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This research aimed to develop two scales measuring pre-service teachers' task value towards peer feedback provision and peer feedback reception (PFR) based on expectancy-value theory. Two studies were conducted to investigate the psychometric properties of the scales with the sample of undergraduate students in teacher education programs. In the first study, exploratory factor analysis for both scales revealed 13 items collected under utility, intrinsic, and attainment value factors. A general task value factor was also identified in the scale regarding PFR. In the second study, different models of the scales were evaluated with confirmatory factor analysis, and the second-order models were favored. Moreover, reliability and additional analyses supported using a general task value factor that was highly correlated with students' willingness to participate in peer feedback activities. Overall, this study provides two scales, recommends research for further validation, and discusses the internal structure of the task value construct.

Although instructional videos with on-screen instructors have become prevalent in various learning contexts, their effect has been questioned because of mixed findings in the literature. This meta-analysis study aimed to elucidate the overall effect of instructor-present videos on learning, cognitive load, motivation, and social presence and to indicate potential moderators. It analyzed 20 experimental studies where participants watched an instructional video with or without an on-screen instructor. According to the findings, the effects of instructor presence on learning and social presence were not statistically significant. However, instructor-present videos had a significant impact on increasing cognitive load and motivation. Furthermore, moderator analyses for knowledge acquisition outcome revealed (marginally) significant differences in effect sizes based on human embodiment and study setting, favoring instructional videos featuring only the instructor's hand and being watched in laboratory settings. Based on these findings, the present study provides important directions for future research and practices.

Although formative peer assessment (FPA) has become a prevailing learning activity in different educational settings, there are not enough suggestions on how to structure it with instructional supports in online environments to optimize its benefits. Therefore, this study aims to propose design guidelines for the development of an effective online FPA environment with instructional scaffolds in the context of writing activities at high schools. To this end, an online FPA environment was designed on the basis of an assessment model for regulated learning and teachers' and students' experiences. It was evaluated and refined three times. The formative evaluation findings suggested designing an online FPA environment with preparatory activities, information resources, goal setting and planning, anonymity, criteria form, sustainable and supportive dialog, motivational elements, and an easy-to-use interface. As a result, 11 design guidelines were produced. Overall, this research provides a better understanding of the essential design elements of online FPA environments.

The number of technological pedagogical and content knowledge (TPACK) studies has been increasing day by day; however, limited number of studies has provided both quantitative and qualitative findings based on teachers' learning by design experiences. This study aimed to reveal the changes in pre-service teachers' TPACK competencies in the educational website design process and their experiences in the design process within the scope of a course based on TPACK framework and the learning by design approach. Designed as an embedded mixed design research, the study was conducted with 28 pre-service teachers. The data were collected through the TPACK-deep scale, a survey and e-mails sent to the instructors. The research concluded that the learning by design approach brings pre-service teachers' TPACK competencies in highly effective significant contributions. Moreover, it was revealed that the design process expands pre-service teachers' schemas regarding the properties which digital instructional materials should possess. The research also enlightened the motivating factors such as receiving support and the challenging factors such not being able to use software for the pre-service teachers in the design process. Finally, the findings were interpreted within the framework of TPACK and the learning by design approach and recommendations were made for future practices and studies.

This case study investigated practicum experiences of pre-service teachers by focusing on their evaluation of mentor teachers, school experiences, and theory-practice relationships. Interviews were conducted with six teacher candidates, and observations in the participants' practice schools were made. The results revealed that mentor teachers had both positive and negative qualities with respect to social support, professional support, and role-modeling mentoring functions. Moreover, pre-service teachers reported that they mostly experienced or felt difficulty in classroom management; parallel with this difficulty, their learning gains in classroom management were the highest. These teachers also emphasized that there was no relationship between theory and practice in teacher education and that developmental psychology and communication courses and those presenting teaching-related cases were effective at building readiness for the teaching profession. Based on the findings, several suggestions for future practices were proposed in the study.

