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Teacher educators' distinct and dual task of educating future teachers includes using digital tools to support students' ongoing learning while exemplifying appropriate teaching strategies where the use of digital tools, such as response systems (RSs), are commonly occurring. RSs have been used in higher education for a long time, and many studies discuss how larger student groups answering multiple-choice questions during lectures contribute to student participation and learning. However, there is limited research on RSs, particularly related to teacher education. Therefore, this interview study aims to explore for what purposes teacher educators use RSs in teaching and what advantages and limitations they experience. In the thematic analysis, we found that the teacher educators used RSs to teach simultaneously as they were role models on how to use digital tools for learning. They used anonymous open-text answers more than multiple-choice questions to support student participation, immediately assess, and provide feedback in both larger and smaller groups. The complexity of time management connected to the use of RSs was highlighted. RSs were also used to initiate discussions with the teacher students about the purposes, advantages, and limitations of using digital tools for learning. [ABSTRACT FROM AUTHOR]

Students as Partners (SaP) initiatives have been gaining traction in the past decade, and many institutions are praising the SaP model as a method to enhance collaborative, reciprocal, and equitable learning. In this paper, we offer insights on student and faculty experiences of the Students as Partners Program (SaPP) at Carleton University in Ottawa, Canada. Our research is motivated by the question: to what extent are Students as Partners Programs (SaPP) compatible with goals of equity, diversity and inclusion? We take a qualitative, case study approach to explore student (n = 51), and faculty (n = 67), experiences of the Students as Partners Program in 2020. Our findings reveal strong participation by students with a disability, and female, and BIPOC students, and an overrepresentation of white, able-bodied participants at the faculty level. To improve EDI in SaP initiatives, we share recommendations from student and faculty participation. [ABSTRACT FROM AUTHOR]

Considering the COVID-19 pandemic, teaching, and learning encounters in higher education have changed. Online teaching has become routine and a variety of virtual learning platforms are being explored. Within this article we, two higher dance education teachers and researchers, reflect on using TikTok in our work. Taking a duoethnographic approach, we explore engagement with TikTok in our contexts of teaching in higher education institutions in China and Norway. From our duoethnographic dialogue we discuss how TikTok offers an example of a posthuman educational encounter. From there, the idea of how a platform such as TikTok might be able to create a space and place for teaching and learning within a higher education setting is unpacked. Then a reflection on disciplinary specific contribution is given, asking: what can dance offer to the conversation about using a social media platform such as TikTok within higher education? Through reflecting on our pedagogical experiences and cultures, this article reveals that while queries surround the use of social media platforms such as TikTok in higher education, there are benefits in experimentation with such platforms. Specifically, there is value considering the interaction between the human and non-human aspects of teaching and learning in higher education settings. [ABSTRACT FROM AUTHOR]

Abstract“Embedded” librarian programs can take many different forms. At Royal Roads University, librarians embed asynchronously in research-intensive courses via a hosted online forum. Over three to five days, the embedded librarian presents a series of posts on key information literacy topics and invites students’ questions and comments. This research project undertook to investigate both the general effectiveness of this embedding approach (in terms of student learning and engagement) and the relationship that may exist between instructors’ promotion of the forum and student engagement and/or learning. Quantitative data on student learning and engagement was collected through a pretest/post-test and qualitative data was collected from instructor comments within the LMS course shell. The results of this study indicate that embedding is moderately effective at increasing student knowledge, and that robust instructor encouragement of student participation correlates positively with both student engagement and student learning. We conclude that embedding is an effective information literacy instruction method that can be made more effective through increased relationship-building with faculty and program staff. [ABSTRACT FROM AUTHOR]

This paper presents a comprehensive methodology for conducting a systematic literature review on student participation in higher education institutions (HEIs), focusing on decision-making, student engagement, and extracurricular activities. Following PRISMA guidelines, the review uses evaluation criteria techniques to ensure the quality and transparency of information critical to the design of the paper. A search strategy utilising key terms across EBSCO and Web of Science databases identified 41 relevant articles. Each article underwent thorough analysis, addressing research inquiries about student participation in educational institutions. The review combines findings from diverse perspectives while highlighting students' importance in decision-making and the relevance of student voices in this process. In addition, it highlights the importance of student engagement and the impact of extracurricular activities on academic success. Through such discussions, the paper emphasises the need for integrated frameworks focused on understanding student participation across higher education institutions, suggesting recommendations for optimising student involvement or participation in decision-making processes, fostering student engagement in teaching and learning, and enhancing participation in extracurricular activities. Overall, the paper highlights the multi-dynamic nature of student participation in the modern structure of higher education institutions and advocates for a holistic approach that empowers and motivates students to participate in all areas of the education system, which will go a long way in shaping their educational experiences. [ABSTRACT FROM AUTHOR]

