Search

• Cognitive Load Theory is an important element to consider to maximise learning. • Specific evidence based instructional design methodologies can be utilised to develop the curriculum. • Educators need to consider faculty education and development to enhance program maturity. The reader will come to appreciate that: • Cognitive Load Theory is an important element to consider to maximise learning. • Specific evidence based instructional design methodologies can be utilised to develop the curriculum. • Educators need to consider faculty education and development to enhance program maturity. Simulation based education (SBE) is an educational tool increasingly used in the approach to the initial and ongoing education of healthcare professionals. Like all education tools, SBE needs to be used appropriately to achieve the desired outcomes. Using Cognitive Load Theory (CLT) in the instructional design of simulations is essential to maximise participant learning by reducing extraneous load and optimising intrinsic load. Educators can modify task fidelity, task complexity and instructional support to optimise learning. Specific methodologies can be used in program design such as rapid cycle deliberate practice, round the table teaching, low dose high frequency and flipped classroom. Fidelity and authenticity are important factors to consider when choosing design elements to ensure learner engagement, but not to overwhelm cognitive load. An integral part of SBE is the feedback or debriefing component. Several evidence-based methodologies can be employed to facilitate post simulation learning, including Debriefing with Good Judgement and PEARLS. Educators also need to consider faculty education and development, such as the discovery, growth and maturity model. [ABSTRACT FROM AUTHOR]

[Display omitted] In recent times, digital technology has played a pivotal role in advancing postgraduate orthodontic education. This article comprehensively overviews digital technology's various applications, benefits, and drawbacks in postgraduate orthodontic education. Further, it examines its transformative impact on students. The primary focus of this review is on reshaping traditional teaching methods and learning experiences through innovative tools and techniques. Beginning with online learning platforms, virtual classrooms, and webinars, a comprehensive review of their role in facilitating remote education and creating interactive learning environments is provided. It also explores the integration of interactive content and multimedia in post-graduate education and emphasizes their ability to enhance students' engagement and comprehension. Augmented and virtual reality (AR/VR) technologies will also be explored, with emphasis on their role in revolutionizing practical learning experiences within postgraduate curricula. Additionally, the article discusses the part that adaptive learning and artificial intelligence (AI) play in utilizing data analytics to personalize education and optimize learning outcomes. The influence of social media platforms, mobile applications, digital libraries, and open educational resources (OER) on collaborative learning environments will be reviewed, showcasing their impact on fostering collaboration and accessibility among postgraduate students. Collaborative tools, simulations, and e-labs' role in enhancing hands-on learning experiences are highlighted. Finally, a critical analysis of the benefits and drawbacks of integrating digital technology in orthodontic education, addressing ethical and legal concerns arising from its implementation, will also be overviewed. In summary, this article explores a nuanced understanding of the transformative potential of digital technology in postgraduate orthodontic education. It encompasses various applications, benefits, challenges, and ethical considerations, guiding stakeholders toward informed integration strategies for these technologies in higher education. [ABSTRACT FROM AUTHOR]

ESP students need to develop their multimodal literacy to become literate in today's professional spaces. For this purpose, ESP teachers should revisit pedagogy practices to best engage students in the navigation and construction of multimodal genres. As a case in point, we explore PechaKucha (PK) presentations. This multimodal genre consists of 20 slides, which are automatically advanced every 20 s. PK presentations entail a complex format that requires speakers to choose how to convey content, design suitable visuals, and engage audiences. The dataset for the study consists of 7 PK presentations delivered during a social event at an architecture conference. Adopting a multimodal discourse analysis lens, we analyse this set of PK presentations in terms of rhetorical structure and the way in which intersemiotic relations unfolded (synchronisation between speech and visuals and the modal density of slides). The analysis demonstrates that PK presentations entail an intricate multimodal composition consisting of three moves in which professional and personal narratives intertwine. The examination of intersemiotic relations reveals how speech and visuals interplay effectively to transmit meaning and engage the audience. The results of this study provide critical information to design a research-informed pedagogy to enhance ESP students' multimodal literacy. • PechaKucha (PK) presentations involve a complex dynamism of semiotic resources. • PK presentations are organised into set-up, topic development and closing moves. • Low modal density of slides and synchronisation of speech and visuals prevail. • Intersemiotic relations may favour audience's comprehension and engagement. • Research-informed pedagogy to enhance multimodal literacy in ESP contexts. [ABSTRACT FROM AUTHOR]

• Executive functioning at preschool entry is positively related to school readiness skill gains. • Children's negative classroom engagement is negatively associated with school readiness gains. • Observed positive task engagement positively predicts teacher-reported learning approaches. • Negative classroom engagement may underlie executive functioning—school readiness linkage. This study investigated links of executive functioning to gains in school readiness skills and explored the mediating role of children's behavioral engagement in the PreK classroom. We collected direct assessments of executive functioning (EF) and observations of behavioral engagement for 767 children (mean age 52.63 months) from racially/ethnically diverse, low-income backgrounds three times over the PreK year. We also measured school readiness in the domains of language, literacy, and math using direct assessments and collected teacher-report measures of socialemotional-behavioral skills and approaches to learning. Our analyses addressed the following three research questions: 1) To what extent does children's EF predict school readiness skill gains during PreK? 2) To what extent does children's behavioral engagement in PreK classrooms predict school readiness skill gains? 3) To what extent does behavioral engagement mediate the relation of EF with school readiness skill gains? We observed that EF was positively related to gains in language, math, and approaches to learning. Regarding behavioral engagement, Negative Classroom Engagement was negatively related to gains in literacy, math, social-emotionalbehavioral skills, and approaches to learning while Positive Task Engagement was positively related to gains in approaches to learning. Negative Classroom Engagement significantly mediated the effects of EF on gains in the domains of literacy, socialemotional-behavioral skills, and approaches to learning. We describe implications of these findings for promoting children's ability to learn and thrive in PreK contexts with a focus on their engagement with teachers, peers, and learning activities. [ABSTRACT FROM AUTHOR]

• Using memes enhances the student perception of fun within taught content. • Creating and using memes improves the perception of knowledge retention. • Students' demographics did not appear to affect students' experiences of using memes as a learning tool. Meme-making is an effective method for engaging students and enhancing the learning environment. Memes are a social media cultural phenomenon that the majority of those in Higher Education are exposed to on an almost daily occurrence. This research examined the use of meme-making within the forensic sciences to allow students to reflect on their knowledge. Students studying modules in forensic science across six universities in the UK and USA participated in the study. At the end of a teaching session, students produced a meme (using Meme Generator) to reflect on what they had learned; memes were then shared with the class anonymously via Padlet. This allowed all class members to see and engage with the memes created. At the end of the activity students were anonymously surveyed on their experience using Microsoft Forms and analysis of the results were undertaken using SPSS software. Meme-making was found to be an inclusive learning activity with no limitations, including age (part-time, distance learning and visually impaired students were not part of the study parameters). Results showed that not only did students find the practice fun, but it also helped with the retention of the class content suggesting that the meme-making process is an effective way to enhance the learning environment while engaging students. Student feedback suggests that to maximise participation the educator should stress reflection and learning as the key purpose of generating a meme, rather than being witty or entertaining. The forensic science educator should be mindful of selecting appropriate subject matter for this often-humorous activity. [ABSTRACT FROM AUTHOR]

