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The recent and swift move to virtual working has highlighted a need for greater understanding of how to best communicate remotely for work, how well team members are able to identify the correct communication mediums for their tasks and how team members align on how to complete these tasks. Drawing on Media Synchronicity Theory (MST), we examine communication-based subgroup dynamics in terms of faultline strength—the degree to which a team is hypothetically divided by lines of communication media they use—and subgroup imbalance regarding the influence of communication-based subgroup dynamics on virtual team sociability, and subsequently, team coordination. Results from a field study (Study 1) with 292 team members belonging to 37 virtual teams, and an experiment (Study 2) with 385 participants provided support for the hypotheses. Our findings contribute to existing theory by underscoring the idea that it is not simply virtuality, but the misalignment of the use of communication mediums among team members that plays a key role in the development of communication challenges in virtual teams. The study takes a novel approach by addressing how faultline strength within virtual teams that can cause communication challenges. Consequently, organizations are encouraged to pay attention to guidelines of the use of virtual communication tools and team composition to enhance communication and collaboration within virtual teams. [ABSTRACT FROM AUTHOR]

Interdisciplinary engineering education aims to equip engineers with the ability to tackle complex real-world problems that occur beyond traditional disciplinary boundaries, therefore demanding a set of interdisciplinary competencies. In our research on interdisciplinary competence, a study consisting of interviews with teachers and researchers focusing on Higher Order Thinking Skills (HOTS) necessary for interdisciplinary research purposes, revealed that the interviewees emphasize specific attitudinal aspects as important for being competent in interdisciplinary research contexts. Notably, the attitudinal aspects as described by the interviewees can be understood through the notion of intellectual humility (IH). This observation motivated an exploratory literature review, which led to the conceptualization of IH as an attitude consisting of the ability to recognize one's intellectual limitations and openness to alternative perspectives and clarified its potential role in the development of epistemic fluency, as an interdisciplinary competence that integrates knowledge, skills and attitude. The refined conceptual understanding of IH along with the empirical findings on the importance of IH resulting from the interviews with experts in interdisciplinary engineering education, supports the view of IH as a crucial attitude for epistemic fluency in interdisciplinary education contexts, together with the importance of awareness and knowledge of disciplinary perspectives. Epistemic fluency, in turn, is conceptualized as a key interdisciplinary competency that integrates knowledge (disciplinary perspectives), attitudes (IH), and skills (HOTS). Finally, suggestions are made for possible ways to promote IH as part of this competence. [ABSTRACT FROM AUTHOR]

While it is recognized that teachers play a vital role in supporting students in the career-planning process, their competencies in school-based career guidance remain underexplored. Understanding these competencies is important for enhancing the effectiveness of the career guidance provided by teachers. The aim of this systematic review was to collate the empirical evidence regarding teachers' competencies in career guidance, to situate these findings within the context of a professional-competence model, and to identify significant gaps in the research. We conducted a systematic literature search in six different databases, targeting studies that focused on secondary-school teachers involved in career guidance. From an initial pool of 4,768 studies, 31 remained for a further analysis after we double coded 15 percent of the studies. This study shows that while secondary-school teachers generally hold positive attitudes toward career guidance in schools, they recognize shortcomings in their own knowledge and skill sets and express a need for further training. In contrast to teachers' knowledge and attitudes, other aspects of professional competence, such as motivational orientations and self-regulation skills, received less attention in the analyzed papers. Finally, this review highlights a notable lack of theoretical modeling regarding teachers' competencies in career guidance. [ABSTRACT FROM AUTHOR]

Collaborative online learning became a necessity for universities during the COVID-19 pandemic. Even though it is known from research that online collaboration is an effective way of learning, digital interaction can be challenging for learners. Group members have to create a high-quality interaction to ensure the success of the collaborative learning process. Based on a theoretical model of collaborative learning, high-quality interaction can be determined with regard to cognitive group activities (prior knowledge activation, transactivity), meta-cognitive group activities (organization of the work process), and relational group activities (group climate, participation and task-related communication). Our study aims to examine how students manage a self-directed collaborative learning setting, how they perceive the process quality of digital interaction and how the interaction quality is related to self-reported outcomes (learning gain and satisfaction). We use a newly developed questionnaire to assess the quality of digital interaction in terms of the aforementioned dimensions. Furthermore, we focus on associations with the beliefs about web-based learning and the ability of perspective-taking at the individual level as well as the sense of community at the group level. We conducted a quantitative study within online university courses that were implemented asynchronously due to the COVID-19 pandemic. N = 298 undergraduate students in teacher education rated the quality of a digital collaborative learning settings (response rate of 72%). The students worked on collaborative tasks autonomously without any guidance from the teacher. We find differences between (meta-)cognitive and relational factors of interaction quality, and differences in the strength of the associations with outcomes and individual and group-related factors. Our study provides insights into students´ collaborative online learning and examines the relationships between different dimensions of group interaction quality and the input and outcome variables. Limitations and areas for further research are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Marketing Science & Inspirations is the property of Comenius University in Bratislava, Faculty of Management 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.)

