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Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas 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.)

Teaching optimization algorithm is an intelligent optimization algorithm applied in the education. At the same time, it can solve complex optimization problems in other fields such as traffic flow optimization and logistics optimization. In response to the weak development ability, a teaching optimization algorithm based on self-learning mechanism is proposed by referring to general reverse learning methods. Meanwhile, a multi class interactive teaching optimization algorithm is proposed by combining clustering and partitioning methods based on Euclidean distance. By combining the two algorithms, a personalized and collaborative learning teaching environment is provided. When the function dimension is 30, the average function evaluations for the teaching optimization algorithm based on self-learning mechanism on unimodal function f1 is only 3859. On the multimodal function f2, the average function evaluations for this algorithm are only 4735, which is 2057 and 1367 less than the other two algorithms, respectively. Meanwhile, the success rates of this algorithm are all 100%. In addition, on the unconstrained function f6, the multi class interactive teaching optimization algorithm tends to converge when the function evaluations are 0.1×104. Traditional teaching optimization algorithms tend to converge only at 1.0×104. The two improved algorithms proposed in the study have better solution accuracy and stability, providing a reliable method reference for solving modern complex engineering problems. [ABSTRACT FROM AUTHOR]

As an open network architecture, Wireless Computing Power Networks (WCPN) pose new challenges for achieving efficient and secure resource management in networks, because of issues such as insecure communication channels and untrusted device terminals. Blockchain, as a shared, immutable distributed ledger, provides a secure resource management solution for WCPN. However, integrating blockchain into WCPN faces challenges like device heterogeneity, monitoring communication states, and dynamic network nature. Whereas Digital Twins (DT) can accurately maintain digital models of physical entities through real-time data updates and self-learning, enabling continuous optimization of WCPN, improving synchronization performance, ensuring real-time accuracy, and supporting smooth operation of WCPN services. In this paper, we propose a DT for blockchain-empowered WCPN architecture that guarantees real-time data transmission between physical entities and digital models. We adopt an enumeration-based optimal placement algorithm (EOPA) and an improved simulated annealing-based near-optimal placement algorithm (ISAPA) to achieve minimum average DT synchronization latency under the constraint of DT error. Numerical results show that the proposed solution in this paper outperforms benchmarks in terms of average synchronization latency. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the attitudes of Chinese college students toward using a blended learning approach to enhance their English speaking skills. Participants include 105 non-English major students from a regular university in western China. A quantitative analysis was conducted based on the data from a designed questionnaire. The findings identify the majority of students were satisfied with using the blended learning approach during the courses to improve their English-speaking skills. Furthermore, most students showed a preference for using blended learning in future English-speaking learning because of its user-friendliness, flexibility in terms of time and location, access to self-directed learning, and diverse teaching resources. The study further demonstrated the successful and effective implementation of blended learning in English-speaking instruction as part of an educational reform process in a regular university in Western China. The researcher attempted to provide some tips to enhance blended English-speaking learning including diversified instructional designs, increased teacher-student interaction, the active use of spoken English in the classroom, practice opportunities outside of class, and the dissemination of rich oral language learning resources. [ABSTRACT FROM AUTHOR]

Background: Faculty development programs are crucial for promoting continuous learning, enhancing teaching effectiveness, and encouraging professional growth among medical educators. Problem-based learning was introduced as a teaching strategy in our Faculty of Medicine in 2007. Thereafter, several rounds of a faculty development program were conducted to help teachers recognize their role as facilitators and assess areas for improvement. Methods: We conducted a mixed-methods study with a sample of 284 third-year medical students answering a questionnaire and 21 faculty members participating in focus groups. A validated 13-item questionnaire was used to investigate the students' evaluation of their tutors' performance in problem-based learning. Three sessions were then conducted with faculty members involved in problem-based learning to gain in-depth insights into their experiences and perspectives. Results: The mean performance ranking for tutors awarded by the students was above halfway. There was a significant positive correlation between tutors' performance ranking and all five of the learning approaches examined herein: constructive/active learning, self-directed learning, contextual learning, collaborative learning, and intra-personal behavior (p < 0.05). The data from the focus groups were analyzed under five broad themes: tutors' insights into their strengths and weaknesses, challenges in conducting problem-based learning, tutors' ways of preparing for problem-based learning, feedback, and suggestions for improving problem-based learning workshops. Conclusions: This study recommends improvements and future directions for advanced program evaluation. Faculty development programs can be tailored to effectively address students and faculty members' goals and needs, which can benefit the teaching and learning process and foster a culture of continuous improvement and professional growth. [ABSTRACT FROM AUTHOR]

Background: This study investigated the impact of applying the anchored teaching mode with nursing interns on the cardiac surgery intensive care unit (CSICU). Method: A total of 110 interns were divided into a control group (taught through traditional methods) and an experimental group (taught using the anchored teaching mode). The anchored mode, emphasizing student-centered learning, included creating scenarios, identifying problems, using self-directed and collaborative learning, and evaluating outcomes. Results: Our study found that the experimental group showed significantly higher scores in emergency response ability, nursing skills, and teaching effectiveness compared with the control group at graduation. Conclusion: The findings suggest that implementing the anchored teaching mode can effectively enhance the education of nursing interns on the CSICU, emphasizing the need for further research across different departments and types of hospitals. [J Contin Educ Nurs. 2024;55(7):359–364.] [ABSTRACT FROM AUTHOR]

Copyright of International Journal for Arabic Language & Literature is the property of Ithra Elmarafa for Conferences, Researches & Scientific Publishing 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.)

