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Although educators in the field of kinesiology implement online education in various forms, online education rarely receives attention in literature. The purpose of this study is to explore online courses in the subject matter of kinesiology through the community of inquiry framework. This mixed-method study adopted a multiple case study approach collecting data using survey, learning management system analysis, and semi-structured interviews. The analysis of the quantitative and qualitative data revealed that instructors shared high intentions toward the implementation of teaching and cognitive presences. The online instructors expressed much lower levels of intentions to support the social presence. The authors suggest online instructors be mindful of students' engagement that is bound to the interplay of different types of learning activities. This study is expected to serve as a meaningful contribution to the understanding of the status of online teaching and learning in the field of kinesiology. [ABSTRACT FROM AUTHOR]

This paper reconceptualizes student engagement with course readings in management education. We challenge the perception of assigned readings as a solely student-centered issue, and propose a codesign approach that emphasizes the relational and intersubjective nature of various stakeholders contributing to the engagement design. The paper extends prior research by identifying concepts of quality of participation, connecting practices, and digital engagement that impact meaningful engagement with course readings. Grounded in action research theory, we propose a framework to design meaningful student engagement that is structured around six dimensions: (1) usefulness, (2) enjoyment, (3) quantity, (4) access, (5) intent, and (6) participative integration. These dimensions are entangled and viewed through three lenses: (a) what, (b) how, and (c) why. This paper presents theoretical and practical contributions, and importantly offers a paradigm shift in how educators and educational developers can enhance engagement with course readings in management education and beyond. [ABSTRACT FROM AUTHOR]

Representation matters and contributes to student engagement, sense of belonging, and overall success. This is especially true for our most vulnerable student populations, which include transgender and non-binary students who do not often see themselves represented within the structure of the academic institution. While university-wide initiatives to engage students such as first year seminars are important, so too are smaller scale efforts such as creating representation through the use of teaching materials and exercises in courses and information literacy sessions. When discussing representation for the LGBTQ + community, and especially transgender and non-binary parts of that community, it is important to acknowledge that within this larger group, there are any number of intersectional identities impacting individuals' sense of belonging, support, and access to success, all of which cannot be addressed in the space of this column or in the time it takes to run an information literacy session. However, that does not mean we, as educators, should not try. [ABSTRACT FROM AUTHOR]

Teacher librarians (TLs) play a central role in developing students' information literacy capabilities, which are vital for effective participation in formal education and active engagement in society. This research enhances insights into information literacy instruction in Australian secondary schools, by investigating the perceptions of practicing TLs regarding the information literacy needs of teachers and students. This article presents the groundwork for this investigation, employing a phenomenological approach and discussing findings from an initial survey. The study will inform TL education and improve current information literacy education practices, addressing the demand for nurturing 21st century skills embedded in the Australian Curriculum. [ABSTRACT FROM AUTHOR]

Despite the known benefits of campus recreation participation, many students do not engage with the programs and services offered on college campuses. College students report factors that constrain leisure time physical activity within the context of campus recreation. Examining the constraints and negotiation strategies of college students specific to the use of campus recreation facilities and programs is understudied and lacks validated instruments. The purpose of this study was to develop and report initial validity and reliability of the Campus Recreation Constraints and Negotiation Questionnaire. Exploratory factor analysis and confirmatory factor analysis were used to evaluate two independent scales. Psychometric properties including construct validity, internal structure, and reliability are reported from two different samples of college students. Practical implications for campus recreation programming and marketing efforts are discussed. [ABSTRACT FROM AUTHOR]

Purpose: This qualitative case study examined students' interpretations of their physical activity (PA) experiences within in-person and online physical education and how that influenced their PA self-efficacy. Method: The study participants were 40 (24 females) current high school students from three different schools who participated in focus group semistructured interviews. Results: Two themes were developed during analysis of the coded data: (a) online participation in PA within physical education was awkward and (b) students had a variety of observational preferences based on perceived and actual similarities/differences between students and their teachers, peers, and people within online videos. Discussion/Conclusion: The design of PA experiences should attempt to support or increase students' PA self-efficacy by limiting students' feelings of being uncomfortable or on display, increasing students' opportunities to learn from each other in comfortable ways, and providing students with detailed demonstrations from teachers and peers with a variety of skill levels. [ABSTRACT FROM AUTHOR]

In this paper, we advance the question: What are the semiotic (meaning-making) and learning opportunities offered by student-produced films? Our point of departure is a pedagogical project in which we invited management students to produce films on scalar issues related to global environmental change. Our analytical lens and our empirical findings (examined through a template analysis and a multimodal video transcription) help us make three contributions. First, we synthesize a new ontological and epistemological foundational "positioning" that portrays the nature of learning processes as revolving on meaning-making activities (a positioning that we have termed a performative, design-oriented multimodality). Second, we provide a framework that advances understanding of the "inner workings" of student film-making as resting on a triple engagement (cognitive-affective, behavioral, and relational), anchored on underpinning multimodal composing activities. These conceptual moves and empirical work allow us to distill several implications, or "provocations": film-making fosters radical openness in management learning curricula, gives new momentum to the instructor's role change ("from sage on the stage to guide on the side") and expands existing cultures of recognition around what gets valued and can be assessed as (signs of) learning. Third, we offer a pedagogical prototype containing practical teaching guidelines. [ABSTRACT FROM AUTHOR]

