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Contemporary educational theory and practice promote the development of subject-specific and generic competences. Cooperative learning is a generic competence whose development is recommended in all subject lessons/activities. The development of fundamental individual values that rely not only on individual achievements but also on empathy and helping others, the ability to listen, mentor, and assist is integral to primary education. Such education is supported by positive inclusion in the process and good-willed communication within the group to achieve a common result. It is through achieving common goals and witnessing the variety of activity approaches that certain activities become a success. The study aimed to include all students in the development process on the basis of cooperative learning and improve each and every student’s individual learning of language performance in all subjects. The study is based on 186 first-to-fourth-year students from one major city school, representing a total of 8 classes. After the school-wide activities on cooperative learning, all pupils took part in a questionnaire survey halfway through the school year. The survey used a written questionnaire. The questions in the questionnaire were designed to explore pupils’ attitudes towards school and language-related aspects of successful group cooperation. The collected data were analysed using SPSS version 20. The data analysis used a descriptive approach, calculating the answers chosen by the pupils. An analysis of the survey results shows that the majority of pupils in years 1 to 4 think they can work in groups and cooperate because they are willing to listen to others, explain and help others, are not bored, are interested in working together, and are interested in learning new subjects.

Background There has been insufficient attention paid to the role of learning in co-production—both how service users and professional service providers learn to co-produce effectively and how the lessons of co-production are captured at a service level. Objective We aimed to develop and test a curriculum to support healthcare professionals’ interest in learning how to co-produce health and healthcare services with patients. Methods We developed a co-production curriculum that was tested iteratively in multiple in-person and virtual teaching sessions and short courses. We conducted a formative evaluation of the co-production curriculum and teaching tools to tailor the curriculum. Results Several theories underpin our approach to learning and teaching how to co-produce healthcare services. The co-production curriculum is grounded in systems theory and shares elements of educational theories, namely, the postmodern curriculum matrix, the actor network theory and situated learning in communities of practice. Learning participants valued the sense of community, the experiential learning environment, and the practical methods to support their exploration of co-production. Conclusion This paper summarizes the educational theories that underpin our efforts to develop and implement the curriculum, reports on a formative assessment conducted with learners, and makes recommendations for creating an environment for learning how health professionals can co-produce health and healthcare with patients.

In March 2020, the coronavirus disease 2019 (Covid‐19) global pandemic forced many post‐secondary institutions to move their teaching online, which had a substantial impact on students enrolled in laboratory‐based courses in fields like human anatomy. This descriptive study collected students' perspectives on the transition to remote education, with specific attention to the teaching activities, resources, and assessments used in an undergraduate Clinical Human Visceral Anatomy course at McGill University. Through inductive semantic thematic analysis, student‐held values for effective remote education were identified and grouped into the following themes: (1) preferences for communication, (2) values for remote learning activities and resources, (3) values for remote assessment, and (4) perceived positive and negative impacts of remote education on learning. Students generally valued having clear communication, opportunities for both synchronous and asynchronous learning activities, and flexible assessment formats that maintained alignment with the course outcomes and activities. Many felt that remote education had a net‐negative impact on their learning, course satisfaction, and sense of community. However, there were no significant differences in grades on laboratory quizzes administered before and after the shutdown (P = 0.443), and grades on the remote final examination were significantly higher than those on the in‐person midterm examination (P

The disconnect between educational theory and practice is problematic for our field. The purpose of this commentary was to explore how that disconnect is being addressed in current research on teac...

Review of the collective monograph «Psychological support and socio-pedagogical work in education: theory and practice», which is the result of cooperation of higher education institutions, institutions of general secondary education, health and recreation institutions in the theoretical generalization and coverage of practical experience of psychological support and social – pedagogical patronage of participants in the educational process, as well as the relevant specialists training. The monograph is classified by the topics: «Professional training of future specialists in socionomic professions in a higher education institution», «Social and psychological support for people with disabilities», «Innovative socio-pedagogical technologies in terms of health and recreation». The scientific publication will be useful for teachers and students of higher education institutions, teachers, social educators, psychologists, social workers, teachers-organizers, as well as help to find effective ways to improve social policy and social work.

