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In order to design learning environments that foster students' research skills, one can draw on instructional design models for complex learning, such as the 4C/ID model (in: van Merriënboer and Kirschner, Ten steps to complex learning, Routledge, London, 2018). However, few attempts have been undertaken to foster students' motivation towards learning complex skills in environments based on the 4C/ID model. This study explores the effects of providing autonomy, competence and relatedness support (in Deci and Ryan, Psychol Inquiry 11(4): 227-268, https://doi.org/10.1207/S15327965PLI1104_01, 2000) in a 4C/ID based online learning environment on upper secondary school behavioral sciences students' cognitive and motivational outcomes. Students' cognitive outcomes are measured by means of a research skills test consisting of short multiple choice and short answer items (in order to assess research skills in a broad way), and a research skills task in which students are asked to integrate their skills in writing a research proposal (in order to assess research skills in an integrative manner). Students' motivational outcomes are measured by means of students' autonomous and controlled motivation, and students' amotivation. A pretest-intervention-posttest design was set up in order to compare 233 upper secondary school behavioral sciences students' outcomes among (1) a 4C/ID based online learning environment condition, and (2) an identical condition additively providing support for students' need satisfaction. Both learning environments proved equally effective in improving students' scores on the research skills test. Students in the need supportive condition scored higher on the research skills task compared to their peers in the baseline condition. Students' autonomous and controlled motivation were not affected by the intervention. Although, unexpectedly, students' amotivation increased in both conditions, students' amotivation was lower in the need supportive condition compared to students in the baseline condition. Theoretical relationships were established between students' need satisfaction, students' motivation (autonomous, controlled, and amotivation), and students' cognitive outcomes. These findings are discussed taking into account the COVID-19 affected setting in which the study took place., Competing Interests: Conflict of interestThe authors declare that they have no conflict of interest., (© The Author(s), under exclusive licence to Springer Nature B.V. 2022, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.)

ICT can address concerns about access and quality of higher education in developing countries like Ethiopia. The crucial role of ICT in education has become more evident than ever during the COVID 19 crisis. Despite its role in addressing educational quality and access issues, evidence about the educational use of ICT in developing countries is scarce. Many previous studies on determinants of educational ICT focus on higher education in developed countries, while it remains unclear whether existing models explain ICT use by instructors in developing countries. This study reports the findings of a qualitative study conducted in three public universities of Ethiopia in order to elaborate determinants of instructors' educational use of ICT. First, it presents a conceptual framework of factors that explain instructors' ICT use based on literature. Second, based on empirical evidence collected from instructors, it assesses their experiences and opinions in relation to the proposed framework components. In-depth data were collected through focus group discussions from twenty-one instructors. The data were analyzed thematically with ATLAS.ti software. The results confirmed that the institutional, individual and infrastructure-related determinants of the framework are perceived to be relevant in determining instructors' ICT use. Moreover, the study revealed the necessity of extending the proposed framework through aspects of management support, course-related factors, students' ICT competence and access to ICT infrastructure as new determinants of instructors' educational ICT use. Implications for theory-building are discussed and follow-up research is proposed., (© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021.)

The aim of this research was to compare the effectiveness of hierarchical sequencing (HS) versus elaboration sequencing (ES) models in improving educational outcome of clinical knowledge when using instructional multimedia programs in postgraduate orthodontic training. Twenty-four postgraduate and 24 undergraduate dental students participated in this study. The postgraduates were following an orthodontic speciality training programme. The undergraduates were fourth- and fifth-year dental students. Twelve instructional multimedia modules were developed, six logically sequenced (LS) discussing six different orthodontic topics. Another six modules on identical topics were sequenced according to one macro-sequencing (MS) model. The implemented MS model was either HS or ES. The only difference between LS and MS modules was the adopted sequencing model. All participants were assigned into consistent pairs of students and were randomly divided into a test and a control group. In each pair, one student studied the LS module (control group) while the other studied the MS version (test group). Pre- and post-evaluation tests of each pair of participants were performed to measure knowledge, understanding and application of each participant with regard to the discussed topic. A multilevel analysis was conducted to assess the estimated effect of the different sequencing models. The level of significance was set at 0.05. At baseline, no significant differences (P > 0.05) were found in pre-test scores between groups. The HS model showed a significant effect on the scores achieved (P = 0.05). The test group showed a significantly higher estimated probability of correct answers to the questions (P = 0.003) when applying the HS model. The HS model may improve educational outcome when using instructional multimedia programs in postgraduate orthodontic training.

Background: Research emphasises the need for instructional methods and tools which can improve Basic Life Support (BLS) performance or reduce instructional time., Aim: To investigate the effect of peer evaluation to improve reciprocal learning with task cards as instructional tools for acquiring BLS., Methods: A total of 78 kinesiology students from a Belgian university were paired and randomised across two groups to learn BLS in 20min with task cards. In the control group, students worked together in a defined doer-helper relationship and switched roles every 5min. In the peer evaluation group, students followed the same co-operation procedure as in the control group. In addition, 1min before every switching of roles, the helper evaluated the doer's performance. All BLS skills were individually assessed on a Laerdal AED Resusci Anne mannequin (Laerdal Medical, Vilvoorde, Belgium) using the Laerdal PC-Skill reporting system. A total BLS score was calculated and performance was measured before training (baseline), immediately after training (intervention) and 2 weeks later (retention)., Results: Significantly more students from the evaluation group remembered and consequently performed all BLS skills at intervention (P=0.03). No significant differences were found between groups for main cardiopulmonary resuscitation (CPR) variables and total BLS scores at baseline, intervention and retention. Both groups achieved more than 70% of the maximum BLS score at intervention and retention., Conclusions: This study demonstrated that 20min reciprocal-learning setting with task cards is an effective method to learn BLS. The implementation of peer evaluation in this setting has an immediate, however small, positive impact on BLS skill learning.

The increased concern for accountability and quality improvement is inducing universities throughout Europe to evaluate and control performance. The establishment of criteria for educational quality, a requirement for a successful evaluation, was studied as part of an evaluation of the dental education programme at the Catholic University of Leuven. Criteria suggested by different groups (members of the internal evaluation commission including graduate and postgraduate students; members of the academic staff of the School of Dentistry, Oral Pathology and Maxillo-facial Surgery, and other members of the academic staff, not directly belonging to the school), were analysed by means of ANOVA with Scheffé posthoc tests to identify intergroup differences. It was hypothesized that a closer connection to the dental curriculum or a higher responsibility in the evaluation process would result in stricter criteria. For 108 different questions (in the form of statements with a six point Likert-type scale), members of the three groups had to indicate the score below which the quality would be considered suboptimal. Except for one question, no significant differences were found between ratings given by the members of the internal evaluation commission and other members of the School. Significant differences were found between non-school members and school- and/or commission-members. This study indicates that agreement on educational quality may be presupposed within an academic faculty and between members of the internal evaluation commission. However, the study also indicated that some caution should be exercised when 'external' teachers are included in the evaluation process.