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Bacteria form an intense portion of reading and learning for students enrolled in microbiology education. As a part of the foundational course outline of bacteriology, bacterial classification is a significant topic of discussion. The purpose of our study was to analyze whether bacterial classification can be taught with a phylogenetic tree approach that might be more engaging and beneficial to student learners of microbiology. This methodology is unique compared to the conventional approach applied in introductory lectures of bacteriology that relies on morphology and Gram-staining to classify bacteria. The participants of this study were students enrolled in a two-semester medical school bridge program that offers a Master's degree in Pre-clinical Sciences. We presented bacterial origin and classification in the light of evolution and used a phylogenetic tree to signify clinically relevant groups of bacteria. Students were also taught the traditional bacterial classification using Gram stains and morphology. Both methods of classification were delivered in a didactic classroom session considering equal time spent and utilizing the same format. An online survey was distributed to the students after the session to collect their feedback. The results from the survey showed that 74% of participants would prefer learning bacterial classification using a combined approach that includes both Gram-staining and morphology as well as the phylogenetic tree. When asked if the study of bacterial classification through an evolutionary tree diagram is a clear and concise way of understanding bacteria, 79% of the students either agreed or strongly agreed with this statement. Interestingly, the alternative phylogenetic tree approach was considered more engaging and regarded as a means to expand the clinical knowledge of bacteria by 78% and 71% of the students, respectively. Overall, our study strongly supports the use of tree-based classification as an additional method to improve the learning of medically important groups of bacteria at varying levels of education.

The COVID-19 global pandemic has prompted educators in universities to reconsider their teaching methods, mainly due to the social distancing measures imposed within the classroom settings. On the other hand, the growing importance of continuing education opportunities for adult learners after graduation has seen the need to transform traditional teaching modes that primarily depend on face-to-face interaction into virtual modes, which are deemed more time- and cost-efficient. These major shifts in social and economic developments have a significant impact on the evolution of curriculum planning in higher education. Education that has scientific inquiry components inevitably comes into question, as conventional beliefs that experiments should be hands-on and will not be as effective if conducted virtually cast doubts on the move to the online space. This paper discusses the background of an impending shift in a university's approach to more online-based laboratory classes in an immunology course, as well as the exploration of the potential of conducting online laboratory experiments based on student perceptions.

Schools are under intense pressure to improve quality and achieve long-term educational outcomes. To improve education, schools' teaching and learning environments must be improved. This research evaluated the various leadership philosophies used in South African schools to improve teaching and learning. The study's qualitative methodology included in-depth interviews with open-ended questions. A purposeful technique was used to select 16 participants from four different schools. The participants included four principals, four school management team members, four department heads, and four teachers. Themes guided the data analysis, focusing on patterns and resemblances while maintaining data quality. The study's findings revealed that school leaders had a basic understanding of the various leadership styles that can be used to improve teaching and learning, but only some were preferred by the leaders. Furthermore, it was discovered that some school leadership practices had a direct influence on both student and teacher dedication, as well as teaching and learning in classrooms. The paper then suggests that school leaders encourage leadership in schools through training initiatives.

This study aimed to discover the factors affecting the acceptance and adoption of Tiktok platform among Palestinians through the Lens of Diffusion of Innovation Theory. The study sought to research how Tiktok app has diffused among the Palestinian users, and discover the characteristics of Tiktok platform that affect its adoption among them, in addition to discover the benefits that Palestinian users are gaining from Tiktok adoption. The study also sought to identify the reasons that derive Palestinian users to prefer Tiktok to other platforms. This study used the qualitative methodology and utilized semi-structured interviews to accomplish the goals of the research and answer its questions. These interviews were based on a pre-established set of questions that were asked to all respondents. Semi- structured interviews were chosen because they flexible and give the opportunity to ask follow-up questions to delve more deeply into topics addressed. Ten interviews done with diverse Palestinian Tiktok users to discover the characteristics and determinants that motivate them to use and adopt Tiktok and reveal the reasons that may derive users to prefer other platforms to use. After interviews analyzing, the study revealed that users got to know the Tiktok platform in various ways, including YouTube ads, and the recommendation of close friends and relatives to use the platform. The majority of interviewees cleared that the most important characteristic that encouraged them to adopt and use the application is its ease of use, as well as the fact that it is free application supports the Arabic language and doesn't need a prior experience to use. According to the results, the interviewees believe that there are many advantages to utilize and implement the application, such as passing the time by watching quick videos with a variety of subjects.

