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Purpose: This study aims to improve the Unified Theory of Acceptance and Use of Technology (UTAUT) model by examining technological anxiety and other influential factors on international students' adoption of mobile learning (m-learning) during COVID-19 emergency remote teaching (ERT). Design/methodology/approach: This study utilized the modified UTAUT framework to test hypotheses through a cross-sectional survey method. Participants were university students studying Chinese as a foreign language who were selected using a convenience sampling approach. An online questionnaire was then administered. The data collected from the surveys were analyzed using the partial least squares method with SmartPLS 4 software. Findings: The study examined 16 hypotheses and found support for six of them. The results confirmed that performance expectancy (PE) is a significant predictor of behavioral intention (BI), and anxiety influences both PE and effort expectancy. The negative effect of social influence on anxiety was found to be significant, while facilitating conditions had a negative impact on learners' self-efficacy. The model fit indices indicated a good overall fit for the model. Research limitations/implications: This study presents a valuable contribution to the literature on m-learning in emergency education by incorporating technological anxiety into the enhanced UTAUT model. Examining the relationships between the key factors of the model provides a better understanding of learners' intentions and can inspire researchers to establish new theoretical foundations to evaluate the roles of these factors in diverse educational settings. Practical implications: The study found that performance expectations are linked to learners' intentions, and anxiety indirectly affects BIs to use mobile learning platforms. Thus, these platforms should be designed to meet learners' expectations with minimum effort and eliminate anxiety triggers to facilitate ease of use. Language curriculum developers and policymakers should incorporate mobile learning applications to support diverse language skills, address students' needs and encourage their use through professional development opportunities for instructors. Social implications: Social factors have been found to significantly influence anxiety levels among learners. Therefore, it is crucial for teachers and family members to play an essential role in mitigating anxiety's adverse effects. Discussing related issues can enhance the quality of mobile learning and stimulate social initiative by providers, ultimately improving the learning experience for all learners, regardless of their location or circumstances. This can also contribute to the growth and development of society. Originality/value: This study contributes to the originality of m-learning development by proposing an enhanced UTAUT model that considers anxiety and emphasizes the critical role of foreign learners' BIs. It provides fundamental guidelines for designing and evaluating m-learning in ERT contexts. [ABSTRACT FROM AUTHOR]

This article reports on a national survey of complementary school providers in Scotland to gain insights into their perspectives of the abrupt transition to online learning spaces during the Covid-19 pandemic. Data gathered from a questionnaire (n=34) and in-depth interviews (n=13) covering 19 different heritage languages are analysed through the lens of practical evaluation, projective agency, and the concept of uncertainty in education. While teacher agency has been a subject of recent study and debate, there is limited research on enacting agency in complementary school settings. The study draws light on the ways in which school leaders enacted agency on multiple levels and in complex and nuanced ways as schools adapted their diverse provision in the face of challenges triggered by Covid-19. Findings reveal that (i) closure of school sites led to further pressures for schools and for the learners, families, and communities that they support, and (ii) the creation of online spaces provided opportunities for complementary schools to explore new resources, facilitate innovative forms of learning and teaching, and extend the reach of their school. We conclude with consideration of new avenues for complementary school planning and provision, and implications for developing online learning spaces for heritage languages. [ABSTRACT FROM AUTHOR]

Due to the unequal gender division of labour in parenting practices, intensive mothering has been further reinforced in the digital age, amplifying mothers’ otherwise implicit emotional work. Using data from 70 self-narration cases of Chinese mothers during lockdown learning, this study found that mothers experienced four kinds of negative emotions – anxiety, anger, frustration and guilt during online learning, and adopted two possible coping strategies – active self-reflection and passive intervention by others. This study foregrounded the unequal emotional work of Chinese mothers, especially the vulnerability in emotion management among mothers at lower socioeconomic levels. This study revealed how the ideological discourses constructed by intensive mothering influence Chinese mothers’ emotions in digital educational involvement and the digital inequality it may trigger. [ABSTRACT FROM AUTHOR]

There remains a dearth of answers to certain inquiries regarding oral English presentations, despite the growing interest in this field in recent years. The current study examined Thai university students' perspectives on their English presentation abilities, the difficulties they encounter when delivering English presentations in an online environment, and their preferred mode of presentation. They enrolled in a 12‐week online course on English presentation and communication skills through the Zoom application. This study employed a qualitative methodology and utilized reflective writing from students in response to four open‐ended questions that prompted respondents to consider their experiences. A thematic approach was applied to the reflective essays to identify recurring themes and patterns within the data. The findings of the analysis indicated that, overall, the students expressed the need for enhancement in their English presentation abilities. Furthermore, this research emphasized several challenges that students confronted when delivering online presentations, encompassing nonverbal communication, anxiety, the audience's engagement, and addressing questions. Despite the apparent convenience of online presentations, they conveyed a preference for face‐to‐face presentations. Interaction, teacher and peer support, and a desire to become a professional presenter were the three factors that affected their preference. This study establishes a fundamental basis for subsequent investigations and proposes strategies that higher education instructors can implement to enhance their students' English presentation skills. [ABSTRACT FROM AUTHOR]

Blended learning sets solid foundations for the utilization of educational technology in authentic student learning experiences within traditional educational contexts as well as in distance education. The author introduces an integrated and distributed model of blended learning, utilizing educational technology for authentic student learning experiences in traditional face-to-face educational settings and/or online learning. The discussion of the integrated and distributed model of blended learning is supported by keyword analysis in WOSviewer highlighting research themes and trends, which are also presented according to their chronology. The article presents a citation analysis according to articles and by countries of origin of the first author. The search for the topic "blended learning in higher education" resulted in 3936 hits in the WOS core collection within the period from 2001 to 2024. Thematic evolution using WOSviewer analysis identified three clusters showing technology development trends. The oldest is the second cluster (green) thematises e-learning integrating "learning design features" such as methods: (collaborative learning, problem-based learning), learning outcomes, learning performance, teaching/learning strategies, and interactive learning environments, virtual learning environments, learning management systems. The first cluster (red) in between, thematises blended learning and flipped learning integrating artificial intelligence-based design. The third cluster (blue) is the most recent and thematises the online learning, hybrid learning and Covid-19 shifting higher education with integrated and distributed blends. The author concludes the discussion with an analysis of the 40 highest-cited articles from a World of Science (WOS) core collection database examining integrated and distributed blended learning in higher education and addressing areas of effectiveness of blended learning. [ABSTRACT FROM AUTHOR]

