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Introduction: Despite the necessity for adults with lower literacy skills to undergo and succeed in high-stakes computer-administered assessments (e.g., GED, HiSET), there remains a gap in understanding their engagement with digital literacy assessments. Methods: This study analyzed process data, specifically time allocation data, from the Program for the International Assessment of Adult Competencies (PIAAC), to investigate adult respondents' patterns of engagement across all proficiency levels on nine digital literacy items. We used cluster analysis to identify distinct groups with similar time allocation patterns among adults scoring lower on the digital literacy assessment. Finally, we employed logistic regression to examine whether the groups varied by demographic factors, in particular individual (e.g., race/ethnicity, age) and contextual factors (e.g., skills-use at home). Results: Adults with lower literacy skills spent significantly less time on many of the items than adults with higher literacy skills. Among adults with lower literacy skills, two groups of time allocation patterns emerged: one group (Cluster 1) exhibited significantly longer engagement times, whereas the other group (Cluster 2) demonstrated comparatively shorter durations. Finally, we found that adults who had a higher probability of Cluster 1 membership (spending more time) exhibited relatively higher literacy scores, higher self-reported engagement in writing skills at home, were older, unemployed, and self-identified as Black. Discussion: These findings emphasize differences in digital literacy engagement among adults with varying proficiency levels. Additionally, this study provides insights for the development of targeted interventions aimed at improving digital literacy assessment outcomes for adults with lower literacy skills.

Online learning is a well-established and growing, yet controversial and widely criticized, component of higher education. In this study, in-person and online versions of an undergraduate introductory biology class were compared to determine whether the online version of the course promoted student performance as well as the in-person course. Student survey responses were also analyzed to identify which teaching modality students perceived to be most effective at promoting learning, and to determine which components of the course were perceived by students to be most effective. No statistically significant difference was observed in exam scores or course grades between the two course modalities. Interestingly, some course components, such as completing virtual labs, were perceived to be more effective in the online version of the course, while others, such as participating in class discussions, were ranked as more effective for the in-person course offering; other components were ranked as similarly effective in both versions of the course. Therefore, this study provides evidence that online education can be effective if appropriately designed and implemented, and it provides a framework for strengthening the effectiveness of online education in the future.

Through a conversation analytic approach, we investigate the emergence of accounts provided by autistic children in small-group discussions. Nine Finnish children (7-10 years old) attending school with special support participated in a five-month-duration pedagogical practice purposefully designed to enhance children's participation in groups. We analyzed videos of sharing circles where children discussed their ideas and interests. Our data show three different account structures, which created different modes of children's participation and gradually changed how they positioned themselves in the group. Results show how accounts can create different focuses of attention; reveal children's reflections on what is relevant to them, and how to promote the exchange of ideas within a small group. Implications for the development of educational practices are discussed.

To address the seven guiding questions posed for authors of articles in this special issue, we begin by discussing the development (in the late 1970s-early 1980s) of Eccles' expectancy-value theory of achievement choice (EEVT), a theory developed to explain the cultural phenomenon of why girls were less likely to participate in STEM courses and careers. We then discuss how we tested key predictions from the theory, notably how expectancies and values relate to achievement choices and performance and how socialization practices at home and in school influence them. Next, we discuss three main refinements: addressing developmental aspects of the theory, refining construct definitions, and renaming the theory "situated" expectancy value theory. We discuss reasons for that change, and their implications. To illustrate the theory's practicality, we discuss intervention projects based in the model, and what next steps should be in SEVT-based intervention research. We close with suggestions for future research, emphasizing attaining consensus on how to measure the central constructs, expanding the model to capture better motivation of diverse groups, and the challenges of testing the increasingly complex predictions stemming from the model. Throughout the manuscript, we make suggestions for early career researchers to provide guidance for their own development of theories.