In Spring 2020, there was a sudden shift from face-to-face (F2F) to distance learning (DL) due to the COVID-19 Pandemic. A study by Al-Jarf (2020) showed that 55% of the students and instructors preferred F2F instruction and were not satisfied with DL due to unfamiliarity, lack of training, interaction, technical problems and others. In the Fall Semester 2021, Saudi universities resumed F2F instruction in combination with some online classes. In some emergencies such as weather conditions, all students study online rather than cancelling classes. This status quo has continued until now. This study explores students' preferences for DL vs F2F learning, their attitudes towards each and reasons for their preferences. Responses to a survey showed that 36% of the students in the sample prefer DL because it has become a necessity during emergencies such as pandemics and wars. They can check the lecture recording any time. They save commuting time. In addition, 40% of the respondents prefer F2F instruction because they get better grades. It is more suitable for science classes (labs, experiments, anatomy). Participation, interaction, and questions make a difference. In DL, students can leave Blackboard or Zoom, walk around, and take a nap, whereas in F2F, they focus better. Some health sciences, engineering, law, and/or business instructors talk about their experiences and views of the job market which is enriching and enjoyable for the students. Moreover, 17% have no preference and believe that the mode of learning depends on the instructors' competence, teaching techniques used, integration of technologies, and online resources, interaction, engagement, and students' participation. Participants' views and recommendations are given in detail.

The study aimed to assess the effects of year in college on students' perceptions of the cooperative learning process. Ninety-six college students completed 5 open-ended questions that asked students about their preferences for cooperative learning activities. Forty-nine first-year students and 47 second-year students participated in the study. A qualitative research design was used. Qualitative analyses compared---by year in college---the 5 open-ended questions. The principal investigator qualitatively analyzed the data for themes and subthemes, high-frequency responses, and percentage of response. Some findings were that first- and second-year students preferred the same types of group work and both groups had overlapping ideas on ways to make group work more enjoyable.

The probability of changing preferences for study modalities was evaluated based on the experience of distance education during the COVID-19 pandemic among students of Marketing at a university in the Ecuadorian Andes. The analysis was based on the application of a questionnaire concerning factors associated with institutional conditions, as well as personal factors. Based on the data, the probability of changing the mode of study was estimated using a discrete choice model (logit-probit). The selection of the most appropriate model was based on the correct classification of the data (confusion matrix). The results show that certain aspects of personal satisfaction (physical space, dedication, time, commitment, content assimilation), Internet connection and flexibility of study plans are statistically significant. Student satisfaction with pedagogical planning, virtual platform, communication with teacher, virtual tutoring process, autonomous learning, teaching methodology, virtual classroom materials, complementary materials, evaluation process, variety of evaluation instruments and resolution of doubts do not generate changes in preferences. Therefore, the institution could promote this modality of studies by offering scheduling facilities and greater flexibility in the curriculum.

The proliferation of digital information technologies has underscored the heightened necessity for online information search. This study is directed towards the analysis of the strategies adopted by prospective teachers in the selection of digital content employed for accessing information, their preferences concerning the use of digital and online tools, and the rationale that underpins these preferences. To achieve this aim, the case study method was used. Employing the purposive sampling method, the study involved a participant pool of 72 teacher candidates in the 3rd and 4th grades within the faculties of education. To collect data, a personal information form, an online interview form, a focus group interview form, and a word association test were employed. The data were analyzed using the content and descriptive analysis methods. At the end of the study, the prospective teachers expressed a common tendency that when it comes to scientific research, they often prefer to search for articles whereas for more general inquiries, they have a propensity for utilizing internet searches. Most of the prospective teachers follow a step-by-step research process when accessing information. In addition, they employ both goal-oriented and general-content resources while in pursuit of scientific information. They pay attention to data reliability, accurate information, speed, and access to the Internet in the process of obtaining information. They consider the tools they use adequate and reliable. Teacher candidates establish complex conceptual networks among the array of tools they employ to access information. A comprehensive discussion concerning the outcomes of the research is also presented.

Laboratory activities are essential and important components of learning chemistry at the undergraduate level. The COVID-19 pandemic led to disruption of traditional modes of teaching and learning over the whole education spectrum including laboratory courses in chemistry. Although unfortunate, the COVID-19 lockdown period and following years challenged well accepted norms leading to new opportunities for higher education. The purpose of this work is to synthesize useful lessons from student experiences during COVID-19 pandemic and post-pandemic era aiming for improved future chemistry laboratories at the college and university level. Previously published studies addressed advantages and disadvantages of face-to-face vs. remote and online teaching of chemistry laboratory courses. However, there are only a few student-centered studies which analyze students' perceptions of undergraduate chemistry laboratories in the post-pandemic era. Although the study was conducted at the university in the United States, we believe the lessons learned could be used globally. The present study contributes to the existing body of knowledge in this field of research. It is unique because surveyed students experienced different modalities of the laboratory and were given an opportunity to compare both modalities side by side. Therefore, student experiences provide stronger foundations of their preferences and perceptions described in this work. Based on our findings, it appears that post-pandemic undergraduate students taking a non-major course prefer hands-on experiments and a hybrid modality of chemistry laboratory.