School closures were implemented in the first quarter of 2020 to halt the spread of the COVID-19 epidemic. Without adequate preparation time, students and teachers faced the problem of transitioning from face-to-face to online classes. Educational therapy sessions in the Dyslexia Association of Singapore were affected too. This study sought to explore educational therapists' experiences and perceptions of online teaching and learning with school-going age students with dyslexia in an online environment during the COVID-19 pandemic. To accomplish this, a phenomenological approach was employed using in-depth interview techniques with ten educational therapists from the DAS. A six-stage thematic analysis by Braun and Clark (2006) was employed to determine the themes for this study. The findings revealed four key themes: a) benefits of virtual educational therapy, b) challenges of virtual educational therapy, c) perceived success factors and conditions for an effective virtual educational therapy, and d) after-effects of educational therapy for educational therapists. Details in the findings could help educational therapists design better virtual lessons in the future. While online platforms may not be ideal for dyslexic learners, educational therapists believe that age and technological capability contribute significantly to the feasibility of virtual educational therapy. Recommendations for further research include a) a study to explore dyslexic learners' perspectives and experience of online learning, b) a survey of online learning with other programmes, not just the literacy programme and lastly, c) an investigation into the mental health and well-being of dyslexic learners and educational therapists while participating in online learning. [ABSTRACT FROM AUTHOR]

Aims and Objectives: This study aimed to investigate the current status of the core competencies and self‐directed learning ability of diabetes specialist nurses and to explore the relationship between these core competencies and their self‐directed learning ability. Design: A cross‐sectional survey design was used. Methods: This cross‐sectional study was conducted via a web‐based questionnaire platform in China from January 14 to April 24, 2023. The survey included a general information questionnaire, a diabetes specialist nurses' core competencies self‐assessment scale, and a nursing staff's self‐directed learning ability evaluation scale. The data was collected online. Descriptive, correlation and multiple linear regression analyses were conducted using SPSS 26.0 software. Results: 118 diabetes specialist nurses from 11 cities participated in this study. A positive correlation was observed between the core competencies of diabetes specialist nurses and their self‐directed learning ability. The characteristics affecting the core competencies of diabetes specialist nurses included age, participation in external learning and communication and self‐directed learning. Conclusions: The training of diabetes specialist nurses can focus on core competencies, and the ability to self‐direct learning can be used as an entry point to customize feasible theoretical and practical courses. The training system can further improve diabetes specialist nurses' core competencies and self‐directed learning abilities. Relevance to Clinical Practice: A reference can be established that nursing managers and nursing educators can use to develop training programs for specialist nurses by validating the link between their core competencies and self‐directed learning skills. Patient or Public Contribution: Participants were involved solely in the data collection process. No participant contributions were required for the study's design, outcome measurement or implementation. [ABSTRACT FROM AUTHOR]

This paper examines the integration of interactive 3D applications into the teaching process in mechanical engineering education. An innovative interactive 3D application has been developed as a teaching aid for engineering students. The main advantage is its easy availability through a web browser on mobile devices or desktop computers. It includes four explorable 3D gearbox models with assembly animations, linked technical information, and immersive virtual and augmented reality (AR) experiences. The benefits of using this application in the teaching process were monitored on a group of students at the end of the semester. Assessments conducted before and after the use of the interactive 3D application measured learning outcomes. Qualitative feedback from students was also collected. The results demonstrated significant improvements in engagement, spatial awareness, and understanding of gearbox principles compared to traditional methods. The versatility and accessibility of the application also facilitated self-directed learning, reducing the need for external resources. These findings indicate that interactive 3D tools have the potential to enhance student learning and engagement and to promote sustainable practices in engineering education. Future research could explore the scalability and applicability of these tools across different engineering disciplines and educational contexts. [ABSTRACT FROM AUTHOR]

Involved in the process of formation of the personality and of the self-formation, aesthetic education aims at the development of the ability to correctly perceive and understand the beauty in the real life, the formation of aesthetic consciousness, aesthetic taste and sense, the need and possibility to participate in the creation of beauty in art and in life. Through the aesthetic education, we aim to prepare pupils for the act of valorization-reception-assimilation and the act of creating aesthetic values. The article presents ways and strategies to contribute to the development of the competence of self-instruction of pupils, in terms of education for beauty, so that they become efficient and autonomous in daily school activities, assume responsibilities, develop skills inside and outside the classroom. The conclusion of this article is that by encouraging pupils to be independent and responsible in their learning, they will become adults with motivation for lifelong learning. [ABSTRACT FROM AUTHOR]

This study investigates the effectiveness of a globally popular method of self-learning at the right level in improving learning outcomes—the cognitive and noncognitive abilities of disadvantaged students—in a developing country, Bangladesh. Using a randomized controlled trial design, we find substantial improvements in cognitive abilities measured by math test scores and in catch-up effects in terms of noncognitive abilities or personality traits measured through a self-esteem scale. Moreover, our study is, to our knowledge, the first to use alternative cognitive ability measures, that is, time reduction as well as time-adjusted test score, which are critical dimensions of cognitive development. Subsequently, we investigate the long-term effects using students' math results in the national-level exam. We find a reasonable longer-term effect on cognitive abilities 20 months after the intervention for younger students. Our estimates indicate that the program's benefits exceed its costs. [ABSTRACT FROM AUTHOR]

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

Background: Despite the importance of collaboration and communication in global health, existing educational approaches often rely on traditional one-way instruction from instructor to student. Therefore, this study aimed to evaluate the effectiveness of a newly developed undergraduate curriculum on global health in enhancing nursing students' competencies in global health and communication, problem-solving, and self-directed learning skills. Methods: A 15-week course "Global Health and Nursing" was designed for undergraduate nursing students, and a collaborative project-based learning method was used. Study participants were undergraduate nursing students enrolled in the course. The study was a multi-method study and included quantitative and qualitative components. It employed a one-group pretest–posttest design to quantitatively assess the impact of the curriculum. Additionally, student experiences with the learning process were qualitatively explored through a focus group interview. A total of 28 students participated in this study, and 5 of them participated in the focus group interview. Results: The collaborative project-based learning method significantly improved global health competency (t = − 10.646, df = 22, p < 0.001), with a large effect size. It also improved communication skills (t = − 2.649, df = 22, p = 0.015), problem-solving skills (t = − 3.453, df = 22, p = 0.002), and self-directed learning skills (t = − 2.375, df = 22, p = 0.027). Three themes were found through the focus group interview: (a) Promoting global health competency; (b) Fostering life skills through collaborative projects; and (c) Recommendations for future classes. The focus group interview indicated that overall, the study participants were satisfied with the collaborative project-based method for global health education. Conclusions: This study confirms that project-based learning significantly boosts the competencies and skills of students, recommending its broader adoption in nursing education. Nursing instructors should consider adopting this teaching approach for global health education at the undergraduate level. Future studies may employ a longitudinal design to assess the prolonged effects of the collaborative project-based learning approach, particularly focusing on the long-term retention of skills and the broader applicability of this model across different educational settings. [ABSTRACT FROM AUTHOR]

