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Purpose: The Dutch Nursing Science Faculties developed the Leadership Mentoring in Nursing Research program, which aims to increase the cadre of nurse scientists, strengthen nursing research within universities, and improve the career development of postdoctoral nurses. The purpose of this article was to describe the development of the leadership and mentoring program to foster its replication and to present a formative program evaluation. Design: The leadership mentoring program was developed using a three‐step procedure: a systematic review of the literature on successful leadership programs was conducted; theoretical underpinnings were identified and input; and feedback was solicited from national and international experts and changes made, resulting in the final program, which was executed from February 2016‐2018. Findings: A 2‐year leadership and mentoring program for postdoctoral nurses working in research was developed and executed. Ten fellows completed the program and worked on their leadership development, developed their own research programs, and established research collaborations. Formative evaluations showed that the fellows highly valued the program sessions. We have learned several key lessons on how to structure, implement, and evaluate the leadership and mentoring program. Conclusions: Through the leadership and mentoring program, the fellows are immersed in concerted leadership development focusing on the academic leadership role. Formative evaluations showed that the program was valued by the fellows and that several key lessons were learned. Clinical Relevance: Through the leadership and mentoring program, 10 postdoctoral nurses strengthened their leadership in research and will further develop their role in healthcare research, clinical practice, and education. [ABSTRACT FROM AUTHOR]

With close to 20.4 billion devices connected to the Internet to be deployed by 2020, Internet of things (IoT) is already being leveraged in diverse sectors. Now, because of the ubiquitous nature of IoT devices, schools and academic institutions are looking to incorporate IoT in educational activities. With the increased use of IoT in the education domain, it is of utmost importance to study how this technology with its distinguished system functions such as sensing and decision making can support and challenge the pedagogical processes for all interrelated actors (faculty, students, and staff) as well as all involved assets (e.g., libraries, classrooms, and labs). Although there have been several contributions on the inclusion of IoT into the education domain, there is still a lack of consolidated and coherent views on this subject. Hence, we are motivated to close the gap of knowledge and embarked on mapping out the published studies available. This study presents the results of a systematic literature review focusing on the benefits and the challenges faced in education in integrating IoT into the curriculum and educational environments. Different mapping views of the extracted studies are provided as long as a summary of the already implemented tools and a list of gap research questions yet to be investigated. Lay Description: What is currently known about the subject matter? Despite the several studies available on the inclusion of IoT into the education domain, there is still a lack of consolidated and coherent views on this subject. What this paper adds? In this paper, we provide an overview result on the basis of a systematic literature review conducted to explore and categorize existing scenarios for deploying IoT in the education domain.On the basis of our findings from the systematic literature review, we provide the following: A comprehensive discussion on the benefits of incorporating IoT technologies in education. We structured our discussion around three dimensions related to education perception, learning principle, and learning mode.A comprehensive discussion on three relevant qualities that will challenge the deployment of IoT in education, namely, security/privacy, scalability, and humanization. What is the implication of this work? This work structures the scenarios available on IoT in education and provides a framework that can be used for further analysis/discussions by researchers and practitioners.This work provides necessary statistics on the IoT in education topic that can be used by researchers to construct a pragmatic research direction on this topic. [ABSTRACT FROM AUTHOR]

E-assessment is an umbrella term that comprises a complex array of tools of varying capacities. This paper focuses on the topic of e-assessment from the perspective of its strategic institutional development in higher education. The paper argues that research on e-assessment has been dominated by a focus on investigating benefits of use and adoption rather than building an understanding of development and implementation. The current paper proposes a qualitative assessment and process-specific framework, both to investigate e-assessment and chart its institutional development. This framework is an annual assessment life cycle, and one case illustrates its use to elaborate an institutional development agenda for e-assessment. The institutional inquiry into e-assessment consisted of interviews with 22 academic staff members using the assessment life cycle. The goal was to identify how technology played a role in assessment in general. The information gathered was used to construct an institutional overview of how electronic and paper-based modes supported assessment. The overview, which used the life cycle framework, revealed a subtle interplay between assessment stakes, type, stages and modes. Initial stages in the assessment life cycle are substantively supported electronically. Middle stages (submission, marking, feedback return) present great complexity and different uses of paper and electronic modes depending on the assessment type. High-stakes summative assessment shows a hybrid process, where both paper and electronic modes fulfil substantive roles in supporting the assessment stages. The later stages of the cycle are mainly paper based regardless of assessment type. Low-stakes e-assessment may be an all-electronic process. This simplified institutional overview of the state of e-assessment and the emphasis on the cyclical nature have helped to elaborate a differentiated development strategy for various e-assessment forms, considering assessment type and particular stages as the foci of development. [ABSTRACT FROM AUTHOR]

Background: AI can positively influence teaching by offering support for classroom management, creating inclusive learning environments, enhancing digital skills, personalizing teaching methods, and strengthening teacher‐student relationships. Objectives: This quantitative research study investigates the opportunities, difficulties, and consequences of incorporating AI into teacher education. Methods: Data were collected through structured questionnaires from 202 college students and 68 staff members. The analysis was conducted using SPSS software. Results: The study provides a novel contribution by its thorough investigation of the diverse effects of AI on teacher education. It offers beneficial perspectives on the possible benefits and challenges, illuminating the far‐reaching changes that AI could bring to the terrain of learning and instruction and teaching methods in the time yet to come. The research sought to assess the effect of AI adoption in teacher education across five main dimensions: (i) its influence on teaching support and classroom management, (ii) its role in creating inclusive and accessible learning environments, (iii) its contribution to improving teachers' digital literacy and computer skills, and enhancing access to digital teaching resources, (iv) its positive influence on identifying students' learning styles and facilitating the adoption of diverse teaching methods, and (v) its role in strengthening teacher‐student relationships through improved interactions. Conclusion: The findings elucidate the promising opportunities that AI presents in the field of teacher education, along with the obstacles that require resolution for the effective fusion of AI educational settings. Lay Description: What is currently known about this topic?: AI has the potential to enhance various aspects of teaching, including classroom management and personalizing teaching methods.Incorporating AI into education has garnered significant interest due to its perceived benefits in improving learning outcomes. What does this paper add?: This paper provides a comprehensive investigation into the effects of AI adoption in teacher education, highlighting both the opportunities and challenges associated with its implementation.It offers insights into how AI can influence different dimensions of teaching, such as classroom management, learning environment inclusivity, and teacher‐student relationships. Implications for practice/or policy: The findings of this study underscore the importance of integrating AI into teacher education programs to leverage its potential benefits in enhancing teaching practices.Policymakers and educators should consider the implications of AI adoption in education and develop strategies to address challenges while maximizing the advantages of AI technologies in teaching and learning. [ABSTRACT FROM AUTHOR]

Background: We explore the theoretical and methodological aspects of decolonising speech and language therapy (SLT) higher education in the United Kingdom. We begin by providing the background of the Rhodes Must Fall decolonisation movement and the engagement of South African SLTs in the decoloniality agenda. We then discuss the evolution of decoloniality in SLT, highlighting its focus on reimagining the relationships between participants, students, patients and the broader world. Objective: The primary objective of this discussion is to fill a gap in professional literature regarding decoloniality in SLT education. While there is limited research in professional journals, social media platforms have witnessed discussions on decolonisation in SLT. This discussion aims to critically examine issues such as institutional racism, lack of belonging, inequitable services and limited diversity that currently affect the SLT profession, not just in the United Kingdom but globally. Methods: The methods employed in this research involve the engagement of SLT academics in Critical conversations on decolonisation. These conversations draw on reflexivity and reflexive interpretation, allowing for a deeper understanding of the relationship between truth, reality, and the participants in SLT practice and education. The nature of these critical conversations is characterised by their chaotic, unscripted and fluid nature, which encourages the open discussion of sensitive topics related to race, gender, class and sexuality. Discussion points: We present our reflections as academics who participated in the critical conversations. We explore the discomfort experienced by an academic when engaging with decolonisation, acknowledging white privilege, and the need to address fear and an imposter syndrome. The second reflection focuses on the experiences of white academics in grappling with their complicity in a system that perpetuates racism and inequality. It highlights the need for self‐reflection, acknowledging white privilege and working collaboratively with colleagues and students toward constructing a decolonised curriculum. Finally, we emphasise that while action is crucial, this should not undermine the potential of dialogue to change attitudes and pave the way for practical implementation. The paper concludes by emphasising the importance of combining dialogue with action and the need for a nuanced understanding of the complexities involved in decolonising SLT education. Conclusion: Overall, this paper provides a comprehensive overview of the background, objectives, methods and key reflections related to the decolonisation of SLT higher education in the United Kingdom. It highlights the challenges, discomfort and responsibilities faced by academics in addressing decoloniality and emphasizes the importance of ongoing critical conversations and collective action in effecting meaningful change. WHAT THIS PAPER ADDS: What is already known on this subject: Prior to this paper, it was known that the decolonial turn in speech and language therapy (SLT) was a recent focus, building on a history of professional transformation in South Africa. However, there was limited literature on decoloniality in professional journals, with most discussions happening on social media platforms. This paper aims to contribute to the literature and provide a critical conversation on decolonising SLT education, via the United Kingdom. What this paper adds to existing knowledge: This paper adds a critical conversation on decolonising SLT higher education. It explores theoretical and methodological aspects of decoloniality in the profession, addressing issues such as institutional racism, lack of sense of belonging, inequitable services and limited diversity. The paper highlights the discomfort experienced by academics in engaging with decolonisation and emphasizes the importance of reflection, collaboration and open dialogue for meaningful change. Notably we foreground deimperialisation (vs. decolonisation) as necessary for academics oriented in/with the Global North so that both processes enable each other. Deimperialisation is work that focuses the undoing of privilege exercised by academics in/with the Global North not only for localising their research and education agenda but checking their rite of passage into the lives of those in the Majority World. What are the potential or actual clinical implications of this work?: The paper highlights the need for SLT practitioners and educators to critically examine their practices and curricula to ensure they are inclusive, decolonised and responsive to the diverse needs of communities. The discussions emphasise the importance of addressing institutional racism and promoting a sense of belonging for research participants, SLT students and patients. This paper offers insights and recommendations that can inform the development of more equitable and culturally responsive SLT services and education programmes. [ABSTRACT FROM AUTHOR]