Videoconferencing was heavily utilized as an online learning tool at universities during the COVID-19 pandemic. Despite the high utilization, few studies have examined students' perspectives on their health, social interaction, and preferences in using specific videoconferencing features for online pedagogy and campus participation. This study surveyed 275 occupational therapy students from six class cohorts regarding the use of videoconferencing during the 2020-2021 academic year. Students reported physical changes in fatigue, eye, and back discomfort from the use of videoconferencing for extended periods, in addition to increased stress and anxiety during this period. Students reported lower class engagement during videoconferencing, as indicated by less frequency of asking/answering questions, paying attention, participating in breakout rooms with unfamiliar peers, and less motivation to attend classes. While students preferred in-person versus videoconferencing for overall classroom engagement and knowledge retention, preferences were equivocal for use of videoconferencing in meeting with professors, peer tutoring, group projects, and office hours. A benefit to videoconferencing availability was the ability to maintain social communication with friends and family, particularly for undergraduates. Comparisons among class cohorts are presented.

Universal design for learning (UDL) is a pedagogical framework that utilizes the principles of equal access, flexibility, simplicity, perceptibility, and efficiency in the process of teaching and learning. This multi-institutional cross-sectional study examined instructional methods and designs that occupational therapy students identified to be useful or not useful for their diverse learning needs based on principles of UDL. The study also sought to determine if select methods or designs were perceived to enhance learning for those who are neurodivergent in contrast to other students. An online survey was distributed to students across four occupational therapy programs. The survey consisted of demographic questions, lists of instructional methods and designs framed by the Center for Applied Technology (CAST) domains, and two general questions about overall learning and self-efficacy. Data were analyzed using descriptive statistics and non-parametric comparison. Of the 81 participants, results indicated that nearly all perceived an instructor who is approachable, learning through real world activities, and practicing hands-on skills in the classroom to be useful for their learning. Students with neurodivergence identified six learning methods significantly less useful than not neurodivergent students including doing first with discussion to follow, being preassigned group membership by the instructor, flexible seating and classroom arrangement, and course requirements with flexible due dates. The CAST domain of engagement had the strongest impact on student preferences. This indicates that attention to engaging students and methods that draw students into the why of learning may meet all student needs in graduate occupational therapy education.

The COVID-19 pandemic has brought about an unprecedented reliance on digital technologies in education, regardless of the pre-existing attitude of teachers. This study explores elementary school teachers' perceptions about teaching mathematics through distance education. Using a quantitative approach, an online questionnaire was administered to primary teachers in the UAE during the spring semester of 2020-2021. The results show teachers' readiness to adopt digital technology in teaching against increased workload. Difficulties emerged in optimizing student performance in online environments. While the institution supports digital integration, teachers prefer traditional in-person classroom instruction. Therefore, the research would inform some educational systems and curriculum planning worldwide on the best way to integrate digital technology within elementary mathematics education. The study aims to close the gap in mathematics education within a digital context to solve the emerging educational demands.

Team based learning (TBL) is a co-operative learning method, increasingly used online within our digitalised society. The aim of this study is to better understand the factors influencing student satisfaction and engagement with online TBL. The study measures student satisfaction, accountability and preference for online TBL across three compulsory psychology undergraduate modules; PY1604 (Clinical Psychology), PY1608 (Employability in Psychology) and PY1702 (Academic Skills in Psychology). Seventy-two psychology students enrolled at a UK university completed the TBL-SAI online survey, where they answered 33 statements relating to online TBL on a five-point Likert-type scale. It was found students were significantly more accountable in the TBL method for PY1608 and PY1604 and significantly less accountable for PY1702. It was also found that there was significantly higher satisfaction for PY1604 compared to both PY1702 and PY1608, as well as students attending significantly more PY1604 sessions than PY1702 and PY1608. Overall, there was no significant difference in preference for online TBL over online lectures when comparing the three modules. The findings support our hypothesis, that there would be differences across the three modules in terms of satisfaction, accountability and preference for online TBL.

The COVID-19 pandemic forced the education sector to transition from traditional classroom settings to online and blended learning formats. MOOCs have emerged as a potential alternative to traditional classroom instruction, providing students with access to high-quality education from leading universities. This case study examines the preferences and views of school students on the integration of MOOCs in the performance tasks of EFL courses. The study was conducted in Türkiye during the 2020-2021 school year, and a total of 110 K-12 students participated. Both qualitative and quantitative data were collected. Statistical analysis was used to analyse the quantitative data, while descriptive and content analysis was used for the qualitative data. The study found that integrating MOOCs in K-12 EFL classes had a positive impact on students' motivation and engagement levels. Using MOOCs as performance tasks increased students' awareness of global issues and improved their research and analytical skills. Additionally, the results showed that MOOCs have the potential to enhance language learning outcomes in K-12 EFL courses. The findings of this study can guide researchers and practitioners in the theoretical and practical aspects of online and blended learning in K-12 education.

