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Online learning provides a variety of benefits to the educational experience, including accessibility and flexibility, but is often limited in terms of peer-to-peer interactions and relationship development. Using media richness theory as a guiding framework, this study extended prior research to determine the impact of using richer channels in a fast-friendship task on feelings of co-presence and social connection among undergraduate students in online courses. Participants (N = 106) were assigned to one of three conditions (text, phone or video) for the fast-friendship task, which took place over the course of nine weeks. The results revealed that there was no indirect effect of channel richness on social connection through co-presence. Additionally, the direct effects of channel richness on co-presence and co-presence on social connection were not significant. These null findings have theoretical and practical implications for understanding media richness in online learning and improving course design among contemporary college students. [ABSTRACT FROM AUTHOR]

Copyright of Comparative & International Education is the property of Canadian & International Education 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.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 study explores the readiness of pre-service primary school teachers in Hong Kong to develop future-ready learners. Societal advances require the education sector to continuously update curricula to prepare young people for the future. Schools must equip students with the flexibility to use technologies that have not yet been invented and solve unanticipated problems. In this qualitative study, we analysed the perceptions of 15 pre-service primary school English language teachers at a university in Hong Kong. The study focused on the knowledge and learning environment necessary for developing future-ready learners. Via semi-structured interviews, the findings revealed that the participants believed it is essential to integrate technology into classrooms to address future digital literacy needs. They also noted that students must develop critical thinking skills, problem-solving skills, and soft skills to succeed in the future. The findings also suggest that teachers need to be innovative and adaptable in their pedagogical approaches as the existing primary school curriculum is not cultivating learners' future-readiness. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Education Technology & Scientific Researches is the property of Ayse Burcu Ulusoy 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 study provides a bibliometric study of publications on context-based learning in science education to give readers a better understanding of the current state of the field's research. The major goal of this study is to provide bibliometric information on articles on context-based learning in science education published in periodicals listed in the Scopus Database between 2005 and 2023. A bibliometric analysis based on seven categories-number of articles and citations per year, most influential countries, most productive authors, most significant affiliations, funding institutions, and subject areas was performed on the information gathered from publications scanned and published within the study's parameters. Network diagrams and bibliometric analyses were produced using the Scopus Database. The year in which the most articles were published is 2022. The top three most productive countries were the Netherlands, Germany, and Turkey, respectively. The number of citations to papers included in the Scopus Database grew steadily, reaching its peak in 2022 with 410 citations. Pilot, A., who published 13 times, was the most productive author on this subject. Most publications are affiliated with Universiteit Utrecht, Freudenthal Institute and Technische Universiteit Eindhoven. Horizon 2020 framework program was the top funding source in terms of articles published. Additionally, it was examined how the publications were distributed by subject. The publications' respective topic areas were social sciences and computer sciences. This study offers a global view of context-based learning in science education as well as a vision for future research. [ABSTRACT FROM AUTHOR]

An algorithm in mathematics is the design of a simple, clear, and specific order of the way to solve a problem. Designing an algorithm in accordance with the rules on the solution of a well-defined sample problem will enable students to consciously manage their own learning processes in solving the problem. The study aims to prepare algorithmic activities in accordance with the learning outcomes of the 4th-grade mathematics curriculum and to obtain the opinions of gifted students about these activities. The research was conducted using a case study design, one of the qualitative research designs. The study group consisted of 17 students studying at the 4th grade level of Science and Art Centre (SAC) in Afyonkarahisar province located in the west of Turkiye. The algorithmic activities were prepared with Lucidchart, a Web 2.0 tool that can prepare algorithms in a digital environment. In order to obtain the students' opinions about the activities carried out, a semi-structured interview form was prepared. The students were interviewed before and after the implementation of the activities. In the interview form, students' knowledge levels about algorithms were analyzed with Wilcoxon Signed Rank test. Students' algorithmic thinking awareness and their views on algorithm-based mathematics activities were analyzed by content analysis. As a result of the data analysis, while the students' knowledge level of the algorithm was low before the application, it increased to a high level after the application and revealed a significant difference. Accordingly, students were able to explain algorithmic thinking skills by producing many codes (rhythmic counting, calculating each path, Lego, experiment, artificial intelligence, instruction, etc.). The use of algorithms in mathematical activities was found to be fun, instructive, facilitating, interesting, revealing of prior knowledge, endearing, and a guide to mathematics. On the other hand, the use of algorithms was found to be tiring and boring due to its limitations in terms of step-by-step progress and immediate achievement of the result. The use of algorithms in mathematics teaching can improve students' algorithmic thinking skills and contribute to the development of their mathematical skills. In addition, it is suggested that these activities should be disseminated through the use of Web 2.0 tools. [ABSTRACT FROM AUTHOR]

Purpose: Following the changes in consumer behavior in the hospitality industry due to the Covid-19 pandemic, Amazon launched "Explore", an interactive livestreaming customized service that connects users with hosts worldwide, allowing them to discover a vast array of experiences from the comfort of their homes. This study aims to assess the effects of Explore on the hospitality and tourism industries. Design/methodology/approach: An exploratory qualitative approach was adopted. Data was collected from 18 expert interviews and 292 online reviews on Explore. Findings: The findings indicate that the pandemic has altered consumer behavior when it comes to experience-related venues. Within that shift, Explore was shown to have reinvented the travel industry. The major three themes extracted revolved around the following: replica of real-life touristic experiences (having the experience as if consumers were physically present), experience-bound versus output-oriented customers (those who want to explore the real experience by being physically present versus those who seek to discover a certain culture or acquire a new skill even virtually) and post-virtual experience (effects on the hospitality industry). Originality/value: The study puts forth the coopetition that could emanate from the inter-relationship between the Amazon Explore platform and the hospitality industry if the two were to cooperate even beyond the context of global pandemics. Indeed, Explore has gained awareness and trial and could be a sustainable ongoing business, especially among those with financial and other types of limitations that could hinder their traveling propensity. [ABSTRACT FROM AUTHOR]