Academic adjustment can be an important factor in accepting the new online education environment and succeeding in this situation. The target population for this study comprised all students enrolled at universities in Ahvaz City, (Iran) during the 2022–2023 academic year. In this descriptive-correlational study, the purposive sampling method was employed to select 300 university students and asked them to answer the Academic Self-Efficacy Questionnaire (ASEQ), Online Education Questionnaire (OEQ), and Academic Adjustment Questionnaire (AAQ). The study findings revealed that aptitude, effort, and context all had positive significant relationships with academic adjustment in college students (p <.01). Additionally, effort, context, and academic adjustment exhibited positive effects on optimal online learning (p <.05). Our findings did not show a direct relationship between aptitude with optimal online learning in students. Aptitude, effort, and context were also found to have indirect yet significant effects on optimal online learning by affecting academic adjustment (p <.01). It is suggested that academic adjustment be promoted to enhance the effects of aptitude, effort, and the context of academic self-efficacy on optimal online learning among university students. [ABSTRACT FROM AUTHOR]

This study examines the impact of parental stress on engagement with online learning during and after the COVID-19 pandemic in Arab nations. A total of 729 parents from various Arab countries participated in the study by completing a 42-item questionnaire that measured four types of stress—personal, academic, technical, and financial—as well as behavioural, emotional, and cognitive engagement. Demographic factors, including gender, income, number of children, and country of residence, were found to correlate with different levels of stress and engagement. Structural Equation Modelling (SEM) and Confirmatory Factor Analysis (CFA) were employed to validate the relationships between stress and engagement, while MANOVA explored the effects of demographic variables. The results show that personal and academic stress positively influence all forms of engagement, while technical stress has a significant negative effect. Financial stress did not demonstrate a measurable impact on parental engagement. The findings highlight the need for targeted strategies to manage parental stress, particularly personal and academic, to improve parental involvement in online education. These insights are crucial for policymakers and educators in developing support systems for parents during transitions to online learning environments. [ABSTRACT FROM AUTHOR]

Background Objective Methods Results Conclusions Digital simulations are emerging technologies in science education that allow students to visualise abstract concepts and enable science teachers to conduct laboratory work/experiments online.To determine teacher readiness, the study focused on their cognitive skills and knowledge and perceptions of the use of digital simulations as a pedagogical tool incorporating an intervention in its research design.The theoretical framework of this study combines the modified Technology Acceptance Model with the Cognitive Theory of Multimedia Learning. Snowball sampling was used to recruit 10 chemistry teachers from secondary schools and a mixed methods sequential explanatory research design was adopted. The data was collected through survey, interview, pre‐test and post‐test results before and after the intervention (training).Science teachers perceive digital simulations as valuable and easy to use and are ready to use them in future lessons. An increase in cognitive knowledge and skills coupled with a positive mindset was noted after the training. The teachers indicated the need for training and support at all levels to successfully integrate digital simulations in their classrooms. Additionally, parents' engagement to enhance their awareness of such initiatives was deemed crucial for their support.The study calls for a rethinking and a revision of science curriculum, policies and enhancement of infrastructure/general resources to support technology‐enabled learning, teaching and assessment practices in science classrooms; a continuous professional development program for teachers to keep up with the changing needs of 21st‐century education is imperative. [ABSTRACT FROM AUTHOR]

Background: Significant challenges are arising around how to best enable peer communities, broaden educational reach, and innovate in pedagogy. While digital education can address these challenges, digital elements alone do not guarantee effective learning. This study reports a blended learning approach integrating online and face-to-face components, guided by the Student Approaches to Learning framework. Methods: This study was carried out investigating learning in first and second year medical students over two academic years, 2019/20 and 2020/21. We evaluated: (1) comparison of students engaged with blended learning and traditional learning; and (2) student learning engaged with blended learning approach over a two-year preclinical curriculum. A revised two-factor study process questionnaire (R-SPQ-2F) evaluated students' surface/deep learning before and after an academic year. Learning experience (LE) questionnaire was administered over the domains of learning engagement, and outcomes of learning approach. In-depth interviews were carried out to understand the context of students' responses to the R-SPQ-2F and LE questionnaires. Results: The R-SPQ-2F analysis indicated first year students maintained deep learning but second year students became neutral across the academic year, regardless of learning approach, with workload contributing to this outcome. R-SPQ-2F sub-scales showed that students engaged with blended learning maintained an intrinsic interest to learning, as compared to traditional learning which led to surface learning motives. The LE questionnaire showed students engaged with blended learning had deeper subject interest, and more positive perceptions of workload, feedback, and effectively developed skills and knowledge. However, peer interactions from blended learning were significantly lacking. In-depth interviews revealed that the flexibility and multi-modality of blended learning enabled learning, but the best use of these features require teacher support. Online interactions could be cultivated through intentional institutional efforts. Conclusions: This study highlights the importance of designing blended learning that leverages technology-enabled flexibility while prioritising collaborative, learner-centred spaces for deep engagement and knowledge construction. [ABSTRACT FROM AUTHOR]

The current study aims to develop an efficient, reliable and valid assessment, the affective states for online learning scale (ASOLS), for measuring learners’ affective states during online learning using a sample of 173 young learners. The assessment consists of 15 items which assess five affective states, including concentration, motivation, perseverance, engagement, and self-initiative. To improve efficiency, five items (one for each affective state) are randomly selected and presented every 30 min during online learning. In addition, 14 among the participants were further invited to perform on-site online learning, and their affective states were validated by observations conducted by two psychologists. The ASOLS was found to be reliable and valid, with high internal consistency reliabilities and good construct, convergent and criterion validity. Confirmatory factor analyses showed that the hypothesized five-factor structure demonstrated a satisfactory fit to the data. Moreover, engagement was found to be positively associated with learning performance. Our findings suggest that the ASOLS provides a useful tool for teachers to identify students in upper primary and junior secondary schools with deficits in affective states and offer appropriate remedy or support. It can also be used to evaluate the effectiveness of interventions aimed at enhancing students’ affective states during online learning. [ABSTRACT FROM AUTHOR]

Introduction: The goal of this study is to determine whether two commonly used generative learning activities for text-based lessons--writing a summary or creating a drawing--help students learn from a multimedia lesson involving animations with short text captions without prior training in the generative activities. Methods: Students viewed a series of four annotated animations on greenhouse gases. During pauses between the animations, students were asked to generate a written summary, to create a drawing, or to do both, whereas a control group viewed the lesson without any generative learning activities. Students were tested immediately (Experiment 1) or after a one-week delay (Experiment 2). Results: In both experiments, students who produced written summaries scored significantly higher on the posttest than those who engaged in no generative learning activities (d = 0.48 in Experiment 1, d = 0.54 in Experiment 2), but there was no significant difference on the posttest for students who generated drawings compared to those who engaged in no generative learning activities. In addition, those who engaged in drawing and summarizing did not have significantly different posttest performance than those engaged in summarizing alone. Discussion: We conclude that writing summaries during a highly visual animated lesson is effective for learning, possibly because it encourages students to engage in generative processing during learning more than drawing and we discuss potential reasons for this in the discussion. This work helps extend generative learning theory by pinpointing potential boundary conditions for learning by drawing and learning by summarizing. [ABSTRACT FROM AUTHOR]