Self-study researchers have periodically considered the essence of self-study, its objectives, its applications, and potential future trajectories. To address this imperative, our study undertakes a content analysis of the initial 19 volumes of Studying Teacher Education (STE), the flagship journal of self-study research. We focus specifically on the methodological dimensions of the scholarship featured in the journal, encompassing the spectrum of self-study methodologies employed, data collection techniques utilized, and measures of trustworthiness adopted. Through our analysis, we identify prevalent trends within each thematic domain, alongside an evolving consensus over time regarding the characteristics of high-quality self-study research. Nonetheless, we also discern persistent challenges concerning the lack of definitional precision and consistent implementation across diverse methodologies, data collection approaches, and trustworthiness measures. Echoing previous scholarship, we advocate for the establishment of a shared lexicon within the self-study community and the cultivation of explicit understandings regarding the diverse modalities of its application. Furthermore, drawing from our analysis, we introduce a typology delineating three distinct epochs of self-study research within the journal’s history while also envisioning the emergence of a fourth era poised to both reaffirm self-study’s foundational role as a form of counter-scholarship and chart innovative pathways forward. [ABSTRACT FROM AUTHOR]

Background: As indispensable reserves for the nursing workforce, undergraduate nursing students must possess self-directed learning abilities to consistently update their professional knowledge and adapt to the evolving demands of professional development. The acquisition of self-directed learning abilities can help undergraduate nursing students augment their theoretical knowledge and refine their clinical practice skills, thus fulfilling the demand from patients for high-quality nursing services. Hence, comprehending and investigating the factors that influence the development of self-directed learning abilities in nursing students is of paramount importance for nursing education and advancement of the nursing profession. Objectives: This study investigated the status of and associations between perceived stress, psychological capital, and self-directed learning abilities among undergraduate nursing students. Additionally, it examines the mediating role of psychological capital in the relationship between perceived stress and self-directed learning abilities. Thus, aiming to provide nursing educators with new directions for enhancing self-directed learning abilities. Design: A cross-sectional descriptive study. Methods: In February and March 2023, 900 undergraduate nursing students from 10 nursing schools completed an online questionnaire. The questionnaire included measures of perceived stress, psychological capital, and self-directed learning ability. Data were analyzed using SPSS 27.0 and the PROCESS macro tool. Results: The scores for perceived stress, psychological capital, and self-directed learning ability among undergraduate nursing students were 40.07 ± 5.90, 99.89 ± 16.59, and 87.12 ± 9.20, respectively. Self-directed learning abilities were negatively correlated with perceived stress (r = -0.415, p < 0.001) and positively correlated with psychological capital (r = 0.465, p < 0.001). Perceived stress was negatively correlated with psychological capital (r = -0.630, p < 0.001). Psychological capital partially mediated the relationship between perceived stress and self-directed learning abilities among undergraduate nursing students, with a mediation effect of -0.166, accounting for 49.55% of the total effect. Conclusion: This study found that undergraduate nursing students perceived high levels of stress, possessed low levels of psychological capital, and had moderate levels of self-directed learning. Perceived stress and psychological capital directly influenced undergraduate nursing students' self-directed learning abilities, and perceived stress indirectly affected self-directed learning abilities through psychological capital. Nursing managers and educators should alleviate the perceived stress of undergraduate nursing students and cultivate their positive psychological capital to enhance self-directed learning abilities. [ABSTRACT FROM AUTHOR]

AbstractFeedback literacy includes students’ abilities to understand, use and benefit from feedback processes; it is important for the development of self-directed learning, SDL. Considering all of the places where students can potentially learn, especially the clinic, we would argue that feedback has been too narrowly defined. This study aims to explore the different shapes feedback can take for students in their clinical practice. Nursing students at different educational levels were interviewed about their learning after completing a five-week clinical placement within elderly care. Their narratives were explored using a qualitative content analysis of both the manifest and latent content. Interestingly, feedback was shown to be generated by the students themselves: Noticing what others do and what happens on site; Active participation providing first-hand experiences; Getting and taking responsibility; and Understanding what you know and what you need to learn. Although not termed feedback by the students, comparison with their own thoughts, feelings, and behaviours as they observed, participated, and reflected emerged as important to their learning. For this internal feedback to become useful in the development of feedback literacy and SDL, students’ reflections are paramount. [ABSTRACT FROM AUTHOR]

Due to the advancement of digital technology in the 21st century, self-directed learning (SDL) skills have become crucial for learning in the digital era, which is characterized by rapid change. Most previous studies have focused on enhancing SDL skills through various instructional methods. Today, technology plays a crucial role in learning. In the current context, exploring the outcomes of incorporating digital technology in teaching methods to enhance SDL skills is an intriguing subject. This study investigated the impact of SDL skills and learning achievement promotion by employing learning activities based on the constructionism approach in a digital learning ecosystem (DLE). The study used a quasi-experimental research approach with a non-equivalent pre-test and post-test control group design. The participants were eleventh-grade students. The results showed that both the SDL skills and learning achievement of the experimental group increased more compared to those of the control group. Based on the findings of this study, it can be concluded that learning-by-marking within an environment where numerous digital technologies serve as learning tools has a positive impact on SDL skills and learning achievement. [ABSTRACT FROM AUTHOR]

The continual expansion in the number of images poses a great challenge for the annotation of the data. Therefore, improving the model performance for image classification with limited labeled data has become an important problem to solve. To address the problem, we propose in this paper a simple and effective dual-training-based semi-supervised learning method for image classification. To enable the model to acquire more valuable information, we propose a dual training approach to enhance model training. Specifically, the model is trained with different augmented data at the same time with soft labels and hard labels, respectively. In addition, we propose a simple and effective weight generation method for generating the weight of samples during training to guide the model training. To further improve the model performance, we employ a projection layer at the end of the network to guide the self-learning of the model by minimizing the distance of features extracted from different layers. Finally, we evaluate the proposed approach on three benchmark image classification datasets. The experimental results demonstrate the effectiveness of our proposed approach. [ABSTRACT FROM AUTHOR]

