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This study aims to reveal the general trend by examining the publications made between 2007 and 2023 related to eTwinning under various themes. Meta-synthesis method, a qualitative research design, was employed in this study. It is aimed to reveal the big picture for eTwining. eTwining is a newer education platform. A few study is seen and no review article is published in the literature. The results are presented as frequency and percentages. The review revealed that the highest number of studies was carried out in 2021, and qualitative research was the most preferred method. In addition, the studies were primarily performed with teachers and students, and the most used data collection tool was the interview. Teacher opinions and language education were the most common subjects in publications. Based on these results, it was suggested to employ quantitative and mixed methods and include different sample groups in future research. [ABSTRACT FROM AUTHOR]

GitHub, a widely used software development platform, facilitates organization of projects and collaboration. Its popularity extends to students who use it to host code and create open repositories for class projects. However, despite its potential benefits, the use of GitHub in education has often been unplanned and lacked structure. Consequently, the effectiveness of GitHub in improving student learning and project development skills remains unclear. This study explores the impact of using GitHub as a tool in a software engineering course on students' skill sets and perspectives. We present the results of an experiment conducted with 319 undergraduate students to assess whether using GitHub improves their engagement in teamwork and subsequently enhances learning. The study conducted pre‐ and postsurveys to capture students' perspectives and experiences. Additionally, we analyzed the number of commits, pull requests (PRs), and issues from group repositories to assess learning outcomes. Our findings revealed that most students had limited knowledge of collaborative development and teamwork before using GitHub in the course. However, after using GitHub, they demonstrated effective use of teamwork skills and collaborative development, resulting in significant improvements in their overall learning. [ABSTRACT FROM AUTHOR]

This study examines whether the use of AI-Pengtalk, an AI-based Conversational English programme, provided by a broadcasting company (EBS) that specializes in public education can significantly improve conversational English skills and bridge the English language proficiency gap associated with parental socioeconomic status. Over the course of four weeks from April 27 to May 22 in 2020, 108 fourth-grade classes in 54 elementary schools voluntarily participated in this experiment. Two classes in each school were designated as a treatment group and a control group. For the treatment group, a tablet installed with a pilot version of AI-Pengtalk was provided and students were encouraged to make use of the programme. Two sets of surveys and English tests were placed pre and post hoc. After 4 weeks, test scores, log files, and survey responses of participants were analysed. A series of DID analyses demonstrate that the use of AI-Pengtalk improves the treatment group's self-evaluation of their English abilities, confidence in using English, preference on English itself, and amount of time spent on studying English during the pilot experimental period compared to the control group. When other variables were controlled, the use of AI-Pengtalk also helped the treatment group achieve higher test scores. This study implicates that the use of smart English education like AI-Pengtalk may especially be able to better compensate for academic setbacks caused by low parental SES or, in the case of English learning, the reluctance to converse in English with other students. [ABSTRACT FROM AUTHOR]

Innovative, pedagogically informed instructional design is instrumental in increasing student engagement and improving learning outcomes in online learning environments. Interactive learning resources provide students with the opportunity to engage with content in a more personalised manner. H5P (HTML 5 Package) is a collaborative platform that allows developers to create interactive content and has been regularly used in education settings. Some evidence suggests using interactive H5P resources in online education courses could lead to greater student engagement. However, to date, there has been little investigation into whether H5P resources can improve student learning outcomes. The current study aimed to assess whether using interactive H5P resources improved assessed learning outcomes in an online undergraduate psychology course. A randomized cross-over design was utilized to test whether students exposed to H5P interactive videos had improved assessment results when compared to a control group. This study found no meaningful differences in assessment scores between students exposed to H5P versus those that were not. There was low overall engagement with the interactive content. However, students who did engage with the resources reported a positive experience and indicated a preference for more interactive elements in future courses. Future research should extend on the instructional design obstacles identified in this study, for example, by examining whether improved accessibility and education on the benefits of interactive resources would increase engagement and grades. [ABSTRACT FROM AUTHOR]

E-learning is a method that meets the time and distance needs of postgraduate medical education. The general workload of postgraduates and disasters such as the Covid-19 pandemic create a need for e-learning. Therefore, in recent years, e-learning has drawn the attention of researchers because of its potential as a practical instructional approach in PGME. Systematic review method was employed in this study aiming to examine the e-learning applications in PGME through a summary of several recent studies that meet predetermined criteria regarding e-learning for postgraduate medical education. The PICOS (population, intervention, comparison, outcome, study design) framework was used to decide on inclusion and exclusion criteria. On reporting the results of the study, The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used. The review examines the differences between the identified studies in terms of research methods, data collection tools, study duration, sample size, and data analysis method. In addition, it compares the learning technology used, the format of e-learning delivery, types of e-learning, e-learning delivery features, learning content, content type, knowledge type, and learning outcome components of the studies. 57 studies that matched the desired quality indicators were identified from 10 databases. The majority of the studies worked on knowledge, attitude, and satisfaction. The studies were based on various methodologies and were carried out in a wide range of subject areas. There is a need to conduct more studies to compare different methods, tools, and pedagogical approaches in future studies. [ABSTRACT FROM AUTHOR]

Students' perceptions towards synchronous and asynchronous online delivery modes of three engineering courses, in a large UK university is conceptualised, inspired by the Community of Inquiry theoretical framework. Using a qualitative methodology, 76 written student narratives were analysed. An overwhelming focus on the elements that helped them to process the information being taught and to synthesise their understanding (cognitive presence) was found, regardless of the delivery mode. Furthermore, despite the perceived benefits in terms of time management, narratives of asynchronous learning lacked connectivity between such cognitive elements and those allowing them to interact, share, and communicate their understanding with their peers and teachers (social presence). Student reflections on which delivery mode best supported their learning were conflicting at times, but a balance between cognitive and social presence is recommended to integrate the opportunities that stem from both. [ABSTRACT FROM AUTHOR]

Background: Formative online multiple‐choice tests are ubiquitous in higher education and potentially powerful learning tools. However, commonly used feedback approaches in online multiple‐choice tests can discourage meaningful engagement and enable strategies, such as trial‐and‐error, that circumvent intended learning outcomes. These strategies will not prepare graduates as self‐regulated learners, nor for the complexities of contemporary work settings. Objectives: To investigate whether providing only a score after formative online multiple‐choice test attempts (score‐only feedback) increases the likelihood of students to engage in self‐regulated learning compared with more directive feedback. Measurable outcomes included deeper learning, collaboration, information seeking, and satisfaction. Methods: Data in this mixed methods study were collected from nursing students through surveys, test results, focus groups, and student discussion board contributions. A quasi‐experimental design was used for quantitative data, and qualitative data were analysed thematically against domains of self‐regulated learning. Results and Conclusions: Students receiving score‐only feedback were more cognitively engaged with the content, collaborated constructively, and sought out richer sources of information. However, it was also associated with lower satisfaction. In this study, minimal feedback created states of uncertainty, which resulted in the activation of self‐regulatory actions. Implications for Practice: Providing overly directive feedback for formative online multiple‐choice tests is conducive to surface‐level learning strategies. By minimising feedback and allowing for extended states of uncertainty, students are more likely to regulate their learning through self‐assessment and problem‐solving strategies, all of which are required by graduates to meet the challenges of real‐world work settings. Lay Description: What is already known about this topic: Formative online multiple‐choice tests are widely used in higher education.Feedback is a critical element in the design of effective online multiple‐choice tests.Formative feedback should promote self‐regulated learning.Feedback types used in multiple‐choice tests facilitate strategies not conducive to self‐regulation. What this paper adds: Online multiple‐choice test feedback can influence how students self‐regulate their learning.Less feedback can result in greater self‐evaluation and performance in summative assessment.Less feedback can encourage richer help‐seeking strategies (collaboration and information seeking).However, less feedback can result in student dissatisfaction. Implications for practice and/or policy: Judicious use of feedback is required in the design of online multiple‐choice tests.Educators should consider providing less feedback to promote learner self‐regulation.Satisfaction with online multiple‐choice tests does not necessarily equate to greater learning. [ABSTRACT FROM AUTHOR]