Generation Alpha, the present primary school cohort born after 2010, has significant exposure to mobile devices and gaming. Adopting a "One Size Fits All" approach in modern teaching methods may not be effective, as it overlooks individual learning preferences. Personalized learning can be facilitated by identifying a student's learning style (LS). Adaptive learning based on LS has been found to have positive effects in several studies. However, traditional learning style detection techniques such as questionnaires and self-assessments can be time-consuming and demotivating for primary school students. This study aims to propose a game-based activity framework as an alternative to the Index of Learning Style (ILS) questionnaire linked with Felder Silverman Learning Style Model for LS detection. The proposed game was evaluated with a sample of sixty students, and preliminary results indicate that the game outperforms the original ILS questionnaire in terms of student engagement and motivation to complete LS activities, achieving an overall satisfaction rate of 87.5%. The second phase of the research will focus on evaluating the accuracy of LS prediction using the designed game, which is currently ongoing. [ABSTRACT FROM AUTHOR]

• Communication quality between teachers and parents is associated with preschoolers'classroom engagement. • Child and family characteristics are associated with classroom engagementwhen rated by their teacher, independent observers. • Classroom engagement of low-income, HeadStart Children assessed using teacher and observer-rated measures. Children's classroom engagement during the first years of formal schooling is foundational to their academic success. Previous research has found that the quality of communication between parents and teachers as well as child and family characteristics are associated with children's engagement scores in the classroom. However, research remains limited, and most has been conducted among middle and high school students. Even less is known about the role of communication quality between parents and teachers on children's classroom engagement during preschool, when children are encountering the formal education system for the first time and the foundation for their school trajectories are being laid. This study explores the association between parent-teacher communication quality and child and family characteristics on the classroom engagement scores of 326 low-income, ethnoracially and linguistically diverse children attending Head Start, using a teacher and observer-rated measure of child engagement. Results showed that when teachers perceived having a high-quality communication with the child's parent, the child was rated to be more engaged in the classroom by both their teachers and independent observers. However, parent and child characteristics (i.e., parent race/ethnicity, children's English language skills, child gender, and child age) were only significantly associated with children's classroom engagement when rated by their teachers but not by independent observers. These findings suggest that building relationships with families early on might be a promising way that schools can support the wellbeing of minoritized children. [ABSTRACT FROM AUTHOR]

This article reports on the findings of assessment tools designed to measure undergraduate students' academic engagement, psychological factors (self-regulation), factors affecting academic work, and students' evaluation of their academic success. Two assessment tools (Student Academic Engagement and Success Survey and Online Weekly Journal) were developed to explore these relationships. The Student Academic Engagement and Success Survey was distributed online to undergraduate students and the Online Weekly Journal was used to measure student engagement over an 8-week period with a subgroup of the survey participants. The use of the physical and online library emerged as the top two frequently utilized campus resources. Factors that affected students' performance related to their academic work included stress, social media, and socializing with friends. Students who perceived themselves as not meeting their academic success goals may have compensated by utilizing library resources more frequently. The findings highlight the complex dynamics of students' characteristics, academic engagement, library utilization, their ability to manage their behaviors, and various factors shaping their perception of academic success. • Library visits and website use were top activities for all campus engagement. • Students with a GPA of 2.5–2.99 GPA were the least frequent library users. • Students struggled to avoid distractions and maintain concentration. • Stress and social media emerged as top factors affecting academic work. [ABSTRACT FROM AUTHOR]

In the ever-evolving social media landscape, Instagram has transcended from a mere image-sharing platform to a dynamic space for academic libraries to engage with their communities. Following the increased utilization of this platform, several studies have tried to unravel the interplay between nuanced content aspects and follower engagement, but the results are cursory and contradicting. Aiming to address these shortcomings, we conducted an in-depth analysis of 1681 posts from 120 academic libraries' Instagram profiles worldwide to explore the following: content volume and posting frequency; qualitative content aspects such as post categories, characters length, hashtags usage, emojis frequency, and post types; and possible correlations between these content aspects and follower post interaction rates. Our findings uncovered notable disparities in interaction rates among 14 distinct post categories, with content structure characteristics showing minimal influence on these rates. By shedding light on the association between aspects of content structure and follower interaction, the study contributes to the development and optimization of academic libraries' social media strategy, policy redefinition, staff knowledge and practical skills improvement to manage social media, while also opening new research avenues in Instagram utilization in the academic library context. [ABSTRACT FROM AUTHOR]

Since the Post-9/11 G.I. Bill was passed in 2008 and implemented in 2009, over 750,000 veterans have made use of the expanded benefits to earn a college degree. Many academic libraries have created programs and events to help these students along their journeys. Although several librarians have authored papers on these programs and their results, those have always focused on events at one institution. To better understand how libraries have supported student veterans and to learn what types of programs have had the most success, the author of this paper conducted a survey of every R1 and R2 institution in the United States. The survey encompasses outreach events, collections development and maintenance, collaborations with student groups and official campus veterans' centers, and specialized training for faculty and staff. The author hopes to use the results of this study in the creation of a comprehensive student veteran's outreach and engagement program at their institution, and to help other academic librarians who are interested in doing more targeted work to assist this underrepresented student group. [ABSTRACT FROM AUTHOR]

This study aimed to investigate associations of meeting 24-h movement behavior (24-HMB: physical activity [PA], screen time [ST] in the school-aged youth, and sleep) guidelines with indicators of academic engagement, psychological functioning, and cognitive function in a national representative sample of U.S. youth. In this cross-sectional study, 1794 participants aged 6 to 17 years old were included for multivariable logistic regression to determine the above-mentioned associations, while adjusting for sociodemographic and health covariates. The proportion of participants who met 24-HMB guideline(s) varied greatly (PA+ ST+ sleep = 34 [weighted 1.17 %], PA + ST = 23 [weighted 1.72 %], PA + sleep = 52 [weighted 2.15 %], PA = 34 [weighted 2.88 %], ST = 142 [weighted 7.5 %], ST+ sleep = 209 [weighted 11.86 %], sleep = 725 [weighted 35.5 %], none = 575 [weighted 37.22 %]). Participants who met ST guideline alone and integrated (ST + Sleep and ST + sleep + PA) guidelines demonstrated the consistently beneficial associations with learning interest/curiosity, caring for school performance, completing required homework, resilience, cognitive difficulties, self-regulation (ps < 0.05). Meeting 24-HMB guidelines in an isolated or integrative manner was associated with improved academic engagement, psychological functioning, and reduced cognitive difficulties. These findings highlight the importance of the promotion of 24-HMB guidelines in youth with internalizing problems. Future longitudinal studies are needed to investigate whether changes or modifications of meeting specific 24-HMB guidelines (especially ST) is beneficial for youth with internalizing problems. • A low number of them meets the 24-HMB guidelines. • Those who meet more components of the 24-HMB guidelines have better academic performance and psychological functioning. • ST is an important factor influencing measures of mental health and academic performance. [ABSTRACT FROM AUTHOR]

The transition from childhood to adolescence is characterized by enhanced neural plasticity and a consequent susceptibility to both beneficial and adverse aspects of one's milieu. To understand the implications of the interplay between protective and risk-enhancing factors, we analyzed longitudinal data from the Adolescent Brain Cognitive Development (ABCD) Study (n = 834; 394 female). We probed the maturational correlates of positive lifestyle variables (friendships, parental warmth, school engagement, physical exercise, healthy nutrition) and genetic vulnerability to neuropsychiatric disorders (major depressive disorder, Alzheimer's disease, anxiety disorders, bipolar disorder, schizophrenia) and sought to further elucidate their implications for psychological well-being. Genetic risk factors and lifestyle buffers showed divergent relationships with later attentional and interpersonal problems. These effects were mediated by distinguishable functional neurodevelopmental deviations spanning the limbic, default mode, visual, and control systems. More specifically, greater genetic vulnerability was associated with alterations in the normative maturation of areas rich in dopamine (D 2), glutamate, and serotonin receptors and of areas with stronger expression of astrocytic and microglial genes, a molecular signature implicated in the brain disorders discussed here. Greater availability of lifestyle buffers predicted deviations in the normative functional development of higher density GABAergic (gamma-aminobutyric acidergic) receptor regions. The two profiles of neurodevelopmental alterations showed complementary roles in protection against psychopathology, which varied with environmental stress levels. Our results underscore the importance of educational involvement and healthy nutrition in attenuating the neurodevelopmental sequelae of genetic risk factors. They also underscore the importance of characterizing early-life biomarkers associated with adult-onset pathologies. [ABSTRACT FROM AUTHOR]

