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Since ChatGPT exploded onto the scene in October 2022, the media has been breathless with their discussion about how it is going to impact many aspects of life and work. In order to bring this new reality of generative AI into the "Introduction to Management Information Systems" classroom at both the undergraduate and graduate levels, we have developed two short cases that can be completed in or out of the classroom. These cases allow students to use generative AI for an interesting and useful purpose and develop prompts to deliver the output. Students can begin to learn what generative AI can do for them, and how it can shape their future careers. We tested the perceived effectiveness of the project on students using a pre/post survey. The results are analyzed using a paired t-test and demonstrate that students increased their understanding of generative AI and prompt engineering.

Despite the increased adoption of online learning in higher education, there was limited knowledge about how the combination of online English synchronous learning with gamified applications and active learning impacted student self-regulation. This study used a sequential explanatory research design to investigate this integration in an English for Academic Communication course at a southern Thai university over a 12-week period. Data, including a Self-Regulated Learning (SRL) strategy survey, reflective essays, and course grades, were analyzed using descriptive statistics for quantitative data and thematic analysis for qualitative data. The findings showed that students heavily utilized SRL strategies, especially in Time Management and Environment Structuring, but there were differences in Goal Setting between the quantitative and qualitative results. Although there were strong positive correlations among SRL constructs, none of them were statistically significant in relation to course grades. Students expressed their desire for feedback, interactive learning, and a balanced workload in their ideal online English learning experience. This study provided insights into the integration of online English synchronous learning with gamification and active learning in higher education.

Although student engagement has been a widely researched area known to improve student learning and a topic of scholarly debate for many decades now, this has yet to be the case in Azerbaijan. Data from the National Survey of Student Engagement, conducted among 433 undergraduate students of the 18-23 age range (M = 21.37, SD = 1.43) at eight universities in Azerbaijan, allowed us to examine variations in the conditions meant to foster student engagement, as well as students' perspectives on improving their educational experiences. Specifically, we looked at differences related to academic challenges, learning with peers, teacher experiences, and campus environment. Student engagement varied across disciplines. Small universities in the capital city provided better collaborative learning conditions. However, students at regional universities were more satisfied with the quality of student-faculty interactions. Nonetheless, students saw a strong need for fundamental changes in higher education in Azerbaijan, focusing on improving the quality of teachers, teaching and the curriculum. The study provided an overview of student engagement variations across institutions and disciplines and how students conceptualise necessary improvements in student experiences. Institutional leaders must understand the variations for seeking essential changes in the HE system to effectively accommodate students' needs and expectations.

The aim of this article is to examine the reasons for participation in courses that are offered by public education centers within the scope of lifelong learning, and the level of satisfaction of trainees, focusing on Hozat Public Education Center. Since the study aims at determining the reasons why trainees take part in the courses as well as their levels of satisfaction objectively, it was designed on the basis of relational survey model which is a quantitative research model. The population of the research consists of 767 trainees that participated in the courses between the educational term of 2021-2022 (those courses were offered between 01.01.2022-30.06.2022), and the sample consists of 352 trainees some of whom were reachable, and the others that could be selected by simple random sampling method. The data was collected through "Trainee Satisfaction Questionnaire" and "Questionnaire on Reasons for Course Participation" that the Ministry of National Education offers to the trainees in public education centers. As the measurement scores demonstrated normal distributions, parametric tests were used to analyze data. Pearson's correlation coefficient was used to determine the relationship between scores from the surveys on the reasons for participation in courses and satisfaction levels of trainees. Analysis showed that there was a low level of positive correlation between the scores of surveys on participation reasons and satisfaction levels of the trainees (Crobach's Alpha=0.29). There was not a meaningful correlation between the scores of the trainees' satisfaction with the courses and the reasons for attending the courses and trainees' sex, educational levels, professions, or occupations. According to the findings, men and women participate in courses that the Public Education Center offers at a similar rate. However, the satisfaction levels of men and women with the courses, and their thoughts on participation reasons are slightly below average. This finding clearly indicates that public education centers should be enhanced and supported in line with their aims.

Supporting students' success and achievement is a key mission of WP (Widening Participation) institutions such as the University of Bedfordshire. An essential step in ensuring students succeed is the development of academic writing skills -- these are vital during students' studies and when students leave university study and undertake further study or enter graduate-level employment. During the 2021-2022 academic year, the University of Bedfordshire implemented a study support service called Studiosity, a service designed to provide students with formative feedback on drafts of their assessment tasks. This study utilises a survey instrument exploring Studiosity's Writing Feedback (WF) service and addresses a gap in the literature where there is very little understanding of the details of students' engagement with the system. The survey's results indicate a mismatch between students' assumptions about formative feedback provided by Studiosity. However, when students utilise Studiosity's WF service, the personalised and specific feedback raises students' confidence in their ability to write academically.

