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Web-based engineering education is an important area of research whose goal is to develop web-based academic learning tools. This article describes the literature search related to this topic in the Scopus database. No restrictions were imposed on the duration of the search. The data collected revealed that the largest number of publications was published in 2008 and 98.74% of the documents found in Scopus were in the English language. United States has a higher percentage of publications. Extend the search by using a search string with a larger number of publications and analyze the recovered data in order to discover more results is important to improve research in this area, and generally give other researchers an instant snapshot of a research field to design future work.

We are undertaking probably the most innovative and transformational education initiative in the history of our institution. Tecnologico de Monterrey is expanding Tec21 Educational Model to every single discipline and academic program. This model is our response to the quest of how education should be brought to the 21st century. This article explains our model and how we gradually deploy it in order to start a new generation in fall 2019; we describe the main components of Tec21 through 4 pillars: Challenge-based Learning; flexibility in how, when and where students learn; inspirational faculty; and an engaging university experience. Since 2013, when we declared our intention to make a structural change in our educational model, this was an incremental experience. Results of implementation revealed that Tec21 Model helped students to develop their academic learning outcomes through Challenge-based Learning experience. For many years, universities have tried to bring the world into the classroom, it is clear that the time has arrived to do the opposite and take the classroom out to the world with Tec21 Model.

Elementary students in high-poverty schools have diverse learning needs. Their academic and social learning, in particular, varies between students - especially so for those students from culturally non-dominant backgrounds. In 2009, the Ontario Ministry of Education mandated that all school boards in Ontario develop and implement equity education policies, as specified in Policy/Program Memorandum No. 119: Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools (2009). This dissertation explored the implementation of Ontario’s Equity Strategy in three highpoverty elementary schools within one district school board in Ontario. This exploratory case study investigated the following research questions: 1. How do teachers, vice principals, and principals in three urban, Ontario high-poverty schools support elementary students’ academic and social learning? 2. How does the Ontario policy backdrop constrain and/or support the work and capacities of teachers, vice principals, and principals to advance academic and social learning? 3. How does Policy Program Memorandum 119 (Ontario’s Equity and Inclusive Strategy, 2009) reflect and inform the implementation of inclusive education by teachers, vice principals, and principals? The data gathered consisted of semi-structured interviews with principals, vice principals, and teachers, document analysis, and observations of teachers. An exploratory qualitative case study using Critical Race Theory, and Anti-Racist Framework, were adopted, supported by a modified version of constant comparative method of data analysis. There are several key findings from this study. Findings revealed that biases were difficult to dismantle, and equity policy is under realized without adequate funding. Policy needs significant re-structuring to make it more impactful in Boards across Ontario. Teachers illuminated the powerful act of sharing stories of different cultures, encouraging lessons of cultural diversity, to challenge the Euro-centric curriculum. Many teachers revealed needing additional time (to reflect and respond appropriately) to the recent changes in student demographics, due to changes in immigration. This study indicated engaging in meaningful dialogue, sharing knowledge, reflecting, and advocating awareness proved to be most effective. Finally, principals described needing equitable, not equal, distribution of resources.

Students’ academic learning, performance, and motivation are ongoing topics in engineering education. Those studies that have attempted to understand the mechanisms of motivation in authentic classroom settings and scenarios are few and limited to the methods used (e.g., self-reports, observations). This Work-in-Progress study explores the utility of electrodermal activity (EDA) and temperature sensors in accurately informing scholars about student performance during an exam in real-time. Correlations between each factor were analyzed. Initial results suggest that peripheral skin temperature has a weak, positive but significant correlation to exam question difficulty r=0.08; p

[EN] In this work, the level of self-regulation for academic learning at the University has been evaluated at the beginning of the course, and related to other academic variables. It has been observed that the students with the greatest capacity for self-regulation are the ones who choose to study the degree as first options. The qualification obtained in the first act of evaluation of the course was not related to the self-regulation capacity or to the access note. However, it was correlated with the class attendance rate (r = 0.42; p, [ES] En este trabajo, al principio de curso se ha evaluado el nivel de autorregulación para el aprendizaje académico en la Universidad, y se ha puesto en relación con otras variables de tipo académico. Se ha observado que los estudiantes con mayor capacidad de autorregulación son los que eligen estudiar la titulación en primeras opciones. La calificación obtenida en el primer acto de evaluación del curso no resultó relacionada con la capacidad de autorregulación ni con la nota de acceso. Sin embargo, sí resultó correlacionada (r = 0,42; p < 0,05) con la tasa de asistencia a clase. Todo esto resalta la importancia de la asistencia a clase, al menos en asignaturas que requieren el desarrollo de la habilidad de visión espacial, y sobre todo en este contexto de adaptación e innovación que conlleva el comienzo de los estudios universitarios.