The rapid transition to remote learning practices in Science, Technology, Engineering, and Mathematics (STEM) education necessitates a comprehensive assessment and evaluation of their effectiveness. This article presents the first findings of the UE funded project REMOTE "Assessing and evaluating remote learning practices in STEM" (ref: 2022-1-ES01-KA220-HED-000085829) project: a literature review focused on assessing and evaluating remote learning practices in STEM. Drawing on a wide range of scholarly articles, reports, and studies, this article review examines various dimensions of remote learning, including instructional design, student engagement, assessment methods, and instructor-student interaction associated with remote STEM learning in Higher Education Institutions (HEIs). The set of academic contributions detected can be classified into four major typologies according to the area in which they are focused: students, teaching methodologies, teaching staff and technologies. In consequence, the review carried out, summarized in a categorization of the research developed so far, allows a broad and critical view of the state of the art. The findings of this article contribute to the broader conversation surrounding remote learning and serve as a valuable resource for stakeholders involved in STEM education. [ABSTRACT FROM AUTHOR]

• This article explores Fink's Taxonomy of significant learning and its potential application in nursing education, highlighting the need for a more holistic approach to student learning beyond cognitive skills. • The paper contributes to the existing knowledge by providing a practical example of how Fink's taxonomy can be effectively integrated into an undergraduate nursing course, enhancing the design of educational experiences and fostering deeper learning. • The information in this manuscript offers valuable insights for nursing educators, demonstrating how Fink's taxonomy can be mapped to the competencies outlined in the American Association of Colleges of Nursing Essentials, facilitating the development of more engaging and impactful nursing curricula aligned with the demands of clinical practice. This article explores the integration of the six dimensions of Fink's taxonomy of significant learning into a nursing course and how course learning outcomes can be effectively mapped to these dimensions as well as the American Association of Colleges of Nursing Essentials. By aligning instructional strategies and assessments with these dimensions, educators can create a more engaging and effective learning experience for students. The article provides a practical example of how Fink's taxonomy was incorporated, highlighting the benefits of using this framework to foster deeper learning. [ABSTRACT FROM AUTHOR]

In recent years, student experience (SX) has drawn the attention of researchers and librarians due to its impact on student engagement and, eventually, academic success. This study aims to explore the intellectual structure of literature focusing on the student experience with academic libraries. Through bibliometric and thematic analyses, we analyzed a sample of 160 articles published between 1995 and 2022. The findings underscore the multifaceted nature of SX research regarding academic libraries. Its intellectual structure unveils six predominant themes: (1) international students' experience; (2) servicescape and service design; (3) impact of technologies; (4) information literacy; (5) psychological and emotional aspects; and (6) engagement and motivation. Additionally, we propose a future research agenda, shedding light on prevalent theories and underexplored topics. This study serves as a valuable resource for researchers and librarians seeking insights into the nuances of SX in academic library settings. In particular, the identification of research clusters and opportunities can assist researchers in better positioning their studies and finding connections across several theoretical lenses and approaches. [ABSTRACT FROM AUTHOR]

Family nurse practitioner (FNP) student clinical practice site availability is limited. Concurrently, many populations lack healthcare access, a common health inequity. Collaboration with community partners to develop clinical practice sites offer students active learning opportunities to increase their engagement and understanding of health equity. Using community collaboration, develop and implement an FNP student clinical practice site that can provide learning opportunities in addressing health equity. Local health data was reviewed, and health gaps were associated with social determinant of health inequities. A community partner was identified with the goal of facilitating students to provide proactive health care to homeless women. Health promotion and disease identification has been the focus of care provided by FNP students and faculty during an early-program clinical course, increasing access to care for an underserved population. A community-academic partnership has developed where FNP students provide health promotion and safety net health care to homeless women since 2017. Student reflections have shown a positive impact on their understanding of health equity. The community partner has identified positive impacts to client health. This partnership has impacted health equity by increasing healthcare access for an underserved population while facilitating FNP student learning. • Engagement in health equity activities is key for nurse practitioner students. • Community-academic partnerships provide authentic practice learning opportunities. • Nurse practitioner students can actively participate in the care of the underserved. • Community-academic collaboration positively impacts the health of the underserved. [ABSTRACT FROM AUTHOR]

The objective of this study was to describe thematic course design utilized in pharmacy courses at four different institutions. Best practices and lessons learned are shared. Four institutions independently incorporated a longitudinal Harry Potter (HP) theme into their courses. Faculty collaborated to share course experiences and determine similar concepts present at all four institutions. A mixed-methods approach was used to analyze available data. Thematic analysis was used for qualitative course evaluation comments. Quantitative course evaluation data from two institutions was also analyzed. Similar concepts identified as important elements of longitudinal thematic course design included creation of new groups, incorporation of thematic activities (e.g., adding HP characters to patient cases), and gamification. Qualitative analysis of student course evaluation comments found three emerging themes: increased student engagement, enjoyment of thematic course design, and appreciation for the gaming aspect. Quantitative course evaluation data demonstrated that students liked the HP theme to facilitate learning and it increased student engagement in the course. A thematic course design at four institutions was well received by students and potentially increased student engagement with the course material longitudinally. [ABSTRACT FROM AUTHOR]

• Observation of simulation can be difficult for students not actively participating in the simulation. • Remote observation of simulation via an audiovisual system can be distracting and difficult. • Observation at the bedside can be more engaging for students not actively participating in simulation. The aim of this study was to determine which design is more effective in engaging observers, remotely or at the bedside. This mixed methods study of a convenient sample of 109 nursing students and 19 faculty observing simulation. Participants were surveyed after each scenario. At the end of the semester, participants were surveyed, and focus groups were conducted. Seventy-five percent of the faculty felt that observing at the bedside kept the students more engaged and interested. Approximately 67% of students felt that observing at the bedside kept them more engaged and interested than remote observation. 55% of students and 58% of faculty preferred bedside observation. Programs with limited resources that have a traditional learning resource laboratory with a bed and bedside table can still be effective with simulation. Students that are observing simulation can stay interested, engaged and attentive. Students and faculty preferred observing at the bedside rather than through an audiovisual system. [ABSTRACT FROM AUTHOR]

Students are self-motivated to learn when provided opportunities that connect theory and real-world applications. Here, we describe for biochemistry majors a newborn screening–focused outreach activity that seeks to develop students' mastery of disciplinary content and soft skills (e.g., critical thinking, teamwork, effective communication, community engagement) and to enhance student engagement. [ABSTRACT FROM AUTHOR]