Purpose: This study explores the consequences of digitalization in the field of education, particularly in relation to teachers' course processes in higher education institutions. It emphasizes the importance of understanding how information systems (IS) support not only individual tasks but also processes as a whole. The results reveal that process practices have not been considered comprehensively and even core processes may be unseen. Design/methodology/approach: A systematic literature review was conducted to explore the extent to which teachers' processes are discussed in the literature. A qualitative case study was then conducted at a Finnish higher education institution to identify course processes and their relationships to IS. Findings: Teachers' processes have scarcely been discussed in the literature, and the process support provided by ISs is remarkably limited. It seems that course processes, which are core to education, are a blind spot in education digitalization. To support evaluating the level of support by IS, novel course process indicators were introduced. Practical implications: Developing core processes, teachers' course processes and thesis processes in education field, supports improving service quality. In all industries, organizations should consider whether processes are properly recognized and whether IS support not only individual tasks but also processes as a whole. We recommend recognizing and applying business process management practices to better support teachers' work and to improve overall efficiency in education. Originality/value: To the best of our knowledge, this is the first education sector study that attends to teacher's work as a comprehensive process. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the level of implementation of Arabic Language and Islamic Values Education (ALIVE) in Balo-i West District as perceived by the Asatidz. This study utilized descriptive correlation. The study investigated the relationship between the variables presented. This was conducted at Baloi West District, Division of Lanao del Norte II and 38 Arabic teachers were utilized as participants. The study made use of standardized questionnaires. The data were treated using frequency and percentage distribution, mean and standard deviation, and Pearson Correlation. The study revealed that most of the respondents were 40-49 years of age, female, married, high school graduates in English education, undergraduate level in the Arabic education, passed the qualifying examination for Arabic teachers, and contractual employees. They were teachers for 11-15 years and attended five or more seminars. They displayed high competencies in skills, attitude, and knowledge. They were highly challenged in delayed honorarium. Findings revealed that instructional materials were the most provided and accessible among teachers. The teachers' level of teaching competencies was not significantly associated with their personal profile (except for civil status) and thus, the null hypothesis of no significant relationship between the respondents' profile and level of teaching competencies was not rejected. Results showed that the respondent's level of teaching competencies was not significantly associated with the effectiveness of ALIVE implementation. An output was designed based form the findings of the study. [ABSTRACT FROM AUTHOR]

There is a broad consensus in politics, economy and science about the importance of promoting STEM competences. To promote STEM skills in the classroom, we propose a cross-domain approach combining the STEM sub-domains of Biology and Technology/Engineering. Therefore, we have developed a model that illustrates how the STEM sub-domains of Biology and Technology/Engineering can complement each other in a cognitive process. Both sub-domains show similarities in working methods and consider structural and functional relationships. These synergies can be brought together in a design process. This approach leads to the question of the extent to which a cross-domain approach utilising a design process can be a learning opportunity for biological subject knowledge. Based on this model, we have created a learning arrangement on the topic of the 'locomotor system'. Learners should use a design process to build a feeding machine inspired by structural-functional relationships in different locomotor systems. In a quasi-experimental study, we compared this Design approach with two alternative teaching approaches (a Reconstruction approach and a Biology approach). In the Reconstruction approach, students receive the same input on structural-functional relationships in locomotor systems but build their feeding machine according to a predetermined plan. In the Biology approach, no feeding machine is built; instead, structural-function relationships in locomotor systems are modelled using further examples from the animal world. 413 pupils (age: M = 12.53, SD = 0.818) took part in the study. Longitudinal and cross-sectional analyses emphasise the potential of the Design approach compared to the other methods and show significant differences in long-term learning outcomes. Path models illustrate that cognitive abilities (IQ) and participation in the 'Design'-intervention group are decisive prerequisites for learning success. The results also show that students following the Design-approach develop a significantly improved understanding of concepts related to the musculoskeletal system. Using a design process combining biology and engineering presents a learning opportunity for students to develop long-term robust biological knowledge and understanding of biological concepts. Thus, using a design approach can be a cross-domain bridge for integrated STEM instruction in order to foster pupils' knowledge acquisition and competences. [ABSTRACT FROM AUTHOR]

Augmented Reality (AR) can enhance student-centered lab work by bridging the spatial and temporal split between virtual information and observed real-world phenomena. While the Cognitive Theory of Multimedia Learning and the Cognitive Load Theory suggest that AR can reduce extraneous cognitive load (ECL) and foster learning, the empirical results remain inconsistent. This re-analysis of three related studies with different target groups and AR devices explores whether learners' spatial abilities and verbal working memory capacity moderate the effect of AR support in lab work settings on ECL and conceptual knowledge gains. Although these moderators could not be confirmed consistently, the results indicate that tablet-based AR holds the potential to support learners with low spatial abilities. Moreover, low verbal working memory learners were demonstrated to be particularly vulnerable to the spatial contiguity failure that can be caused by smartglasses AR. Moderation effects were only observed for ECL but not for conceptual knowledge gains. The findings highlight that the benefit of AR support can depend on learners' cognitive prerequisites and additional contextual factors, such as the AR device used and the age of the target group. The design and implementation of AR-supported lab work environments should account for these factors to optimize the learning outcomes. [ABSTRACT FROM AUTHOR]