Unsupervised feature selection has emerged as a significant and challenging issue in multi-view learning due to the need to process a large amount of unlabeled and high-dimensional multi-view data. Although numerous methods have been developed to this point, the majority of them are offline and have substantial computational and memory costs. Unlike previous work, we propose an Online Unsupervised Multi-View Feature Selection with Adaptive Neighbors (OUMVFSAN) method by exploring view-specific feature selection matrices and weights to handle the multi-view streaming data. Specifically, the proposed OUMVFSAN method naturally performs information fusion of different views guided through a consensus clustering indicator matrix to make feature selection matrices select more valuable features. Moreover, through processing multi-view streaming data by a buffering technique, OUMVFSAN reduces the computational and storage cost without sacrificing performance. We demonstrate the effectiveness and efficiency of the proposed OUMVFSAN with extensive experiments on eight multi-view datasets. It is worth noting that OUMVFSAN performs better than many state-of-the-art online and offline unsupervised multi-view feature selection methods. [ABSTRACT FROM AUTHOR]

The analysis of streaming time‐to‐event cohorts has garnered significant research attention. Most existing methods require observed cohorts from a study sequence to be independent and identically sampled from a common model. This assumption may be easily violated in practice. Our methodology operates within the framework of online data updating, where risk estimates for each cohort of interest are continuously refreshed using the latest observations and historical summary statistics. At each streaming stage, we introduce parameters to quantify the potential discrepancy between batch‐specific effects from adjacent cohorts. We then employ penalized estimation techniques to identify nonzero discrepancy parameters, allowing us to adaptively adjust risk estimates based on current data and historical trends. We illustrate our proposed method through extensive empirical simulations and a lung cancer data analysis. [ABSTRACT FROM AUTHOR]

Background: The COVID 19 lockdown created a shift in medical education from the traditional physical classroom to online learning. Objectives: To explore the lived experiences of students in various years of medical education attending a medical college in Chennai, India. Methods: In this qualitative exploration of lived experiences we conducted 4 focus group discussions among students of the four years in the medical college with the help of a checklist. We recorded the interviews, transcribed them and performed a thematic content analysis. Results: There was a gendered impact of the lockdown on the online learning experiences with women students finding it challenging to attend classes balancing their gender roles of performing household chores. Online learning offered some advantages in the form of increased participation and engagement due to the partial anonymity. The greatest disadvantage of online learning was lack of clinical learning experience. The students resorted to fabricating case studies for discussion, which some students found useful and some commented that it can never replace real life clinical discussions. A generational gap between adoption of technology between the senior professors and the students hampered the online learning. Online assessments were challenging, and many students resorted to cheating in these exams. Conclusions: Though online learning offers several advantages, it has serious limitations in offering the clinical learning experience. While planning adoption of online learning into routine medical education adequate time must be set aside for real life clinical exposure in addition to the online lectures and demonstrations for conceptual understanding. [ABSTRACT FROM AUTHOR]

Interactive digital platforms have transformed mathematics education by offering students novel opportunities for collaborative engagement with peers and instructors in constructing knowledge. Drawing on the premise that meaningful interpersonal interactions are pivotal to effective learning within discussion boards, this study focuses on the nature of interactions within an online mathematics discussion board. We collected a dataset encompassing 170,000 posts from 14,000 online mathematics discussion threads, involving 4,649 high school students in Florida. Leveraging topic modeling and social network analysis, this study delves into both the content-driven and social exchanges among participants, analyzing their language exchanges and social dynamics on the discussion board. Specifically, we investigated how the mathematics discussion board fosters quality support and participation by enhancing content-specific discussions (cognitive presence) through social interaction (social presence), which are actively supported by peer students acting as facilitators (instructional presence), we evaluated how the discussion board fosters quality support and participation by enhancing content-specific discussions (cognitive presence) through social interaction (social presence), which are actively supported by peer students acting as facilitators (instructional presence). We also aimed to investigate the characteristics of students who were actively engaging in providing support for their peers. The content-focused analysis, using a topic modeling approach, highlighted comparable proportions between content-focused discourse (52%) and social interaction (47%) within the discussion boards. Notably, high-performing students emerged as important instructional facilitators, actively fostering knowledge sharing and supporting their peers. Specifically, the outcomes reveal a trend: students exhibiting high end-of-course performance tend to assume proactive roles in peer facilitation, whereas those with lower performance levels participate less in peer-driven support. Our findings provide empirical insights into how the dynamics of the discussion board can be investigated by integrating multi-methods approaches in natural language processing and social network analysis to understand the different facets of the support structure in discussion boards. [ABSTRACT FROM AUTHOR]

Background: Patient-oriented research is now widely regarded as key to improving health systems and patient outcomes. This shift toward meaningful patient involvement in health research has sparked a growing interest in patient-oriented research training across Canada. Yet some barriers to participation, including distance and scheduling constraints, may impede the provision of in-person patient-oriented research training. Virtual course delivery options may help surmount those barriers, as well as offer unique pedagogical advantages. Objective: To help increase patient-oriented research training uptake, the research team adapted the Canadian Institutes of Health Research's (CIHR) Strategy for Patient-Oriented Research's Foundations for Patient-Oriented Research course to a virtual format. The course consists of three modules, which focus respectively on patient-oriented research, health research methods, and teamwork skills. The current evaluation of this virtual delivery examines how a diverse set of participants received the online course. Methods: Course participants from a variety of professional backgrounds, including researchers, patients, clinicians, and policy decision-makers, were recruited from across Canada to participate in the adapted course. Participant and facilitator feedback was solicited via online surveys that were distributed shortly after the delivery of each module. Results: Over the span of the current project, the online course was delivered seven times across Canada. A total of 189 learners and 12 facilitators participated in the course. We received 89 completed feedback surveys in total. These included a total of 78 responses from learners, with 22 on Module 1, 32 on Module 2, and 24 on Module 3, in addition to 11 responses from facilitators. Overall, participants and facilitators were very satisfied with the course, indicating a successful adaptation from traditional to online delivery. Survey respondents were especially pleased with the course's co-learning elements, which exposed them to fresh perspectives and real patient voices, as well as ample opportunity for discussion. Some participants offered recommendations for minor course revisions. Future iterations of the course will reflect participant and facilitator feedback to enhance accessibility via minor changes to course format (e.g., shorter live sessions), content (e.g., more concrete examples), and workload (e.g., reduced pre-work requirements). Conclusions: Sustainable and effective health care depends on health research that includes active partnerships across diverse populations. These collaborative relationships are fostered by strong capacity in patient-oriented research, which in turn hinges on widely accessible training opportunities. This online course overcomes common barriers to face-to-face training and offers the accessible, inclusive training environment required for sustained progress in patient-oriented research. Plain English summary: In the past, patients were only involved in health research as study subjects and were excluded from membership on the research team. Today, it is the norm to involve patients and other non-researchers, such as clinicians and policy makers, as full, active partners in health research projects. This approach is called patient-oriented research, and is regarded as essential for good health care. In 2016, the Canadian Institutes of Health Research (CIHR) developed a course in patient-oriented research that helps people develop the skills they need to work together on a team with researchers, patients, caregivers, care providers, policy makers, and others. However, logistical challenges such as travel distance and scheduling conflicts may create barriers to in-person participation. Our research team adapted CIHR's course in patient-oriented research for online delivery, which can help overcome these challenges and provide additional educational benefits. We delivered the online course seven times to diverse groups of participants from across Canada, including researchers, patients, clinicians, and policy makers. A total of 189 participants completed at least one of the three course modules. In this article, we examine the results of 89 completed feedback surveys (78 from learners and 11 from facilitators). Overall, the feedback was very positive, with participants appreciating the opportunity to learn from real patient experiences in an inclusive environment. We also received suggestions for improvement, such as reducing pre-work and using more concrete examples, which will be incorporated into future versions of the course. This evaluation shows that this course was successfully adapted for online delivery and offers a valuable opportunity for building skills in patient-oriented research. [ABSTRACT FROM AUTHOR]

