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The U@Uni Academy provides a case study of a composite preparation and access programme, integrating key elements of widening participation, alternate entry and enabling schemes. It is offered to students from a low socioeconomic background and focuses on non-traditional indicators of attainment in order to prepare for, access and successfully transition from secondary school to higher education. This article outlines the methodological and theoretical approach, purpose, and context surrounding the programme, as well as its significance within the contemporary Australian and international education systems. The strengthening momentum of alternate entry and enabling schemes within the context of equity and diversity in higher education is illuminated, highlighting the need for innovative approaches in this sector. Such a perspective invites the international education community to reframe how they approach attainment, admissions and success, shifting from a traditional focus on high-stakes, single-mark assessment, to a rich, layered and contextualised representation of a student's skills and, through this, revealing the often invisible potential of a student. This is timely within the global context of future-focused tertiary education and debate surrounding admissions processes across the Australian higher education sector. Its significance is underscored by potential to influence the landscape of university admissions on a broader scale.

Many colleges and universities seek to promote student success through targeted strategies for individuals or groups of students who are believed to have a higher risk of attrition. Taking a different focused approach, Supplemental Instruction (SI) provides voluntary collaborative learning sessions that are generally linked to specific undergraduate courses with a high percentage of students who either receive low grades or do not complete the course. Although a substantial body of literature has examined the outcomes associated with SI, many of these studies have notable methodological limitations, which include problems with student self-selection into SI participation. The present study examined the effects of SI using doubly robust propensity score analyses with a total of 12,641 observations from 21 different courses across 2 semesters. In both semester samples, SI participation led to higher course grades and retention. The strongest relationships were often observed for underrepresented racial minority students and for students who attended at least five SI sessions. The results did not differ systematically by students' sex, first-generation status, high school grades, and precollege standardized test scores. The findings have important implications for the use of SI to help students overcome challenges within early college coursework.

Background: Undergraduate teaching assistants (UTAs) are associated with increased student performance and belongingness. Yet, when given a choice, not all students leverage UTA-facilitated opportunities equally. Objective: This study explores motivational and contextual factors that underlie individual differences in students' willingness to attend UTA facilitated supplemental workshops and the impact of such engagement on their achievement. Method: Undergraduates (N = 112) in research and statistics courses completed measures of help-seeking, social fit, and expectancy value three times across the semester. Responses were compared to students' attendance records, exam scores, and open-ended responses evaluating benefits and challenges of working with UTAs. Results: Given the choice, a majority of students chose to attend workshops and consistent participation was positively correlated with exam performance. Yet help-seeking intentions, social fit, value beliefs, and perceived obstacles rather than incentives or perceived costs explained individual differences in workshop participation itself. Conclusion: UTAs can improve peer's achievement but simply providing students with opportunities to interact with UTAs is inadequate. Scaffolding active participation in UTA-led workshops requires addressing students' motivational orientations. Teaching Implications: To improve participation in peer-led opportunities, UTAs and faculty must generate an integrated model emphasizing value, normalizing help-seeking, and working to remove barriers.

Texas A&M University-Commerce has implemented supplemental instruction (SI) for Calculus since the fall of 2013. A direct display of the ABC rates from fall 2005 to spring 2021 only presents fluctuation from semester to semester, and one can hardly deduce that the ABC rates are increasing. In this paper, the "moving average" technique is used to reveal the effectiveness of SI in improving the percentage of students earning a grade of A, B, or C (ABC rates) in Calculus. Our longitudinal data under the "moving average" also shows that the SI implementation increased the ABC rates of major ethnic groups.

Many departments in colleges and universities require a capstone course that involves the students conducting a research project. This author has had over 20 years of experience teaching such a capstone course and describes a flexible research method for student research projects -- the vignette study (an experiment embedded in a survey). She also has teams of undergraduate students working in her lab for research credit make progress on a vignette design as one of several research activities. The vignette study can be used for students across many majors, including but not limited to sociology, psychology, criminal justice, nursing, social work, and marketing. Detail is provided on how to teach a capstone course using this flexible research method.