Background: Immersive virtual reality (IVR) serves as a promising tool to provide adolescents with enriched social experience due to its high-fidelity simulations and multimodal interaction. This study aims to design and develop a multi-user IVR collaborative game utilizing simultaneous localization and mapping (SLAM)-based inside-out tracking technique to foster social experience among students. Also, this study explored the mechanism by which technology acceptance affected social experience in the IVR collaboration game, focusing on the mediating effects of presence, collective efficacy, and group effectiveness, as well as the moderating effect of social–emotional competence (SEC). Methods: A total of 104 seventh graders from a middle school in Central China participated in this study and completed the questionnaire. Finally, 87 valid questionnaire responses were retrieved. Results: The results revealed that technology acceptance both directly and indirectly influenced social experience. The mediation analysis revealed a key pathway influencing social experience: technology acceptance → presence → collective efficacy → group effectiveness → social experience. However, no moderating effect of SEC was found in the relationship between technology acceptance and social experience, group effectiveness, and social experience. Conclusions: Based on these results, more appropriate IVR interventions could be developed for social–emotional learning among children and adolescents. [ABSTRACT FROM AUTHOR]

Virtual communities of practice (VCoPs) can decrease social, structural, and professional isolation, provide opportunities for knowledge-sharing abilities, and may improve participants' self-reported sense of connectedness to one another and their profession. However, more research is needed to examine measurement of VCoPs effectiveness on participants. In this scoping review our research question was: What is the state of the science for VCoPs and how are these communities measured in current research specific to education and health/health education? Guided by Arksey and O'Malley's five stages for conducting a rigorous scoping review, we identified gaps in the evidence regarding the overall state of the science on measurement of VCoPs inclusive of quantitative and mixed-methods literature describing validated VCoP measurement in both English or Spanish from January 1990 to July 2023, and within the health, education, or health education disciplines. Initial searches yielded 2350 articles. Authors independently screened papers and extracted data. The results of this scoping review (N = 13 articles) highlight the measurement of VCoPs specific to education, healthcare, health education research. We found that measures had been tested in VCoPs within health, education, health education, and professional education information technologies disciplines, with the Community of Inquiry framework being the most common theoretical foundation. The findings provide an understanding of measurement tools and impacts and outcomes of VCoP participation and we make recommendations for future VCoP measurement tool development., (© 2023 Wiley Periodicals LLC.)

In this paper we use new experimental data to investigate students' preferences regarding lecture mode and length, and assessment type across two unique dimensions: expected learning and enjoyment. Our main findings are as follows: first, students demonstrate a strong preference against online lectures. Students expect to learn more from, and enjoy, modules that have in-person lectures. Given that one-third of lectures in UK universities are now taught online—up from 4 percent before the pandemic—these results indicate a misalignment with students' preferences. Second, students favour shorter lectures (1 h) over longer lectures (2 h). Students do not expect to learn more from longer lectures—suggesting diminishing expected marginal returns. Third, students prefer individual assignments to exams. Students expect to enjoy and learn more from modules that have individual assignments (as opposed to exams). These findings are robust across two samples of university students. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Sports Science & Arts - Arabic is the property of Helwan University, Faculty of Physical Education for Girls 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.)

The metaverse represents a post-reality universe that seamlessly merges physical reality with digital virtuality. It provides a continuous and immersive social networking environment, enabling multi-user engagement and interaction through Extended Reality (XR) technologies, which include Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR). As a novel solution distinct from traditional methods such as mobile-based applications, the technical affordance of XR technologies in shaping multi-user social experiences remains a complex, multifaceted, and multivariate issue that has not yet been thoroughly explored. Additionally, there is a notable absence of mature frameworks and guidelines for designing and developing these multi-user socio-technical systems. Enhancing multi-user social engagement through these technologies remains a significant research challenge. This systematic review aims to address this gap by establishing an analytical framework guided by the PRISMA protocol. It analyzes 88 studies from various disciplines, including computer science, social science, psychology, and the arts, to define the mechanisms and effectiveness of XR technologies in multi-user social engagement. Quantitative methods such as descriptive statistics, correlation statistics, and text mining are used to examine the manifestation of mechanisms, potential system factors, and their effectiveness. Meanwhile, qualitative case studies identify specific measures by which system factors enhance multi-user social engagement. The study provides a pioneering framework for theoretical research and offers practical insights for developing cross-spatiotemporal co-present activities in the metaverse. It also promotes critical reflection on the evolving relationship between humans and this emerging digital universe. [ABSTRACT FROM AUTHOR]