The impact of 2019-2020 Covid-19 pandemic saw the disruption of businesses and services including education. The shutting down of conventional face-to-face teaching and learning ushered in a new dawn of online education. While not an entirely new phenomenon and one being championed in within the neoliberal globalisation discourse, this article examined the impact of this change. The explored how the Covid-induced online education impacted the resilience of disadvantaged students in the African context. Using Sen's capability approach and the salutogenesis theory of resilience, the paper focused on how online education as an alternative capability to traditional face-to-face affected the resilience of disadvantaged students in achieving the functioning of meaningful learning. The conceptual paper analysed the resilience of disadvantaged university students and how Covid-induced online education affected them. The findings revealed that Covid-induced online education, further amplified pre-existing inequalities. Individuals from privileged backgrounds had greater access to the necessary resources and commodities that enabled them to effectively engage in online learning. Despite online education being considered a capability, the actual implementation of this capability in the form of meaningful learning was hindered by factors that negatively influenced the conversion process. Recommendations include the acknowledgement of the role of digital technology as an enabler to the realisation of the right to education and a call on governments and institutions to incorporate it into policy and practice. [ABSTRACT FROM AUTHOR]

In this study, the researchers explore lecturers' perspectives on the impact artificial intelligence (AI) has on blended learning within the context of South African higher education. AI is transforming traditional teaching and learning by enabling academic institutions to offer computerised, effective, and objective educational processes. The research was conducted to address the growing need to understand lecturers' viewpoints on how AI can enhance educational practices and overcome existing challenges in blended learning environments. To investigate this phenomenon, the researchers applied the Substitution, Augmentation, Modification, and Redefinition (SAMR) model as theoretical framework for the study. Their qualitative research undertaking employed a singular case study design focusing on 15 lecturers from the College of Education at a selected academic institution, to arrive at an in-depth understanding of lecturers' experiences and perceptions of how AI is integrated in blended learning. The researchers examined both the benefits and challenges associated with a blended teaching and learning mode, in the context of AI integration. The data collection process involved semi-structured focus group interviews that allowed for in-depth discussions to be conducted. This was complemented by detailed document analysis to analyse the course materials and teaching methods used by the lecturers. Homogeneous, purposeful sampling was applied to select participating lecturers who shared specific characteristics relevant to the study. Data analysis involved coding through the induction method, which helped to reveal relevant codes that were subsequently categorised. The study also included a comprehensive literature review of recent research findings, which were correlated with the collected data. The findings underscored the critical need for supportive measures, such as management backing, enhanced training opportunities, professional development initiatives, reliable technological infrastructure, improved internet connectivity, and additional time allocation, for the successful implementation of blended learning which integrates AI. This study contributes valuable insights into, and discussions on, the implications of adopting AI in a hybrid learning environment. [ABSTRACT FROM AUTHOR]

Introduction: There is a growing concern about the threat of distractions in online learning environments. It has been suggested that mindfulness may attenuate the effects of distraction. The extent to which this translates to academic performance is under investigation. We aimed to investigate the relationship between task-irrelevant visual distraction, time pressure, and mindful self-regulated learning in the context of a low-stake computer-based assessment. Methods: The study sampled 712 registered users of Prolific.co who were prescreened, current undergraduate university students. After data quality screening, 609 were retained for analyses. A 2 x 2 between-subjects design was used. Participants were randomly assigned to the following groups: (1) a control condition, (2) a distract condition, (3) a time pressure condition, or (4) a distract and time pressure condition. All participants completed reading comprehension questions, demographic questions, and the Mindful Self-Regulated Learning Scale. Results: Presenting a visual distraction increased self-reported distraction and having a clock present increased self-reported time pressure. The distraction did not have a statistically significant effect on test performance. Mindfulness was negatively correlated with test performance, self-reported distraction, and self-reported time pressure. Discussion: Continuous task-irrelevant visual distractions may not be distracting enough to influence low-stakes testing performance, but they do influence self-perceptions. [ABSTRACT FROM AUTHOR]

Little research has examined how prior learning experiences influence adult learning attitudes and lifelong learning engagement. We adopted a person‐centric approach to examine past work‐related learning experiences and assessed the effects of recalled challenges on current learning attitudes, intentions, and behavior in the same domain. Surveying alumni from an online master's degree program, we found that recollected challenges from past learning entail multifaceted challenge foci (e.g., curriculum‐related vs. social obstacles). Learners reporting more challenges in curriculum and social dimensions reported less positive attitudes toward lifelong learning, supporting the notion that negative learning experiences may hinder the development of self‐identity as a lifelong learner. Limited support was obtained for predictions about relationships between past challenges and post‐graduation learning intentions and behavior. The person‐centric approach also permits the analysis of past learning experiences that are not well captured by standard assessments of "successful" adult learning. [ABSTRACT FROM AUTHOR]

International students comprise a growing population in U.S. higher education institutions, including online courses. Online international students' experiences and needs have been largely understudied, but their increased presence in online courses offers a rich opportunity to understand better and improve their course experiences. This qualitative study draws upon interviews with international and domestic online learners to illuminate the importance of inclusivity and how it can be improved through course design and facilitation. To address our research questions, we interviewed 27 graduate students at a large public research university in the United States. The sample included 17 international and 10 domestic students. The findings show opportunities for enhancing the online learning experience for international learners through culturally attuned teaching, supporting both social and cognitive presences along with clear course expectations, and encouraging instructor's responsiveness and peer engagement. This study concludes with four major implications for online instructors. [ABSTRACT FROM AUTHOR]