This study examines the effectiveness of a new approach for a university transition program that uses a location-based game to familiarize first-year students with the university environment during the COVID-19 pandemic. The study involved 775 university students from 15 faculties, 9 from Human and Social Sciences and 6 from Technology and Science, who participated in the experiment by playing the game for one month. This study uses a mixed-method approach with an explanatory sequential design to collect both quantitative Pre-Post tests, IMI questionnaire, and data usage) and qualitative data (open-ended questionnaire) to evaluate the knowledge of university transition and intrinsic motivation between students in the field of Technology and Science and Humanities and Social Sciences. Overall, the findings revealed that all participants who completed the program significantly improved their knowledge of university transition. The study also found that students in the field of Technology and Science learned significantly better than those in Humanities and Social Sciences, but there were no significant differences between the two groups in terms of intrinsic motivation. The study concluded that participation in a location-based game for university transition engaged students in a more contextual and realistic way of learning to become familiar with the university. However, the study noted that the game may not be suitable for all students and should be considered as an additional tool for orientation. Future research work is also discussed.

This study aims to examine the effect of augmented reality-assisted programming education supported by participatory design on the basic and computational thinking skills of preschoolers. In the study, a pretest-posttest single-group semi-experimental design, which is one of the quantitative research methods, was used. The study group of the research consists of 61 students studying in kindergarten in the 2021-2022 academic year. 48% of the students are boys and 52% are girls. The implementation process took nine weeks. In the first part of the research, the CodeLimbel application was developed by conducting a five-week participatory design study with two groups. In the second part of the study, the programming training prepared by the researcher was applied to all groups for four weeks. The "Basic Skills Scale", "TechCheck" scale, and "Student Interview Questions" developed by the researcher were used as data collection tools. It was found that augmented reality-supported programming education had a statistically significant effect on students' computational thinking and basic skills. It was observed that all of the students who participated or did not participate in the participatory design study were interested and excited about programming education with augmented reality applications.

The capacity to navigate conflict and solve problems will persist as an essential skill of the future, even if today's students will be doing jobs that haven't been invented yet. What are we doing in schools right now to ensure students have these skills? For nearly a decade, a program called Speak Truth has taught students to use their voices, concerns, and capacity to build bridges as tools for understanding different viewpoints and collaborating to lead change.

Student voice initiatives like surveys, student councils, and classes focused on leadership and agency all provide youth a way to share their opinions about school-based issues and take action to rectify them to some degree. But the way each initiative is leveraged, the experiences of the young people and educators involved, and the initiatives' varied goals complicate a singular definition of student voice. Dane Stickney and Julissa Ventura identify levels of student voice to help educators and school leaders in assessing current student-centered approaches and create new, more transformative options that deeply motivate and engage youth.

How a society supports its most vulnerable individuals can serve as a barometer of social inclusion. By engaging in previous debates on how the influx and resettlement of refugees and asylum seekers challenge European educational spaces, this study investigates asylum seekers' non-engagement and non-participation in one engaged learning project in Finland (the KOTO project -- Kotoutuminen taidolla ja taiteella [Integration through Arts and Skills]). A mixed methods approach with convergent design was adopted for the study, which combines qualitative data on asylum seekers' attributions of their participatory barriers with quantitative data on the relationship between asylum seekers' demographics and the quantified data on their participatory barriers. The study illuminates how asylum seekers' liminality, along with the project-based barriers, generates non-engagement and non-participation in the educative pre-integrational programmes in a reception centre context.

This study documents secondary pre-service teachers (PSTs) who examined Black Lives Matter (BLM)-themed young adult literature (YAL) embedded in contemporary realistic fiction and graphic novels, as part of coursework for an online YAL course required for secondary teacher certification. An analysis of instructor mentoring, online discussions, literature evaluations, and interviews demonstrates enhanced awareness of the need to implement BLM-themed literature, against the grain of rigid curricular requirements and policies that ban critical race theory (CRT) dialogue in numerous school districts. Moreover, PSTs identified these texts as a source to guide CRT to raise awareness of the history and permanence of systemic racism and its influence on contemporary society and the implementation of culturally relevant literature.