Student-generated videos (SGVs) are gaining popularity and have been increasingly incorporated into undergraduate curricula in many disciplines. Through the creation of their own educational digital videos, students learn course content and transferrable skills. However, the use of SGVs in anatomy and physiology (A&P) is virtually undocumented. In this mixed-methods study, students in online and face-to-face A&P courses independently created short videos about relevant physiological phenomena. The results indicate that perceived and actual learning, as well as enjoyment, were positively impacted by the creation of the SGVs. Though it was not required, students watched their peers' videos over 12,000 times in the online course and over 1,100 times in the face-to-face course. These findings demonstrate the value of SGVs in the A&P lecture classroom for the first time.

The results of a reflective survey, used for program evaluation, demonstrate how EdD scholars used their learning about Improvement Science as an insightful lifeline and for practical guidance within their professional practice in an uncertain time. Scholars imparted valuable information to EdD faculty about the strains and challenges they were under. Faculty, in turn, enhanced their choice of content and approaches to teaching about how to manage actionable change and becoming a more reflective and resilient practitioner. In CPED-influenced programs such as ours, this exchange of learning is ongoing and natural, as scholars pitch up problems of practice in need of immediate progress and improvement--sharing insights into strategies (successful or failed)--with faculty. Program learning and enhancements, in light of our students' lived experience and learnings, are discussed. We conclude with guidance about tools and procedures to navigate turbulence in educational systems.

This article reports an English language needs analysis of Colombian Social Science master's students. Information from faculty interviews, course syllabi, and student surveys shows that students need English to access and update their disciplinary knowledge through research articles and book chapters to successfully participate in class activities in Spanish, for which low English proficiency and lack of graduate reading skills can be an obstacle. These findings inspired the creation of "Reading Research Articles in the Social Sciences" course and confirmed the importance of source variety, triangulation, and addressing needs when identified. Methodological and practical contributions are discussed, emphasizing syllabi as key information sources not considered in other needs analyses.

Educators within post-secondary institutions receive input in the form of course evaluations from their students. The aim of receiving student input is to improve the teaching and learning experience for all. There are, however, inherent problems with the current methods of obtaining students' views through course evaluations. In this pilot study, the researchers focused on two problems: universally low response rates of 20% or less of student input in formal course evaluations and the problematic bias associated with anonymous course evaluations. Implementing practices that encourage students to provide course feedback, thus moving away from the term course evaluation was a first step to address these problems. A process was piloted in this study with 16 domestic undergraduate Bachelor of Science students whereby the researchers encouraged reflection, dialogue, and accountability in the new model and compared the differences against the problematic original model of receiving course evaluation input from students. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

This explanatory sequential method was used in this study to investigate the non-native English speakers' extent of connectedness and willingness to communicate and their display of agency in the Filipino classroom. The participants of the study were foreign students whose first or second language is not English and who completed surveys on classrooms related to connectedness and willingness to communicate. They are currently enrolled in the University of Baguio during the school year 2019-2020. They have been in the Philippines for at least one year. Furthermore, these students are presently enrolled in at least one major subject of their field of specialization. The respondents often (M = 4.08; SD = 0.63) connect and are occasionally (M = 3.25; SD = 0.48) willing to communicate with their classmates in a classroom setting. Moreover, purposive sampling was used in the selection of the research's participants. Twenty (20) respondents participated in the study. An interview and focus-group discussion were used to determine their styles in displaying agency in the classroom. Outcomes show that foreign students connect with their classmates often. Further, they also occasionally demonstrate a willingness to communicate with their classmates. Thus, the study reflects a low, positive relationship between the foreign students' connectedness and willingness to communicate within the classroom. The non-native English speakers exhibited agency in the classroom by initiating individual empowerment, participating in communicative interactions, and gaining social recognition.