Health education is critical for preventing the spread of infectious diseases and ensuring societal well-being. Children, on the other hand, are rarely actively involved in infectious disease education. Children's literature promotes reasoning and engages students in argumentation and decision-making. Given the importance of active student participation in infectious disease education, we recommend using children's literature to engage school students in role-playing argumentation. This approach not only bridges the gap in student engagement but also promotes argumentation in order to make informed decisions for both individual and public health. [ABSTRACT FROM AUTHOR]

Many K–16 educators agree that active learning is a key component for student success in life sciences. At the same time, some instructors are frustrated by inconsistent student participation in these activities and may revert to traditional teaching strategies. Horse caregivers face a similar frustration when they lead a horse to water and it will not drink. However, they do not stop offering water. Instead, horse caregivers consider two possibilities: the horse is not thirsty or the water is not good. In this article, we apply horse sense to student engagement. We start by framing common challenges within two larger categories: student mindset ("Are the student's thirsty?") and activity design ("Is the water good?"). For each challenge, we subsequently provide strategies to intentionally increase student learning while also empowering instructors to keep perspective. [ABSTRACT FROM AUTHOR]

Participation in student peer leader roles, roles in which more senior students serve as mentors and educators to their peers, have continued to grow in their application and importance to institutions of higher education around the globe. Using a theoretical approach based in Legitimate Peripheral Participation and drawing from the International Survey of Peer Leaders, our paper explored the role of the quality and quantity of participation in important outcomes of the college experience: leadership development, skill development, and academic success. The results showed that the number of hours per week spent on peer leadership activities and the total number of peer leadership positions contributed to positive quality of engagement and enhanced students' academic outcomes, overall leadership skills, and career readiness. Moreover, findings showed that the quality of engagement moderated the influences of the quantity of participation particularly for measures of academic success. As students develop relationships with faculty, staff, and peers throughout their time in peer leader roles and feel a deepening sense of connection and belonging to the college or university, students in peer leader roles become fuller participants in the academic community and, as a result, develop the knowledge, skills, and ways of doing, thinking, knowing, and being that are critical for student success. [ABSTRACT FROM AUTHOR]

This study examines podcasts as a pedagogical approach to improve principles-level accounting students' perceptions of course engagement and the relevance of accounting. In each podcast, the course instructor interviews a business professional who describes how he/she uses accounting information in the workplace. Students listen to podcasts periodically throughout the course. Survey results indicate that approximately one-half of study participants perceived the podcasts increased their engagement in the course and two-thirds perceived the podcasts helped them better understand the relevance of accounting for business professionals. Results are significantly stronger for accounting majors and participants expecting to earn higher course grades. Results for non-accounting majors and participants with lower grade expectations remain positive. These findings suggest that podcasts may be used to positively influence perceptions of course engagement and the relevance of accounting, particularly among accounting majors and high performing students. [ABSTRACT FROM AUTHOR]

This mixed-methods study explores power dynamics, student engagement, and mathematics identity in online mathematics classrooms. Teacher positioning plays a crucial role in shaping these dynamics, yet research on power dynamics in online math classrooms is limited. The study employs classroom observations, survey questions, and interviews to gather data. Ten teachers were observed, and data from 60 students were included in the analysis. The findings inform instructional strategies that foster engagement, empowerment, and positive mathematics identities, intending to create inclusive online environments that support students' mathematical growth and identity formation. The study reveals a moderate power imbalance and teacher authority, highlighting the need for equitable power distribution. Teachers' dominant roles may hinder student autonomy and active engagement. Strengthening collaborative and empowerment strategies holds the potential to cultivate student participation and agency. This research contributes to the existing knowledge on power dynamics, student engagement, and mathematics identity in online classrooms, addressing a significant research gap. Recommendations include involving students in decision-making processes, implementing collaborative strategies, raising awareness of power dynamics, and providing professional development for teachers. [ABSTRACT FROM AUTHOR]

This article examines the expansion of public Montessori education and its implications for student participation and outcomes. The study focuses on the state of South Carolina, which has the largest number of public Montessori programs in the United States. Through a comprehensive analysis of demographic characteristics and standardized test scores, we investigate the participation of different student groups in public Montessori programs and compare the academic achievement of public Montessori students to their peers in traditional public schools. The findings indicate that public Montessori attracts a diverse range of students, but there is an underrepresentation of less-resourced students and students of color in public Montessori programs. Using matching procedures, we find that Montessori students demonstrated higher achievement growth in ELA and math compared to similar traditional public school students. Subgroup analyses find that higher achievement growth for Montessori students is consistent across many student groups. This study provides a comprehensive analysis of public Montessori and highlights the importance of considering curriculum and educational philosophy when evaluating the impact of education policies and programs. [ABSTRACT FROM AUTHOR]