This study examines student teachers’ reflections on recordings of their teaching during a period of internship related to a subject didactic course in Swedish. Bodily expressions, not as frequently explored as verbal ones, are in focus. Data consists of video papers, multimedia documents, combining clips of video recordings and reflective texts on the clips. The purpose is to gain knowledge about student teachers’ reflections on and learning of bodily expressions in teaching, using video papers. The analysis of the video papers is descriptive phenomenological, searching for the meanings of the phenomenon. The findings indicate that video papers contribute to student teachers’ reflections and learning about bodily expressions in terms of how they move in front of students, what impressions their bodies convey, how they manage to make contact and how they use their voices. Video papers complement the memory image and through recordings, bodily expressions get attention and are verbalized.

Virtual care (VC) encounters have become an essential part of outpatient clinical care. The theory of situated learning and legitimate peripheral participation posits that medical trainees learn best when they participate in authentic patient care experiences and engage effectively with their preceptors, members of the health care team, and the clinical learning environment. This theory can provide a framework from which to approach teaching in the VC setting, whereby preceptors may capitalize on the unique learning and assessment opportunities provided during VC encounters and optimize educational experiences for trainees as well as clinical outcomes for patients. In this monograph, we propose an approach grounded in situated learning and legitimate peripheral participation for teaching in the VC environment, particularly during real-time video visits.

BACKGROUND: The practice educator role is complex and becoming more so with changes in placement configurations since the COVID-19 pandemic. The role requires practitioners to manage clinical activities while providing learning opportunities and supervision for students. This can be time-consuming in often stretched clinical settings. This research investigated how experienced practice educators in occupational therapy tailored their approach to supporting student learning to make the most of limited supervision time. The results were developed into the Professional Learning through Useful Support (PLUS) Framework, which revealed how experienced practice educators focused their supervisory approach with students to maximise learning. METHODS: An Action Research methodology was used across four cycles. Semi-structured interviews and naturally occurring placement documentation were gathered to determine the critical features of practice educator supervision. Template analysis was used to explore the approaches employed by practice educators to support student learning. Key focal points were linked and situated within educational theory to create the PLUS Framework. FINDINGS: Three key focal points for practice educators were identified: (1) guiding learning, (2) making the theory-to-practice links explicit and (3) supportively challenging students. DISCUSSION: The PLUS Framework is an educational tool that describes a set of guidance strategies used by skilled practice educators, whilst acknowledging the critical influences of workplace and university contexts. The proposed key features could be useful target areas for busy practice educators to help make the most of limited supervision time. Future research will explore the PLUS Framework in different countries and professions' practice education environments.

The present research investigates the experiences of pre-service visual arts teachers in the planning and application phase of a course focusing on visual culture in the special teaching methods course. This course in Turkey provides information about how and with what type of methodologies arts-related topics should be taught in visual arts education. During the first semester, the course was conducted theoretically, and in the second semester the researcher focused on the application of these theories. In this research, visual culture is discussed as one of the special teaching methods of visual arts education. A total of five visual arts pre-service teachers were selected as participants using criterion sampling. The research used practitioner inquiry as a method and conducted during the 2017–2018 spring and 2018–2019 fall semesters, lasting 8 weeks in total. During the application process, the pre-service teachers taught their samples of course plans on visual culture that they created during their pre-service practice to the primary and secondary school students in 2 weeks of classes. The research data were obtained through semi-structured interviews, document review, and reflective notes and analyzed with descriptive methods. As a result of this research, the visual arts pre-service teachers saw the students gain a critical perspective, become more aware of issues in their daily lives, express themselves in a better way, and improve their inquiring skills with the application of a visual culture course plan. With the visual culture course plan, the pre-service teachers also gained several professional experiences and skills.

