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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.

In this randomized control study, we evaluated science teachers' pedagogical practices via classroom observations following ongoing, intensive, and structured instructional support sessions. These sessions included virtual professional development (VPD) and virtual mentoring and coaching (VMC) that accompanied a literacy-infused science curriculum. Using a low-inference observational instrument, we explored the direct impact of VPD and VMC on fifth-grade science teachers' observed time allocation in a randomized controlled trial (RCT) validation study. The observations were collected three times during science instruction from 121 teachers in 68 schools from 35 public school districts in the U.S. state of Texas, during the 2017-2018 school year. Preliminary findings revealed pedagogical differences in time allocation among teachers between treatment and control classrooms. We identified improved instructional practices within treatment classrooms, which suggests the intervention had a positive effect by enhancing the quality of pedagogy as well as the content-area instruction in science.

Multitasking has been demonstrated to negatively impact performance across a wide range of tasks, including in the classroom, yet students continue to multitask. This study examined the relationship between college students' perceptions and performance of technology-based multitasking. Technology-based multitasking and self-efficacy data were collected and analyzed from 265 undergraduate students. Students engaged in a technology-based multitasking perceptions survey, a video + survey multitasking task or a video-only non-multitasking task, and a technology-based self-efficacy survey. An analysis of student perceptions indicated that students understood that different tasks required different levels of mental effort to complete successfully and that multitasking across high-mental effort tasks required greater effort than multitasking across low-mental effort tasks. In addition, students in the video + survey multitasking group significantly underperformed students in the video-only non-multitasking group. Finally, the relationship between technology-based multitasking and self-efficacy was addressed in a correlational analysis between student technology-based multitasking scores and technology-based self-efficacy scores, yielding no significant relationship. The study findings indicate that most students have an understanding and awareness of multitasking, but ultimately, whether they believed they could multitask or not, multitasking significantly impeded performance.

Background: In addition to attention and hyperactivity problems, children with attention deficit hyperactivity disorder (ADHD) have poorer organizational skills needed to manage time and materials. This study examines the improvement of organizational skills in children with ADHD by studying organizational skills training (OST). Methods: This was a prospective, randomized controlled trial. Between September 2023 and January 2024, 70 children with a diagnosis of ADHD and at least one domain of executive dysfunction (EF) were divided into two groups. The conventional group was treated with medication, biofeedback, and behavioral interventions based on the children's actual condition. The OST group received OST in addition to the conventional group. Results: The mean age of the children was 8.33 ± 1.62 years. A total of 66 children completed the intervention and follow-up, 32 in the conventional group and 34 in the OST group. There were no differences between the two groups of children in terms of their preintervention scores on the BRIEF, SNAP-IV, or IVA-CPT. Postintervention scores on the behavioral scales decreased (p < 0.05), and IVA-CPT scores increased (p < 0.05) in both groups compared with those in the preintervention period. The OST group had a lower BRIEF (p = 0.019) and SNAPIV Attention deficit subscale (p = 0.046) and a higher IVA-CPT Attention deficit Index (p = 0.032) than the conventional group after the intervention. The percentage of children with a normal BRIEF total score in the OST group was 79.41% (27/34) after the intervention, which was greater than the 37.50% (12/32) in the conventional group (p = 0.001). Compared with the OST group, children in the conventional group were at greater risk of having BRIEF scores that remained abnormal after the intervention. Analysis of covariance revealed a statistically significant effect of group (p = 0.008), preintervention BRIEF (p < 0.001), and participation score (p = 0.036) on postintervention BRIEF. Conclusion: OST can further improve organizational skills in daily life in children with ADHD while improving core symptoms of attention deficit in addition to conventional treatment. The effect of OST on BRIEF is also influenced by the child's BRIEF status at the baseline level and the level of cooperation during the intervention. Trial registration: The randomized controlled trial registration number was ChiCTR2300075744.