This study explored the interaction between cognition and emotion in blended collaborative learning. The participants (n = 30) of this study were undergraduate students enrolled in a 16-week course on information technology teaching. These students were divided into six groups of five people each. The behavior modes of the participants were analyzed using a heuristic mining algorithm and inductive miner algorithm. Compared with the groups with low task scores, the high-scoring groups exhibited more reflection phases and cycles in the interaction process and thus more frequent self-evaluation and regulation behavior for forethought and performance. Moreover, the frequency of emotion events unrelated with cognition was higher for the high-scoring groups than for the low-scoring groups. On the basis of the research results, this paper presents suggestions for developing online and offline blended courses. [ABSTRACT FROM AUTHOR]

Background: Providing feedback in massive open online courses (MOOCs) is challenging due to the massiveness and heterogeneity of learners' population. Learning analytics (LA) solutions aim at scaling up feedback interventions and supporting instructors in this endeavour. Paper Objectives: This paper focuses on instructor‐led feedback mediated by LA tools in MOOCs. Our goal is to answer how, to what extent data‐driven feedback is provided to learners, and what its impact is. Methods: We conducted a systematic literature review on the state‐of‐the‐art LA‐informed instructor‐led feedback in MOOCs. From a pool of 227 publications, we selected 38 articles that address the topic of LA‐informed feedback in MOOCs mediated by instructors. We applied etic content analysis to the collected data. Results and Conclusions: The results revealed a lack of empirical studies exploring LA to deliver feedback, and limited attention on pedagogy to inform feedback practices. Our findings suggest the need for systematization and evaluation of feedback. Additionally, there is a need for conceptual tools to guide instructors' in the design of LA‐based feedback. Takeaways: We point out the need for systematization and evaluation of feedback. We envision that this research can support the design of LA‐based feedback, thus contributing to bridge the gap between pedagogy and data‐driven practice in MOOCs. Lay Description: What is known about this topic: Learners' scale and diversity hinder timely feedback in massive open online courses (MOOCs).Learning analytics (LA) can optimise learners' support by scaling the feedback interventions. What this paper adds: We present a literature review on LA‐based feedback in MOOCs in the last 12 years.We focused on LA approaches that support instructors in providing feedback.Results show a scarcity of empirical studies related to these LA‐based tools.Results show that limited attention is paid to pedagogical and contextual aspects. Implications of the study findings for practitioners: We address knowledge gaps related to LA‐based tools for feedback in MOOCs.There is a need of LA‐based interventions to consider the course context.There is a need to evaluate the impact of LA‐based feedback in MOOCs empirically. [ABSTRACT FROM AUTHOR]

Due to the effects of the COVID-19 crisis on educational institutions, schools had to close and switch to online education. Training in-service teachers to incorporate and utilize technology as part of Internet-based instructions was a challenge and pressing necessity. TPACK is an essential framework for comprehending how teachers employ technology in teaching. Despite the significance of adaptive learning environments in recent years, research has not addressed how to use these environments to improve the TPACK of in-service teachers, particularly during crises. Consequently, our objective was to design an adaptive learning environment that provides in-service math, science, and English teachers with substantial and continuing support for each TPACK component. A total of 173 in-service teachers were divided into two groups: an experimental group of 83 who used adaptive learning and a control group of 90 who used Zoom techniques. TPACK questionnaires were administered before and after the experiment. The experimental group improved TPACK more than the control group. All teachers believed that adaptive learning training helped them to build technology-integrated lesson plans. This study provides ideas and practices for developing an adaptive learning environment for the in-service teachers' TPACK development. The challenges to adaptive learning environments have been highlighted, identifying the potential for future investigations. [ABSTRACT FROM AUTHOR]

Architectural education requires students to work as a group under the supervision of a teacher in the same physical environment since they need interaction to learn how to do a set of measurements in practice. However, a number of obstacles, such as pandemic situations, weather conditions, and the crowdedness of working sites, do not allow them to be and work together in a physical environment. Existing digital solutions, such as online and distance education, do not provide the required immersive and collaborative learning environment to assist students to practice in the same virtual environment. Therefore, the main aim of this study is to develop an immersive architectural educational environment, named VRArchEducation, using Virtual Reality (VR). Specifically, we design and implement a system that allows students and teachers to enjoy direct and simultaneous interaction through their virtual avatars regardless of their current physical location. Furthermore, the proposed VRArchEducation will enable users to have hands-on immersive experience while performing a set of measurement tasks. VRArchEducation presents four virtual fundamental measurement tools: water level hose, plumb, measurement tape, and a sketching board. Using these tools, students can perform a building survey process together in the VRArchEducation system just like in a traditional class environment. We conduct a user study to evaluate the system's effectiveness, success, accuracy, and usability. The proposed VRArchEducation has a great potential to be used in architectural education as an alternative to the traditional environment. [Display omitted] • We moved the building survey process in architectural education to Virtual Reality. • VRArchEducation offers various measurement tools inspired by traditional education. • Our system outperforms traditional education in terms of measurement accuracy. • Proposed and traditional systems performed similarly in terms of measurement time. • Results show that it has great potential for remote architectural education. [ABSTRACT FROM AUTHOR]

Technology-driven interactions are becoming commonplace, particularly as online classes, telecommuting, and virtual meetings across distances and time zones have all increased in popularity. Platforms such as Google Meet, Skype, Webex, and Zoom use synchronous audio-visual communication supported by text-based chat, emoticon responses, and other supplementary functions. Given this uptick in the use of video conferencing with dynamic integrated features, it is important to understand how attention and cognitive resources may be taxed in these environments, and what that may ultimately do to participants' ability to comprehend the target content. In the current study, we investigated the impact of topically-relevant student-initiated text chat frequency on comprehension during an online lecture. The findings revealed that chat involvement alone does not affect learning itself. Chat activity was found to not be a distraction but in fact, a facilitator of increased confidence in learning in an online lecture environment when controlling for other outside distractions. Overall, the findings suggest that relevant chat content is not distracting and can be helpful in reinforcing concepts through supportive examples in adjacent modalities. [ABSTRACT FROM AUTHOR]

Second language teaching approaches that were originally proposed for classroom context are used for blended learning context as well as distance learning contexts regardless of their fundamental differences in terms of applicability, accessibility, objectives, designs and theoretical bases. Such theoretical and practical incompatibilities served as the rationale to bridge the gap of a basically devised second language (L2) teaching approach for blended and distance learning contexts. The proposed computer-assisted nonlinear dynamic approach (CANDA) enables L2 learners and teachers to improve psychological factors and communicative skills by suggesting the use of a variety of technology-based apps for a multitude of learning styles. The CANDA, as an L2 teaching approach has significant theoretical and pedagogical implications for educational app designers, computer-assisted teaching programmers, blended and distance learning researchers and officials. [ABSTRACT FROM AUTHOR]