• Mental health professionals' perspectives are important to intervention design. • The technology acceptance model can facilitate understanding of user perspectives. • Ease of use and utility are two features that can be used to evaluate interventions. • Professionals have helpful feedback on design features of a novel engagement system. User experiences are essential to the adoption of an intervention and can be integral to intervention design. We applied two concepts from the technology acceptance model (i.e., perceived ease of use, perceived utility) to understand how mental health professionals experienced a novel system of resources (i.e., engagement system) designed to improve problem identification, coordination, and treatment planning decisions related to addressing problems of low treatment engagement in school mental health services. We conducted a 1-hour focus group with 10 mental health professionals (provider n = 8, supervisor n = 2) using prompts to elicit their perspectives about the effort involved in using the engagement system and about the usefulness of the system in their work. The focus group was transcribed and segmented into 70 excerpts by trained coders. We analyzed the transcript using a consensual qualitative research approach. Ease of use was coded in 15 (39%) excerpts and utility was coded in 24 (61%) excerpts. The valences of excerpts were neutral (n = 18; 46%), positive (n = 10; 26%), and negative (n = 11; 28%). Thirty-nine (56%) excerpts discussed the engagement system. Excerpts pertained to problem identification (n = 18; 46%), coordination (n = 18; 46%), and treatment planning (n = 3; 8%). Findings revealed that resources and procedures were rated differently on their perceived ease of use and utility. Participants reported that the coordination resource had high utility and positively impacted their clinical practice and supervision, while the problem identification resources had low ease of use and were burdensome or difficult to use. Some lessons learned include the value of designing resources that provide structure to clinical decision processes yet allow for some flexibility, the need for simpler and automated procedures to reduce provider burden, and the importance of clear guidelines on how resources should and should not be used. We used this feedback to inform changes to the engagement system prior to testing in a randomized trial. This brief report highlights how applying the technology acceptance model to evaluate interventions can aid in the successful implementation of novel clinical interventions. [ABSTRACT FROM AUTHOR]

To evaluate medical student engagement with Interventional Radiology (IR) before and after a virtual elective course. The elective was nine, one-hour lectures over ten weeks. An anonymous pre and post-course survey was administered to students. The hypothesis was that this course would increase student engagement with IR. Respondents answered nine questions to score their interest in, exposure to, familiarity with, and understanding of IR using a five-point Likert scale. Demographics were reported for the pre-course group only. A Wilcoxon signed-ranked test was performed to assess for significant mean change in pre and post-course responses. Among the 276 registered students, there were 144 individual, complete responses for the pre-course survey, and 60 paired responses for both surveys. Thirty-seven percent of respondents were first or second year medical students. Thirty percent of participants were enrolled at an institution outside of the United States, 26% are the first in their family to attend college, and 41% identified as female. Thirty-six percent reported this virtual course was one of their earliest experiences with IR. There was a significant increase in student exposure to IR generally, familiarity with IR compared to other specialties, familiarity with the IR training pathway(s), understanding of what an Interventional Radiologist does, understanding of the difference between IR and Diagnostic Radiology, and understanding of when to consult IR for patient care after completion of the course. A virtual IR elective is an effective means to increase exposure to, familiarity with, and understanding of IR. • A free, virtual Interventional Radiology elective can enhance student engagement with Interventional Radiology. • A virtual elective can be practically executed and engage a large audience. • Students reported that this elective was one of their earliest experiences with Interventional Radiology. • A virtual elective could provide opportunity for students with barriers to accessing in person education in Interventional Radiology. [ABSTRACT FROM AUTHOR]

This paper examines research on article processing charges (APCs) to understand the extent of attention given by researchers and assess the status. The study analyses document types, source types, source titles, affiliations, and open access types of APC research. It also explores countries of researchers' affiliations, volume and growth of literature, and visualizes keywords based on data from Scopus. The study utilized data from the Scopus database, known as the world's largest abstract and citation database of scientific literature, to analyze article processing charges (APCs). Some analysis were carried out using inbuilt facility in Scopus while visualization and mapping were executed using Vosviewer. A total of 460 papers in 25 years, averaging 17.7 papers per year, demonstrate significant attention to this area. Many papers addressing APC were published in Green Open Access sources. Researchers from all subject categories in Scopus have contributed to APC research, but the major focus of research in the area is library and information science. Interestingly, researchers outside the field, notably from biomedicine and computer science, have also contributed significantly, reflecting interdisciplinary engagement. [ABSTRACT FROM AUTHOR]

Information literacy is important for students' academic and professional development as they begin to engage with the world as adults in college. However, students' information literacy may be influenced by the different forms of capital they possess, such as economic, social, and, potentially, their cultural capital. Cultural capital is a concept developed by French sociologist Pierre Bourdieu which addresses the capital individuals possess within a society that exists beyond economic and social spheres. Much research exists exploring cultural capital and its impact on the educational outcomes of students, but it has yet to be explored in depth regarding libraries and, specifically, information literacy. This study addresses that research gap by analyzing the relationship between students' information literacy and their acquired cultural capital before they start their first semester of post-secondary education. The study explores multiple forms of cultural capital, including students' hobbies and activities, educational backgrounds, and the involvement of their parents in their education. Analysis of the distributed survey examined cultural capital through assessing students' reading habits and parental involvement as well as its influence on students' information literacy skills, specifically those related to the "Searching as Strategic Exploration" frame of the ACRL Framework for Information Literacy for Higher Education. [ABSTRACT FROM AUTHOR]

• An effective model for tracing knowledge state and engagement in parallel is designed. • An adaptive heterogeneous graph embedding methods is proposed to extract the latent information of question-concept graph. • An engagement encoder is proposed model students' engage state according to their learning behaviors. • State-of-the-art results on the benchmark datasets for knowledge tracing task. Knowledge tracing refers to the task of modeling students' evolving knowledge state according to their historical learning trajectories. Although many research has devoted to exploiting the latent information of question-concept bipartite graph, most of them need to split the graph into question-question and concept-concept graph to obtain questions' and concepts' representation respectively. This operation will cause information loss of original bipartite graph. To this end, an adaptive heterogeneous graph embedding module is proposed to utilize the latent information of graph adequately. Besides, many works ignore that students' engagement could also impact students' learning performance. Therefore, a student engagement encoder and a student knowledge state encoder are designed to capture students' engagement and knowledge respectively. To be specific, the question-concept bipartite graph is input to graph embedding module directly to obtain each question's and concept's representation, the two encoders use these representation and students' learning history to encode their engagement and knowledge state. [ABSTRACT FROM AUTHOR]

• Ascertaining student engagement in online learning can be problematic for educators. • This study revealed some insights around nursing students self-reported levels of engagement in online learning during the COVID-19 pandemic. • Understanding the factors which influence nursing students' engagement in online learning will facilitate better student support. During the coronavirus pandemic, UK Academics were required to adjust their learning and teaching environment and pedagogical approaches, with little guidance or time. Feelings of frustration and uncertainty around student engagement were commonplace across Higher Education Institutions. This was heightened in professionally regulated courses, such as nursing. The shift to online learning created a situation where academics were frequently faced with a 'sea of black screens' and unable to ascertain student engagement. This study investigated undergraduate nursing students' experience of online education during the COVID-19 pandemic. An anonymous survey was distributed to each year of the undergraduate nursing programme and data subsequently analysed. Responses from 54 students revealed that engagement varied between different year groups. There were significant differences between those with pre-COVID (traditional face-to-face) teaching experience (years 2 and 3) and those without (year 1) in regard to self-reported engagement with online learning. The findings from this study revealed some powerful and emotional insights into the experience of online learning amongst UK students undertaking an undergraduate nursing programme during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Simulation technology provides opportunities for teachers to engage in extended practice using positive behavioral supports to promote student engagement and behavior. These training models are rapidly emerging and if effective, create an infrastructure for scaling up positive behavioral supports in classrooms and schools. However, there is limited research examining teacher skill transfer or student outcomes. This study examined the incremental benefits of Interactive Virtual Training for Teachers (IVT-T) in combination with professional learning communities (PLCs) in one high poverty school district. Using a quasi-experimental design, teachers (N = 90; n = 52 IVT-T + PLC condition; n = 38 PLC condition) and students (N = 100; n = 60 IVT-T + PLC condition; n = 40 PLC only) participated across six K–8 schools. Both training conditions were rated as moderately acceptable. One and two-level generalized linear models indicated teachers who used IVT-T increased their use of praise (b = 0.75, p =.03) and decreased their use of behavioral corrective feedback (b = −0.32, p =.02). Their students were also more passively engaged (b = 0.42, p =.05) and showed fewer inappropriate physical behaviors (b = −0.87, p =.002). IVT-T hours predicted increases in praise statements (b = 0.07, p <.001) and decreases in vague directives (b = −0.07, p =.006) whereas PLC hours predicted increases in teachers' use of vague directives (b = 0.07, p =.05). There was a significant positive effect of IVT-T hours on student passive engagement (b = 0.04, p =.01) and a negative effect of PLC hours on rates of inappropriate physical behaviors (b = 0.1, p =.04). Study limitations and future directions for research and practice are discussed. [ABSTRACT FROM AUTHOR]