Background: This paper aims to explore the impact of recovery education on recovery knowledge, attitudes and the quality of life of students undertaking recovery education, contributing to the evidence base in relation to the impact of recovery education. It also explores the experiences of all stakeholders involved in the co‐facilitation, delivery and participation in recovery education. Setting and Participants: This study evaluates the experiences of stakeholders involved in the co‐facilitation, delivery and participation in recovery education across four recovery colleges in Ireland. Participants included students undertaking recovery education, peer educators, education facilitators, recovery college coordinators and practitioner/service providers. Discussion: Findings from the quantitative survey when compared with extant literature suggest that students had a good understanding of recovery education. The social aspect of empowerment for growth and wellbeing was identified through themes relating to co‐production and facilitating student learning. Support for equitable access to recovery education, including co‐production for both the public and staff, was identified as a challenge for the future. Conclusion: The findings from both the qualitative and quantitative components of the study show the positive impact of recovery education on stakeholders while acknowledging the need for ongoing support for people working in recovery education and the development of services. In particular, there was a high level of recovery knowledge found in students undertaking recovery education. Patient or Public Contribution: This study utilised a co‐created study design. From inception a steering group comprising stakeholders (peer educators, recovery education facilitators including past recovery college students and nonpeer staff involved in the co‐production of recovery education) directed the conduct of the evaluation. This steering group participated in an iterative process of information sharing, suggestions for evaluation process and language. [ABSTRACT FROM AUTHOR]

Background: Inter‐professional collaboration (IPC) has been recommended for many years as a means by which the needs of children with developmental language disorders (DLD) can be met at school. However, effective IPC remains difficult to achieve and our knowledge of how to support it is limited. A shared understanding between those involved has been identified as critical to IPC. Aims: To examine the literature, as one source of data, for evidence of a shared understanding between the fields of speech and language therapy (SLT) and education about children with DLD and how such needs can best be met at school. Methods & Procedures: An integrative review of the literature was undertaken. A systematic search of the published, peer‐reviewed literature (between 2006 and 2016) was conducted for empirical and theoretical papers and a manual search was undertaken to obtain a representative sample of policy/professional guidelines. A total of 81 papers across SLT and education were included in the review. The papers were scrutinized using a qualitative content analysis. Main Contribution: Although some commonality between perspectives in the literature was identified, differences between the fields dominated. These differences related to how DLD is conceptualized; how children's needs are assessed; which outcomes are prioritized and how best these outcomes can be achieved. We also found differences about what constitutes useful knowledge to guide practice. We suggest that the nature of the differences we identified in the literature may have negative implications for practitioners wishing to collaborate to meet the needs of children with DLD in school. The perspectives of practising SLTs and teachers need to be sought to determine whether the findings from the literature reflect dilemmas in practice. Conclusions: Effective IPC is essential to meet the needs of children with DLD in school; yet, it remains difficult to achieve. Our review of the literature across SLT and education indicates evidence of a lack of shared understanding about DLD. If these differences are also evident in practice, then a conceptual model to support IPC may be warranted. [ABSTRACT FROM AUTHOR]

Background: The existing literature has predominantly focused on instructor social presence in videos in an asynchronous learning environment and little is known about student social presence on webcam in online learning in the context of COVID‐19. Objectives: This paper therefore contrasts students' and teachers' perspectives on student social presence on webcam in synchronous online teaching through co‐orientation analysis. Methods: Data were collected through an online questionnaire with 14 statements that measured participants' perceptions of webcam use in three constructs in social presence (i.e., emotional expression, open communication, and cohesion). 154 students and 36 teachers from two higher education institutions in Hong Kong responded to the questionnaire, and their responses were analysed using the co‐orientation model. Results and conclusion: Results reveal the perceptual gaps between teachers and students on the use of webcam to promote student social presence by showing how teachers were comparatively more positive about its impacts for learning and consistently overestimated students' preference for it. Through analysing individual constructs/items, this paper argues that using webcams in synchronous online learning could enhance student social presence only to a limited extent in that it may help improve emotional expression and open communication but not cohesion. Implications: The paper advises against the adoption of a clear‐cut policy that webcams should be either recommended or not recommended for online learning. Instead, teachers should take into account students' perspective to find out the types of activities that are apt for using webcams in online learning, and reflective tasks and oral assessments were amongst the ones considered appropriate by students in the study. Lay Description: What is currently known about the subject matter: Teacher presence through videoconferencing is important to the construction of social presence.Student presence on webcam is relatively understudied in online learning during COVID‐19.Teachers struggled to use webcams for online learning during the pandemic.Teachers and students have different concerns about using webcams for online learning that either party may not be aware of. What this paper adds: The current study contrasted teachers' and students' perceptions of student presence on webcam in online learning under COVID‐19.This is the first study using co‐orientation model as the analytical method for this area.There were perceptual differences between students and teachers on the use of webcams in which teachers were comparatively more positive about its impacts for learning and consistently overestimated students' preference for it.Using webcams in synchronous online learning could enhance social presence only to a limited extent in that it may help improve emotional expression and open communication but not cohesion. Implications of study findings for practitioners: The paper advises against the adoption of a clear‐cut policy that webcams should be either recommended or not recommended for online learning.Teachers should take into account students' perspective to find out the types of activities that are apt for using webcams in online learning, and reflective tasks and oral assessments were amongst the ones considered appropriate by students in the study.It reveals how co‐orientation model can be a useful tool for perception studies in higher education. [ABSTRACT FROM AUTHOR]

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This article aims to draw attention to increasing genericism in nurse education in the United Kingdom, which sees less specialist mental health education for mental health nursing students and offers opposition to such direction. In 2018, the Nursing and Midwifery Council produced the 'Future Nurse' standards which directed changes to pre‐registration nurse education. This led to dissatisfaction from many mental health nurses, specifically regarding reduced mental health content for students studying mental health nursing. Concerns have been raised through public forum and evolved into a grassroots national movement 'Mental Health Deserves Better' (#MHDeservesBetter). This is a position paper which presents the perspective of many mental health nurse academics working at universities within the United Kingdom. Mental health nurse academics collaborated to develop ideas and articulate arguments and perspectives which present a strong position on the requirement for specialist pre‐registration mental health nurse education. The key themes explored are; a conflict of ideologies in nursing, no parity of esteem, physical health care needs to be contextualized, the unique nature of mental health nursing, ethical tensions and values conflict, implications for practice, necessary improvements overlooked and the dangers of honesty and academic 'freedom'. The paper concludes by asserting a strong position on the need for a change of direction away from genericism and calls on mental health nurses to rise from the ashes to advocate for a quality education necessary to ensure quality care delivery. The quality of mental health care provided by mental health nurses has many influences, yet the foundation offered through pre‐registration education is one of the most valuable. If the education of mental health nurses does not attend to the distinct and unique role of the mental health nurse, standards of mental health care may diminish without assertive action from mental health nurses and allies. [ABSTRACT FROM AUTHOR]

Background: Early childhood teachers (ECTs) play a significant role in equipping children with oral language and emergent literacy skills ahead of school entry. They are well positioned to play a vital role in ensuring preschool children receive a high‐quality preschool curriculum to prepare them for later literacy learning. Aims: The purpose of this study was to explore early career ECTs' views and confidence regarding their role in providing preschoolers with oral language and emergent literacy support and to examine their perceptions of their preservice preparation. Methods & Procedures: Nine Australian early career ECTs were recruited via purposive sampling for an in‐depth, semi‐structured interview. Data were analysed using an inductive thematic analysis approach. Outcomes & Results: Participants attached strong significance to their role in facilitating children's oral language growth and emergent literacy skills and reported a range of practices to support children's learning. However, they rarely referred to using established language facilitation strategies or using dialogic book reading prompts. Further, emergent literacy concepts such as phonological awareness and print awareness were not routinely described as features of participants' classroom activities. Participants did not consistently make a clear conceptual distinction between the constructs of oral language and emergent literacy and often used these terms interchangeably. Notably, participants indicated that they did not feel confident in their ability to identify preschool children who were not meeting developmental language milestones and reported that they felt poorly equipped to do so by their preservice training. Conclusions & Implications: ECTs' strong willingness to support preschool children's oral language and emergent literacy skills may be hindered by gaps in their knowledge; these may contribute to important and missed opportunities for identifying and supporting preschoolers' oral language and emergent literacy growth. What this paper adds: What is already known on this subject?: High‐quality learning experiences in preschool are important for maximising preschoolers' oral language and emergent literacy growth. Early childhood teachers can play an important role in facilitating this development and preparing children for later literacy learning. What this paper adds to existing knowledge?: The study findings provide insight into ECTs' perceptions of their role and support in developing children's oral language and emergent literacy skills. The results indicated ECTs did not feel confident with their knowledge of children's language milestones or identifying children with language difficulties. Participants reported that their preservice training left them underprepared in the area of oral language. What are the potential or actual clinical implications of this work?: ECTs demonstrated a strong willingness to support preschoolers' oral language and emergent literacy skills. However, their self‐reported knowledge gaps and low confidence may have implications for the early detection of children who are not reaching language developmental milestones in a timely way. [ABSTRACT FROM AUTHOR]

The rapid deployment of emergency remote teaching in the pandemic presents sweeping societal‐level information systems phenomena worthy of scholarly inquiry. This paper reports findings from teacher interviews conducted with K‐12 public school teachers, exploring how digital access and use gaps in communities reflect wider digital and social inequalities as schools fulfilled emergency remote teaching mandates, becoming swept up into e‐learning technology expansion trends propelled by mandates, and unfettered corporate edtech. Results show persistence of home and school level digital affordance gaps as hindrances to pandemic pedagogy. We build upon theory of the digital divide, and crisis and critical informatics literature considering how critical approaches to the study of socio‐technical systems research can inform these understandings, providing insights into how localized digital inequities contribute to broader digital inequality and social inequality, in the educative processes expected of public education in democratic societies. Our work gives voice to one highly pressured and conflicted stakeholder in these dynamics—K‐12 public school teachers—and demonstrates some of the ways in which digital inequity gaps may play a further magnifying role of societal division through expanding edtech deployment in K‐12 grades, if current edtech trends hold. [ABSTRACT FROM AUTHOR]