There is a recognized need for research on how to teach computer programming in primary schools in Sweden grades 4–6 (10–12-year-old pupils). Studies of teaching show the importance of teachers' knowledge of content and pedagogy and how these two parts affect each other (i.e. pedagogical content knowledge [PCK]). Most teachers in Sweden have little or no formal education in computer programming, the revised Swedish curriculum requires them to teach it. The aim of this study is to explore the pedagogical strategies teachers use when they teach computer programming. Semi-structured interviews were conducted with 14 participants, comprising 12 teachers and 2 teacher trainers. The data were analysed deductively with themes from previous research. The results show that teachers use eight pedagogical strategies, including three new strategies that have been constructed inductively: do-it-yourself, gamification and progression. These eight pedagogical strategies are mostly general, and teachers may be considered regressed experts, as they lack formal training in computer programming. They facilitate learning in a general sense, but, compared to other subjects, their PCK in computer programming is problematized. In-service teacher training is needed to increase content knowledge, thus enabling to develop PCK in computer programming. It would also be fruitful to deepen our knowledge regarding pedagogical strategies in the PCK domain of computer programming. [ABSTRACT FROM AUTHOR]

This paper illustrates the design-based learning (DBL) approach to promoting the deep learning of students and improving the quality of teaching in engineering design education. We performed three aspects of research with students in a typical educational activity. The first study investigated students' deep learning before and after the DBL approach, both in terms of deep learning status and deep learning ability. The second study examined the effectiveness of the DBL approach by comparative research of a control class (traditional teaching method) and an experimental class (DBL method). The third study examined students' evaluations of the DBL approach. It is approved that the DBL approach has distinctively stimulated the students' motivation to learn, making them more actively engaged in study. The students' higher-order thinking and higher-order capabilities are enhanced, such as critical thinking ability and problem-solving ability. At the same time, they are satisfied with the DBL approach. These findings suggest that the DBL approach is effective in promoting students' deep learning and improving the quality of teaching and learning. [ABSTRACT FROM AUTHOR]

This study explored sequential patterns in social interaction states for group-level regulation of learning during collaborative learning. The participants were secondary school students (N = 92) performing collaborative physics tasks. The videotaped sessions were analyzed regarding participation, social interaction, and group-level regulation types of co- and socially shared regulation. The results show that group-level regulation emerged most frequently in social interaction state that included cognitive and socioemotional interaction and whole-group participation, which also led to and followed regulation most frequently. The findings highlight the role of joint participation in social interactions for regulation of learning in collaborative group settings. [ABSTRACT FROM AUTHOR]

Purpose: Organizations increasingly seek to leverage open innovation (OI) communities to generate and advance novel ideas through collaborative innovation efforts of their members. However, success is far from guaranteed, as OI communities can only thrive depending on individual and collective member contributions. This study aims to examine individual and social determinants that encourage members to first generate novel ideas, then collaboratively advance these ideas through cocreation with other members, a process this study terms member "(co)creativity." Design/methodology/approach: A survey design was used to collect data from 301 OI community members, which this study analyzed through component-based structural equation modeling using the partial least squares (PLS) method. Findings: Drawing on componential theory of creativity and innovation, this study demonstrates the role of members' creative identity, creative self-efficacy and domain-relevant knowledge as determinants for their novel idea generation. While novel idea generation leads to members' participation in collaborative innovation, this relationship is partially mediated by members' willingness to cocreate in this process. This process is further conditioned by social determinants and leads to members' creative self-enrichment as a result of collaborating in OI communities. Research limitations/implications: Taking a member perspective, this study advances marketing innovation theorizing by investigating critical determinants of effective OI communities, informing managers about success factors that promote collaborative innovation in OI communities. Practical implications: This helps overcome rather reductionist innovation models and highlights interdependencies between the individual and social determinants from a theoretical perspective while helping managers better understand important OI member profiles and social aspects that can foster the success of OI communities. Originality/value: To the best of the authors' knowledge, this study is the first to examine the notion of member (co)creativity in OI communities and its determinants for effective collaborative innovation. This study also demonstrates self-enrichment as an important outcome of (co)creativity. [ABSTRACT FROM AUTHOR]

Given the importance of their roles in society, the education of professionals is a central concern for providers and recipients of public services. In this article we consider the contribution of research on professional learning to current debate on the form and content of professional education. This mapping review asked, 'What does the research literature tell us about the characteristics of research into professional learning across professions?' We identified and synthesised primary research involving post-qualification professionals' professional learning. We searched seven databases using terms such as 'professional learning', 'professional development' and 'continuing education' from 2000 to date. We carefully screened articles against agreed criteria, extracted data and mapped the findings. After removing duplicates, 20,616 records remained. After full text screening, 356 articles were included: 266 from teaching (75%), 77 from healthcare (22%) and 13 from another profession or cross-professional (4%). Three included papers that spanned professions. Only 6% of articles studied the institution as the unit of analysis (rather than the individual). Around half of the included papers (49%) included an intervention. Most teaching interventions were proximal to the workplace whereas most healthcare/other studies were distal to the workplace, perhaps reflecting stage of development of the research field. Our study synthesised a heterogeneous literature to indicate the types or research that are needed to progress the debate. The clear differences in 'style' between professions suggested that collaboration could provide mutual benefit. Future research requires studies that report research in ways that lend themselves to evidence synthesis or replication. [ABSTRACT FROM AUTHOR]