Objectives Primary care in the United Kingdom is delivered through the National Health Service medical workforce comprising 25% international medical graduates. This study explored the challenges experienced by international participants as they progressed through speciality training in General Practice and sought solutions to those challenges through the lens of applied educational theory, or ‘praxis’. Methods The case-based methodology was founded on a qualitative paradigm and postpositivist theoretical framework. Data were collected from international medical graduates and General Practice Trainers via focus groups, on-line questionnaire and semi-structured interviews. A strategy of convergence of evidence underpinned thematic data analysis, triangulating data to construct theory through cycles of continuous iteration. Findings Challenges relating to difference, relationships, conceptual understanding and expertise, practical barriers, wellbeing and risk were countered by applied metacognition, emotional intelligence, resilience and curiosity. Trainee passivity confounded these solutions. Conclusions The considerable challenges encountered by participants, not all comprehended before commencement of training, were compounded by poor conceptual understanding of the NHS and primary care and impacted on educational progression and wellbeing. Strategies centred on the application of metacognition and applied curiosity. These findings have considerable potential for training programmes and policymakers with respect to trainee orientation and workforce development.

This article considers the concept of Competence as applied to educational theory and policy, and illuminates the possibility of significant variations in meaning. Referring to Wittgenstein’s distinctions between transitive and intransitive uses of notions and Holland’s description of mastery, the article argues in favour of two senses in which someone can be described as being competent: i) as expressive of a value judgment; and ii) as pointing to a person’s (formal) qualifications. While the latter opens a path towards different forms of measurements of competence, being competent as a value judgment eludes any such treatment. Making this distinction, it is argued that competence is a less illuminative theoretical term than, for example, the pair of concepts Bildung versus Ausbildung ((self-)subjectivation vs training), that has been used in the Continental tradition in order to describe a similar distinction. With examples from educational contexts, the article demonstrates that the moment educational theory is using one word for two meanings, this central distinction in education is either concealed or forgotten. Focusing on competence purely as an empirically assessable notion risks playing into the hands of instrumentalising education.

Medical learners’ achievement emotions during educational activities have remained unexamined in Asian cultural contexts. The Medical Emotion Scale (MES) was previously developed to assess achievement emotions experienced by North American medical learners during learning activities. The goal of this study was to create and validate a Japanese version of the Medical Emotion Scale (J-MES). We translated the MES into Japanese and conducted two initial validation studies of the J-MES. In the first pilot study, we asked five, native-Japanese, second-year medical students to assess their emotions with the J-MES during a computer-based clinical reasoning activity. Each participant was then interviewed to assess the clarity and suitability of the items. In a second, larger study, 41 Japanese medical students were recruited to assess the psychometric properties of the J-MES. We also conducted individual, semi-structured interviews with ten of these participants to explore potential cultural features in the achievement emotions of Japanese students. The first pilot study demonstrated that the J-MES descriptions were clear, and that the scale captured an appropriate range of emotions. The second study revealed that the J-MES scale’s profiles and internal structure were largely consistent with control-value theory. The achievement emotions of pride, compassion, and surprise in the J-MES were found to be susceptible to cultural differences between North American and Japanese contexts. Our findings clearly demonstrated the scoring capacity, generalizability, and extrapolability of the J-MES. Supplementary Information The online version contains supplementary material available at 10.1007/s10459-021-10048-9.