Despite repeated calls for equity, diversity, and inclusion in nursing education and the significance of disability for the vocation of nursing, the voices and experiences of nursing faculty with disabilities are largely absent from our literature. In this paper, we present a critical grounded theory of the experiences of disabled nursing faculty in academe to begin to amend this gap. Using critical disability studies as a sensitizing framework and building on prior work on racism and other systems of oppression in nursing, we theorize that nursing academe is a normalized space produced by White, able‐mindbodied, and cis‐heteropatriarchal discourses that regulate the boundaries of inclusion via exclusionary social norms. Further, we describe the operations of normalcy in nursing academe, discuss implications for education and health care, and consider avenues for change. [ABSTRACT FROM AUTHOR]

This paper addresses the research problem that arises from evidence that, despite supportive policy contexts, enactment of pedagogies that attend to young children's participation rights in classroom settings is highly variable. We report our exploration of the ways in which the child, and child participation are constructed in early education settings in Wales, where legislation and policy around children's rights has been a key feature of the Welsh Government agenda post‐devolution. Data were gathered via a qualitative online bilingual (English and Welsh) survey offered via email to teachers of children aged 3–7 in Wales. The overarching research question of the project was: How do teachers of children 3–7 years understand and enact the notion of participation as it relates to the children they teach? Data analysis focused on research participants' apparent constructions of the children they teach and their capabilities, and unpacked the ways in which these constructions relate to the reported opportunities for participation. The discussion is informed by the notion of the threshold concept, described by Meyer & Land as akin to a portal that opens new and previously inaccessible ways of thinking. We consider the extent to which the conceptual construction of the capable child maybe a threshold concept in shaping the realisation of children's participation rights in educative contexts. [ABSTRACT FROM AUTHOR]

Background: Screen‐sharing technologies enable applications such as screen mirroring, video streaming and instant messaging across multiple device screens. Despite their increasing use in many contemporary classrooms, there is a paucity of research directly examining pedagogical benefits and issues of these technologies. Objectives: This study investigated the influence of screen‐sharing technologies on teachers' practices, highlighting pedagogical benefits and issues encountered. Methods: The paper drew on a sample of 321 K‐12 teachers and utilised principal components analysis, descriptive statistics and inductive coding. Results and Conclusions: Teachers reported greater mobility, increased ease of content sharing and deeper learner cognition as attributes of improved learning and teaching with the technologies. However, a minority highlighted technical issues such as network and hardware problems affecting their confidence. Despite increased mobility as an affordance, teachers' perceptions about mobility largely appeared to be predicated on assumptions that the technologies were intended for didactic instruction. Takeaways: The study contributes to a more nuanced understanding of screen‐sharing affordances while underscoring learner‐led screensharing as a focus for future research and practice. Lay Description: What is already known about this topic: Screen‐sharing technologies are becoming commonplace in many contemporary educational settings.The technologies represent integrated systems that enable functions such as mirroring, video streaming, online polls, real‐time editing, screen‐capturing and learner analytics.Screen‐sharing is indirectly examined in several studies with findings indicating improvements in group awareness, emotional engagement, learner confidence to share ideas and teachers' visualization of concepts.Existing findings are largely anecdotal and there are very few studies that have focused directly on screen‐sharing affordances. What this paper adds: An empirical study directly examining teachers' first‐hand perspectives of using screen‐sharing technologies.Benefits relate to greater task focus, deeper thinking, improvements to teaching practice and ease of sharing content.A minority of teachers experienced issues such as technical problems, inappropriate sharing and distraction.Mobility was recognized as a key affordance though remained underutilized by many teachers. Implications for practice and/or policy: Professional learning accompanying the use of screen‐sharing technologies can support teachers to take advantage of all features of screen sharing such as enhanced teacher mobility.Institutions need to provide requisite technical and professional support for teachers to effectively and reliably leverage screen‐sharing in the classroom.There is a need to explore teacher's and learner's screen‐sharing uses in situ to more fully understand issues and possibilities. [ABSTRACT FROM AUTHOR]

Background: Some studies have researched the correlation between flipped learning and cognitive learning outcomes; however, there is a paucity of research elaborating on the effects of flipped language learning on cognitive load (CL). Objectives: This study investigates the effects of using flipped learning designs (student‐led, teacher‐led and collaboration‐led) on learning outcomes and CL management during out‐of‐class activities versus during‐class activities. Methods: A mixed methods research was used to concurrently triangulate different strands of data on the effects of flipped learning designs on English as foreign language (EFL) learners' learning outcomes and CL. A total of 122 EFL learners were randomly assigned to either the control or experimental group and participated in the study. The interpretations were made based on running one‐way analysis of variance between four groups. Results and Conclusion: This study evidenced the efficacy of the interactive use of collaboration‐led flipped learning design over student‐led and teacher‐led designs for improving learning outcomes and lowering CL during computer‐assisted language learning (CALL) course. Pedagogically, CALL practitioners need to develop and integrate a well‐organized combination of student‐led and teacher‐led flipped learning activities for during‐class and out‐of‐class phases with respect to the CL and learning material complexity, while also considering the specific contexts and goals of their instructional settings. Theoretically, the results indicate the necessity of merging active learning and sociocultural theories into an instructional design to take advantage of the identified affordances of flipped language learning approach in terms of psychological effects (CL management) and learning effects (CALL outcomes). Lay Description: What is already known about this topic: The flipped language learning approach involves receiving online instruction outside the classroom and is a learner‐centered pedagogy. What this paper adds: This study contributes by triangulating different strands of data on the effects of flipped learning designs on learning outcomes and cognitive load.The findings highlight the effectiveness of collaboration‐led design for flipped language learning, facilitating engagement in both out‐of‐class and during‐class activities. Implications for practice: The findings emphasize the importance of designing and implementing instructional designs that align with emerging educational technologies.Teachers should consider the flexibility, fluency and novelty of the learning material when designing flipped learning activities. [ABSTRACT FROM AUTHOR]

Background: Investigating emotion sequence patterns in the posts of discussion forums in massive open online courses (MOOCs) holds a vital role in shaping online interactions and impacting learning achievement. While the majority of research focuses on the relationship between emotions and interactions in MOOC forum discussions, research on identifying the crucial difference in emotion sequence patterns among different interaction groups remains in its infancy. Objectives: This research utilizes deep learning and sequential pattern mining to investigate whether there are differences in emotion sequence patterns across different groups of learners who exhibit various types of interactions in online discussion forums. Methods: Data from a comprehensive array of sources, including log files, discussion texts and scores from 498 learners in online discussion forums, were collected for this study. The agglomerative hierarchical algorithm is used to classify learners into groups with different levels of interactions. Additionally, we implement and evaluate multiple deep learning models for detecting different emotions from online discussions. Relevant emotion sequence patterns were identified using sequence pattern analysis and the identified emotion sequence patterns were compared across different groups with different levels of interactions. Results and Conclusions: Using an agglomerative hierarchical algorithm, we classified learners into three distinct groups characterized by different levels of interactions: high, average and low level. Leveraging the bi‐directional long short‐term memory model for emotion detection yielded the highest predictive performance, with an impressive F‐measure of 94.01%, a recall rate of 93.83% and an accuracy score of 95.01%. The results also revealed that learners in the low‐level interaction group experienced more emotion transition from boredom to frustration than the other two groups. Therefore, the aggregation of students into groups and the utilization of their MOOC log data offer educators the capability to provide adaptive emotional feedback, customize assessments and offer more personalized attention as needed. Lay Description: What is currently known about the subject matter: Emotions are dynamic over time when learners experience cognitive disequilibrium/equilibrium.Online interactions are critical components, which influence learners' emotional state, cognitive processes and learning achievement.It is not clear what are differences in emotion sequence patterns across the groups with different interaction types. What the paper adds: An agglomerative hierarchical algorithm was implemented to cluster learners into three groups by analysing behavioural data.We explore possibilities for automated classification of emotions using deep learning approaches.Learners in the low‐level interaction group experienced more emotion transition from boredom to frustration. Implications for practitioners: A considerable amount of effort should be expended to identify and respond to learners who experience boredom and frustration emotions.Designing interventions or scaffolding to facilitate learners' interaction and promote favourable emotions.Educators could provide more personalized support based on learners' online interaction cluster. [ABSTRACT FROM AUTHOR]

Background: Guided gaze is the instructor's gaze towards teaching materials to guide students' attention, and it plays a vital role in enhancing video‐based education. The duration of guided gaze, indicating how long instructors focus on teaching materials, varies based on the lecture design. Nevertheless, the impact of varying durations of guided gaze, especially concerning students' prior knowledge, remains inadequately understood. Objectives: This study investigates the influence of the instructor's guided gaze duration and students' prior knowledge on learning performance and affective experiences in video lectures. Methods: 145 fifth‐grade students participated and were divided into high and low prior knowledge groups based on a pre‐test. Within each group, students were randomly assigned to view one of three video lectures with different guided gaze durations (high vs. medium vs. low). Learning performance and affective experiences (learning experience, satisfaction, and emotions) were measured as dependent variables. Results and Conclusion: The results revealed that low guided gaze duration significantly improves learning performance for students with low prior knowledge. Conversely, high guided gaze duration negatively impacts learning experience, satisfaction, and positive emotions. Additionally, students with high prior knowledge reported higher learning experience and satisfaction. These findings highlight the interaction between guided gaze duration and prior knowledge in students' learning performance. Implications: Our findings provide valuable implications for the design of guided gaze duration in video lectures based on students' prior knowledge. By adjusting guided gaze duration appropriately, instructors can optimise students' learning performance and affective experiences. Lay Description: What is already known about this topic: Guided gaze is the instructor's gaze on teaching materials, guiding students' attention to relevant information.Guided gaze duration measures the amount of time instructors spend looking at teaching materials.Prior knowledge can modulate the impact of instructors' guidance on students' learning performance.It remains unclear whether guided gaze duration affects the learning outcomes of students with varied prior knowledge. What this paper adds: Guided gaze duration is divided into three levels (high, medium, and low), indicating the percentage of time the instructor looks at teaching materials.High guided gaze duration has negative effects on students' learning experience, satisfaction, and positive emotions.Students with high prior knowledge have higher learning performance, experience, and satisfaction.Low guided gaze duration improves learning performance for students with low prior knowledge. Implications for practice and/or policy: Instructors should use low guided gaze duration for students with low prior knowledge.Instructors should aim to reduce the use of high guided gaze duration. [ABSTRACT FROM AUTHOR]