Knowledge diffusion in regional innovation ecosystems is an important factor that influences the regional innovation efficiency. In regional innovation ecosystems under digital empowerment, the knowledge diffusion enables the optimal allocation of innovation resources and promotes the sustainable development and ecological evolution of regional innovation ecosystems. In this paper, a SEIR (Susceptible–Exposed–Infected–Recovered) model is proposed for knowledge diffusion in regional innovation ecosystems under digitization. The basic reproduction number of the proposed model is calculated and its stability is validated. Finally, the expressions for the optimal control system and the optimal control parameters are presented. According to the research conclusions of this paper, the knowledge-diffusion ability of innovation agents in an innovation ecosystem affects the knowledge diffusion in a system; the contact rate between innovation agents affects the efficiency of knowledge diffusion in the system and the structure of the system; the digital transmission ability of innovation agents affects the breadth of knowledge diffusion in the system; and the self-learning ability of innovation agents affects the efficiency of knowledge diffusion in the system.The digital technologies help heterogeneous innovation agents in regional innovation ecosystems to break down the knowledge silos. At the same time, the digital technologies enhance the ability of innovation agents to absorb and learn knowledge in regional innovation ecosystems under digitization, thereby increasing the infection rate of knowledge diffusion in such systems.These conclusions extend the theoretical boundaries of innovation ecosystems and knowledge diffusion and offer management implications for enterprises and governments in decision-making. [ABSTRACT FROM AUTHOR]

Despite advances and social progress, the exclusion of diverse groups in academia, especially science, technology, engineering, and mathematics (STEM) fields, across the US and Europe persists, resulting in the underrepresentation of diverse people in higher education. There is extensive literature about theory, observation, and evidence-based practices that can help create a more equitable, inclusive, and diverse learning environment. In this article, we propose the implementation of a Diversity, Equity, Inclusion, and Justice (DEIJ) journal club as a strategic initiative to foster education and promote action towards making academia a more equitable institution. By creating a space for people to engage with DEIJ theories* and strategize ways to improve their learning environment, we hope to normalize the practice and importance of analyzing academia through an equity lens. Guided by restorative justice principles, we offer 10 recommendations for fostering community cohesion through education and mutual understanding. This approach underscores the importance of appropriate action and self-education in the journey toward a more diverse, equitable, inclusive, and just academic environment. *Authors' note: We understand that "DEIJ" is a multidisciplinary organizational framework that relies on numerous fields of study, including history, sociology, philosophy, and more. We use this term to refer to these different fields of study for brevity purposes. [ABSTRACT FROM AUTHOR]

Background: In recent years, patient safety has begun to receive particular attention and has become a priority all over the world. Patient Safety Culture (PSC) is widely recognized as a key tenet that must be improved in order to enhance patient safety and prevent adverse events. However, in gynecology and obstetrics, despite the criticality of the environment, few studies have focused on improving PSC in these units. This study aimed at assessing the effectiveness of an educational program to improve PSC among health professionals working in the obstetric unit of a Tunisian university hospital. Methods: We conducted a quasi-experimental study in the obstetric unit of a university hospital in Sousse (Tunisia). All the obstetric unit's professionals were invited to take part in the study (n = 95). The intervention consisted of an educational intervention with workshops and self-learning documents on patient safety and quality of care. The study instrument was the French validated version of the Hospital Survey on Patient Safety Culture. Normality of the data was checked using Kolmogorov-Smirnov test. The comparison of dimensions' scores before and after the intervention was carried out by the chi2 test. The significance level was set at 0.05. Results: In total, 73 participants gave survey feedback in pre-test and 68 in post-test (response rates of 76.8% and 71.6, respectively). Eight dimensions improved significantly between pre- and post-tests. These dimensions were D2 "Frequency of adverse events reported" (from 30.1 to 65.6%, p < 0.001), D3 "Supervisor/Manager expectations and actions promoting patient safety" (from 38.0 to 76.8%, p < 0.001), D4 "Continuous improvement and organizational learning" (from 37.5 to 41.0%, p < 0.01), D5 "Teamwork within units" (from 58.2 to 79.7%, p < 0.01), D6 "Communication openness" (from 40.6 to 70.6%, p < 0.001), and D7 "Non-punitive response to error" (from 21.1 to 42.7%, p < 0.01), D9 "Management support for patient safety" (from 26.4 to 72.8%, p < 0.001), and D10 "Teamwork across units" (from 31.4 to 76.2%, p < 0.001). Conclusions: Educational intervention, including workshops and self-learning as pedagogical tools can improve PSC. The sustainability of the improvements made depends on the collaboration of all personnel to create and promote a culture of safety. Staff commitment at all levels remains the cornerstone of any continuous improvement in the area of patient safety. [ABSTRACT FROM AUTHOR]

Background: Self-directed learning in the workplace should lead to the mastery of predefined learning objectives, with subjective competence judgements steering learning and promoting acceptance of feedback. Rotations should support self-directed learning in basic training by allowing junior physicians (JPs) to apply basic clinical competencies in various internal medicine and surgical departments. Aim: The study hypothesises that rotations support self-directed learning, as measured by self-judgements and supervisor judgements. Additionally, it describes JPs' willingness to reflect on their learning needs at the end of their basic training. Methods: This longitudinal study comprises 147 pseudonymised logbooks completed by JPs from three Vienna healthcare group (WIGEV) clinics. The logbook accompanies JPs' training, requiring them and their supervising specialist physicians to rate their training goal completion (10-level % scale) in training months 2, 3, 5, 6, 8 and 9. In addition, in months 3, 6 and 9, the JPs document the level of competence (knowledge, experience and proficiency) they feel they have achieved for each learning objective specified by the Austrian medical association (ÖÄK). Results: The self-judged level of training goal completion demonstrates a multi-peaked distribution with an increasing trend; the supervisors' judgement of JPs' level of training goal completion is almost parallel. The share of learning objectives where the required level of competence is seen as not yet mastered decreases throughout the training. In the 9th month of training, approximately ¼ of the JPs indicated a need to learn in ≥10% of the learning objectives, independent of the training clinic. Conclusions: After switching departments, JPs downgraded their rating of training goal completion. Rotation supports realistic self-judgement, as competencies must be applied and reassessed in a new context. Most JPs consider the required level of competence per learning objective to be mastered at the end of basic training, yet they remain prepared to reflect critically on their learning needs. [ABSTRACT FROM AUTHOR]