• Structured active learning more efficacious than standard flipped classroom approach. • Elements of gamification incentivise engagement, and participation. • Grade profiles improved under the structured active learning approach. Flipped learning with the incorporation of certain elements of gamification aims to improve student engagement, motivation and attainment. In this study we present an analysis of two approaches used in consecutive years on two modules. A traditional flipped learning approach "standard learning" where material is released weekly online and there are supporting tutorials and an end of term assessment; and a "structured active learning" strategy where a more scaffolded approach is applied, requiring participation to progress. In this approach students' work on the virtual learning environment and in tutorials could be used to contribute towards their end of term assessment (no more than 10% of the module credit), connected to a learning outcome on the breadth or range of topics. Students received feedback in rubric form throughout the topic, to see their progression. It was found that for module 1, over 90% of the students had accessed the pre-released material by week 2 in the structured active learning approach while this level of engagement was only reached in week 5 using the standard approach. Participation in learning events was far better using the structured active learning approach when compared to the standard approach, for example rising from 40% to 78% in week 2. The second module, with a different cohort of students, followed similar trends with the active learning approach attracting higher levels of engagement and participation far earlier in the term. Following the increased engagement, the structured active learning approach was beneficial in assessment with improved grade profiles. [ABSTRACT FROM AUTHOR]

The neurosurgical sub-internship is a crucial step for prospective neurosurgeons. However, the expectations for sub-interns, particularly the technical skills required by residents and attendings, often are unclear. We present survey data on what medical students, residents, and attendings believe are important procedural proficiencies for neurosurgical sub-internships. We incorporated these tasks into a pilot skills-based craniotomy workshop, and here we report on the impact of the session on the neurosurgical training of medical students. A 1-day craniotomy lab using cadaveric cranial specimens was conducted for medical students. Surveys querying important competencies for sub-internships were answered by residents and attendings at affiliated hospitals. Pre- and postlab surveys querying interest in and perceptions of neurosurgery, self-assessment of skills, and important competencies for sub-internship preparation were answered by attendees. Medical students, residents, and attendings agreed that burr-hole placement, bone replating, and galea and skin closure were of high importance for sub-interns. There was significant disagreement on the importance of dural opening and closure, establishing a craniotomy, and neuronavigation. The workshop altered perceptions of neurosurgery, with significant changes in recognizing the value of peer mentorship. Students also expressed increased confidence in technical skills, with significant improvements shown in understanding of neurosurgical high-speed drill use (P < 0.001). Although the expectations for sub-interns may be heterogeneous, there is general agreement that proficiency in the initial and final steps of craniotomies, as well as minor procedures, is recommended. Cadaveric labs can improve student engagement in neurosurgery, facilitate interactions with neurosurgical departments, and enhance technical skills. [ABSTRACT FROM AUTHOR]

• Under pronunciation principles, this paper presents a smartphone-based pronunciation training system for practicing monophthong regarding vowel articulation. • Speech and ultrasonic signals are captured and analyzed simultaneously to determine the tongue position and shape of the lips respecting uttering vowels. • The proposed system implementing a commercial smartphone is robust with high accuracy for practical scenarios. • The evaluation for its impact on user experience shows that the proposed system has raised learning engagement and enjoyment. Learning a foreign language pronunciation is the most challenging task for non-native speakers. Improving pronunciation based on feedback on pronunciation error scores is also not easy for learners. Our goal is to develop an alternative approach to pronunciation training that can point out articulation errors at the phoneme level to users through a smartphone-based system. Using self-correction as a means of ensuring learners' engagement, we focus on self-correction of pronunciation by adjusting articulation. In order to identify articulation concerning pronunciation, the system evaluates both audible and inaudible acoustic signals to examine fine-grained frequency-shifting direction of mouth movements and tongue position simultaneously. The result shows that the system can reach an average accuracy of 99.09% and is robust in different scenarios and genders. Additionally, the evaluation of the user study reveals that the proposed system provides positive user experiences and allows learners to improve their pronunciation more efficiently. [ABSTRACT FROM AUTHOR]

Drawing on Appraisal theory within Systemic Functional Linguistics, this study employs a corpus-based approach to examine how EFL writers of high- and low-scoring argumentative essays use Engagement resources both individually and in combination to construct arguments within the argument chain at the paragraph level. The quantitative analysis reveals that while both groups use Contract Heterogloss more frequently to assert claims and conclusions, low-scoring writers heavily depend on Pronounce, whereas high-scoring writers utilize a diverse range of Contract Heterogloss. The qualitative analysis indicates that high-scoring writers develop and strengthen their assertive claims by presenting solid reasons and credible evidence to engage with potentially dissenting readers. These elements are incorporated into their writing through combinations of Engagement resources, such as Counter + Entertain/Deny/Justify and Endorse/Entertain + Entertain. However, low-scoring writers failed to adequately support their claims by skillfully deploying Engagement resources across different stages of argument, ultimately weakening the persuasiveness of their arguments. Our findings highlight the importance of providing students with instruction on Engagement strategies and their persuasive impact from a dialogic perspective. The identified strategies can therefore serve as pedagogical tools to assist students in constructing effective arguments by adeptly utilizing Engagement resources, facilitating interaction with external viewpoints and readers. • Engagement resources are examined in relation to key elements of argument. • Types of Engagement strategies for constructing argument are identified. • The effects of different strategies on argument persuasiveness are discussed. [ABSTRACT FROM AUTHOR]

• University English teachers in Cambodia had mixed and contested conceptions of research. • Their research engagement was markedly limited and confined to fulfilling degree requirements and other purposes. • Key challenges to their research engagement were a lack of time, research knowledge, and research support. • There is a need to reform Cambodian higher education to promote research among EFL university teachers. • The findings highlight the challenging realities of academics in the Global South. Research into teacher research has received considerable attention in the last few decades. However, it still remains crucial to examine how teachers understand research and to what extent they engage in it. This study investigated how English as a Foreign Language (EFL) teachers in Cambodian higher education perceived and engaged in research. The study employed a qualitative case study and collected data through one-on-one semi-structured interviews with 16 EFL teachers from two universities (private, metropolitan, and provincial). Findings based on thematic analysis show that Cambodian university EFL teachers were positive about the value of research, yet their conceptions of research were mixed and contested. Their research engagement was markedly limited and was confined to conducting research to fulfill degree requirements; attending conferences, workshops, or seminars; and supervising students' research projects. There was almost no involvement in academic publishing due to various challenges to their research engagement endeavors, including time constraints, research knowledge deficiency, lack of funding and support for research, limited social recognition of research, and insufficient sources of research motivation. The participants offered a set of recommendations to improve the overall environment for research to enhance Cambodian EFL teachers' research engagement. The study concludes with a discussion and policy implications of the findings, as well as suggestions for future research considering the study limitations. [ABSTRACT FROM AUTHOR]