The purpose of this qualitative case study was to examine how teacher collaboration influenced the participation of Leo, an ESL student, in a collaboratively taught classroom at a middle school in the Southeastern United States. To this aim, this study consisted of two collaborative cycles and used the constant comparative method to analyze the influences of teacher collaboration on Leo's participation. The findings showed that teacher collaboration generated more opportunities for Leo's increased participation. During the first cycle, Leo could focus on his own learning outcomes without assisting his friend and fellow student. Moving into the second cycle, Leo was able to confidently participate in the collaborative discussion because of the interactive lesson design and the ESL teacher's (Amanda's) impact on the collaborative process. The findings highlight the social nature of student participation that is defined by the teachers in collaboration. The findings also call for teachers' culturally responsive practices and additional studies to examine how teachers can work together to yield more equitable and inclusive spaces for student participation in the collaboratively taught classroom.

Aim: The aim of this research is to examine whether the sports status of high school students has any effect on their self-confidence and to examine them in terms of different variables. Material & Method: The population of the research consists of students studying in high schools located in Kilis. The sample of the study consists of 415 students, 210 male and 205 female, randomly selected from high schools in Kilis. A personal information form developed by the researchers was used to collect information about the independent variables. The "Self-Confidence Scale", developed by Akin (2007) as a data collection tool to measure students' self-confidence levels, was used to determine the existing self-confidence levels of individuals. While evaluating the study data, descriptive statistical methods were used. Independent sample T-Test and ANOVA Test were used in the analysis of the data. In the analyzes used, the level of significance was determined as p<0.05. Results: In the obtained findings, no statistical significance was found in terms of the variable of students' gender and active sports year. Statistically significant was observed in terms of grade variable, active sports involvement variable and sports type. Conclusion: It was concluded that high school students who do sports are more self-confident than those who do not. It was concluded that as the grade level of the student increased, the self-confidence also increased. It has been concluded that students who do team sports are more self-confident than those who do individual sports.

This study was conducted to evaluate the lifelong learning culture of teacher candidates within the framework of the concept of cultural capital, which Bourdieu defines as the sum of intellectual qualities. The study employed the survey model as a quantitative research method. The study universe consisted of 538 prospective teachers attending Ankara University. Data concerning the cultural participation patterns among prospective teachers were collected through the "Cultural Participation Survey". The data were analysed using frequency analysis, percentage analysis, chi-square testing, t-testing, and one-way variance analysis (ANOVA). As a result, it was found that the education level, working status and income of the families of teacher candidates indicated low socio-economic and socio-cultural origins. It was observed that the cultural participation levels of the teacher candidates were low and these levels varied significantly according to the education level and income status of their parents. On the other hand, there was no significant difference according to the class they studied and the working status of the parents.

The COVID-19 pandemic has taught us that being able to learn online is now a crucial life skill and cannot be left to chance. Pedagogical interventions are critical to support students in building their digital skills and confidence, given identified links between online learning readiness and academic success. Based on this premise, the purpose of this study is to investigate the influence of an online learning preparatory MOOC on students' emotions and levels of online learning self-efficacy (OLSE). The paper begins by illustrating how the design and delivery of the MOOC had the potential to provide participants with the necessary mastery experiences, vicarious experiences, verbal persuasion, and affective regulation opportunities to evaluate and develop their online learning self-efficacy beliefs. Students starting or continuing their higher education online because of COVID-19 were encouraged to take the MOOC as part of their development. Students' self-reports of their emotion and OLSE were compared pre- and post-MOOC. Paired sample t-tests found significant differences in all four dimensions of OLSE following participation in the MOOC. Participants reported higher levels of Self-Efficacy Navigating Technology, Self-Efficacy Managing Time, Self-Efficacy Learning at a Distance, and Self-Efficacy Communicating Online. Additionally, changes in learners' emotions were observed post-MOOC. Most participants reported feeling anxious about online learning before the MOOC. This changed, however, post-MOOC, with the majority feeling positive and hopeful about online learning following the two-week course. The paper concludes by discussing the implications for practice.