Introduction: This study examines the factors that predict Chinese students’ continuance intention to use mobile learning for second language acquisition based on the technology acceptance model and self-determination theory. Method: One hundred seventy undergraduates have participated in the survey and the structural equation modeling is conducted to assess the validity of the integrated model and hypotheses. Results: The findings show that instructor support can significantly predict autonomy, competence and relatedness. Autonomy and competence are positively related to perceived ease of use and continuance intention to use mobile learning for English acquisition. Relatedness significantly correlates with perceived ease of use but is not directly related to learners’ continuance intention. The relationship between perceived ease of use and continuance intention to adopt mobile learning is positive and significant. In addition, the results show that instructor support, autonomy, relatedness, competence and perceived ease of use can predict Chinese students’ continuance intention to use m-learning for second language acquisition, with 70.5% of the total variance in continuance intention being explained by these five variables. Conclusion: These results thus empirically support the integrated model, which can be used as a theoretical framework in future studies on mobile learning in higher education contexts. Moreover, the results of this study have a number of practical implications for universities and instructors. [ABSTRACT FROM AUTHOR]

Background: Engineering identity reflects students' acceptance and recognition of engineering, which has a great influence on their willingness to enter and stay in the engineering field. Existing studies have shown that curricular and co-curricular practice-oriented experiences may be helpful for developing students' engineering identity. However, the actual impact of various practice-oriented learning experiences remained to be further examined. This quantitative study aims to explore the impact of three types of practice-oriented learning experiences (capstone experiences, technological innovation and entrepreneurship competitions, and engineering-related internships) in the development of engineering talents' engineering identity. A theoretical framework of engineering identity, which consists of three dimensions, that is, Interest, Performance/Competence and Recognition, was adopted to guide the research. Results: Through responses from 160 senior engineering students at a leading research intensive Chinese university, the study explored the relationships between engagement in practice-oriented learning experiences and engineering identity. Senior capstone design was found to be associated positively with students' development of engineering identity and recognition by others. Participating in two or more technological innovation and entrepreneurship competitions associated positively with students' development of engineering identity, performance/competence and recognition. Meanwhile, internships did not show any statistically significant effect on engineering identity. Moreover, by analyzing the potential mediating effect, we found that recognition played a complete intermediary role between senior capstone design and engineering identity. In addition, recognition and performance/competence mediated the relationship between twice or more technological innovation and entrepreneurship competitions and engineering identity. Conclusions: These findings add to our current understanding about the role of different practice-oriented learning activities on students' development of engineering identity. These findings point to the importance of learning activities, including technological innovation and entrepreneurship competitions and senior capstone design, on the development of engineering identity. Moreover, the results highlighted the important role of students' engagement in multiple authentic engineering projects throughout the curriculum and their gaining recognitions through these project experiences. Based on these findings, practical suggestions are proposed to help nurture students' engineering identity. In addition, future qualitative investigations about the underlying mechanisms are recommended to facilitate the understanding of students' development of engineering identity. [ABSTRACT FROM AUTHOR]

Social Q&A refers to the process of information seeking based on questioning‐and‐answering in natural language through social networks. It facilitates knowledge gathering and interacting, and thus can be regarded as an appropriate environment for informal learning. This study intends to explore factors affecting continuance intention of using social Q&A communities for informal learning and meanwhile reveal the underlying mechanism among these factors. Data were obtained from 257 university students through an online survey. By using partial least squares based structural equation model, the proposed hypotheses and research model were analyzed. The findings show that homophily, interactivity and social presence are three determinants of collaborative learning and community identification in social Q&A community which further influences university students' continuance intention for informal learning. Our research extends the understanding of informal learning in social Q&A communities and indicates how to promote continuous informal learning in such environment. Practitioner points: Collaborative learning and community identification are two influential factors for university students to continuously use social Q&A communities for informal learning.When using social Q&A communities, social presence perceived by university students will promote collaborative learning through community identification.Homophily and interactivity exert significant influences on collaborative learning, community identification, and social presence perceived in social Q&A community. [ABSTRACT FROM AUTHOR]

Copyright of Campus Virtuales is the property of Campus Virtuales 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.)

Lectures containing information presented in verbal and visual form are widely used in educational settings. To date, little is known about how the visual display in a video lecture influences immediate and delayed recall. In two experiments, participants listened to a pre-recorded lecture while viewing an animated concept map, sequential listing of bulleted text, or there was no visual display. Results indicated that the concept map lecture enhanced immediate recall accuracy; however, the type of ideas recalled is also important to consider. Compared to the listen-only lecture, the concept map and bulleted text lectures promoted more recall of main ideas rather than details. Finally, the concept map lecture mainly benefitted those with high prior science achievement. These findings suggest that the visual display in a video lecture may affect the type of ideas remembered, and prior knowledge should be considered when choosing how to present information in a video lecture. [ABSTRACT FROM AUTHOR]

In this paper we consider the experiences of international students studying in Norway, analysing data from more than 5,000 survey respondents. Variations according to students' region of origin and whether they are full degree students or exchange students are the focus. Students report a high level of overall satisfaction, exchange students in particular, and the vast majority of students are content with the quality of teaching. Students from the African continent report being more content than others, despite struggling somewhat more with academic demands and having weaker social networks, something they have in common with Asian students. Multivariate analyses show that type of mobility (full degree cf. exchange), region of origin, coping with academic demands, satisfaction with teaching and interaction with Norwegians are predictors of overall satisfaction with studying in Norway. The patterns observed are assumed to be related to prior experiences and expectations. [ABSTRACT FROM AUTHOR]

Collaborative learning and cooperative learning are two separate approaches developed independently by two groups of scholars around the same period of time in the 1960 and 1970 s. Due to their different origins and intertwined paths of development, they have their own distinct features while sharing many similarities. The relationship between collaborative learning and cooperative learning can be confusing. Therefore, this paper provides a brief historical review of collaborative learning and cooperative learning to identify the origins of each, where they diverge from each other, and where they are aligned. This paper examines the definitions of the two terms and compares their characteristics. This is followed by a discussion of their historical development in the last fifty years: early development between the 1960 and 1970 s; maturation in the 1980 and 1990 s; convergence in the mid-1990s; and the emergence of Computer-Supported Collaborative Learning (CSCL) in the late 1980s. Finally, this paper summarizes the four paradigms of mainstream research on collaborative and cooperative learning, namely, the "effect" paradigm, the "conditions" paradigm, the "interaction" paradigm, and the "design" paradigm. [ABSTRACT FROM AUTHOR]

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education 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.)