One of the central objectives of inclusive education, and education in general, is not only to support every students' academic learning, but also their social and emotional development. It therefore is important to identify difficulties in a child's socio- emotional development at school. The current study investigates students' emotional inclusion and social inclusion, as well as students' academic self- concept from four different perspectives using the Perceptions of Inclusion Questionnaire (PIQ). In particular, we analyzed the degree of agreement between teacher, mother, and father ratings with students' self-reports. Moreover, we tested if students' gender and special educational needs (SEN) are predictors for possible bias in parent and teacher reports. Survey participants included 721 Austrian, Grade 4 students from 48 classes. In addition, data from 46 teachers, 466 mother reports, and 375 father reports were included. We assessed the consistency (i.e., agreement) between the different raters by means of multitrait-multimethod analyses, or more precisely, a correlated trait–correlated method minus one (CT-C[M- 1]) model. Results of the CT-C(M-1) analyses indicated a rather strong rater bias (i.e., method effects) for all three dimensions of inclusion. However, the consistency for academic self-concept was higher than for emotional and social inclusion. Furthermore, gender and SEN status affected rater bias, particularly for teacher reports. Results suggested that it matters who reports students' emotional inclusion, social inclusion, and academic self-concept, which has methodological and practical implications.

The traditional way of recording student attendance is that an instructor calls student names one by one and records their absence or presence status. It usually consumes much time and sometimes causes errors. Therefore, some instructors may choose not to record student attendance, and this could affect academic learning and outcome. Although many self-identification methods have been explored, the entire processing time is similar to the traditional one. Hence, to solve such the problem, this research proposes a methodology to develop a concurrent class attendance system applying QR code, called QRClass. The results show that the processing time of QRClass is reduced by approximately 93.14% for 49 students compared to the traditional way. Therefore, QRClass is not only require less processing time, but also significantly increase the effectiveness of the class attendance recording method.

The chapter sets out to identify ways in which the dominant pedagogy in the west has been shaped and influenced by instrumentalist imperatives emanating from the high age of logical positivism. It will furthermore expose the harm that has been done to education as a result, limitations on learning that are most apparent with the insights of updated sciences. The chapter will propose a values approach to pedagogy as a way of countering the narrow bounds of instrumentalism with an approach that possesses greater potential to address the whole person and the full range of human development measures, including personal, social, emotional, moral, spiritual and academic learning. The chapter will utilize international research that supports the beneficial claims of values pedagogy, with special reference to data from the Australian Values Education Program.

Combining physical activity and academic content is a promising way to improve health and academic learning in schoolchildren. This paper examined the continuation of physically active lessons (PAL) in five Norwegian elementary schools, two years after a 10-month intervention period, which consisted of weekly minimum 2 x 45 min of PAL. Data were collected through semi-structured interviews with nine teachers and five school leaders. The Level of Use instrument was used to assess how the teachers integrated PAL into the school day. Two years after the intervention period, seven of nine teachers conducted PAL regularly, on average one lesson per week. Teachers’ implementation progress varied from struggling with logistics, to stable routine and creative adaption. Perceived benefits for the children, active leadership, and ongoing implementation support seem important for continuation. Introduction of PAL as a school development project, systematic planning from the onset and a gradual introduction of PAL, can be an effective strategy for continuation and long-term sustainability. In addition, the Level of Use instrument was useful to better understand which support mechanisms are needed at different stages in the implementation of PAL.

Attention is an essential mental process that is important to achieve learning progress. We cannot get better in our academic learning unless we concentrate our attention on the person giving the educational material, such as the teacher or trainer. Children with Autism Spectrum Disorder (ASD) may have attention difficulties that can directly influence their academic skills. In recent years, robot intervention in autism therapy and assessment is becoming a popular research topic due to its role in enhancing children’s attention more than a regular human therapist, as well as, the increasing number of autism children compared to the availability of professional therapists. Robot intervention helps in reducing therapy time and makes early therapeutics sessions easier and much promising. Many researches have been conducted to develop robot intervention techniques for ASD children, and some methods have already been used to assess autistic individuals’ attention during the robot intervention sessions. Yet, the existing attention assessment methods are either very complex or simple with one measured interaction cue only. This paper presents a practical and low-cost automatic approach to assess autistic individuals’ attention during robot intervention; addressing multiple interaction cues. Experimental results show that the proposed attention assessment system could accurately measure the child attention and enhance therapy progress. This automatic attention system can open a new era for utilizing technologies to monitor students’ attentions in the class to enhance educational systems.