Higher education institutions continue to face challenges in fostering social mobility and preparing their students for the world of work. The COVID-19 pandemic exacerbated these challenges via disruption to education and reduced opportunities for work-integrated learning. Framing this as our point of departure, we propose that peer learning can play an integral part in reducing the attainment gap by promoting learner autonomy. Our essay uses the example of Supplemental Instruction to highlight the benefits and challenges of peer learning. We end with a call for empirical research and knowledge sharing to advance peer learning in an impactful way.

This article provides a Bourdieusian analysis of middle-class parents' investment in private schooling and shadow education (tutoring support) in India, thus contributes to the scholarship of class-based educational advantage. It unveils parents' aspirations for their children's education and investigates how these aspirations shape the demand for private education. Bringing into sharp focus the complexity of social privilege, this article discusses how middle-class parents' articulation of their lack of valued cultural capital informs their decision to invest in private schools. However, parents' views on their ineffective involvement in their children's education produce a perceived home disadvantage, which parents compensate for by investing in tutoring services. The article argues that investing in private education -- both in formal educational institutions and tutoring centres -- is a case of 'capital exchange' (transfer of economic capital to secure cultural capital) exercised by privileged social groups to 'purchase' valuable educational resources, thus reproducing their social class position.

Many studies have measured the effects of separate scaffolding methods for online learning, but the various methods are seldom directly compared to provide concrete teaching suggestions. This study aims to investigate the effects of three popular scaffolding methods on students' ability to obtain resume standards, course satisfaction and engagement in an online resume writing course. Sixty-eight mixed-major undergraduate students in a private four-year college in Central Taiwan watched video lectures embedded in video-viewing Google forms before section writing. The comparison video (V) group did not receive extra support while three treatment groups (section quiz (SQ), writing rubric (WR) and peer-feedback (PF) groups) were offered scaffolding emphasizing resume genre features. The data derived from surveys and writing samples revealed that over the four-week treatment, the PF group was consistently more attentive to the organization genre standards than the other groups but performed similarly to the SQ group on grammar features. Although all groups expressed satisfaction with the course, they varied in engagement levels. The PF group reported considerably lower engagement than the SQ and V groups. The WR group was low in both writing and engagement. Therefore, the combination of scaffolding methods is recommended for implementation.

Supplementary schooling can play an important role in the educational trajectory of minoritised youth. Yet, our knowledge of the communities' motives for organising education and the purposes the schools pursue remains limited. Existing literature tends to understand supplementary schools either as resisting ongoing inequity in mainstream society or as transmitting the heritage language. We argue that it is valuable to transcend this fragmented view by taking a more comprehensive approach to the diversity of purposes of supplementary schools and by revealing how purposes respond to various motives. Methodologically, semi-structured in-depth interviews with initiators of 12 supplementary schools in Flanders took place to learn about the pursued purposes and the motives underlying them. Rather than the fragmented view often presented in the literature, the initiators show a strong sensitivity to the variety of needs and are deeply invested to support and strengthen youth in navigating the different educational and socio-cultural contexts they are part of. These findings shed light on the variety of educational needs and desires of minoritised communities in continental Europa, highlighting opportunities to tackle enduring inequalities experienced by minoritised youth in mainstream school

Peer-assisted learning (PAL) encompasses the active acquisition of knowledge and skills among students in similar social settings where teaching one another enables reciprocal learning. Same-year/ level PAL (SPAL) is applied in theoretical and clinical teaching across medical disciplines worldwide and is regarded as a teaching and learning strategy promoting self-directed learning. However, it is unclear if SPAL is supporting the academic progress and skills development of students placed on extended curriculum programmes (ECP) in health sciences education (HSE) effectively. This paper focuses on ECP tutors and tutees' experiences of SPAL on their academic, personal and professional development. Six qualitative, semi-structured group interviews were conducted with 41 ECP students (14 tutors and 27 tutees) after they had participated in SPAL sessions. Findings indicate that SPAL supports ECP students not only academically, but also improves graduate attributes and leadership development, and promotes adapting to higher education through the establishment of communities of learning. Embedding structured SPAL sessions into ECPs in HSE was found to be central to the success of this teaching and learning strategy.