Self-directed learning (SDL) is an important aspect of lifelong learning. Medical knowledge is constantly changing, so, medical students need good SDL abilities to ensure improvement in their academic performance and future work service. This study aimed to evaluate the perceptions of SDL abilities among preclinical medical students at Universiti Teknologi MARA and identify the factors that motivated or discouraged them to undertake SDL. A validated 20-item SDL instrument (SDLI) was used to assess the SDL abilities of the students. They were also asked to respond to open-ended questions about the influencing factors in implementing SDL. The 232 respondents were comprised of Year 1 and Year 2 medical students. The mean SDLI scores of the respondents were higher than those obtained in other studies using the same instrument, indicating these respondents had good SDL abilities. No significant differences in SDLI scores were identified in terms of gender, academic background, or academic year. Important promoting factors for implementing SDL reports included guidance from lecturers or faculty, as well as support from friends and family. Distractions from current technology and social media were listed as significant discouraging factors for implementing SDL. The influencing factors reported in this study should assist the faculty in designing appropriate teaching-learning activities that guide and support SDL. [ABSTRACT FROM AUTHOR]

With the high proportion of renewable energy sources and power electronic devices accessed in the distribution network, the harmonic pollution problem has become increasingly serious. The traditional centralized harmonic mitigation strategy has difficulty in effectively dealing with these scattered and random harmonics. Therefore, a distributed harmonic mitigation strategy based on the dynamic points incentive of blockchain communities is proposed in this paper. Firstly, a comprehensive voltage sensitivity partitioning method with harmonic weight differentiation is proposed to realize the reasonable partitioning of each control node and controlled node in the distribution network concerning variability in harmonic components and their distribution. Then, a harmonic mitigation strategy based on the dynamic integral excitation of self-learning algorithms is constructed to promote self-organized optimization and active distributed coordinated control of mitigation devices. The strategy ensures that the total harmonic voltage distortion rate of each node meets the requirements by adjusting the partitioned collaboration to realize optimal harmonic mitigation. By setting optimized partitions in different scenarios and conducting simulation verification, the results demonstrate the effectiveness of the strategy in this paper. It stimulates synergy between devices through a dynamic incentive mechanism and significantly reduces the total harmonic voltage distortion rate across various test scenarios, reflecting the adaptability of the harmonic mitigation method presented. [ABSTRACT FROM AUTHOR]

Docent programs are in flux. Many institutions have rethought their programs to encourage more diverse voices: some have eliminated the docent role, while others have changed their structure and offered additional training. When The Huntington Library, Art Museum, and Botanical Gardens decided to invest in its docent program as part of an Institute of Museum and Library Services grant, they started with a self-study of 10 docent programs across the country. This article summarizes the key findings of that work, from which three major themes emerged: intentional investment, targeted approaches for diversification, and expanding non-traditional training approaches. [ABSTRACT FROM AUTHOR]

The article describes the concept of computer-assisted learning in the lecture hall (CBL) as a method to teach students mathematical foundations. CBL uses self-learning materials such as videos and tasks that are worked on during the lecture. The goal is to meet the different learning needs and prior knowledge of the students and to give them the opportunity to work at their own pace. The concept also includes semester-long online tests to assess learning progress and provide continuous feedback to the students. Studies show that the CBL group achieves more consistent learning success throughout the semester compared to the control group. The students perceive the concept as motivating and feel more competent and intrinsically motivated. [Extracted from the article]

Purpose: This study evaluated the underlying subdomain structure of the Self-Directed Learning Readiness Scale (SDLRS) for medical students and refined the instrument to measure the subdomains to provide evidence for construct validity. Developing self-directed learners is a well-recognized goal amongst medical educators. The SDLRS has been frequently used, however, lack of construct validity makes it difficult to interpret results. Methods: To identify the valid subdomains of the SDLRS, items were calibrated with the graded response model (GRM) and results were used to construct a 30-item short form. Short-form validity was evaluated by examining the correspondence between the total scores from the short form and the original instrument for individual students. Results: A five-subdomain model explained the SDLRS item response data reasonably well. These included: (1) initiative and independence in learning, (2) self-concept as an effective learner, (3) openness to learning opportunity, (4) love of learning, and (5) acceptance for one’s own learning. The unidimensional GRM for each subdomain fits the data better than multi-dimensional models. The total scores from the refined short form and the original form were correlated at 0.98 and the mean difference was 1.33, providing evidence for validation. Nearly 91% of 179 respondents were accurately classified within the low, average, and high readiness groups. Conclusion: Sufficient evidence was obtained for the validity and reliability of the refined 30-item short-form targeting five subdomains to measure medical students’ readiness to engage in self-directed learning. [ABSTRACT FROM AUTHOR]

This prospective study assesses the acceptance and usefulness of augmented 360° virtual reality (VR) videos for early student education and preparation in the field of neurosurgery. Thirty-five third-year medical students participated. Augmented 360° VR videos depicting three neurosurgical procedures (lumbar discectomy, brain metastasis resection, clipping of an aneurysm) were presented during elective seminars. Multiple questionnaires were employed to evaluate conceptual and technical aspects of the videos. The analysis utilized ordinal logistic regression to identify crucial factors contributing to the learning experience of the videos. The videos were consistently rated as good to very good in quality, providing detailed demonstrations of intraoperative anatomy and surgical workflow. Students found the videos highly useful for their learning and preparation for surgical placements, and they strongly supported the establishment of a VR lounge for additional self-directed learning. Notably, 81% reported an increased interest in neurosurgery, and 47% acknowledged the potential influence of the videos on their future choice of specialization. Factors associated with a positive impact on students' interest and learning experience included high technical quality and comprehensive explanations of the surgical steps. This study demonstrated the high acceptance of augmented 360° VR videos as a valuable tool for early student education in neurosurgery. While hands-on training remains indispensable, these videos promote conceptual knowledge, ignite interest in neurosurgery, and provide a much-needed orientation within the operating room. The incorporation of detailed explanations throughout the surgeries with augmentation using superimposed elements, offers distinct advantages over simply observing live surgeries. [ABSTRACT FROM AUTHOR]

Chest radiographs provide vital information to clinicians. Medical professionals need to be proficient in interpreting chest radiographs to care for patients. This review examines online methods for teaching chest radiograph interpretation to non-radiologists. An online database search of PubMed and the Cochrane Databases of Systematic Reviews revealed 25 potential evidence sources. After using the similar articles tool on PubMed, eight evidence sources met the inclusion criteria. Three sources supported the use of online learning to increase students' confidence regarding chest radiograph interpretation. The evidence suggests that through self-directed online learning, students can learn skills to diagnose disease processes as well as to confirm the placement of invasive lines and tubes. Using online learning for teaching radiograph interpretation to non-radiologists is an evolving practice. A flexible schedule is needed when implementing the electronic learning process for busy students. Monitoring module completion and postlearning assessment of knowledge is important. Further research is warranted on electronic teaching of chest radiograph interpretation in nurse anesthesia programs. A list of potential online resources for teaching chest radiograph interpretation is presented. [ABSTRACT FROM AUTHOR]