Over the last decade, the prevalence of online courses has continued to grow, and students in higher education are being offered increased access to technology and communication tools in online learning programs. This action research study analyzed the impact of two distinct types of online course instruction (100% asynchronous and weekly online synchronous meetings) on learning outcomes, including cognitive and social presence, knowledge gained, and student perceptions. Study participants consisted of graduate students enrolled in online sections of a course on program evaluation. Four sections of the course were available: Two included a synchronous meeting using web-conferencing, and two used an asynchronous format. A quasi-experimental design was used and included pre- and post-test knowledge assessment, a modified version of the Community of Inquiry (CoI) questionnaire, and end-of-course student evaluations. Our results suggest that when students learn in an asynchronous format, they have a higher cognitive presence. The average scores on the knowledge pre-test were the same for both sections, but post-test scores were slightly higher in the asynchronous section. Instructor ratings were high for all courses. These findings may offer valuable implications to higher education programs that have recently transitioned to online teaching modalities.

According to the National Center for Education Statistics (2022), the number of college students enrolled in at least one online course was approximately 11 million during the 2021-2022 school year. Knowing that institutes of higher education (IHEs) are responsible for teaching students who are primarily online learners, special education teacher preparation programs at IHEs need to change their focus on how to meet these online learners' needs. There is plentiful research on what faculty should include in their online classes, but finding specific strategies and activities that engage students in their own learning can be challenging. This article provides teacher educators with activities and strategies used in classes to engage online students in their learning, aiming for quick and easy implementation into future online special education teacher preparation courses.

The purpose of this research is to examine the effect of sports participation and physical activity on negative emotions and the quality of life of COVID-19. Data were collected through the personal information form, the International Physical Activity Questionnaire-Short Form, the COV19-Impact on Quality of Life scale, and Positive-Negative Affect Schedule (PANAS). Data were collected through stratified sampling from Recep Tayyip Erdogan University and Kirsehir Ahi Evran University. The sample of the study consisted of 888 students. The obtained data were analyzed using SPSS 26.0. Necessary assumptions were ensured before the analysis. Afterwards, descriptive statistics and MANOVA were used in the research. It has seen that the number of students who do not do sports under license, who passively participate in sports 2-3 times a week, and whose physical activity level is moderate are more in number. The findings show that students who do sports under license, passively participate in sports, and are physically active experienced lower levels of negative emotions and COVID-19 affected their quality of life at lower levels. As a result, it can be said that participation in sports and physical activity have an impact on negative emotions and the quality of life of COVID-19 in the sample of university students.

Article 12 (1) of the United Nations Convention on the Rights of the Child sets out the right of children who are capable of forming their own views to freely express them in matters that affect them. Such views should be considered in schools when making decisions, paying attention to the child's age and maturity. In this study we explored teachers' understanding and perceptions of the implementation of the child's right to participation in matters that concern them in the school context. Using a qualitative research approach, data were obtained from 12 purposively selected high school teachers from selected schools in the Johannesburg South district through semi-structured individual interviews. The findings indicate that while understanding of this right was limited among teachers, there was a high preference to accord children this right. Opportunities to participate were mainly viewed as very limited and only in minor issues at school. Several challenges to promote this right were highlighted by teachers and are discussed in this article. Recommendations such as educating teachers about children's rights to participation and creating opportunities for them to participate in decision-making in matters that concern them are made.