Universities are increasingly looking towards online technology to assist their students. Grammarly advertises itself as the world’s most accurate online grammar checker, yet little research exists on its performance as a feedback tool in universities. This paper reports on a study investigating students’ perceptions of Grammarly when used in conjunction with advice from an academic learning advisor. Using a mixed methods sequential explanatory design, the study compared one group of students’ responses to the feedback they received from Grammarly (n = 54) with another group’s responses to the traditional non-automated grammar feedback they received from the Academic Learning Centre at CQUniversity (n = 42). Results show that students receiving feedback from Grammarly responded more positively to 9 of the 15 survey items and were significantly more satisfied with the grammar advice that they received compared with non-Grammarly students. No significant differences were registered between cohorts or delivery mode, which suggests that Grammarly can be used effectively by academic learning advisors to provide grammar support for both international and domestic students, online and on campus. It is recommended, however, that the program be used in conjunction with academic learning advisor input as the program is currently not accurate enough for independent use to be justified.

This chapter concerns the theoretical viewpoint regarding the metacognitive process of academic knowledge object-building. An ontological perspective of the study of academic learning will be presented. First, considerations concerning the academic learning process will be stated to establish the main assertions regarding what has been found to be important in academic self-regulated learning. An example of learning math will then be analyzed to illustrate the passage from subjective knowing to objectivization.

Objetivo: Analisar a percepção dos discentes acerca da aplicabilidade da Sistematização da Assistência de Enfermagem (SAE) no cenário de simulação realística e como esse processo contribui no aprendizado do acadêmico. Método: Revisão integrativa da literatura sobre o uso da simulação realística como ferramenta para a aprendizagem da sistematização da assistência em enfermagem. Para maior assertividade metodológica a seguinte pergunta PICO foi utilizada: O treinamento da Sistematização da Assistência de Enfermagem através da simulação realística traz melhores resultados na aprendizagem dos discentes de enfermagem comparado aos métodos tradicionais de ensino? Os dados bibliográficos do estudo foram levantados de maneira eletrônica, através da BVS, os descritores utilizados foram: “Treinamento por simulação” e “Estudantes de enfermagem”, com operados boleano “AND”. Resultados: Foram analisados 8 estudos, sendo eles: transversais, quase-experimentais, experimentais randomizados e pesquisas de intervenção, no intervalo entre 2016 a 2021, nos idiomas inglês e português. randomizado do ano de 2016 a 2021, em inglês e português. Em todos os artigos verificados a simulação realística é tida como um importante método para o ensino para o desenvolvimento da Sistematização da Assistência de Enfermagem. Conclusão: O estudo pôde concluir que os estudantes, após os cenários, estavam cientes de seus erros antes de receber o feedback de seus preceptores. Portanto, a simulação realística pode ser uma boa alternativa para facilitar a segurança, evitar erros e solidificar a aprendizagem da sistematização da assistência de enfermagem.

Objetivo: Analisar o desenvolvimento de competências do docente fisioterapeuta de uma instituição pública do estado de Goiás, Brasil, e se suas estratégias de atuação acadêmica têm abordagens interdisciplinares e voltadas à Saúde Pública. Método: Foi realizado um estudo do tipo transversal, de abordagem quantitativa e qualitativa, por meio de um questionário misto aos professores, com perguntas abertas, fechadas e de múltipla escolha. A amostra foi composta de 24 professores da Universidade Estadual de Goiás, Brasil. Resultados e discussão: A prática docente no ensino superior no Brasil, de maneira geral, tende a iniciar-se sem preparação prévia e de modo intuitivo. Os entrevistados apontam a fisioterapia como uma área em crescimento, contudo há um impasse com relação ao retorno financeiro. Entende-se que a fisioterapia é uma profissão essencial nos três níveis de atenção à saúde, apesar de ainda ser associada somente ao nível terciário. A formação acadêmica interfere de forma incisiva na forma de atuação destes profissionais, no que se refere a saúde pública é fundamental o conhecimento sobre o sistema. A perspectiva é de um atendimento e formação mais atrelados ao modelo biopsicossocial e a tecnologia. Conclusão: A atuação prática da fisioterapia é reflexo direto do aprendizado acadêmico e por isso os docentes da área devem e tentam buscar melhoras no exercício do ensino, uma vez que as práticas e manejos tem repercussão direta na sociedade, principalmente no tópico da Saúde Pública.