Bayero University is located in the northern region of the country, where the level of disparity between the male and female genders is high. Hence, this study examined female student participation in recreational activities. Data were obtained through questionnaire administration on female students. Information obtained from the center of information technology revealed 9,685 registered female students across 11 faculties. A total of 291 respondents were selected for the study. Data were analyzed using descriptive and inferential statistics. Findings revealed that recreation facilities are abundantly provided in the University, and most students are aware of their existence. The study further revealed that female students participate less in sporting activities except for jogging, walking, listening to music, and reading. The reason why female students participate in recreation includes: Getting exercise (SPI = 4.41), Keep physically fit (SPI = 4.39), Educational/research (SPI = 4.38), Improving physical, and emotional health (SPI = 4.29), Developing skill/ability (SPI = 4.08), Boredom (SPI = 3.99), and Minimize stress (SPI = 3.77). Based on further findings, the factors influencing female student participation in recreation include facility safety (accounting for 47% variance) and demographics (accounting for 44.2% variance). [ABSTRACT FROM AUTHOR]

Although social participation is considered a major facet of inclusion it proves to be particularly challenging for students with social, emotional or behavioural difficulties (SEBD). To avoid the latter’s exclusion it is crucial to focus on possible ways of improving the school setting for such learners. Teachers are seen as key actors in facilitating students´ social involvement. This study thus focuses on teachers´ own social-emotional competencies (SEC) and their efforts to foster their students´ social participation and presents the results of an online survey with Austrian primary school teachers working in mainstream schools (N = 155). The study shows what teachers do in their daily practice to promote the social participation of students with SEBD and how it is linked to teachers´ own SEC. We find that Austrian primary school teachers in our sample apply direct and indirect strategies in equal measure when fostering the social participation of students with SEBD and that they rated themselves as being rather effective. Our results stress the importance of teachers’ interpersonal competencies in using strategies to promote social participation among such students. The higher teachers rated their own interpersonal skills, the more direct and indirect social participation strategies they applied. [ABSTRACT FROM AUTHOR]

AbstractStudent engagement is a key contributor to educational programme quality. It is a complex construct often defined with the focus on student behaviors. However, a broader, more organizational approach takes into account the institutional context and how this can be structured to encourage and support students’ willingness and ability to become engaged. This paper includes suggestions for a student engagement system using key elements recognized in the literature and concrete examples from medical schools that achieved recognition in the ASPIRE-to-Excellence student engagement initiative. The examples from the ASPIRE participants demonstrate that the presence of certain key features creates a mutually beneficial collaborative approach between students and their institutions. This includes opportunities for students to formally engage in four domains touching on the breadth of student life, including institutional governance and policy-making, educational programme development and evaluation, participation in activities in the academic community, and participation in local community and international outreach. Based on an in-depth review of the information from three medical schools that recently received an ASPIRE-to-Excellence award in student engagement, it was possible to identify certain specific practices that individually and taken together allow an institution to demonstrate excellence in this complex construct. As an overarching concept, it was clear that student participation in each of these domain areas benefitted from a supportive institutional culture characterized by specific formal attributes and activities. Examples included codifying student involvement in governance through institutional policies; maximizing communication routes among students and between students and school administrators and faculty; and formalizing a participatory environment through missions statements or strategic plans. For programme planning, a helpful conceptualization is that a successful student engagement programme occurs when change is championed by all stakeholders within an institution and the organization supports a collaborative culture that includes students as active participants and partners. [ABSTRACT FROM AUTHOR]

Increasing student engagement is a challenge for faculty of all experience levels. This manuscript introduces the Participation Competition as a pathway for faculty to gamify the Marketing classroom and increase student engagement. Through incentivizing group-based in-class participation, faculty can help students practice soft skills, facilitate collaboration, and encourage class attendance and preparation using this semester-long activity. To demonstrate the efficacy of the Participation Competition, data was collected for one academic year at two universities leveraging the Zhoc, Webster, King, Li, and Chungh (2019) Higher Education Student Engagement Scale (HESES) for a total sample size of n = 396. The HESES scale measures student outcomes (i.e. academic learning, cognitive engagement, and peer engagement) and class outcomes (i.e. value-add). General student participation and engagement are also measured for both the control and treatment groups. The results revealed that student and class outcomes were higher when comparing a class in which the participation competition was enacted relative to a class not exposed to the participation competition. Additionally, students reported increased participation within the class and among their peers and higher perceptions of satisfaction and engagement. Evidence suggests that the Participation Competition is an advantageous and pragmatic tool for augmenting the Marketing classroom. [ABSTRACT FROM AUTHOR]