In the initial stage of their federally funded research project, the authors detail how they developed and validated a set of assessment tools aimed at measuring undergraduate students' academic engagement and their own definition of academic success. To ensure the tools were measuring what they were intended to, and that they were reliable, the authors enlisted content experts, including a librarian with academic engagement expertise, three educational psychologists with specialization in college students' engagement, self-regulation, and related fields, and two psychometricians with knowledge of psychological measurement. The authors also reflect on the lessons they learned from the process of developing and validating the assessment tools. [ABSTRACT FROM AUTHOR]

Purpose: To explore undergraduate students' experiences leading and facilitating an out-of-school-time (OST) physical activity program for middle school girls. Method: Five female undergraduate students (N = 4 Black or African American) participated in semistructured individual interviews and submitted weekly reflections during their time leading the OST Girls Empowering Movement (program). The data were analyzed inductively by conducting systematic searches across interview transcripts and artifacts. Results: Four themes were generated, including: find something that they would like, sometimes it is hard to calm chaos, those girls cling to me, and this experience was really good for me. Conclusion: The findings indicate that the undergraduate students who facilitated the Girls Empowering Movement program experienced significant growth and learned the complexities involved in facilitating and leading an OST program. These findings have practical implications when considering physical activity leadership practices and experiences leading OST physical activity programming. [ABSTRACT FROM AUTHOR]

The purpose of this study was (a) to examine gender and age differences in college students' perceived competence, enjoyment, persistence, and leisure time moderate-to-vigorous physical activity (MVPA), and (b) to utilize a structural equation modeling (SEM) to assess the direct and indirect effects of enjoyment and perceived competence on MVPA through the mediator of persistence. A total of 440 college students participated in this study. Multivariate analysis of variance and univariate analysis of variance revealed that male students scored significantly higher on enjoyment, perceived competence, and MVPA. The SEM showed that both enjoyment and perceived competence had a significant direct impact on students' MVPA. However, persistence did not mediate the path between MVPA and the two exogenous variables (enjoyment and perceived competence). The findings not only advance understanding of the motivational determinants on college students' MVPA, but also highlight the role gender plays in enhancing college students' participation in MVPA. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to investigate teacher and students' perspectives on their experiences within three consecutive hybrid sport education and cooperative learning pedagogical model units. Method: Fifty elementary school students (Mage = 10.52; SDage = 0.39) and a 36-year-old male teacher participated in three consecutive hybrid cooperative learning/sport education units (24 lessons). Semistructured interviews were conducted to gather data and gain a rich, insiders' perspective of their experiences. Results: Three main themes (including several subthemes) were generated from the data analysis: students' enthusiasm and involvement (autonomy support, motivation, and engagement); students' learning (technical–tactical learning, cooperative skills, and social learning); and teacher challenges. Conclusions: Findings from the current study showed that a teacher's use of three consecutive hybrid sport education/cooperative learning pedagogical model units promoted a learning environment where students were involved in authentic sport experiences that fostered the development of students' learning across all domains. [ABSTRACT FROM AUTHOR]

Partial Comprehensive School Physical Activity Programming (CSPAP) has been studied extensively in recent years. However, there is little evidence on the efficacy and feasibility of such interventions in high school settings. Physical education teacher education (PETE) programs have been slow in preparing future physical educators for CSPAP implementation. Therefore, the purpose of this study was to assess the effects of PETE interns implementing a partial CSPAP intervention in high schools. Methods: Data were collected at three high schools during before- and during-school time periods using a direct observation instrument. The intervention consisted of PETE interns providing access to physical activity areas, equipment, and supervision with assistance from the schools' resident teachers. A hybrid multiple baseline research design was used to assess the effects of the intervention on high school students' participation and moderate to vigorous physical activity levels during the partial CSPAP sessions. Data were analyzed using both standard visual analysis of graphically plotted data and supplementary statistical treatments. Data were deemed credible based on interobserver agreement data collected across experimental phases and schools; the data were deemed trustworthy. Results: Experimental control was established as the total number of students engaged in moderate to vigorous physical activity during the partial CSPAP sessions increased substantially upon the start of the intervention. Compared with girls, boys demonstrated higher amounts of moderate to vigorous physical activity. Discussion/Conclusion: High school students respond similarly to a partial CSPAP intervention as do elementary and middle school-aged students, thereby strengthening the generalization of CSPAP-type interventions. Moreover, PETE interns can be successful in implementing a partial CSPAP in high school settings. [ABSTRACT FROM AUTHOR]

Student leaders have been experiencing leadership challenges and as civic engagement decreases, there is a need to strengthen essential leadership competencies. This qualitative study explored the experiences of senior high school (SHS) student leaders who had developed their leadership skills through civic engagement. To acquire a more comprehensive knowledge of their experiences with community-based initiatives, the transcendental phenomenological inquiry was employed. John Dewey's concept of experiential education (1938) suggests that the knowledge gained from these experiences would enhance leadership effectiveness. The social capital theory, formulated by Robert David Putnam (1993), asserts that civic engagement can be regarded as a manifestation of social capital. The study focused on five (5) SHS student leaders from San Francisco High School District I in Quezon City. Data were gathered through comprehensive interviews, observations, and Arts-based Data (photo) that will suffice the data gathering by adding relevant images about their experiences. Diversified participation was achieved through purposeful sampling, and ethical considerations were ensured for the involvement of minors. The study indicates that civic engagement activities boost leadership skills among SHS student leaders. Incorporating civic engagement into the academic curriculum and collaborating with teachers may improve collaboration, communication, public speaking, decision-making, empathy, and social awareness skills. The Department of Education may encourage student engagement and conduct future research on the long-term effects of civic engagement on leadership development. [ABSTRACT FROM AUTHOR]