Identification of key factors affecting the self-directed learning process in the virtual environment of medical education is vital. In this article, we designed a model that describes the self-directed learning process in the virtual learning environment for post graduate students of medical sciences in Iran. This study was carried out in two steps: first, using a qualitative study, we explored the formation of a self-directed learning process in the virtual environment. Second, a review of the literature was conducted to identify the conceptual models. Finally, based on the results, a self-directed learning model for virtual learning was developed. A total of 25 people were research participants in the qualitative part, and individual interviews were conducted with both faculty members and students. There were 1,049 codes, 80 subcategories, 15 categories, and 5 themes extracted from the interviews and through analysis. The themes included (a) backgrounds and requirements, (b) support, discipline, and coordination of the educational system, (c) students' effort to manage to learn, (d) efficiency, attractiveness, and organization of educational environments and context, and (e) personal excellence, growth, and development. The self-directed learning process in virtual environments consists of some elements and structures, and a description of the relationship between these elements can be the basis of educational planning to develop and compile an effective evaluation of this skill.

During the COVID-19 pandemic, the learning was conducted by online system. The objective of the research was to understand the commitments and preferences of students in online learning. A total of 516 students participated in filling out an online questionnaire. The data were analysed descriptively referring to the critical success factors (CSFs). Based on the research result, there were three most dominant obstacles, they were: (i) Internet interference (42.71%); (ii) Limited quota (24.49%); and (iii) Other activities (22.92%). There were students who did not attend full-time (22.45%). The weak commitment was boredom (2.04%) and feeling that they understood the module (5.10%). There were students who do not study full-time, only filling out the attendance list (53.1%). A small number of students (2.04%) fill out the attendance list and upload assignments as a top priority. According to this research, 46.7% of students liked online learning and 39.7% did not like it. In addition, 42.83% of students were bored. It means that about 60% of saturation comes from like-dislike preferences. The remaining 40% are influenced by other factors. The students' commitments and preferences are influenced by many factors. Those who force themselves to learn ineffectively will be at risk of learning loss.

The Federal Work-Study (FWS) program is an integral part of the federal financial aid plan in the United State since 1964 providing employment opportunities, financial assistance, and opportunities to improve career readiness to over 675,000 students annually. However, little investigation has been completed into the effects of participating in FWS in terms of either program effectiveness or effectiveness as a career development program. Previous research lacks consistent findings and focuses on academic outcomes, ignoring development aspects as well as the potential reframing of the program as a high-impact practice. This study assesses the career readiness of FWS eligible students, utilizing a pre-/post-test control group design with a longitudinal t-test assessment of measured outcomes at two time points as well as an analysis of longitudinal growth. Descriptive analysis found statistically significant differences in career readiness growth for FWS participants across all demographic groups. [Note: The publication date (Oct 2021) shown on the PDF is incorrect. The correct publication date for v52 n1 is Mar 2023.]

Faculty encourage students to participate in internships to gain major-specific knowledge and make contacts in their field. Internships are becoming more popular with students over the past 5 years, with an uptick in the number of students who participate in this kind of experiential learning. While students do learn technical training in an internship they also have the ability to experience, practice and hone soft skills. Soft skills are skills such as communication, teamwork, leadership, and problem solving. These skills are the skills employers are seeking above and beyond technical skills. When the goal in internships becomes not only helping students focus on their intended field of study, but also learning the soft skills requested by employers, the internships benefit students in a multitude of ways. The question becomes how does the academic environment structure an internship to ascertain that students are learning the soft skills as well as the technical skills needed to succeed? This paper focuses on internships and their benefits to students in both a technical and soft skill aspect as well as assignments and measuring tools used in internship classes to instill and assess the internship.

