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Students with strong metacognitive skills are positioned to learn and achieve more than peers who are still developing their metacognition. Yet, many students come to college without well-developed metacognitive skills. As part of a longitudinal study on metacognitive development, we asked when, why, and how first-year life science majors use metacognitive skills of planning, monitoring, and evaluating. Guided by the metacognition framework, we collected data from 52 undergraduates at three institutions using semi-structured interviews. We found that first-year students seek study recommendations from instructors, peers, and online resources when they plan their study strategies. First-year students struggle to accurately monitor their understanding and benefit when instructors help them confront what they do not yet know. First-year students evaluate the effectiveness of their study plans at two specific points: immediately after taking an exam and/or after receiving their grade on an exam. While first-year students may be particularly open to suggestions on how to learn, they may need help debunking myths about learning. First-year students acknowledge they are still learning to monitor and welcome formative assessments that help them improve the accuracy of their monitoring. First-year students may be primed to receive guidance on their metacognition at the points when they are most likely to evaluate the effectiveness of their study strategies and plans. Based on our results, we offer suggestions for instructors who want to support first-year students to further develop their metacognition.

Students in STEM know well the stress, challenge, and effort that accompany college exams. As a widely recognizable feature of the STEM classroom experience, high-stakes assessments serve as crucial cultural gateways in shaping both preparation and motivation for careers. In this essay, we identify and discuss issues of power around STEM exams to further the understanding of exam practices that can unjustly hold students back. Through theory and practical examples, we consider the numerous ways in which power manifests both on and off the pages of the exams themselves, as well as ways in which power is consolidated away from students through logistical norms and tradeoffs. Centering the "rules of the culture of power" as delineated by Dr. Lisa Delpit, we reflect on exam practices that prioritize faculty voice and faculty convenience above student learning and student identity. We share some of what we have learned from our students as part of a call to improve STEM education by relinquishing some of our exam-related power over students, redistributing it to students so that they have more power to shape their own education.

This study uses Panadero et al.'s (2021) Deep Learning Strategies Questionnaire to discover EFL learners' strategies from a new perspective. The questionnaire is a newly designed self-report instrument with ground-breaking features constructed with validity and reliability to measure students' actual strategies in real situations. The current study is the first in an EFL context to use this innovative tool. It investigates self-regulation strategies for learning English as a foreign language (EFL) among 430 male EFL college students in Saudi Arabia. The questionnaire enabled us to adopt a micro-level inspection of strategy functions based on an innovative model that can help identify possible avenues for strategy interventions. The results mostly showed a high use of deep language learning strategies in all four questionnaire categories: basic learning, visual elaboration and summarizing, deep information processing, and social learning. Consequently, all the categories had a strong, positive, and significant correlation. In addition, the most used strategies were basic learning strategies, whereas the least used were visual elaboration and summarizing. Our findings provide useful pedagogical implications for promoting EFL learning strategies and strategy instruction. Successfully replicating the Deep Learning Strategies Questionnaire scrutinizes this methodological instrument's validity and reliability and encourages other researchers to use it.

The aim of the study was determining the openness to learning tendencies and metacognitive learning strategies and analysing the predictive relationships between the related variables. The predictive research model was used in the study. Within the research, 499 education faculty students participated. For data collection, "Metacognitive Learning Strategies Scale" and "Tendency to be Open to Learning Scale" were used. The collected data were analyzed using simple linear regression analysis and multiple linear regression analysis. Consequently, it was determined that students frequently use metacognitive learning strategies; their tendencies to be open to learning are at a high level. It was concluded that the tendency to be open to learning significantly predicted the total scores obtained from the metacognitive learning strategies scale. It was concluded that the most predicted variable by the predictive variables together was planning strategies, and the least predicted variable was evaluation strategies. These results show that openness to learning is a vital variable in activating metacognitive learning strategies.

This research determines the student's learning strategies based on their learning styles. This research applied qualitative study. The subject of this research is the students of English literature class A in Universitas Negeri Makassar, who were selected through a purposive sampling technique. Thirty-five students were chosen as the subjects of this study. The data were obtained through questionnaires and interviews and then analyzed based on producers of data analysis identification, classification, and descriptive analysis. The result showed that i) there are some learning styles that students have, such as visual, auditory, and kinesthetic (VAK) learning styles; and ii) students' learning strategies based on their learning style where subjects engaged in several learning activities or methodologies. Two types of learning techniques were primarily considered: individual and group strategies. The individual strategies were marked by all of the activities the subjects had done, and the group strategies described the learning actions employed by the subjects to comprehend the knowledge or the lesson by engaging friends who could help them.

Language learning strategies may have a key role in foreign language learning because they may foster learner autonomy and motivation. Keeping the learner-centred nature of language learning strategies in mind, this study set out to understand the impact of overt listening and reading strategy instruction on learners' listening and reading achievement. The study employed an explanatory mixed-method research design. Research instruments were reading and listening achievement tests and semi-structured interviews. The treatment involved overt listening and reading strategy instruction that lasted for four weeks. The findings revealed that overt listening and reading strategy instruction fostered learners' reading and listening achievement. Similarly, semi-structured interviews revealed that learners were willing to transfer the strategies they learned to new learning situations and keep using these strategies in future learning situations.