In this article, the author argues that living literacies—relational, embodied forms of literacy engagement—are an integral component of literacy engagement and hold the potential to disrupt and reconfigure the power structures embedded within schooled literacy. Drawing on affect theory and rhizomatic theory, the author analyzes youths’ literacy engagement in a seventh‐grade English Language Arts and Reading classroom in a New York City public school. This research addresses how schooled literacy, constructed through a sanctioned educational system, potentially dehumanizes students who diverge from the idealized curricular norm, while a focus on living literacies challenges these limitations. Central to this study is the rhizomatic approach of tracing and mapping to analyze the complexities between imposed schooled literacy engagement and living literacies engagement. The author presents findings through two sections: (1) an analysis of the sanctioning power of schooled literacy and (2) an analysis of living literacies through youths’ in‐class literate engagement. Findings demonstrate how schooled literacy practices become normalized and sanction what types of literacy engagement are valued in the classroom—and, therefore, transfer value to students themselves. However, by mapping assemblaging moments of living literacies, including socially charged interactions and spontaneous peer assistance, findings provide insight into how embodied, interrelational forms of literacy engagement offer opportunities for reconfiguring the sanctions of schooled literacy. The author concludes by discussing implications for policy, practice, and research, advocating for a shift toward more humanizing, interrelational, and embodied forms of literacy engagement in school spaces. [ABSTRACT FROM AUTHOR]

The purpose of this study was to validate the Spanish version of the Family Involvement Questionnaire‐Short Form (FIQ‐SF) for use with Spanish‐speaking families of children enrolled in early childhood education programs. This study examined the factor structure of the FIQ‐SF and established criterion validity for the resulting FIQ‐SF dimension scores. Results from exploratory and confirmatory factor analyses replicated the three dimensions of the English FIQ: Home Engagement, School Engagement, and home–school Conferencing. Mean differences across family demographics were examined. Criterion‐related validity for the three FIQ‐SF dimensions was established by examining correlations with scores on measures of parent‐reported satisfaction with educational experiences, program records of family engagement, direct assessments of child language skills and teacher‐reported approaches to learning. Future directions and practice implications for the use of the Spanish FIQ‐SF to inform program policy and interventions are discussed. [ABSTRACT FROM AUTHOR]

AbstractIn the context that many students have been fed up with rote learning or mechanical learning in history, this three-wave longitudinal study with one-year intervals examined the potential role of historical empathy in facilitating history learning. A sample of 821 middle school students participated (aged from 11 to 15 years, M = 13.47 years, SD = 0.64). Results indicated that historical empathy positively predicted students’ classroom engagement in history, which further positively predicted students’ history achievement. More specifically, both cognitive historical empathy and affective historical empathy could be longitudinally associated with cognitive, affective, behavioural, and agentic classroom engagement, respectively. Each of the four facets of history classroom engagement could be longitudinally associated with history achievement, respectively. These findings empirically validated the positive role of history empathy in improving history learning and suggested that it may be a promising way to change the current status quo of history learning by cultivating students’ historical empathy. [ABSTRACT FROM AUTHOR]

Objectives: This study focuses on the factors that encouraged engagement in research activities, as well as the barriers that restricted their involvement, until the final year of study at Iuliu Hatieganu University of Medicine and Pharmacy Cluj-Napoca, Faculty of Medicine. The main objectives of this study are to investigate potential disparities in research culture and student engagement in various research opportunities between Romanian and international medical graduates, as well as to conduct an examination of the observed patterns across various graduating years (2021–2023). Materials and methods: A cross-sectional investigation was conducted among graduate students of the Faculty of Medicine at the Iuliu Hațieganu University of Medicine and Pharmacy in Cluj-Napoca, Romania. From 2021 to 2023, all graduate students from the Romanian and international programs of the faculty were asked to participate in the study by filling out an anonymous online questionnaire. The final sample included 572 participants, of whom 392 were students from the Romanian section and 180 were students from international programs. Results: Motivation and personal interest drive research engagement, according to over half of graduates. For over one-third of graduates, institutional elements like financial support and education also play a major role, as does the desire to enhance their curriculum vitae. More than 25% of graduates value community influence, 70% of graduates attended medical congresses, 12–15% presented papers at medical conferences, 23% wrote medical articles, 10–15% published at least one scientific paper in medical journals, and 20% participated in medical school research projects. Comparative analysis showed that Romanian students start research earlier, attend more medical conferences, present posters, collect data for studies, and are more interested in publishing graduation thesis data in scientific journals. To encourage international students to participate in research, the study found that colleagues' examples were more important, and both time and funds were key barriers. The research also shows that 2022 and 2023 graduates will organize more scientific conferences. According to the study, 2022 graduates began their research earlier than others. Conclusions: To increase student engagement in research activities, medical schools should prioritize the promotion of positive factors, minimize common barriers, offer customized support and resources, encourage collaborative research activities, and facilitate cross-cultural learning. [ABSTRACT FROM AUTHOR]