Previous research has concentrated on psychological resilience as a holistic structure and has found that resilience positively affects college adjustment. However, it is suggested by existing literature that college students' resilience is a multidimensional construct. Furthermore, there is limited understanding regarding the categorizations of resilience among first-year college students and its influence on their college adjustment. This study aimed to identify the profiles of first-year college students' resilience, including individual powers and supportive powers, and explore the effects of varying resilience profiles on first-year students' college adjustment. A valid sample of 771 first-year college students from 28 Chinese colleges participated in this survey. The online surveys were conducted through Wenjuanxing platform. Data were analyzed using latent profile analysis to identify first-year college students' different resilience profile and examine the relationships with college adjustment. Four groups featuring unique resilient characteristics were discovered: well-resilient students, students with low individual power but high supportive power, students with high individual power but low supportive power, and mal-resilient students with low individual power and low supportive power. Well-resilient first-year students reported the best condition of college adjustment compared to the other groups, which supports the conservation of resources (COR) theory. These results provide insight into first-year college students' particular and heterogeneous circumstances at the beginning of the college experience. They also refined the COR theory by identifying individual-specific relationships between psychological resilience and college adjustment.

Educational research has emphasized the importance of help-seeking in learning and engagement. However, little is known about the impact that help-giving may potentially have on student engagement and academic achievement. There is also a lack of knowledge about the environmental factors that might facilitate help-giving. This study investigated how help-giving is associated with student engagement and academic achievement by drawing on the Chinese College Student Survey (CCSS), which involved data from 67,182 Chinese college students. Structural equation modeling was used to analyze the data. Results showed that students who experienced a positive social climate, particularly those who had positive social interactions with their peers, teachers, and university staff members were more likely to help their peers with schoolwork. In turn, these students who helped their peers were more cognitively, emotionally, and behaviorally engaged. They also had higher levels of academic achievement themselves. The results applied to students of different demographic characteristics and different school types. Theoretical and practical implications of the research are discussed.

Despite problem posing's prominence in mathematics education research, its implementation in classrooms is limited. Therefore, teacher educators should incorporate problem posing tasks into preparation programs to help prospective teachers gain confidence in their abilities. One approach to teaching problem posing includes providing examples. The Common Core State Standards Initiative provides taxonomies with examples of one-step word problems for all four basic operations. Through this mixed-methods study, preservice teachers (N = 44) regularly identified and posed word problems within the addition and subtraction taxonomy. Before and after the intervention, the preservice teachers answered survey questions and posed problems to model given equations. The researchers analyzed the preservice teachers' abilities to pose logical word problems and to match given equations before and after instruction. They also quantitatively analyzed Likert-style survey responses on perceptions of posing the various types of word problems and integrated the results with a qualitative analysis of open-ended responses expanding on the same questions. Results showed participants' abilities to pose problems increased after the intervention. Additionally, participants felt problems with the unknown information at the beginning or middle were harder to pose than those with the unknown information at the end.

In this qualitative study, I worked with international students to understand how researchers can increase response rates to international student experience surveys. I explicitly framed international students as a potentially vulnerable and hard-to-reach population, and then considered barriers associated with vulnerable populations and research participation. To answer my research questions, I interviewed 14 students who each self-identified as an international student and were enrolled at a public South-Atlantic university in the United States. I analyzed the qualitative data by conducting thematic analysis and determined there are three underlying concerns that influence survey response: feeling unheard, unknown intentions, and impersonal connections. The disconfirming evidence and limitations with this study's research design suggest areas for future research, though I also illustrate how the findings can begin to inform the design and administration of international student experience surveys.

Medical students face challenging but important topics they must learn in short periods of time, such as autonomic pharmacology. Autonomic pharmacology is difficult in that it requires students to synthesize detailed anatomy, physiology, clinical reasoning, and pharmacology. The subject poses a challenge to learn as it is often introduced early in medical school curricula. To ease the difficulty of learning autonomic pharmacology, we created a free web application, PharmaMemory (www.pharmamemory.com), that interactively depicts the effects of high-yield autonomic drugs on the human body. PharmaMemory provides users with the opportunity to read and quiz themselves on the mechanisms, side effects, indications, and contraindications of these drugs while interacting with the application. We provided PharmaMemory to first-year medical students for three consecutive years of quality improvement and assessed the application's perceived effects on learning via user surveys. Survey feedback showed that users viewed PharmaMemory favorably and self-reported increased knowledge and confidence in the subject of autonomic pharmacology. Comments revealed that users liked the website's visuals, opportunity for challenged recall, and conciseness. PharmaMemory utilizes challenged recall, visual stimulation, and interactive learning to provide users with a multifaceted learning tool. Preliminary data suggest that students find this method of learning beneficial. Further studies are needed to assess PharmaMemory compared with more traditional learning methods such as PowerPoint or text-based learning. Additionally, further research is needed to quantitatively assess reduction in cognitive load.