• COVID-19 boosts digital reading among families. • Urban and rural parents prioritize children's reading interests. • Urban parents lean on formal literacy; rural ones use digital tools cost-effectively. • Parental culture influences education views, shaped by policies and Confucian values. • Chinese HLE's complexity challenges urban-rural dichotomies, driven by socio-economic factors. This research explored parental perspectives and engagement in the home literacy environment amid the backdrop of the COVID-19 pandemic. Utilizing a theoretical framework integrating Bronfenbrenner's Ecological Model and Bourdieu's Theory of Capital, the study conducted a case-study analysis involving eight parents, with reflexive thematic analysis applied to their interview data. The findings affirmed existing urban-rural literacy disparities while also shedding light on similar disparities in parental cultural capital. Further, the study revealed a more intricate reality of the Chinese home literacy environment, depicted as a multifaceted mosaic shaped by economic reforms, sociocultural shifts, and cross-generational influences. The evidence demonstrates that the formation and expression of cultural capital by individual parents are profoundly influenced by their socio-cultural contexts, leading to diverse home literacy practice. This suggests that the home literacy experience is intricately linked with various layers of socio-cultural contexts, revealing a dynamic and interconnected framework rather than a static or isolated view. This dynamic nature challenges the conventional notion propagated by large-scale quantitative projects, which tend to portray rural areas as inherently disadvantaged compared to urban areas. Instead, this study suggests that the home literacy environment holds the possibility to be conceptualized beyond simplistic urban-rural dichotomies, resisting an understanding of their relationship as comparable entities evaluated by quantifiable data. Therefore, this research underscores the importance of adopting ecologically comprehensive and culturally responsive approaches in promoting the Chinese home literacy environment. Furthermore, it calls for in-depth qualitative research to capture the vast and diverse facets of Chinese families, aiming not for conclusive definitions but rather for the exploration of alternative narratives that run parallel to each other. [ABSTRACT FROM AUTHOR]

The present investigation applied the academic and cultural demands-resources (ACD-R) framework to better understand the academic development of immigrant high school students. Analyses sought to test the hypothesized contribution of academic demands (e.g., learning-disrupted teaching) and resources (e.g., autonomy-supportive teaching), personal demands (e.g., fear of failure) and resources (e.g., adaptability), and cultural demands (e.g., discrimination) and resources (e.g., cultural confidence) in predicting motivation (self-efficacy, valuing)—and, in turn, the extent to which motivation predicted academic outcomes in the forms of engagement (persistence, non-attendance) and performance (achievement). Drawing on PISA (2018) data, the sample comprised 4886 immigrant students: 3329 from Australia and 1557 from New Zealand. Confirmatory factor analysis (CFA) was first conducted to ascertain the psychometric properties of the study's measures and then the central analyses employed structural equation modelling (SEM) to test hypothesized paths. After demonstrating good CFA fit, SEM revealed that particularly salient (at p < 0.001) demand and resource predictors of motivation were: warmth-supportive teaching (positively), fear of failure (negatively), adaptability (positively), discrimination (negatively), cultural communication skills (positively), and cultural confidence (positively). Also, self-efficacy and valuing significantly predicted persistence (positively) and non-attendance (negatively), while self-efficacy also significantly predicted achievement (positively). The hypothesized ACD-R process is a viable means to understand immigrant students' academic experience and to offer some fruitful direction for supporting their academic development. • The study investigated the ACD-R framework among immigrant students • Academic, personal, and cultural demands and resources predicted motivation • Cultural demands and resources were the most salient predictors of motivation • In turn, motivation predicted engagement and performance • Findings supported the ACD-R framework [ABSTRACT FROM AUTHOR]

The typical competitive and results-driven approach to school mathematics has traditionally been conceived as devoid of play, joy, and positive affect. In this paper we address the following questions: What markers of positive affect are observed while students are doing early algebra? Specifically, how are students' markers of joy related to early algebraic practices? What are the characteristics of playful stances to learning early algebra that are observed when children express positive epistemic affect? We analyze three cases in which elementary school students engaged in tasks from an early algebra classroom teaching experiment. Drawing from two theoretical frameworks, epistemic affect and early algebra, we conducted microgenetic analyses of lesson transcripts to identify markers of joy and early algebraic practices. We conducted frequency analyses to determine their co-occurrence. Our results indicate that children expressed joy while engaging in early algebraic practices, evidence of positive epistemic affect. We describe the aspects of each of the cases we present in terms of prior literature on playful stances to learning to further bolster our claims about the relationship between joy and engagement with the early algebraic practices. We conclude that mathematical learning environments should include open opportunities for students to engage with mathematical content, with multiple entry points and ways to respond. We also conclude that early algebraic practices provide opportunities for playfully engagement and positive epistemic affect. • We use two theoretical frameworks—epistemic affect and algebraic practices—to study play and joy in mathematics. • The early algebraic practices of representing and reasoning were most frequently associated with play and joy. • Our results point to the importance of play in school-based learning. [ABSTRACT FROM AUTHOR]

This 4-wave longitudinal study investigated the role of perceived teaching support in motivation and engagement trajectories from early adolescence in Year 6 (Time 1) to mid-adolescence in Year 9 (Time 4). A total of 7769 Australian school students participated. Latent growth modeling (LGM) was implemented to explore students' trajectories. Findings confirmed the well-known pattern of motivation and engagement declines from early to mid-adolescence—but the role of perceived teaching support played a significant part in how these patterns of motivation and engagement unfolded. Specifically, we found evidence for: (1) temporal effects, such that motivation and engagement declined over time; (2) initiating effects, such that perceived teaching support at Time 1 was associated with positive "starting points" for motivation and engagement at Time 1; (3) contemporaneous effects, such that for at least one timepoint, perceived teaching support was related to positive motivation and engagement at the same timepoint; (4) sustaining effects, such that perceived teaching support significantly predicted positive motivation and engagement at all four timepoints; and (5) escalating effects, such that the predictive role of perceived teaching support on students' motivation and engagement increased over time. Findings contribute to knowledge about how to boost and sustain the motivation and engagement trajectories of students during early to mid-adolescence. • We investigated teaching support and motivation and engagement trajectories. • Latent growth modeling was used to examine these trajectories. • Findings confirmed well-known motivation and engagement declines. • However, teaching support played a positive role in mitigating this pattern. [ABSTRACT FROM AUTHOR]

A creative self-efficacy (CSE) course, I Believe I'm Creative , was developed and imparted through the emotionalized learning experiences (ELE) format to advance academic thriving and academic engagement among Pakistan's college students. This three-wave study comprised 166 participants randomly assigned to an experimental (n = 83) and a wait-list control (n = 83) group. Growth curve analysis provided a comprehensive view of the development of the study variables in the two groups. Results demonstrated that CSE, academic thriving, and academic engagement increased at a greater rate at each time interval in the experimental group than in the control group. Further, results indicated that there were significant differences in participants' initial scores (intercepts) and growth trajectories (slopes) pertaining to the three variables. Also, students in the two groups who had low initial scores on the three variables had a faster increase in linear growth than those with high initial scores over time. • A creative self-efficacy (CSE) course was imparted to Pakistani college students through emotionalized learning experiences • It was effective at advancing academic thriving, academic engagement, and CSE among them • The 3 variables increased at a greater rate in the treatment group from pretest to follow-up measurement • Students' growth trajectories of the 3 variables developed based on their initial scores • Students with low initial scores on the 3 variables had a faster increase in linear growth over time [ABSTRACT FROM AUTHOR]