In response to the COVID‐19 pandemic, instructors began using online learning platforms to offer live remote instruction (e.g., Zoom), which allow students to view themselves in real‐time (i.e., self‐view). The present research examined whether having students keep their cameras on, relative to cameras off, during a live online lecture would increase anxiety and reduce learning. In both Experiment 1a (small group setting) and Experiment 1b (large group setting), students in the camera‐on condition did not report greater state anxiety, nor was anxiety associated with lower performance on an immediate multiple‐choice exam. Experiment 2 specifically examined the effect of self‐view and if appearance anxiety (rather than state anxiety) might mediate the relationship between camera use and test performance. Results indicate that participants viewing themselves reported significantly higher appearance anxiety, and that higher appearance anxiety was related to decreased learning. These findings suggest that viewing oneself may uniquely contribute to heightened appearance anxiety and may reduce memory for content when learning synchronously online. [ABSTRACT FROM AUTHOR]

As a consequence of the COVID-19 pandemic, many higher education programs had to switch to synchronous online teaching. Teachers suddenly faced pressing unaddressed challenges, such as how to better transfer their "presence" from the traditional classroom to the online space in a way that keeps students engaged. This paper explores new venues for increasing the quality of synchronous online learning. We propose the notion of broad on-slide presence, pillared on an increased instructor expressiveness and an elevated instructor slide-content interaction. We conducted four studies to investigate the benefits of delivering lectures in this format, using a mixed methods research approach. We combined survey methodology with transversal design and structural equation modelling with qualitative methodology using discourse analysis of teacher interviews. Results revealed a significant increase in perceived knowledge gain and attentional engagement, and an improved and more personal student experience. At the same time, the instructor's broader on-slide presence also resulted in an increased teacher satisfaction. [ABSTRACT FROM AUTHOR]

Background: Massive Open Online Courses (MOOCs) have touted the idea of democratizing education, but soon enough, this utopian idea collided with the reality of finding sustainable business models. In addition, the promise of harnessing interactive and social web technologies to promote meaningful learning was only partially successful. And finally, studies demonstrated that many learners exploit the anonymity and feedback to earn certificates unethically. Thus, establishing MOOC pedagogical models that balance open access, meaningful learning, and trustworthy assessment remains a challenge that is crucial for the field to achieve its goals. Objectives: This study analysed the influence of an MOOC assessment model, denoted the Competency Exam (CE), on learner engagement, the level of cheating, and certification rates. At its core, this model separates learning from for‐credit assessment, and it was introduced by the MITx Biology course team in 2016. Methods: We applied a learning analytics methodology to the clickstream data of the verified learners (N = 559) from four consecutive runs of an Introductory Biology MOOC offered through edX. The analysis used novel algorithms for measuring the level of cheating and learner engagement, which were developed in the previous studies. Results and Conclusions: On the positive side, the CE model reduced cheating and did not reduce learner engagement with the main learning materials – videos and formative assessment items. On the negative side, it led to procrastination, and certification rates were lower. Implications: First, the results shed light on the fundamental connection between incentive design and learner behaviour. Second, the CE provides MOOC designers with an 'analytically verified' model to reduce cheating without compromising on open access. Third, our methodology provides a novel means for measuring cheating and learner engagement in MOOCs. Lay Description: What is already known about this topic?: Massive open online courses (MOOCs) have touted the idea of democratizing education, but soon enough, this utopian idea collided with the reality of finding sustainable business modelsThe promise of harnessing interactive and social web technologies to promote meaningful learning was only partially successful.Studies demonstrated that many learners exploit the anonymity and feedback to earn certificates unethically.Thus, establishing MOOC pedagogical models that balance open access, meaningful learning, and trustworthy assessment remains a challenge that is crucial for the field to achieve its goals. What this paper adds?: Underlines ways in which incentive‐based design shapes learners' behavior in MOOCs.Presents an 'analytically‐verified' assessment model that is resistant to cheating while still preserving open access and design for learning.Provides a robust learning analytics methodology to evaluate the effect of assessment models on cheating and learning, which can be generalized to evaluate the effect of such interventions. The implications of study findings for practitioners: The results shed light on the fundamental connection between assessment design and learner behavior.The competency exam model provides MOOC designers with an 'analytically‐verified' model to reduce cheating without compromising on open access.The paper provides a novel methodology for measuring cheating and learner engagement in MOOCs. [ABSTRACT FROM AUTHOR]

High dropout rates constitute a major concern for higher education institutions, due to their economic and academic impact. The problem is particularly relevant for institutions offering online courses, where withdrawal ratios are reported to be higher. Both the impact and these high rates motivate the implementation of interventions oriented to reduce course withdrawal and overall institutional dropout. In this paper, we address the identification of populations of learners at risk of withdrawing from higher education online courses. This identification is oriented to design interventions and is carried out using survival analysis. We demonstrate that the method's longitudinal approach is particularly suited for this purpose and provides a clear view of risk differences among learner populations. Additionally, the method quantifies the impact of underlying factors, either alone or in combination. Our practical implementation used an open dataset provided by The Open University. It includes data from more than 30,000 students enrolled in different courses. We conclude that low-income students and those who report a disability comprise risk groups and are thus feasible intervention targets. The survival curves also reveal differences among courses and show the detrimental effect of early dropout on low-income students, worsened throughout the course for disabled students. Intervention strategies are proposed as a result of these findings. Extending the entire refund period and giving greater academic support to students who report disability are two proposed strategies for reducing course withdrawal. [ABSTRACT FROM AUTHOR]

The transition to online instruction during the COVID-19 pandemic was unprecedented and forced many universities to quickly embrace online distance learning. This context created new challenges, particularly around assessment strategies. Empirical research has demonstrated that formative assessment fosters more active learning in online classrooms. However, formative assessment strategies are not always adapted well to online platforms based on the nature of the subject matter and the size of the class. This qualitative case study sought to understand instructors' experiences and strategies for conducting assessment remotely, specifically for large-size undergraduate courses. The investigation relied on data from semi-structured interviews with University of Maryland, College Park instructors who received a Teaching Innovation Grant from the Provost's Office in Summer 2020 intended to fund sustainable online delivery beyond the emergency response teaching phase. For this analysis, we analyzed the transcripts of 13 interviews, representing a diverse range of programs, schools, and faculty seniority levels at the university. Findings show instructors experienced several successes during course retooling, including significant increases in student performance. Most instructors also indicated that they would continue to keep new online assessment strategies for the future, regardless of whether that future includes online, blended, or in-person delivery. Despite the anticipation that the pandemic would fuel more opportunities for cheating, there was only one experience of academic dishonesty. [ABSTRACT FROM AUTHOR]

To understand the relationship between problematic internet use and academic procrastination, this study constructs a parallel mediation model to examine the impact of university students' problematic internet usage on their academic procrastination and the mediation effect of academic self-efficacy and self-regulated online learning. A total of 498 students in Turkey were surveyed using the Internet Addiction Scale-Short Version, the Academic Self-Efficacy Scale, the Academic Procrastination Scale, and the Self-Regulated Online Learning Scale. The correlation analysis demonstrated that problematic internet usage was positively correlated with academic procrastination. However, academic self-efficacy and selfregulated online learning were negatively correlated with academic procrastination and problematic internet usage. Further, the parallel mediation analysis showed that internet addiction has a direct predictive effect on students' academic procrastination and an indirect predictive effect via academic self-efficacy and self-regulated online learning. Specifically, academic self-efficacy and self-regulated online learning were found to be partial mediators and play a buffering role between problematic internet use and academic procrastination. [ABSTRACT FROM AUTHOR]