This study examined the opportunities and difficulties of online learning in Zambia's higher education system, emphasizing the effects of self-regulation as a mediator between teacher-scaffolded online interactions and student learning engagement. Students and teachers frequently encounter significant challenges, such as low motivation, engagement, and self-regulation, despite the growing popularity of online learning. Hence, there was a need to explore how these can be mitigated through enhanced self-regulation and contribute to better educational outcomes and the broader context of pedagogical innovation. Data was gathered from an online survey of 1323 undergraduate students who took online courses in blended learning environments at four higher education institutions in Zambia. The results show a substantial mediating effect of self-regulation on student learning engagement and teacher-scaffolded online interactions. Findings underscore the need for comprehensive strategies to enhance online learning experiences, including constructive feedback, conducive learning environments, and continuous professional development programs for teachers. Furthermore, this study emphasizes the importance of interactive online learning activities to improve students' learning management skills and promote self-discipline in online learning. It highlights the vital role of self-regulation, active learning engagement, and teacher-scaffolded online interactions and calls on educators and administrators to develop innovative ways to make participating in online learning smoother. [ABSTRACT FROM AUTHOR]

To improve student outcomes in four-credit asynchronous online physical geography classes that included a lab component, we employed three different experimental techniques in spring 2022. Fifteen faculty who collectively taught 24 sections of Introduction to Landforms or Weather and Climate modified one element of their course to foster improved student performance. Interventions in these science general education classes targeted student engagement and procrastination and included staggering deadlines, increasing the number of emails sent, and meeting with students one-on-one. Comparison of control versus experimental sections yielded mixed results demonstrating that faculty efforts to improve classes may not always have the intended effect. This suggests faculty should assess changes made to their class to determine if student outcomes improve. [ABSTRACT FROM AUTHOR]

This experimental study investigates the effectiveness of virtual experiential learning in fostering student engagement by comparing the engagement and learning outcomes of two groups of students. One group (n = 69) participated in a virtual field trip to a winery, while the other group (n = 36) completed the field trip in person as part of an undergraduate culinary tourism course. A mixed-method approach was used to collect and triangulate data from a student engagement survey, reflective diaries, and assessment marks, which were analyzed using T-test and ANOVA, thematic analysis and descriptive statistics, respectively. Results showed that experiential learning increased students’ skill and emotional engagement in both groups while having no impact on participation and performance engagement. Skill engagement was significantly higher in the virtual group, while the in-person group scored slightly higher in emotional and performance engagement. Deep learning, however, was only reported by students who completed the in-person field trip. [ABSTRACT FROM AUTHOR]

In Chinese vocational colleges, students often avoid classroom challenges and lack persistent academic engagement. This was perceived as a deficiency in self‐efficacy and a need for greater teacher–student engagement. The rapid advancement of information technology in educational contexts indicates that the dynamics among teacher support, technological autonomy, and self‐efficacy will become crucial for learning outcomes. Hence, this study explored the relationship between teacher support and student self‐efficacy, focusing on the mediating role of student autonomy in technology. A questionnaire survey administered to 606 first‐year students was analyzed using Pearson's correlation coefficient and Process V3.3. The results showed that teacher support and student self‐efficacy were moderately positively correlated (r = .464, p < .01). However, technological autonomy appeared to be significantly positively correlated with teacher support (r = .368, p < .01) and self‐efficacy (r = .515, p < .01). The results highlight the instrumental role of teacher support in enhancing student self‐efficacy and the important role of technological autonomy as a mediating factor. These findings confirm the need for continuing social support and interactive roles between teachers and students to enhance student self‐efficacy in higher education. Furthermore, technology should be leveraged to foster a conducive learning environment. [ABSTRACT FROM AUTHOR]

Introduction: Despite the return of college students to campus in the postpandemic era, the deep influence of COVID-19 on learning approaches persists. Existing research has explored fewer mechanisms underlying academic selfefficacy and learning engagement. In line with social cognitive theory, the psychological resilience framework, and vocational socialization theory, this research investigated academic self-efficacy, professional commitment, psychological resilience, and academic engagement among college students in the post-pandemic era. In this research, the focus was on understanding the impact of academic self-efficacy on learning engagement, taking into account gender as a moderator and psychological resilience and professional commitment as mediators. Methods: We conducted a survey with 1,032 college students in Henan Province, China, utilizing the Psychological Resilience Scale, Academic Self-Efficacy Scale, College Student Learning Engagement Questionnaire, and College Student Professional Commitment Scale. SPSS and the Process plugin were used to assess mediating and moderating effects. Results: Academic self-efficacy significantly and positively correlates with college students' commitment to learning. The positive anticipation of learning engagement facilitated by academic self-efficacy exerts its effect through the fully parallel mediation of psychological resilience and professional commitment. Notably, the mediation effect of professional commitment was greater than that of psychological resilience. Further research found that the mediation of professional commitment was moderated by gender, with female students demonstrating stronger perceptions of professional commitment associated with elevated levels of learning engagement. Gender did not exhibit a significant moderating effect on psychological resilience. Conclusion: College students' academic self-efficacy, professional commitment, and psychological resilience must be addressed to enhance their learning engagement. [ABSTRACT FROM AUTHOR]