Background: Indian medical graduates are expected to be lifelong learners, and medical teachers need to find newer and more engaging ways to help them hone their lifelong learning skills. Online learning can be a stepping stone toward this goal. Methods: We conducted a pre-post design interventional study in which 22 phase two MBBS students rated their self-directedness in learning using the Self-Rating Scale of Self-directed Learning (SRSSDL) at two points in time—before and after completing a 10-week online basic psychopharmacology module. Participant feedback was obtained regarding various aspects of the online modular learning experience. Results: The participants' mean SRSSDL scores before and after the intervention were 231.31 ± 26.64 and 227.31 ± 31.33. The difference is not significant. The students' scores at both points in time placed them in the "high" range of level of self-directed learning, leaving less realistic scope for a large change in the given time frame. Participant feedback was encouraging, with 19 out of 22 reporting that the overall learning experience was a "positive" one. Conclusions: Second-year medical students' self-reported self-directedness is high. Online modular learning may be a feasible addition to medical education, even though it may not increase self-directedness in the short term. A limited sample size can lead to type 2 errors. [ABSTRACT FROM AUTHOR]

Nowadays, online examination (exam in short) platforms are becoming more popular, demanding strong security measures for digital learning environments. This includes addressing key challenges such as head pose detection and estimation, which are integral for applications like automatic face recognition, advanced surveillance systems, intuitive human–computer interfaces, and enhancing driving safety measures. The proposed work holds significant potential in enhancing the security and reliability of online exam platforms. It achieves this by accurately classifying students' attentiveness based on distinct head poses, a novel approach that leverages advanced techniques like federated learning and deep learning models. The proposed work aims to classify students' attentiveness with the help of different head poses. In this work, we considered five head poses: front face, down face, right face, up face, and left face. A federated learning (FL) framework with a pre-trained deep learning model (ResNet50) was used to accomplish the classification task. To classify students' activity (behavior) in an online exam environment using the FL framework's local client device, we considered the ResNet50 model. However, identifying the best hyperparameters in the local client ResNet50 model is challenging. Hence, in this study, we proposed two hybrid bio-inspired optimized methods, namely, Particle Swarm Optimization with Genetic Algorithm (PSOGA) and Particle Swarm Optimization with Elitist Genetic Algorithm (PSOEGA), to fine-tune the hyperparameters of the ResNet50 model. The bio-inspired optimized methods employed in the ResNet50 model will train and classify the students' behavior in an online exam environment. The FL framework trains the client model locally and sends the updated weights to the server model. The proposed hybrid bio-inspired algorithms outperform the GA and PSO when independently used. The proposed PSOGA not only outperforms the proposed PSOEGA but also outperforms the benchmark algorithms considered for performance evaluation by giving an accuracy of 95.97%. [ABSTRACT FROM AUTHOR]

With the rise of online instruction, a better understanding of the factors that contribute to belonging and motivation in these contexts is essential to creating optimal learning environments. Although group work is known to be beneficial to student success, few studies have investigated its role in the context of asynchronous online courses. The present study addresses this gap through a survey of 146 undergraduate students in an asynchronous online physiology lab over two semesters, one with required group work and one without group work. Students were surveyed to evaluate the influence of group work on their motivation and sense of belonging, as well as their perceptions of inclusive and exclusive features of the course. Students assigned to groups had a higher sense of belonging (P = 0.006) and beliefs about their competence (P = 0.002) and perceived lower effort and psychological costs associated with the course (P = 0.04 and 0.04, respectively) compared to students not assigned to groups. Students assigned to groups reported that peer interactions made them feel included in the course (70% of coded responses) while those not assigned to groups valued instructor interactions (51% of coded responses) as inclusive. Negative peer interactions were commonly reported as exclusive by students assigned to groups (28% of coded responses) while a lack of peer interactions (23% of coded responses) made students not assigned to groups feel excluded. These data indicate that assigning groups in asynchronous online courses is an effective way to increase student motivation and perceptions of belonging. NEW & NOTEWORTHY: This study explores the effect of assigned group work in an asynchronous online physiology laboratory course on student motivation and belonging. Students' perceptions of belonging and competence-related beliefs were higher, and effort and psychological costs were lower, when assigned to groups compared to students not assigned to groups. Students assigned to groups noted peer interactions as the most inclusive aspect of the course, whereas instructor interactions were noted as inclusive by those not assigned group work. Listen to this article's corresponding podcast at https://apspublicationspodcast.podbean.com/e/group-work-enhances-belonging-in-an-online-course/. [ABSTRACT FROM AUTHOR]

The paper investigates the effect of introducing a course in Web Development for Chinese students on their academic achievements and the basic competencies, using traditional and online approaches. For the experimental learning purposes, 300 students were selected from three universities located in China's largest cities: Shanghai, Beijing, and Tianjin. A course in Web Development was designed and implemented to achieve the research objectives. The study results showed that the difference in the learning outcomes of the two groups was insignificant and did not depend on the training format. Online learners had more feedback and were able to take lectures and practical training more quickly. Further research requires quantifying and comparing the effects of online learning in programming instruction using the instrumental variable method and structural equation modeling to reveal the causal relationship between the two. The study can be useful to developers of training programs to create both traditional and online courses because the data obtained during this research can improve the effectiveness of the new course. [ABSTRACT FROM AUTHOR]

The concept of thriving in post-secondary education has largely been studied in the context of academic advising and student support services, with limited research that links thriving to pedagogical practices. This paper presents a conceptual model created using an integrative literature review to illustrate how instructional choices made during the design and teaching phases of online courses may impact students' academic thriving. The Instructional Design for Academic Thriving (IDAT) model, nested within the Community of Inquiry (COI) framework for online learning, supports online course design practices that emphasize student wellbeing and allow students to not just succeed but thrive academically. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, numerous schools halted face-to-face teaching and instead resorted to online classes. The impact of online learning on students' academic worries, social relationships, and psychological well-being has received growing attention. Based on a sample of 1095 students aged 14–16 in 12 secondary schools in Hong Kong, structural equation modeling was used to investigate the association between online learning problems, academic worries and performance, social interaction, and psychosocial well-being during the pandemic. The path relationships among variables were compared by gender groups and socio-economic status (SES). Online learning problems were found to be negatively associated with psychosocial well-being through academic worries and social interaction as mediators. The effect of mediation among female students was larger than that of males, whereas the impact of academic worries on both psychosocial well-being and social interaction was stronger and significant only in the low SES group. As the COVID-19 pandemic significantly impacted the learning and well-being of students, attention should be given to gender and SES difference among students. [ABSTRACT FROM AUTHOR]

COVID-19 pandemic led to temporary closures of public schools and increased need for technology to support students' access to learning capabilities. The situation created enormous burdens for all education stakeholders with teachers struggling on how to package learning materials that are easily accessible to students at home, and parents struggling to structure a home learning environment to support their children. This research was conducted to develop an understanding of challenges that African Nova Scotian (ANS) parents faced when supporting their learners throughout the COVID-19 crisis. The underlying concern was that COVID-19 related school closures combined with a seismic shift in the learning environment would widen pre-existing achievement gaps among ANS learners. Utilising a methodology framed from a Participatory Action Research perspective, ANS household survey data was collected and analysed. Gaining a better understanding of how ANS students and their support network experienced remote learning is critical for the successful implementation of the current inclusive education policy in the Nova Scotia education system. With an understanding of the challenges faced by ANS learner households and perspectives for the future presented through an ANS lens, our study can help inform a more productive and inclusive public education system in the post-COVID-19 world. [ABSTRACT FROM AUTHOR]