Serious games (SGs) about Chemistry have the potential to cope with challenges, such as students' low performance and lack of motivation for the subject. However, the majority of existing SGs for Chemistry have the form of educational applications infused with some elements of entertaining games. The aim of the study presented was to design and evaluate a new SG with rich game mechanics for Chemistry. The game is called Elementium and revolves around basic topics of Chemistry, such as chemical elements and compound terminology, creation and everyday usage of such elements. The main goal of the game is to familiarize junior high school students with the aforementioned subjects. The design of Elementium was carried out implementing the dimensions described in the Four-Dimensional framework, as proposed by de Freitas and Jarvis in 2006. After the development process, Elementium was evaluated by people in the field of education that are currently teaching or have taught Chemistry in the past. The participants play-tested the game at leisure in their homes and evaluated it based on the key criteria for SGs design proposed by Sanchez in 2011, as well as other quality indicators established in the literature. Elementium was positively evaluated by Chemistry teachers in terms of its acceptance, usability, didactic utility, and game environment. The positive results concluded from this evaluation show that Elementium is fulfilling its main purpose and can be used as a supplementary tool in the teaching process. However, its true didactical effectiveness has to be confirmed through a study with high school students.

Indirect and direct assessment methods have a long standing history in college learning centers. Being more resource-intensive and time-consuming, direct assessment methods are often underrepresented in the literature and in practice. This paper presents a case study of how a pretest-posttest assessment initiative was designed to measure student learning during supplemental instruction (SI) sessions. Significantly higher post-test scores illustrate that similar direct assessment methods can be used effectively by learning center administrators to document student learning, improve training programs, and improve the value offerings of their centers.

Teachers can increase the retention of their students' attention and lead them to be engrossed in new, different, and innovative ways using videos. In the present condition wherein, all educational institutions are implementing hybrid learning due to the COVID-19 pandemic, technologies are becoming an inseparable part of students' life. This study was conducted to determine the effectiveness of YouTube in teaching Science Education. The researchers employed a quasi-experimental research design using 30 first-year students from the Polytechnic University of the Philippines Bataan Branch as respondents. Two groups were used in the study, the control and experimental groups, from the two sections of the same program. The study found that the performance of both groups, and students' scores increased significantly from the pretest to the posttest. Moreover, the experimental group's performance increased significantly compared to the traditional group. Thus, both teaching methodologies are effective in teaching science education to students. Teachers may utilize different teaching methodologies to augment the needs of the learners regardless of the situation. The main goal of the teachers is to facilitate learning and to ensure that the learners will be able to grasp all the needed information during their academic period.

Environmental learning about recycling focuses on the problem of waste accumulation and sustainable use of the earth's resources. The outbreak of the novel coronavirus disease (COVID-19) has made the adoption of e-learning the "new normal". One method of e-learning that can be developed to support environmental lessons is the Environmental Supplement Book of Recycling (ESBOR) learning media. This study analyzed the students' environmental attitudes on recycling in an effort to develop the ESBOR because attitude is very important to implement knowledge. The research method used was the descriptive survey technique. A total of 235 students was contacted randomly in various cities in Indonesia using Google Form. The results showed that the attitude of students was already in a very high category. This indicated that the ESBOR learning media may be developed to support e-learning amid the pandemic. ESBOR is an innovation of 21st century learning, which will be vital in the near future. The ESBOR learning media has great potential and may be developed as a supplemental method for students to gain knowledge. The suggestions can be used to develop ESBOR in future research.

This paper aimed to explore the effect of using YouTube as a supplementary material with EFL college students. The research intended to reveal the improvement of the students' listening comprehension after the 5-week treatments--students participating in this study are all Taiwanese, age from 18-20, with a high intermediate level of proficiency in English. They were all in the same class and were exposed under the multimedia (YouTube) learning environment. However, students were obliged to finish the pre-test and post-tests. Moreover, the questionnaire was offered to them in order to know the perceptions and reflections of students with integrating YouTube into courses as well. In this research, paired T-Test was used to find out if there was a significant difference that exists before and after the treatments, also validate the pre-specified result. It was suggested that after training in the combination of the computer-assisted learning technique and traditional pedagogy, students performed better on the listening comprehension test than without the treatment before.