Teachers, schools, districts, states, and technology developers endeavor to personalize learning experiences for students, but definitions of personalized learning (PL) vary and designs often span multiple components. Variability in definition and implementation complicate the study of PL and the ways that designs can leverage student characteristics to reliably achieve targeted learning outcomes. We document the diversity of definitions of PL that guide implementation in educational settings and review relevant educational theories that could inform design and implementation. We then report on a systematic review of empirical studies of personalized learning using PRISMA guidelines. We identified 376 unique studies that investigated one or more PL design features and appraised this corpus to determine (1) who studies personalized learning; (2) with whom, and in what contexts; and (3) with focus on what learner characteristics, instructional design approaches, and learning outcomes. Results suggest that PL research is led by researchers in education, computer science, engineering, and other disciplines, and that the focus of their PL designs differs by the learner characteristics and targeted outcomes they prioritize. We further observed that research tends to proceed without a priori theoretical conceptualization, but also that designs often implicitly align to assumptions posed by extant theories of learning. We propose that a theoretically guided approach to the design and study of PL can organize efforts to evaluate the practice, and forming an explicit theory of change can improve the likelihood that efforts to personalize learning achieve their aims. We propose a theory-guided method for the design of PL and recommend research methods that can parse the effects obtained by individual design features within the “many-to-many-to-many” designs that characterize PL in practice.

This study discusses the teaching-learning process seen from the humanistic education theory from Carl Ransom Rogers at Asmaul Husna Learning Park, South Jakarta. This paper focuses on the educational perspective's operation through fun learning techniques, integrated learning, and thematic learning. In this paper, the data sources are obtained through field observations and structured interviews from January to July 2019 using the case study method. Through the humanistic educational theory approach, this educational study is the importance of understanding the character and potential of early childhood to optimally develop children intellectual, emotional, and spiritual intelligence. Although sometimes some students are disobedient or lazy to take part in learning, teachers and institutional managers anticipate this by presenting information about child development. Even to a certain extent, the institution also includes parents to participate in learning activities together. Here is also the importance of a teacher's creativity in communicating, choosing parenting styles, and various other stimulations when carrying out the teaching and learning process in class and outside the classroom. Without teachers' creativity in teaching and learning, the improvement and enhancement of cognitive, affective, and psychomotor aspects will not be optimal. An educational perspective places the humanization aspect as the basis for transferring knowledge, transferring human values, and transferring happiness.

This paper explores the nature and potential of improvisation as a method for learning and teaching in CSCW and HCI. It starts by reviewing concepts of improvisational learning in classic and more recent work in educational theory, art and music, and HCI that emphasize the reconstructive, materially-driven, error-engaged, transgressive, and collaborative nature of human learning processes. It then describes three pedagogical interventions of our own in which improvisational techniques were deployed as methods of teaching and learning. From this integrated study, we report specific pedagogical conditions (socio-material evaluations, multi-sensory practices, and making safe spaces for error) that can support improvisational learning, and three common challenges of HCI pedagogy relevance, assessment, and inclusion that improvisational methods can help to address.

Team‐Based Learning (TBL) is a pedagogical tool that has great potential to develop student engagement, accountability, and equity in the online classroom. TBL is rooted in evidence‐based educational theories and practices that underlie many active learning approaches such as self‐testing, team discussion, and application of knowledge. The use of these approaches is associated with better student performance, retention, and sense of belonging in the classroom, aspects that are often reported to be especially lacking in online courses. Here, we describe how we implemented TBL in a face‐to‐face and an online introductory level evolution and biodiversity course. We implemented TBL in the face‐to‐face course (~200 students) starting in 2018 and in the online course (~30 students) starting in the summer of 2019. We used several online applications to facilitate the transition to an online platform such as Simbio, Slack, VoiceThread, Articulate 360, and Teammates. Our experiences using TBL approaches in the online course have been rewarding, and students are engaged and accountable for their learning and performed well in the course. Our goal is to provide an example of how we designed a life science course using TBL approaches and transitioned the course to an online environment. With the current switch to remote instruction and online learning, we recommend the use of TBL as a course design approach that can improve the students’ online learning experience., Implementing Team‐based Learning (TBL) strategies and teamwork in online life science courses improves student engagement, equity, and accountability. Here, we provide a case study demonstrating how to use TBL in an online evolution and biodiversity course. With the current switch to remote instruction and online learning, we recommend the use of TBL as a course design approach that can improve the students’ online learning experience.