Limited research examines the process of leading innovative school change from the perspective of principals. In this case study, three school principals implement a novel school model, franchise model schools. Using interviews, the researchers examined the successes and challenges principals experienced while implementing and leading this change. Data analysis revealed three significant challenges leading franchise model schools: (1) low teacher morale at the inception of the model; (2) time management; and (3) alignment among franchise campuses. However, three significant successes surfaced. Franchise principals were able to increase (1) community engagement, (2) autonomy and creativity, and (3) the sharing of best practices. Authors recommend more research context-specific to the school's culture and a principal's level of experience in leading change. Researchers should identify successful innovative schools and examine what change models were used by those principals.

The study reported on here was conducted to explore four Grade 7 mathematics teachers' understanding of the relationship between the objectives indicated in the CAPS for teaching different topics/concepts and instructional time stipulated for doing so. Seven lessons were studied in 4 primary schools in the Vhembe district of the Limpopo province, South Africa. A constructivist philosophical approach was used. The data collection methods included interviews and classroom observations. The main finding indicates teachers' understanding of instructional time as either a regulatory or a teaching tool. The ability to translate instructional time into social time depends on the level of teachers' curriculum literacy. Consideration of how CAPS objectives could be fulfilled based on the topic/concept to be taught and the stipulated instructional time, influenced the learners' conceptual understanding, procedural fluency, and competency in mathematics. The conclusion underscores the importance of instructional time as both an essential authoritative regulatory tool and signal of a pedagogic device and communication required to advance the instructional objectives.

Advances in technology have significantly augmented the potential of online education, particularly during crises, such as COVID-19, earthquakes, hurricanes, and floods. This qualitative survey study ascertains 150 English-as-a-foreign language (EFL) learners' perceptions of the efficacy of online language education in a preparatory school of a state university after the Kahramanmaras earthquake in Türkiye in 2023. Data were gathered via an online survey with open-ended inquiries to elicit favourable and adverse experiences and recommendations from students. In order to ensure the thorough and systematic analysis of the collected data, a rigorous methodological approach was employed. Specifically, the data were analyzed through content analysis, facilitated by the MAXQDA. The research outcomes revealed that the participants appreciated online language education for its time-saving nature, comfort, ease of attendance, access to recorded sessions, teacher support, and cost-effectiveness. However, some students also considered online education ineffective and reported challenges, such as technical issues, diminished concentration, lack of motivation and discipline, limited interaction, and class participation. EFL learners also provided suggestions for improving the curriculum, assessment methods, and instructors' teaching approaches.

Vocational education practitioners must participate in professional development (PD) activities so they may implement contemporary teaching practices to support their students. Long-term, social types of activity are best because they benefit individuals and groups of practitioners and the training organisations for which they work. However, training provider managers often favour short and individual activities which are cheaper to resource. Not much has been previously known about the financial and time costs incurred by individual practitioners which may act as a deterrent for practitioners to continue in the sector. Our research addressed that gap for Western Australian VET practitioners by examining data collected from an online survey. The survey collected quantitative information from 30 volunteer WA VET practitioners about their activities in a twelve-month period. Using human capital theory underpinning data analysis, we show that at no stage of a VET practitioner's career was there a positive return on investment for the personally incurred cost of PD. We argue that acts as a deterrent to working as a VET practitioner which has ramifications for training provider operational efficiency, and the wider VET sector. There appears to be a misappropriation of pay scales based on applicable employment conditions which indicates sectoral underpayment.

The purpose of this study is to find out the views of a group of instructors and the administrators of the School of Foreign Languages (SFLs) on the Pearson Assured (PA) accreditation process in terms of the quality management of their institutions. To achieve this purpose, we employed document review and semi-structured interviews. To analyze the data; therefore, we used both document analysis and content analysis. The document analysis showed that the PA accreditation provides basic quality measurements with examples so that institutions can present their quality performances with evidence in order to ensure that the requirements in several headings are met. The qualitative content analysis of the verbal data captured in interviews revealed a change in the participants' views in time. Despite the partially negative opinions on the process held before and during accreditation, the high workload and immense amount of time required to provide necessary evidence, the participants generally had favorable opinions of PA accreditation and stated their wishes for it to continue, believing that accreditation process contributes to the quality management of their institutions as a whole.