The decline in English majors has energized instructors to upskill for the post-COVID Gen Z student. Toward that end, this small-scale (n=20), one-semester study of an upper-division literature class identifies the preferred learning styles of English majors at a public comprehensive regional university in Kentucky. The participants represent national English major demographics. The research methods are quantitative and qualitative. Eight figures and an appendix are included. Three guidelines emerge for responding to the needs of Gen Z students: (1) keep communication brief, (2) co-create, and (3) interact in-person. The findings about English major learning preferences uphold cross-disciplinary research on active learning in the post-COVID era by indicating ways our teaching styles can keep pace with the needs of our changing majors. In addition to the participants' experience in the investigator's course, the survey collects their experience of teaching styles in six core courses in the English major. One drawback of the study is the small participant sampling. Future studies might investigate the difference between students' preferred learning styles and instructors' actual teaching styles. Building the English major back better calls for putting accepted theory into reskilled practices.

The Chinese Luoyang Quju Opera holds significant cultural importance in Henan Province. Despite its historical richness, this art form confronts challenges amidst modernization and evolving entertainment preferences. This study investigates literacy strategies for preserving and contemporaneously developing the Chinese Luoyang Quju Opera. The research in Luoyang engages performers, educators, and scholars through qualitative methods, such as interviews, field observations, and archival research. The findings underscore the necessity for systematic documentation, scientific preservation techniques, educational integration, governmental backing, and digital platform utilization to sustain this opera. Emphasizing a comprehensive approach to cultural conservation, blending traditional and contemporary methodologies to captivate new generations, the study recommends digital experience centers, social media outreach, curriculum inclusion, community initiatives, and cultural tourism programs. These strategies aim to uphold the enduring legacy of Luoyang Quju Opera in contemporary society.

This study examines students' perceptions and preferences for Blackboard at a South African public university. When the South African government, driven by COVID-19, announced the closure of schools in March 2020 for high school learners, home-schooling became the only option despite challenges such as lack of internet access, family support and computer access. This paper argued that learners were not prepared for home-schooling, which would negatively affect those in rural areas. It would be worse when they enroll for higher education as most universities in SA had adopted online learning. A quantitative research approach was used, and a sample of 370 first-year students was selected. The result showed that most first years found Blackboard easy and very easy to use. Moreover, the results show that despite this, some students preferred face-to-face learning more than Blackboard. This suggests that whilst Blackboard had its appeal, students still found comfort in familiar learning systems, especially considering that they had used such systems for most of their learning lives.

This action research aims to investigate the determinants of asynchronous interaction among students, interaction between students and instructors, and interaction with course content in an online learning environment. The study involves fifteen graduate students from a state university as participants. The research employed multiple data collection instruments, including commission meeting reports, focus-group sessions, semi-structured interviews, observation forms, emails, video recordings, researchers' diaries, and system log records. The content analysis method was employed for data analysis. The findings revealed that in learner-learner interaction, instructional method, notifications, technical issues, and individual problems exert discernible effects. For learner-instructor interaction, feedback, instructional methods, and the utilization of diverse communication channels were identified as influential factors. Moreover, technical problems, time constraints, and system usability emerged as key elements shaping learner-content interaction. Notably, learners' personal preferences, encompassing attitudes toward the online course and time management, manifested both positive and negative effects across all interaction types. The study has concluded that assignments with open access, star-based scoring, and mobile notifications enhance learner-learner interaction. Instant feedback from instructors and notifications initiated by instructors enhances learner-instructor interaction. Overall, optimal system usability and minimal technical issues contribute substantively to augmenting learner-content interaction.

This contrastive corpus-based study aims to analyze the similarities and differences of two synonyms "important" and "significant" concerning on the degree of formality in their distribution across genres as well as their collocations and semantic preference. The corpus data derived from the Corpus of Contemporary American English (COCA) and the British National Corpus (BNC) which represent varieties of English usage across different cultures (American and British). This study analyzed the top 20 noun collocates with Mutual Information (MI) scores value of at least three. The corpus data from COCA and BNC explored some shared characteristics and contrastive features. The findings discovered that the two adjectives have the same core meaning and degree of formality since their highest frequency in academic texts whereas frequencies are the lowest in informal genres i.e. TV and movie subtitles and fiction. In certain conditions, these synonyms are different in terms of noun collocation due to the fact that these synonyms co-occur with particular noun collocates. Interestingly, the findings also confirm two adjectives are near synonyms as they share only two similar theme of semantic preference. In consequence, the two synonyms cannot be used interchangeably in all contexts. Moreover, it was found that the corpora provide some useful details that are deficient in the dictionary.

Students' seating selection is a significant physical variable that has implications for both teachers and students. These seating preferences have been linked to students' personalities, motivation, and academic performance. However, there is limited knowledge regarding the cultural influences on these preferences. In this exploratory qualitative study, we aim to investigate the cultural factors that influence the seating choices of undergraduate students. The study participants were recruited using purposive sampling. Face-to-face interviews and scenario simulation surveys were utilized to collect data, which was analyzed using thematic analysis. The study's findings suggest that seating preferences are largely a function of individual differences and personal preferences, which often stem from personal and cultural factors. These factors are discussed under five primary themes: course academic value, gaining positive experiences, avoiding negative experiences, modesty and humility, and social belonging. These findings have implications for teaching and learning and for instructors, especially those from foreign cultures.