Introduction: Virtual worlds (VWs) are immersive three‐dimensional environments, accessible simultaneously to multiple users, and described as shared, simulated spaces, whose inhabitants represented as avatars. VWs enable freedom of expression. Using VWs in educational contexts requires a shift from teacher‐centered instruction to facilitation of student‐centered learning practices. Method: This study explores the degree of teacher centrality (Sage‐on‐the‐stage, Facilitator, Guide‐on‐the‐side, or Partner), pedagogical strategies used in the integration of an Open Sim‐based VW learning platform in face‐to‐face K‐12 classrooms, and consistency between the perspectives of teachers and students on these topics. We conducted semi‐structured interviews followed by observations of actual VW environments with 12 elementary teachers of different subject‐matters and 11 fifth and sixth graders who learn with VWs. Findings: Although all teaching prototypes were present in the data, the most dominant teaching prototypes in the VW environment were 'Guide‐on‐the‐side' and 'Facilitator', while 'Sage‐on‐the‐stage' and 'Partner' were less frequent. The findings indicate that the most prevalent pedagogical strategies used to teach in VW‐enhanced classrooms were Experiential Learning, followed by Training practice and modeling, Project‐based learning, Game‐based learning, and Collaborative learning. Minor differences were found between the perspectives of teachers and students regarding teaching prototypes and the degree of teacher centrality in the classroom. Importantly, both teachers and students positioned students as the main designers of learning activities in the VW environment. Implications: The findings of this pioneer research provide insights regarding the teaching prototypes and the degree of teacher centrality in the VW learning environment that can help improve teaching processes and professional training courses in virtual 3D environments. Lay Description: What is already known about this topic: Virtual Worlds (VWs) facilitate student‐centered pedagogy and offer opportunities for envisioning new learning environments.Using innovative technologies such as VWs does not naturally promote student‐centered learning and requires effective pedagogical design.Grasha's categorized the following five instructional types: (1) Expert, (2) Formal authority, (3) Personal model, (4) Facilitator, and (5) Delegator.Prototypes of teachers that reflect their degree of centrality in the classroom are: (1) Sage‐on‐the‐stage, (2) Facilitator, (3) Guide‐on‐the‐side, and (4) Partner. What this paper adds: The research examined the teaching prototypes and the degree of teacher centrality in integration of the innovative Open Sim‐based virtual world in K‐12 settings.Interviews with teachers and elementary school students were followed by guided observations of actual VW environments integrated in different subject‐matters.More dominant teaching prototypes were 'Guide‐on‐the‐side' and 'Facilitator', while 'Sage‐on‐the‐stage' and 'Partner' were less common.The most prevalent pedagogical strategies in VW‐enhanced classrooms were Experiential Learning, followed by Training practice and modeling, and PBL. Implications for practice and/or policy: The findings provide insights that can help improve professional training courses in virtual 3D environments and similar emerging educational technologies.The suggested integrated model of teacher prototypes can be used to analyze the role and the degree of teacher centrality in technology‐enhanced classrooms. [ABSTRACT FROM AUTHOR]

This paper discusses major cultural differences and corresponding teaching strategies when training student therapists in Taiwan about the concepts of self‐of‐the‐therapist and self‐awareness in marriage and family therapy. The authors present their years of teaching experience and observations about these cultural differences as well as a class example to address these differences. Specifically, a detailed summary of a master's level course titled 'Self‐Development for Helping Professionals' will be illustrated. [ABSTRACT FROM AUTHOR]

This paper explores how relational approaches to well‐being could support young children's educational achievement in high‐poverty contexts. It draws on findings from a qualitative study involving mothers and early years educators living and/or working in a city characterised as one of the most disadvantaged in England. The findings suggest that children's well‐being, rather than being merely an individual characteristic or aspiration, is interdependent with their social and material environments, as are the institutions that support them. The paper concludes by calling for a recalibration of early childhood policies away from assessing individual children's 'school readiness' to encouraging society's readiness to support everyone's well‐being, and consequently that of young children too. [ABSTRACT FROM AUTHOR]

Background: In a context where synchronous online teaching has become a new trend of instruction for online education due to the COVID‐19 pandemic, it is valuable and insightful to examine what factors contribute to teachers' satisfaction with synchronous online teaching. Objective: Informed by the technology acceptance model (TAM), this study investigated English‐as‐a‐foreign‐language (EFL) university teachers' synchronous online teaching satisfaction in China from social (i.e., subjective norms), institutional (i.e., facilitating conditions), and individual (i.e., self‐efficacy, attitudes toward use, perceived usefulness, and perceived ease of use) levels during the COVID‐19 pandemic. Methods: A total of 250 in‐service EFL university teachers participated in this study. An online questionnaire was adaptively developed to measure teachers' perceptions of and satisfaction with synchronous online teaching. The structural equation modelling (i.e., path analyses) was performed to find out a model that can best represent EFL university teachers' synchronous online teaching satisfaction. Results and Conclusion: The results showed that facilitating conditions, self‐efficacy, attitudes toward use, and perceived usefulness are direct contributors to EFL university teachers' satisfaction with synchronous online teaching. Whereas, perceived ease of use, self‐efficacy, and subjective norms are indirect contributors through the mediation of attitudes toward use. Moreover, different from previous TAM research, facilitating conditions have been found to be the most significant direct factor positively contributing to satisfaction. The findings of this study are expected to shed light on how to enhance teachers' synchronous online teaching satisfaction. Lay Description: What is already known about this topic: The technology acceptance model (TAM) has been frequently adopted to examine teachers' acceptance of technology in various contexts over the last two decades.The TAM model identifies three key factors that contribute to people's intention of technology use: perceived usefulness, perceived ease of, and attitudes toward technology use.Although the TAM model has been extensively examined in various technology‐supported teaching contexts, there has been a lack of focus on livestream technology‐supported synchronous online teaching. What the paper adds: EFL university teachers' synchronous online teaching satisfaction during the COVID‐19 in China.Teachers' satisfaction with synchronous online teaching is a joint interplay of individual (i.e., self‐efficacy, attitudes toward use, perceived usefulness, and perceived ease of use), institutional (i.e., facilitating conditions), and social (i.e., subjective norms) factors.Facilitating conditions, self‐efficacy, attitudes toward use, and perceived usefulness are direct contributors, while perceived ease of use, self‐efficacy, and subjective norms are indirect contributors to teachers' synchronous online teaching satisfaction through the mediation of attitudes toward use.Different from previous TAM research, facilitating conditions have been found to be the most significant direct factor positively contributing to satisfaction. Implications for practice and/or policy: This study offers a diagnostic measure for schools and universities to understand the status quo of their teachers' perceptions of and satisfaction with synchronous online teaching.Universities are advised to provide teachers with readily accessible support and training to enhance their self‐efficacy for synchronous online teaching so that their satisfaction with synchronous online teaching can be strengthened. [ABSTRACT FROM AUTHOR]

Background: Integrating programming in K‐12 curriculum has become a global consensus. Teachers are central figures in programming instruction. But the majority of current research focuses on teachers' external teaching behaviours and less on teachers' attitudes towards programming. Objectives: The purpose of this study is to validate the K‐12 in‐service Teacher Programming Attitudes Scale (TPAS), to analyse teachers' programming attitudes and their differences in personal, teaching, and environmental factors, and further explore the predictive relationship. Methods: The sample is 888 K‐12 teachers from China. First, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were adopted to validate the availability and reliability of TPAS; Second, independent sample t‐test and one‐way Analysis of Variance (ANOVA) were adopted to explain the differences. Finally, correlation analysis and linear regression analysis were adopted to verify the correlation and prediction relationship. Results and Conclusion: TPAS possess good reliability and validity (χ2/df = 2.488, RMSEA = 0.055, CFI = 0.943, TLI = 0.935, and IFI = 0.943). Further analysis found that, first of all, male teachers possess more positive programming attitudes than female teachers; second, young teachers who are under 30 and the length of teaching under 5 years possess more positive programming attitudes; thirdly, in addition to Information and Communication Technology teachers, primary science teachers also possess high programming attitudes, followed by teachers of Humanities and Arts, reflecting the potential of teaching programming in integrated subjects and the humanities. Finally, primary school teachers possess the best programming attitudes. With the growth of grade, teachers' enthusiasm for programming has gradually decreased. Additionally, discipline, grade and gender factors were considered to predict K‐12 teachers' programming attitudes. Implications: The results of this study contribute to integrating programming teaching of teachers and promoting programming education in K‐12 classrooms. Lay Description: What is already known about this topic:.Integrating programming in K‐12 curriculum has become the consensus for most countries.Teacher is one of the core figures of K‐12 programming teaching.There is currently less attention paid to teachers' attitudes towards programming.K‐12 teachers' programming attitudes measurement tool is needed to analyze the impact of various factors on teachers' programming attitudes. What this paper adds: The K‐12 teacher programming attitude scale (TPAS) is developed and validated.Male teachers and teachers under the age of 30 and under the length of teaching of five years possess more positive programming attitudes.Information and Communication Technology teachers and primary school Science teachers possess high programming attitudes.Discipline, grade and gender factors are considered to predict K‐12 teachers' programming attitudes. Implications for practice and/or policy: The K‐12 Teacher's Programming Attitude Scale (TPAS) fills the gap in measurements of teachers' programming attitudes.The study results provide the guidance for interdisciplinary programming teaching for K‐12 teachers. [ABSTRACT FROM AUTHOR]