Background: Hyper‐video technology allows reflection on learning materials by writing personal notes and by interactions with lecturers and peers through shared posts and replies. While research shows that integrating hyper‐videos in educational systems can promote the learning processes and outcomes, an open question remains regarding its actual utilization patterns by students and teachers. Objectives: The study aimed to reveal the extent to which students utilize different functions of hyper‐videos in real‐life learning contexts, and to examine the role of instructional design on hyper‐video utilization. Method: In a mixed‐method design, the study characterized active and passive interactions in hyper‐videos in higher education courses, and amongst active interactions, compared shared versus private annotations. Additionally, the study compared voluntary and mandatory instructional design for promoting hyper‐video interactions. In particular, we used learning analytics to explore hyper‐video patterns in 25 undergraduate and graduate courses. Results and Discussion: A log analysis revealed that students wrote most of the posts, while lecturers mainly provided replies to students' posts. Private annotations were more prevalent than shared writing, pointing to the unfulfilled potential of hyper‐video annotations to benefit from collaborative learning. A qualitative analysis on instructional design was consistent with quantitative findings, revealing important differences between the courses with mandatory versus voluntary hyper‐video integration in pedagogical design, and in cognitive presence and teaching presence, based on the community of inquiry framework. Major takeaways: Findings point to an unfulfilled potential of hyper‐video technology to promote active and collaborative learning. This highlights the role of design and instructive guidance when integrating technology into educational systems. Lay Description: What is already known about this topic: Hyper‐video functions increase motivation and promote self‐regulation of learningIntegrating hyper‐videos in education can benefit leaning outcomesHowever, there is an imbalance between the availability ICT and its actual useThere is a gap in the literature regarding actual utilisation patterns of hyper‐video What this paper adds: A mixed method design exposes hyper‐video utilisation patterns in higher educationFindings show underutilisation of active and collaborative hyper‐video functionsMixed analysis reveals advantage for mandatory (graded) compared to voluntary designGender and degree do not moderate utilisation patterns of hyper‐videos Implications for practise and/or policy: Instructional design is required to guide students of effective use of hyper‐videosInstructors should use hyper‐videos to promote collaboration and peer dialogueDirect instruction does not engage students in active learning via hyper‐videosMandatory design can increase hyper‐videos' potential to contribute to learning [ABSTRACT FROM AUTHOR]

This paper shows the results of an experiment applied to 170 students from two Chilean universities who solve a task about reading a graph of an affine function in an online assessment environment where the parameters (coefficients of the graphed affine function) are randomly defined from an ad-hoc algorithm, with automatic correction and automatic feedback. We distinguish two versions: one of them with integer coefficients and the other one with decimal coefficients in the affine function. We observed that the nature of the coefficients impacts the mathematical work used by the students, where we again focus on two of them: by direct estimation from the graph or by calculating the equation of the line. On the other hand, feedback oriented towards the “estimation” strategy influences the mathematical work used by the students, even though a non-negligible group persists in the “calculating” strategy, which is partly explained by the perception of each of the strategies. [ABSTRACT FROM AUTHOR]

Although a large variety of methodologies, contexts and perspectives have been used to examine educational application of technology, there is a paucity of instruments that are designed to comprehensively evaluate the use of technology in education. This paper presents a Confirmatory Factor Analysis (CFA) of an instrument that incorporates eight key dimensions: learning, affective, behavioral, technology, design, pedagogy, presence/community, and institutional environment. These dimensions were derived from rigorous systematic literature review and field specialist validation processes. The model was then refined and empirically confirmed in this study by 1,352 participants undertaking a Coursera open online course. The results of applying the instrument, as well as qualitative feedback from participants, are shared to illustrate its breadth and utility. The final 28 item "Comprehensive Evaluation of Use of Technology in Education" instrument is provided in full to support consistent, holistic and robust evaluation and comparison of technology use across educational contexts. [ABSTRACT FROM AUTHOR]

During the past decade, Virtual reality (VR)-enhanced education has been adopted as a pedagogically new learning approach to smooth the learning progress. With the rise of VR-enhanced activities, investigating the effect of personality types of EFL learners on their writing performance to use VR-based instruction for learning may be a crucial factor influencing their achievement. This study was an attempt to research the impact of VR- enhanced classes on paragraph writing of extrovert and introvert English foreign language (EFL) Learners. To achieve the purpose of the study, first, the Preliminary English Test (PET) was administered for ensuring the homogeneity of the sample. Once the homogeneity was established, a total of 52 EFL intermediate students were selected and placed into two comparative and two control groups, with 13 participants in each group. Four groups took part in the study, with two groups undergoing treatment with the non-VR teaching approach of paragraph writing and two groups undergoing treatment of VR-enhanced education. Among these four groups, two consisted of introverts and two extroverts that were identified through Eysenck Personality Inventory. The two comparative groups received 12 sessions of VR-enhanced education in online classes (instead of drawing pictures and sharing them within their group, they watched the process activities in the VR environment.), but the control group received learning writing paragraphs through using instructor's instructional materials. After 6-weeks of treatment sessions, all participants of the study took the post-test. According to the results, the VR-enhanced education was more effective than the non-VR teaching approach in developing paragraph writing of both introverts and extroverts. Moreover, the results of the research showed no significant differences between the performance of the introverts and extroverts, meaning that both had the same performance. The results of this study may pave the way for teachers to use VR-based technology in online and traditional classes without worrying about how learners with different personality traits respond. [ABSTRACT FROM AUTHOR]

Students with learning disabilities meet difficulties in cognitive abilities that are likely to affect their learning, especially online learning. Online learning usually lacks efficient face-to-face monitoring and leads to poor learning outcomes; in this case, students' self-regulated learning in an online environment matter. However, Self-Regulated Learning (SRL) status remains unclear for those with learning disabilities and how their working memory and processing speed affect self-regulated learning. A total of 147 undergraduate students were recruited from three public and four private universities in Taiwan to join this study, and they completed a self-reported questionnaire and several psychological measures. Our results revealed significant differences in SRL features between typically developing Chinese undergraduates and those with learning disabilities in an online environment. Compared to the students with learning disabilities, typically developing students outperformed in metacognitive skills, time management, environmental structuring, and persistence. Help-seeking was comparable between both groups. Working memory significantly contributed to SRL in all students, whereas processing speed only significantly influenced SRL in students with learning disabilities. The findings of this study have important implications for educators, researchers, and instructional designers aiming to optimize online learning experiences and support, especially from the perspective of SRL, for all students, particularly those with learning disabilities. • Cognitive deficits and online SRL of learning disabilities are unexplored in Chinese. • Students learning disabilities underperformed in all features of online SRL. • Working memory significantly contributed to SRL in two groups of students. • Processing speed significantly influenced SRL in students with learning disabilities. [ABSTRACT FROM AUTHOR]

In massive open online courses (MOOCs), recommendation relationships present a collection of associations that imply a new form of integration, such as an interdisciplinary synergy among diverse disciplines. This study took a computer science approach, using the susceptible-infected (SI) model to simulate the process of learners accessing courses within networks of MOOC offerings, and emphasized the potential effects of a network structure. The current low rate of access suggests that a ceiling effect influences learners' access to learning online, given that there are thousands of courses freely available. Interdisciplinary networks were created by adding recommended courses into four disciplinary networks. The diversity of interdisciplinarity was measured by three attributes, namely variety, balance, and disparity. The results attest to interesting changes in how the diversity of interdisciplinary knowledge grows. Particularly remarkable is the degree to which the diversity of interdisciplinarity increased when new recommended courses were first added. However, changing diversity implied that neighbouring disciplines were more likely to come to the forefront to attach to the interdisciplinarity of MOOC offerings, and that the pace of synergy among disparate disciplines slowed as time passed. In the absence of domain experts, expert knowledge is not sufficient to support interdisciplinary curriculum design. More evidence-based analytics studies showing how interdisciplinarity evolves in course offerings could help us to better design online courses that prepare learners with 21st-century skills. [ABSTRACT FROM AUTHOR]