The study aimed to develop an engineering perception scale for pre-service science teachers. The data were obtained from a total of 151 pre-service science teachers attending the department of science teaching at a state university in a province in the eastern region of Turkey. It took 3 years to collect the data. Engineering education was given to pre-service science teachers for 14 weeks within the framework of the "STEM, Robotics, Coding" course. Engineering education includes machine-style activities made with simple materials, that is, with materials found in our environment, which we can even call waste. In addition, activities involving the construction of machines used in daily life using Legos were also carried out. For example; washing machine, carousel, hand dryer, car windshield wiper, etc. They created working, that is, moving machines. In engineering education, they first made drawings for the objects they would create, then determined the materials needed to realize the drawings, and then proceeded to the construction phase. While determining these activities, the objectives of the course, the development of pre-service teachers' engineering skills, making machines and objects that exist in their environment, understanding their working principles, using knowledge from other fields and gaining experience in making different designs with them were taken as the basis. First of all, 5 open-ended questions were prepared to reveal the engineering perceptions of pre-service teachers. The literature was reviewed while preparing the questions. The open-ended questions were prepared by taking the opinions of 3 faculty members specialized in science education and 2 engineering faculty members. A 5-point Likert-type scale consisting of 40 items was developed based on the answers given by the pre-service teachers to the questions. All items of the 40-item scale were examined by 2 field experts and 2 Turkish language experts and finalized. The data obtained were analyzed through Exploratory Factor Analysis (EFA). Then, the same data set was analyzed using Confirmatory Factor Analysis (CFA). As a result of the analyses; a 31-item scale consisting of 6 sub-factors was obtained. [ABSTRACT FROM AUTHOR]

The increasingly digital nature of modern societies necessitates continually examining how individuals interact in the public sphere. This systematic literature review comprehensively analyzes emerging research on public interaction across diverse contexts. By employing an innovative method of applying artificial intelligence on a large-scale academic corpus, we systematically identified and categorized eight major research clusters: social media and public discourse; public Governance in health and education; urban environments and data systems; group interaction dynamics; complex systems modeling; human-display interfaces; political processes; and public service design. Sub-topic mapping revealed key themes such as digital civic engagement, transport sustainability, behavioral dynamics, and socio-environmental impacts. Our interdisciplinary synthesis highlights public interaction as a multifaceted phenomenon intertwined with technological change, policy decisions, environmental factors, and social constructs. These insights underscore the need for holistic, cross-disciplinary approaches to navigate the challenges and opportunities of public interaction in our rapidly evolving digital age. This review provides a unified knowledge base to guide future research while informing decision-makers on cultivating participatory, adaptive, and sustainable public spheres. [ABSTRACT FROM AUTHOR]

Background: Although group work is increasingly used in STEM courses and may lead to improved academic outcomes, there is evidence that some implementations of group work may lead to unintended barriers for certain students' learning. Despite the growing number of neurodivergent undergraduate students, there is limited research on neurodivergent students' experiences with group work in STEM courses. To address this knowledge gap, the current research investigated the experiences of 22 neurodivergent undergraduate students with group work in STEM courses at a range of institution types and in a variety of STEM disciplines. Participants shared experiences with in-class and out-of-class group work assignments for lecture and laboratory courses. Results: Through inductive thematic coding of semi-structured interview transcripts, we identified seven themes impacting participants' experiences. Three themes were individual level: personal characteristics that participants associated with their neurodivergence; strategies for academic success (with subthemes of organization/time management, adaptive communication, and self-advocacy); and beliefs on group work's value. Four themes were group level/classroom level: group dynamics; role in group (including leadership roles); the competitive culture within STEM; and recommendations for instructors. Through a social-relational perspective on disability, we proposed a model showcasing how group and classroom factors serve as supports or barriers to neurodivergent students' full participation in group work, as well as to their sense of belonging. Using the seven themes we articulated, we outlined a set of practices for designing group work assignments. In addition, we propose how pairing inclusive assignment design with instructor reflection and articulating anti-ableist values can support neurodivergent student belonging by disrupting discourses of normalcy in STEM. Conclusions: As one of the first studies exploring the impact that group work in STEM courses has on neurodivergent undergraduates, this work may inform reimaginations of group work practices to better address the needs of neurodivergent STEM students and support a more inclusive culture in STEM classrooms. In addition, our conceptual model may serve as the basis for future research regarding interactions between individual-level and group-level factors associated with neurodivergent students' learning through group work and other active learning practices. [ABSTRACT FROM AUTHOR]

Upon observing the daily lives of older adults, they often experience comfort and emotional stability through nostalgic memories. Hence, this study develops a nostalgic VR game from which older adults can obtain a similar sense of comfort and emotional satisfaction. This study extends the technology acceptance model (TAM) to analyze factors influencing older adults' intention to adopt this VR game. The study involved 102 older adults who participated in the VR experience. The VR game was developed using the Unity engine, designed specifically to trigger nostalgic memories. The analysis shows that the questionnaire was highly reliable. The analysis also revealed that PEOU significantly influences PU (β = 0.559, p < 0.001) and PE (β = 0.694, p < 0.001). PU positively impacts HIPG (β = 0.321, p < 0.05), while ATG strongly influences HIPG (β = 0.270, p < 0.01). The extended TAM model explained 57.3% of the variance in HIPG (R2 = 0.573), indicating the substantial impact of these factors on older adults' intention to engage with the VR game. These results provide valuable insights for developers and healthcare providers aiming to integrate VR as a health tool for older adults. [ABSTRACT FROM AUTHOR]