The paper seeks to expand our knowledge on the importance of public academic support programmes (ASPs) in higher education (HE) in India, which extend supplementary instruction with the aim to improve academic performance and support academic efforts of students from the socially and economically disadvantaged groups (SEDGs). This paper shows that students from the most disadvantaged amongst the SEDGs, that is, those residing in rural areas and women who experience multiple barriers that compound the effects of their disadvantages, have taken advantage of supplementary instruction classes. These classes have allowed HEIs to account for students' academic needs and challenges related to their socioeconomic disadvantages, that remain unmet in regular classrooms. By targeting educational resources to students who are most disadvantaged, these programmes compensate for the absence of parental support and recognises the underlying socio-economic obstacles of students from achieving academic success at college. Given the acknowledged role of higher education in providing economic and social benefits to individuals, the paper argues that oncampus state enabled ASPs targeting students from the SEDGs make HE in India more equitable and contribute in reducing social inequalities in the wider society

The current study seeks to expand our knowledge on extended education and its potential contribution to social inequality by examining socioeconomic disparities in supplementary education (SE) at college and its impact on labor market outcomes. Using data from the United States Education Longitudinal Study, logistic and linear regressions deliver the following main findings: (1) Socioeconomic status (SES) significantly affects SE participation, net of other factors. (2) With higher involvement in SE activities, neither employment nor income prospects significantly increase. (3) Low SES graduates are slightly more likely to benefit from SE than high SES graduates. (4) Among high-impact SE practices, only internships exert a positive effect on labor market outcomes.

Many high school students enter college without the necessary reading, writing, and math skills and therefore must enroll in developmental courses (Barnett, 2018). To increase college readiness among entering students, one state encouraged community colleges to partner with local high schools to bring the Accelerated Learning Program (ALP), which has been successful at the community college level, to the high school population. In this approach, high school students who are not yet college-ready take a college-level English and/or math class while also receiving support, often in the form of supplemental instruction. Results are promising with a 66% overall success rate.

Supplemental Instruction (SI) is a peer-led academic support program in which SI Leaders help students develop study habits and note-taking strategies as well as facilitate test preparation. While the effects of SI on students receiving the instruction have been thoroughly investigated, there have been far fewer studies that have assessed the impact of SI on its Leaders. Furthermore, research on Leaders has yet to adequately consider community colleges or Hispanic-Serving Institutions (HSIs), or to employ qualitative methodologies. Thus, this paper details an SI program developed at a two-year HSI and the impact of the SI Leaders' experience via qualitative data analysis of structured, open-ended interviews. The majority of Leaders described shifts in long-term goals or changes in learning styles from individual learning and a desire to "look smart" to one that embraced asking for help, peer learning, and belonging. The data indicate a shift in academic mindset among Leaders, particularly among minority male and female adult learners and Latino males.

Supplemental Instruction (SI) is a well-known academic support model to address retention and student performance in higher education. However, in studies reporting the effect of SI, the number of attendees at SI sessions are seldom mentioned or reflected upon. This study investigates whether there is a lower, optimal, and upper number of SI attendees for SI sessions with viable learning conditions. A literature review of 135 publications on studies of SI programmes was conducted along with a survey of 44 SI Leaders and 176 SI attendees at Lund University in Sweden. The literature review shows that there is no consensus regarding minimum, optimum, or maximum numbers of SI session size for viable learning conditions. In the survey, the number of attendees for optimal learning conditions was estimated to be 11-12 by both leaders and attendees. These respondents also estimated that if the number of attendees is below five or above 16 students, the learning conditions are likely to suffer. In the former case, this is attributed to too little collective knowledge, too few viewpoints, and a risk of the SI Leader being too prominent (less active participants). In the latter case, attendees are likely to find the conditions noisy and feel that they do not get seen, while the SI Leader may have difficulty structuring the session as well as getting an overview of the different group discussions. The results hint at the importance of reporting attendance numbers at an SI session. Otherwise, it is impossible for an outsider to determine whether the conditions were favourable for small group learning and thus makes it hard to judge SI's effectiveness.