Collaborative activities are a method used in higher education to develop the higher-order skills that students need to succeed in today's workforce. However, instructors have continued to make the integration of online collaborative activities a low priority. The purpose of this study was to explore the influence of personal attitude on instructor intent to integrate collaborative activities. The principal results determined that participant behavioral beliefs determining personal attitude had a negative influence on instructor intent. The primary areas of influence were lack of real value, the increased difficulty with managing the activity, instructor challenges, and online student expectations. Major conclusions include providing instructors with expertise in instructional design and the tools needed to assess group performance, integrating a method for peer assessment, and implementing student contracts may have a positive impact on personal attitude. Future research should explore whether these strategies alter the intent to integrate online collaborative activities. [ABSTRACT FROM AUTHOR]

In this work, we propose a Mixed Reality (MR) application to support laboratory lectures in STEM distance education. It was designed following a methodology extendable to diverse STEM laboratory lectures. We formulated this methodology considering the main issues found in the literature that limit MR's use in education. Thus, the main design features of the resulting MR application are students' and teachers' involvement, use of not distracting graphics, integration of traditional didactic material, and easy scalability to new learning activities. In this work, we present how we applied the design methodology and used the framework for the case study of an engineering course to support students in understanding drawings of complex machines without being physically in the laboratory. We finally evaluated the usability and cognitive load of the implemented MR application through two user studies, involving, respectively, 48 and 36 students. The results reveal that the usability of our application is "excellent" (mean SUS score 84.7), and it is not influenced by familiarity with Mixed Reality and distance education tools. Furthermore, the cognitive load is medium (mean NASA TLX score below 29) for all four learning tasks that students can accomplish through the MR application. [ABSTRACT FROM AUTHOR]

Online learning has given access to education for diverse populations including students with disabilities. In our university, the ratio of students with disabilities is substantially higher in the online programmes than face-to-face. Online learning provides high accessibility though it can result in a lonely experience. Accordingly, this study aimed to appraise the first-hand experience and understanding of loneliness in online students with disabilities (OSWD), and to discuss possible solutions. Thematic analysis on semi-structured interviews attended by nine OSWD identified: 'Self-paced study can reduce stigma but cause loneliness (Theme 1)', 'Loneliness and social difficulties relate to misunderstanding of disability (Theme 2)', and 'Activities, events and staff for informal socialisation are needed (Theme 3)'. As the demand for online learning is further expanded due to the current global pandemic, our findings will be helpful for online learning institutions worldwide to establish effective strategies to reduce loneliness in OSWD. [ABSTRACT FROM AUTHOR]

Global educational systems had not anticipated that one day, overnight, they would have to move their traditional teaching to online learning. This move was disruptive and highlighted the need for future educational systems designed to bridge the gap between face-to-face (f2f) and online learning with minimal disruption. We present statistical evidence that learners in flipped f2f classes did not experience disruption when moved fully online. On the contrary, we found that our two measures of disruption, student satisfaction with learning and student engagement, improved when the flipped classes were moved fully online. This we attribute to the focus on student learning using computer-based materials that is part of flipped learning. While there are classes unsuitable for flipping, the pandemic has demonstrated that all classes can be taught online. This suggests that a greater emphasis on using computers for learning in traditional f2f classes will make them less vulnerable to future natural or man-made disasters that may force an unexpected transition to online learnin [ABSTRACT FROM AUTHOR]

A growing body of literature suggests that adding game elements to learning tasks indirectly influences the learning process by increasing engagement with the tasks. The present study aims to advance learning engagement research by examining an often neglected subcomponent of behavioral engagement, attrition. Implementing two equivalent versions of a learning task, differing solely in the presence of game elements, allowed unequivocal attribution of any effect on the presence of game elements. Conducting the study in an online learning environment allowed further a highly unconstrained examination of the effects of game elements on attrition. We found that game elements affected both participant attrition and engagement of participants who completed the learning task. Participants with low self-efficacy were particularly prone to drop out in the non-game condition. Game elements also affected both learning efficacy and efficiency. We further found task attractivity to partially mediate the effect of game elements on learning outcomes. The results suggest that by facilitating engagement via task attractivity game elements can compensate to some extent for the increased cognitive demand that the game elements induce. We finally discuss the importance of considering the interrelations between learner characteristics, game elements, and engagement for interpreting results on learning performance measures. • Relations between game elements, engagement, and learning outcomes are examined • Use of game elements mitigates participant dropout early in an online learning task • Learning outcomes are affected by game elements indirectly via task engagement • Participants with lower self-efficacy may benefit more from game elements • Performance gain mediated by task attractivity balances cognitive cost [ABSTRACT FROM AUTHOR]

Past research conducted in in-person classrooms has demonstrated that helping behavior—requesting and giving help in academic settings—plays an important role in learning. However, little is known about peer-to-peer help-giving in online learning environments, and online students may find it difficult to receive the help they need to succeed. Specifically, we have little knowledge of the factors contributing to productive helping behavior in online spaces, as well as how these factors may support students' online learning experiences. Thus, the aim of the present study was to understand the conditions underlying effective peer help-giving in online college course discussion forums. To this end, we surveyed 88 college students about what they found helpful or unhelpful in examples of replies to requests for help posted to an online statistics college course discussion forum. A qualitative analysis of participants' written responses using a grounded theory approach yielded a model for assessing the helpfulness of peer help-giving replies within the discussion forum context. We learned that online help-giving replies could take the form of direct help—such as being elaborated, accurate, relevant, and/or understandable to the help-seeker—or indirect help—such as being encouraging, resource providing, calling to the community, and/or being concise. Our emergent online-specific model of academic help-giving contributes to existing theory by illustrating how peer help-giving replies can be structured to promote social, cognitive, and teaching presence in online communities of inquiry. Ultimately, these findings could inform practices that improve online learning opportunities for students. • Qualitative analysis of students' perceptions of help-giving in online settings. • We propose a model describing what students find helpful in online discussions. • Online help-giving can take the form of both direct help and indirect help. • Online settings present unique advantages and challenges for help-giving. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has forced universities and schools around the world to adopt online learning. Teachers may wonder if their students can attain satisfactory learning performance in an online learning environment without teachers' on-the-spot attention. In order to develop students' skills in programming, promote their enjoyment of learning and intention to learn to program, the researchers integrated two innovative teaching approaches, using online peer-facilitated learning and distributed pair programming, and investigated the effects of these on students' online learning performance. This study conducted an experiment that included 128 undergraduates from four class sections of Department of Finance. Thus, the experimental design in this research was a 2 (Peer-facilitated learning vs. non-peer-facilitated learning) × 2 (Distributed pair programming vs. non-distributed pair programming) factorial pretest/post-test design. The participants in this research mainly consisted of four classes of students from a non-computer or information department who took a compulsory course on programming design.' Both quantitative and qualitative data were collected in this study. According to the results, the peer-facilitated learning group exhibited significantly better development of programming skills, enjoyment of learning, and intention to learn, than the non-peer-facilitated learning group. However, expected effects of enhancing the learning of the students in this study who received the distributed pair programming were not found. The design of online pedagogy can be a reference for online educators. The implications of applying online peer-facilitated learning and distributed pair programming to support students' learning and the design of online programming courses are discussed. • Very few studies discussed effective online teaching methods. • This study provided an effective online teaching method for programming. • Peer-Facilitated Learning (PFL) and Distributed Pair Programming (DPP) was adopted. • Learners who received online PFL had better programming skills. • Learners who received online PFL had better enjoyment, and intention to learn. [ABSTRACT FROM AUTHOR]