This scoping review summarizes studies on passive participation in collaborative online learning activities that used computer-mediated communication tools in school settings. A total of 42 articles spanning about 20 years were explored. ERIC and three main journal indexes from Web of Science were used to locate articles. For each year searched, there were only one to five studies that investigated passive participation, indicating that not many researchers have examined this topic in general. Moststudies used mixed methods and were conducted in higher education settings in asynchronous online discussions. Three terms have been used to discuss the notion of passive participation: lurking for read-only behavior, legitimate peripheral participation for low contribution, and free riding for no contribution. Studies on passive participation have mainly explored four topical areas: motivational factors and reasons, participation types and behavioral patterns, effect on learning outcomes, and pedagogical strategies for de-lurking. Most studies have investigated passive participation as one of the behavior patterns among various types of participation. A few studies have solely examined read-only behaviors. The notion of passive participation varies among researchers and should therefore be redefined. Overall, there have been few studies on the topic of passive participation and those that have been conducted reveal some inconsistencies in their findings, indicating the topic requires further investigation. Future studies on this topic are urgently needed due to the forced shift to online courses precipitated by the pandemic. While instructors are also responsible forsupporting their learners in this unprecedented context, researchers should investigate ways to help instructors better understand passive participants and encourage active learner participation in collaborative online learning space.

A detailed characteristic of teaching and learning approaches used within the new concept of Learning by Being (LBB) is given. The evolution of educational paradigms from Learning by Doing (LBD) and Learning by Understanding (LBU) toward LBB is analyzed. The basic idea of LBB is students' ownership on cognitive goals, or the assumption of learning objectives, in other words -- intrinsic motivation of students. Along with LBB, the author proposes the term of guided self-scaffolding. Both terms tend to accentuate high level of student's intrinsic motivation. The article examines the school physics lab as an example of constructivist learning environment and analyzes several didactic approaches as inquiry-based learning, problem-based learning, project-based learning, case studies, and just in time teaching from constructivist point of view. The author enumerates the basic principles for the organization of school physics lab in a constructivist manner: provision of opportunities for students' own thinking, giving students a certain freedom degree in identifying solution through verbalization of the problem, necessity for teacher to know a priori concepts of students, students' effort as a mandatory condition to achieve students' interest. The concept of "big scientific ideas" is in the core of this organization. The author emphasizes that conceptual understanding in school physics lab, which is inseparable from learning by being, is achieved through the overlapping of several learning and teaching approaches which form the core of LBB concept.

Music and the arts are of growing interest in promoting success in school and psychological development of young people in general. However, there are few studies focused on the relationship between music and, more specifically on school engagement of vulnerable students. Thus, this exploratory study aims to understand the perceived impact of student participation in a school percussion group on school engagement. The research followed a qualitative methodology through individual semi-structured interviews. Six pupils aged between eleven and fifteen, two teachers of these pupils and two of the percussion group facilitators took part in the study. The results reveal a positive impact perceived by the participants arising from participation in the percussion group, with emphasis on the behavioural dimension of school engagement. Considering the relation between school engagement and learning processes, promoting school engagement through musical activities could be an innovative strategy to promote school success.

This study focuses on the increasing disparities in STEM education achievement and long-term wage earnings of under-represented minority groups. As part of national efforts to improve the diversity of the STEM workforce, this study uses longitudinal data from the University of Houston's Education Research Center (UH-ERC) to examine the effect of participation in a STEM-focused intervention program (Houston-Louis Stokes Alliance for Minority Participation) on wage earnings across students from traditionally under-represented groups. Data analysis consisted of propensity score matching analysis, followed by an ordinal logistic regression model to measure program participation effects on wage earnings. Findings indicate a significant negative association between participation in the STEM intervention program and long-term wage earnings. Results highlight the role of structural racism and human capital on perpetuating achievement and wage gaps across race and socio-economic status. Recommendations focus on career preparedness as a tool to increase the human capital of under-represented groups and institutional shifts in policy and program components that strive to reduce the impact of structural racism on this subpopulation of students. [Note: The issue number (2) displayed on the first page of the PDF is incorrect. The correct issue number for this article is n1. The page range cited on the PDF (pp. 66-86) is incorrect. The correct page range is pp. 66-87]