Background: The global COVID‐19 pandemic turned the adoption of on‐line assessment in the institutions for higher education from possibility to necessity. Thus, in the end of Fall 20/21 semester Tel Aviv University (TAU)—the largest university in Israel—designed and implemented a scalable procedure for administering proctored remote examinations. This procedure is applicable to different kinds of examinations in diverse disciplines and to disparate degree levels. Objectives: This study aims to deepen the knowledge with respect to the design and adoption of remote proctoring at an institutional level Methods: First, based on lessons learned from the first semester of COVID‐19, we describe the development and implementation of an institution‐wide protocol for conducting on‐line proctored assessment. We show the large‐scale applicability of the protocol for administering examinations via Moodle with remote proctoring via Zoom. The accurately designed procedures that included careful consideration of all parties involved—academic staff members, students, administrative staff and proctors—enabled TAU to successfully assess the learning outcomes of its 25,000 students, while maintaining validity, compatibility and reliability of the assessment. Second, we report combined data from surveys of 4380 students and 188 faculty‐members (18% and 12% response rate respectively), conducted at TAU following these examinations. Results and Conclusions: With over 90% of the students experiencing at least one, and 80% of faculty‐members administering at least one proctored remote examination, these heterogeneous sources of data allow us to investigate a unique and complementary perspective of the process. Some of the significant findings consist of the over‐all perception of the students' integrity by both groups surveyed; the discrepancy in the groups' perspectives of the adequate form of learning‐assessment—with the instructors preferring proctored examinations and the students—formative‐assessment; and the influence of the pedagogical challenges on the perception of validity that outweighed other factors, for example, the pandemic‐related stress, the on‐line assessment challenges and other. Lay Description: What is already known about this topic: Proctoring exams remotely is challenging, due to technical, ethical and other concerns.Proctoring can be conducted remotely by a human, record and review later technology, automated algorithms to detect atypical behaviour.Different methods for remote proctoring in higher education have been implemented on small scale. What this paper adds: Review of studies examining various facets of remote proctoring before and during COVID‐19.A protocol for remote proctoring in a large‐scale university, based on the first post COVID‐19 semester.The perspectives of students and faculty members regarding testing with remote proctoring. Implications for future practice and/or policy: The protocol can assist higher education institutions in developing their own guidelines.The implementation should take into consideration ethical norms and constitutional limitations.Unlike automated process using algorithms, remote human proctoring is not widely opposed by students.Further research comparing remotely proctored exam performance with the f2f proctoring is needed. [ABSTRACT FROM AUTHOR]

Background: Plagiarism is a very serious offence in academic institutions. Yet there is some reluctance to address plagiarism by educators as its enforcement can require a significant time commitment if not handled wisely. Handling plagiarism at scale has the potential to exacerbate this problem. Objectives: This article explores the challenges educators face when it comes to enforcing plagiarism from within the course environment, presents a solution that addresses these challenges, and provides guidelines for preventing and detecting plagiarism in our at‐scale courses. Methods: A workflow is shared which was created from our experience of handling plagiarism within our large online computer science graduate level program. We present an empirical study of this workflow that shows the overall prevalence of misconduct. Results and Conclusions: Results demonstrate this workflow being effectively and efficiently applied to address plagiarism across four courses and three semesters by a single individual working half time. We have observed that warnings on low‐stakes assignments can be very effective at deterring future misconduct. We have also observed that cases come to a quicker resolution when students readily acknowledge their own misconduct after being promptly notified. Takeaways from the study: Plagiarism should not only be managed through institution wide policies, but also through effective strategies implemented in the course environment. This is particularly important when handling plagiarism at scale. Addressing plagiarism starts in the course and therefore effective strategies for handling it there are needed. Lay Description: What is currently known about the subject matter?The area of plagiarism in at scale academic programs as a whole is relatively young.Many questions have been raised about the prevalence of cheating in remote classes.The past several years has seen the growth of at‐scale online programs.Little evidence exists that shows cheating is more common in online courses than face‐to‐face. What this paper adds to this?We present some of the challenges we encounter in handling plagiarism in our at scale courses.We present a workflow for handling plagiarism derived from our experience in our courses.We address both code and essay plagiarism as our program is in computer science.We present results over the last three semesters of addressing plagiarism through this workflow. The implications of study findingsWe show that prompt warnings on low‐stakes assignments lead to a reduced rate of plagiarism.We show that cases can be handled efficiently through appropriate intervention strategies.We show that cheating can be significantly reduced through careful course design.We provide generalizable guidelines to address plagiarism in at‐scale programs. [ABSTRACT FROM AUTHOR]

Background: The development and promotion of educational games are still outpacing knowledge of these games' effects, raising calls for evidence of benefits and challenges. Studies suggest that students and teachers like games, but the payoff of the investment in terms of increased motivation and achievement remains unclear. Objectives: This study investigates the pure effect of a marketing simulation game on motivation, perceived learning and achievement, above and beyond regular student‐active instruction. Methods: We applied a randomized, controlled experiment in a marketing course in upper‐secondary schools (Nclasses = 22; Nstudents = 433) comparing a collaborative–competitive marketing simulation game with regular, case‐based, student‐active instruction on three groups of outcome measures: motivation, perceived ability, and achievement. Additionally, students and teachers provided quantitative and qualitative feedback on game experiences. Results and Conclusions: We showcase the importance of a robust study design with valid compound instruments. Moreover, investigations of the game implementation and experiences reveal insights about intervention timing, differential negative consequences by gender and need for reflection opportunities. We find no clear evidence of positive or negative effects of the game, despite students' and teachers' satisfaction. Implications: Beyond the effect evaluation, we offer recommendations to researchers and developers of educational games about scaffolding, timing and teacher competence building. Lay Description: What is already known about this topic: Some curricula contains many terms and complex knowledge links.Simulation games are a popular remedy for these challenges.Prior studies have relied on users' satisfaction with the game and unrealistic comparisons. What this paper adds: This experiment compares game usage and regular student‐active instruction.They use various measures of satisfaction, motivation, perceived learning and achievement.The game has no effect on main outcomes. Implications for practice and/or policy: Game implementation requires digitally acquainted and trained teachers.Uncritical game design and use may motivate competitive boys over collaborative girls. [ABSTRACT FROM AUTHOR]

Threshold concepts have been characterised in the literature as jewels in the curriculum as they can inform teaching and learning practices. Therefore, identifying and addressing threshold concepts in any discipline is critical. The aim of the current study is to explore the existence of threshold concepts in computer programming and specifically with regard to the area of functions. Based on our previous works in which we identified 11 potential threshold concepts in functions by employing the Delphi method and seven misconceptions that students hold in this area of programming, the current study further explores computing teachers' experiences with students' engagement with 4 of the 11 concepts using an interpretative phenomenological analysis of interviews. The analysis revealed that from these concepts, we could argue that parameters, parameter passing and return values likely form a threshold conception and procedural decomposition is a procedural threshold (threshold skill). The study presents our framework that lead us to the identification of these thresholds in computer programming, presents the computing teachers experiences with these concepts and concludes with the implication of these results on students' learning and teaching practices in computer programming. Lay Description: What is already known about this topic: Threshold concepts are concepts that are particularly troublesome for students basically because of their transformative and integrative characteristics.Students struggle to understand these concepts and therefore learning becomes a barrier.In computer programming, research suggests that concepts like object‐oriented programming, recursion, pointers are examples of threshold concepts, but more research is needed to identify more threshold concepts and how students experience these concepts. What this paper adds: The paper explores teachers' experiences teaching the concepts: parameters, parameter passing, return values and procedural decomposition and identifies common students' learning difficulties with these concepts.The paper investigates students' transformations and integration of knowledge once they have understood these concepts through the teachers' reflective practice.The paper suggests that parameters, parameter passing and return values form a threshold conception in programming and that procedural decomposition is a procedural threshold. Implications for practice and/or policy: The paper highlights many problematic and troublesome areas in functions in which students experience many difficulties. This specific output can be used by teachers who would like to organise their lessons around difficult points in functions and prepare appropriate materials that will help students overcome the corresponding obstacles.The paper identifies epistemological and ontological transformations that students experience once they overcome the conceptual difficulties and finally grasp the threshold concepts. This outcome has a significant impact on the teaching of computer programming. Teachers should take into consideration the powerful conceptual relationships these concepts form and the transformations that students' exhibit by creating learning environments that will bring about these transformations and assist students in their attempt to understand and identify themselves in the computer classroom. [ABSTRACT FROM AUTHOR]

Context: Learning technologies are ubiquitous in medical schools, implemented in anticipation of more effective, active and authentic learning and teaching. Such thinking appears to be an instance of solutionism. The evidence is that academics' adoption of learning technologies is often limited in scale and scope and frequently fails to transform their teaching practices. Purpose: This paper aims to provide a contextualised analysis of considerations pertinent to the adoption of learning technologies by teaching staff. We contextualise a framework for understanding adoption of learning technologies in higher education by medical education. Conclusions: We identify multiple precursors that predict individual patterns of adoption, illuminating factors related to the technology, the individual staff member charged with adoption and the working environment. We offer conceptual clarity to the vexed issue of learning technology adoption and provide evidence explaining why, despite their widely promulgated potential, learning technologies do not offer an easy route to the transformation of medical education. If you build it will they learn? The authors explore why simply making learning technologies available does not optimize educational transformation. [ABSTRACT FROM AUTHOR]