Portable mobile technologies and high-speed access to the internet has led to the development of new online-first reading materials such as Korean Manhwa or webtoons, designed for quick consumption on mobile devices. Drawing on in-depth interviews with 11 adolescent girls aged 14 to 15 years old, this study examines why and how adolescents read Manhwa, especially romances. Findings show that these girls read for entertainment and to escape from reality. Strong visual aesthetics, relatable characters and engaging storylines, driven by technological infrastructures encouraging continual engagement, support these adolescents' immersion in online storyworlds. Their engagement with these texts allowed the girls as readers to discover self as reader and person, negotiating multifaceted aspects of their working, moral and romantic lives as they envision present and future possibilities. [ABSTRACT FROM AUTHOR]

Virtual simulation technology can significantly improve the quality of teaching and the efficiency of resource utilization, through the creation of a simulated real work environment, which not only enhances the practical operation ability of students but also stimulates their innovative thinking and technology application ability. This paper discusses the application and impact of virtual simulation technology in dual-creation education and analyzes in detail the four major application strategies of virtual simulation technology in dual-creation education, including the integration of virtual simulation technology and curriculum design, the enhancement of teachers' skills and teaching methods, the enhancement of students' participation and practical experience, and the establishment of an effective evaluation and feedback mechanism. Through these strategies, virtual simulation technology not only solves the existing challenges in dual-creation education but also provides an innovative approach to education. [ABSTRACT FROM AUTHOR]

Student participation is essential in improving the quality of education. The Children's Council is a student participation body in school governance. This body promotes student engagement in their learning and with the school. The school under study considers this Children's Council as an essential element of its educational project and new governance. The Children's Council is a successful particular reality in a socially vulnerable context that requires an intrinsic case study. This study describes the functioning of the Children's Council as a strategy that gives children a voice in the school's decision-making process and identifies barriers and difficulties in its implementation. Interviews were used to collect the voices of the participants in order to learn more comprehensively about the implementation and benefits of the Children's Council in the school. Among the results, it is highlighted that the council has been a fundamental participatory body at the organizational level to transform school governance and promote methodological change in the classroom. It can be concluded that the formation of a Children's Council has had a positive impact on the process of school transformation and improvement. Schoolchildren feel that they are listened to and have a real space for participation in the school's decision-making process. [ABSTRACT FROM AUTHOR]

Storytelling has the potential to successfully convey knowledge, understanding and experiences in an unintimidating and exciting way to experts as well as non-experts in almost all fields. Storytelling's utility as an information transmission medium makes it an attractive choice for use in classrooms where knowledge sharing, and the construction of understandings are required. The aim in this mixed method case study was to reveal the impact of storytelling, when used as an instructional tool, on students' learning experience when exposed to a unit of work entitled "Light". Observational checklists and students' journal entries were used to: (1) assess students' levels of participation during classroom learning, and (2) solicit students' views about the effectiveness of storytelling to facilitate science learning. The findings revealed high levels of student participation and an overall expression of enjoyment of learning among students when science was presented to them using this method. Students indicated that storytelling was effective in facilitating their understanding of science content and suggested that it should be used more often in science classrooms. [ABSTRACT FROM AUTHOR]

This study utilized the large-scale, multi-institutional CASSIE dataset to examine the impact of education abroad participation on academic outcomes for first-generation college students. Using robust multivariate matching methodology that effectively minimized self-selection bias, results showed the magnitude of benefit offered by studying abroad was greater for first-generation students than for continuing-generation students. Even after matching on a variety of background and prior achievement variables, first-generation students who studied abroad had higher 4- and 6-year graduation rates, had higher cumulative GPA scores, and took less time to graduate—relative to first-generation students who did not study abroad. These findings suggest that education abroad programming can be leveraged as a high-impact educational practice to promote college completion rates among first-generation students. [ABSTRACT FROM AUTHOR]

Group activities in Global Project-Based Learnings （gPBLs） can encounter issues of uneven contributions and levels of commitment among students; situations arise where some students in group projects rely almost entirely on their peers to complete the assigned tasks. Therefore, when designing instructional plans - especially for online gPBLs - it becomes crucial to establish mechanisms that hold each student accountable throughout each stage of the project. This paper advocates a new method for assessing students' engagement in group work, leveraging an analysis of their activity within the 'Slack' collaboration platform. We also demonstrate that employing Slack-based evaluation enables more effective and accountable tracking of student engagement, consequently boosting their motivation to actively participate in the program. Our study concludes that this enhanced level of engagement in group work should strengthen the overall effectiveness of the online gPBL format. [ABSTRACT FROM AUTHOR]