The current study investigated the impact of perceived instructional strategies in online design studios on student engagement as a multidimensional construct. Given the rapid shift to online learning during the COVID-19 pandemic, understanding effective teaching strategies and their impacts on student engagement is crucial for enhancing overall student outcomes. The study also examined the role of learning motivation as a mediator in these relationships. A mixed-methods approach was employed, measuring a second-order construct of student engagement based on three reflective dimensions: cognitive, affective, and behavioral. Qualitative interviews with instructors revealed three main instructional strategies utilized in online design studios: learning by doing, learning with interaction, and learning from feedback. The present study analyzed self-report survey responses from 230 undergraduate architecture students across four major universities in Iran, utilizing partial least squares structural equation modeling (PLS-SEM). Based on the results, the perceived learning by doing (PLD) and learning with interaction (PLI) significantly improve student engagement. In contrast, the perceived learning from feedback (PLF) fails to influence student engagement directly. Additionally, intrinsic and extrinsic motivation mediated the impact of PLI and PLF on student engagement. These findings highlight the importance of effective instructional strategies in online design studios. Additionally, the results provide valuable insights for future pedagogical practices in online education, offering guidance for instructors aiming to enhance student outcomes in this dynamic learning environment. [ABSTRACT FROM AUTHOR]

Motivation Objectives Methods Results and Conclusions This research investigates the transformative impact of integrating AI into mathematics education, aiming to enhance students' conceptual understanding and self‐efficacy. It addresses the crucial need for innovative teaching methods in response to contemporary challenges in education and aims to fill gaps in understanding the potential drawbacks and benefits of AI implementation.The primary goal of this study is to investigate the effects of AI tools, such as GeoGebra and ChatGPT, on students' conceptual understanding and self‐efficacy in a mathematics classroom setting, with a focus on collaborative learning, teacher‐led discussions, and problem‐solving.Employing a mixed‐methods approach, the research involves pre‐ and post‐implementation surveys, supplemented by qualitative data from interviews, focus groups, and classroom observations. The study emphasises the utilisation of AI in collaborative learning environments and explores the challenges and opportunities associated with its integration.The study reveals a noteworthy enhancement in students' conceptual understanding and self‐efficacy belief when AI tools are incorporated into mathematics education. However, it highlights concerns such as technological challenges, potential teacher replacement fears, biases in AI systems, and difficulties related to pacing and social interaction. To optimise the use of AI, the paper suggests strategies like adaptive learning platforms, real‐world simulations, intelligent tutoring systems, and data‐driven instruction, positioning AI as a complement rather than a substitute for traditional teaching methods. The study recommends addressing challenges through additional support resources and transparent communication, emphasising the need for a thoughtful integration of AI in education. [ABSTRACT FROM AUTHOR]

This study explored the nuanced perceptions of teacher involvement among adolescents and teachers, shedding light on its distinct impacts on adolescents' behavior and emotional well-being—a relatively under-explored area in the Indian educational landscape. It aims to unravel how differing perceptions of teacher involvement from both parties influence adolescents' behavior and emotional problems. Employing a mixed-methods approach across two studies, involving the same group of participants, the research utilized the Adolescents' Behavioral and Emotional Problems Scale (ABEP) and Teachers Involvement and its Impact Scale (TI) for quantitative analysis, alongside semi-structured interviews with adolescents, teachers, and parents for qualitative insights. Results reveal that while teacher involvement perceived by adolescents significantly affects their behavior and emotional well-being, teachers' assessment of their involvement lacks significant impact. Themes from interviews underscore the pivotal role of teacher behavior, including public critique and preferential treatment, in influencing students' emotional wellness and academic engagement. Additionally, the study underscores the significance of teacher performance evaluation and job security concerns in shaping positive teacher-student dynamics, particularly for academically challenged students, whose difficulties may strain interactions further. The findings stress the importance for educators in Assam to prioritize fostering supportive relationships with students, actively listening to their perspectives, and addressing their individual needs for a conducive learning environment. [ABSTRACT FROM AUTHOR]

Learner engagement is crucial for success in online learning, and interaction plays a key role in developing engagement. While previous studies have focused on student-instructor and student-student interaction, this study examines the impact of student-content interaction, measured on digital traces data, on academic achievement in an online course. By considering specific engagement strategies and profiles, a more comprehensive understanding of student-content interaction is achieved. Three engagement profiles were identified: synchronously engaged, asynchronously engaged, and disengaged. The synchronously engaged profile was found to be the most beneficial for academic achievement, especially for high-performing students. The study also revealed a positive relationship between engagement strategies and academic achievement, with online webinar attendance being the most contributing. Additionally, the impact of engagement strategies and profiles varied for students with different levels of prior performance. Practical implications for enhancing and monitoring engagement among different student groups are discussed. [ABSTRACT FROM AUTHOR]

As traditional education systems struggle to keep up with technological advances, incorporating open science into Education 5.0 is critical to addressing student skills gaps. In this study, the MAICC model is introduced, a tool designed to foster complex thinking in higher education students through the evaluation of citizen science projects. It integrates research-based learning and service learning, and helps develop critical and reflective skills by applying them to reallife settings. To assess student engagement and skills development, a mixed methods approach combining qualitative and quantitative analysis was used. Findings indicate that the MAICC model promotes complex thinking, enhances critical thinking through citizen science project evaluation, and features an emphasis on citizen science and educational technology. Discussion highlights citizen science's important role in education and suggests future research exploring its wider application across disciplines and contexts to enhance 21st century skills. [ABSTRACT FROM AUTHOR]