The urgent shift to online distance teaching and learning during the Covid-19 pandemic presented teachers with unique pedagogical, technological, and psychological challenges. The aim of this study was to map the main positive and negative experiences of teachers during this transition, as well as to examine intra- and interpersonal factors that affected teachers' ability to cope effectively with the challenges of online distance teaching. We used a mixed-method approach that combined qualitative (interviews) and quantitative (questionnaires) analyses. The interviews were analyzed using a grounded theory approach, specifically a bottom-up analysis, which led to the identification of five primary categories reflecting teachers' main concerns in online distance teaching (i.e., social, emotional, cognitive, pedagogical, and system support. The two most prominent categories were pedagogy and emotions, illustrating their centrality in teachers' experiences. A regression analysis of the questionnaires' data revealed that the two main variables which predicted both positive and negative experiences in online distance teaching were self-efficacy and teachers' attitudes towards technology integration in teaching. Findings of this study allow formulation of guidelines to promote factors related to positive experiences in online distance teaching. • Mixed-method study of teachers' experiences in online distance teaching during Covid-19. • Five categories describe main experiences: pedagogy, emotion, social, cognitive, support. • Self-efficacy predicts teachers' positive and negative experiences in distance teaching. • Attitudes towards technology predicts only positive experiences in distance teaching. • Support, openness to change and individual differences did not predict experiences. [ABSTRACT FROM AUTHOR]

"Self-regulated learning" (SRL) is defined as taking responsibility for one's own learning. Self-regulatory skills are crucial to learners' success in the online learning context. Although research on SRL is expanding in recent years, much of the literature has relied on self-reporting tools to measure SRL. Online trace data analysis, an emerging approach, provides the promise of greater authenticity and convenience in measuring SRL as compared to self-reports. We conducted a systematic review of online trace data analysis that measured SRL in various learning platforms to address three research questions: " How did previous studies use online trace data as indicators of SRL? ", " What approaches are being used to interpret the online trace data?" , and " What are the challenges of using online trace data to measure SRL? ". We systematically searched seven bibliographic databases with specific inclusion and exclusion criteria. A total of 38 empirical studies were eventually examined. We leveraged the two most cited SRL models as theoretical basis and mapped the various online trace data into relevant SRL process to answer the first research question. Two commonly adopted approaches to interpret the online trace data were identified. Three key challenges pertaining to the use of trace data to measure SRL were identified: time segmentation, generalization, and validity. We discussed these challenges and the possible means to mitigate them. Finally, we propose a flowchart to guide future studies in conducting online trace data analysis in SRL research. • Comprehensively reviewed the use of online traces to measure SRL. • Grounding online traces in self-regulated learning models can better interpret the meaning of online behaviors. • Challenges remain in this approach: generalization, time segmentation and validity. • Suggest a flowchart to guide the process of conducting online trace data analysis for future research. [ABSTRACT FROM AUTHOR]

Maintaining students' learning engagement was a challenge in emergency online education during the pandemic. In this study, we investigated the predictors (social interaction) and outcomes (self-directed study) of engagement in online learning during the first and second years of the COVID-19 pandemic. First-year Japanese university students (N = 1167) enrolled in online classes during 2020 and 2021 responded to a questionnaire measuring perceived opportunities for social interaction during online classes, engagement with online learning, and extracurricular self-directed study time. Multi-group path analysis revealed that social interaction during online classes exhibited a positive indirect effect on self-directed study time through emotional and behavioral engagement with online learning. The positive indirect effect was significant in both the first and second years of the pandemic. The results suggest that increasing the number of opportunities for social interaction during online classes may exhibit spillover effects on learning outside the online classroom. • Engagement with online learning during the COVID-19 pandemic was investigated. • Interaction in online classes had a positive effect on self-directed study time. • Emotional and behavioral engagement with online learning mediated the effect. • The effect was significant both in the first and second years of the pandemic. [ABSTRACT FROM AUTHOR]

Online education is gradually becoming an important way for teachers and students to teach and learn on a regular basis in the post-pandemic era. Student satisfaction is a key indicator to assess students' online learning experience and is influenced by the interaction in online classes. However, studies exploring the similarities and differences in relationship between interaction and satisfaction across educational levels received less attention. Based on the cognitive-affective theory of learning with media (CATLM) framework, this study aimed to explore the mechanisms by which interaction in online education affects satisfaction by comparing differences in models across groups. This study investigated 454 high school and 461 college students who participated in online classes by questionnaire. Structural equation modeling revealed that enjoyment and boredom mediated the effect of learner-content interaction on satisfaction in both groups. Only in high school students did self-regulated learning mediate the effect of all types of interactions on satisfaction. In college students, enjoyment and boredom were found to mediate the effects of learner-learner interactions on satisfaction. This study provides empirical support for the dynamic mechanisms by which interaction affects satisfaction in an online learning context and also provides targeted suggestions for tailoring online instruction to student group characteristics based on cross-group comparative results. • Academic emotions and self-regulated learning mediated on the relationship between interaction and satisfaction parallelly. • The different results between high school and college students provide practical pedagogical guidance for different groups. • New insights into understanding the cognitive and affective mechanisms of online learning were provided. • Empirical evidence and extensions of the cognitive-affective theory of learning with media (CATLM) was offered. [ABSTRACT FROM AUTHOR]

During the last years, the "Great Online Transition" has brought to light large variation in teachers' readiness for online teaching and learning (OTL). Drawing from an international sample of 731 higher-education teachers, we examined gender differences in OTL readiness as a source of this variation. Currently, in the field of OTL, better evidence is needed to understand the associated dimensions and effects of gender on teachers' experiences and perceptions of readiness, to provide better support and professional learning opportunities in transitioning to an online and blended practice. To provide such evidence, we first evaluated the measurement bias in the readiness measures and found support for strong gender invariance. Second, we quantified the gender differences in readiness levels: Women reported higher readiness for cognitive activation practices (d = +0.15); men reported higher self-efficacy in technological content knowledge (d = −0.20). These gender differences were small, varied across readiness constructs, and were due to a gender gap in OTL experience. Third, construct associations involving perceived institutional support were weaker for women. To improve the quality, robustness, and validity of the respective evidence, we argue that studying gender divides in OTL readiness needs to consider measurement bias, OTL experience, and construct associations. • Readiness measures were largely gender-invariant, allowing for mean comparisons. • Yet, some readiness indicators showed measurement bias across gender. • Women reported lower TCK self-efficacy and better online teaching presence. • Gender differences in readiness constructs were partly explained by OTL experience. • For men, institutional support was more closely related to other readiness constructs. [ABSTRACT FROM AUTHOR]