Previous studies have substantiated the pivotal role of emotions and teachers in student learning, but the underlying mechanism of teachers and emotions on academic engagement remains underexplored. The present study examined the mediating role of teacher support in the relationship between foreign language learning anxiety (FLLA) and academic engagement in online classrooms. Participants were 415 Chinese university students who completed an online questionnaire. The findings of structural equation modelling indicated that teacher support had a partial mediation effect between FLLA and academic engagement. FLLA exhibited a significant negative impact on academic engagement, both directly and indirectly via perceived teacher support. Through both direct and indirect effects, FLLA could explain 44.8% of the variation in academic engagement and the mediation effect accounted for 47.3% of the total effect. The practical implication is that foreign language teachers should extend more support for learners during online learning, and provide learners with feedback adapted to their emotions. Practitioner notesWhat is already known about this topic Emotions have a significant impact on learners' engagement, and positive academic emotions facilitate students' engagement in the class.Students will be more engaged in learning when they perceive support from their teachers.Teacher support was an influential external predictor of students' mood swings.What this paper adds The structural equation modelling shows that teacher support served as a partial mediator between foreign language learning anxiety and academic engagement.Students' social engagement and perceived emotional support were found to have a greater impact on online foreign language learning.This paper further corroborates the relationship among the presences in the CoI framework.Implications for practice and/or policy Mitigating foreign language learning anxiety and improving teacher support are necessary for effective foreign language learning in future online classes.Teachers need to ensure continued intellectual support and provide more emotional support for learners.Teachers are recommended to deliver feedback that aligns with students' emotional state. [ABSTRACT FROM AUTHOR]

Help seeking has traditionally been studied in face‐to‐face settings using self‐report instruments measuring learners' internal inclinations for help seeking (eg, perceived benefits and threats). Much less is known about help seeking in online learning. Furthermore, external environmental factors such as a positive climate were found to encourage help seeking. Utilizing peer‐help analytics as well as self‐report measures, this study simultaneously modelled the structural relationships among students' perceived class climate, internal help‐seeking inclinations, help‐seeking engagement, participation in peer help and performance in an online class. Results from structural equation modelling indicated that students' perceived goal structure of an online class had a significant influence on their internal help‐seeking inclinations, which subsequently affected their help‐seeking engagement, participation in peer help and learning outcomes. Instructors of online classes should pay particular attention to fostering a mastery‐oriented climate in order to encourage help seeking and improve academic performance. Practitioner notesWhat is already known about this topic Help seeking is important for academic success.Due to a variety of individual and contextual factors, students often do not seek help despite the need.Existing research on help seeking focuses on the face‐to‐face setting and relies on self‐report measures.Students' help‐seeking inclinations and patterns may differ between in‐person classes and the online environment.What this paper adds This study examined help seeking in an online class through self‐report measures and objective analytics data.This study modelled the structural relationships among the external climate of an online class, students' internal help‐seeking inclinations, engagement in help seeking, participation in peer help and course performance.Structural equation modelling found that the goal structure of an online class influenced students' internal help‐seeking inclinations.Online students' internal help‐seeking inclinations affected their grades through their participation in help seeking.Implications for practice and/or policy A mastery‐oriented class climate elicits online learners' positive help‐seeking inclinations while discouraging negative ones.The design and teaching of online classes should aim to foster a mastery‐oriented climate.Online classes should offer peer‐help opportunities and encourage student participation, which is conducive to academic performance. [ABSTRACT FROM AUTHOR]

The increase in online education has implications for mathematics teacher educators who are tasked with teaching mathematics content and pedagogy to pre-service teachers (PSTs) who do not attend on-campus. Concerns about PSTs' content knowledge continues to be an ongoing issue, and ways to address this, especially in an online environment, require further investigation. While online courses offer accessibility and flexibility, it can be challenging to translate synchronous on campus teaching and experiences into the online environment. The importance of productive mathematical discourse has been identified as an appropriate pedagogy, yet the opportunity to engage in such discourse can be limited in the online environment. This paper provides the results from a case study of an online forum, which highlights how pre-service teachers can be engaged in productive online mathematical discussions, particularly when facilitated by the instructor's and other learners' interactions and presence. The findings indicated that social, cognitive, and teaching presence influenced the nature and frequency of online mathematical discourse. The study contributes to existing research through conceptualizing how productive mathematical conversations can occur outside of the classroom setting, with implications for mathematics teacher educators who are tasked with teaching content, pedagogy and practices to PSTs. [ABSTRACT FROM AUTHOR]

Digital transformation in education and relevant calls for action are recognised global priorities aimed to support education and training in the digital age. The experiences from the emergency remote teaching during the COVID‐19 pandemic and recent research findings reveal relevant advantages, challenges, as well as different students and teaching staff perspectives which should be carefully considered and integrated into institutional strategies and policies to improve and enrich students' learning experience. The present study aimed to explore health sciences students' perspectives on online teaching and learning (T&L) in four domains—Satisfaction, Motivation, Interaction and Challenges, and to identify the preferred T&L models or tools. A total of 1,041 responses were collected, including 476 dental medicine (45.7%), 399 pharmacy (38.3%), and 166 medical students (15.9%). Overall Satisfaction was quite high (4.0 ± 1.2; out of 5), followed by satisfactory Interaction (3.4 ± 1.4), whereas Motivation was quite low on average (3.0 ± 1.5). Challenges in online T&L were not markedly expressed (3.0 ± 1.6). The majority of students (46.6%) opted for the blended model as the preferred T&L model. Moodle lessons were perceived as the most useful online T&L tool (45.5% of students), followed by video materials (32.2%). Other T&L tools which require more active student's role, such as short test/quiz, and group or team assignment were declared as less favourable. The findings from the current study may contribute to raising the awareness of academic staff and higher institutions management about the student attitudes and needs related to online T&L and inform institutional planning, decision‐making and policy development. [ABSTRACT FROM AUTHOR]

This article adopts a Bakhtinian understanding of dialogue to explore the affordances of virtual book clubs, and how they can foster dialogues and encourage dialogic thinking in students. Drawing on a qualitative case study of 11-year-old students participating in an online book club, we explore how digital book clubs open dialogic spaces for students to build on discussions of texts. Readers learn to read beyond the text by becoming more aware of the text and other readers, and also learn collaboratively by building on each other's responses and being exposed to different perspectives and ideas. We demonstrate how online spaces such as virtual book clubs can enhance students' reading engagement and open dialogic spaces for the different exchanges they have with others. Implications for using online book clubs for offering students opportunities to read and think critical and collaborative learning are discussed. [ABSTRACT FROM AUTHOR]