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos 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.)

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education 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.)

In technology education, assessment is challenging and underdeveloped as it is a nascent practice and teachers do not have a well-defined subject tradition to lean on when assessing students. The aim of this study is to explore Swedish secondary technology teachers' cognitive beliefs about assessing students' learning of technological systems, in relation to the assessment tools they use. Data for the study were collected through a questionnaire which was completed by 511 Swedish technology teachers in lower secondary education (grades 7–9). The data were analysed statistically in three main steps. Exploratory factor analysis revealed underlying dimensions in teachers' cognitive beliefs, which was followed by correlation analysis to discern associations between dimensions of cognitive beliefs. Finally, comparisons were made between groups of teachers to discern how teachers' cognitive beliefs are influenced by their experience and educational background. The results show that additional education in the technology and engineering fields relates to more positive cognitive beliefs concerning teachers' ability to assess students' learning of technological systems. Teachers' cognitive beliefs about assessment therefore did not primarily relate to the content of technological systems per se but to increased engineering and technology competence more broadly, which may indicate the importance of a comprehensive technological knowledge base in order to be confident in assessment. Furthermore, strong cognitive beliefs about assessment were connected specifically to local, regional and national technological systems, which are generally well-known and visible types of systems, and to the human, socio-technical dimensions of the systems. Cognitive beliefs about knowledge for assessment were also associated with positive attitudes to assessment tools that followed the formative tradition, which may be explained by the prevalence of procedural epistemic practices and modelling in the design and understanding of technological systems. Technology teachers would need additional in-service courses in engineering to broaden their knowledge and increase their cognitive beliefs about assessment. Formative assessment should also be preferred, and it might be appropriate to begin teaching and assessment with well-known local and regional infrastructural systems with a clear socio-technical dimension. [ABSTRACT FROM AUTHOR]

Introduction: Technology in education, including language learning, is on the rise. Digital competency is essential for teachers to effectively integrate technology and enhance language teaching. It enables access to authentic materials, interactive exercises, and collaboration opportunities. However, integrating technology poses challenges for teachers. Objective: This empirical research aimed to investigate the impact of digital competency on language learning outcomes in the context of "smart education," which incorporates sustainable practices and digital technologies in the language classroom. Methods: The study adopted a quantitative approach to collect and analyze data. The sample population for the study comprised of 344 language teachers at various language schools in a metropolitan city. The data collection carried out with a digital competency questionnaire. The data were analyzed using descriptive statistics and multivariate technique, i.e., structural equation modeling. Findings: The study found that digital competency positively correlated with language proficiency outcomes. Participants with higher levels of digital competency achieved better language learning outcomes compared to those with lower levels of digital competency. Additionally, the study found that incorporating sustainable practices, such as digitalized learning materials and virtual classrooms, positively contributed to language learning outcomes. The findings of this study suggest that digital competency plays a vital role in language learning outcomes in the context of "smart education.". Discussion & Recommendation: Teachers should consider incorporating digital tools and sustainable practices into their language teaching to enhance language learning outcomes. The study recommends that language educators should focus on developing digital competency and integrating sustainable practices into their language classroom to promote effective language learning. [ABSTRACT FROM AUTHOR]

Aim: Design-based engineering learning (DBEL) offers a potentially valuable approach to engineering education, but its mechanism of action has yet to be verified by empirical studies. Accordingly, the present study aimed to establish whether DBEL produces better learning outcomes, thereby building a strong, empirically grounded case for further research into engineering education. Methods: To build a more comprehensive model of design-based engineering learning, the variables of cognitive engagement (the mediator) and modes of engagement (the moderator) were introduced to build a theoretical process model. Questionnaires and multiple linear regression analysis were used to verify the model. Results and discussion: All four features of DBEL (design practice, interactive reflection, knowledge integration, and circular iteration) were found to exert significant and positive effects on learning outcomes. Moreover, cognitive engagement was found to both fully and partially mediate the relationships between these features and the outcomes of engineering learning; under two different modes of engagement, the positive effects of the learning features on cognitive engagement differed significantly. Conclusion: The paper concluded the following: (1) a design-based learning approach can enhance engineering students’ learning outcomes, (2) cognitive engagement mediates between design-based engineering learning and learning outcomes (3) a systematic mode of engagement produces better learning outcomes than a staged modes of engagement. [ABSTRACT FROM AUTHOR]

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal 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.)