School closures due to the COVID-19 pandemic have had a major impact on teaching activities. Adopting a mixed-methods design, this study aims to categorize daily instructional practices in the early stages of school closure using two-cycle content analysis, present the transition of the categories over days, and test the differences between categories using ANOVA. A total of 48 high school teachers with varying levels of teaching readiness (measured by online professional development experience and distance teaching TPCK) kept teaching logs where they recorded daily teaching practices and assessed teaching satisfaction and perceived student engagement. They also submitted diary entries to report episodic optimal experience. Four salient emergency online teaching patterns emerged, which were further interpreted based on the Community of Inquiry framework (Garrison et al., 1999) as four presence orientations: 1) low social low cognitive, 2) low social high cognitive, 3) high social low cognitive, and 4) high social high cognitive. Daily transition of these orientations revealed slight to medium changes. Teachers adopting different orientations were found to differ in terms of teaching readiness, teaching satisfaction, and perceived student engagement. No difference was shown in optimal experience. The results inform future professional development programs how to prepare high school teachers for the next emergency crisis. • Mixed-methods used to explore online teaching and teachers' optimal experience during pandemic. • Four emergency online teaching orientations emerged from teaching diaries. • Daily transition of emergency online teaching orientations revealing slight changes. • High social low cognitive presence perceived as an effective online teaching approach. [ABSTRACT FROM AUTHOR]

In the context of technology-enhanced learning (TEL), the quality of students' learning is determined largely by their use of online learning technologies. Building on the framework of students' approaches to learning, this study investigated students' approaches to online learning technologies (SAOLT) in relation to their perceptions of support, affect/emotion and self-efficacy in online learning environments during the COVID-19 pandemic. Based on a questionnaire survey of 7210 Chinese undergraduate students, SEM analysis revealed that perceived instructional support was positively related to the deep approach to online learning technologies and negatively related to the surface approach to online learning technologies. Perceived peer support and technical support were indirectly related to the deep approach to online learning technologies, mediated by affect/emotion and self-efficacy. The findings deepen our understanding of SAOLT and yield pedagogical implications for efforts to promote a deep approach to online learning technologies, thus fostering high-quality learning in the context of TEL. • Instructional support was positively related to the deep approach. • Instructional support was negatively related to the surface approach. • Affect/emotion was positively related to both deep and surface approaches. • Self-efficacy was positively related to the deep approach. • Affect/emotion and self-efficacy mediated between perceived support and SAOLT. [ABSTRACT FROM AUTHOR]

While teaching, instructors will use unplanned, spontaneous facial expressions and body gestures to express their emotions. There is a growing consensus that an instructor's emotional expressions can trigger students' emotional and psychological responses, thus enhancing or inhibiting their learning in both face-to-face and online teaching contexts. However, little systematic research exists on which specific design features of an instructor's movements can induce emotions in video lectures. Three experiments were conducted in this study. Experiment 1 aimed to test the congruency/incongruency effects of an instructor's facial expressions (happy vs. bored) and body gestures (happy vs. bored) on student learning from video lectures in terms of students' emotions, motivation, cognitive load, and learning performance. Results of Experiment 1 showed that the instructor's happy facial expressions induced more positive emotions, enhanced motivation, and improved learning performance in students than the bored facial expressions, regardless of the instructor's body gestures. Experiment 2 sought to build upon the unexpected finding from Experiment 1 by increasing the frequency of body gestures, seeking evidence from both self-reports and eye movements. Results of Experiment 2 showed that the instructor's happy facial expressions enhanced students' learning performance when the instructor did not use body gestures, but not when they used increased body gestures. Experiment 3 was conducted to further expand upon findings from Experiment 1 and Experiment 2. Results of Experiment 3 confirmed the emotion-motivational and cognitive benefits of the instructor's happy facial expressions. The results have implications for designing features of instructors in video lectures: if instructors are visible, they should be encouraged to exhibit happy facial expressions, using body gestures less frequently or even avoid body gestures entirely. • An instructor's happy facial expressions induced students' more positive emotions, compared with the bored face. • An instructor's happy facial expressions enhanced students' motivation, compared with the bored facial expressions. • An instructor's happy facial expressions in isolation from body gestures directed students' more attention to the slides. • An instructor's happy facial expressions accompanied by less frequent or no body gestures improved learning performance. [ABSTRACT FROM AUTHOR]

When considering the inclusion of a visible instructor into educational videos, theory and prior research point to both advantages and disadvantages and suggest potential interactions with other design features of educational videos. Therefore, we conducted an online experiment in which N = 112 participants watched eight short videos with narrated slides on different topics, using a within-design to vary talking head (present vs. absent), slide type (graphic vs. text), and presentation type (sequential fade-in vs. static). We investigated effects of these design features on learning outcomes (factual knowledge), learners' ratings of the videos (e.g., perceived learning, satisfaction), and selection behaviour. Results revealed worse learning outcomes for videos with talking head, while participants rated their perceived learning higher for those videos with talking head. Further, participants indicated higher satisfaction for videos with talking head and selected them more frequently when choosing between different formats. Potential explanations for the findings and directions for future research are discussed. • We investigated effects of a talking head (TH) across different short videos. • Besides, we investigated potential moderators (slide type, presentation type). • TH had detrimental effects on objective learning (recall of factual knowledge). • TH enhanced learners' ratings of satisfaction and perceived learning. • Slide type and presentation type did not influence the effects of the TH. [ABSTRACT FROM AUTHOR]

The Community of Inquiry (CoI) framework has been widely used in online teaching in higher education over the past twenty years. Its goal is to support students' professional development while fostering their critical thinking. In this paper, we thematically analyze how the framework authors' interpretations of critical thinking translate into the construct of cognitive presence—operationalized in the Practical inquiry model—and its commonly used coding scheme(s). We show that the framework suffers from having become a "pragmatic" tool, thus compromising the intended dimension of fostering critical thinking. Furthermore, we draw attention to the "acting" role of coding schemes, which may have consequences for research and teaching practice. In a first step, we examine the theoretical assumptions based on Lipman's and Garrison and Archer's ideas about the target category of critical thinking incorporated in the CoI framework. Although the framework is informed by a community of inquiry in Lipman's sense, we show that the chief characteristic of critical thinking associated with facilitating good judgment is not sufficiently addressed. Critical thinking is conceptualized more as confirmation of knowledge structures and problem-solving thinking within the Practical Inquiry model. In a second step, we systematically analyze cognitive presence coding schemes as research tools for capturing critical thinking. We trace a narrowing view of critical thinking within the CoI framework and regarding the coding schemes that measure cognitive presence. Consequently, we raise awareness of the risks in educational research arising from the complexity-reducing modeling and operationalizing of multifaceted educational concerns, such as critical thinking in a community of inquiry. • The construct of critical thinking in the CoI framework is complex and changing. • Critical thinking is mainly understood as knowledge development and confirmation. • Cognitive presence coding schemes capture either varying or no aspects of critical thinking. • Simplification through modeling and operationalization can lead to a loss of key ideas. [ABSTRACT FROM AUTHOR]

The purpose of medical education is to enhance the abilities of doctors, nurses, and allied healthcare professionals to meet the health needs of patients, communities, and populations. Digital education, which is learning through electronic technology, is becoming a popular form of continuing education in both academic and clinical settings. With the onset of COVID-19, learning through digital platforms has become the standard worldwide. These platforms are online systems that automate the management, delivery, tracking, and reporting of learning activities, thus generating large amounts of data about student learning, which can be further analyzed with Learning Analytics (LA). LA can be defined as the “measurement, collection, analysis, and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs.” In this lecture, we will first present a life cycle of LA starting from digital education content creation, followed by the data collection process, the use of analytics to process the collected data, and the purposes for which LA was used. Then we will present the identified the gaps in the current practice and finally propose how to close them. [ABSTRACT FROM AUTHOR]