This study aimed to better understand the extent of subject specificity in students' engagement across three engagement subdimensions (emotional, behavioral, and cognitive) and over time. We assessed students' engagement in two school subjects (math and German as the language of instruction) at the beginning and end of the first year of upper secondary school (N = 1324). The results of our longitudinal bifactorial modeling showed that the subdimensions had both subject-specific and subject-independent aspects. Emotional engagement was the most subject-specific, and behavioral engagement was the most subject-independent. Subject specificity was higher for math than German and increased over the school year. Furthermore, students' self-concept, self-efficacy beliefs, interest, and grades were more related to subject-specific than subject-independent aspects, especially in math. Our results suggest that it is essential to consider the increasing subject specificity and the variability in subject specificity across dimensions when developing strategies to strengthen students' engagement. Subject-specific engagement is one of the critical factors influencing students' learning and achievement. However, little is known about how subject-specific and how general students' engagement is when they engage in a particular subject. Our study showed that subject specificity is quite high and increases over time. Our results thus encourage teachers to foster students' subject-specific engagement over and above their general tendency to engage at school – and to increase such efforts as students grow older. Given the varying subject specificity of different engagement dimensions, teachers should know that emotional engagement may tip the scales in subject-specific interventions. Separating subject-specific and subject-independent aspects of engagement might support schools in designing more targeted interventions to tackle students' disengagement. It can help to develop strategies that will lead students to become more engaged in individual subjects. • Engagement in a particular school subject has subject-specific and general aspects • Emotional engagement is more subject-specific than behavioral engagement • Engagement in math is more subject-specific than in German • Subject-specificity increases over the first year at upper secondary school • Motivational variables are strongly linked to subject-specific aspects [ABSTRACT FROM AUTHOR]

This study examined the recognition and perceived significance of presence in teaching among secondary school teachers (N = 258) using a narrative vignettes instrument. Results showed that on average, secondary teachers experience presence in teaching in more than half of their lessons. They consider presence in teaching to be associated with the essence of teaching, and relevant for gratifying teaching experiences and for students' development as whole persons. This study contributes to refining a conceptualization of presence in teaching grounded in daily educational practice and provides teachers with language and knowledge to use in reflecting on their teaching practice. • Teachers experienced presence in teaching (PiT) in just over half of their lessons. • Differences between experiences could be explained by teacher-specific characteristics only to a very limited extent. • Teachers associated PiT first with student engagement, second students' personal development and third academic learning. • Teachers associated PiT to a much larger extent with rewarding, than with challenging teaching experiences. • When present in teaching, contributing to student engagement and whole development seems rewarding to teachers. [ABSTRACT FROM AUTHOR]

Emerging evidence highlights the pivotal role that learner engagement with teacher corrective feedback plays in mediating the provision of feedback and revision outcomes. Despite more than a decade of recognizing a tripartite framework that conceptualizes learner engagement into affective, cognitive, and behavioral components, there remains a lack of a standardized questionnaire to assess this framework. To fill this significant void, this study aimed to develop and validate Learner Engagement with Teacher Written Corrective Feedback Scale (LETWCFS) among three groups of Chinese English as a foreign language (EFL) undergraduates. Through exploratory and confirmatory factor analyses, the three-factor model was obtained. Internal and test-retest reliability as well as convergent and discriminant validity of the total scale and subscales were also assessed. The results suggested that LETWCFS was a reliable and valid instrument for measuring L2 learners' engagement with teacher written corrective feedback. This study discusses the potential application of LETWCFS in the EFL writing context and lays the groundwork for future scale development related to engagement with oral WCF, peer or automated WCF, as well as for future intervention programs aimed at enhancing student engagement with WCF. [ABSTRACT FROM AUTHOR]

With the flourishing of positive psychology, there is a heightened emphasis on the value and significance of engagement. Although recent years have witnessed the growing interest in learner engagement with feedback in L2 writing, little attention has been towards understanding the role of teachers in fostering their students' engagement. To fill this gap, our exploratory study examined the effects of teacher scaffolding on EFL learners' engagement with teacher written feedback. Anchored in a high school in mainland China, our study employed a mixed-methods design, collecting data from multiple sources (i.e., questionnaires, semi-structured interviews, teacher written feedback, and first as well as revised writing samples) over a semester. The findings revealed that the teacher adhered to the key tenets of positive psychology and implemented positive pedagogical practices to facilitate students' revision. Both quantitative and qualitative data showed that with teacher scaffolding Chinese high school EFL learners actively engaged with teacher written feedback from affective, behavioral, and cognitive perspectives. Our study concludes with the important pedagogical implications. [ABSTRACT FROM AUTHOR]

Flow is a psychological state that represents high levels of positive emotional engagement in a single task. Fostering flow experiences could lead anxious learners to become fully immersed in the task, experience positive emotions, and temporarily set aside their anxiety during task performance. In the present exploratory study, we investigate anxious learners' flow experiences over a series of carefully selected and adapted communicative speaking tasks that were implemented in an online Saudi EFL university classroom. Data were collected using open-response questionnaires (n = 127), stimulated recall interviews (n = 25), and a series of interviews with the teacher. The findings suggest that anxious learners can experience flow and that this positive state is sustained through certain conditions: authentic communication on interesting task topics, control in tailoring the task content, and a balance between challenge and skill. The study concludes with implications for teachers to design or adapt flow-enhancing classroom tasks. [ABSTRACT FROM AUTHOR]

English learning is a long-term and continuous process that is permeated with various learning challenges, which requires learners to maintain active mindsets, robust resilience and deep learning engagement to attain a desirable achievement. Nevertheless, a detailed exploration of how mindsets, resilience, and engagement contribute to L2 achievement jointly has not been thoroughly investigated. This study hence aimed to address this issue by surveying 479 Chinese college English learners, all of whom were first-year students enrolled in the Comprehensive English Course. Through path analysis and fuzzy-set qualitative comparative analysis(fsQCA), three major findings were obtained. Firstly, growth mindsets and resilience predicted L2 achievement significantly, whereas fixed mindsets and engagement did not have statistically significant predictive effects on language achievement. Secondly, none of the individual factors of mindsets, resilience and engagement determined the level of L2 achievement unless being configured to function jointly. Thirdly, growth and fixed mindsets, resilience, and three sub-components of student engagement are interrelated and can be dynamically combined in different ways to influence L2 achievement. The findings highlight the multifaceted nature of the language learning process, implying that language programs must attend to the complexity of student experiences. The study underscores the need for educators to be aware of the various configurations that lead to L2 achievement, advocating for a flexible and adaptive teaching style that can accommodate the diverse needs of students. [ABSTRACT FROM AUTHOR]

• Many young students experienced remote learning for the first time during COVID-19. • We examined predictors of remote learning participation. • Both parents and teachers reported on students' remote learning participation. • In our low-income sample, internet and device access predicted participation. • Some family characteristics were also predictive, like depression and household chaos. When the COVID-19 pandemic forced school closures in the U.S. in March 2020, children's learning moved home and online, making school participation a challenge for many families, particularly those with low incomes. Although there is not a clear and agreed-upon digital analog for in-person school participation for young elementary students, existing research on young children's school attendance and engagement in non-pandemic times suggests that family characteristics broadly recognized to shape child development (e.g., parental depressive symptoms, household chaos), children's own characteristics (e.g., pre-COVID-19 academic skills, demographics), and logistical barriers with particular relevance to remote learning (e.g., internet access) may be determinants of remote learning participation. The current study explores the extent to which student participation during COVID-induced remote learning was predicted by family and child characteristics and logistical barriers by drawing on an existing study of diverse low-income students in Tulsa, OK who were in first grade when the pandemic emerged. We capitalize on unique, comprehensive, multi-informant data collected before and during COVID-19 to examine young children's participation in remote learning while controlling for pre-existing differences that might otherwise be confounded with both COVID-related stressors and obstacles to remote learning participation. Both family characteristics (e.g., parent depression, household chaos, single mother) and logistical barriers (e.g., internet and device access) predicted children's remote learning participation. Implications for school administrators and policymakers with a focus on preparation for future disasters that may once again force school closures − are discussed. [ABSTRACT FROM AUTHOR]