ABSTRACT Introduction Methods Results Conclusion Active involvement of patients in healthcare professional education is well established, taking a variety of forms. There is a steer towards patient feedback informing the development of dental students and while there is recognition of its potential value to individual students, challenges exist related to collection and use. What is unclear is, within a dental education setting, the extent and use of patient feedback to individual students. A scoping review was conducted to assess and map the volume and characteristics of the research/literature in this area.Systematic searches of bibliographic databases Ovid MEDLINE(R), Scopus, ERIC and Embase were conducted, and wider literature (Google Scholar) was searched. Screening was conducted based on eligibility criteria and a customised data charting form was used.The electronic and citation tracking searches identified 1021 studies. After duplicates were removed, 778 studies were screened by title and abstract, and 718 studies were found to be irrelevant to the current review. Sixty full‐text studies were assessed for eligibility, 46 studies were excluded, and 14 studies were included for data charting.This review has identified that patient feedback has been captured through both simulated and real patient encounters. There was a bias towards feedback generated through simulated patient encounters. Feedback was reported to support the development of a range of skills, most frequently communication and patient management. Challenges that were identified by researchers related to staff/student engagement and available resources. [ABSTRACT FROM AUTHOR]

ABSTRACT The COVID‐19 pandemic has led to a shift towards online and blended learning; however, most students and faculty members still report more challenges in online courses regarding social interaction and engagement. This paper aimed to design an interactive blended course following Merrills' first principles of instruction model to develop students' social and emotional learning skills and engagement in higher education. A mixed‐method design, including questionnaires and interviews, was used with a sample population which consisted of 90 graduate students and divided into two groups, an experimental and a control group. The results showed that there were statistically significant differences between the experimental and control groups in‐terms of social–emotional learning skills and students' engagement due to the high perception of the experimental group. The findings also revealed that the most dominant social–emotional learning skills that appeared to be supported by applying these strategies from the students' point of view were self‐awareness and social awareness. The study also found that instructor presence, effective course design and appropriate use of technology significantly influenced students' engagement. [ABSTRACT FROM AUTHOR]

Biophilic design has gained popularity in interior design areas owing to its numerous advantages. Nevertheless, globally, Interior Architecture/Interior Architecture and Environmental Design departments lack adequate biophilic design courses in their curricula. This research investigates the impact of involving students in syllabus design and applying innovative teaching methods in a pilot elective course focused on biophilic design in interior spaces on student engagement and course sustainability. A new pilot elective course was introduced in the 2022–2023 Spring Semester at the Interior Architecture Department, Faculty of Architecture, Near East University, aiming to establish an enduring and captivating learning environment for students. Initially, a focus group study was conducted to measure students' awareness of biophilic design and integrate their ideas regarding innovative learning methods into the syllabus for an engaging elective course. Strategies like interactive learning tools, group tasks, and peer assessments were incorporated throughout the course to enhance engagement. Analysis of end-of-course surveys and student observations revealed an augmented awareness of biophilic design among students and a positive influence of innovative learning methods on course sustainability. Thus, the study suggests that an elective course offers the potential to mitigate the deficiency of biophilic design integration in undergraduate programs, augmenting students' awareness in this field. Moreover, new elective courses could deliver more sustainable and engaging learning experiences for enrolled students when structured through student involvement and innovative learning methods. [ABSTRACT FROM AUTHOR]

The move away from transmission-based lecturing toward a more student-centred active learning approach is well evidenced in STEM higher education. However, the examination of active learning has generally remained confined to formal timetabled contexts, with assumptions made that students independently manage the transition between timetabled and non-timetabled learning. This paper introduces research findings from a mixed methods study that used an ecological approach when investigating student transitions between a formal lecture theatre and adjacent informal breakout space in a UK STEM university. Using quantitative occupancy monitoring data to analyse usage patterns of both spaces, in combination with qualitative ethnographic observations and field interviews, permitted a purposeful exploration of student engagement with transitions within and between the two learning spaces. The ecological approach aided the discovery of spatial, pedagogic and agentic transitions and tensions, which subsequently informed strategic modification of space across the institution to facilitate the adoption of active learning pedagogy. [ABSTRACT FROM AUTHOR]

AbstractWe examined social competence, learning-related disorders, and school engagement in relation to grade point average (GPA) among three groups of children adopted by heterosexual and same-sex couples: 84 adopted privately, 29 internationally, and 20 from foster care. Structural equation modeling showed that increased school engagement predicts higher GPA, increased social competence predicts higher GPA via increased school engagement, and learning-related disorders predict lower GPA directly and via lower school engagement. Learning-related disorders had an equivalent or larger impact on GPA among children adopted privately than internationally or from foster care, potentially because diagnoses were made later. Learning needs should be considered regardless of adoption type. [ABSTRACT FROM AUTHOR]