Deaf aesthetics is a theoretical framework we actualized to enhance interactions in deaf education, particularly via multimodal pedagogy and curricular experiences. Prior research illustrates that deaf aesthetics are desired by deaf teachers and students who are deaf; however, most instructional-delivery formats lack these supports. The present mixed-methodology, multi-method case study is an empirical evaluation of how deaf aesthetics contributed to the process of redesigning a course, including major revisions to instructional slide decks (e.g., PowerPoint, Google Slides, Prezi). The research question we examined is: "How can instructional designers and university educators effectively design and use deaf aesthetics and multimodal curricula and pedagogies to prompt and sustain educational interactions with deaf or deafblind learners and teachers?"

During their first year of study at university, many students encounter challenges in developing learning strategies that align with success in the courses in which they are enrolled. The emergence of the COVID-19 pandemic heightened the challenges as universities were compelled to transition to online learning. Therefore, this study investigated the self-reported use of learning strategies in a first-year chemistry course delivered online due to the COVID-19 pandemic to identify learning strategies associated with success. Grounded in self-regulated learning (SRL) theory, a case study approach with an explanatory mixed methods design was adopted. Quantitative data were collected using a hybrid of the Motivated Strategies for Learning Questionnaire and the Online Self-regulated Learning Questionnaire. Follow-up open-ended questions were emailed to the students for the qualitative part of the study. Statistical analysis of the quantitative data was performed using SPSS and RUMM2030, while thematic analysis was applied to the qualitative data. Students reported more frequent use of SRL strategies of environment structuring, effort regulation, and elaboration. Conversely, critical thinking, task strategies, help-seeking, and peer learning were reportedly used less often. SRL strategies linked with success in the course were identified as effort regulation, goal setting, and time management. The findings from the qualitative data revealed an impact of online learning due to the pandemic on the use of peer learning and help-seeking strategies. The paper discusses the implications of these findings for educational practices, particularly in the context of hybrid learning in the post-pandemic era.

General chemistry is often the first course taken by students interested in careers in STEM and health fields, and therefore, is considered an essential course for the success and retention of students in these fields. Prior studies have shown study habits and skills to be related to student performance in college-level courses, including STEM courses. Previous chemistry studies have focused on deep "versus" surface approaches to studying, how affective variables (e.g., self-efficacy) affect study habits, and how students study week to week. Literature has also shown that students' management of their general study time can impact their performance, with distraction while studying becoming an increasing challenge for students. This study examined first-semester general-chemistry students' study behaviors (both their explicit learning strategies and study-time management practices) focusing on their exam preparation and that relationship to exam performance when controlling for prior knowledge and class attendance. Key findings include: (1) students, on average, employed two active strategies for exam preparation, dedicated half of their study time to active strategies, and were distracted 26% of the time. (2) While active strategies positively influenced exam performance and passive strategies had a negative impact, not all active strategies were equally effective. (3) The percentage of study time spent on active strategies correlated positively with performance, whereas higher distraction levels during exam preparation negatively affected outcomes. Understanding student exam-study behaviors and their effects on exam performance can help instructors support students more effectively by teaching them study strategies effective for their courses.

Recent studies in psychology emphasize the pivotal roles of adopting a growth mindset to enhance students' motivation and employing effective memory strategies to improve memory performance. This study evaluated the impact of a metacognitive intervention that combined the promotion of a growth mindset with the teaching of efficient learning strategies. Using a pre-post experimental design with fourth- and fifth-graders, we examined the effect of the intervention on motivation and learning outcomes compared to an active control group. The results revealed that the metacognitive intervention produced a shift toward a more malleable intelligence belief, which in turn led to a more positive conception of effort. It also modified their memory strategies, leading to better memory performance. The paper discusses the effectiveness of metacognitive programs that combine motivational and strategic elements, highlighting their potential to foster academic outcomes. This integrative approach may significantly enhance children's metacognitive capacities, contributing to improved academic achievement.

Purpose: This paper explores current teaching and learning practices, benefits and challenges in the implementation of Internationalization at Home (IaH) in higher education. Design/methodology/approach: The study follows a systematic review (SR) protocol in accordance with the PRISMA Statement, covering published research from 2018 to 2022. Through this process, we identified 58 peer-reviewed manuscripts meeting our inclusion criteria. We examined disciplines, locations of IaH, objectives pursued, modality of the IaH implementation, activities and resources used. Benefits and challenges were also analysed. Findings: The SR reveals a growing adoption of IaH, employing various technologies and interdisciplinary methods to foster cross-cultural competence. It emphasizes diverse teaching activities and resources, aligning with digitalization trends. While IaH brings benefits like improved intercultural sensitivity, collaboration and skills development, it also faces challenges in language, technical, personal, pedagogical and organizational aspects, highlighting its complexity. Research limitations/implications: Our search focused on research from 2018 to 2022, potentially missing earlier trends, and excluded grey literature due to quality concerns. The SR emphasizes online collaborative efforts in IaH, signalling a shift to digital internationalization. Institutions should invest in supporting such practices aided by strategic university alliances. A critical approach to "Global-North" collaborations is urged, promoting geographically inclusive IaH initiatives. Originality/value: This study responds to the call for critical analysis on concrete examples of IaH. Through a systematic review, it explores recent teaching and learning practices, with a particular focus on the latest technological advancements. The study specifies learning objectives and identifies relevant tools for implementing IaH initiatives.