The study aimed to investigate the Effect of Academic Stress on Students' Academic Achievements and Its Implications for Their Future Lives. A correlational research design was employed through stratified random sampling (n[subscript i] = 270, where female = 80 and male =190) to collect pertinent data through a questionnaire. Descriptive and inferential statistics were employed. Firstly, academic stress highly affects students' academic achievement, with females being more stressed (65.20%) than males (59.60%), which leads to a high dropout rate and low graduation rate. Secondly, about 69% were accustomed to drinking alcohol, chewing Khat, absenteeism, and smoking whereas about 31% were regularly engaging in unsafe sex, physical fights, smoking shisha, and poor personal sanitation. Thirdly, there were significant positive relationships among sex, age, academic batch, and student's cumulative grade point average. To conclude, academic stress hinders good academic achievement, increases college dropout rates, low graduation rates, and lack of self-confidence. It leads to drinking alcohol, absenteeism, chewing khat, reduced academic morale of students, and failure in completing assignments on time. Therefore, university authorities should ensure a good academic environment for the students and minimize academic stress through appropriate course load, appropriate lecture hours, proper lecture schedules, and non-congested lecture halls.

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.

Revisiting his dissertation journal, the author undertook an autoethnographic study of that period in his life. As a full-time student within a U.S. research university, he had funded his studies by teaching international teaching assistants and undergraduates learning French and Arabic. In this study, he used inductive analysis to explore his language teacher identity (De Costa & Norton, 2017) and language teacher emotion (Han et al., 2023). Three identities and two emotions emerged: a challenged time manager (1) and an aspiring professional instructor (2), and the related emotions of pride in observing his former students and efficacy in bridging his teaching undergraduates and grad students. Nonetheless, managing these roles sensitized him to (adjunct) coworkers' cynicism. He started to become a cynic (3), bringing emotion labor (Benesch & Prior, 2023). Findings confirmed language teacher emotion as relational and conjoined to language teacher identity. This study urges the field of Applied Linguistics to rectify its past omissions by acknowledging today's "invisible practitioners": adjuncted language instructors.

This article focuses on the methodological experiences that emerged from a study investigating how teachers valued their daily encounters with children in early childhood education. Early childhood teachers often balance the demands of documentation with time spent with children, so have little time to reflect on their practice. Furthermore, participation in research projects tends to be both time-consuming and distracting from the practitioners' perspective, without providing immediate opportunities for professional development. The purpose of this article is to elaborate on the use of a mixed-methods approach that combines a quantitative digital tool (an application) for collecting data with the use of short qualitative interviews in order to explore methodological aspects in educational research. The pros of this mixed-methods approach include flexibility, the instant overview of data, and the reflective potential offered to the participants, as well as the researchers. The teachers had the opportunity to 'set the agenda' when giving their own definitions of valuable encounters and then reflect on their experiences in their own words. This gave them a strong voice. The main risks of this method concern the dependence on technical devices and software. The authors argue that there is potential in the reflective methodology used in this study to bring research and practice closer in comprehensive knowledge creation. This methodology offers a respectful way to gather information from practice and simultaneously provide opportunities to change.

Early childhood pedagogical leadership has been found to enhance program quality by assisting educators to reach deeper understanding of pedagogical practices. In the early years of school where pedagogical tension resides, research on early childhood pedagogical leadership is scarce. Furthermore, there are few models of early childhood pedagogical leadership that describe how early childhood pedagogical leadership might be enacted in practice. This paper presents a relational model of early childhood pedagogical leadership that was developed from the findings of an investigation into early childhood pedagogical leadership enactment in school settings. The practical elements of pedagogical leadership outlined in this model may assist educators to understand how they can lead continuous improvement while empowering their colleagues and building leadership capability of their team.