In South Africa, the issue of learning to read is an area of concern. While studies have focused on reading problems in the Foundation Phase, little is known about this issue in full-service schools. In light of this, the aim of this study was to explore how Grade 3 teachers supported learners who experienced reading problems in full-service schools. Vygotsky's sociocultural theory was used to understand the meaning-making of Grade 3 teachers in the context of reading. This qualitative study with a case study design was conducted in 3 full-service schools in the Tshwane North district in the Gauteng province. Participants included 6 learner-support teachers and 11 Grade 3 class teachers. Data were produced using semi-structured interviews. The findings show that the methods of reading and modes of working to support learners are complex, varied, and largely teacher-driven. This set of circumstances highlight the need for co-construction of reading with learners and the addressing of specific barriers to learning to read. This was somewhat evident among the specialist teachers but not sufficiently robust. This study raises questions for professional development for reading problems in the Foundation Phase.

The paper introduces an approach that facilitates whole-class curriculum co-creation and presents a case study conducted in a higher education institution in Hong Kong where it was implemented. The approach enables students to actively contribute to constructing a curriculum in partnership with teachers and practitioners, using scenario development techniques within the technology-enhanced learning environments. In this sense, the study is compatible with and contributes to contemporary higher education requirements for future-ready students, able to work in fast-changing, digitalized and globalized working environments. The case study describes the implementation of the approach in undergraduate and postgraduate knowledge management courses. The mix-method design was employed, including content analysis of scenarios, a questionnaire asking for students' feedback, and teacher's observations. The findings revealed that the approach enabled students and the teacher to work more collaboratively and co-create some aspects of the knowledge management courses (e.g., identifying and compiling relevant subject trends), even if some challenges were experienced. The paper points to the need for students' ownership when it comes to developing curricula that better consider students' experiences and meaning-making processes. The paper contributes to contemporary higher education discourse by providing conceptual and practical guidance on how to enact whole-class curriculum co-creation for teachers interested in such practice.

Math educators must engage students in deep learning and talk spanning shorter, medium, and longer time frames to offer both the structures and language so that secondary English learners can participate fully alongside their classmates. In this article, the authors present: (1) "structure and language" to facilitate full participation as peers take turns; (2) "purposes" such as grouping, ordering, or matching to surface connections; and (3) "moments" within a lesson to develop concepts and practices. These levels are nested as taking turns (short) builds to meaningful participation in activity (medium), which supports longer learning journeys characterized by changes in participation over time.

Synchronous hybrid learning (SHL) is a new instructional approach that allows on-site and remote students to participate in learning activities simultaneously. Investigating metaphorical perceptions about new learning environments may offer insights into the ways in which they are perceived by various stakeholders. Yet, research is missing a thorough investigation into metaphorical perceptions about hybrid learning environments. Hence, our goal was to determine and compare the metaphorical perceptions of higher education instructors and students regarding their roles in face-to-face versus SHL environments. When asked about SHL, participants were asked to refer separately to the on-site and remote student roles. Following the mixed-methods research design, data were obtained from 210 higher education instructors and students who responded to an online questionnaire during the 2021 academic year. Findings showed that both groups perceived their roles differently in face-to-face versus SHL. For instructors, the "guide" metaphor was replaced with the "juggler" and the "counselor" metaphors. For students, the "audience" metaphor was replaced with different metaphors for each cohort of learners. The on-site students were described as an active audience, while the remote students were described as outsiders or observers. The meaning of these metaphors will be discussed in light of the impact of the COVID-19 pandemic on teaching and learning in contemporary higher education.