The study examined computer simulation and video-media in improving students' performance in Chemistry and compared students' attitude towards Chemistry using the two packages. It also examined the effectiveness of the two packages in enhancing students' retention of Chemistry concepts. This was with a view to finding out which of the two packages is better in enhancing students' performance in Chemistry. The non-equivalent pretest—posttest control group research design was employed for the study. The population for the study comprised all Chemistry students in senior secondary schools in Osun State. Students in senior secondary class two (SSII) in their intact classes from three schools in Ife Central Local Government Area of the State formed the sample of the study. The three schools were randomly assigned to three groups; experimental group A using Computer Simulated Instructional Package (CSIP), experimental group B using Video Media Instructional Package (VMIP), and group C using the conventional teaching method. The instruments used for data collection were Chemistry Achievement Test (CAT) and Chemistry Attitudinal Questionnaire (CAQ). Data collected were analyzed using mean, ANOVA and ANCOVA statistics. The results revealed that there existed a significant difference in the effectiveness of computer simulation and video media instructional packages in improving students' performance in Chemistry (F = 16.170, p < 0.05). This was further supported by the analysis of the post test scores of the respondents as those exposed to the computer simulation package had the highest post test score of 13.63 while conventional method had the lowest post test score of 9.46. The results also showed that there was no significant difference in the students' attitude towards Chemistry using the two packages (F = 0.14, p > 0.05). Furthermore, the results showed that there existed a significant difference in the effectiveness of the two packages in enhancing students' retention of Chemistry Concepts (F = 20.152, p < 0.05). Further analysis revealed a mean retention score of 14.79 for video media package, 15.54 for computer simulation package and 11.10 for the conventional method. This showed that those exposed to Computer simulation package had the highest average retention sore. The study concluded that computer simulation package is a more effective instructional package than video-media in improving students' performance as well as retention of concepts taught. In terms of students' attitude towards Chemistry, the two packages examined in the study suggest no effect and if such exists, is likely to be negligible. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this paper is to explore the effect of telepresence, social presence and consumer involvement on intention to purchase, with an intervening impact of three dimensions of consumer brand engagement (cognitive processing, affection processing and activation). Design/methodology/approach: The study followed a surveying technique and an adopted questionnaire was used to collect data from 426 shoppers of apparels. The model was tested using Smart PLS and it was found that there is a positive relationship between telepresence, social presence and consumer brand involvement with consumer brand engagement, which also mediates their relationship with intention to purchase. Findings: This study offers analytical evidence for telepresence, social presence and involvement of customers and advances the literature of brand engagement. Marketers can benefit from this study and design their future campaigns to enhance the involvement of customers by utilizing the outcomes of this study. Originality/value: This study offers analytical evidence for telepresence, social presence and involvement of customers and advances the literature of brand engagement. Marketers can benefit from this study and design their future campaigns to enhance the involvement of customers by utilizing the outcomes of this study. [ABSTRACT FROM AUTHOR]

Objective This research aims to identify school principals' practices in integrating technology. Methods: The methodological approach employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Qualitative or mixed studies that examined school principals' practices in integrating technology into school teaching and learning conducted between 1999 and February 2023, were eligible. Data was searched through Science Direct, Springer, ProQuest, Emerald, Web of Science, Eric, and Google Scholar search engines. Thematic analysis was used to synthesize the findings. Results: Out of 6441 results from primary and supplementary searches, 19 eligible studies were chosen within five framework domains: Establishing and conveying the vision (creating a shared vision of technology integration, sharing vision continuously, and modeling technology use); Facilitating a high-quality learning experience for students (making databased decisions, promoting technological pedagogy, and digital citizenship education); Building professional capacity (creating professional development opportunities, encouraging a professional learning community, embracing job-embedded learning, and encouraging differentiated learning); Creating a supportive organization for learning (providing appropriate resources, promoting a collaborative culture, leading change, supporting risk-taking, and fostering a positive attitude towards technology); And connecting with external partners (cultivating communication networks within society, and involving parents in education). Conclusions: The results revealed notable distinctions in school principals' practices between blended learning and traditional education. Some practices of principals, such as curriculum planning, have become less prevalent. Nonetheless, there is a heightened emphasis on practices like engaging parents in education. Additionally, school principals facilitate students' learning by directly engaging in their tasks. [ABSTRACT FROM AUTHOR]