Background Access to high quality continuing professional development (CPD) is necessary for healthcare professionals to retain competency within the ever-evolving worlds of medicine and health. Most low- and middle-income countries, including Rwanda, have a critical shortage of healthcare professionals and limited access to CPD opportunities. This study scoped the literature using review articles related to the use of information and communication technology (ICT) and video conferencing for the delivery of CPD to healthcare professionals. The goal was to inform decision-makers of relevant and suitable approaches for a low-income country such as Rwanda. Methods PubMed and hand searching was used. Only review articles written in English, published between 2010 and 2019, and reporting the use of ICT for CPD were included. Results Six review articles were included in this study. Various delivery modes (face to face, pure elearning and blended learning) and technology approaches (Internet-based and non-Internet based) were reported. All types of technology approach enhanced knowledge, skills and attitudes. Pure elearning is comparable to face-to-face delivery and better than ‘no intervention’, and blended learning showed mixed results compared to traditional face-to-face learning. Participant satisfaction was attributed to ease of use, easy access and interactive content. Conclusion The use of technology to enhance CPD delivery is acceptable with most technology approaches improving knowledge, skills and attitude. For the intervention to work effectively, CPD courses must be well designed: needs-based, based on sound educational theories, interactive, easy to access, and affordable. Participants must possess the required devices and technological literacy.

The phrase ‘teaching and learning’ has essentially replaced the word ‘teaching’ in educational discourse. The linguistic shift occurred as part of a wider movement in the 1980s and 1990s to give greater attention to learning in the educational process, and the phrase served a sloganistic function. With the learning paradigm now largely uncontroversial, the phrase—like other ex-slogans—may now be carrying implications more tied to its literal meaning. This paper suggests that the constant reference to learning in the context of teaching carries the implication that teaching is always accompanied by learning. After applying Gilbert Ryle’s distinction between task and achievement verbs, the paper argues that under certain interpretations, the idea that teaching implies learning is deeply problematic. The paper proposes that we instead use ‘teaching and studying’: to communicate the deep connections between the activities carried out by teachers and students, without supporting the unhelpful idea that the activity of teaching must always lead to the achievement of learning.

Interactive features of the hyper-video environment, such as indexing, bookmarks, links to learning materials, multiple-choice questions, and personal and shared annotations, can enhance learning processes. This paper examines integration of the Annoto hyper-video platform in three large undergraduate courses (A, B & C) at a large university. The study combines learning analytics of video-recordings of synchronous lessons (9–15 sessions per course, approximately two hours each), content analysis of the hyper-video annotations written by students and lecturers, and semi-structured interviews with the lecturers and with actively-participating students. The log-analysis was conducted at the user level (n = 880) and at the video level (n = 37). Content analysis was based on the Community of Inquiry framework (Garrison et al. in Internet High Educ 2(2):87–105, 1999, Internet High Educ 13(1):5–9, 2010). The findings revealed that when hyper-video is integrated without academic credit, slightly over 10% of undergraduates chose active participation, beyond watching videos and reading others' annotations. The majority of annotations were shared posts and replies (73–96%), rather than personal notes. Relative to the number of students, the rate of reading annotations was significantly higher in Course C. Accordingly, content analysis revealed significantly more "cognitive presence" and "social presence" codes in Course C, while the amount of "teaching presence" was similar in all courses. However, the three courses used the same interaction pattern of annotations: "student's question—lecturer's answer", without promoting peer feedback. The implications for educational theory and the pedagogical design of hyper-video in academia are discussed.

While much has been written on the influence of Erik Erikson’s contributions to education, little has been said about his place in terms of his contribution to the general theoretical notion of wha...

One of the critical challenges that faces societies today is how to educate children and young people to cope with the ever demanding contexts in which they live. This education must include the re...