Elections have become the new battleground for democracy and civil rights. Yet few social work programs provide opportunities for students to gain competency in electoral politics and voter engagement. This article describes an elective course for Master of Social Work students offered in the runup to the 2018 and 2020 elections. Using classroom and community-based learning, students engaged in activities designed to maximize voter participation. Feedback derived from multiple sources speaks to student learning, feelings of accomplishment, a recognition that voting matters, and insights regarding the link between voting and social work. This course represents one model that can be replicated, in whole or in part, as social work programs seek to incorporate voting-related activities into their curricula. [ABSTRACT FROM AUTHOR]

Teacher educators' distinct and dual task of educating future teachers includes using digital tools to support students' ongoing learning while exemplifying appropriate teaching strategies where the use of digital tools, such as response systems (RSs), are commonly occurring. RSs have been used in higher education for a long time, and many studies discuss how larger student groups answering multiple-choice questions during lectures contribute to student participation and learning. However, there is limited research on RSs, particularly related to teacher education. Therefore, this interview study aims to explore for what purposes teacher educators use RSs in teaching and what advantages and limitations they experience. In the thematic analysis, we found that the teacher educators used RSs to teach simultaneously as they were role models on how to use digital tools for learning. They used anonymous open-text answers more than multiple-choice questions to support student participation, immediately assess, and provide feedback in both larger and smaller groups. The complexity of time management connected to the use of RSs was highlighted. RSs were also used to initiate discussions with the teacher students about the purposes, advantages, and limitations of using digital tools for learning. [ABSTRACT FROM AUTHOR]

The digital transformation of education is greatly accelerating in various computer-supported applications. As a particularly prominent application of the human-machine interactive system, intelligent learning systems aim to capture users' current intentions and provide recommendations through real-time feedback. However, we have a limited understanding on what is the reality of user feedback for computer-supported adaptive quizzing. This present study proposes formalization for user feedback including engagement and interactions to understand and improve intelligent adaptive quizzing. This work starts by taking individual system's action transition patterns as a temporally evolving action graph and derives patterns in terms of informing future user engagement. Furthermore, considering the student knowledge preference for a certain moment is closely related to personal experience of past learning,a novel framework EICQ (Engagement and Interaction-based Computer-Supported Adaptive Quizzing) is proposed for learning and adapting to students' current preference based on engagement trends and interaction by collecting feedback data in real-time during a learning session. This established framework captures question characters, student dynamic interactions and engagement trends, which yield a better learning experience with adaptive practice question (PQ) recommendations. Finally, much more endeavors have been made to integrate the proposed EICQ into XXXU intelligent learning systems that are co-developed with the YYY Company. [ABSTRACT FROM AUTHOR]

Academic excellence is brought about by effective leadership, which may encompass the concept of distributed leadership, which signifies a collective engagement. However, leadership positions within higher education are frequently filled with scholars lacking leadership skills and experience, which can be detrimental both to their performance and well-being. To address this, we explored via interviews with academic leaders how academic leadership is defined and conceptualised and what their developmental needs are. Participants (N = 23) came from junior, middle and senior management levels. Findings suggest that their notions of leadership as well as any developmental needs/activities perceived useful, differ according to their leadership level. Although junior leaders were more concerned with procedural elements of leading, senior leaders focused on mentoring, social expectations and knowledge of academia. These findings have important implications for a wider theoretical conceptualisation of academic leadership, which are typically focused on individual senior leaders. Further, our findings inform leadership development programmes, as universities' dealings with academic leaders tend not to consider the differing requirements of junior, middle and senior academic leaders. [ABSTRACT FROM AUTHOR]

Behavior and academic outcomes in school are interrelated; students who struggle with academics are likelier to exhibit troublesome behavior and students who struggle with behavior tend to fall behind academically. Multitiered systems of support (MTSS) offer frameworks for providing increasingly intensive support for students with academic and behavioral difficulties, but it can be challenging to efficiently integrate academic and behavioral supports rather than implementing separate resource-intensive systems. This article describes how behavior support can be integrated within Tier-2 interventions for reading and mathematics. A strategy that included four evidence-based elements—teaching expectations, self-monitoring, self-evaluation, and mystery match—was embedded within academic intervention lessons to target students' academic engagement, respectful behavior, and effort. In this article, we describe our approach as one way that academic and behavioral supports might be integrated within a tiered intervention system. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has led to an increase in anxiety and depression worldwide, causing many people to seek solace and community in online music fandoms. One such example is Dr. Lauren Alex O'Hagan, who found support and friendship in the Rory Gallagher Instagram community. Rory Gallagher, an Irish blues/rock musician, had a significant impact on Irish contemporary music and gained a large following through his touring. Despite his onstage confidence, Gallagher struggled with depression and feelings of being an outsider. O'Hagan and other fans found comfort in relating to his struggles and formed a supportive community on Instagram. This article explores O'Hagan's experience and highlights the importance of online communities in providing support during difficult times. [Extracted from the article]