The study investigated the impact of Chemistry-Focused Online Science, Technology, Engineering, and Mathematics (STEM) teacher education on the awareness of STEM among preservice science teachers. A one-group pretest–posttest quasi-experimental weak design was used to determine changes in preservice teachers’ STEM awareness. During the study, a 14-week Chemistry-Focused Online STEM course was provided to preservice science teachers. As part of this course, the theoretical knowledge about STEM was explained to students, and afterward, they completed two modules. Furthermore, preservice teachers also developed their chemistry-themed STEM lesson plans at the beginning of the course, after explaining theoretical knowledge about STEM at the end. The study group consisted of 17 senior preservice science teachers enrolled in the elective Teaching Chemistry in Elementary Education at a state university in the Marmara region during the spring semester of 2020–2021. The data were collected with the STEM Awareness Scale. The results revealed that chemistry-focused online STEM education enhances preservice science teachers’ STEM awareness. Potential implications from this research suggest that the preservice science teacher participants benefited significantly from chemistry-focused online STEM education while engaging in science and engineering practices and using chemistry knowledge to solve real-life problems. [ABSTRACT FROM AUTHOR]

Collaborative learning has been widely studied in higher education and beyond, suggesting that collaboration in small groups can be effective for promoting deeper learning, enhancing engagement and motivation, and improving a range of cognitive and social outcomes. The study presented in this paper compared different forms of human and robot facilitation in the game of planning poker, designed as a collaborative activity in the undergraduate course on agile project management. Planning poker is a consensus-based game for relative estimation in teams. Team members collaboratively estimate effort for a set of project tasks. In our study, student teams played the game of planning poker to estimate the effort required for project tasks by comparing task effort relative to one another. In this within- and between-subjects study, forty-nine students in eight teams participated in two out of four conditions. The four conditions differed in respect to the form of human and/or robot facilitation. Teams 1–4 participated in conditions C1 human online and C3 unsupervised robot, while teams 5–8 participated in conditions C2 human face to face and C4 supervised robot co-facilitation. While planning poker was facilitated by a human teacher in conditions C1 and C2, the NAO robot facilitated the game-play in conditions C3 and C4. In C4, the robot facilitation was supervised by a human teacher. The study compared these four forms of facilitation and explored the effects of the type of facilitation on the facilitator's competence (FC), learning experience (LX), and learning outcomes (LO). The results based on the data from an online survey indicated a number of significant differences across conditions. While the facilitator's competence and learning outcomes were rated higher in human (C1, C2) compared to robot (C3, C4) conditions, participants in the supervised robot condition (C4) experienced higher levels of focus, motivation, and relevance and a greater sense of control and sense of success, and rated their cognitive learning outcomes and the willingness to apply what was learned higher than in other conditions. These results indicate that human supervision during robot-led facilitation in collaborative learning (e.g., providing hints and situational information on demand) can be beneficial for learning experience and outcomes as it allows synergies to be created between human expertise and flexibility and the consistency of the robotic assistance. [ABSTRACT FROM AUTHOR]

There is a recognized need to understand the current state of programming implementation in the Swedish compulsory school system. This study focused specifically on the implementation of programming in the school subject of technology for grades 4–6. In Sweden, the responsibility for choosing teaching and learning material lies with individual teachers. Recent studies have indicated the prevalence of visual programming languages (VPLs) in classrooms. However, no empirical research has specifically investigated why teachers select particular programming learning environments (PLEs) and the challenges they have overcome in this process. Therefore, this study aimed to explore the PLEs used by teachers and the factors influencing their choices. In addition, this study explored the role of pedagogical content knowledge (PCK) and the influence of systemic and situational amplifiers and filters in shaping the programming education landscape, highlighting the importance of understanding these factors for effective implementation. Semi-structured interviews were conducted with 14 experienced programming teachers in grades 4–6 to gather insights. The results revealed that VPLs, particularly Scratch, have been widely adopted, but the study also identified three textual programming languages being utilized. Furthermore, the findings indicate that teachers' previous education plays a significant role in shaping their PLE preferences. This suggests that programming education in both professional development and preservice teacher training is crucial for effective implementation. By investigating PLE choices and the factors influencing them, this study contributes to a better understanding of the current landscape of programming education in Sweden's compulsory school system. [ABSTRACT FROM AUTHOR]

In the future of higher education, student learning will become more virtual and group-oriented, and this new reality of academic learning comes with challenges. Positive social interactions in virtual synchronous student learning groups are not self-evident but need extra support. To successfully support positive social interactions, the underlying group processes, such as collaborative group engagement, need to be understood in detail, and the important question arises: How can collaborative group engagement be assessed in virtual group learning settings? A promising methodological approach is the observation of students' non-verbal behavior, for example, in videoconferences. In an exploratory field study, we observed the non-verbal behavior of psychology students in small virtual synchronous learning groups solving a complex problem via videoconferencing. The groups were videorecorded to analyze possible relations between their non-verbal behaviors and to rate the quality of collaborative group engagement (QCGE). A rating scheme consisting of four QCGE dimensions (Behavioral, Social, Cognitive, and Conceptual-to-consequential QCGE) was applied, and non-verbal behaviors during the task were coded based on related research literature. We quantitatively and qualitatively analyzed non-verbal behaviors as indicators of QCGE. The results show that groups use a wide range of nonverbal behaviors. Furthermore, certain non-verbal behaviors are significantly related to specific dimensions of QCGE. These results help to identify relevant indicators of QCGE in virtual synchronous learning settings and thus promote the development of advanced methods for assessing QCGE. Furthermore, the indicators can be discussed as possible anchors for supporting collaborative learning in virtual synchronous groups. [ABSTRACT FROM AUTHOR]