The goal of the present study was to explore the relations among perceived psychosocial learning environments, instructional modality, motivation, self-regulated learning, and academic achievement in blended computer science education. The participants were 207 undergraduate students enrolled in a blended online and face-to-face design course. We employed exploratory structural equation modeling to analyze the data. Our findings indicated that within the perceived psychosocial learning environments, dimensions such as personal relevance, authentic learning, and active learning significantly predicted various motivational beliefs. Furthermore, active learning and expectancy were strong predictors of effective time management, while instructional modality and emotional cost were closely linked to academic procrastination. Notably, academic procrastination emerged as the sole significant predictor of academic achievement, measured by course grades. These results suggest that traditional curricula emphasizing textbook reading and code memorization may be ineffective in teaching computer science. Additionally, our study highlights a higher tendency for procrastination in online settings. We recommend a curriculum focused on personal relevance, authentic learning, and active learning to better motivate students and enhance their ability to manage their learning effectively. To improve academic achievement in computer science education, it is crucial to address maladaptive self-regulatory processes and motivational beliefs, which primarily arise from active learning and instructional modality. We will conclude with specific recommendations for designing learning environments that better support computer science education.

Task understanding is theorized as a critical aspect of effective learning, but its role in self-regulated learning and overall academic performance has been understudied. Research to date indicates that students with adequate task understanding perform well. However, these studies have not demonstrated what practices are needed for developing task understanding, nor do they explain the mechanism by which task understanding influences academic performance. We propose that the positive impact of task understanding practices in academic performance can be explained through students' experiences of academic challenges. This cross-sectional mediation study investigated whether a collection of academic challenges (i.e., metacognitive, cognitive, motivational, goal and time management, social and emotional, and initiating and sustaining engagement) mediate the relationship between task understanding practices and academic performance. Findings indicate that task understanding practices positively predict semester GPA, and cognitive and metacognitive challenges significantly mediated the relationship between task understanding practices and semester GPA. Our results suggest that task understanding directly contributes to academic performance; and that students who engage in task understanding practices are less likely to experience certain types of challenges and thereby are more likely to perform well academically.

Recent reports show that low-income students make up a significant share of those participating in higher education, and their well-being constitutes a key factor that influences their college success. This mixed-methods study examined first-year, low-income students' time use and its relationship to well-being framed by an equity-oriented lens that recognizes the time constraints low-income students navigate. Our mixed methods findings identified the link between time use and well-being and--critically--empirical explanations for these links. First, leveraging a unique experience sampling survey design and multilevel analyses, we found that attending class, studying or doing homework, and working for pay were consistently and adversely related to low-income students' well-being. Low-income students who were also first-generation in college fared worse than continuing-generation students when engaging in these experiences. On the other hand, socializing was positively related to low-income students' well-being. Second, an exploration of longitudinal data from hundreds of student interviews illuminated two primary factors that shaped the relationship between low-income students' time use and well-being: (a) structuring time and developing a routine, and (b) the power of reflection and meaning-making. These findings provide important novel insights about low-income students' college experiences and the relationship between their time use and well-being, and offer crucial guidance for educators on how to support low-income students' well-being as they navigate college.

Time management is essential for strong strategic business planning and marketing campaigns. Having sufficient time to complete essential planning is important, as is the punctuality of meeting deadlines. Temporal Motivation Theory (TMT) explains the relationship between deciding to perform a task and expected incentives, consequences, and the cost of delay. We analyzed the time (in seconds) that business students submitted weekly quizzes before Saturday night deadlines (1,587 quiz submissions). Self-discipline was measured as a student's self-evaluation of their ability to start tasks promptly. We find that self-discipline, by itself, was associated with lower average quiz scores. However, self-discipline combined with greater punctuality was associated with higher quiz scores. High self-discipline associated with low emotional stability resulted in earlier average quiz submissions, which resulted in higher quiz scores than submitting work closer to deadlines. These results indicate using internal pressure like anxiety to initiate studying and completing schoolwork can lead to better academic performance. Based on TMT, students appear to use deadlines to reverse calculate the amount of time before a consequential deadline. This translates into a form of negative reinforcement (avoidance), as opposed to positive reinforcement for punctuality. Implications for business marketing students and academicians are discussed.