Academic engagement (AE) is an educational concern, and universities seek to increase its level by identifying the factors affecting it. Self-determination theory (SDT) and self-efficacy (SE) have been assumed to affect academic engagement directly or indirectly. Recognizing the significance of investigating AE and the factors influencing it, a notable research gap is spotted in the exploration of the mediating influence of SE in the relationship between SDT and AE. The current study tried to fill this gap and aimed to reveal the levels of self-determination, self-efficacy, and academic engagement of undergraduate students as well as the mediating role of self-efficacy in the relationship between the self-determination motive and academic engagement. After applying the relevant measures to a sample of 240 undergraduate students, the results showed that self-efficacy and autonomy as a dimension of self-determination had a medium level, while the level of relatedness was high; moreover, the level of academic engagement was high and self-efficacy was low. Autonomy and competence as components of self-determination were also revealed to directly and indirectly affect academic engagement. The results also demonstrated the mediating role of self-efficacy in the relationship between self-determination motive and academic engagement. In light of the previous findings, there are some important implications, through which the teachers and faculty members can identify the factors affecting AE to help students increase their participation in educational activities. Psychological Counsellors can also use the findings to help students in coping with academic life challenges and positively interacting with their educational environment. [ABSTRACT FROM AUTHOR]

This paper presents quality indicators identified from the contributions of Elementary School students from public schools in the interior of the state of São Paulo/Brazil, rescues and seeks to strengthen student participation in the debate on the social quality of public schools. A qualitative research approach was used, based on the answers to a questionnaire with an open question from 1.129 students in the 9th grade of elementary school and, subsequently, the participation of 40 students in a workshop on the quality of public schools. The analysis and grouping of the collected data were organized based on Bardin's propositions (2009). According to the participating students, the aspects that contribute to the quality of social involvement are external determinants: infrastructure, food and financing; and internal: pedagogical practices, organization of pedagogical work, values, interpersonal relationships, behavior. The students' reports allowed us to understand their perspective on the quality of the school and indicated the potential of their contributions when called upon to participate in democratic processes, which expand their training beyond the cognitive knowledge required in largescale assessments, providing opportunities for the development of other dimensions of human formation. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) is the property of Dinasti Publisher and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents a comprehensive methodology for conducting a systematic literature review on student participation in higher education institutions (HEIs), focusing on decision-making, student engagement, and extracurricular activities. Following PRISMA guidelines, the review uses evaluation criteria techniques to ensure the quality and transparency of information critical to the design of the paper. A search strategy utilising key terms across EBSCO and Web of Science databases identified 41 relevant articles. Each article underwent thorough analysis, addressing research inquiries about student participation in educational institutions. The review combines findings from diverse perspectives while highlighting students’ importance in decision-making and the relevance of student voices in this process. In addition, it highlights the importance of student engagement and the impact of extracurricular activities on academic success. Through such discussions, the paper emphasises the need for integrated frameworks focused on understanding student participation across higher education institutions, suggesting recommendations for optimising student involvement or participation in decision-making processes, fostering student engagement in teaching and learning, and enhancing participation in extracurricular activities. Overall, the paper highlights the multi-dynamic nature of student participation in the modern structure of higher education institutions and advocates for a holistic approach that empowers and motivates students to participate in all areas of the education system, which will go a long way in shaping their educational experiences.

This study investigates the impact of rebranding office hours to happy hours on student engagement at Florida International University, where class sizes often exceed 100 students and can be as large as 400. The initiative aimed to address the challenge of low student attendance during traditional office hours, a critical time for student-professor interaction. Implemented in summer 2021 during COVID-19, happy hours were held in lab spaces to allow for social distancing and create a more inviting atmosphere. A focus group of 36 students across four semesters provided feedback, revealing increased attendance and positive perceptions. Students appreciated the informal and welcoming environment, which reduced intimidation and fostered a sense of community. The study highlights that happy hours promoted not only academic support but also peer connections, enhancing the overall learning experience. This flexible approach improved student participation and academic performance, emphasizing the importance of an inclusive and supportive educational environment. [ABSTRACT FROM AUTHOR]