Medical students must be adept at critical thinking to successfully meet the learning objectives of their preclinical coursework. To encourage student success on assessments, the course director of a first-year medical physiology course emphasized the use of learning objectives that were explicitly aligned with formative assessments in class. The course director introduced the physiology discipline, learning objectives, and evidence-based methods of studying to students on the first day of class. Thereafter, class sessions started with a review of the learning objectives for that session and included active learning opportunities such as retrieval practice. The instructor provided short answer formative assessments aligned with the learning objectives, intended to help the students apply and integrate the concepts. Midsemester, students received a link to an online survey with questions on studying habits, class attendance, and student engagement. After finals, students were invited to participate in focus groups about their class experience. A qualitative researcher moderated focus groups, recorded responses, and analyzed the narrative data. Of 175 students, 95 submitted anonymous online surveys. Student engagement was significantly correlated with in-person class attendance (r = 0.26, T = 2.5, P = 0.01) and the completion of open-ended formative assessments (r = 0.33, T = 3.3, P = 0.001). Focus groups were held via videoconference. From the class, 14 students participated in 4 focus groups; focus group participants were mostly women (11 of 14) and mostly in-class attendees (13 of 14). The students in this sample valued critical thinking but misunderstood expectations on exams and few students used learning objectives to study.

This study investigates how graduate teaching assistants (GTAs) differ from regular graduates in terms of input characteristics (i.e., who they are), process characteristics (i.e., how they experience the PhD trajectory), and the self-estimated likelihood of successfully completing the PhD. Additionally, it assesses to what extent and how the input and process characteristics explain the self-estimated success rate between the two groups. The data come from four waves of the PhD Survey (2018, 2019, 2020 and 2021; N = 1,766) conducted at a large university in Brussels (Belgium). Results show that GTAs estimated their likelihood of successful completion of their PhD lower compared to regular graduates. This difference is mediated by a lower satisfaction with the supervisor support and a higher amount of time pressure among GTAs. Additionally, GTAs' surplus of time spent on teaching duties and the lack of a research plan was negatively related to the self-estimated likelihood of successful completion to a greater extent than regular graduates.

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

Background: Identifying as an engineer is essential for belonging and student success, yet the social context and professional norms make it more difficult for some students to establish an identity as an engineer. Purpose/Hypothesis: This study investigated whether first-generation college students' funds of knowledge supported their engineering role identity. Design/Methods: Data came from a survey administered across the United States western, southern, and mountain regions in the fall semester of 2018. Only the sample of students who indicated they were the first in their families to attend college was used in the analysis (n = 378). Structural equation modeling was used to understand how first-generation college students' funds of knowledge supported their engineering role identity; measurement invariance was examined to ensure that the model was valid for women and men alike. Results: First-generation college students' funds of knowledge individually supported the components of the engineering role identity development process. Tinkering knowledge from home and perspective-taking helped inform interest and performance/competence beliefs. First-generation college students' bids for external recognition were supported through their mediational skills, their connecting experiences, and their local network of college friends. The bundle of advice, resources, and emotional support from family members was the only fund of knowledge that directly supported students' perceptions of themselves as engineers. Conclusions: The relationships we established between first-generation college students' funds of knowledge and emerging engineering role identities call for engineering educators to integrate students' funds of knowledge into engineering learning and to broaden disciplinary norms of what counts as engineering-relevant knowledge.

In the last 40 years in much of the western world dropout rates in higher education have remained almost unchanged. Although student retention seems to be the most studied and discussed aspect, nearly every empirical study on the causes of dropout in higher education and even more the impact of retention actions carried out by universities, in most cases have achieved modest results. This paper argues that this fact finds its explanation, to a certain extent, in the nature of the methodological approaches and factual supports of the empirical studies that most of those actions were based on. In this regard, there are strong arguments and empirical evidence that reveal the deficient nature of the factual basis of the most accepted models, theorizations and measurements on dropout in higher education. Among them are those that underlie the models proposed in 2012 by Vincent Tinto and Adam Seidman, the two main current references on the subject. The most significant questions point to the low reliability of the inferences produced from the application of surveys, especially the national survey of student engagement, very recurrently applied throughout the western world in empirical studies on dropout in higher education.