Background: The use of computer-assisted reading comprehension is of critical importance in the context of promoting effective and engaging literacy education in the digital age. It provides students with the opportunity to work at their own pace and convenience, thereby facilitating self-directed learning and accommodating various learning preferences and schedules. Objectives: The objective of the study was to investigate the impact of computer-assisted and direct strategy teaching on reading comprehension, reading comprehension self-efficacy and reading comprehension metacognitive awareness. An experimental application based on the SQ4R strategy was conducted in the direct strategy teaching (DST) and computer-assisted strategy teaching (CAST) programmes. In the DST group, the implementation of the SQ4R strategy was conducted through direct strategy teaching, whereas in the CAST group, the same activities were carried out with the assistance of computer-based resources. The principal objective of the study was to evaluate the efficacy of computer-assisted strategy instruction. Methods: This study employed a combined sequential descriptive design, integrating qualitative and quantitative research models. The study was conducted with 61 fourth-grade students, enrolled in three classrooms of a public school situated in the central district of Kastamonu, Turkey, which is characterised by a moderate socioeconomic level. The quantitative component of the study was designed as a pre-test--post-test control group experimental study. The qualitative component of the study comprised focus group interviews and observation. Two experimental groups and one control group were established in the course of this study. In the quantitative dimension of the combined sequential descriptive model, the Reading Comprehension Test, Metacognitive Reading Comprehension Scale, and Reading Comprehension Self-Efficacy Scale were employed as data collection instruments. In order to collect data in the qualitative dimension, semi-structured interview and observation forms were employed. Furthermore, the researcher's diaries, maintained throughout the research process, were employed as a data source. The quantitative data were analysed using the following techniques: arithmetic mean, frequency, percentage, standard deviation, ANOVA and covariance analysis (ANCOVA). A descriptive analysis was employed for the evaluation of the qualitative data. Results and Conclusions: Upon examination of the post-test scores of the CAST, DST and control group students in the Reading Comprehension Test, it was observed that the CAST group exhibited the highest average. A statistically significant difference was also identified between the CAST group and the control group. Nevertheless, no statistically significant difference was identified between the DST group and the control group. Nevertheless, an examination of the mean scores reveals that the DST group exhibited considerably higher Reading Comprehension Test scores.

Video activity schedules are a combination of video modeling and activity schedules that teach a singular task or a series of tasks to be completed. Instead of a sequence of pictures, videos demonstrate to the learner what is expected to be done. Research has focused heavily on using video activity schedules to teach daily living or vocational skills; however, there is a lack of research on using video activity schedules to teach play skills. In this study, a non-concurrent multiple baseline design across participants was used to evaluate the effect of a video activity schedule to teach four dyads of autistic children how to play cooperative games during a summer day camp. Results indicate that all participants learned how to play the game, including during generalization and maintenance probes. A limitation within the study was a lack of data collected for social communication and social validity. Future research should collect social communication data and/or other measures like indices of happiness (e.g., smiling, laughing, etc.).

Background: Students often harbour negative attitudes towards research methods and statistics courses, and such attitudes may be associated with harmful cognitive and behavioural responses. Research on these effects has been restricted to the investigation of direct links between attitudes towards statistics, statistics anxiety, academic procrastination, and course performance. Aims: This study sought to examine the interconnected impact of attitudes towards statistics, statistics anxiety, and procrastination, on course performance in a cohesive model. It was predicted that attitudes towards statistics would indirectly affect statistical performance via statistics anxiety and procrastination in a sequential manner. Sample: The sample comprised 171 undergraduate psychology students from Australian universities. Methods: An online questionnaire collected information on participant demographics, attitudes towards statistics, statistics anxiety, procrastinatory behaviours, and performance in participants most recently completed statistics course. Data were collected cross-sectionally. All responses were anonymous. Results: A sequential mediation analysis revealed a significant indirect effect of statistics anxiety and procrastination, controlling for age and gender. The results showed that more negative attitudes towards statistics are associated with greater statistics anxiety, which is in turn associated with greater procrastination, and finally with lower statistical performance. Conclusions: It was concluded that students who view their statistics courses as a threatening experience may fail to see value in their statistical education, which is associated with heightened statistics anxiety, increased avoidance of course-related activities, and in turn poorer course performance. Practical implications of the findings are also discussed.