Problem-based learning approach presents several advantages such as improving students' engagement in learning and fostering their higher-order thinking skills. Although there is a plethora of research regarding implementation of problem-based learning in classrooms, its design and application process for web-based environments need further investigation because of independent nature of online settings. This study developed a problem-based online learning environment based on constructivist learning design model proposed by Jonassen (1999) and evaluated its effectiveness. It was conducted in the spring 2014 semester with an intention to access to total population that is 1,417 students receiving distance education for Turkish II course at six university vocational schools. The online lesson was implemented in one week, and data were gathered through students' performance tasks and self-evaluation form. The research indicated that the problem-based online learning environment has a positive influence on learning. Moreover, it was revealed that dynamic nature of online environment affected learner's participation in the designed activities and collaboration among students could not be fostered. Several suggestions were proposed based on the results.

The main purpose of this study was to design and implement a professional development programme on technology integration for teachers in a public education centre based on the technological pedagogical content knowledge (TPACK) framework and learning by design approach, and to evaluate the programme's impact. Ten adult education teachers in a public education centre participated in this case study research. Data sources include teacher-reflective reports, lesson plans and focus group interviews. The results revealed that the programme both enhanced teachers' TPACK and influenced their teaching practices. The results emphasise the importance of providing information that aligns with teachers' specific needs in adult education centres, giving teachers an active role, making opportunities available to design technology-enhanced learning artefacts while working in collaborative teams and selecting ICT tools based on typical adult learning characteristics. The study also offers suggestions for future research and practice on the design of professional development programmes.

Background and Aims Results Conclusion Although errors and failures are indispensable parts of the learning process, the current theoretical models and empirical research remain inadequate to provide a comprehensive perspective for learning from errors, considering the roles of different agents, settings, and support mechanisms. Addressing these gaps in the literature, this special issue collects 11 research papers related to learning from errors and failure in educational contexts. In this commentary, we synthesize the findings of these papers with previous work, address conceptual and methodological challenges based on these papers and their implications, and provide suggestions to enhance educational practices.The special issue papers varying in regard to research design, subject domain, participants, and learning setting presented findings about four main themes: (1) contextual factors (e.g. organization and error climate) as an enabler and barrier, (2) individual factors (e.g. motivational beliefs and emotions) in learners' processing of errors, (3) error‐ or failure‐related learning processes, and (4) instructional strategies (e.g. feedback and prompts) to support learning from errors. Critical evaluation of these papers also revealed conceptual (e.g. error vs. failure) and methodological (e.g. generic vs. error‐specific measures and instruments) challenges, which also paved the way for directions for future research.Overall, 11 papers in this special issue provide significant empirical evidence about learning from errors and failure in educational contexts. Synthesizing the findings of both these papers and prior research, we also present suggestions to construct an educational environment conducive to learning from errors. [ABSTRACT FROM AUTHOR]

In this collaborative research, we designed an e-mentoring program for novice teachers and explored online interactions between mentors and mentees, participant satisfaction, and the perceived benefits of the program for mentees and mentors. Our study included 14 mentees, 14 mentors, and 6 teacher educators. Data were gathered through online messages and semi-structured interviews. We found that the interaction frequency changed based on the participant group, the e-mentoring environment was mostly problem-based, and participants provided cognitive, affective, and instrumental support. Moreover, participant-related factors, as well as factors related to the design of the e-mentoring program were found to have influenced teacher satisfaction with the program. We also determined that the e-mentoring program provided different types of benefits for the professional development of mentees and mentors. Finally, we concluded that e-mentoring can be an influential method to help novice teachers providing that the design and participants of the program are meticulously reviewed.

Although it is prevalent to use embodied modes of information (e.g., instructors' movements and gestures) in instructional videos, there is a lack of comprehensive review elucidating how this type of information is designed and investigated in research studies. This scoping review of the literature examined 55 empirical research articles with 71 separate studies regarding embodied instructional videos to reveal their characteristics and design factors and provide key findings regarding their effects. The results revealed that most videos included slides for the lecture and demonstration of science subjects. The following design factors were determined in embodied instructional videos: instructor demeanor, instructor visual presence, generative activities, learner characteristics, content, instructional media, and scene. The findings regarding their influence on learning supported existing embodiment principles. They also uncovered the contributing or moderating effect of instructors' deictic gestures, facial expressions, and intimate behaviors, students' prior knowledge and actions during learning, and the complexity of the video subject. Overall, this review provides helpful information for practitioners based on empirical evidence and indicates research gaps in the literature on embodied instructional videos. [ABSTRACT FROM AUTHOR]