Hybrid learning is an alternative learning that can provide wider access for students to learn and increase student’s participation in learning. Student’s involvement in the hybrid learning model is an interesting and important issue to be researched. This study aims to examine whether there are differences in cognitive engagement, emotional engagement, social engagement, behavioral engagement, and collaborative engagement in hybrid learning. This research is an experimental research. A total of 52 accounting students participated in the research respondents were given treatment in the form of implementing hybrid learning. The t-test is used to determine whether there is differences in social engagement, cognitive engagement, emotional engagement, behavioral engagement, and collaborative engagement in hybrid learning. The results show that student engagement is different before and after the implementation of hybrid learning based on the five dimensions of engagement. Educators who intend to increase student engagement can use hybrid learning. [ABSTRACT FROM AUTHOR]

In classrooms, teachers play a fundamental role in managing students' participation. As part of their classroom interactional competence to maximize interactional space for students' learning, teachers use multimodal resources to orchestrate turn‐taking, allocate the next speaker, and manage repair sequences. However, little is known about how teachers employ these resources to engage learners in delegated peer repair, that is, repair sequences initiated by a student and solved by another classmate. Adopting a multimodal conversation analysis approach, this study aims to investigate how Spanish‐as‐a‐foreign‐language teachers multimodally manage delegated peer repair in whole‐group interaction by increasing interactional space to promote students' participation. The findings show that teachers often resort to embodied resources such as gaze, gestures (pointing), and hand and body movements (stepping backward) to engage students in delegated peer repair, leading to increased student participation and autonomy. We end with some reflections on the relevance of the adopted methodology for better understanding how teachers employ multimodal resources to create interactional space and engage students in delegated peer repair, thus promoting learners' interactional competence in the foreign language. It also suggests some potential implications for teachers' professional development. [ABSTRACT FROM AUTHOR]

This paper investigates the effects of a guaranteed prize incentive, in the form of an extra score, on student engagement in the quality assurance system (QAS) questionnaires employed for evaluating teaching performance at the University of Malaga. The incentive system aims to counteract declining participation rates and mitigate potential survey fatigue among students. Employing a comprehensive dataset spanning multiple academic years and subjects, the study utilized statistical analyses to evaluate the incentive's effectiveness, considering its potential impact on both final grades and QAS questionnaire outcomes. The results demonstrate a substantial increase in participation rates, with over 85% of students acknowledging the motivating influence of the incentive. However, concerns regarding the compromise of anonymity arose among 40% of students, possibly linked to the physical presence of teachers during the verification process of the QAS questionnaire submission. The statistical analyses raise questions about the incentive's influence on students' final grades while indicating that the incentive system does not significantly affect the results of the QAS questionnaires. The study contributes valuable insights into the complexities of incentivizing student participation in teaching assessments within the higher education landscape. To the best of our knowledge, there are few publications that investigate the use of an additional score as an incentive for students' participation in QAS questionnaires. [ABSTRACT FROM AUTHOR]

The pandemic has affected many aspects of our lives including education and that has caused the Government to provide alternative teaching methods and make recommendations for online learning. Since smartphones and laptops using the internet are the only tools for learning, students are increasingly playing online games and being exposed to English vocabulary. This research aimed at identifying and analyzing whether students' participation in online games and vocabulary mastery simultaneously correlate with their learning motivation. This research is a quantitative research with a correlation design. The research was conducted at SMPN I Koba, Central Bangka, Bangka Belitung, with 93 students as respondents. The data collection technique used a questionnaire with a Likert scale on the online games questionnaire and learning motivation and the Guttman scale on the vocabulary mastery questionnaire. The prerequisite test uses the normality test, homogeneity test, and linearity test. Analysis using correlation analysis of r-Product moment and multiple regression analysis. The research results have shown that there is a correlation between students' participation in online games and vocabulary mastery simultaneously with learning motivation. [ABSTRACT FROM AUTHOR]

This study analyzes the effectiveness of Genially, a digital tool, in distance education at the Unidad Educativa Fiscomisional Yachana Inti, which focuses on young people and adults with incomplete education. In the current context of educational digitalization, accentuated by the pandemic, the importance of tools such as Genially is highlighted. A quantitative approach was implemented, applying surveys to 40 teachers, to evaluate the usability of Genially, its impact on student comprehension and participation, and its integration in teaching. The results indicate a favorable perception towards Genially, highlighting its role in increasing interactivity and student engagement. However, challenges such as the learning curve and the need for more technical support were identified. These findings support the effectiveness of digital tools in distance education and highlight the need to adapt teaching practices to emerging technologies. Despite the positive results, the limitation of the study is recognized due to its restricted geographic and demographic scope, suggesting the need for further research to generalize the results to other educational contexts. [ABSTRACT FROM AUTHOR]