Recent advances in smart connected vehicles and intelligent transportation systems are based on the collection and processing of massive amounts of sensor data. There are various internal sensors integrated into modern vehicles that are useful to monitor multiple mechanical and electrical systems, and the shift to semi-autonomous vehicles adds outward-facing sensors such as cameras, lidar, and radar. Low-cost, dependable sensing, connectivity, computational capacity, and powerful analytics are ushering in a new era of vehicle context sensing and vehicular network (VANET). However, due to latency, bandwidth, cost, security, and privacy issues, as well as the growing capabilities of edge computing devices, it is necessary to examine both edge and cloud computing in order to make informed judgments based on their contexts and performances. So, in this paper, we have proposed an architecture that focuses on an intelligent transportation system based on both Cloud and Edge computing in order to monitor and analyze vehicle sensor data and its environment; known as monitoring and analyzing as a service. Our proposed architecture is able to react in real-time to any vehicle context changes in a dynamic, adaptive, and autonomous way. It generates many plans adapted to the vehicle context that will be useful for future research to achieve a self-learning and self-adaptive system. This suggested architecture helped us improve vehicle and road safety, traffic efficiency, and convenience as well as comfort to both drivers and passengers. Also, we have reduced latency and increased bandwidth. Finally, we have approved the performance of our architecture based on different evaluation metrics. [ABSTRACT FROM AUTHOR]

Feature mode decomposition (FMD) has advantages over the other newer time-frequency methods such as ensemble empirical mode decomposition (EEMD) and variational mode decomposition (VMD) in single channel blind source separation (SCBSS). However, FMD has the defect of needing to determine the precise number of fault sources manually. To solve the above defect of FMD, an adaptive method for determining the number of fault sources based on the shift invariant sparse code (SISC) is proposed. SISC was used to train a set of basis functions from the single channel signal, and the corresponding potential components were reconstructed firstly. Subsequently, the structural similarity of these potential components was used for clustering, and each of the obtained clustering signals represented one kind of fault. Then the number of clustering was determined by minimizing the structural correlation among the clustering signals. It was considered that the source separation had achieved the best effect when the structural difference among the clusters was the largest, and the number of clustering at this time was used as the optimal estimated value, which was used as the modal inputs number of FMD calculation model to realize SCBSS of rolling bearing. Simulation and experimental analysis were carried out to verify the effectiveness of the proposed method, and its superiority was also verified through comparison. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to investigate the relative translational control for multiple spacecraft formation flying. This paper proposes an engineering-friendly, structurally simple, fast and model-free control algorithm. Design/methodology/approach: This paper proposes a tanh-type self-learning control (SLC) approach with variable learning intensity (VLI) to guarantee global convergence of the tracking error. This control algorithm utilizes the controller's previous control information in addition to the current system state information and avoids complicating the control structure. Findings: The proposed approach is model-free and can obtain the control law without accurate modeling of the spacecraft formation dynamics. The tanh function can tune the magnitude of the learning intensity to reduce the control saturation behavior when the tracking error is large. Practical implications: This algorithm is model-free, robust to perturbations such as disturbances and system uncertainties, and has a simple structure that is very conducive to engineering applications. Originality/value: This paper verified the control performance of the proposed algorithm for spacecraft formation in the presence of disturbances by simulation and achieved high steady-state accuracy and response speed over comparisons. [ABSTRACT FROM AUTHOR]

Introduction: Research has shown that learning may be optimised by synchronising the learning environment with the learning style preferences of students. First-year medical students face immense stress as they adapt to a new learning environment and curriculum at the onset of their medical career. The simultaneous use of two supplementary learning styles questionnaires, namely, the Visual-Aural/Auditory-Read/Write-Kinesthetic (VARK) questionnaire and the Vermunt Inventory of Learning Styles (Vermunt ILS), would provide detailed knowledge of their instructional preferences, information processing, and cognitive personality learning styles. Judicious use of such information at this stage may guide them towards improved learning and higher academic achievement. Aim: To study the association between learning styles and academic achievements in first-year professional MBBS students of a medical college. Materials and Methods: A cross-sectional study was conducted at Medical College, Kolkata, West Bengal, India over the duration of 10 months from August 2021 to June 2022. Online surveys of 250 first-year MBBS students' learning styles were conducted using the VARK questionnaire and Vermunt ILS, and the marks of three internal assessment examinations were collected. The data was entered into Microsoft Excel. Group as well as individual scores were analysed, and Pearson's Chisquare test was used to determine the association between the students' learning styles and their academic achievement. A p-value of <0.05 was considered statistically significant. Results: Out of the total of 160 submitted questionnaires, 139 (86.8%) students were visual learners, while the rest were multimodal learners. The factor loading of the ILS scales revealed higher alpha coefficients for learning orientations and mental models of learning, with the 'use of knowledge' being awarded high scores by the highest number of students, 104 (83.56%). A total 134 learners gave lower scores to processing and regulation strategies, but a significant association was found between 126 (94%) of them and their academic scores of =50% (p-value=0.024). Conclusion: Although no positive association was found between learning styles and academic achievement of firstyear medical students, the integration of two learning style tests provided educators with comprehensive insight into the learning preferences of their students, enabling them to develop an adaptive curriculum. Students might also utilise knowledge of their learning styles to guide themselves towards self-directed learning, lifelong learning, and higher academic achievement. [ABSTRACT FROM AUTHOR]

This editorial introduces the new editorial team and vision of the Teaching and Learning of Evaluation (T&L) Section. With deep expertise in evaluation theory, methodology, and practice, Schröter and Woodland bring a vision of advancing the pedagogy, andragogy, and heutagogy of evaluation through innovative practices and inclusivity. This note outlines the section's focus on systematically examining T&L in evaluation, showcasing articles that inform instructional innovations, curriculum development, and educational research. The editors invite contributions from diverse perspectives, encompassing formal and informal settings, transdisciplinary boundaries, and various dimensions of T&L environments in evaluation. Highlighting recent articles aligned with the section's goals, the editors invite feedback and involvement from readers and contributors to further enhance the T&L section's impact. As they embark on this journey, Schröter and Woodland express their commitment to fostering a vibrant and inclusive community dedicated to advancing evaluation through transformative T&L practices. [ABSTRACT FROM AUTHOR]