How the Swedish after-school leisure program pedagogy relates to special education is rarely the subject of research. The problematization of the special education concept in the after-school leisure centers will be the starting point of this analysis model. This has been constructed with the aim of investigating how actors in the Swedish after-school leisure activities define how special education is being actualized in after school programs. The premises for the study regard the after-school leisure program mission; namely, to complement, compensate, and teach. In order to validate the analysis model, an exploratory pilot study was conducted through interviews with two teacher educators and two teachers in the after-school leisure program. The results show that the models developed for this investigation can be used in further studies. The analysis model provided important key words for further investigation and discussion of the program. These results can in no way be generalized, but they clearly show that the constructed and tested analysis model may form the basis for valuable discussions and pedagogical approaches in teacher education and in the program that the education prepares students for. Therefore, the pilot study comprises the foundation for a more comprehensive future study.

Students with complex support needs require individualized education programs (IEPs) to describe their present levels of academic achievement and functional performance (PLAAFP), and the annual goals and supplementary aids and services (SAS) that will be provided to enable them to make progress in the least restrictive environment. Previous research has found that IEPs do not reflect recommended practices and that IEP quality varies by educational placement in inclusive and separate class settings. The purpose of this study was to evaluate a national sample of IEPs of elementary-aged students with complex support needs to determine whether placement predicts IEP quality. We used multilevel regression to measure the extent to which placement predicts overall IEP quality as well as the quality of IEP components, including PLAAFP, goals, and SAS. We did not detect statistically significant differences in IEP quality by placement for any of these IEP components or for overall quality; instead, we found the IEPs consistently failed to meet quality indicators across all four placement types. Given these findings, we suggest implications for future research aimed at improving IEP quality for students with complex support needs.

Purpose: In Malaysia, numerous families devote a portion of their income to private tutorial learning fees. Many parents, especially those who stay in urban areas, send their children for private tutorial learning. This research investigated the challenges of a shadow education system by analysing Malaysian secondary school students' reactions to private tutorial learning. Methodology: A survey instrument with a structured questionnaire was designed on a webpage and delivered via email and Virtual Learning Environment through Frog Asia, which is the first company to connect Malaysian schools through a single cloud-based learning platform. The online survey approach was chosen as a convenient and cost effectiveness means of interacting with respondents who were dispersed in various geographical locations across the country. 148 respondents from three Malaysian states, Penang, Perak and Johor, were identified using convenience sampling. Findings: The results showcase the reasons for choosing private tutoring from both students' and parents' perspective. Significant findings revealed that the factors influencing students' choice to attend private tutorial learning were the school environment, social influence, rigidity of the school system, students' learning attitude and affordability for parents. The study also indicated that parents were exercising excessive force on students' academic choices, which increased tension and anxiety among their children. Parental influence can be stressful and have a traumatic impact on children's learning abilities. Furthermore, it was found that students were missing extra-curricular activities. Significance: The secondary school syllabus is too crammed and its scope is too wide, leading school teachers to complete it without in-depth teaching and learning activities. Due to peer influence, private tuition becomes a routine activity, causing school students to miss extra-curricular activities. Ultimately, a good outgoing school student is a potential candidate for higher education, and educationally qualified and skilled persons are needed for the future economy of Malaysia. It is suggested that education policy makers should not introduce a rigid curriculum as rigidity leads to rote learning and produces poorly talented children.