Critical thinking and problem-solving are essential skills in management education. ChatGPT and other AI-assisted writing tools might disrupt conventional tools like essay writing and case-study analysis. The project incorporates bibliotherapy-inspired usage of ChatGPT and critical thinking and problem-solving frameworks to make students identify and solve real-life problems like social media addiction or time-management skills. ChatGPT is used as an assistant, coach, and/or motivator in the project. Students' experiences are shared as blog posts. The impact of the project on developing critical thinking and problem-solving skills is measured by a post-and-then-pre survey questionnaire.

GCSE examinations (taken by students aged 16 years in England) are not intended to be speeded (i.e. to be partly a test of how quickly students can answer questions). However, there has been little research exploring this. The aim of this research was to explore the speededness of past GCSE written examinations, using only the data from scored responses to items from a sample of 340 GCSE components. Speededness was calculated as the average (mean) percentage marks lost from the longest string of unanswered items at the end of each student's examination paper. The potential impact of student ability on examination completion patterns was taken into account. The data suggested that most GCSEs analysed were unlikely to have been speeded. This method of exploring the speededness of exams using only scored responses has potential (although there are limitations), and it can flag potentially problematic components for further investigation.

Teaching English speaking has become a centre of attention among scholars and teaching English to speakers of other languages (TESOL) practitioners for a few decades. However, the issue of teaching English speaking in "Kampung Inggris"/English Village remains under-researched, notably viewed from the tutors' challenges and solutions in the Indonesian English as a foreign language (EFL) milieu. This study addressed this gap. Two English tutors from "Kampung Inggris"/English Village got involved as the participants. The data were collected through semi-structured interviews and analyzed with thematic analysis. The findings reported that there were five challenges encountered by tutors when teaching English speaking, namely tutors' inability of exploring English language teaching materials, tutors' insufficient English vocabulary, tutors' ineffective time management during language teaching practices, demotivated tutees to learn English, and perceived teaching anxiety. In addition, the tutors stipulated four solutions to cope with such challenges, namely building a good rapport between tutor and tutees, tutors' self-motivation to English vocabulary enrichment, selecting appropriate and providing updated English language teaching materials, and motivating English language tutees. Therefore, teaching English speaking should not only rely on immersing students in fluency-based activities but also manage tutees' psychological factors to attain more effective teaching English speaking objectives.

Our research in this qualitative study focused on preservice teachers' perceptions of understanding classroom community and how care ethics play a role in crafting classroom environments. We sampled 20 preservice teachers in order to better understand how they understand care and community prior to entering the classroom. Our findings suggest that participating university students valued a holistic view of their future students; they felt that safety was a major factor, as well as focusing on collaboration. Lastly, an overarching theme we found to be an important factor in each of these major themes was spontaneity as it relates to teachers taking time out of their schedules to meet students' needs.

This study explores Saudi undergraduate students' perceptions of artificial intelligence (AI) tools in academic writing. Despite extensive research on AI in higher education, there is limited focus on academic writing, especially in the Saudi context. A survey of 189 students, proficient in English and enrolled in freshmen academic writing courses, was conducted. The students frequently used ChatGPT, Grammarly, and Google Translate. Exploratory factor analysis identified two factors: "instructional support of AI tools" and "instructional practices of AI tools," explaining 55.302% of the variance. Descriptive analysis revealed strong student agreement on AI tools' benefits, including idea generation, outline preparation, grammar and spell-check improvements, and time-saving. However, concerns about reliability, contextual accuracy, and ethical implications were noted. The study indicates the need for proper training and clear guidelines to make the most of AI in academic writing. The participants, in various responses, indicated how AI helps develop their writing accuracy and come up with new ideas although some participants worry about relying too much on technology. The study recommends that AI tools can be very helpful, but we need to use them thoughtfully to cater to different student experiences and concerns.