The purpose of the study is to examine how Industry 4.0, and the digital environment, have together created a new situation for companies and universities in terms of soft skills for employability. While companies aim to introduce a new structure, universities try to align with these changes by developing new educational methods, curricula, and models. Many researches are focusing on -- rightfully so -- Industry 4.0 skills and competences to gain throughout higher education. However, we have shifted our research interest and asked students to what degree their university years added to their knowledge, self-management and skills. 147 engineering and technical manager students' responses from two faculties at Óbuda University, Hungary were analyzed to see their evaluations of the role of the university in the framework of Education 4.0, and their chances in the job market. Quantitative and CHAID analyses were used. Students' responses show significant differences between the two faculties regarding languages, teamwork, self-management and in the different order of the skills seen as most paramount to employability. Engineering students attach greater importance to field-relevant knowledge, while technical manager students find decision-making more useful. The research proved that Education 4.0 is here and Z generation studying at universities prefers problem-based learning, including creativity, analytical, and critical thinking while would like to have good communication skills. Universities need to adapt to these changes and integrate hard as well as soft skills development in tutoring. The importance of technical-IT knowledge is just as important as having interpersonal skills, excellence in problem-solving, so students need to be taught how to analyze problems, engage in scientific debate, or express themselves clearly as previous literature indicated.

This paper reports a mixed-method study on the factors shaping language learning through didactic audiovisual translation. The aim is to analyse the determinants influencing the effective implementation of an integrative project, revealing the strengths and weaknesses of the learning process. Data from 172 students were gathered through initial and final questionnaires, which offered insights into their perceptions of didactic audiovisual translation. The results demonstrate a noticeable shift in learners' attitudes towards audiovisual translation as a language learning tool during the tasks. This transformation led to the recognition of potential benefits, not only in conventional modes like subtitling and dubbing but also in less recognised modes such as audio-description and subtitling for the deaf and hard of hearing.

This systematic review focused on higher education teachers' and students' perceptions and practices of written feedback, as well as their relationships and differences in English as a foreign/second language and academic writing. This study aimed to identify empirical studies, describe their characteristics, summarize the findings, and make recommendations for future research. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol was used. Electronic searches produced 2,398 references, of which 30 articles met the inclusion criteria. Studies primarily focused on students' perceptions, with few concentrating on students' and teachers' reported practices and the relationships between their perceptions and practices. This review suggests that future research should focus on multiple comparisons between teachers' and students' perceptions and practices of written feedback.

In this case study which focuses on secondary school students (5th, 6th, and 7th grades), the goal was to investigate students' preferences in poetry. In this study, the singular research designs have been employed. The context of the study was Trabzon city, and the participants were students in secondary schools in Ortahisar, Akcaabat and Yomra provinces in 2018-2019 academic year. The study was conducted with 490 students. Frequency and percentage calculations were made on the data obtained from opinion surveys and the results were analyzed. The study showed that in all three levels, three themes stood out: War of Independence and Ataturk, National Culture, and Reading Culture. Based on the findings, it was concluded that secondary school students like these three themes more and therefore prefer them more. Students prefer poems with 19-22 lines, both with rhythm and free verse and they prefer mostly rhyming poems. Also, title was found to be an important factor in poem preference and that students love and prefer poems with words they know, and lastly knowing the poet and that they know the poem beforehand also affected their preference positively.

Transferable skills are embedded within assessments throughout Higher Education such as organisation, timekeeping and working as part of a team (during groups assessments) amongst some of the skills. Despite this, there is little evidence to suggest that students are fully aware of the importance of reflective practice upon their personal development as a possible transferable skill. In this study, we aimed to assess if and what students understood by the term 'reflective practice', and whether they identify its practice and benefits within their studies and for their potential future careers. Quantitative data, was collected during the first teaching block of the 2021-2022 academic year using specific reflective based questions in a paper-based questionnaire, with results indicating that students who undertook our foundation route, which instilled reflective practice-based assessments were more used to reflective practice than standard degree entry students, and emphasised skill development through reflection; confidence to tackle new task (38%), time management (25%), effective communication (25%) and prioritising tasks (13%). The data also suggested that across all levels of our degrees, students preferred to reflect once feedback of an assessment was received (60%) and after personal tutor meetings (43%), meaning, we as an institution should adapt our practice to develop this further. Embedding reflective practice early in a student's educational curriculum, could therefore enhance how students approach their course, by providing them with key reflective based skills which they can transfer to their journey within Higher Education and their career.