The flipped classroom model is a well-known evidence-based educational approach for student-centred learning. In a flipped classroom, students receive instructional content before class, and use classroom time to engage in assignments and discussions. Studies have shown the flipped model to result in comparable1 2 or better3 4 outcomes compared with a traditional lecture-based model. A meta-analysis in 2018 found a significant effect favouring the use of a flipped classroom model with videorecorded lectures as part of preclass materials, for graduate-level healthcare education compared with traditional instructional models4. The flipped class model is in line with educational theory for adult learners, or androgogy,5 which posits that effective educational experiences are those that actively incorporate the learner. The flipped classroom promotes self-directed learning during knowledge acquisition followed by interactive problem-based assignments in which the learner applies knowledge acquired during self-study.6 In most of the recent studies on the flipped classroom, the preclass materials were accessed via online learning management systems or websites, and the class meetings were typically completed in a physical classroom setting. However, healthcare programmes are beginning to move toward online/distance learning models, in which most—if not all—interactions occur online. As universities continue to expand the availability of online healthcare degree programmes, educators of evidence-based practice (EBP) courses may soon face the task of redesigning their courses for an exclusively online experience. It is important to address the question of whether online learning experiences in EBP education can produce equivalent results to those seen in long-established on-campus teaching models. In 2017, the University of Southern California (Los Angeles, California, USA) Division of Biokinesiology and Physical Therapy initiated a hybrid (online/on-campus) pathway of their long-standing on-campus Doctor of Physical Therapy programme. Thus, each course in the programme was translated to accommodate students in the hybrid …

Although school is an ideal location for teaching forgiveness because it mediates between the family and society, forgiveness education has been relatively neglected in schools. Most research and p...

The application of Challenge-Based Learning (CBL) has increased in higher education institutions, fostering student transversal competencies, knowledge of sociotechnical problems, and collaboration...

This article will advocate for the use of Natural Semantic Metalanguage (NSM) Theory to research cultural values in Education. It will demonstrate how NSM research can be conducted as it provides explications for the word education. NSM is a research agenda that has identified 65 semantic primes, words that are found in every language of the world and which cannot be defined in terms of any simpler words. If you try to break down a semantic prime like good, you might describe it in terms of words like “positive, pleasing, valued,” all of which turn out to be more complex than good itself. Because primes cannot be decomposed and are universal to every language and every culture, they provide a basis for carrying out cross-linguistic comparisons of meaning and for identifying the cultural perspectives that inform our language and its thought structures. More complicated words, the bulk of any language, are social constructs that are culturally laden, providing deep insights into the way a society thinks.

Team-based learning (TBL) provides an active, structured form of small group learning, that can be applied to large classes. Student accountability is achieved through the specific steps of TBL, including pre-class preparation, readiness assurance testing, problem-solving activities, and immediate feedback. Globally, a growing number of healthcare faculties have adopted TBL in a variety of combinations, across diverse settings and content areas. This paper provides a succinct overview of TBL and guidance for teachers towards successful design and implementation of TBL within health professional education. It also offers guidance for students participating in TBL. The paper is informed by both educational theory, and the extensive, seven year experience of the first and last authors in designing, implementing, facilitating and evaluating TBL at a large medical school.

Simulation is an integral component of undergraduate nursing education because it allows for a safe, timely, and prescriptive approach to meet learning objectives at the levels of individual simulations, courses, and academic programs. This review of the literature provides an overview of steps taken to move simulation forward in undergraduate nursing education, and it highlights educational theories, research, best practices, and policy statements underpinning modern nursing simulation. This chapter outlines simulation and curriculum integration approaches and provides examples of participant, course, and program outcomes.

