching strategies and curricula to address this need. The evaluation of a five year, funded, North American nursing exchange project developed and implemented by six partner universities in Canada, Mexico and the United States of America is described in this article. The project was designed to enable nursing students to increase cultural awareness, redefine their role relationships with nurses from the partner countries, and increase knowledge regarding the health care systems and role of the nurse in those countries. Findings provide evidence that teaching nursing through a prism of cultural awareness, using both a jointly taught online course and student and faculty exchanges across the three countries is an effective strategy to increase the level of cultural awareness in nursing students. [ABSTRACT FROM AUTHOR]

The article presents a study on the gender and institutional differences of attitudes towards the mandatory arrest response to domestic battering. For the study, researchers examined 271 Canadian undergraduates both from a traditional institution and a women's university. They found that women were more supportive of mandatory arrest compared to men. This gender difference was more dominant for students at the women's university. They also found that women were more affected by situational conditions in the vignettes used for the study.