During the Covid 19, students and instructors experienced double-way synchronization distance classes. Recently, the metaverse was drawn much attention to the online virtual world as a channel for social interaction. It has received renewed interest as a new method of surmounting the limitations of external activities after the pandemic. A few studies have focused on the usability of metaverse in a classroom, but no attention was paid to its applicability to Art History as well as to the higher level of education. In order to compensate for the limitations of two-way synchronized remote learning in university art history classes, Gather. Town was adopted as a metaverse platform in both Western modern art history classes and art history methodology classes. In this study, we surveyed and interviewed students who used both WebEx and Gather. Town. This study examines students' experiences in accessibility, social presence, convenience of interaction, interest and immersion, and satisfaction when the students use the metaverse platform, Gather. Town. The examination of this study confirms that the virtual space of metaverse was more helpful in making students feel a sense of presence, interaction, and engagement than WebEx and demonstrates the possibility of this platform as a sustainable and valid tool in Art History Education. [ABSTRACT FROM AUTHOR]

Copyright of Trakya University Journal of Social Science is the property of Trakya University, Institute of Social Sciences 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 research evaluated the effect of guided inquiry approach-based laboratory activity within the scope of lifelong learning, in which daily life context is used, on developing pre-service science teachers' learning processes. The study groups for the research consisted of six pre-service science teachers who were seniors in the science education department at a university in the west of Turkey. The holistic single-case design was used as the research method in this study. One of the topics related to enzymes we encounter in many areas of daily life is the concept of enzymatic browning. In this study, starting from a daily life context, an activity that includes the chemical change emphasis underlying the enzymatic browning event and the factors affecting the work of enzymes is discussed. In this context, the guided inquiry learning approach, in which the hypothetico-deductive reasoning cycle is used in laboratory practices in teacher education, is based on the activity. At the end of the activity, experiment reports, science journals, and concept maps were evaluated. As a result of the evaluation, it was seen that the students not only designed scientific research and tested their hypotheses consistently and accurately but also obtained subject gains related to enzymes and chemical change. Since it is understood that the activity supports lifelong learning in terms of both the skills developed and the ideas reflected by the pre-service teachers, using similar practices in teacher education can be recommended. [ABSTRACT FROM AUTHOR]

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal 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.)

Democratizing knowledge is about empowering all participants to be legitimate contributors to a group's shared goals and helping them take pride in advancing community knowledge. It is a crucial principle of Knowledge Building theory, the importance of which to developing more equitable learning environments is well recognized. However, what the indicators of democratizing knowledge are and how they manifest in pre-service teachers' Knowledge Building discourse are rarely studied topics; it is not clear how the indicators of democratizing knowledge correlate with students' adoption of Knowledge Building principles. This exploratory study addressed these issues by identifying the cognitive and social aspects of democratizing knowledge of 35 pre-service teachers' Knowledge Building discourse and analyzing the correlations between participants' adoption of Knowledge Building principles and different subcategories of democratizing knowledge. We identified greater frequencies of advancing ideas in their groups and being open to different ideas by participants, but lower frequencies of achieving a shared understanding or goals and rising above individual ideas to achieve synthesis by participants. Moderate to strong correlations between the indicators of democratizing knowledge and Knowledge Building principles were found. In addition, participants' notes that fell into the rise-above subcategory of democratizing knowledge were significantly fewer than notes of other subcategories. This study provides theoretical and practical implications concerning supporting and fostering learners' democratizing knowledge in Knowledge Building communities. Limitations and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Purpose: During the COVID-19 pandemic, many organizations adopted remote work policies. Meanwhile, the loss of the collocated work environment made it challenging for the supervisors to have a clear vision of their employees, which may impact the quality of the performance evaluation and developmental decisions. This paper aims to resolve this problem by identifying resources in the remote workplace that can help supervisors restore their capacity for a clear vision of the remote employees. Design/methodology/approach: The authors take the perspectives of the job resource-demand model and illustrate the theoretical framework that recognizes resources and resource holders at various levels of the organization. The authors see this as the key for supervisors to meet the demand of "seeing" their employees in the remote workplace. Findings: Specifically, the employees should offer their information resources via skillful communication because supervisors have lost opportunities for in-person observation. Further, the administration is urged to deliver competence resources through training and development because supervisors may lack the experience of remote work management. Moreover, the organizations should provide social support resources by creating avenues for virtual networking activities, so as to make up the random social opportunities available in the collocated work environment. Research limitations/implications: Improving supervisors' vision is a new challenge coming with the installation of the remote workplace. Further research is called for to empirically test this theoretical framework and identify more ways to increase the resources and reduce the demands for supervisors; thus, helping them ease into the new ways of supervision in the virtual workplace. Practical implications: This research informs the organizations to adjust their strategy for management development to adapt to the remote workplace. Originality/value: The authors noted that increasing concerns of the low visibility of remote workers was partially due to the impaired vision of supervisors, who lost the context of in-person observation. Supervisors' vision of their employees was taken for granted in the traditional work environment and there was not much research done on this topic. This prompted us to develop a theoretical framework based on the job resource demand model. [ABSTRACT FROM AUTHOR]

Purpose: Transactional distance remains an important issue in online education, which is an important indicator to evaluate the quality of teaching and learning in online courses and is closely related to the success of learners' online learning. The purpose of this study is to evaluate the potential mechanism of transactional distance and its three modes of interaction on the impact of learning engagement of college students. Participants and Methods: Online Education Student Interaction Scale, Online Social Presence Questionnaire, Academic Self-Regulation Questionnaire and Utrecht Work Engagement Scale-Student scales were used, revised questionnaire for cluster sampling of college students, 827 valid samples. SPSS 24.0 and AMOS 24.0 were used for analysis, and Bootstrap method was used to test the significance level of the mediating effect. Results: Transactional distance (including the three interaction modes) was significantly and positively related to college students' learning engagement. Autonomous motivation played a chain mediating role between transactional distance and learning engagement. In addition, social presence and autonomous motivation mediated the chain between student-student and student-teacher interaction on learning engagement. In addition, however, student-content interactions did not significantly impact social presence, and the chain mediating effect of social presence and autonomous motivation between student-content interaction and learning engagement was not supported. Conclusion: Based on transactional distance theory, this study reveals the role of transactional distance on college students' learning engagement and the mediating effect of social presence and autonomous motivation in the relationship between transactional distance (and three interaction modes of transactional distance) on college students' learning engagement. This study supports the findings of additional online learning research frameworks and empirical studies to enhance our understanding of how online learning affects college students' learning engagement and the important role of online learning in college student's academic development. [ABSTRACT FROM AUTHOR]