Collaborative Learning (CL) is an approach to teaching and learning that involves a group of learners working together. The study aims to assess collaborative learning effects in the 21st-century teaching-learning landscape, particularly on the students' cognitive, affective and psychomotor dimensions. This study utilized the descriptive-evaluative method of research with a validated questionnaire as the primary data gathering instrument. Results showed that females dominate male students as to their number in first and second-year levels. The majority of the respondents aged 20 and below have participated in various collaborative activities and assignments in and out of the class with a typical size of 5 to 7 group members. Collaborative learning found to have a very high effect on Students' Academic Learning (cognitive), Collaborative Skills (affective) and least on Skills development (psychomotor). The researchers recommend that male students be engaged in group dynamics and learning activities; it must involve teenagers and suffice their activities' preference. Activities that demand greater participation, drills and exercises, and thinking activities must allow the students to develop their cognitive, affective, and psychomotor dimensions for holistic learning.

In India, students’ level of learning is measured through their reading, writing and arithmetic abilities. Although prerequisite, but these are not sufficient for excelling as individuals in the 21st century, for preparing future leaders within the nation and for expediting growth of a nation into an economic powerhouse. In our view, we need to equip students with a new extended skill set as identified by Partnership for 21st century skills (P21) so that they can apply their academic learning innovatively into new situations for overcoming day-to-today challenges in their lives and in the society. Therefore, a novel Conceptual Research Experience program was introduced at Indus World School in Indore(India), where selected secondary and higher secondary school students underwent research process and were encouraged to be creative, critically think, collaborate and communicate their research findings on a topic ranging from science and commerce to law and humanities. These students not only improved reading, writing and arithmetic abilities, but with better conceptual understanding were able to deliver an innovative solution for a practical problem and disseminate it at an international level, thus creating new opportunities for themselves and for their nation.

The Teaching for Transformative Experiences in Science (TTES) model was designed to facilitate the application of academic learning in students' everyday experiences. In the current study, we describe a 2-year design-based intervention that aimed to further develop and evaluate the TTES model. In the first year, a teacher implemented the TTES model in two of his four classes. The findings indicated enhanced engagement and learning, but primarily among students with higher prior engagement and learning. Insights led to revision of the TTES model. In the second year, the revised TTES model was implemented in all the teacher's classes, with another teacher's classes used for comparison. Intervention students demonstrated significantly greater learning and reported significantly higher levels of transformative experience than the comparison students.

Recognizing the broad potential of singing as a facilitator of moral instruction, academic learning, and societal participation, New Hampshire native Asa Fitz (1810–1878) was committed to advancing music and music education. A prolific publisher, editor, and author, he was involved in the production of dozens of works filled with songs and music, designed to further everything from reform movements to congregational singing, spiritualism to family life. As a singing master and music teacher, he instructed both children and other teachers, promoting his song books, his instructional techniques, his personal principles, and his overriding belief that everyone could, and should, learn to sing. Yet, for all that he was well known during his lifetime, little scholarly attention has been paid to the man, his philosophical underpinnings, or his disparate publications. This article focuses on the development of his “new system of figured music,” culminating with the publication of School Songs for the Million! in 1850. It briefly reviews the concept and expressions of alternate systems of musical notation in early to mid-nineteenth-century America and then places Fitz within that context, as he created, developed, and promoted his system to children and teachers. Though School Songs for the Million! was not as commercially successful as some of his other titles, it serves to demonstrate Fitz’s willingness to experiment with unconventional and controversial ideas in an effort to advance participation in music.

While academic internships can play irreplaceable roles by providing students hands-on learning opportunities, allowing them to collaborate with faculty, and strengthening ties between colleges and their communities, continued assessment of these experiences is still imperative. An academic internship has been described as a three-way partnership among a college or university, the internship site, and the student, but the role the institution plays can differ significantly. Several years ago, the Association of Schools of Public Health included field experience (such as internships) as a Critical Components Element of an Undergraduate Major in Public Health. Hence, this study investigates not only how Public Health students evaluate their internship site but also their experience with their school during the internship process. Survey data from 219 undergraduate students, on completion of their internships from Fall 2012 to Spring 2016, were collected. Results posit that public health students report the academic institution provided support and guidance, while their internship site provided a valuable learning experience both interpersonally and professionally. Also, students recommend this experience and provide valuable feedback for future internship partnerships. Considering internships are integral parts of many preprofessional degree programs, it is imperative that programs develop and implement systematic ways to assess these programs. This study provides valuable insight into this process along with identifying students’ perceptions of the academic internship and the role that both the site and the institution played in facilitating their learning.