It is known that teacher noticing skills improve through different interventions such as video clubs, lesson study, and short-term professional development programs. However, it is not known whether this improvement is permanent and whether teachers can transfer their noticing skills into the classroom. It is extremely important to provide an enduring change in teacher noticing skills. Rather than short-term programs, implementing long-running professional development programs, which last almost 2 years, enables teachers to maintain their noticing skills. At this point, the current study aims to develop in-service middle school mathematics teachers' professional noticing of students' mathematical thinking on pattern generalization during their involvement in a 2-year online professional development program enriched with collaborative discussion. Accordingly, the study was built on the professional noticing of children's mathematical thinking framework, including three noticing skills: attending, interpreting, and deciding how to respond. Participants comprised 31 in-service middle school mathematics teachers with up to 15 years of professional experience working in public schools in seven different provinces of Türkiye. The teachers participated in the online PDP, including scenarios involving student strategies of particular mathematics content. The analysis of the data gathered from the pre-test and post-test let us conclude that the three noticing skills of the in-service middle school teachers exhibited incredible progress through their involvement in collaborative discussion in a long-running online PDP. Based on this result, the characteristics of the online PDP are put forth to develop teachers' noticing skills.

The imagination effect occurs when learners who imagine a procedure perform better on a subsequent test than learners who study it. The present study explored whether this effect is restricted to short-term learning or whether it also applies when learning is tested after a delay. Forty novices and forty experts learned about a basketball game system and were instructed to either listen and memorize (no-imagination condition) or imagine and memorize (imagination condition) the tactical instructions given orally. The results indicated that experts who imagined the material performed better in both immediate and delayed knowledge tests than experts who simply studied the same material, indicating a robust effect of the imagination in experts. However, the results showed that novices performed well in the immediate knowledge test under the no-imagination condition, but this effect was reversed in the delayed knowledge test, making imagination more beneficial. These findings indicate that the effectiveness of imagination over time depends on the level of expertise of the players.

Purpose: This paper aims to examine uncertain situations with potential for learning in care work. While the dominant learning strategy in elderly care is lecture-based education, learning from and during daily care work routines is crucial and suitable. However, little is known about the potential for learning in daily work in elderly care. Design/methodology/approach: This paper is based on a doctoral study conducted in Danish nursing homes. Shadowing care workers led to the construction of care work vignettes, which were analyzed and validated in analytic dialogues with field practitioners. Here, a selected vignette forms the empirical base for analyzing uncertainty through the lens of Dewey's philosophy of learning. Findings: The results suggest labeling uncertain situations as noisy, as they are sensorily felt, prompting doubt and perplexity and, hence, reflection and learning. Noisy situations cause breakdowns in action experienced as a tension that triggers reflection, often with colleagues, alongside work. A critical discussion draws attention to silent situations that proceed undisturbedly, according to routine, and, hence, often without reflection. To handle uncertainty, either noisy or silent, care workers must be considered as learning actors. Space and time for reflection are mandatory. Originality/value: By focusing on uncertainty in care work, this study contributes to the understanding of workplace learning potential by clarifying the characteristics of situations useful for systematic exploration and collaborative learning from specific instances in work.

Despite the global adoption of Content and Language Integrated Learning (CLIL) and extensive research on the effectiveness (product-oriented) and classroom interactions (process-oriented) of CLIL, existing studies have overlooked the motivational beliefs and metacognitive strategies of CLIL students. Hence, there is a need for a participant-oriented approach to better understand students' perspectives and enhance CLIL's success. Drawing on the social cognitive model of self-regulated learning (SRL), this study aimed to explore how students plan, monitor, and evaluate their learning in CLIL contexts by employing a novel vignette-based microanalytic assessment approach to empirically capture students' SRL processes. Participants were 108 junior secondary school students from three schools in Hong Kong. Data were analysed using structuring qualitative content analysis. Findings revealed that students employed diverse strategies to manage the demands of language and content learning, with variations in self-efficacy beliefs influencing their approaches. Furthermore, some learners faced challenges in maintaining effective self-regulation. This study argues that improving self-regulatory processes and enhancing CLIL's success requires prioritising assessment, considering the state of 'others', and fostering deeper learning beyond CLIL. This study contributes to the empirical, methodological, and pedagogical understanding of students' SRL in CLIL settings and informs future research on student-focused aspects in CLIL.

This article documents the reflections of six African second-year master's students on their international educational experiences in Kazakhstan with a special focus on their challenges, strategic learning efforts and identity development. It is guided by Norton's conceptualisation of investment in identity, language learning, and social change. The qualitative data collected from a written narrative and two subsequent rounds of individual semi-structured interviews suggest that participants pursued their studies at an English-medium instruction university in Kazakhstan mainly because of the fully-funded scholarships. However, their expectations regarding the university and Kazakhstan were unclear, as they received no pre-departure orientation. Despite being satisfied with the high-quality education in the host institution, they faced challenges such as difficulty securing part-time work due to a lack of proficiency in local languages (Kazakh and Russian), enduring prolonged cold weather, and limited opportunities for socialising with other students. Most participants described Kazakhstan as 'a peaceful and progressive country'; however, two participants experienced linguistic racism in the classroom. This study underlines the significance of addressing the issues of graduate employability and linguistic racism, along with implementing pedagogical interventions in all phases of study abroad and fostering a sense of intercultural citizenship among students.

After encountering students who lost motivation throughout the semester, and finding most students' questions focused on how to improve their grade rather than on understanding the material, we developed a gamified grading structure hoping to remove students' barriers to motivation in the classroom. A brief review of the literature on known barriers to student motivation is provided, and on the use of gamification to remove these barriers. Data collected show that the gamified grading structure may have been effective at removing barriers to student motivation and empowering students to work for understanding. Possible interventions for future iterations are explored.