The field of radiation oncology is frequently overlooked by medical students due to limited exposure during traditional medical school curricula. To address this gap, creative and collaborative initiatives aimed at increasing medical student exposure while also creating opportunities for medical student engagement are vital. Here, we present the inception, 1-year progress, and future goals of a student-led radiation oncology quarterly newsletter: RadOnc Student Scan, hosted by the Applied Radiation Oncology (ARO) journal. The RadOnc Student Scan newsletter was created in collaboration with ARO. It was published on the ARO website, X account (formerly Twitter), and as a newsletter to their subscribers. The educational impact of the newsletter was estimated via number of social media views, online newsletter clicks, and newsletter authorship opportunities for all issues. In 2023, a team of 7 medical students from 5 different medical schools across 3 countries collaborated to publish 5 issues of the RadOnc Student Scan newsletter. They researched and communicated key concepts in radiation therapy, interviewed 6 faculty and residents from outside institutions for Q&A sections, summarized 21 recent articles, and shared networking opportunities such as radiation oncology electives and conferences. Throughout the year, 4 issues of the newsletter were published and shared with an average of 4,428 subscribers. Specifically, the 3rd and 4th quarterly issues of 2023 were shared on X and Facebook, garnering views of 2,903 and 1,454 respectively. The 1st quarterly issue of 2024, shared on X on 1/30/24, accumulated 538 views as of 2/3/24. To ensure sustainability and maximize opportunities, a new team of students was recruited through the Radiation Oncology Education Collaborative Study Group (ROECSG) to serve as editors. There will be 6 editors per issue that contribute to an estimated 4 issues per year, or approximately 24 opportunities for medical student engagement created. The RadOnc Student Scan newsletter has proven to be an effective tool to increase medical student exposure to radiation oncology. Through collaborative efforts and engaging content, we successfully disseminated knowledge, facilitated networking opportunities, and fostered interest in the field both for the newsletter audience and members of the editor team. Moving forward, we are planning for sustainability through continued recruitment of dedicated student editors and impact evaluation through qualitative surveys linked to issues. These measures will support the ongoing success and impact of this initiative in bridging the gap between medical education and the dynamic field of radiation oncology. [ABSTRACT FROM AUTHOR]

The current study examined ethnic-racial identity (ERI) development and adjustment among Colombian adolescents (N = 462, M age = 15.90, SD = 1.15, 47% female) from six schools in Medellín, Colombia. Findings from chain sequential mediation analyses with bias-corrected bootstrapping indicated that ERI exploration was positively associated with ERI resolution (β = 0.48), which was positively associated with global identity cohesion (β = 0.29); in turn, higher global identity cohesion was associated with higher academic engagement (β = 0.26), higher self-esteem (β = 0.50), lower GPA (β = −0.12), and lower depressive symptoms (β = −0.35). ERI exploration (β = 0.14) and resolution (β = 0.11) were each positively associated with other group orientation. Findings provide preliminary evidence for the promotive role of ERI among Colombian adolescents, supporting a conceptualization of ERI as a developmental competency. [ABSTRACT FROM AUTHOR]

Despite the burgeoning research on exploring learner engagement with feedback, how second language (L2) learners' engagement with feedback in different processing conditions influences their subsequent writing development is under-explored. This study examines the effects of individual and collaborative processing (languaging) of teacher feedback on Chinese lower-secondary school EFL learners' writing development. Eighty-one students aged 13–14 with A1-A2 levels of English proficiency (according to the Common European Framework of Reference) from two classes and two experienced English teachers participated in the study. Students were provided with comprehensive teacher feedback and were asked to process feedback provided on three writing tasks through either individual written or collaborative oral languaging over six weeks. Pre-, post-, and delayed post-tests were administered. Students' writing development was analysed using complexity, accuracy, and fluency measures, as well as content and organisation writing scores. Findings showed that the two conditions did not influence students' writing complexity and fluency differently, while only the collaborative oral languaging condition contributed to students' sustainable accuracy gains. Results based on the analytic writing scores suggested that students in the two conditions significantly improved content and organisation scores over time. Pedagogical and research implications regarding implementing the two feedback processing conditions are discussed. • Comparing individual and collaborative processing of feedback. • Written and oral languaging of teacher feedback. • Young L2 learners' writing development over time. • Sustained writing accuracy gains and development in global writing aspects. • Sociocultural theory. [ABSTRACT FROM AUTHOR]

This study adopted a person-centered approach to explore heterogeneous patterns of home-based parental involvement frequency among elementary, middle, and high school students, and examined how such patterns were associated with resilience and academic achievement. The sample comprised 105,641 Chinese students, with analyses conducted using latent profile analyses (LPAs) and multivariate analysis of covariance (MANCOVA). The results revealed consistent profile emergence across all cohorts- four profiles distinctly described the students' perceived patterns of parental involvement. These encompassed three universally identified profiles: "low involvement in life and study," "moderate involvement in life and study," and "high involvement in life but low in study." For the 8th and 11th graders, the fourth profile was denoted as "high involvement in life and study," while for 4th graders, it was termed "moderate involvement in life but moderately low in study." MANCOVA results revealed statistically significant differences in students' resilience and academic achievement across profiles after controlling students' gender and family socioeconomic status (SES). The findings of this research highlight that parents' more frequent involvement in students' everyday lives, coupled with less frequent involvement in their study matters, may effectively foster academic success and enhance the development of resilient traits. This study sheds light on the impact of diverse frequency of parental involvement profiles on the academic achievement and resilience of Chinese students across different grade levels. The findings highlight students who perceive their parents as a 'high involvement in life but low in study' are associated with greater academic achievement and resilience. These insights emphasized the need for teachers, parents, and policymakers to consider the nature, frequency, and domains of parental involvement, offering significant implications for teaching strategies, parenting practices, and educational policy development, particularly in the Chinese context. • Person-centered approach was used to explore heterogeneous patterns of home-based parental involvement. • LPA indicated that four profiles emerged to portray Chinese students perceived parental involvement. • MANOVA revealed significant differences in students' resilience and academic achievement across profiles. [ABSTRACT FROM AUTHOR]

The starting point of this study has been to follow the engagement development of the same cohort of students in Finland for three academic years. A dynamic model of student engagement and specially designed Engagement Evaluation Questionnaire (EEQ) has been utilised for the study. Altogether 974 students representing different disciplines from all 13 research-intensive Finnish universities responded to the survey during the three-year follow-up. Four engagement profiles (overall engaged, personally engaged, socially engaged, and disengaged) were identified in the analyses. The engagement profiles were relatively stable across the three time points, despite some maladaptive and adaptive changes found in the analyses. The validity of the extracted latent profile patterns across time was investigated by testing their associations with priority of students' study fields, withdrawal intentions and register data on academic achievement. • In the three-year follow-up, four main engagement profiles were identified. • Overall engaged were the biggest profile group within all years (56,9-59,0 %). • Stable patterns of engagement were more common than transitions between profiles. • Critical notion is that maladaptive transitions occurring more often than adaptive ones. • Socially engaged and disengaged profiles seem to be "at-risk" profiles. [ABSTRACT FROM AUTHOR]