Literacy clinics have a long history of providing supplemental assessment and instruction to students with literacy needs, but they were tested during the COVID-19 pandemic, as many pivoted from a face-to face format to three-way remote learning. This study provides a window into how literacy clinics at this moment of transformation in education embraced, and in some cases were challenged by, technology. A survey was administered in spring 2021 to a sample of 58 literacy clinic directors from the United States, Canada, Brazil, Bolivia, The Netherlands, and Australia. Data analysis included quantitative descriptive and inferential statistics reporting on the use of technological platforms and resources, clinic settings, and the format of clinics, before, during, and anticipated after pandemic. Results suggest that clinicians retained some traditional instruction methods while moving some components to digital spaces. Qualitative analysis included (a) coding, (b) creating categories, and (c) developing profiles of respondents based on their prepandemic and postpandemic instructional delivery format. Survey responses conveying the challenges and opportunities of online instruction are discussed in accordance with technology, pedagogy, and content knowledge. This research captured the precipice of institutional change as literacy clinics responded to the pandemic and then recalibrated their intentions for the future.

University faculty members who implement field-based teacher education programs experience challenges providing instruction for clinical, site-embedded university-based students. These issues can include a lack of common times to meet with students, limited access to meeting space to provide direct instruction, and changes in the school schedule. A number of these barriers may be addressed by adding elements of online instruction to traditional in-person classes, making the course, in effect, a hybrid one. In this study, the researchers analyzed the perspectives of university-based, special education focused instructors and clinical partners on the barriers, needs, benefits, and content related to implementing hybrid instruction in field-based settings. The hybrid content would supplement special education teacher education candidates' learning as they developed their skills for supporting students with special needs. Five university faculty members and two field-based PK-12 partners involved in special education teacher preparation participated in in-depth, open-ended phone interviews. Data analysis included identifying themes using a constant comparative qualitative approach. The participants recommended several supports they considered necessary for using technology to teach their students successfully. Rather than a temporary pandemic measure, the authors suggest that hybrid instruction offers a promising approach to support preservice teachers in the field going forward.

If there was a bright side to the COVID-19 pandemic, particularly related to education, it was the massive and rapid introduction of educational technologies to scaffold teaching and learning. Most notably, within teacher education, this included extended reality (XR) technologies to supplement or replace face-to-face field experiences. With the pandemic turning endemic, and with preK-12 schools returning to traditional modalities, there is a danger that the successes of virtual field experiences may be lost. This article presents a vision for 2025 to implement low-cost and effective XR technologies to supplement teacher education field experiences, regardless of if and when another global or local crisis occurs (e.g., pandemic, war, weather). In doing so, empirical and theoretical research is presented that argues for teacher educators to seek out and employ more immersive representations of practice that take advantage of the perceptual capacity of XR.

The purpose of this study was to explore high school physical education students' usage and perceptions of a supplemental online health-related fitness knowledge curriculum through the lens of the Unified Theory of Acceptance and Use of Technology. Individual interviews were conducted with 37 students who were enrolled in a ninth-grade physical education class. The course used an externally provided online curriculum designed to deliver and assess health-related fitness knowledge. Initial themes were generated using open and axial coding compiled into a codebook. The codebook was pilot-tested and finalized following peer debriefing sessions. Four main themes were developed: "Home(room), Alone"; "Easy to Use, Easier to Ignore"; "Disconnected and Conflicted"; and "Low Value, Low Priority." Students completed their online work alone, but location and devices varied. Most thought the online platform was easy to navigate, and many completed multiple modules at once. Students sensed that the online content was disconnected from face-to-face physical education and questioned why they were required to engage in sedentary online learning for a physically active course. They also expressed difficulty understanding the value of the online content and assigned a low priority to completing it as a result. Implementing a supplemental online physical education curriculum presents challenges given the relative novelty of the modality within the subject. This study highlights the important role system design plays in the online learning process. It also illustrates the responsibility teachers have in helping students see the value of online learning opportunities by making connections to their own lives.