High school students for whom English is a second language (L2) often struggle with effective text revision because of limited ability to self-regulate their writing, that is, to manage the subprocesses of writing and to use writing-related knowledge and strategies. To help students in China acquire effective text revision skills for English persuasive essays, self-regulated strategy development (SRSD) revision instruction was applied both with and without peer interaction targeting knowledge of six writing dimensions. An experimental design involving 120 Chinese 11th-grade students in three conditions, that is, SRSD revision instruction with and without peer interaction (two treatment conditions) and conventional instruction without SRSD (control condition), was applied to examine the instructional effects on students' writing and text revisions. Analyses of covariance revealed a statistically significant increase in text length and improvement in students' text quality regarding higher-order content-level writing dimensions in both treatment conditions compared to the control condition in a post-intervention test. Notably, the most substantial improvement regarding both text length and text quality was observed in the SRSD plus peer interaction condition. Further, students in both treatment conditions made more text revisions involving longer text segments aimed at improving quality and changing meaning compared to those in the control condition. Among these, the students in the SRSD plus peer interaction condition exhibited the highest frequency of high-quality text revision during the posttest. The findings provide new insights into the effectiveness of SRSD revision instruction and peer interaction in developing L2 high school students' self-regulation in revising English persuasive essays.

Academically talented students with autism, also known as twice-exceptional students with autism (2eASD), are increasingly identified in school. These students present challenges to educators who attempt to plan and implement successful instructional opportunities, as teachers' knowledge and use of evidence-based practices (EBPs) for students identified with 2eASD vary. The purpose of this qualitative study was to identify current practices used by 10 high-school content and special education teachers who teach these students, as well as their recommendations for postsecondary institutions for these students. The findings suggest high-school teachers support the use of differentiated, strength-based individualized instruction for college-bound students with 2eASD, but are generally unable to offer specific examples of how these practices are implemented in their special education or content classrooms. In addition, they seldom focus on the strengths and talents of this population in their classrooms and fail to recommend competitive colleges for their consideration.

This study investigates the impact of AI-assisted language learning (AIAL) strategies on cognitive load and learning outcomes in the context of language acquisition. Specifically, the study explores three distinct AIAL strategies: personalized feedback and adaptive learning, interactive exercises with speech recognition, and intelligent tutoring with data-driven insights. The research employs a pretest-posttest random assignment experimental design, utilizing three experimental groups and a control group, with a total of 484 EFL students specializing in teaching English as a foreign language participating in the study. Data collection involves pre- and post-tests, questionnaires, and interviews to assess the influence of AIAL strategies on cognitive load and learning outcomes. Cognitive load is measured using the Cognitive Load Scale, while pretest-posttest assessments evaluate the efficacy of AIAL interventions across various language skills. These results contribute to the existing body of AIAL research by offering empirical evidence for the effectiveness of specific strategies in optimizing language learning experiences. The implications of this study extend to educators, researchers, and developers in the field of AIAL, emphasizing the potential of AIAL to enhance language acquisition processes and inform instructional design practices.

Extant literature has preliminarily confirmed the potential benefits of holographic projections for educational purposes. Yet, students' experiences of learning by holographic projection have rarely been addressed. The main purpose of this study was therefore to explore students' conceptions of and approaches to learning by holographic projection. A holographic projection system was devised to assist students in learning the concept of lunar phases. This study also investigated the relationships between students' conceptions and approaches, and determined if there were any variations based on students' learning gains. Phenomenographic analysis was adopted to analyze 30 university students from Taiwan, and a multiple-choice conceptual test was conducted to assess their learning achievements. The main findings indicated that students with conceptions of learning by holographic projection as increasing the presence of a scene or mapping 2D images to 3D structures tended to adopt surface approaches, such as only observing the changes presented in the holographic projection, repetitively operating the system functions without intended purposes, or simply following the instruction guidelines to meet the minimal requirements. However, this study unexpectedly found that students who utilized surface approaches had significantly higher learning gains on the conceptual test than their counterparts did.

This study examined the effects of embodied learning experiences on students' understanding of computational thinking (CT) concepts and their ability to solve CT problems. In a mixed-reality learning environment, students mapped CT concepts, such as sequencing and loops, onto their bodily movements. These movements were later applied to robot programming tasks, where students used the same CT concepts in a different modality. By explicitly connecting embodied actions with programming tasks, the intervention aimed to enhance students' comprehension and transfer of CT skills. Forty-four first- and second-grade students participated in the study. The results showed significant improvements in students' CT competency and positive attitudes toward CT. Additionally, an analysis of robot programming performance identified common errors and revealed how students employed embodied strategies to overcome challenges. The effects of embodied learning and the impact of embodied learning strategies were discussed.

The COVID-19 pandemic has led to the disruption of classroom activities and adoption of online teaching-learning in almost all parts of the globe, including India. The sudden switch from classroom blackboards to laptop screens may have influenced students' study approaches, especially with challenges related to technology access and readiness for online learning among Indian students. Since different social and economic factors bring about differences in students' learning, an online survey was conducted with 296 randomly selected undergraduate distance learning (DL) students at Indira Gandhi National Open University to examine how technology access during the pandemic influenced the study approaches of Indian DL students from various marginalized and non-marginalized groups. The research results showed that marginalized students had lower access to technology than did their non-marginalized counterparts, although no gender differences were found in access to technology in both the groups. Lower access to technology was associated with a surface approach to study among the DL students in general and the marginalized students in particular. Females in the marginalized group were found to be at risk in terms of both access to technology and study approaches. The findings were intended to enrich our understanding of the role of technology vis-à-vis distance learners' study approaches during the pandemic and formulate appropriate teaching-learning strategies for the future.