Educational research indicates that teachers revealing and utilizing students’ prior knowledge supports students’ academic learning. Yet, the variation in students’ prior knowledge is not fully known. To better understand students’ prior knowledge, I drew on sociocultural learning theories to examine racially and ethnically diverse college students’ sociopolitical prior knowledge, a component of sociopolitical consciousness. In this qualitative study, I interviewed 18 first-generation college students in the U.S. who were enrolled in two introductory undergraduate sociology courses. Study participants identified as African-American, Latino, and/or White. The study reveals that students’ sociopolitical prior knowledge is comprised of awareness and understanding and it varies by topic of discussion. Further, college students’ sociopolitical prior knowledge is informed by lived experiences and can relate to subject-matter content. Implications for teaching and learning include having a deepened sense...

Students may adopt various approaches to academic learning. Occupational therapy students' approaches to study and the impact of cultural context have not been formally investigated to date.To examine the approaches to study adopted by undergraduate occupational therapy students from four different cultural settings.712 undergraduate occupational therapy students (n = 376 from Australia, n = 109 from Hong Kong, n = 160 from Norway and n = 67 from Singapore) completed the Approaches and Study Skills Inventory for Students (ASSIST). A one-way analysis of variance (ANOVA) was conducted to compare the ASSIST subscales for the students from the four countries.Post-hoc comparisons using the Tukey HSD test indicated that the mean scores for the strategic approach were significantly different between Australia and the other three countries. The mean scores for the surface approach were significantly different between Australia and Hong Kong, and Hong Kong and Norway. There were no significant differences between the deep approach to studying between Australia, Norway, Singapore and Hong Kong.Culture and educational context do appear to impact the approaches to study adopted by undergraduate occupational therapy students. Academic and practice educators need to be cognizant of what approaches to studying the students they work with adopt.

This study aims at examining students' attitudes and perceptions towards the values and importance of the user education program provided by the libraries of two leading universities in Asia — namely, Fudan University (FU), located in Shanghai and the National Taiwan Normal University (NTNU), located in Taipei. It uses a comparative approach to highlight the differences in students' feelings about a series of user education programs carried out by these two academic libraries. The data was collected through online questionnaire surveys with student participants, together with a small number of face-to-face interviews with the user education librarians to reflect on the survey results. A total number of 109 survey responses were collected from both universities. Results of this study indicated that a majority of the student respondents considered library user education as an important part of their formal academic learning – as such library programs enabled them the necessary skills to make the best and maximum use the library resources available. The findings of this study are useful for identifying the different learning needs amongst these two groups of students, as well as other barriers that were preventing the library user education programs to be integrated into students' overall learning, and the university's core curriculum as a whole.

Business schools have increasingly turned to client-based experiential learning to better prepare their graduates with skills and abilities that translate to the workplace. The shift from academic learning to experiential learning requires a corresponding shift in the way librarians approach information literacy. This article explores this trend through the literature and through personal interviews and proposes ways in which library instruction, collection development, and liaison relationships can be tailored to meet the needs of experiential learners.

Research Findings: Research has demonstrated the developmental and educational benefits of play. Despite these benefits, teacher-directed academic instruction is prominent in kindergarten. There is increasing acknowledgment in curricula and policies of the challenges presented by a lack of play in classrooms and the need to support academic learning using developmentally appropriate practices. Current research emphasizes a narrow definition of play-based learning as a child-directed practice, resulting in teacher uncertainty about the implementation of this pedagogical approach. Fifteen kindergarten classrooms were examined using qualitative methodology, including observations and teacher interviews. Two different teacher profiles emerged: The 1st profile saw play and learning as separate constructs and reported challenges meeting academic demands using play-based learning. Their students primarily engaged in free play. The 2nd profile believed that play could support academic learning and that te...