Extended reality technologies such as headset-based augmented reality (AR) unlock unique opportunities to integrate gestures into the collaborative problem-solving process. The following qualitative study documents the collection and analysis of group interaction data in an astronomy sky simulation across AR and tablet technologies in a classroom setting. A total of 15 groups were coded for episodes of on-task problem-solving, conceptual engagement, and use of gesture. Analysis of coded interactions assisted in identifying vignettes facilitating exploration, orientation, perspective sharing, and communication of mental models. In addition, the use of gesture by some groups enabled the creation of shared situated conceptual spaces, bridging the AR and tablet experiences and facilitating collaborative exchange of spatial information. The patterns of gesture and collaborative knowledge interactions documented here have implications for the design of future collaborative learning environments leveraging extended reality technologies. [ABSTRACT FROM AUTHOR]

In higher educational institutes, developing classrooms for active learning is becoming a part of comprehensive educational drive for students involving and engaging in learning. For this purpose, influence of social factors on collaborative learning and engagement has been investigated which will influence learning performance of students. The study looked at following areas: (a) the ability of social factors for developing collaborative learning and engagement and (b) whether collaborative learning and engagement mediate a link between social factors and student's learning performance. Constructivism theory has been utilized to observe the student's learning behavior. Data have been collected through questionnaires from university students. Findings evaluated through structural equation modeling (SEM), shows that social factors, i.e. interaction with peers and teachers, social presence, and usage of social media positively impact active collaborative learning and student involvement, thus affecting their learning performance. The findings also provide evidence for double mediation used in this study. As online learning is becoming more prevalent in education, it has been concluded that overall collaborative learning and engagement with influence of social factors improve activities of students learning; therefore, their usage should be stimulated in teaching and learning in higher educational institutions as it influences students' academic development. [ABSTRACT FROM AUTHOR]

This paper systematically reviews 150 (VR/AR)-supporting language learning articles from 2008 to 2019 and summarizes the development trends. The definition of VR/AR is given firstly, and then the model of VR/AR supporting learning is proposed. This model's language types, research participants, learning devices, learning goals, research issues, research methods, research domains and learning strategies act as a coding scheme here. Meanwhile, through review and analysis, empirical study has been proven to be in its peak period; the VR/AR is increasingly applied, and larger numbers of immersive devices are being used. Under such circumstances, higher education is the principal of research, and speaking/expressing and words are still the most significant learning goals. As for research issues, the first period (2008–2013), which focuses more on learners' opinions, learning behaviours, learning attitudes and learning performance, is still the main scheme even though the second period (2014–2019) has more research issues and wider research scale. Right now, research about teaching and learning has already drawn the most attention, and task-based learning, situated learning, and game-based learning are the most commonly used learning strategies. Finally, this paper analyses VR/AR used in language learning through SWOT analysis to provide more profound suggestions and further discussion. [ABSTRACT FROM AUTHOR]

Collaborative learning has been widely used in both offline and online contexts to support deep learning, and its effectiveness may be adjusted by the size of the collaborative groups. To examine the effect of learning context and group size on collaborative learning, this study conducted two experiments with 62 third-year undergraduate students enrolled in the course named Application of Modern Educational Technology to compare learning outcomes, learning engagement, and collaborative experience between quad (four-person) and dyad groups in both face-to-face and online learning contexts. The results indicated that learning outcomes and collaborative experience were not significantly affected by group size and learning context, but for peer interaction, the dyad group showed more communication and interaction during the learning process. In general, the dyad group showed higher and more stable scores in all aspects, as well as being able to adapt to changes in learning contexts. Based on the research results, three practical implications were proposed to promote the implementation of collaborative learning in teaching. [ABSTRACT FROM AUTHOR]

The teaching of Social Studies seems to have primarily depended on teaching methods that are deficient in using digital technologies to improve pupil achievement. This study explored the effects of two modes of Digital Storytelling instructional strategy (TPS-Collaborative and CVB) and moderating effects of gender and age on pupils' achievement, using a pre-test, post-test, control group quasi-experimental design, subjected to ANCOVA. The study involved intact classes of 88 participants from three government-owned elementary schools (4th grade) in three districts in Osogbo, Nigeria. The study tested four hypotheses at 0.05 levels of significance. Results showed that the treatment had a significant main effect on pupils' achievement while gender, age, and the 3-way interaction effect did not. The study concludes that digital storytelling is an effective strategy for enhancing pupils' achievements. Thus, teachers should adopt digital storytelling strategies for Social Studies instruction to enhance achievement regardless of age and gender. [ABSTRACT FROM AUTHOR]

Computer‐supported collaborative learning (CSCL) has been an effective pedagogy in the field of education. However, productive collaborative learning often does not occur spontaneously, and learners often have difficulties with collaborative knowledge building and socially shared regulation. To address this research gap, this study proposes an automatic knowledge graph construction approach based on deep neural network models. In total, 63 groups comprising 189 college students participated in this study and were assigned to three conditions, namely, the automatic activated and unactivated knowledge graph (AAUKG) condition, the automated activated knowledge graph (AAKG) condition, and the traditional online collaborative learning (TOCL) condition. The findings revealed that the AAUKG approach had more significant and positive impacts on collaborative knowledge building, group performance, social interaction, and socially shared regulation than the AAKG and TOCL approaches. This study provides substantial evidence of utilising both automatically activated and unactivated knowledge graphs to improve collaborative learning performance. Practitioner notesWhat is already known about this topic Knowledge graphs have been widely used in many fields for searches, recommendations, analytics, and automation.Researchers have explored how to construct knowledge graphs. However, few studies have automatically constructed knowledge graphs in the CSCL context.What this paper adds An automatic knowledge graph construction approach is proposed and validated in the CSCL context.The findings indicate that the AAUKG approach has more significant and positive impacts on collaborative knowledge building, group performance, social interaction, and socially shared regulation than the AAKG and TOCL approaches.Implications for practice and/or policy The AAUKG approach is an effective method for improving knowledge building and group performance in the CSCL context.Researchers and practitioners are encouraged to consider how knowledge graphs can be applied to facilitate collaborative learning efficiently. [ABSTRACT FROM AUTHOR]