This article discusses the need for more diverse perspectives in adult and continuing education research, particularly from Asian and Asian diaspora scholars. The prevailing Western-centric outlook in the field overlooks the valuable experiences and perspectives prevalent in other global regions, such as Asia. The article highlights the importance of inclusivity and representation from diverse cultural backgrounds in order to develop contextually relevant solutions to educational issues. It also introduces a special issue that showcases research and practices from Asian contexts, offering a more comprehensive understanding of the field. The articles in the special issue cover a range of topics, including combating racism, exploring Asian perspectives in comparative education, promoting lifelong learning in rural communities, developing strategic thinking in business leaders, providing lifelong learning programs for older adults, addressing challenges in teacher professional development, supporting Chinese women faculty in US academia, addressing anxiety among Chinese immigrant adult learners, and cultivating critical thinking skills among Chinese international students. The article concludes by emphasizing the importance of cross-cultural dialogue and collaboration in advancing lifelong learning for all. [Extracted from the article]

How can an open access database annotating pictures, films, music and texts support adults as existential exemplars? This article explores the opportunities of a Norwegian database called the OE-database. Its target group is all adults who want to become better exemplars for children through encounters with art and conversations in small groups. Educational sources contain many annotations of art and literature for the education of children and youth, but material for adults' self-education, published in databases and thus easily accessible for all, are lacking. The article invites readers to a critical conversation on the purpose and potential of the OE-database and to create similar databases in other languages. The narratives that provide the foundation of the OE-database are influenced by Aristotle, Thomas Aquinas and Søren Kierkegaard. The article highlights Kierkegaard's concept 'upbuilding' (edification) and three stages in a process that encourage adults to let themselves be 'built up' as exemplars. [ABSTRACT FROM AUTHOR]

Summary: This article investigates the issue of orbit coordination control for a class of multi‐spacecraft formation systems in presence of limited communication and external disturbance. To solve the limitation of communication sources, a dynamic event trigger (DET) mechanism is developed to reduce the communication frequency between the follower spacecrafts. Subsequently, we explore a robust DET mechanism‐based distributed self‐learning sliding mode control design, in which a variable learning intensity‐based iterative learning algorithm is designed to approximate and compensate space perturbation. This approach can guarantee an event triggering sequence without Zeno phenomenon and accurate coordination control for formation configuration simultaneously. Compared with the traditional event‐triggered control and other state‐of‐the‐art approaches, the distributed DET control scheme achieves higher control accuracy of formation configuration meanwhile requires less communication resource. Finally, a series of numerical simulations demonstrate the feasibility and superiority of the event triggered control method. [ABSTRACT FROM AUTHOR]

This article, titled "The Art of Observation," features the work of Chad Gordon, a self-taught still life photographer from Hellshire, Jamaica. Gordon's photography is heavily influenced by American photographer Edward Weston and focuses on capturing the beauty and elegance in seemingly trivial and mundane subjects. His process involves going for walks at different times of the day to find interesting things to photograph from various angles and perspectives. Gordon's work encourages viewers to be mindful of the little things and highlights the theme of gratitude. [Extracted from the article]

This article presents a promising self-learning-based robust control for output voltage tracking in DC–DC buck power converters, particularly for applications demanding high precision performance in face of large load uncertainties. The design involves a computationally simple online single hidden layer neural network, to rapidly estimate the unanticipated load changes and exogenous disturbances over a wide range. The controller is designed within a backstepping framework and utilizes the learnt uncertainty from the neural network for subsequent compensation, to eventually ensure an asymptotic stability of the tracking error dynamics. The results obtained feature a significant improvement of dynamic and steady-state performance concurrently for both output voltage and inductor current in contrast to other competent control strategies lately proposed in the literature for similar applications. Extensive numerical simulations and experimentation on a developed laboratory prototype are carried out to justify the practical applicability and feasibility of the proposed controller. Experimental results substantiate the claims of fast dynamic performance in terms of 94% reduction in the settling time, besides an accurate steady-state tracking for both output voltage and inductor current. Moreover, the close resemblance between computational and experimental results is noteworthy and unveils the immense potential of the proposed control system for technology transfer. [ABSTRACT FROM AUTHOR]

This study examines learners' experiences and the use of language learning applications ("apps") as a primary source of second or additional language learning ("L2") instruction and assessment in higher education. It purviews the integration of artificial intelligence (AI)-powered features that support technology-enhanced language learning experiences. Principles of pedagogy, heutagogy, and self-determination theory are used to inform the appropriate design and application of AI to support language learning. We examine the congruence between learner's goals with perceived outcomes following a 4-week language learning intervention using an app. A survey of n = 151 adult learners across two Canadian universities revealed: (a) apps are perceived as an engaging, convenient, and structured approach to early stages of L2 learning and (b) the integration of AI for conversation-based simulations or speech recognition would enable more adaptive, personalized L2 learning experiences. The authors discuss implications for future developments and AI uptake for language learning apps. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Medical Imaging & Radiation Sciences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This qualitative study evaluated the use of guided reading questions (GRQ) as a scaffolding technique in a flipped classroom among graduate dietetic interns to assess how their experience with a flipped classroom differed compared to previous cohorts without GRQ. Graduate Dietetic Interns (n=10) enrolled in a flipped graduate-level metabolism course completed 8 learning reflections. GRQ were provided for students to use when reading the textbook for the first 7 weeks of the semester. Content analysis was applied to the learning reflections to discover themes. Member checks were used to confirm themes. These findings were compared to themes of 2 previous cohorts that did not have GRQ. Students viewed the GRQ as instructor support and appreciated the GRQ at the beginning of the semester, but understood why they not receive them for the entirety of the semester. Students reported that the GRQ helped them develop reading comprehension and notetaking skills. Compared to previous cohorts, this cohort of students seemed to accept and trust in the flipped learning process at the beginning of the semester. They also took responsibility for their own learning early on and continue to progress through the Staged Self-Directed Learning Model. Additionally, compared to previous cohorts, this cohort felt that it was okay to ask questions and be wrong and they were not afraid or intimidated by the learning process. Providing students GRQ or other supports for learning from complex textbooks in a flipped class, especially at the beginning of the semester, may help students gain skills in learning on their own and reading comprehension, which will encourage students to advance in the Stages of Self-Directed Learning Model. [ABSTRACT FROM AUTHOR]