In this phenomenological study, we explored what and how 15 counselor trainees experienced online learning, particularly during the COVID-19 pandemic. We identified three emerging themes that illumi- nated the essence of their online learning experiences: (a) multifaceted factors contribute to counselor trainees’ satisfaction with online learning; (b) counselor trainees constantly compare online learning to in-person learning; and (c) counselor trainees’ online learning is interfaced with COVID-19. We also provided implications for counselor educators and supervisors in the light of our findings. Finally, we highlighted the limitations of our study as well as the directions for future research. [ABSTRACT FROM AUTHOR]

The purpose of this research was to investigate if the addition of extra credit affected the overall rate of attendance to synchronous lectures in an online asynchronous course, compared to courses in which no extra credit was offered. Further I investigated if the amount of extra credit made a difference to the rate of attendance. I collected data from 10 courses and found that offering low levels of extra credit led to more students attending lectures. This could lead to students having better interactions with peers and instructors, enjoying their classes more, and/or achieving better academic results. [ABSTRACT FROM AUTHOR]

This study compared two versions of the same elementary science professional development (PD) and curriculum program that were offered face-to-face and completely online, while keeping all content consistent between the two. Using quantitative analyses of pre- and posttests of content knowledge (CK), we evaluated the extent to which the online version of the PD compared to the face-to-face PD for increasing the earth science and art CK of upper elementary teachers required to teach an earth science and art integrated curriculum. Additionally, we explored how the impact of PD modality (online vs. face-to-face) on teachers’ CK learning outcomes differed for novice and experienced teachers. Findings revealed significantly higher CK learning gains for teachers who participated in online PD compared with face-to-face PD, but with a small effect size. Subgroup analysis revealed that compared with experienced teachers, the novice teachers had significantly higher CK gains from participating in the online PD compared to the face-to-face version with a large effect size. We also discuss the implications for the design of large-scale online teacher PD. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic led to worldwide school closures and a sudden shift to online instruction, which adversely effected academic performance for many students. This study investigated whether demographic characteristics were associated with decreased academic outcomes among newly struggling high school students during Covid-19 online learning. Specifically, the study examined four key characteristics: 1) gender, 2) race/ethnicity, 3) low household income status, and 4) special education status. Newly struggling students were defined as those who received a D or F as their final course grade in two or more classes during the first semester of online learning in 2020, compared to one or no D or F final course grades during the same period in 2019 with in-person instruction. Data from a high school in the Midwestern United States were analyzed to compare final course grades between fall 2019 and fall 2020. Correlational analysis revealed that students from low-income households experienced a more significant decline in grades than their peers not from low-income households. These students were not only more likely to struggle, but also showed a greater increase in D and F course grades between semesters. In contrast, while special education students also saw an increase in D and F final course grades between semesters, the rise was less pronounced compared to their newly struggling sample group peers. This study highlights the impact of demographic factors on academic outcomes during the pandemic, addressing a gap in research on how specific characteristics influenced academic performance amid the shift to online learning. [ABSTRACT FROM AUTHOR]

This research project surveyed college students about their experiences with online learning in the aftermath of the move to Emergency Remote Teaching (ERT). Specifically, students reported on strategies they appreciate in an online instructor. While students shared varied advice for best practices, their responses confirmed what previous studies have found: especially in this moment of post-pandemic learning, students value instructors who are flexible and empathetic. Additionally, our findings demonstrate that students value engagement (with their instructor, their course content, and their peers), flexible course design, clearly organized learning management systems, and regular communication. The opinions and observations students have shared in response to our questionnaire, and the patterns across students’ answers, are important for online educators to consider. This knowledge can be used to guide instructors aiming to deliver effective and engaging online courses. We recommend that instructors continue to check in with students about their learning needs and requests. [ABSTRACT FROM AUTHOR]

In this empirical analysis, we provide a qualitative investigation of online learning among Black women engineering majors. This study makes theoretical and practical contributions by expanding knowledge of diverse online learners and informing ways to provide accessible and equitable online engineering education. Guided by the literature review, our analysis addresses two research questions: (1) How do Black women describe their online program learning experiences? and (2) How do participants describe their interactions with other students and faculty in their online programs? Using an exploratory, qualitative case study research design and the online collaborative learning framework, we analyzed interview data of 14 Black women students enrolled in online undergraduate engineering programs. The analysis of the data identified four major themes. Participants: (1) experienced isolation, (2) witnessed varying impacts of COVID-19, (3) observed the benefits and limitations of flexibility of online programs, and (4) engaged in virtual connection-building. We conclude by discussing implications for higher education faculty and leaders. [ABSTRACT FROM AUTHOR]

For decades, the number of students enrolling in online courses has been increasing, and this trend toward online education has been further intensified as a result of the COVID-19 pandemic. The completion rate of online courses is not as high as in-person instruction, and researchers and practitioners have long been invested in identifying ways in which online education can be optimized. One dimension of online education that has received scholarly attention is the transactional distance that exists between students and instructors, which, if not appropriately minimized, can lead to a variety of negative student outcomes. Scholars have also identified a variety of verbal and nonverbal immediacy behaviors that can help online instructors decrease this transactional distance and promote a variety of positive student outcomes. To date, the study of immediacy behaviors in online college courses has focused primarily on four-year institutions utilizing quantitative methods. As complement to this research, we interviewed 12 community college students to better understand how a particular set of immediacy behaviors (i.e., a “welcome” phone call, sending personalized emails, using humor, creating videos, and sending “check-in” emails) influenced students’ desire and ability to remain in and complete an online course. Implications of these findings for practice and future research are discussed. [ABSTRACT FROM AUTHOR]

Self-regulated learning interventions influence students’ learning outcomes in online and blended environments. A review of the literature about self-regulated learning strategies reveals both significant and non-significant effects on learning outcomes in online and blended environments. The aim of this study was to calculate the common effect size of empirical studies conducted between 2017 and 2022 that investigated the effect of self-regulated learning strategies on learning outcomes in online and blended environments, and to determine whether the common effect size shows a significant difference in terms of course type, self-regulated learning strategy type, school level, and learning context. A meta-analytical review method was employed to combine the outcome of independent empirical studies. The studies included in this review were collected from Scopus, IEEE Explore, and ERIC databases. A total of 15 studies were included in this study. Cohen’s d coefficient was calculated for the effect size in this study. As the heterogeneity among the effect sizes of the studies was high (Q > χ², p < .05), the common effect size was calculated following the random effects model. As a result of the meta-analysis, it was decided that self-regulated learning strategies had a “moderate” effect (Q= 0.65) on learning outcomes in online and blended environments. Moreover, the calculated common effect size showed no significant difference according to the type of self-regulated learning strategy, course type, school level, and learning context. [ABSTRACT FROM AUTHOR]