Incorporating ethnoscience into lessons through the ethnoscience-students' worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students' worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students' responses are more influenced by science learning. In addition, the ethnoscience-integrated students' worksheets (SW) variable indirectly affects students' responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students' problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).

Digital history-based project-based learning (PjBL) in history learning is a learning medium that can provide a special attraction for students who can improve historical concept skills and historical awareness. However, there are still many teachers who have not used it, so it is very important to study it. This research aims to analyze the influence of the digital history based PjBL model in improving historical concept skills and historical awareness. The method used is quasi-experimental with two classes, experimental and control. The population used class XI high school students in Lampung, Indonesia and the sample size was 213. Cluster random sampling was used to determine sampling, while data collection was in the form of test instruments. The test instrument questions were analyzed using the gain score and Kruskal-Walli's test to determine the increase in historical concept skills and historical awareness with the help of statistical package for the social sciences (SPSS) 26. The research results confirmed that digital history based PjBL was effective in increasing historical concept skills and historical awareness with a high score, making it the best choice to overcome obstacles in history learning.

This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.

This analysis dissects a piece of information into its parts and determines how they interact in constructing a concept. This study focuses on enhancing the analytical thinking skills of grade 6 students in science and technology courses by implementing inquiry-based learning management. The aim is to meet the minimum requirement of 70 percent and assess student satisfaction with the approach. This work follows a classroom action research approach involving planning, action, observation, and reflection steps. The target group comprises 25 grade 6 students studying in the first semester of the 2022 academic year at an elementary school in Northeast Thailand, selected through purposive sampling. The research tools include six 5E inquiry-based learning plans, an analytical thinking skills test, and a satisfaction questionnaire. Data collection involves implementing the learning plan in two operational cycles, conducting analytical thinking tests, and administering satisfaction questionnaires. The collected data are analyzed to determine achievement levels and satisfaction ratings. The statistics used are mean, standard deviation, and percentage. The findings from the first operational cycle indicate that 76.0% of students did not meet the evaluation criteria. After the second operational cycle, the mean score improved, and all students met the assessment criteria of 70.0%. Overall, the inquiry based learning approach has the potential to enhance analytical thinking skills, and student satisfaction levels were generally positive. These findings highlight the importance of incorporating effective learning management strategies, such as analytical thinking, to improve students' higher-order thinking skills.

This study aimed to investigate students' reflections on using smartphones to enhance vocabulary learning. The sample consisted of 64 college students enrolled in required English as a Foreign Language (EFL) reading course. A twenty-two-item questionnaire was developed to elicit students' reflections on their experiences in terms of three aspects; engagement, vocabulary learning strategies, and attitudes towards smartphone use. The study also explored the effect of previous experiences of smartphones use on the students' reflections. Results showed that students' engagement was generally high, their vocabulary learning strategies had changed, and that their attitudes towards using smartphones to develop their vocabulary were positive. The study also found that there were differences between those who have experience in using smartphones and those who did not, in favour of those with experience. It is recommended that teachers encourage their students to use smartphones to enhance their English language abilities, especially their vocabulary.

Required undergraduate diversity courses often expose students to topics and worldviews which may push them out of their comfort zones and prompt dissonance and even resistance. This paper reports on interviews with 68 faculty members across 16 humanities and social science disciplines at five predominantly white institutions in the Southern United States, detailing how they navigated discussion of controversial topics in required diversity courses. Most instructors aimed to expose students to critical social issues yet were concerned that resistance could disturb the learning process. We identified 20 unique strategies for handling controversial topics in class that included proactively establishing community and safety and normalizing conflict, and reactively acknowledging and surfacing multiple perspectives, as well as connecting content to students' lived experiences. Some instructors also reported a lack of controversy or conflict in their classrooms, which they variously attributed to student characteristics or their own disinclination to promote heated discussion - which, we argue, calls into question the breadth and criteria of many institutionally defined diversity course requirements. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.

Education systems around the world closed schools to cope with the spread of the COVID-19 pandemic. In this current mixed-method study, 181 schoolteachers completed online questionnaires to characterize the pedagogical strategies which they used during Emergency Remote Learning Environment (ERLE) in May 2020. In addition, we conducted semi-structured interviews with eleven ICT coordinators to explore their role in effective ERLE. According to the teachers, the most prevalent strategies that they employed were "synchronous strategies" (M = 3.75) and "blended" (synchronous & asynchronous) strategies (M = 3.64) categories, both found to be significantly higher than the asynchronous strategies (M = 3.30). Moreover, when teachers were specifically asked about their preferred medium, 52% of the pedagogical strategies were performed in "blended environments" combining synchronous and asynchronous communication channels, with only 22% of teachers choosing to teach synchronous lessons. Among the strategies, assigning students to design learning artifacts was the most powerful predictor ([beta] = 0.58) of designing authentic activities by teachers. Triangulation with the qualitative data of ICT coordinators showed that teachers utilized seven ERLE strategies differentiated by delivery medium naturalness: "asynchronous activity strategies" (68% of the statements) or "synchronous session strategies" (32% of the statements). Regarding the role of teachers as designers, almost 90% of the teachers designed and/or adapted the ERLE activities by themselves. The role of coordinators during ERLE was primarily to provide organizational, technical, pedagogical, and emotional support to the school staff rather than to develop learning materials. Teachers used both synchronous and asynchronous channels according to needs, to provided emotional and pedagogical support and to maintain authentic teaching and learning with their students. The implications for educational theory and practice are discussed.