The current curriculum highlights the premise of self-directed learning performed by students. Additionally, technological uses in educational settings prove to be a challenging task in a sense of implementing them in learning media and materials used in the classroom. This study aims at investigating the utilization of augmented reality (AR) in STEM (Science, Mathematics, Engineering, and Technology) using personalized learning. This study employed pre-experimental research design, specifically adopting One-Group Pretest-Posttest Design. The findings highlight that students’ pretest scores on average reached 51,6 and significantly improved to 82,67 in their posttest, whereas students’ gain score reached 0,64 which is considered as moderate. Their perspectives towards the use of augmented reality with personalized learning were significantly positive with the percentage of 82,1%. It is evident that the use of augmented reality with personalized learning is a viable option when it comes to affecting the learning outcomes. [ABSTRACT FROM AUTHOR]

This study investigates the perspectives of the English language teachers who teach the adopted Self-Learning Program English Textbooks in North-west Syria by evaluating the English textbooks. It analyses the effectiveness and suitability of this curriculum in non-formal education settings considering the crisis context in Syria. So, to get an actual evaluation of the English textbooks, teachers proved their viewpoints on the context of teaching and the students' educational levels during war conditions. In this mixed method research, the first tool was a questionnaire with 49 items distributed into five structured dimensions: layout and design, the objectives of the textbook, teaching methods and activities, and language skills. The second tool focused on the qualitative data obtained from interviews with five open-ended questions. A total of respondents from 106 English language teachers in the northern Syria crisis region, 43 females and 63 males, and five separate interviews. Over 60% of teachers believe that the adapted Self-Learning Program English textbooks are appropriate to the context and include a precise sequence of English units that fit children's needs in northern Syrian crisis contexts. [ABSTRACT FROM AUTHOR]

Compared to other identity verification systems applications, vein patterns have the lowest potential for being used fraudulently. The present research examines the practicability of gathering vascular data from NIR images of veins. In this study, we propose a self-supervision learning algorithm that envisions an automated process to retrieve vascular patterns computationally using unsupervised approaches. This new self-learning algorithm sorts the vascular patterns into clusters and then uses 2D image data to recuperate the extracted vascular patterns linked to NIR templates. Our work incorporates multi-scale filtering followed by multi-scale feature extraction, recognition, identification, and matching. We design the ORC, GPO, and RDM algorithms with these inclusions and finally develop the vascular pattern mining model to visualize the computational retrieval of vascular patterns from NIR imageries. As a result, the developed self-supervised learning algorithm shows a 96.7% accuracy rate utilizing appropriate image quality assessment parameters. In our work, we also contend that we provide strategies that are both theoretically sound and practically efficient for concerns such as how many clusters should be used for specific tasks, which clustering technique should be used, how to set the threshold for single linkage algorithms, and how much data should be excluded as outliers. Consequently, we aim to circumvent Kleinberg's impossibility while attaining significant clustering to develop a self-supervised learning algorithm using unsupervised methodologies. [ABSTRACT FROM AUTHOR]

There is a growing demand for comprehensive evaluations of the clinical learning quality of nursing education and the necessity to establish robust predictors and mediators for enhancing its outcomes within the context of mental health practice. This study is threefold: 1. Evaluating nursing students' clinical learning quality before and after mental health nursing practice; 2. Establish if the grade of a theoretical course in mental health nursing and the student's perception of their theoretical knowledge level predicts the grade of mental health nursing practice; 3. Explore how model learning opportunities, self-directed learning, safety, and nursing care quality mediate learning environment quality and tutorial strategies quality following mental health nursing practice. Using a before and after the study, 107 undergraduate nursing students at an Israeli university completed a questionnaire and the Clinical Learning Quality Evaluation Index tool to assess their perceptions of clinical learning quality before and after mental health nursing practice. The results showed a decline in students' perceptions of tutorial strategy quality following mental health practical learning in clinical settings, with the theoretical course grade predicting the practical experience grade and underscoring the mediating role of learning opportunities between the learning environment and tutorial strategies. The study's findings emphasize the importance of an adaptive learning environment and a solid theoretical foundation in fostering effective tutorial strategies and enhancing the overall learning outcomes for nursing students in mental health education. [ABSTRACT FROM AUTHOR]

In this article, the three authors (two learners of Italian at the A2 level, and one Italian instructor) review six diverse resources for self-directed learning of Italian. These resources are: two online courses (Busuu and EdX), a podcast, a Netflix extension, a book, and an AI tool. The article suggests how such resources can be used by learners of Italian outside the classroom as part of an autonomous learning plan. [ABSTRACT FROM AUTHOR]

This document is an introduction to a special issue of the Studies in Self-Access Learning Journal focused on self-access and self-directed language learning in Europe. The issue aims to address the lack of European-based research in this field and includes five papers, three case studies, one review, and an ethnography column. The papers cover various topics such as academic writing support, motivation in learning German, outdoor school activities, confidence-building diaries, and language advising. The case studies explore the learning process of an exceptional learner, the use of real-time streaming sessions for language development, and self-access language learning support at European institutions. The review provides insights into resources for self-directed learners of Italian. The ethnography column shares an autoethnography of working as a pianist on a cruise ship. The editors express their gratitude to the authors and reviewers for their contributions. [Extracted from the article]

This paper describes and discusses how two formats of advising in language learning offered at the Masaryk University Language Centre attempt to respond to students' needs in self-regulating their learning. The focus is on comparing the advising sessions incorporated into an elective L2 course aiming at learner autonomy development and the sessions offered in obligatory L3 courses. A small study was conducted in both settings, identifying differences between students' previous experiences, skills and expectations. Furthermore, two cases of individual advisees were analysed to gain a deeper insight into how similar students are supported by the different advising formats and available choices about their language learning. The case studies briefly portray how advising sessions navigate students in choosing their learning materials or methods. The aim of the paper is to illustrate that allowing students to make decisions about their language learning fosters their self-regulated learning. [ABSTRACT FROM AUTHOR]