With the rapid adoption of online learning across higher education, there is an urgent need to identify its challenges and ways of addressing them. Online group projects, in particular, present significant issues for educators. This paper presents the findings of a systematic literature review identifying the key challenges of online group projects, together with strategies to address them. From a corpus of 114 recent papers, the 57 most relevant were analysed, to identify themes related to challenges and strategies. Key challenges were: low and uneven participation by students; a lack of clarity and preparation for students; and poor relationships. Strategies for addressing challenges were: careful design of projects, particularly regarding fair assessment; clear guidance and preparation of students; and practical and emotional support throughout, to encourage confidence and engagement. The findings of this review will enable educators to design and facilitate online group projects which students find rewarding and valuable. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Faculty of Educational Sciences is the property of Ankara University, Faculty of Educational Sciences 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.)

Constructivist learning theories have emphasized learners' interactions with the environment, which includes their peers. Therefore, student cooperation/collaboration has been considered crucial in science education. However, although there have been many science cooperative/collaborative learning (CCL) studies reported in Korea, there has been a lack of review studies done to delineate trends and elicit implications for future science education research. This study systematically reviewed empirical science and engineering CCL studies reported in Korea. The researchers collected literature via the Korea Citation Index repository and selected 121 papers to be reviewed. The analytical framework was adapted from the cultural-historical activity theory (CHAT). The results of a review by two science education experts showed patterns revealed in each component of CHAT, which led to a discussion aimed at comprehensively understanding Korean science and engineering CCL research. Implications for future research and teaching were elicited. [ABSTRACT FROM AUTHOR]

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education 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.)

Copyright of e-Education Research is the property of Northwest Normal University 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.)

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education 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.)

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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.)

Introduction: In response to the COVID-19 crisis, this study aimed to introduce a new virtual teaching model for anatomy education that combines Peer-Assisted Learning (PAL) and flipped classrooms, aligning with constructivist principles. Method: The Flipped Peer Assisted (FPA) method was implemented in a virtual neuroanatomy course for second-year medical students at Birjand University of Medical Sciences via a descriptive study. The method involved small groups of PAL, with peer learning serving as educational assistants and the teacher acting as a facilitator. Educational content was uploaded to the university's learning management system (LMS). The opinion of medical students regarding the teaching method were evaluated using a 15-item questionnaire on a five-point Likert scale. Results: A total of 210 students participated in the instruction using the FPA method. The analysis of students' scores revealed an average score of 26.75 ± 3.67 on the 30-point test. According to student feedback, this teaching method effectively motivated students to study, enhanced teamwork and communication skills, transformed their perspective on the anatomy course, provided opportunities for formative assessment and feedback, and demonstrated the teacher's dedication to education. Conclusion: The FPA model demonstrates its effectiveness in transforming traditional classroom teaching and fostering teaching and learning in virtual environments, particularly during pandemics like COVID-19. This model holds promise for enhancing anatomy education in challenging circumstances. [ABSTRACT FROM AUTHOR]

Copyright of Revue Hybride de l'Éducation (RHÉ) is the property of Universite du Quebec a Chicoutimi, Departement des sciences de l'Education 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.)

Students' readiness to learn politics is an important thing to consider nowadays. By encouraging positive emotions and good intrinsic learning motivation, students can prepare themselves well to learn this discipline. This study examines how self-regulated learning, competence, autonomy, relatedness, positive emotion, and intrinsic learning motivation affect political learning preparation in students. Additionally, information literacy is explored as a moderating variable on the association between positive emotion and political learning readiness, as well as intrinsic learning motivation and political learning readiness. Data were collected from 422 university politics students. Researchers first utilized SPSS to see the distribution of good data, then the SEM model and SmartPLS version 4. The study found no correlation between autonomy and intrinsic learning readiness. Other hypotheses in this study were tested and shown to be beneficial. Testing the interaction model shows that information literacy boosts positive emotions and learning motivation on political learning readiness. [ABSTRACT FROM AUTHOR]

The purpose of the current study is to examine the effect of adapting the engineering design process to robotic coding, STEM, and the nature of science applications on teachers' self-efficacy towards engineering education and attitudes towards robotic coding. A weak experimental design with a single-group pre-test and post-test, one of the quantitative research methods, was used in the study. The sample of the study consists of 20 science teachers from all over Turkey who meet the application requirements within the scope of the project 2237 supported by TÜBİTAK and working in schools affiliated to the Ministry of National Education. The sample was determined using the purposive sampling method. In this study, teachers were given theoretical and practical training on engineering design process-based STEM, robotic coding, and the nature of science for a total of 36 hours over one week. Quantitative data were analyzed using dependent groups t-test and correlation analysis in the SPSS 23 program. They evaluated their ability to apply these activities in their classes. As a result of the analysis of the quantitative data of the study, it was observed that their self-efficacy towards engineering education and attitudes towards the use of robotic coding in the class showed a positive increase. [ABSTRACT FROM AUTHOR]