Empirical work exploring additional language (L+) learning emotions has both proliferated and expanded its focus over the past 15 years. The current article explores one possibility for responding to the challenge of capturing and describing emotions in order to furnish a more contextualized, multidimensional picture of emotions in L+ learning: the small-lens approach. From the perspective of the author as a practitioner-researcher, this article draws on data from an L+ discussion activity. Via the activity, the practitioner-researcher identified an emotional outcome of interest and examined the historical buildup to this phenomenon. A narrative of the research process applied aims to illustrate the ways in which multimodal analysis and interrogation of psychological timescales might illuminate intersections between the social and individual. Rather than delineating a complete description of the research, the article strives to intimate possibilities and stimulate more nuanced, situated, and dynamic empirical work into the emergence of emotions in instructed L+ learning. While not the primary focus, some of the teleological (functional) aspects of emotions and emotional expression are also unearthed.

"Active learning classrooms" are purpose-built learning spaces designed to facilitate active learning strategies. While sometimes constructed as new rooms, active learning classrooms may also be retrofit from existing learning spaces. The ongoing evaluation of active learning classrooms helps to generate new research insights, pedagogical practices, and refinements for teacher training. While perception studies are well-established as research methods within the evaluation of ALCs, this article provides a novel methodological contribution by applying a positive/negative study framework to an instructor survey distributed in an institution with an established history of evaluating ALCs. We find that this approach enabled new insights into expected findings: that ALCs are best used when expectations are matched to the specifications of the built environment, that low-tech ALCs foster social interaction, and that "shadow zones" in retrofitted rooms may introduce physical barriers to teaching and learning.

Peer feedback is regarded as playing a vital role in fostering preservice teachers' noticing and reasoning skills during technology integration. However, novices in particular (e.g., pre-service teachers) tend to provide rather superficial feedback, which does not necessarily contribute to professional development. Against this background, we developed an online video-annotation tool, "LiveFeedback"+, which allows for providing peer feedback on the quality of technology integration during microteachings in a fine-grained manner. Applying a design-based research approach (2 design cycles, N = 42 pre-service teachers, quasi-experimental interrupted time-series design), we investigated whether the addition of prompts (Cycle 1) and strategy instruction combined with prompts (Cycle 2) contributed to the quality of peer feedback. Contrary to our predictions, piecewise regressions demonstrated that pre-service teachers provided more feedback comments with superficial praise and fewer feedback comments with substantial problem identification and solutions when prompts were available. However, when pre-service teachers were explicitly instructed in strategy use, the reasoning during peer feedback could be enhanced to some extent, as pre-service teachers provided less praise and more problem diagnosis in feedback comments when strategy instruction was available. These findings suggest that the addition of strategy instruction that explicitly models adequate feedback strategies based on prompts can help overcome mediation deficits during peer feedback in technology-based settings.

Early intervention and identity-building can promote the idea among students that everyone is a math person. Natalie Parker-Holliman and Tenisha Marcel-Herbert share practical tools and strategies that schools and teachers can use to build students' confidence and strengthen their mathematical foundation. They highlight the significance of culture and diversity in mathematics education and the impact of affirming messages on students' mathematical identity, ultimately fostering a culture of belonging and success in mathematics.

This study provides a current systematic review of emotional design research in the multimedia learning domain and explores how emotional design is studied in multimedia learning. All studies on emotional design in multimedia learning published until 2023 were examined thoroughly. In this study, 51 journal articles were identified based on PRISMA guidelines and reviewed regarding emotional state parameters, emotional design techniques, emotional and other measurements, learning materials, research methodologies, and learning outcomes. The analysis provided several salient findings. Firstly, there has been growing interest in emotional design. Secondly, the impact of emotional design on learning outcomes, emotional states, motivation, and cognitive load was explored. Thirdly, most studies preferred subjective measurements or indirect objective measurements. Fourthly, there was a tendency to examine the effects of shape and color elements in the emotional design techniques. Lastly, the studies reported contradictory results on learning outcomes but agreed that emotional design had a positive impact on motivation and emotional state. This review highlights research gaps and provides recommendations for future studies in the field of emotional design in multimedia learning.

This study utilizes a comparative experimental research method to investigate the effect of the Predict, Observe, Explain, and Evaluate (POEE) learning strategy in an immersive virtual environment (IVE) on two types of learners with different levels of prior knowledge. One type referred to as Highly Experienced and Knowledgeable (HEK) learners, has both experience in using IVE and subject background knowledge, while the other type, referred to as Limited Experience or Knowledge (LEK) learners, lacks experience in using IVE or subject background knowledge. A total of 65 seventh-grade students from a middle school in Wuhan participated in the experiment, engaging in self-directed learning activities in the IVE. The research results indicate that the implementation of the POEE learning strategy enhances learner-content (L-C) interactions, leading to improved learning outcomes in self-directed learning in the IVE. These improvements are particularly evident in the following aspects: (1) improve LEK learners' academic performance and promote knowledge retention and transfer; (2) improve learners' cognitive, behavioral, and affective engagement; (3) increase learners' motivation and self-efficacy, and decrease their cognitive load. Findings from this study contribute to a better understanding the nature and diversity in student interactions and offer valuable insights for the design of self-directed learning in an IVE.

Andragogy was the first adult learning model to identify adult learners' characteristics and provide a pragmatic framework for responding to them. It is still considered a foundational and significant contribution to understanding adult learners despite substantial critique over the last 50 years. Current research supports the notion that andragogy is a useful model for designing instruction in numerous fields of practice. This chapter will look at the key ideas of andragogy, their theoretical background, the main critiques of andragogy, and the possible future of this broadly recognized approach to promoting the learning of adults.