The feeling of knowing (FOK) is a component of meta-memory that helps people decide if they know or do not know a specific piece of information. By using over-claiming technique as a convenient method for measuring FOK, this study aims to analyse if it varies systematically across different academic levels. It is worth to analyse this issue because FOK may be influenced by the different curricular content learned in each course. Results show that FOK of compulsory secondary school students (aged 15–16, n = 506) is significantly lower than that of students of upper secondary education (aged 16 to 17, n = 469), which in turn, is also significantly lower than that of the undergraduates (aged 18 and more, n = 968). Also, the research has found that FOK is significantly different depending on the specialization of the students in university. Finally, over claiming technique is shown to be a new and simple way to evaluate FOK, a construct that can contribute to a better understanding of individual differences in academic learning.

In the literature on citizenship education, frequent references are made to Dewey. However, educationalists do not always interpret him correctly. To provide some counterbalance, I explain Dewey’s views on education and democracy. I base this, not only on ‘ Democracy and Education’, but also on 17 articles that Dewey wrote after ‘ Democracy and Education’, and on his ‘ Ethics’ and two earlier works, frequently cited by educationalists: ‘ Ethical Principles Underlying Education’ and ‘ School and Society’. According to Dewey, democracy and education are two sides of the same coin. Both involve and foster self-determination, self-development and participating in the common good, enlightened by intelligent understanding and scientific spirit. At the present, it is customary to define democratic citizenship education primarily in terms of social and moral learning, sometimes as though it can be distinguished from academic learning, as something extra besides learning subject matter. When such an approach is attributed to Dewey, as it often is, this is unwarranted.

Introduction While motivation has, for decades, been investigated as a key component of academic learning and performance, academic emotions have often been left out of the scope of investigation. According to several researchers, mathematics learning seems to be particularly affected by students’ emotions. Objective This paper is aimed at characterizing the emotions and motivation of eighth grade students in a mathematical setting and highlighting the cluster of emotions–activity emotions vs outcome emotions–which best predict math value, math self-concept, behavioral engagement and math performance. Method Data were collected through questionnaires from 115 students and analyzed through means comparisons and linear regressions. Results Results indicated that eighth grade students give a relatively high value to mathematics have a positive mathematics self-concept and are moderately engaged in mathematical tasks. Regression analysis showed that mathematics value and behavioral engagement are better explained by activity emotions while mathematics self-concept and performance are better predicted by outcome emotions. Conclusion The implications of these findings in terms of educational practices are discussed at the end of this study.

In recent decades, digitization, digital technology and the expansion of the Internet have resulted in significant changes in media ecology. Important consequences of these developments concern the socialization of new generations, where the values, skills and identities of young people are shaped through their participation in a range of online activities. One important consequence of the use of Internet and digital resources is that academic learning no longer is restricted to the school. Neither does it mainly imply being able to reproduce what is already known. The focus of this special issue section is on research on alternative settings for learning where digital technology plays a significant role and where it co-constitutes the activities of learners in significant manners.

Students bring skills gleaned from academic learning and any previous university clinic internship experiences to externship clinical placements. Speech-language pathologists (SLPs) in their personal work settings share their caseload, supervise, and guide these novice professionals as they advance their clinical skills in preparation for independent practice. Supervisors and student clinicians with varying skills, goals, and previous supervision experiences have expectations for these final placements that can impact the effectiveness of the supervisory relationship and experience. Educational theories indicate that a strong supervisory relationship is built on practices of modeling, active listening, and facilitative learning as students mature toward independent evidence-based practices and decisions, with supervisors that offer constructive feedback and encouragement. Supervisors should work to create an atmosphere that fosters trust and openness to promote the most effective supervisory relationship with their supervisees. An important component of an effective working relationship is to be aware of expectations and a willingness to adapt to varying and/or changing expectations. Increasing understanding of expectations will create an opportunity to exchange information and build a strong, effective supervisory relationship. An awareness of students' expectations and perceptions allows supervisors to target the students' needs and personalize guidance to facilitate maximum growth in clinical skills.

Tunisian Universities, like many other universities in the developing countries, do not adopt any textbooks and rather rely on classrooms as the main learning resource for the students. This study is concerned with observing what is going on inside the classrooms of five business schools. The collected data, relating to 75 randomly selected classes, show that the instructors are utilizing on average less than 55% of the time of the lecture for teaching purposes. From their side, the students recorded an attendance rate lower than 34%. The rate drops to 20% when excluding the students engaged in extraneous activities. These incredible figures raise serious questions about the academic learning of the students. 2016 The Authors. Scopus

Student interest in learning has been declining due to the increasing number of distractions. Interest is one of the important factors contributing to one’s desire and motivation to satisfy curiosity. As the times evolve, many things affect student interest in learning; one of which is smartphones equipped with the internet that promotes the ease of performing activities. Smartphones and the internet offer online games that can be accessed by anyone to play at any time, which can trigger online gaming addiction. The study aims to examine the interest in learning of nursing students who are addicted to online games. This study employed a qualitative method with a phenomenological approach. Data were collected through interviews, observations and documentation. The participants of the study were five students recruited using a snowball sampling method. Data were analyzed using Giorgi method. Results showed that interest in learning of students with online gaming addiction in the academic learning process varies. This can be seen through three emerging themes: student gaming behaviour, changes in students after online gaming, and the learning process of students with addiction to online games. It can be concluded that students’ online game behaviour is influenced by impulsivity that changes student behaviour and leads to addiction.