This study aimed to examine the relationship between the classroom environment (CE) and university identification (UI) and the chain mediating effects of student engagement and academic achievement (AA). 4,463 Chinese university students were assessed using the classroom environment and UI scales, and measures of student engagement. Results show: (1) a significant positive correlation between a supportive CE, high student engagement, high AA, and high UI; (2) AA plays a mediating role between CE and UI, while student engagement mediates CE and UI; and (3) student engagement and AA play a chain mediating role between CE and UI. This study verified that a positive CE helps strengthen university students' UI, and student engagement, AA, and a series of intermediary roles had a chain mediating effect. Universities should create a positive CE and encourage building good interpersonal relationships between students and others to further increase AA and UI among students. [ABSTRACT FROM AUTHOR]

The article titled "Music and TikTok in Social Sciences: A didactics of brain languages" presents a novel intervention in primary education using TikTok as an interdisciplinary tool. The study uses quantitative and qualitative methodologies with 101 fifth-grade students, and the results show a positive impact on the understanding of content about the Middle Ages. The effectiveness of this approach in improving student participation in current interdisciplinary education is highlighted. [Extracted from the article]

Copyright of Ensayos: Revista de la Facultad de Educacion de Albacete is the property of Ensayos Revista de la Facultad de Educacion de Albacete and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ensayos: Revista de la Facultad de Educacion de Albacete is the property of Ensayos Revista de la Facultad de Educacion de Albacete and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Linhas is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article studies the factors influencing online learning and distance learning. In this study we have established a framework of factors using Interpretative Structural Modelling (ISM) analysis. We have established nine (09) factors associated with online learning and distance learning from the extant literature in the domain. We further collected data from 20 participants of online learning and distance learning including faculties, students, and administrator. Detailed analysis of factors yields the ISM framework for factors categorizing those into autonomous, dependent, independent, and linkage factors. The results of the study show that ISM model has five (05) different levels where the bottom most level gives the key driving factor F9 (Course Design and Delivery) whereas the topmost level of the ISM model shows the highly dependent factor F1 (Personal and Professional Obligations) Rest of the factors are within these two levels. This study establishes a contextual relationship between factors influencing online learning and distance learning. Our study contributes to the existing literature by providing a foundation to administrators to address the concerns related to various areas. Factors identified indicates the key decision areas and the analysis provided indicate the priorities to be considered for resource allocation towards those areas. [ABSTRACT FROM AUTHOR]

Online learning might become mainstream in the days to come, especially at higher educational level, because it allows student to learn while working full time or part time. Online education arrangement is rather novel and complex in nature. It has been observed that it is difficult to keep student engagement level high in online learning. The present study aims at finding out the reasons behind low student engagement at higher education level and find out ways to increase student participation during online lectures. Study focuses on the behavioral engagement of students encompassing students’ interaction with teachers, peers and technology. [ABSTRACT FROM AUTHOR]

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Technological advancements have ushered in a new era of global educational development. Artificial Intelligence (AI) holds the potential to enhance teaching effectiveness and foster educational innovation. By utilizing student posture as a proxy, computer vision technology can accurately gauge levels of student engagement. While previous efforts have focused on refining posture classification models, this study uniquely addresses the comprehensive implementation of a real-time posture detection workflow, encompassing software, hardware, and network aspects. The proposed posture detection system leverages surveillance cameras equipped with cutting-edge computer vision technology, specifically employing the Open Visual Inference & Neural Network Optimization (Open VINO) model for precise student posture detection. Data transmission is facilitated using the Message Queuing Telemetry Transport (MQTT) protocol, effectively establishing a seamless posture detection workflow within the classroom setting. To validate the system, video recordings from a real teaching environment (a fifth-grade class in the Chinese compulsory education system) were analyzed, resulting in posture classifications with impressive accuracies of 0.933 for standing, 0.772 for sitting, and 0.959 for hand-raising. Achieving a frame processing time ranging from 109 to 758 milliseconds, the system efficiently delivers real-time posture data to educators. Consequently, the posture detection system developed in this study possesses the capability to intelligently monitor student postures in the classroom, with the potential to enhance teaching quality in smart classrooms. [ABSTRACT FROM AUTHOR]

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuaderno de Pedagogia Universitaria is the property of Pontificia Universidad Catolica Madre y Maestra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background. The use of platforms in learning will affect student engagement. Online platforms are changing the traditional approach to education. This will have a significant impact on student engagement. The online learning platform as a whole can have a positive impact on students. Student engagement in learning will provide effectiveness and independence. Purpose. This research aims to identify how much impact the online learning platform has on student engagement. In addition, it can also analyze the positive and negative impacts of using online learning platforms during learning. Method. The method used in this research is quantitative method. Data collection was done by distributing questionnaires to students and teachers. The questionnaire contains statements related to the impact of using online learning platforms on student engagement. This statement is loaded into google from which the results will be processed through the SPSS application. The data obtained can be tested by proving the statements listed on Google from. This is adjusted to the facts that often appear in the world of education. Results. The result of this research is that the impact of online platform on student engagement can be effective. Technology developed in online learning will have the potential to increase student engagement during learning. But on the other hand, it still considers the factors that will affect the maximization of the benefits of the online learning platform. Conclusion This research can be concluded that the use of platform in online learning will affect the engagement of students. Maximum use of the platform will be able to provide technological accessibility as well as adequate training for educators and students. The utilization of online platform will increase the effectiveness of distance learning. It will allow flexibility and ease of interaction between students. [ABSTRACT FROM AUTHOR]