In addition to the two special sections in this third quarterly volume, this issue also contains 10 articles from our regular submission process. These articles cover a broad range of related themes such as online student retention, online faculty effectiveness, developing community, and some of the longer-term effects of the COVID pandemic on online students. This paper provides an integrated overview of these articles. [ABSTRACT FROM AUTHOR]

Online and blended teaching and learning (OBTL) are integral to the future and success of higher education, including health professions education. Institutions with a goal of developing high-quality online and blended programs must prioritize time and resources dedicated to professional development and training. This research study used an online professional development course as an intervention to gain deeper insights into the scope of faculty development to effectively teach in online and blended learning environments. The study, using a convergent mixed methods approach, gathered data through a pre- and post-intervention survey measuring health professions faculty readiness to teach online, a knowledge-based test, and post-intervention focus group discussions. Statistically significant differences in survey and test scores were observed between pre- and post-intervention and advantages of the intervention were highlighted in the focus group discussions. These key findings suggest the efficacy and influence of the educational intervention. Additionally, barriers and recommendations for enhancement were identified, including a notable gap between perceived importance and perceived capability among faculty members. This information pinpoints areas where professional development and support may be beneficial. Outcomes of the study provide valuable insights into health professions faculty members' knowledge, readiness, and perceptions related to teaching in online or blended educational environments. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic led to worldwide school closures and a sudden shift to online instruction, which adversely effected academic performance for many students. This study investigated whether demographic characteristics were associated with decreased academic outcomes among newly struggling high school students during Covid-19 online learning. Specifically, the study examined four key characteristics: 1) gender, 2) race/ethnicity, 3) low household income status, and 4) special education status. Newly struggling students were defined as those who received a D or F as their final course grade in two or more classes during the first semester of online learning in 2020, compared to one or no D or F final course grades during the same period in 2019 with in-person instruction. Data from a high school in the Midwestern United States were analyzed to compare final course grades between fall 2019 and fall 2020. Correlational analysis revealed that students from low-income households experienced a more significant decline in grades than their peers not from low-income households. These students were not only more likely to struggle, but also showed a greater increase in D and F course grades between semesters. In contrast, while special education students also saw an increase in D and F final course grades between semesters, the rise was less pronounced compared to their newly struggling sample group peers. This study highlights the impact of demographic factors on academic outcomes during the pandemic, addressing a gap in research on how specific characteristics influenced academic performance amid the shift to online learning. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) 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.)

Students in higher education are using mobile devices, which challenges our understanding of what it means to learn in modern environments. By using mobile devices as instructional aids, students gain a variety of social, cognitive, and technical abilities. Mobile devices may therefore be seen as supporting the growth of employability skills and broader lifelong learning, both of which may be helpful in a variety of circumstances. The quickly evolving landscape of technology and education presented teachers with a number of challenges, and they had to retrain and refresh their skills in order to provide practical training. As a result, heutagogical methods are ideal for enhancing their collective knowledge and skills. Online and blended learning (BL) offer a learning environment that incorporates technological affordances to facilitate learning. This enables the growth of an independent, capable, and self-directed lifelong learner. Heutagogy provides an educational strategy in this context that may link the development of lifelong learning competencies with BL and online learning environments. Using this methodology, we investigate the potential contribution of online and blended higher education to technology-enabled lifelong learning where heutagogical experiences are available. The results support the notion that heutagogy and lifelong learning are linked by some basic concepts that apply to both mixed and online learning environments. [ABSTRACT FROM AUTHOR]

When the new normal learning mode capitalized on technologically mediated communication, it created a high learner-content interaction while honing critical thinking and collaborative skills to achieve optimal learning. The disruption brought about by the Covid-19 pandemic instilled a sense of independence and flexibility in learning. The aim of this autoethnography is to consider the accounts of the author's independent learning throughout the pandemic in an online course. The author's comments, insights, and observations, which formed dense descriptions of the lived realities and were interpreted and analyzed through an autoethnographic lens, constituted a significant portion of the data. The findings show that students who engage in online learner autonomy assume complete accountability and exercise control over the learning process, thereby strengthening their capacity for independent and cooperative learning. Students face difficulties when they are overly flexible and independent, which leads to uncritical assessment of the material covered. The problem can be solved by applying critical thinking. [ABSTRACT FROM AUTHOR]

With the COVID-19 pandemic affecting the whole world, almost every country had to close educational institutions at various levels and has compulsorily switched to distance education. In this process, some countries and schools were caught unprepared for distance education, while others with advanced infrastructure and technological facilities adapted more easily. This sudden shift in the education process and the ongoing advancement of internet technologies have impacted and altered the design and implementation of distance education curricula, influencing students’ experiences and perceptions of distance education. Students’ perceptions and experiences are considered crucial elements affecting the efficiency of distance education. This study aims to describe how university students experienced the distance education process during the COVID-19 period, using a phenomenological design to structure the research. The study group consists of 12 undergraduate students from 4 different faculties of a university, selected using maximum variation and criterion sampling methods. Data were collected through a semi-structured interview form in the spring semester of the 2021–2022 academic year and analyzed through phenomenological analysis. As a result of the research, it was observed that although the participants’ experiences with distance education during the pandemic included some positive individual and educational aspects, they encountered various difficulties in technical features, course structure and processing, instructor and student characteristics, and individual and family dimensions. It was also concluded that the participants’ experiences with distance education during the pandemic were affected by several individual and educational factors, leading to changes in their daily academic lives. The study identified areas for improvement in distance education, particularly concerning exams and course management, and offered several suggestions for enhancement. [ABSTRACT FROM AUTHOR]

Nowadays, e-learning is a significant learning option, especially in light of the COVID-19 pandemic. However, it is a very challenging task because, in online courses, tutors have no direct interaction with students, which causes most of them to lose interest and ultimately drop out of their studies. In regular classes, teachers can see how each student feels about the subject being covered, so they can adjust the pace or pedagogical approach of the lesson to pique students' interest; Which is something we cannot find in e-learning platforms. To solve this issue, sentiment analysis of students' written feedback on the course materials is essential. It enables tutors to monitor student behavior during the course and intervene when bored or confused. Text-based sentiment analysis is challenging because emotions are typically taken from the overall context rather than being communicated explicitly through words like "bored". Therefore, researchers have put forth many models. The robustness of machine learning and deep learning algorithms in identifying sentiments from the text was demonstrated. In this study, we propose a potent model for extracting emotions from the text, BERT-LSTM-CNN (BLC), based on deep learning methods. First, we will be using pre-trained Bidirectional Encoder Representations from Transformers (BERT) as a word embedding approach to get features from the text. Then, we will use Long Short-Term Memory (LSTM) to retrieve semantical relations between words and the general context of a sentence, and Convolutional Neural Network (CNN) to catch complex local features. According to the results, our suggested model performs better than existing machine learning and deep learning models in the literature. [ABSTRACT FROM AUTHOR]

Copyright of Social Sciences Studies is the property of Social Sciences Studies 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.)