There is consistent evidence that children can learn from screens, but learning from screens can be cognitively challenging, particularly when features cause distractions. This study experimentally tested whether child participants learned more when they could see their own image on the screen during a video conference book reading experience or when their own image was hidden from their view. Additionally, this study examined children's visual attention to different areas on and off the screen to assess the relationships between on-task visual attention and distracted attention on children's learning. Results demonstrate that children in both conditions demonstrated learning above chance. Additionally, learning was positively related to on-task visual attention and negatively related to distracted attention. The study provides initial evidence that young children can learn from interactive online read aloud experiences but that on-task attention should be supported and distractions should be minimized for best learning outcomes. • Young children can learn from an online synchronous learning experience. • Comprehension was predicted by on task visual attention to the book reader. • Visual attention does not need to be exclusively on the book for learning to occur. • Off-screen distraction poses problems for children's online learning. • On-screen distraction when participant can see themselves poses problems for learning. [ABSTRACT FROM AUTHOR]

We focus on the predictors of persistence and achievement in online learning by studying the students' learning intentions and their psychological states during learning activities. Flow/autotelic experience is a powerful predictor of engagement in MOOCs and online learning in general and relates to the deep involvement and sense of absorption during learning activities. Both theory and empirical evidence propose that predictors of flow in an educational setting include the need for belonging to a group of learners. Using path analyses and structural equation modeling, we verify the causal links between social intentions, autotelic experience and MOOC learning outcomes such as final grade and dropout. Using the Online Learning Enrollment Intentions (OLEI) scale, we find that in total six OLEI items predict MOOC success and dropout, with flow as a mediating effect. In two models, we verify "Autotelic experience" as a mediator between enrollment intentions and MOOC final grade and dropout. Our results highlight socially driven intentions as major factors to be considered in online learning environments. We draw theoretical and practical implications for MOOC design, considering explicit communication about the provided learning environment and tools towards a socially shared learning experience. [Display omitted] • The autotelic dimension of flow is a mediator between Online Learning Enrollment Intentions and MOOC success. • The autotelic dimension of flow is a mediator between Online Learning Enrollment Intentions and MOOC dropout. • Social intentions are amongst the Online Learning Enrollment Intentions strongest predictors in the models. • Online learning designers and providers should focus their instructional design and communication on social features. [ABSTRACT FROM AUTHOR]

Academically productive talk (APT) in classrooms has long been associated with significant gains in student learning and development. Yet, due to COVID-19 related restrictions, teachers around the world were forced to adapt their teaching to online, remote settings during the pandemic. In this investigation, we studied APT in junior high school during extended online, remote teaching spells. Specifically, we focused on the extent APT was a part of online teaching practices, what characterized teachers who tended to promote APT more in online, remote teaching, and associations between APT and teacher well-being, as well as student motivation and engagement. Findings from two survey studies (Study 1: 99 teachers, and 83 students; Study 2: 399 teachers) revealed the following patterns: Students and teachers agreed that APT was used to a lesser extent in remote, online classes, and associated with more interactive instructional formats (whole classroom discussion, peer group work, and questioning), but not with frontal teaching and individual task completion. Teachers with a higher sense of teaching self-efficacy, autonomous orientations, and higher empathy tended to promote APT in online, remote teaching more. More APT was associated with greater teachers' work-related (i.e., lower burnout, more commitment to teaching, and lower turnover intentions) and psychological well-being (i.e., less depressive and anxiety symptoms, and higher subjective well-being). Finally, student experiences with APT in online, remote learning was positively associated with learning motivation and engagement. Theoretical and practical implications are discussed. • Academically productive talk (APT) in classrooms promotes student learning. • Students and teachers reported less APT in online, remote COVID-19 classes. • Teachers with higher self-efficacy, autonomous orientations, and empathy used APT more. • APT was associated with teacher work-related and psychological well-being. • APT was associated with higher student motivation and academic engagement. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, higher education institutions around the world were challenged to shift from traditional to distance teaching processes. This was not an easy task as educational institutions had to face many technology and human related challenges. The purpose of this paper is to present an approach that helps teachers to use remote conference tools (RCT) for a particular course more efficiently. The approach enables both teachers and students to be more effective in online education in general and during pandemics. The proposed approach leans on the Kano model and specifically focuses on evaluation of RCT features (RCTF) from students' and teachers' perspectives. Such evaluation enables development of recommendations for effective RCTF use. The approach was tested in three different case studies: Case 1 (computer and information science – software development; 39 students, 2 teachers), Case 2 (criminal justice and security – introduction to information systems; 130 students, 2 teachers), Case 3 (applied kinesiology – statistics; 44 students, 2 teachers). In all three cases, the results clearly demonstrated the benefits of the proposed approach and showed that the use of RCTF should be adapted to the specifics of each course where lectures and tutorials need to be considered separately. • A novel approach to help use remote conference tools in a more efficient way. • The effectiveness of the approach was confirmed in three case studies. • Use of remote conference tool features should be adapted to each course. [ABSTRACT FROM AUTHOR]

With the popularity of various video-centric asynchronous online courses, there is a trend of self-regulated online learning. Teaching presence is very important in such courses, and has a positive effect on learners' perceived learning. However, the association between teaching presence and perceived learning could be moderated by other factors, and little is known about how individual factors moderate the association. From the social cognitive perspective of self-regulated learning, the study examined the moderating effects of self-efficacy to complete an online course and online vigilance, which reflects individuals' permanent cognitive orientation to online-related stimuli and the disposition to be preoccupied with them constantly, on the relationship, and whether these moderating effects were moderated by inhibitory control. A cross-sectional design was adopted. Results found self-efficacy to complete an online course could significantly promote the positive association between teaching presence and perceived learning, and the moderating effect would be stronger with higher inhibitory control; online vigilance generally could not influence the relationship between teaching presence and perceived learning, except when inhibitory control was very high, in which case online vigilance could prominently intensify the relationship. The findings contribute to a better understanding of the association between teaching presence and perceived learning. Practical implications for educators to train students to be better self-regulated learners in asynchronous online courses, as well as teachers to improve course quality are also discussed. • Individual factors moderate the teaching presence - perceived learning association. • Self-efficacy intensifies the teaching presence - perceived learning relationship. • Inhibitory control amplifies the positive moderating role of self-efficacy. • The moderating role of online vigilance relies on inhibitory control. [ABSTRACT FROM AUTHOR]

This study examined the relationship between students' teamwork competency and satisfaction in a synchronous online flipped group project-based course, focusing on the possibility of group collective efficacy and flipped learning to moderate this relationship. We collected data from 19 teams (N = 75 college engineering students) at a science and technology university in Cebu, central Philippines, through a questionnaire survey over a 12-week synchronous online course. Multi-level hierarchical linear modeling test of hypotheses revealed a significant positive relationship between teamwork competency and satisfaction. Similarly, group collective efficacy recorded a significant relationship with satisfaction. At the team level, group collective efficacy and flipped learning moderated the relationship between teamwork competency and satisfaction. Learners in groups with high collective efficacy and online flipped learning showed a stronger relationship than those with low efficacy and conventional online instruction. The findings and discussions provide practical implications and possible interventions teachers could apply to enhance collective efficacy and boost learning satisfaction in synchronous collaborative online learning settings. • We explore teamwork competency-satisfaction relationship in online flipped learning. • Group collective efficacy moderated the teamwork competency-satisfaction relation. • Online flipped instruction enhanced efficacy of the groups hence more satisfaction. • We offer possible interventions that enhance efficacy beliefs in online setting. • Implications for teaching and research are discussed. [ABSTRACT FROM AUTHOR]