Investigating disadvantaged children is a priority area concerning education and health. However, little attention has been paid to pandemic-specific research in recent years. In the present study, we aim to explore the attitudes toward distance education in a sample (N = 305) of 7-8th grade students studying in disadvantaged settlements concerning the first wave of the coronavirus pandemic. Attitudes towards distance education were measured using a 16-item tool. Factor analysis was applied to detect the factors of attitudes towards distance education. Variables influencing these factors were measured by linear regression analysis including well-being, perceived stress and support, academic achievement, and sociodemographic background. The results indicate that four factors (learning difficulties, poor health, time saving and safety, and distance learning preference) can be distinguished. The effects of gender, type of settlement, deprivation and objective financial status is significant regarding distance learning preference and perceptions of poor health. Regarding health indicators, a protective role of support from teachers and a hindering role of stress indicators were found. The role academic performance was insignificant. Overall, the factors influencing attitudes towards distance education partly follow the trends of the factors influencing perceptions of traditional education. However, it is necessary to stress the crisis nature of the pandemic.

Feedback is essential to enhance students' performance in an online learning environment, although this is influenced by how feedback is delivered. Feedback is an assessment of learning and promotes motivation to the learner. With the COVID-19 pandemic, teaching and learning rapidly shifted to online learning, and the importance of instructor feedback became critical. A sample assessed forty-two students within an online distributed learning environment. Students were requested to rate their experience with the feedback received from the instructor. The completed questionnaire included (6) closed-ended, (5) Likert scale, and (4) open-ended questions. The research intends to discover the learner's preference for the delivery of instructor feedback and how this impacts learners. However, the analyses emphasized that students need more engagement with the online instructor while optimizing learner-to-learner feedback that encourages the benefit of relationship and knowledge building.

The aim of this mixed-methods study was to explore the engagement experiences of undergraduate adult students (n = 77) in fully online courses. Results of the study revealed participants spent approximately half of their educational time per week on engagement activities. Participants in this study frequently interacted with peers in activities such as online discussion and group projects, but they did not value this engagement as much as getting to know and feeling connected to their faculty. The findings of this study highlight the importance of faculty, and specifically faculty involvement, to the engagement experiences of adult online students.

This study aims to explore university students' perception regarding an e-assessment system in terms of preference, assessment management, and the quality assurance process. A cross-sectional online survey was employed among 384 students of Nepal Open University (NOU). Structural equation modeling (SEM) was used in the research. Findings indicate that the perception of students regarding preference, e-assessment management, and the quality assurance process was found to be significantly high. In particular, the perception of preference regarding digital assessment was higher than assessment management and the quality assurance process. Gender, ethnicity, and place for taking classes, have an effect on implementation. This study concludes that three attributions of preference for digital assessment, management, and quality assurance are affected by one another.

Native English speakers' accents are generally regarded as ideal models of English accents. However, in real-world communication, where English is used as a lingua franca for intercultural communication among people from diverse linguistic and cultural backgrounds, English users inevitably encounter a wide variety of accents. This paper presents part of a broader study that explores the attitudes of Thai students and teachers toward native speaker accents, Asian accents, and their own accents (i.e., Thai accents). Specifically, we focus on the attitudes of 123 Thai students attending a public secondary school in Thailand. We collected data through an online questionnaire and semi-structured interviews and analyzed it using descriptive statistics and thematic coding. Our findings indicate that American accents were overwhelmingly viewed as the most favorable and served as the standard for pronunciation. While Asian English accents were generally perceived as intelligible and acceptable, some participants expressed negative attitudes toward their own Thai accents, considering them to be deficient. These findings highlight the importance of raising awareness about the diversity of English accents in both English language teaching and policy.

This research aims to determine the differences and influence of independent learning on communication and collaboration skills. This research uses survey methods and a quantitative descriptive approach. Data was obtained using a questionnaire with a Likert scale. The research subjects using random sampling techniques consisted of 33 female students and 82 female students in the Islamic religious education study program at UIN Datokarama Palu, Indonesia. The questionnaire contains 18 statements: 10 indicators of learning independence (LII), 3 indicators of communication skills (COM) and 5 indicators of collaboration skills (CLB). According to the results of data analysis using the Winsteps (Rasch model), male students have the best collaborative skills while female students are better at autonomous learning and the capacity to listen to information is the COM that is hardest to obtain. After applying one-way analysis of variance (ANOVA), a statistical significance of sig<0.05 was found indicating that male and female students exhibited distinct skillsets in the post hoc Games-Howell type follow-up test. The results show that for male and female students, learning independence is more dominant than communication and collaboration skills. The distinction lies in the fact that female students prefer communication skills while male students prefer collaboration skills. Further results obtained through the general linear model (GLM) test show that independent learning has an effect on communication skills (96.8%) and collaboration skills (93%). Finally, it can be stated that there is a positive relationship between learning independence and communication and collaboration skills.

There has been marked progress in access to education, representation of women in leadership, sexual reproductive health, and gender-based violence as a result of gender equality initiatives. However, there is still a strong focus on interventions targeting girls only. Through the adolescents' lens, this study sought to establish if there is a preference for interventions targeting girls compared to boys in two urban informal settlements; and what benefits were realized from programming for both adolescent boys and girls enrolled in an after-school support program. We employed a thematic analysis approach to answer the research questions. Results showed that most interventions at the community and school levels tended to favor girls over boys despite both facing similar challenges. Some of the benefits of programming for both sexes included sharing academic knowledge; boys gaining knowledge and skills to enable them to be future champions of change; enhanced ability for the adolescents to keep away from social ills; better gains for the society; breaking the gender inequality cycle; and enhanced social-emotional skills. Evidence from this paper highlights that there is a need for program and policy stakeholders to consider gender-transformative approaches and interventions targeting both sexes to maximize gains in education, health, and well-being.