The purpose of the study was to test the impact of a two-minute physical exercise that was applied at the beginning and in the middle of lectures on university students’ state motivation and academic learning performance. There were three cohorts of religion education teacher candidates. Three cohorts were randomly assigned to the experimental, Hawthorne, and control groups. Throughout the semester, a teacher enacted physical exercises at the beginning and in the middle of each lecture. The findings revealed the direct positive impact of physical exercise on academic achievement. Only the Hawthorne group’s state motivation was significantly higher than the control group’s state motivation. Finally, the findings did not reveal a significant combined effect of physical exercise and state motivation on academic achievement. The qualitative data revealed that the physical exercise worked as a brief timeout, which caused relaxation and awakening in the participants.

Between 2009 and 2014, all 50 states and the District of Columbia passed legislation to improve the recognition and management of youth concussed in sports. These laws can include requirements for concussion training for school athletic personnel, concussion education for children and their parents, return-to-play (RTP) procedures, and medical clearance to for RTP. Concussion can impact academic learning and performance in children and adolescents. Postconcussion academic accommodations during recovery can be an important component of secondary prevention for mitigating the sequalae of head injury. Few state youth concussion laws, however, include provision of postconcussion return-to-learn (RTL) accommodations and most of those that do address RTL apply to student athletes only. Concussions may occur in youth who are not participating in organised sports (eg, falls, traffic crashes) and thus may not be subjected to RTL accommodations, even if the state mandates such procedures for athletes. Low income and students of colour may be more likely to have non-sports concussions than their more affluent and white peers, thus potentially creating demographic disparities in the benefits of RTL procedures. State youth sports concussion laws should be revised so that they include RTL provisions that apply to all students, athletes and non-athletes alike.

The objective of this research is to present and discuss how self-regulated learning has been investigated in the educational context through the examination of scientific publications produced up to June 2016 and available on online databases. The analysis of the 20 publications obtained for this investigation allowed to identify that self-regulated academic learning has been predominantly studied through the Cognitive Social Theory theoretical approach. The empirical studies, of qualitative approach, at higher education level, with evaluative objective, and in article format were prevalent. Moreover, the reported studies converged to the understanding that self-regulated learners demonstrate to have more than cognitive strategies, they indicate to bear motivational skills. Considering the results obtained, it is suggested that self-regulated academic learning be a topic of continuous study, supported by educational institutions and by teachers, aiming to develop and strengthen the three self-regulatory dimensions in students: metacognitive, motivational and behavioral.

This special issue of Learning and Instruction examines the role of emotions in academic learning, with a special focus on emotions in computer-supported academic learning (or e-learning). Three central research challenges concerning emotion in e-learning are: identification (e.g., what are the key emotions in e-learning?), measurement (e.g., how can we tell how strongly a learner is experiencing each key emotion during e-learning?), and explanation (e.g., what are the causes and consequences of the learner's emotional state during learning?). A useful goal of research on emotions in e-learning is to test an affective-cognitive model of e-learning with links among an e-learning episode, the learner's emotional reaction during learning, the learner's cognitive processing during learning, and the learning outcome.