We offer a new angle to explain the comprehension of mathematical infinity. We use Action-Process-Object-Schema (APOS) theory to explore the construction of different aspects of the cognitive Object related to this notion. We focus our attention on different ways of interacting with infinity, and how to act on infinite entities. Our aim is to shed light on the nature of mental constructions that take place when individuals deal with mathematical infinity. An infinite union of finite subsets of N provides the context for our theoretical analysis and the design of interviews conducted with graduate students and instructors. In this study we identify three types of Actions with different complexity levels. When these Actions are performed, they lead to the construction of different facets of the associated Object. We question the construction of an Object conception in infinity-related situations and offer an explanation that might change the way we think about the learning of certain mathematical concepts. We discuss the implications of our research for the advancement of APOS theory. We also offer pedagogical suggestions related to the comprehension of mathematical infinity.

The COVID-19 pandemic has led to a shift towards online and blended learning; however, most students and faculty members still report more challenges in online courses regarding social interaction and engagement. This paper aimed to design an interactive blended course following Merrills' first principles of instruction model to develop students' social and emotional learning skills and engagement in higher education. A mixed-method design, including questionnaires and interviews, was used with a sample population which consisted of 90 graduate students and divided into two groups, an experimental and a control group. The results showed that there were statistically significant differences between the experimental and control groups in-terms of social--emotional learning skills and students' engagement due to the high perception of the experimental group. The findings also revealed that the most dominant social--emotional learning skills that appeared to be supported by applying these strategies from the students' point of view were self-awareness and social awareness. The study also found that instructor presence, effective course design and appropriate use of technology significantly influenced students' engagement.

This paper focuses on individual responses to education in crisis, with the strategies of students contextualised and examined within a wider multi-crisis reality. Offering a conceptual framework of social solvation, the proposed model explains how failures in the education system at the macro (state) and meso (institutional) levels translate into young people's behaviours at the individual (micro) level. Based on the analysis of 26 in-depth interviews with young students, we identify and discuss three main micro-rational strategies that the interviewees relied upon to navigate their learning during the pandemic: (1) casualisation (2) customisation and (3) contempt towards the broader system. We argue that the already weak Polish education system was further impaired by the COVID-19 crisis. In response to growing social and educational risks, young people forge and employ highly individualised strategies. As micro-rational social actions essentially bypass the unwieldy education system in a variety of ways, they have vital implications for educational futures.

Successful vocabulary acquisition hinges on the harmonious interplay of various factors. Despite some studies that have been conducted to examine the direct effect of self-regulation on vocabulary learning, few of them tapped into the relationship among self-regulation, motivational beliefs, vocabulary learning strategies and vocabulary proficiency. This study extended previous research by examining whether motivation, self-efficacy and learning strategies mediate the relationship between self-regulation and vocabulary proficiency and investigating whether the relationship varied by gender. Data were extracted from 399 senior secondary school students. Results from structural equation modelling revealed that motivation and self-efficacy mediated the relationship between self-regulated learning capacity and vocabulary learning strategies. Vocabulary learning strategies further mediated the relationships between self-efficacy, motivation and vocabulary proficiency. Meanwhile, the relationship between self-regulation, motivational beliefs, vocabulary learning strategies and vocabulary proficiency held equivalent across genders. Theoretical and practical implications are discussed.

This paper explores co-design in Japanese education for deploying data-driven educational technology and practice. Although there is a growing emphasis on data to inform educational decision-making and personalize learning experiences, challenges such as data interoperability and inconsistency with teaching goals prevent practitioners from participating. Co-design, characterized by involving various stakeholders, is instrumental in addressing the evolving needs of technology deployment. Japan's educational context aligns with co-design implementation, with a learning and evidence analytics infrastructure facilitating data collection and analysis. From the Japanese co-design practice of educational technologies, the paper highlights a 6-phase co-design framework: motivate, pilot, implement, refine, evaluate, and maintain. The practices focus on data-driven learning strategies, technology interventions, and across-context dashboards, covering assorted learning contexts in Japan. By advocating for a co-design culture and data-driven approaches to enhance education in Japan, we offer insights for education practitioners, policymakers, researchers, and industry developers.

The development of digital pedagogy in early childhood education and care (ECEC) is a relevant issue. The role of the ECEC leader in initiating and leading the development of digital pedagogy is important. The aim of this study was to explore the views of ECEC leaders on digital pedagogy and its development, as little research has been done on the subject. The data was collected in the context of continuing professional development for ECEC leaders in Finland. The data consists of 39 development plans that were drawn up by the participants and it was analyzed using qualitative content analysis. The research indicates that ECEC leaders hold diverse perspectives on digital pedagogy but acknowledge the significance of leadership in fostering staff digital skills, formulating a shared strategy, and involving children and the community. The findings suggest that digital pedagogy should be an inherent component of the fundamental mission of ECEC, which centers around play-based learning. The concept of play-based digital pedagogy (PBDP) is proposed as a framework for digital learning in ECEC.