This study examined the psychological impact of social media on Nigerian teenagers looking at how social media posts and tweets (messages) influence their perceptions towards migrating abroad. A survey research method was adopted to investigate the problem in its natural setting. Four secondary schools (SSs) within Edo North, Edo State, Nigeria were randomly selected from 56 government-owned SSs for the study. A questionnaire was used as a data collection instrument to obtain respondents' views (data) which was later analysed using SPSS. Spearman correlation and Pearson's R were used to measure the two hypotheses symmetrically. The chi-square was then used to test the results. According to their opinions (data collected), the findings of the study revealed that Nigerian teenagers of school age have access to social media, prefer text, video and audio kinds of information and mostly prefer Facebook to other social media networking sites. After analysing the tested hypotheses, the researcher concludes that there is a significant relationship between social media messages and Nigerian teenagers' desire to travel abroad. Hence, social media messages or information affect their mental construct negatively which could be compared to mental slavery and they made some recommendations that would assist in mitigating these impacts.

In the realm of AI-driven education, it is pivotal to evaluate the viability of ChatGPT as a substitute for human teachers in English classrooms. This study aims to explore learners' behaviors, perceptions, and attitudes to ChatGPT usage in English language learning. Participants were 120 I.T. students in Vietnam -- the Korea University of Information and Communication Technology and the University of Da Nang- who were learning English as a non-specialized subject. Data collection was conducted with multiple choices, a 4-point Likert scale questionnaire, and in-depth interviews. The findings highlight students' need for teacher's instruction and physical classroom despite recognizing ChatGPT's efficacy for ESP vocabulary acquisition, translation, grammar checking, and paraphrasing. Students predominantly exploited ChatGPT to find instant solutions to English learning difficulties. The research underscores the importance of guiding learners to appropriately utilize ChatGPT, emphasizing the need for further investigation into plagiarism-detecting tools to mitigate potential misuse of the technology.

This study addresses the issue of preference for natural versus synthetic products in different contexts, specifically food, medicines, and cosmetics. Participants were 52 students aged 14-15 years from two schools. We analysed the choices and justifications offered by 28 students from one of the schools before and after receiving an instructional module (nine 60-minute lessons over three weeks) focused on decision-making about natural and processed foods. The goal of instruction was not to guide them towards a particular preference (natural or processed foods) but rather to enable them to make well-reasoned and more scientifically-informed decisions. Transfer of learning to the contexts of medicines and cosmetics was also examined. The responses of students in this experimental group were compared with those of 24 comparison students from the other school who did not receive the instruction. Results suggested that the teaching received by the comparison group (based solely on the standard science curriculum in Spain) does not encourage students to abandon assumptions regarding the inherent superiority of natural products, or to justify their preferences in ways that may be considered "on-target" with respect to the secondary-level science curriculum. By contrast, a shift towards more scientifically informed choices and reasoning was observed following participation in the instructional module. However, there was limited evidence of transfer of learning from the food context to the other two contexts considered. Only in the medicines context did the experimental group show minor improvements at post-test, suggesting that students perceive greater similarity between food and medicines than between food and cosmetics.

With teachers continuing to report challenges in classroom management and difficulties in implementing scientific inquiry, the current manner in which science practical work is conducted in schools suggests the need for added teacher support. In this regard, we can leverage computer vision to provide instructional support by relieving teachers of the need to carry out mundane observations and perform basic interpretations of student activity. However, to our knowledge, little is known about the noticing practices of teachers during practical work, and the support preferences of such a computer vision system have not been studied before. To this end, we recruited 17 science educators with different teaching expertise for a qualitative investigation into the noticing practices and support preferences of science teachers. Results revealed seven major categories and 36 minor categories of student activity that teachers typically observe, which enabled us to derive observation routines that can emulate quality teacher noticing for computer vision input. Our obtained list of observation categories represents a first-of-its-kind list which takes into account concrete noticing practices of science teachers and remains applicable across all types of practical tasks. From participants' ranking of computer vision models, we further understood the type of computer vision output that teachers prefer for instructional support. To our best of knowledge, no prior research has examined the connection between teacher noticing and computer vision in such detail. Using these findings, we can then pursue the development of computer vision for instructional support in science practical work in an informed manner, taking into account the realities of science laboratories and proclivities of science teachers.