We evaluated the impact of a supplemental, small-group kindergarten vocabulary intervention designed to reinforce content taught in core classroom instruction implemented within a multitiered system of support (MTSS) framework. Kindergarten teachers implemented a published vocabulary program with all their students during whole-class instruction for 15 min to 20 min per day over the course of the year. We identified students at risk for language and learning difficulties who scored below the 30th percentile on the Peabody Picture Vocabulary Test-4 (PPVT-4; Dunn & Dunn, 2007) and randomly assigned them in clusters to either the control group (n = 453) that received only the classroom vocabulary instruction, or to the treatment group (n = 468) that received the classroom instruction plus small-group supplemental intervention for 30 min, four times per week between November and May. Analyses using multilevel modeling indicated that students who received supplemental vocabulary intervention outperformed control group students on measures of target vocabulary taught during whole-class and small-group instruction and listening comprehension of passages that included taught vocabulary. There were no effects on standardized measures of vocabulary. At-risk students who received the supplemental intervention also eliminated vocabulary learning differences with typically achieving students (n = 430) who received only classroom vocabulary instruction on words targeted for instruction. Findings suggest that supplemental vocabulary intervention that reinforces content taught during classroom instruction implemented within an MTSS framework can accelerate the learning of at-risk students on proximal and near transfer outcomes that are aligned with the content and focus of the instruction and that MTSS offer a feasible framework for schools to provide effective and efficient vocabulary supports to students in the primary grades.

Problem-based learning (PBL) offers advantages for teaching anatomy and physiology for physical therapy students as clinical cases provide a scaffold for a comprehensive review of body systems. Although the utilization of interactive anatomy software greatly contributes to an active learning environment and efficient use of time, simply providing textbook readings, access to anatomy software, and models is not enough to engage students to become active in reaching their learning goals. Time constraints, meaningful technology implementation, resource abundance, and unfamiliarity are challenges that decrease the effectiveness of both facilitating and learning anatomy. The present study investigated the use of three supplemental learning tools to support anatomy instruction in a self-regulated manner. Friedman test results demonstrated significant differences for perceived engagement [X[subscript 2](2) = 15.74, P < 0.001, W = 0.23] but not for perceived learning. Survey responses demonstrated that perceived engagement was greatest with the nondigital supplemental learning tool compared with the two technology-enhanced learning tools (iBooks Author + SoftChalk and SoftChalk alone). Multivariate regression analyses demonstrated statistically significant relationships between the nondigital supplemental learning tool and anatomy practical scores (P < 0.001). The technology-enhanced supplemental learning tools did not further increase learning outcomes as measured by practical scores compared with nondigital learning tools. Incorporation of instructor-created instructional materials independent of technology is an efficient method to drive self-regulated learning, enhance engagement, and improve anatomy course outcomes and may overcome barriers associated with a purely self-directed PBL model.

Most parents consider private supplementary tutoring (PT) as an effective means of improving academic achievement. However, previous studies on this method have produced either partial or inconclusive results on its effectiveness. Thus, in the present study we conducted a comprehensive analysis of the learning of middle school students in China, with specific focus on the final year of middle school. The analysis was based on a specially designed longitudinal survey of private supplementary tutoring in mathematics. An analysis using hierarchical linear regression showed that regular private tutoring, throughout the school years, could have a minor effect on students' mathematical achievements by the final year of middle school. These results suggest that parents should make careful choices for their children's private tutoring, and the government must issue comprehensive, professional guidelines to regulate the private tutoring industry. Moreover, other countries could find major take-aways from the Chinese experience of private tutoring for enhancing students' mathematical performances.

The successes of corequisite remediation courses and supplemental instruction over traditional remediation courses such as the modular Math Essentials have been widely and recently documented (Logue, Watanabe-Rose, & Douglas, 2016). Corequisite reform is an important strategy to improve student completion of higher education goals. A robust corequisite model integrates gateway course content with lifelong tools such as time management and study skills that help students beyond the scope of one course. Corequisite remediation may not completely eliminate developmental courses; however, "a fundamental redesign of the support system for academically underprepared students" will include corequisite remediation (Vandal, 2014). This broader "support system" may integrate corequisite courses with the current (or similar) modular curriculum with non-modular precollege courses such as MTH 5 or MTH 9 in the Virginia Community College System (VCCS). Student placement into the optimal teaching/learning mode may be as key as course level placement (Bickerstaff, 2016). Corequisite remediation provides the VCCS with a powerful tool for student success. Wise integration of corequisite courses as part of a robust remediation program makes the vision of the VCCS strategic plan, Complete 2021, more clearly attainable.