The authors examined the influence of study-abroad participation on the cognitive development of students across 17 institutions. Even after adjusting for several important potential confounding influences such as student precollege characteristics, college academic and nonacademic experiences, study-abroad intent, and a pretest measure for each outcome measure, the authors found that study-abroad participation enhanced students' end-of-4th-year critical thinking, need for cognition, and positive attitudes toward literacy. [ABSTRACT FROM AUTHOR]

This article argues for repositioning voice within BIPOC histories and contributions to the fields of English/rhetoric/composition studies. By reinvestigating the affordances and constraints of Expressivist-driven definitions of "voice" and the contemporary applications of imitation writing assignments, this article demonstrates alternative approaches to teaching and thinking through voice in writingbased courses. [ABSTRACT FROM AUTHOR]

Using classroom play to promote comfort between composition students, encouraging greater participation and experimentation by helping students feel safe traversing educational and social boundaries, is supported in a theoretical lens connecting play to both pedagogy and various literacies valued in college writing. One practical framework, with student interviews, is described. [ABSTRACT FROM AUTHOR]

This article communicates a methodology for and the benefits of including online student presentations in an on-campus research symposium named Scholar Day at A (SDA). The authors an outline of how SDA was structured to allow participation of online students. Both quantitative and qualitative feedback were collected from student participants. Data suggest students were satisfied with the events and felt SDA accomplished the primary goal: "To highlight the scholarly work of LSUA students." The method of including online students was refined each year to identify the most effective model of inclusion. The authors conclude that, while there are challenges to accommodating online student presentations, the benefits of their inclusion are meaningful both for the participating students and for the larger campus community. [ABSTRACT FROM AUTHOR]

This study examines first-year students' perceptions in the English Language Teaching Department at Tishk International University regarding using icebreakers, warmers, and energizers in the classroom. The research aims to assess the effectiveness of these activities in enhancing student engagement and participation, as well as their impact on the overall learning experience. The study contributes valuable insights into the practical applicability of these techniques in an educational setting. Additionally, the positive perceptions of the students underscore the potential of these activities in establishing a favorable and comfortable learning environment. Data were collected through surveys and interviews, employing both quantitative and qualitative methods. For the quantitative aspect, 32 participants (10 males & 22 females) were surveyed, while the qualitative segment involved interviews with 10 students (five males & five females) at Tishk International University. The study's results indicate that the overwhelming majority of students hold a positive perception of the use of these activities. They view them as beneficial for creating a relaxed and comfortable learning atmosphere, fostering interaction and collaboration among classmates, and boosting motivation and interest in the language. The study suggests that incorporating these activities into EFL classrooms can significantly enhance the overall student learning experience and contribute to a more dynamic and interactive classroom environment. The findings are consistent with existing literature in the field. [ABSTRACT FROM AUTHOR]

Food, cooking, and eating are commonly used as contexts or legitimations to teach and communicate science. However, for teaching to have contextual credibility, the relationship between subject and context is a relevant area of study. The present contribution describes an analysis of curricula from three Nordic countries shedding light on conditions for interdisciplinarity and/or curricular integration between the subjects science/chemistry on the one side, and home economics on the other. A two-phase documentary analysis was conducted on curricula from Finland, Norway, and Sweden from 2006 to 2020, revealing substantial potential for interdisciplinary collaboration and/or curricular integration. This is seen both in common declarative knowledge content ('declarative knowledge overlap') and, more interestingly, meeting points between subject-dependent practices and ways of thinking ('transfer of practices and ways of thinking'). The second inductive phase produced 11 themes common to the subjects. Possibilities and challenges are discussed in relation to the subjects' epistemologies and ontologies, as well as practitioners' competencies, attitudes, and creativity for subject boundary-crossing. Consequently, we conceptualise teachers' roles as lying in the span between 'teacher as polymath' and 'teacher as collaborator'. The present work also provides a instrument for exploring curricular conditions for interdisciplinarity between subjects on a more general basis. [ABSTRACT FROM AUTHOR]