All elements of the Indonesian people are entitled to a proper education without any exception for children with special needs. One classification of children with special needs is children who have mild tunagrahita or include in a category of children with special needs who are able to learn. It can be said like that because they are still be able to learn and receive academic learning such as Science, Language and Mathematic. One basic material in learning Mathematic.which cannot be separated from daily life is calculating objects. To facilitate teachers in delivering material to the mild tunagrahita students, teacher can use instructional media when learning process is running. Media that can be used to easiness the teacher in delivering message to the students is using pop-up book. The purpose of this study is to describe the effect of pop-up book as a media for mild tunagrahita students of Study and Assistance Center of ABK in Muhammadiyah Gresik University in the ability of calculating objects. The type of study that the researcher used is descriptive quantitative research with pure experimental research method type "Posttest Only Control Design". The subject are mild tunagrahita students from Study and Assistance Center of ABK in Muhammadiyah Gresik University with the total of students is 10 students which are divided into experimental group (Group A) whom they are treated by using pop-up book as media and control group (Group B) which use conventional method in learning process. The data is collected by using documentation and tests. The results of T-Test that is using SPSS 16.0 program shows sig value = 0,001 < α =0,05 then H1 is accepted, it means the ability to calculate objects of mild tunagrahita students who are using pop-up book is better that those who used conventional method. It can be concluded that there is an effect in the use of pop-up book as media to mild tunagrahita students’ ability in counting objects in the Center for Study and Assistance Center of ABK in Muhammadiyah Gresik University.

Date Presented 03/26/20 College students with disabilities have poorer retention and graduation rates than their peers without disabilities. The academic success of college students with disabilities can be enhanced by the provision of specialized academic supports. A coaching intervention provided by OTs allowed college students with disabilities to meet 66% of their self-identified academic goals. The students clearly articulated the benefits of this intervention to their success. Primary Author and Speaker: Marie-Christine Potvin Additional Authors and Speakers: Monique Chabot Contributing Authors: Margaret Ryan, Caitlin Beach, Janette Boney, Ashley Seaver, Michael Barrett, Kathleen Carr

In the present study, investigators tried to find out the role of ICT on the academic achievement of Madrasastudents in Aligarh district. The study was conducted with the objective to determine whether ICT is helping to improve the academic achievement of the students in relation to demographic variables as gender and Socio-economic status. The sample comprising of 380 students of both experimental group and control group were selected through randomized sampling procedure. The experimental groups taught with ICT while the control group with the traditional method. The statistical techniques used in the study was descriptive analysis and independent t-test. The findings of the study showed that after treatment the experimental group perform better in the academic learning as compared to the control group in both demographic variables as gender and Socio-economic status.

Background Open educational resources (OERs) increase access to high-quality academic learning materials and promote affordable education in nursing. Problem Integrating OERs into existing nursing courses can be arduous for faculty. Approach An academic and community-engaged approach involved faculty, university librarians, and community stakeholders. Community leaders and population health experts helped identify OERs for a population health theory course. Outcomes Community stakeholders identified potential OERs, and university librarians assisted faculty in evaluating the OERs for quality. Conclusions Findings illustrate the value of faculty engaging with community stakeholders to help identify OERs and with university librarians to evaluate the OERs to ensure that the information presented is relevant and applicable to course objectives.

The purpose of this study is to investigate the impact of physical education and sports in promoting social values among youth. Physical education and sports plays a vital role in educating the youth regarding the importance of social values in their life. Reviewed literature investigated that the importance of association in educating both minds and body. Further, it also encourages the social values among youth that allow them to develop the social relations with their community. Moreover, the benefits of physical education and sports can influence both academic learning and physical activity of the youth.

Academic work is changing fast, as is the work of other professionals, because of challenges such as accountability and regulations frameworks and globalised academic markets. Such changes also have consequences for everyday academic practice and learning. This paper seeks to explore some of the ways in which academic work is changing by opening the ‘black-box’ of everyday academic work and examining the enactment of academics’ everyday learning. The paper draws on a study of everyday academic practice in the social sciences with respect to the institution, the department and the discipline. Assuming a sociomaterial sensibility, the study also sought to understand how academics’ learning is enacted in everyday work. Within three universities, fourteen academics were work-shadowed; social, material, technological, pedagogic and symbolic actors were observed and, where possible, connections and interactions were traced. The paper illuminates through two stories from the study how specific practices and meanings of disciplinary academic work are negotiated, configured and reconfigured within and beyond the department or meso-level, attending to resistance and rejection as well as accommodation and negotiation. The paper responds to educational concerns of professional (here, academic) learning by foregrounding both the assembling and reassembling of academic work and the enactment of learning.

In the first three chapters, we discussed flipped learning and academic learning at the university, explored connections between language learning and flipped learning, and suggested ways to hold students accountable and assess their learning. In Chaps. 4 and 5, we described how we transitioned from traditional teaching to flipping through three example topics in the English language courses we teach. In this final chapter, we offer additional resources that can support flipped learning. We first describe the technological tools and resources that we use for providing opportunities for instructional content, student practice, collaboration, and knowledge construction, as well as in-class quizzes and accountability measures. We then offer suggestions for further professional development, networking, and further reading on flipped learning.