High dropout rates in higher education pose a significant challenge, prompting a need for effective retention strategies. Research shows promoting students' engagement as key factor in retention. This is most effectively nurtured through regular activities that explicitly connect to academic goals and involve all students. This study proposes to investigate the role of reciprocity which involves the exchange of knowledge and resources on the basis of mutual benefits, and considers WhatsApp groups as an interactive medium for connecting and sharing. Data from an online questionnaire of 309 university students was used to test the research model. Data analysis was performed using the partial least squares method. The findings revealed that that information quality (IQ) and service quality (SERQ) exert a positive influence on satisfaction (SAT), while system quality (SQ) does not. Similarly, reciprocity has a positive influence on both SAT and intention to stay (INTENT). Moreover, our study reaffirmed the established positive relationship between SAT and INTENT. Online platforms like WhatsApp groups, supported by reciprocity and a higher quality of contents and services, can promote satisfaction and knowledge sharing among students, ultimately addressing the challenge of student retention in higher education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) 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.)

This paper focuses on a methodological question regarding a content analysis tool in populism studies, namely the explicit and implicit populism approach. The study argues that scholars adopting this approach need to conduct content analysis simultaneously on different coding unit lengths, because the ratio of explicit and implicit messages varies significantly between units such as single sentences and paragraphs. While an explicit populist message consists of at least one articulated dichotomy between the "good" people and the "harmful" others, implicit populism implies that only one of the core features of the populist style is present: either people-centrism or antagonism. Due to the often fractured and occasionally dichotomous nature of populist styles, this research revolves around the idea that the explicit and implicit populist content analysis method should be performed on coding units of different lengths, as these units can yield significantly different results in the detection of populist styles. Hybrid content and statistical analyses were operationalized to scrutinize to what extent explicit, implicit, or non-populist styles change in three coding unit types with diverging lengths. The outcome supports the following suggestion: Explicit and implicit populism demand scrutiny simultaneously on one narrow and one extended textual unit. [ABSTRACT FROM AUTHOR]

This study examines the influence of learning arrangements in which biology and technology (engineering) are taught in combination on the intrinsic motivation of lower secondary school students in STEM lessons. It is set in the context of STEM promotion to counter an observable decrease in motivation and interest during the school years. In a quasi-experimental design with 413 students (M = 12.53, SD = 0.818), we compare a design-based STEM learning program with two alternative teaching approaches (model building and reconstruction). A comparison of the intervention groups (ANOVA) reveals that the Design group shows significantly higher motivation than the alternatives. A multiple linear regression shows that the motivational starting position (=motivation in standard science/biology lessons), cognitive abilities, and participation in the design approach are significant predictors of intrinsic motivation. The results suggest that design-based, cross-domain learning arrangements can be an effective component of motivation-enhancing STEM instruction. [ABSTRACT FROM AUTHOR]

Social constructivism emphasises the role of meaningful interactions as a vehicle for learning. Meaningful interactions engage learners cognitively and socially with others to construct knowledge. Such interactions, however, require an environment specially designed to facilitate and guide learners' cognitive and social processes towards the construction of knowledge. Forums in massive open online courses (MOOCs) could potentially provide such an environment. However, research on how MOOC forums are designed to facilitate and guide cognitive and social processes is scarce. This study adopts a qualitative lens to examine the specifications, pedagogical instructions, and guidance provided in the forums of 4 edX MOOCs to help learners engage in meaningful interactions. We sought to uncover how MOOC forums are designed to support the social construction of knowledge. We found that MOOC forums mainly seek to facilitate cognitive processes while giving scant support or guidance to social processes. Such a learning design might favour the individual over the social construction of knowledge. To a certain extent, our findings help explain the questionable effectiveness of MOOC forums as social learning environments. [ABSTRACT FROM AUTHOR]

In the global landscape of education, the online modality has emerged as indispensable for extending access to academic training. This study delves into the teaching profile and competency-based training in online education within the context of Ecuador, a developing nation in South America. Employing a qualitative and exploratory approach, an exhaustive documentary review was conducted, followed by a comparative analysis of gathered information. The documentary review encompassed a meticulous examination of academic literature, governmental policies, and curricula pertaining to online education in Ecuador, with emphasis on selecting pertinent and representative sources. Through the comparative analysis, discernible patterns, similarities, differences, and trends regarding the teaching profile and competency-based training in Ecuadorian online education were identified. The findings present a comprehensive portrayal of how these dimensions have been addressed within Ecuador, thereby serving as a benchmark for future research endeavors. Moreover, they contribute to the advancement and enhancement of online academic programs not only within Ecuador but also in analogous contexts globally. Furthermore, the results offer valuable retrospective insights into the evolution of online education in Ecuador, shedding light on areas of strength and opportunities for refinement within this educational paradigm. [ABSTRACT FROM AUTHOR]