Educational technology is a set of systems consisting of tech savvy equipment, processes and methods for the effective and positive implementation of educational theories. Nowadays, when the internet is becoming widespread, and mobile device technologies such as smartphones and tablets have been developing rapidly, it is possible to access educational content without being connected to a place. Today, almost everyone has smartphones. Many social networks, sites, applications are available. Many studies have shown that technology is effective in the field of education. For teachers with foreign language and their perceptions of learning through the help of technology are important. In this study, it is important to determine teachers' perception levels of mobile applications that contribute to foreign language learning. The "mobile learning perception scale" developed to access the research data. Items that are mentioned in the scale are basically positive question, "absolutely disagree", "disagree", "undecided", "agree", "strongly agree". After analysing the reliability of the survey, the overall result was found as Cronbach ? = 0,963. A total of 180 teachers attended from North Cyprus and Russian universities. According to the result of the research, the teachers' perception of mobile learning is high. But this rate is proportional to age. There is a difference in the findings regarding the use of mobile technology when looking at the professional seniority and age ranges. This is due to the fact that recently, technology-supported trainings have been increased and the addition of "material design courses" and "technology-supported trainings" at universities play an important role in increasing perceptions. The use of mobile technology can be increased by providing in-service trainings to teachers with high professional experience and ages.

This article presents an innovative, video-based approach to the recruitment of research participants. A YouTube video was created and uploaded as part of a doctoral study exploring what it means to be struggling as a teacher. Following a review of the recruitment literature, which highlights a general lack of attention paid to the challenges of recruitment, the author explores the approach she took in planning the video. The video was the main promotional tool for the study and was communicated via Twitter and email. She also presents online survey findings on the perceived impact and influence of the video; the visual format, informal tone and the ability to see the researcher in person were rated very positively. A reflective analysis of the video transcript follows drawing on the literature as well as the survey findings. She concludes that video-based recruitment can be an inexpensive but powerful tool which allows a human connection with the researcher early on in the research process.

Research conducted in England over the last decade has documented sustained, significant decreases in children’s wellbeing. While recent changes to curriculum policy promoting children’s wellbeing have been introduced, a notable feature of the discourse surrounding the promotion of children’s wellbeing is that wellbeing is regarded as opposed to, or in tension with, children’s academic achievement. Recently, Gabriel Heller-Sahlgren proposed that there is an inevitable ‘trade-off’ between children’s ‘wellbeing’ and their academic achievement. Using PISA 2012 data, Heller-Sahlgren argues that pupil happiness and high achievement do not go hand in hand; implying policymakers have a decision to make about which they uphold as the priority. In this article, I discuss the theoretical assumptions underpinning transnational comparisons of children’s wellbeing and review evidence from psychology and education to ascertain whether a trade-off is empirically supported. I argue that far from being incompatible, children’s wellbeing and achievement are positively associated. However, this relationship is not straightforward and requires careful disentangling of the hedonic and eudaimonic components of wellbeing. I underline four main gaps in current knowledge of the wellbeing-achievement relationship to date: the need for (1) multidimensional conceptualisation and measurement of wellbeing, (2) exploration of mediating mechanisms/constructs explaining the wellbeing-achievement relationship, (3) objective operationalisation of achievement, and (4) investigation of developmental differences. To conclude, I argue that when making policy recommendations researchers should avoid ‘all or nothing’ thinking which lures governments into false dichotomies.

This research aims to explore and investigate potential factors influencing students’ academic achievements and satisfaction with using online learning platforms. This study was constructed based on Transactional Distance Theory (TDT) and Bloom’s Taxonomy Theory (BTT). This study was conducted on 243 students using online learning platforms in higher education. This research utilized a quantitative research method. The model of this research illustrates eleven factors on using online learning platforms to improve students’ academic achievements and satisfaction. The findings showed that the students’ background, experience, collaborations, interactions, and autonomy positively affected students’ satisfaction. Moreover, effects of the students’ application, remembering, understanding, analyzing, and satisfaction was positively aligned with students’ academic achievements. Consequently, the empirical findings present a strong support to the integrative association between TDT and BTT theories in relation to using online learning platforms to improve students’ academic achievements and satisfaction, which could help decision makers in universities and higher education and colleges to plan, evaluate, and implement online learning platforms in their institutions.