Although more students study abroad today than in decades prior, participation still lags behind national goals put forth by the Lincoln Commission. Many students plan to study abroad, yet this often does not correspond with actual participation. This gap suggests there are barriers that prevent study abroad intentions from evolving into program enrollment. This study analyzes full population data and a NSSE (National Survey of Student Engagement) subset to distinguish study abroad and non-study abroad student intentions and participation between 2007 and 2017 at a four-year public liberal arts university in the U.S. Midwest. The role of demographic, academic, and socioeconomic factors are explored using logistic regression. Findings confirm the alignment of study abroad patterns with student characteristics, which represent barriers as well as opportunities for study abroad participation. Interventions at the institutional and individual level could be useful for addressing social group disparities and the participation gap.

Although more students study abroad today than in decades prior, participation still lags behind national goals put forth by the Lincoln Commission. Many students plan to study abroad, yet this often does not correspond with actual participation. This gap suggests there are barriers that prevent study abroad intentions from evolving into program enrollment. This study analyzes full population data and a NSSE (National Survey of Student Engagement) subset to distinguish study abroad and non-study abroad student intentions and participation between 2007 and 2017 at Grand Valley State University (GVSU), a public liberal arts university in the U.S. Midwest. The role of demographic, academic, and socioeconomic factors are explored using logistic regression. Findings confirm alignment of study abroad patterns with student characteristics, which represent barriers as well as opportunities for study abroad participation. Interventions at institutional and individual levels could be useful for addressing social group disparities and the participation gap.

Researchers and practitioners in the United States increasingly promote phenomena-based instruction in science that supports the development of a coherent storyline throughout the unit. Questions about "who" is constructing the science storyline and "how" still remain. Employing a qualitative ethnographic case study approach, we explore how three Latinx female students authentically contribute in their high school chemistry class and change the science storyline originally developed by the teacher. Data include over 950 min of video recordings, student artifacts, and interviews collected from a unit about reaction rate, which was contextualized by students' experiences with a local wildfire. The analysis points to three instructional moves that appear to play an important role in shifting the collective storyline: connecting to Latinx students' personal concerns, moving across multiple figured worlds, and recognizing students' epistemological contributions. Implications for supporting minoritized students are discussed.

The present study explored how negative emotional orientations (i.e., anxiety, boredom, and demotivation) may contribute to English as a foreign language (EFL) learners' willingness to communicate (WTC) in in-person and online classes. In doing so, a total of 290 university students majoring in English were recruited to fill in a set of scales. The structural equation modeling analysis indicated that foreign language classroom anxiety (FLA) and L2 demotivation have a direct impact on EFL learners' in-person and online L2WTC. While L2 demotivation was the strongest significant predictor of learners' in-person L2WTC, FLA was the strongest predictor of online L2WTC. Additionally, there was a positive correlation among FLA, L2 demotivation, and foreign language classroom boredom (FLB). While FLA demonstrated no direct impact on communication willingness, it exhibited significant indirect paths to in-person L2WTC via the full mediation of L2 demotivation and FLA . Although the result did not show any significant direct impact of FLB on online L2WTC, it had a small yet significant indirect path to online L2WTC through the full mediation of FLA. FLA also revealed indirect significant paths to online L2WTC through FLB and L2 demotivation. The implications for L2 teachers and teacher educators will be further discussed.

The purpose of this article is to study the impact of the use of digital interactive information technologies in Chinese political education on the civic participation of Chinese and foreign students. The study involved 347 Chinese and 298 foreign students China University of Political Science and Law University, School of Marxism (Shanghai); East China University of Political Science and Law (Shanghai); China Youth University of Political Studies (Beijing), who studied using digital interactive information technologies (experimental group 2); the control group consisted of 285 Chinese and foreign students who, during the experiment, studied political disciplines without the use of digital interactive information technologies. To investigate the students' civic participation, the authors used a special semi-structured questionnaire, as well as the method "Diagnostics of the socio-psychological attitudes of a person in the motivational-need sphere" by O. Potemkina and the method "Motivation of professional activity" by K. Zamfir modified by A. A. Rean. Both Chinese and foreign students who received political education using digital interactive information technologies during the experiment turned out to be significantly more active in civilian life than those who studied without using these technologies.