Background: Group affective states for learning are constantly formed through socio‐emotional interactions. However, it remains unclear how the affective states vary during collaboration and how they occur with regulation of learning. Appropriate methods are needed to track both group affective states and these interaction processes. Aims: The present study identifies different socio‐emotional interaction episodes during groups' collaborative learning and examines how group affective states fluctuate with regulation of learning during these episodes. Sample: The participants were 54 secondary school students working in groups across four science learning sessions. Methods: Multichannel process data (video, electrodermal activity [EDA]) were collected in an authentic classroom. Groups' affective states were measured with emotional valence captured from video data, and activation captured as sympathetic arousal from EDA data. Regulation of learning was observed from the videotaped interactions. Results: The study disclosed four clusters of socio‐emotional interaction episodes (positive, negative, occasional regulation, frequent regulation), which differed in terms of fluctuation of affective states and activated regulation of learning. These clustered episodes confirm how affective states are constantly reset by socio‐emotional interactions and regulation of learning. The results also show that states requiring regulation do not automatically lead to its activation. Conclusions: By advancing existing understanding of how group level socio‐emotional processes contribute to regulation of learning, the study has implications for educational design and psychological practice. Methodologically, it contributes to collaborative learning research by employing multiple data channels (including biophysiological measures) to explore the various dimensions of socio‐emotional processes in groups. [ABSTRACT FROM AUTHOR]

In the era of the globalization of the English language, Kazakhstan has strategically implemented English as a Medium of Instruction (EMI) in higher education. Accordingly, the aim of this study was to explore teachers' and students' perceptions of their EMI experiences, focusing on the interplay between language management (LM), language practices (LP) and language ideology (LI) (Spolsky, 2004). Thus, a qualitative case study design was employed wherein four teachers and six undergraduate students from one Department of Natural Sciences were interviewed. Moreover, information from the official website and policy documents of the university were used for document analysis of its EMI policy. The findings revealed that participants had a positive LI towards EMI as this is helpful for language development, although many of them encountered challenges during LP due to their low mastery of English. The university's LM system was unsuitable as administrators neglected to address the participants' linguistic difficulties related to EMI which led to the use of the translanguaging method for comprehension purposes during LP activities. The participants also reported that continuing LP in EMI and teachers' emotional support contributed to students' language improvement. Ultimately, this study suggests that administrators improve the quality assurance of the EMI policy. [ABSTRACT FROM AUTHOR]

Background: While the use of digital technologies in collaborative design tasks have gained acceptance amongst educational researchers and instructors, few studies have analysed the application of video‐supported collaborative learning‐by‐design (VSC‐LBD) in the authentic setting of professional education and training. Objectives: This study on VSC‐LBD investigated the learning processes and outcomes of nursing students who collaboratively used a hypervideo authoring tool to learn the procedure about urinary catheter insertion. We hypothesized that the students who collaboratively used a hypervideo authoring tool to learn about a professional procedure would outperform those exposed to a traditional lesson on the same procedure. Further, we assumed that the students who created an instructional video from scratch would obtain higher learning scores than those who worked on existing footage. Methods: Participants (N = 60) worked in groups and were assigned to three conditions: in the first each group recorded a video while simulating the procedure and then turned the footage into a hypervideo (VSC‐LBD1); in the second condition each group already received the raw video to turn it into a hypervideo (VSC‐LBD1); in the third participants attended a traditional lesson (control). Pre‐ and post‐tests measured procedural knowledge acquisition. The co‐regulation episodes within the groups that produced the best and worst videos were assessed and measured. Results and Conclusions: The students in the two VSC‐LBD conditions significantly outperformed those in the control condition. No differences were found between making an original video and using existing footage. More co‐regulatory processing episodes were found in the best video group compared to the other groups. Takeaways: This study supports theoretical assumptions on the value of VSC‐LBD in authentic learning environments and provide useful information to instructors willing to adopt collaborative use of interactive video tools. Lay Description: What is already known about this topic: Video‐based technologies, and more in particular hypervideo with its additional affordances, results an effective tool to support procedural learning.Hypervideo designing is a fruitful Learning‐By‐Design (LBD) activity that allows learners to transform and restructure knowledge.From a pedagogical point of view, giving students collaborative design tasks on video materials showed to be quite effective. What this paper adds: Few studies have investigated the application of video‐supported collaborative learning‐by‐design (VSC‐LBD) in the authentic setting of professional education and training. The same is true when it comes to procedural knowledge acquisition applied to clinical procedures, with most studies focussing on conceptual knowledge acquisition.When working with a learning‐by‐design approach, a clear distinction between the benefit of designing a video from scratch and of designing the hyper‐ components was lacking.Adopting a VSC‐LBD pedagogical approach to support learning of professional procedures in the nursing sector showed to be very effective both looking at the learning processes and the learning outcomes. Implications for practice and/or policy: This study proposes a collaborative design activity to learn professional procedures and demonstrates its affordances in terms of learning gains compared to a traditional lesson.Giving students a collaborative design task to build a hypervideo seems more important than just giving them a design task on the starting video depicting the procedureThe paper provides instructors with the necessary information to develop pedagogically sound design VSC‐LBD activities in time‐sensitive yet effective ways. [ABSTRACT FROM AUTHOR]