Discussions play a significant role in facilitating student learning through engagement with course material and promotion of critical thinking. Discussions provide space for social learning where ideas are deliberated, internalized, and knowledge is cocreated through socioemotional interactions. With the increase of internet-based and hybrid courses, there is a need to evaluate the degree to which online discussion modalities facilitate quality discussions and enhance student achievement. We assessed the effectiveness of asynchronous online discussion boards and traditional face-to-face discussions via qualitative (thematic coding and discussion network analysis) and quantitative (Bloom's taxonomy) techniques and evaluated student perceptions via precourse and postcourse surveys. We found differential strengths of the two formats. Online discussions increased response complexity, while in-person discussions fostered improved connections with course material. Themes related to sharing of personal identity, humanity and verbal immediacy were more frequent throughout in-person discussions. Survey responses suggested that a sense of community was an external motivator for preference of in-person discussions, while anxiety was a factor influencing online discussion preference. Our findings suggest that online and in-person discussions are complementary, and work in tandem to facilitate complex student thinking through online environments and social learning within the classroom.

Research demonstrates that young people value mental health support that is tailored to their needs and preferences, rather than a "one size fits all" offer, which is often not equitably accessible (National Children's Bureau, 2021). Understanding young people's lived experiences across different sociocultural contexts is important. The aim of this research was to conduct an international qualitative study on the views of young people with lived experience and professionals, on proposed aspects of personalised support for anxiety and/or depression. Participatory action focus groups were conducted with N = 120 young people with lived experience of anxiety and/or depression (14-24 years) and with N = 63 professionals in Brazil, India, Kenya, Pakistan, Portugal, South Africa, Turkey, and the United Kingdom. Data were analysed using the rigorous and accelerated data reduction (RADaR) technique. Overall, although some country-specific differences were found in terms of what aspects of support young people found to be most important, individual preferences were considered stronger, furthering the view that support should be personalised to the needs of the individual young person. Young people experiencing anxiety and/or depression should be able to choose for themselves which aspects of support they would prefer in their own care and support plans, with families and mental health professionals providing guidance where appropriate, rather than removing the young person from the decision-making process altogether. It should also be ensured that the aspects of personalised support can be understood by young people and professionals from different contexts, including marginalised and minoritised groups and communities.

As higher education tuition continues to rise in the United States and globally, other costs impacting students, such as fees, parking, and housing, are rising at a similar pace. Concurrently, more higher education institutions are focusing on creating boutique experiences for students, including the option for single-unit housing. This paper analyzed the costs associated with single-unit housing at the ten largest college campuses in the United States compared to the costs associated with multiunit housing and off-campus living. The changes in preferences for students associated with their college experiences, when partnered with higher costs of living and off-campus housing, create an unsolvable, wicked problem.

The growing adoption of online platforms for educational goals has raised concerns among learners regarding online learning contexts. These platforms have been identified as productive mediums for learning English as a second language. However, learners consistently strive for enhanced platforms, and their perspectives may change when confronted with concerns about the platform's overall quality, specifically in relation to its reliability and privacy. Therefore, this study aims to evaluate the impact of platform quality, including features such as reliability, design, and security, in combination with learners' familiarity with these platforms. A quantitative research approach was utilized to accomplish this goal, which entailed circulating an online survey by 410 Chinese North East public and private university graduate and postgraduate students, which were analyzed using SmartPLS 4 software. The study's findings indicate that certain elements of website quality, such as design and privacy, do not significantly impact platform satisfaction. Learners generally prefer criteria other than design and privacy considerations when assessing language learning applications. While platform design, familiarity and satisfaction significantly impact intrinsic motivation towards English learning. These characteristics contribute to the creation of a conducive learning environment for learners, which in turn promotes motivation, engagement, and, eventually, the development of language competency. By implementing these strategies, managers can cultivate a more immersive, gratifying, and stimulating English language acquisition encounter on online platforms, resulting in heightened satisfaction and competence. Based on the study's findings, the study suggested platform executives investigate these indicators using learner feedback and appropriately modify the platform's services.

The COVID-19 pandemic has forced a significant increase in the utilization of video-based e-learning platforms for programming education. These platforms never considered the essential attributes of student characteristics and learning preferences while designing such a problematic subject having high dropout and failure rates. The traditional e-learning environments deliver instructional videos to the learners by assuming all learners have a single learning preference. Moreover, existing learning style models need to address the recent requirements of e-learning paradigms. To address this issue, this paper presents a novel learning style model tailored for instructional video-based programming e-learning environments that map individual learning preferences with various video design patterns. An adaptive e-learning environment was employed to assess the effectiveness of the proposed model that leveraged a decision tree classifier to divide learners into four preferences. In a paired experimental design, 195 first-year undergraduate students were randomly assigned to one of three groups where learner scores and feedback were taken as evaluation metrics. The control group partook without instructional videos for the entire semester of six months. During the same period, experimental group-1 learned with a traditional video-based e-learning environment, and experimental group-2, with the proposed learning style model, enabled an adaptive e-learning environment. Based on the proposed decision tree learning model, it is understood that the intervention group showed significant improvements in knowledge acquisition, grade, and positive feedback compared to the other groups. Hence, the proposed model is highly recommended for traditional programming e-learning environments to deliver instructional videos based on learners' learning preferences.