Background: It is important for institutions of higher education to maintain academic integrity, both for students and the institutions themselves. Proctoring is one way of accomplishing this, and with the increasing popularity of online courses—along with the sudden shift to online education sparked by the COVID‐19 pandemic—digital proctoring has seen an increase in use. However, there are privacy and bias concerns related to digital proctoring, so it is important to critically examine its role in higher education—when it should and should not be used, and how it is perceived among those who interact with it. Objectives: In this paper, we: examine the features of and concerns about digital proctoring; analyse the results of a survey regarding student and teaching assistant (TA) attitudes towards digital proctoring; and present alternatives to digital proctoring and a framework for evaluating the need for a digital proctoring tool. Methods: We surveyed students and TAs in an online graduate computer science program, asking them to provide their agreement or disagreement with 20 statements related to digital proctoring. For each response option on each statement, we calculated overall percentages as well as percentages broken out by demographics. We compared these percentages to develop a picture of student and TA perceptions. Results and Conclusions: Students and TAs alike are generally tolerant of digital proctoring software and perceive some benefits to using it, including adding integrity to course grades and value to degree programs. However, they have some concerns in the areas of privacy, equity, and technical difficulties. Takeaways: Digital proctoring software should be used only when necessary, with thought devoted to its impact on students and TAs and any concerns they may have. There exist alternative methods for maintaining academic integrity in a course. The framework we have presented can help with determining the need for digital proctoring. Lay Description: Current Knowledge: Digital proctoring is increasing in usage, particularly in the wake of the COVID‐19 pandemic.Students are more likely to cheat in un‐proctored environments.There are privacy and equity concerns related to the use of digital proctoring software.Not much research exists on student and teaching assistant attitudes towards digital proctoring. Our Contributions: We define the features that most digital proctoring tools share and articulate their benefits and drawbacks.We present the results of a survey about student and teaching assistant attitudes towards digital proctoring.We provide alternative methods for maintaining academic integrity focusing on assessment design and administration.We provide a framework for determining whether it is necessary to use digital proctoring in a course. Implications of Findings: Digital proctoring should only be used when absolutely necessary.Students and teaching assistants are generally positive about the use of digital proctoring.Concerns about privacy, bias, and technical difficulties should be considered when using digital proctoring. [ABSTRACT FROM AUTHOR]

Introduction: During the COVID‐19 lockdown in 2020, teachers had to shift their teaching and assessment to online. Formative assessment (FA) can help teachers to engage, guide and monitor students' (online) learning. However, more knowledge is needed of how teachers could use the full FA process online. Methods: In this study data from 50 secondary school teachers, who taught different grade levels and subjects and joined a FA learning network that started before and continued during the lockdown, were collected. The study investigates how they used online FA practices differently than face‐to‐face FA, what challenges and opportunities they experienced in online FA and what lessons they learned and intended to keep. This mixed methods study used data from a questionnaire, interviews and webinars that were segmented, coded and analysed. Results: Results showed that many teachers implemented new FA strategies and adopted, more often than in their face‐to‐face practice, all the five phases of the FA process in an aligned matter in online FA. Teachers indicated opportunities in stimulating student engagement and guiding and monitoring student learning more at an individual level in the online FA process, but also experienced challenges, mainly in lack of interaction online. Discussion: The sudden and necessary shift to online FA, due to the COVID‐19 lockdown, challenged teachers to more fundamentally reconsider their assessment practices and assumptions. Teachers intended to make use of these learned lessons to improve their future (blended) FA practice. Lay Description: Known about the subject matter: Online formative assessment (FA) can help teachers to engage, guide and monitor online learning.Most earlier research of online FA looked at parts of the FA process or tools.Teachers' former knowledge and skills in FA influences the online implementation.Online FA offers opportunities to promote learning, but is also challenging. What their paper adds to this: Experienced teachers were able to implement complete FA processes online.Teachers experienced that online FA could stimulate student engagement.Teachers made more time for individual help and feedback during online FA.Teachers intended to maintain these lessons learned in their future (blended) FA practice. The implications of study findings for practitioners: Combining online FA activities with face‐to‐face activities creates opportunities for future blended FA.The five phases of the FA cycle help teachers to implement FA online or in blended forms. [ABSTRACT FROM AUTHOR]

This paper evaluated how academics, at a mid-sized UK university, used their i Pads for teaching. The data were gathered using both quantitative and qualitative methods. Eighty-four academics completed a survey while 22 semi-structured interviews were conducted. Eleven interviewees reported that they used their i Pads for teaching purposes and the SAMR model was employed to analyse these teaching uses. The other 11 interviewees stated that they did not use their i Pads for teaching purposes and the reasons why these academics were not using their i Pads are also explored in this paper. Formal pedagogical support and students' access to i Pads were considered important by academics in order to use their i Pads effectively for teaching. [ABSTRACT FROM AUTHOR]

This study examined the perceptions and experiences of a teacher and students in a Shanghai public primary school when digital games were used in a second‐grade math class. The participants included one teacher and 45 students. Data collection methods included classroom observation, focus‐group and individual interviews, and document analysis. Digital gameplay, when used once daily over a 6‐day period, was found to enhance student engagement and interest in learning; many students, however, were concerned about its effect on academic achievement and eyesight. The teacher employed a "making thinking visible" approach using pencil and paper and problem‐solving strategies to help students understand the game's mathematical principles and master mathematical knowledge. Obstacles included large class size, difficulty evaluating learning outcomes, balancing fun and learning, and effective game–classroom integration. This study found that exam‐oriented education and traditional teacher‐centred teaching in China influenced participants' perceptions and experiences of digital game‐based learning. Lay Description: What is already known about this topic: Digital game‐based learning is effective and leads to a more relaxed learning environment that promotes students' engagement, interest, motivation, and confidence.Learning with digital games helps students acquire mathematics knowledge more effectively than traditional classroom lectures.Digital game‐based learning is helpful in math class as it makes students feel challenged and more capable, thereby improving self‐efficacy and task persistence. What this paper adds: Mathematics teachers and students have a contradictory attitude that shows both approval and concern towards game‐based learning.In the Chinese context, exam‐oriented culture is an important factor that influences the teacher's and students' perceptions and experiences of digital game‐based learning.While digital game‐based learning helps students' engagement and interest in math, it also faces numerous challenges such as large class size, balancing fun and learning, and effective game–classroom integration. Implications for practice and/or policy: Digital game‐based learning may be more effective when combined with pencil and paper to write down the process and make thinking visible.Fun and learning should be balanced in digital game‐based learning.Teachers need training and support for digital game‐centred programmes to succeed. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic has caused disruptive changes across different life experiences essential to children's growth and development, including early childcare services and schools, thus threatening precious opportunities for children in early childhood to learn. The pandemic has also undermined the collaborative and alliance relationship between childcare services and families which has been widely considered an important aspect of modern services. This paper presents and discusses results from a mixed‐method exploratory study with early childcare services for children between 0 and 6 years in Italy in 2021, involving both teachers and parents, to understand experiences, educational practices put in place in childcare services, feelings, resources and risks perceived by families and teachers. [ABSTRACT FROM AUTHOR]

This paper aims to assess and improve the sustainability performance at a higher educational institute (HEI) in UAE using DMAIC methodology, considering five sustainability aspects (knowledge, behaviour, concern, awareness and attitude). One primary and six secondary research questions were defined in the define phase. In the measure phase, a questionnaire was designed to measure the current sustainability level based on the five sustainability aspects. A questionnaire was distributed among campus populations and statistically analysed in the analysis phase. Participation in UI GreenMetric was used in the control phase to monitor the performance from 2018 to 2020. It was found that the communication college has the lowest sustainability level at 25% marginal error compared with other colleges. Also, students have the lowest sustainability level compared with faculty and staff at a 15% marginal error. The proposed framework can help HEI decision‐makers assess their sustainability levels and suggest plans to enhance sustainability performance. [ABSTRACT FROM AUTHOR]

Background: The unimaginable power of emerging technologies has transformed education in terms of content creation and instructional design. Due to high value of AR/VR in education, teachers of the 21st century are expected to empower themselves professionally to be able to utilize these technologies in their instructional practices. Despite detailed examination of teachers' readiness for using AR in terms of perceptions, attitudes, and beliefs, very few studies have incorporated AR in teaching theoretical courses of graduate teacher education programs by utilizing constructivist pedagogical strategies. Objectives: The current study investigated the impact of a collaborative AR‐enhanced learning environment on learning gains and technology implementation beliefs in a graduate teacher training course. Methods: Thirty‐one in‐service teachers participated in the study as the experimental (n=15) and control (n=16) groups. An AR app was developed for teaching 20 key concepts of the course Language Curriculum Design. The experimental group was instructed to work collaboratively with the app to learn the content, while the control group learned the concepts using the app in a lecture‐based class. Learning gains were assessed by midterm and final exams and a term project. Results and Conclusions: The results showed that the experimental group outperformed the control group in learning the content and completing the project; and they had more positive technology implementation beliefs at the end of the experiment. Also, the participants were found to have positive attitudes towards the educational and pedagogical values of AR; and if the curricular and situational constraints are removed, they are highly motivated to use AR in their classes. Implications: The findings demonstrated the feasibility of incorporating AR technology into teaching abstract concepts in Art and humanities disciplines; and how teacher educators can benefit from integrating a collaborative approach with AR technology to teach advanced courses. Lay Description: What is already known about this topic: Using AR would affect learning gains and motivation.AR is supported by constructivism and its learning principles including knowledge construction through discovery and experiential learning; active engagement in the learning process by collaboration and interaction among peers; and personalized instruction. What this paper adds: AR can be an effective tool for teaching and learning abstract concepts in humanities as it is in natural sciences and engineering fields of study.Integrating AR with sound pedagogical approaches such as collaborative learning would enhance the development of both lower and higher order thinking skills.When ICT is appropriately integrated into teacher training courses, in‐service teachers' beliefs about the pedagogical and educational values of technology are promoted. Implications for practice and/or policy: This study demonstrates the feasibility of incorporating AR technology in teaching abstract concepts with more mature learners.The study suggests that teacher educators can benefit from integrating a collaborative approach with AR technology to teach advanced courses. [ABSTRACT FROM AUTHOR]