Collaborative learning has numerous benefits such as enhancing learners' critical thinking, developing social skills, and improving learning gains. While engaging in this interactive process, learners' satisfaction toward their partners plays a crucial role in defining the success of the collaboration. However, detecting learners' satisfaction during an ongoing collaboration remains challenging, and there are no automatic techniques to predict learners' satisfaction. In this paper, we propose a multimodal approach to automatically predict peer satisfaction for co-located collaboration with features extracted from 44 middle school learners' collaborative dialogues. We investigated three types of features extracted from learners' dialogues: 1) linguistic features indicating semantics and sentiment; 2) acoustic-prosodic features including energy and pitch; and 3) visual features including eye gaze, head pose, facial action units, and body pose. We then trained several regression models with each of those features to predict the peer satisfaction scores that learners received from their partners. The results revealed that head position and body location were significant indicators of peer satisfaction: lower head and body distances between partners were associated with more positive peer satisfaction. Next, we investigated the influence of multimodal feature fusion methods on peer satisfaction prediction accuracy: early fusion versus late fusion. We report the comparison results between models trained with (1) best-performing unimodal features, (2) multimodal features combined by early fusion, and (3) multimodal features combined by late fusion. This line of research reveals how multimodal features from collaborative dialogues are associated with peer satisfaction, and represents a step toward the development of real-time intelligent systems that support collaborative learning. [ABSTRACT FROM AUTHOR]

This paper examines non-traditional students' perceived benefits and challenges toward online collaborative learning (OCL) in general and how those perceptions are presented differently in two different course delivery modalities (asynchronous and synchronous). A content analysis of student surveys demonstrates some positive and negative aspects of OCL employed in two event management courses. This study further compares the similarities and differences between the two courses that adopted the two distinct delivery methods. Implications are expected to specifically resonate with non-traditional/working students who have other demands upon their time such as working full or part-time and/or parenting. [ABSTRACT FROM AUTHOR]

Performance expectancy is the expected impact of a technology's functional advantage even in uncertain conditions. This study suggests that the learning collaboration quality, information quality, and course content support impact the actual use of e-learning and satisfaction perceived by the user, resulting in performance expectancy that meets stakeholder expectations. This study outlines the theoretical model for defining student success in e-learning systems through a theory of online collaborative learning. The research examines the empirical data gathered from 109 postgraduate doctoral students' participated in the postgraduate universities in Indonesia. The research attempts to focus specifically on how the actual use of e-learning and satisfaction perceived by users mediates the influence of learning collaboration quality, information quality, and course content support on performance expectancy to enhance the sustainability and performance of e-learning in Indonesian universities. The study shows that the learning collaboration quality, information quality, and course content support have no impact on performance expectancy, while each of the constructs indirectly impacts the performance expectancy through the actual use of e-learning. Conversely, the learning collaboration quality and course content support have not indirectly influenced toward performance expectancy by satisfaction perceived by the user as mediator except the information quality. [ABSTRACT FROM AUTHOR]

This study investigates the effects of a short pedagogical training on university teachers' professional vision and (mis)conceptions concerning teaching and learning, utilizing a mixed-methods approach. Participants' written interpretations of a video-based teaching–learning situation were analyzed and comparisons were made between prospective and current faculty teachers. Before the course, participants missed almost half of the pedagogically relevant incidents in a classroom. Generally, the short pedagogical training was successful in supporting all participants' professional vision development. The training successfully provided all teachers' with more in-depth reasoning skills as a result of the course. Thus, improvements in participants' reasoning skills were identified, but interestingly not in their noticing capability. In addition, prospective teachers had more misconceptions concerning teaching and learning both before and after the training. Finally, the study discusses the implications for research on how teachers' beliefs and conceptions are related to professional vision. [ABSTRACT FROM AUTHOR]

(1) In this study, we analyse the impact that research and practice orientation offered at university (first phase) have on theory application and teaching quality in an in-service training programme (second phase). The connection between these two phases has been poorly examined. Therefore, we examine this connection using a longitudinal study. (2) The analysis is based on data from 1417 pre-service and later student teachers who participated in the German National Educational Panel Study (NEPS). (3) The results show that meaningful research and practice orientation experienced in the first phase contribute to greater theory application and teaching quality in the second phase. (4) The study thus shows that theory application is a resource for supporting teaching quality. [ABSTRACT FROM AUTHOR]

This paper presents the reflections of one of the authors, a junior faculty member, on teaching a master's level, English-medium instruction (EMI) course. The course was titled, International Research on Teacher Education, and it took place in a Chinese research-intensive university. It was, in part, a response to the need for internationalisation in higher education. The authors explore seven contradictions embedded in the EMI course: (1) teacher-centred vs. student-centred educational beliefs, (2) authoritarian vs. democratic classroom atmosphere, (3) traditional printed materials vs. multi-modal learning resources, (4) direct instruction vs. self-regulated learning, (5) classroom-based teaching vs. place-based learning, (6) individual learning vs. group-based work, and (7) summative assessment vs. formative assessment. The authors apply Engeström's cultural historical activity theory to extrapolate these contradictions. Using student narratives to demonstrate, the titular question of whether the course was a bane or a boon is answered. An autoethnographic or three-dimensional narrative approach was employed to analyse the data in the context of temporality, sociality, and place. Additionally, the authors discuss the dilemmatic space and implications associated with implementing the EMI course in China. [ABSTRACT FROM AUTHOR]