This study proposed a three-step writing conference in which foreign/second language (L2) students, under the guidance of their writing instructor, first fastened their attentional focus on a form-related error, analysed a collection of standard L2 samples to deduce the underlying knowledge, and then planned for their error correction as well as future learning of this knowledge. The ultimate goal of this formative assessment practice was to scaffold student engagement with written corrective feedback (WCF). Using a between-group experiment design, the present study compared the effects on the success rate of error correction and L2 uptake of the above writing conference (n = 14) against those brought about by a typical Teacher–Student (n = 12) and a typical Student–Student one (n = 12). Research participants were 38 intermediate learners of English as a Foreign Language (EFL) recruited from three intact classes at a language-learning center in Vietnam. The suggested writing conference was indeed found to yield better error correction and L2 uptake than the other counterparts. A closer look at the students' mental engagement with WCF revealed that such engagement was moderately correlated with their L2 uptake. These findings altogether suggest that student engagement with WCF should not be taken for granted or, in other words, this engagement should be contingently supported by the writing instructor in order to foster learning from WCF. [ABSTRACT FROM AUTHOR]

This study investigated whether the amount of emergency remote teaching (ERT) was negatively associated with students' academic performance in terms of study delay and explored whether this association was mediated by study-related experiences, i.e. students' education satisfaction and subsequently academic wellbeing (academic burnout and academic engagement). The study was conducted during the academic year 2020/2021 and 680 students from all conventional Dutch universities participated. The amount of ERT and study-related experiences were measured at three time points throughout the academic year and the respective scores were averaged for data analysis. Study delay was assessed at the end of the academic year (last time point). The hypothesised model was tested using path analysis. A higher amount of ERT was associated with a higher risk of study delay and this association was mediated by study-related experiences in two ways. First, a higher amount of ERT was related to lower education satisfaction, which in turn increased the risk of study delay. Second, a higher amount of ERT was related to lower education satisfaction, which in turn was associated with lower academic wellbeing, i.e. more academic burnout and less academic engagement, which in turn increased the risk of study delay. The findings suggest that education satisfaction and academic wellbeing are mechanisms underlying the detrimental effect of ERT on study performance, with education satisfaction playing a central role. To avoid students incurring study delay, universities are advised to implement ERT and online education in general in such a way that students' education satisfaction gets preserved. [ABSTRACT FROM AUTHOR]

Given the importance of creativity in higher education, it is imperative to explore the strategies that can be employed at universities to foster student creativity. With this objective in mind, our aim in this study was to investigate the impact of the teacher–student relationship on student creativity, with a specific focus on the mediating role of student engagement. To collect data, we had 526 Chinese college students complete a survey. The hypotheses were tested through structural equation modeling. The results indicated that a positive teacher–student relationship was positively connected with student creativity indirectly through the mediation of student engagement. This research enhances understanding of the underlying mechanism that links the teacher–student relationship to student creativity and provides practical implications for promoting creativity among college students. [ABSTRACT FROM AUTHOR]

Strengths-based education focuses on identifying and nurturing students' inherent talents and abilities, leading to increased engagement, motivation, and academic success by building on what they naturally do well. [ABSTRACT FROM AUTHOR]

Rubrics are an assessment framework commonly employed in higher education settings; however, students can engage with and perceive them to be used in a variety of ways and with varying degrees of success. The aim of this research project was to explore these perceptions, to better understand how rubrics might be used to support students more effectively to successful academic outcomes. Fourteen interviews were conducted over a period of fourteen months, and four themes were identified: rubric introductions; rubric content (including language and format); student rubric use and the role of rubrics in how work is assessed. Findings were considered from thematic perspectives of the student participants. Conclusions drawn focus on the quality of classroom discussion when rubrics are introduced, the practical application of rubrics as a writing or planning tool, the need for detail and clarity in language use and explicit links between feedback and rubrics. Overall, effective engagement with rubrics appears to reduce student anxiety. [ABSTRACT FROM AUTHOR]

A report from the Committee on Public Accounts (PAC) found that a lack of government oversight has allowed for fraud and abuse in the student finance system at franchised higher education providers. The report highlighted that two-thirds of franchised providers were not registered with the Office for Students (OfS), which sets conditions for registered institutions to protect students and ensure quality. The report also noted that students lack transparency and information about their studies at franchised providers, and that some providers rely on franchising to remain financially viable. The PAC recommended that the Department for Education (DfE) strengthen oversight of franchised providers and improve transparency for students. [Extracted from the article]

A survey completed by 22 literacy clinic directors indicated that clinics share beliefs and instructional practices. Literacy clinics provide a context in which children are taught to read and write by clinicians who are training to be literacy teachers. As best practices in reading instruction are debated, effective clinical assessment and instructional practices have endured. Using a student‐centered approach, literacy clinics help students become engaged, confident, and capable readers. Research results identified four themes: multiple literacy components, affective factors, a cyclical assessment and instruction process, and clinician and student agency. The article connects these themes and gives examples of the application of the themes for classroom instruction and assessment practices. [ABSTRACT FROM AUTHOR]

Amid the shift to virtual teaching and learning during the COVID-19 pandemic, educators across disciplines were faced with developing new teaching strategies for active learning and significant learning experiences. This paper discusses findings from a case study of integrating ArcGIS Online and StoryMaps for assignments and semester projects in systematic geography courses – health, population, and urban geography. The study assesses the process of incorporating the use of this technology into these upper-division undergraduate courses, with a mix of both geography and non-geography majors, and student perspectives on their learning of and engagement with this technology. With broader applications to different course, discipline, and education contexts, findings suggest increased student engagement, enhanced understanding of course topics and their practical applications, and an appreciation for the opportunity to learn within and work with geospatial technology. [ABSTRACT FROM AUTHOR]