Background: Guidance during inquiry learning plays an important role in developing conceptual understanding and inquiry skills. This study analysed learner‐tutor interactions in a simulation‐assisted learning environment to investigate how tutor guidance enabled knowledge construction and fostered epistemic practice. Objectives: This research aimed to illuminate challenges learners encounter in the inquiry process and forms of guidance that support learning in both conceptual and epistemic aspects. Methods: This study uses a mixed methods approach. We analysed video recordings in which nine participants asked 72 questions and the microsequences of interactions immediately surrounding and including each question. We coded properties of each question and whether the tutors' utterances were intended to increase (upregulate) or decrease (downregulate) the complexity of the inquiry processes, and used a two‐step cluster analysis to explore groupings emerged from tutors' regulation guidance and learners' questions. Results and Conclusions: The regulatory intent of tutors' utterances depended on various characteristics of student questions. The microsequences clustered in five categories: 1) upregulated investigation and inference, 2) upregulated evidence‐based justification, 3) downregulated cognitive load, 4) downregulated procedural uncertainties, and 5) downregulated perceptual dissonance. Our findings suggest tutors offering guiding prompts should consider dual processes in the inquiry and, by strategically prompting them, strike a balance between the goals of guiding learners to discover scientific knowledge and grounding their conceptual understanding in concepts, data, and procedures. Implications: We emphasize conceptual and epistemic learning should be concurrently guided in scientific inquiry. We propose a bidirectional guidance model as a pedagogical approach to guide instructional practice. Lay Description: What is currently known about the subject matter: Rapid technological change urges schools to equip students with research and inquiry skills.Computer simulations provide an information‐rich environment for inquiry‐based learning.Guidance in inquiry learning is important for knowledge acquisition and the development of inquiry skills. What this paper adds: We illuminated challenges learners encounter in the inquiry learning process.We analysed forms of guidance that support learning in both conceptual and epistemic aspects.We identified dual processes involved in the inquiry process that have important implications.We proposed a bidirectional model for adaptive guidance in scientific inquiry. Implications of study findings for practitioners: Adaptive guidance facilitates conceptual and epistemic understanding by stimulating curiosity and reducing uncertainty in the inquiry process.Conceptual and epistemic learning need to be concurrently guided in scientific inquiry. [ABSTRACT FROM AUTHOR]

Background: Process data, data generated by a user's interaction with a web‐based application, is an emerging tool in educational research. The current study explores using process data as a measure of implementation fidelity to a randomized control trial (RCT) of the Read It Again Mobile (RIA‐M) curricular supplement. Objectives: To determine the extent to which teachers implemented RIA‐M and to assess the utility of using process data in the assessment of fidelity. Methods: The RCT involved 30 pre‐kindergarten classrooms with a sample of n = 216 students. RIA‐M provides a curricular supplement which teachers may incorporate into classroom instruction and is delivered via a tablet computer. Pre and post literacy assessments are used to determine treatment effect. Process data, produced from teacher interactions with the tablet, and classroom observations are used to assess fidelity. Results and Conclusions: Our findings indicate no difference between treatment and control students in the RCT. Yet, we find that process data provides unique fidelity information concerning treatment exposure, adherence, and quality of program delivery. Specifically, process data indicated that teachers did not demonstrate the same level of fidelity that was captured in classroom observations. This finding provides some evidence for the absence of an intervention effect. Major Takeaways: The current study improves our understanding of how web‐based interventions may be assessed for implementation fidelity using process data. Further, process data offers a potentially reliable and scalable measure of fidelity for other web‐based educational interventions. Lay Description: What we know about the topic: Mobile technology‐based interventions are on the rise in many educational settings.Fidelity to educational interventions can be difficult to reliably assess.Teachers may be resistant to implementing technology in classrooms. What this paper adds: Examines a pilot study of a mobile technology‐based curricular intervention for teachers designed to improve early reading and literacy.Examines a new method for assessing fidelity of mobile technology‐based interventions.Compares the new method to traditional methods of assessing fidelity to educational interventions. Implications for practice and/or policy: The presence of technology in the classroom does not assure that the technology will be used effectively.Mobile technology‐based interventions may require additional monitoring and coaching to assure use as intended.Process data, generated in the use of technology‐based interventions, may provide a unique way to measure fidelity to the intervention. [ABSTRACT FROM AUTHOR]

Background: There is a scarcity of studies on online flipped learning in teacher education classes. Many studies have found that student learning is improved in flipped learning environments; however, this is still an open question. Much of the literature employs quantitative methods to reveal the effect of flipped learning on certain variables such as engagement, performance, and so on, but there have been few studies that investigate the Community of Inquiry variables perceived by learners in flipped learning environments. Objectives: This study investigated the levels of teaching, social, and cognitive presence of teacher candidates in an online flipped learning community, whether these variables were related to academic achievement, and teacher candidates' experiences with the online flipped learning approach. Methods: A case study research design was used in this study. Without any face‐to‐face meetings, the course was delivered using an online flipped learning approach. While quantitative data were collected from 34 teacher candidates, 16 teacher candidates participated in the qualitative part of the study. Focus group interviews, an open‐ended questionnaire, a Community of Inquiry Scale, and teacher candidates' course grades were used to collect data. Both descriptive and content analysis were used to analyze the data. Results and Conclusions: In the current study, effective online flipped learning design fostered teaching presence, with perceived teaching presence having the highest mean and perceived social presence having the lowest. Course videos prepared by the instructor, as well as synchronous activities such as peer presentations, questions, and video discussion, all contributed to cognitive presence through the practice of theoretical knowledge. Although none of the variables in the community of inquiry were related to academic achievement, computer‐based games like Kahoot contribute to a positive online flipped learning community. Many benefits of online flipped learning have been stated, including providing active, flexible, autonomous, and interactive instruction through the use of technology, creating a fun learning environment, and increasing perceived learning and interaction with the instructor. Lay Description: What is already known about this topic: The contribution of flipped learning to achievement is still an issue open to discussion.There are limited studies investigating the Community of Inquiry variables perceived by learners in flipped learning environments.Instructors need effective flipped learning designs, especially for teacher candidates as teachers teach the way they have been taught.Face‐to‐face learning activities are the driving force behind effective flipped learning which is replaced by synchronous meetings in online flipped learning. What this paper adds: This study adds to limited research related to the online flipped learning model in teacher training learning environments.This study uses both quantitative and qualitative methods to investigate how teacher candidates perceive Community of Inquiry variables (teaching presence, social presence, and cognitive presence) in the online flipped learning environment.This study designs an effective online flipped learning course with online plays and synchronous activities.This study reveals the experiences of teacher candidates in terms of activities, their contribution to learning, communication, and community of inquiry perceptions. Implications for practice and/or policy: Effective online flipped learning designs foster teacher presence.Synchronous activities should include peer presentations, questions, or jigsaw activities to increase social and cognitive presence.Course videos prepared by the instructor contribute to cognitive presence through the practice of theoretical knowledge in synchronous meetings.Computer‐based plays such as Kahoot contribute to a positive online flipped learning community. [ABSTRACT FROM AUTHOR]

Noticing and interpreting classroom events (professional vision) is an important element of preservice teachers' (PSTs) interpersonal competence. This paper presents a mixed‐method study about a classroom simulation using 360‐degree videos combined with theoretical lectures in teacher education, intended to improve PSTs' interpretations of noticed events. Furthermore, this study examined how PSTs evaluate technological and educational affordances of 360‐degree videos. Results indicate that participating PSTs improved in noticing classroom events and in applying a more theory‐based terminology to describe these events. PSTs perceived observing other teachers teach as an educational affordance for mastering theory and for developing insights about interpersonal teacher behaviour. Concerning technological affordances, mainly physical discomforts and technical hindrances, was reported by PSTs. The results of this study imply that 360‐degree videos can be useful for teacher education to improve PSTs' interpretation of noticed events. Practitioner Notes: What is already known: Professional interpersonal vision is considered an important element of preservice teachers' (PSTs) interpersonal competence.Interpersonal competence can be practiced using computer‐based classroom simulations.One type of content in simulations is video, which can provide PSTs authentic cases.Recent technological developments enable enrichment of video simulations using 360‐degree cameras. What this paper adds: Findings indicate that classroom simulations using 360‐degree videos added with theoretical lectures can improve PSTs' level of interpretations of noticed classroom events as part of their professional interpersonal vision.Technological and educational affordances of classroom simulation using 360‐degree videos evaluated by PSTs. Implications for practitioners: Classroom simulations using 360‐degree are a useful method to prepare PSTs for educational practice.Classroom simulations using 360‐degree videos help PSTs learn theory about interpersonal teacher behaviour.Classroom simulations using 360‐degree videos help PSTs develop insights about teaching styles that influence teacher–student relationships.This study advises good quality VR‐environments to improve the immersive experience. [ABSTRACT FROM AUTHOR]

Activism and bioethics have enjoyed a somewhat strained relationship. In this paper, I consider activism specifically from the perspective of junior academics. I will argue that although there may be a prima facie duty for bioethicists to be activists, countervailing considerations for junior academics may mean that they, in particular, should refrain from undertaking activist activities. I will argue this on the basis of two key claims. First, I argue that activism may come at a potential cost to the academics who undertake it, and that these costs are potentially of greatest detriment to junior academics undertaking activism. Second, I argue that junior academics are likely to be less effective activists than established academics. Moreover, undertaking activism as a junior academic may prevent one from becoming an effective activist later. Finally, I will discuss the implications of this argument for activist commitments later in one's career. [ABSTRACT FROM AUTHOR]

Background: Consensus opinion supports standing frame use as part of postural management for nonambulant young people with cerebral palsy. Most young people with cerebral palsy in the United Kingdom, who use standing frames, use them at nursery or school, rather than at home. In this paper we report professionals' and parents' experiences and views of standing frame use specifically in educational settings. This research was conducted as part of a large mixed methods study to determine the acceptability and inform the design of a future trial of standing frames. Methods: Qualitative methods were used: focus groups with educational professionals, parents and clinicians (paediatricians, physiotherapists and occupational therapists) were convened. Data were analysed thematically using framework analysis. Results: Five focus groups were conducted. The overarching theme "flexibility" encompassed four subordinate themes: (i) "balancing education and therapy," which described the way education professionals had to juggle different priorities from health professionals within a multi‐disciplinary team; (ii) "young people's autonomy," which highlighted participants' belief that standing frame use should be centred on the individual young person and their needs; (iii) "working within logistical boundaries," which demonstrated that "ideal" standing frame use was not always possible due to logistical issues (e.g., staffing and standing frame availability); and (iv) "competence and confidence," which highlighted that educational professionals felt that they lacked the training to confidently position young people in their standing frame. Conclusions: This paper highlights the complexity of standing frame use in the educational setting. If a standing frame programme is prescribed to be delivered in an educational setting, strong multidisciplinary and interagency communication is essential to balance therapy versus education. Training is required to ensure staff are competent in using the standing frame with the young person understanding their individual requirements. A flexible approach—inclusive of the young person's needs, logistical demands and resource—is necessary. [ABSTRACT FROM AUTHOR]

