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University students' expectations of digital technologies in their studies are greatly influenced by their previous exposure both within the secondary school classroom and in their private lives. These expectations often play a powerful role in their approaches and learning strategies in their first-year university classes. In this work, we investigated students' expectations and utilisation of digital technologies in their transition from high school to tertiary studies. A survey encompassing the Expectancy-Disconfirmation Paradigm was conducted amongst second year students across the university. The results showed students expected to use advanced IT technologies and equipment at university. The high expectations were similar regardless of demographic parameters, such as gender, school type or field of studies. The findings also indicated that most students perceived little disconnection between the technology they used in high school and that of university. The majority of students seemed satisfied and even positively surprised by the use of technology in their university courses.

Academics teaching software development courses are experimenting with teaching methods aiming to improve students' learning experience and learning outcomes. Since Agile software development is gaining popularity in industry due to positive effects on managing projects, academics implement similar Agile approaches in student-centered learning environments. In this paper, we discuss teaching introductory programming based on Scrum. Our learning environment, supported by the Doubtfire learning management system, fosters perceived autonomy and perceived competence by providing tools and opportunities for self-regulated learners to adjust their learning strategies. Evaluation of the learning environment revealed that students want to be in control of their learning.

Community care encompasses inherent risks for both clients and healthcare providers. Maintaining a safe environment for the delivery of care services ensures that any risk of unintentional or intentional personal harm is minimised. The aim of this scoping review is to (a) provide an overview of existing knowledge by summarising the current literature and (b) identify gaps pertaining to understanding and managing environmental risk in community care settings. Guided by the Population/Concept/Context approach and PRISMA guidelines, this paper used two questions to answer how a score-based tool for assessing client suitability in community care is developed and how an environmental screening tool assists with reducing risk to community care workers. Literature searches of CINAHL, PubMed (Medline), Web of Science and PsychINFO databases were conducted between September 2023 and November 2023. We included full text articles published from 2018 to 2023. The following four broad areas were identified as key components in the structure of an environmental screening tool: environmental factors, health factors, socioeconomic factors and cultural factors. The results of this review provide valuable information which can be utilised by care organisations to develop and/or refine tools to ensure the safety and wellbeing of workers within the community care sector. [ABSTRACT FROM AUTHOR]

Research in educational multimedia shows many benefits of learning with the use of multimedia environments. To take advantage of these benefits we developed multimedia assisted teaching environment (MATE), which is being tried in supporting our teaching of information technology (IT) subjects. MATE's main strength is its ability to facilitate reuse of multimedia components while developing teaching material. In this paper, MATE is described from the perspective of a student learning systems analysis and design via projects and case studies. The workings of the MATE tool is illustrated with an example that shows our approach to teaching design skills with reusable design patterns. Index Terms--Multimedia environment, patterns, self-paced study.