Research on learning strategies and learning motivation in different educational contexts has provided valuable insights, but in this field, low-educated adults remain an understudied population. This study addresses this gap by means of a person-oriented approach and seeks to investigate whether quantitatively and qualitatively different learner profiles can be distinguished among low-educated adults in second-chance education (SCE) by relating three key components of learning: learning motivation, regulation and processing strategies. Five hundred twelve adult learners of six SCE-institutions filled in a Learning and Motivation questionnaire. Latent profile analysis showed the presence of motivational profiles differing both in quantity and quality (i.e. good- versus poor-quality and high- versus low-quantity motivational profiles) and regulatory profiles being distinct in the use of regulation strategies (i.e. self-regulated versus unregulated profiles). Mainly quantitatively different processing profiles were found among low-educated adults (i.e. active, moderate, inactive processing profiles). When integrating all three components of learning, analyses identified two more optimal motivational-learning profiles, combining good-quality motivation with a moderately active use of self-regulation and processing strategies (i.e. good-quality motivation -- self-regulated -- active processing profile and good-quality motivation -- moderate profile) and two more suboptimal profiles in which poor-quality or low-quantity motivation was combined with the inactive use of self-regulation and processing strategies (i.e. poor-quality motivation -- unregulated -- inactive processing profile, low-quantity motivation -- unregulated -- inactive processing profile). A fifth motivational-learning profile exhibited a pattern of poor-quality motivation combined with a moderately-active use of self-regulation and processing strategies.

Although music training has been related to better school performance, the processes that may mediate this improvement are unknown. Given that study habits and techniques are one of the variables most closely related to academic achievement, the present study analyzed the differences in study habits and techniques between children with and without musical training, checking whether the age at which training began is a significant variable and whether study habits and techniques act as a mediator between musical training and academic achievement. A total of 132 children aged 9-12 years from the Autonomous Community of the Basque Country were studied using the Questionnaire of Habits and Study Techniques and school grades. Significant differences were found in the "attitude toward study," "exams and exercises"; "personal and environmental conditions for study"; and general study habits and techniques in favor of children with musical training. In addition, children who started training before the age of seven showed better results in study habits and techniques. In turn, study habits and techniques significantly mediated the relationship between music training and academic achievement. Therefore, music training, especially before the age of seven, seems to have a beneficial effect on academic achievement, which could be explained, at least in part, by study habits and techniques.

In addressing the challenge of fostering functional thinking (FT) in secondary school students, our research centered on the question of how an embodied design can enhance FT's different aspects, including input-output, covariation, and correspondence views. Drawing from embodied cognition theory and focusing on an action- and perception-based task design that uses light ray contexts and different function representations, we developed a digital-embodied learning environment, using the nomogram as a central representation. Our pilot study involving four eighth-grade students provided insights into their physical interactions with these modules through a multi-touch digital interface. Analysis of video and audio recordings from the pilots, including students' hand gestures and verbal expressions, was guided by comparing hypothetical learning activities with the actual learning activities. The results show that (1) a concrete light ray context enables students to ground the abstract mathematical function concept; (2) the bimanual coordinating motion tasks, incorporating the covariation aspect of FT, allow students to connect their bodily experience with function properties; and (3) our embodied and dragging tasks support insight in the conversion between nomograms and graphs of functions, encouraging students' correspondence thinking by providing multiple perspectives to understand, reason about, and manipulate the function. In conclusion, our findings suggest the potential of digital-embodied tasks in fostering FT, evident in students' diverse strategies and reasoning.

Augmented reality (AR) presents significant opportunities for creating authentic learning environments by accurately mirroring real-world objects, contexts, and tasks. The visual fidelity of AR content, seamlessly integrated into the real world, contributes to its perceived authenticity. Despite acknowledging AR's positive impact on learning, scant research explores specific learning strategies within an AR context, and there's a lack of studies linking perceived visual authenticity to these strategies. This study addresses these gaps by surveying learners using AR technology to study the human cardiovascular system, exploring perceived visual authenticity, learning outcomes, and satisfaction. Learners used either (1) AR with the self-explanation learning strategy, (2) AR with the drawing learning strategy, or (3) AR only. Analysis of variance and correlation was used for data analysis. Results indicated no significant differences in perceived visual authenticity and satisfaction among the learning strategy groups. However, groups employing learning strategies showed superior learning outcomes compared to the AR-only group. Crucially, the self-explanation learning strategy significantly enhanced knowledge gain compared to drawing and AR-only groups, indicating that self-explanation, together with the visual input from the AR-learning environment, fosters a more coherent mental representation. This increased learning efficacy was achieved while maintaining a consistent perception of visual authenticity and satisfaction with the learning material. These findings expand the current landscape of AR research by moving beyond media comparison studies.

A review of research on the relationship between academic engagement and burnout reveals three research gaps as most of the research was conducted: i) without analysing all its multiple dimensions; ii) from a variable-centred perspective; and iii) in educational contexts other than higher education. We seek to address these gaps and thus enhance our understanding of the nature of the mentioned relationship. Adopting a person-centred perspective, a latent profile analysis (LPA) was used to identify how all the dimensions of academic engagement and burnout combine in different profiles of higher education students (n=430). Additional analyses were used to validate these LPA profiles by relating them to a set of auxiliary variables (i.e., predictors and outcomes), grounded on theoretical models relevant to higher education. LPA revealed three ordered profiles (burned-out, moderately engaged and engaged) and the additional analyses detected statistically significant associations between predictors (e.g., perceptions of academic quality, perceptions of stress) and profile membership; and between these and outcomes. The latter tended to be ordered from the least to the most desirable in learning strategies (e.g., self-regulation, deep processing) and learning outcomes (e.g., generic skills, satisfaction), with the most desirable generally being associated more with the two engaged profiles than with the burned-out profile. Taken together, the findings i) expand our understanding of the nature of academic engagement and burnout in higher education, suggesting that they are related but independent constructs at different levels (high/low and weaker levels), and ii) hold implications for theory, methodology and educational practice (adjusted to the distinctiveness of the detected profiles).