Background: Australian policy reports recommended schools to be leveraged to better support student mental health, with a focus on regional and rural areas where students have poorer mental health outcomes. In designing solutions to address this systemic gap, decision‐makers require an understanding of the barriers and facilitators experienced by regional and rural schools. However, current literature has focused on metropolitan schools and neglected to explore facilitators. Objective: To review the evidence on barriers and facilitators in delivering student mental health support experienced by regional and rural schools in Organisation for Economic Co‐operation and Development nations. Design: A mixed‐methods systematic review of peer‐reviewed and grey literature. Findings: The search identified 4819 studies. A full‐text review by 2 reviewers resulted in 5 papers, which met the inclusion criteria and were assessed using methodological appraisal. One study used qualitative data, 2 studies used quantitative data, and 2 studies were a mixed‐methods design. Discussion: While there was a paucity of studies, this review draws together the most up‐to‐date research. The barriers and facilitators were categorised into 3 themes: access to services and resources; mental health literacy of staff and parents; and communication and collaboration between stakeholders. Conclusion: This review presents a comprehensive synthesis of the literature and highlights opportunities to leverage rural and regional schools to support student mental health, focusing on the quality of communication and collaboration, and increasing access to services and resources, and mental health literacy. Research should explore the unique advantages of rural and regional areas to inform policy, including a focus on strengths. [ABSTRACT FROM AUTHOR]

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

This paper reports on our participatory multi‐faceted community‐wide intervention to change gender perceptions and encourage support for girls' education to improve their school attendance and performance. The intervention involved community and education stakeholders in implementing a context‐specific multi‐faceted intervention to improve opportunities for girls in 123 primary schools in the rural Wolaita Zone, Ethiopia. We implemented a repeated‐measures quasi‐experimental design in a sample of 30 schools (15 project and 15 control schools) to evaluate the intervention's effectiveness. Over 3 years we assessed gender perceptions of a cohort of 750 Grade 6 girls, their parents and teachers in project and control schools. In addition, participative group discussions were conducted with various stakeholders. In project schools, we recorded significant changes (e.g., provision of sanitary pads, counselling, tutorial classes and community involvement). Teachers and parents reported improved gender attitudes and support for girls' education; while girls' self‐esteem scores and educational aspirations increased. The findings showed a change in community perceptions of the value of girls' education and some evidence of increased equality in gender perceptions. We concluded that these systemic changes marked the start of a long‐term change process. This intervention showed the value of a participatory approach in a systemic community intervention. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement. [ABSTRACT FROM AUTHOR]

Given that an estimated 5-10% of the worldwide population is said to have dyslexia, it is of great importance that teachers have an accurate understanding of what dyslexia is and how it effects their students. Using results from a large-scale survey of teachers in England and in Wales (N ≈ 2,600), this paper demonstrates that teachers held a basic understanding of dyslexia, based on the behavioural issues that it is associated with. Teachers lacked the knowledge of the biological (i.e., neurological) and cognitive (i.e., processing) aspects of dyslexia. Moreover, a number of teachers mentioned visual factors in their description of dyslexia, despite there being inconclusive evidence to suggest a direct relationship between visual functioning and dyslexia. Further findings demonstrate the importance of good-quality teacher training in increasing teachers' confidence working with those with dyslexia, while increasing their knowledge of the cognitive aspects of dyslexia. This paper argues that evidence-based teacher training, which informs teachers of the up-to-date research on the biological, cognitive, and behavioural aspects of dyslexia, is essential to combat misconceptions and ensure that teachers have more nuanced and informed understandings of dyslexia. [ABSTRACT FROM AUTHOR]

The lockdown due to COVID‐19 in Italy resulted in the sudden closure of schools, with a shift from traditional teaching to the online one. Through an online questionnaire, this survey explores teachers' experience of online teaching, the level of risk factors (e.g., stress) and protective factors (e.g., locus of control) and their impact on satisfaction levels during the social distancing. One hundred seven high school teachers from Lombardy, an Italian region very affected by the COVID‐19 outbreak, participated. Results show that depression and stress are the main predictors of satisfaction levels for online teaching. In addition, coping, locus of control and self‐efficacy emerge as important protective factors. Finally, although there is great satisfaction with the online teaching experience, critical elements emerged. This study is relevant because it describes the critical elements of the online teaching experience, and identifies some protective factors and the main risk factors in teachers operating in an area strongly marked by social restrictions imposed by the pandemic. High school teachers emerge as a sub‐group of the general population with specific psychological reactions. Considering the results, it is possible to suggest providing high‐quality educational support and crisis‐psychological oriented services to teachers, and help to maintain the psychological well‐being. Lay Description: What is already known about this topic: A little is currently known about online teaching experience in countries under conditions of imposed social distancing.There are no conclusive data on the risk and protective factors associated with online teaching satisfaction in an Italian region strongly affected by the COVID‐19 pandemic. What this paper adds: The current study explored online teaching experience and the relationship between online teaching satisfaction and some risk and protective factors during the COVID‐19 pandemic.Significant differences emerge on the general impression of the teaching experience, comparing males versus females.More than one third of the overall sample of high school teachers was little or not satisfied.Those with high levels of depression and stress are at risk from lower online teaching satisfaction. Implications for practice and/or policy: It is suggested to pay attention to the planning adequate and timely legislation, including assessment criteria, and high‐quality educational support, also to improve communication processes.It is also suggested to provide preventive and supportive interventions to teachers also in the form of stress management and skills life training. [ABSTRACT FROM AUTHOR]

The present study evaluated the effects of web‐based training on Spanish pre‐service and in‐service teacher knowledge and implicit beliefs on learning to write. A sample of pre‐service teachers and in‐service teachers from Mexico, Guatemala, Ecuador, Colombia, and Spain participated in the online course. Findings suggest that teachers may improve their knowledge of transcription skills (i.e., handwriting/typing, spelling), text production, and strategies for composing as necessary components of quality writing instruction. Effects were also found on the teachers' implicit beliefs. Finally, both pre‐service and in‐service teachers positively rated the online course received. Lay Description: What is currently known about the subject: Teaching children how to write demands a high degree of specialization.The benefits of web‐based training to professional development have been well‐documented in the literature.Preparing of pre‐service and in‐service teachers through an online context is limited in the field of writing.Teachers' knowledge, satisfaction, and beliefs have been commonly used as outcome measures to define high‐quality e‐learning instruction. What this paper adds: A Spanish web‐based training was developed to improve professional development in writing instruction.The Trazo web‐based training changed teacher's beliefs about learning to write.Teachers learned more about the essential component of the writing process.Teachers' rating of the training and support website was highly positive. Implications for practitioners: Web‐based training allows teachers to learn at their own pace.Teachers can improve their knowledge from virtually at any geographic location with an Internet connection.The Trazo web‐based training offers research‐based knowledge to Spanish‐speaking teachers. [ABSTRACT FROM AUTHOR]

Aims: This study investigated how patient safety is currently taught in pre‐registration nursing programmes across South Korea and explored nurse educators' perspectives on curriculum change. Background: Pre‐graduate education plays a critical role in preparing nurses with the requisite patient safety competencies. However, little is known about how patient safety education is addressed in South Korean nursing schools or the perspectives of nurse educators regarding patient safety education and a need for change. Methods: This descriptive study used data collected during a 2019 accreditation workshop provided by the Korean Accreditation Board of Nursing Education. A paper‐and‐pencil survey was completed by 80 nurse educators working in 16 regions throughout Korea. Results: A little consistency was found in approaches to teaching patient safety. Patient safety topics are addressed throughout various nursing courses, and patient safety education is limited in hours of instruction and breadth of content. A majority of respondents indicated that additional supports are needed, including a national standardized curriculum for patient safety education. Conclusion: A new approach to teaching patient safety is needed in Korean pre‐registration nursing education. Overall, patient safety education is limited and provided through a fragmented approach with little attention to systems, workplace design or human issues that are necessary for developing the critical reasoning and skills to support patient safety. Implications for nursing policy: The accrediting and regulatory bodies in South Korea should work together to develop and implement explicit standards of patient safety education and patient safety competencies for nursing students. Development of a standardized national curriculum is essential for providing a consistent, systematic and comprehensive approach to patient safety education in nursing programmes. [ABSTRACT FROM AUTHOR]

This paper examines changing models of pedagogy by drawing on recent research with teachers and their students as well as theoretical developments. In relation to a participatory view of learning, the paper reviews existing pedagogical models that take little account of the use of information and communications technologies as well as those that are focused more specifically on technology-rich learning environments. A possible framework for understanding pedagogy is beginning to emerge, which can be applied to both face-to-face and online learning. This framework combines individual and group regulation of learning where pedagogical reasoning is transparent and shared between students, teachers, and others involved in students' learning. The framework needs to integrate the purposeful elements and sharing of roles characteristic of formative assessment in pedagogy as well as a learning culture that could enable supportive interaction. [ABSTRACT FROM AUTHOR]

This paper synthesizes the findings from the qualitative portions of two studies (conducted in 2005 and 2008) that assessed the activities and attitudes of faculty members in several US universities, regarding their interactions with scholarly materials, and their scholarly reading patterns. The systematic interpretation of their comments and descriptions of their own experiences and opinions offers an image of scholars who enthusiastically embrace the electronic information environment, in spite of some frustrations with its imperfections. Their use of e-journals, Internet resources, and email communication has become indispensable to their scholarly activities, and has profoundly changed the way they interact with information, create new knowledge, and relate to their university library. For these faculty members, e-journals have supplanted the print format, because of their convenience, flexibility of work location, advantages for interdisciplinary access, and ease of storage. [ABSTRACT FROM AUTHOR]