User Experience Design (UXD) is an often-neglected area of the information systems (IS) curriculum. UXD classes specifically designed for IS students are still uncommon in IS programs and this study aims to add to the body of knowledge to prepare a more well-rounded future generation of IS professionals. With this goal in mind, this study describes the redesign of an introductory UXD course following Kolb's learning cycle and constructivist instructional models. This paper describes the implementation of the supporting pedagogy and the opportunity for students to better master core UXD concepts. UXD, a multi-disciplinary area is built on skills learned in systems analysis and design class while students learn to apply relevant concepts through a hands-on, instructor-led, individual, in-class sample project. The skills are then applied by engaging students in active learning in a team setting to deliver value to a local organization by solving related, real-life challenges. Students work on community-engaged team projects to enhance their appreciation of the impact and relevance of their semester-long project deliverable. Constructivism guides the instructional models of the framework, in which problem-based learning is used to help students build and apply relevant skills. The instructional models and implications for instructional design are discussed along with a proposed pedagogical approach, course setting and structure, tools and techniques engaged, student feedback analyzed, and lessons learned.

The Universal Declaration of Human Rights asserts that education is a fundamental human right for everyone. Education promotes equality, but this can only be possible in the absence of social injustices within school systems. Social justice in education entails challenging any inequalities that may exist in the education system. This study focused on examining South African township high school learners' definition of their right to education and views on its implementation. Using a qualitative approach, 45 high school learners (26 female and 19 male) who were purposively sampled from two township public high schools participated in semi-structured, in-depth individual interviews. The study was grounded in the social constructivism paradigm and data were analysed thematically. The findings of this study showed several shortfalls in the implementation of the right to education in the two schools. Despite a few positive developments, learners generally felt dissatisfied with the implementation of their right to education. Based on these findings, this study recommends the need to monitor activities in public schools to ensure that the right to education is fully implemented, to promote social justice in schools.

This research was motivated by some multicultural classroom students' reactions to practicing writing argumentative text including the fact that Indonesia's adult literacy rate of 95% is not accompanied by the ability to recognize and adopt composed facts, which on average is very little. This research was formerly aimed to depict how multicultural classroom students react to deploying rhetorical strategies to write and advance their linguistic skills as well as cultural diversity. The research approach adopted in this research was qualitative. The types of data sources in this study are documents in the form of various thesis manuscripts from a multicultural classroom of Masters' Study programs at UIN SATU Tulungagung. The data collection technique applied to the main data source in the form of archives or written documents is to rely on the note-taking technique and administrating one online questionnaire survey to thirty-two students as well as attending an interview. In the thesis of multicultural classroom deployed seven strategies counting definition, comparison, cause-and-effect, problem-solution, means-end, listing, partition strategies were applied by students in argumentative text units which they compiled at various levels, both at the sentence unit level, paragraph unit, and essay unit; several facets of appealing the students experience in writing argumentative text also appeared promoting linguistic and cultural diverse in composing argumentative text counting 5 linguistics facets and 2 cultural diverse such as argumentative state/disputatiousness, probing and assortment criticism, adopting composing typical, recognized arrangement, pondering on preceding insight, instructors' concentrating on awareness development, indigenous upbringing; experience of deploying rhetorical strategies in order to enhance linguistic skill counting conceptual and procedural knowledge to the same degree credibility, logic and emotion mainly deploying cognitive, social, search and metacognitive strategies.

Objectives: Two sets of intercultural learning resources incorporating Global Englishes learning content were developed for self-access use in the higher education context. The resources were investigated in terms of student learning experiences across two contexts in Japan: an English language major program and a nonlanguage major program. The aim was to develop an understanding of student learning experiences to inform practical implications for self-access learning in these areas. Method: The educational resources were investigated in a qualitative content analysis of reflective writing and supporting survey data from 30 students across the two university programs to understand how (and if) they supported student learning as well as how the resources and form of learning were perceived by the students. Results: Resources in both universities led to similar learning outcomes, showing that self-access resources can support intercultural and Global Englishes learning. A longer time requirement was necessitated by one set of resources, which was criticised by students. Students also indicated a preference for collaborative learning aspects. Conclusions: This pedagogically focused article contributes to the discussion around digital resources for intercultural and Global Englishes learning. Short-form resources integrating these areas may be more effective for self-access learning than resources requiring multiweek commitments in both language and nonlanguage major programs. Aspects of collaborative learning in self-access engagement appealed to students. Implication for Theory and/or Practice: Carefully designed short resources based on the conceptual framework and on recommendations outlined in this article may lead to effective self-access student learning, particularly in resources involving collaborative work.