Since it was released on November 30, 2022, ChatGPT has offered numerous opportunities for higher education professors to improve their course offerings. However, not all information provided by the application is accurate. The application has been known to yield highly inaccurate information with high confidence. Yet, with that knowledge, ChatGPT can still save education practitioners hours of time and improve their courses, as well as help students with library research. By January, 2023, ChatGPT was the fastest growing consumer software application in history, with over 100 million users. Despite any misgivings, it is here to stay. This paper investigates how ChatGPT can be used help IS faculty more easily and effectively prepare and present their courses and discusses potential opportunities and threats from its use. Ways in which students may use the application for library research and feedback are also discussed. Generative AI in its current and evolving formats are proving helpful for students and faculty alike.

The number of students with disabilities (SWD) enrolling in postsecondary education continues to increase, yet degree completion rates continue to fall behind compared to peers without disabilities. There is an obvious need to investigate interventions to support postsecondary success so SWD can reap the benefits of a college education. Empirical evidence demonstrates that coaching is a promising support. This literature review aims to examine coaching interventions currently used to support SWD in postsecondary education. The authors reviewed relevant literature from 2009 to 2021 and identified 17 studies that met the search criteria. Findings indicate positive outcomes, including improved grade point average (GPA), time management, organization, learning and study skills, self-esteem, behavioral regulation, metacognition, and sense of well-being. The authors also include recommendations for additional research.

This study investigates Taiwanese English as a Foreign Language (EFL) learners' use of strategies in developing job interview skills in English. The participants were 40 EFL learners majoring in English at a private university in Taiwan. The study was part of a four-week job interview training program, during which they prepared for a mock interview test. The students learned about the job interview process, expressions, and related language use, and practiced with their peers inside and outside the class. Throughout the training, they submitted weekly diary entries describing how they developed their job interview skills. Thematic analysis of these entries revealed various learning strategies and their applications. These included cognitive strategies, such as practicing and structuring output; metacognitive strategies, which involved arranging extra time to practice, planning the interview task by doing research on the Internet, and monitoring and evaluating their learning process; and social strategies, where students exchanged feedback collaboratively.

Online learning self-efficacy is associated with significant psychological outcomes among college students. Nevertheless, research investigating self-efficacy among college students during COVID-16 pandemic is limited. The aim of the present study was to investigate the role of self-efficacy beliefs regarding online learning in predicting subjective wellbeing of college students. One hundred sixty-five college students were recruited for the study. Participants completed the Online Learning Self-Efficacy Scale (OLSES), the Subjective Well-Being Scale (SWBS), and a socio-demographic information form, which included items related to COVID-19 anxiety and the perceived impact of COVID-19 on daily life. Regression analyses showed that overall self-efficacy predicted subjective well-being scores. However, only the time management subdimension of self-efficacy significantly predicted subjective well-being. Our findings suggest that high levels of self-efficacy, particularly in time management, are associated with elevated levels of subjective well-being among college students. Interventions targeting self-efficacy in online learning environments may benefit college students with lower levels of subjective well-being during the COVID-19 pandemic.

The objective of this research is to develop a model for life skills training through the strengthening of academic, personal, social, and career competencies for middle school students. We designed this model to equip students with the necessary skills to navigate the complexities of life's challenges. Design-Based Research (DBR) serves as a research methodology, encompassing four stages: identification and analysis of practical problems, solution design, iterative testing cycles and solution refinement, reflection, and producing the final design. Validation testing of the model was conducted with four experts, including one developmental guidance and counseling specialist, one developmental psychologist, one adolescent psychologist, one curriculum and learning specialist, and eight guidance and counseling teachers or practitioners. The results of expert and practitioner validation indicate that the life skills training model is worthy of further experimentation to develop student's life skills. Recommendations for future research emphasize the importance of developing new skills or competencies for the younger generation and educators to address the challenges and dynamics of the digital era. Globalization and societal shifts toward digitally automated services underscore the need for teacher preparation in imparting life skills that not only adhere to conventional norms but also integrate technological skills into student education.

The deficiency in providing quality education is a significant challenge across many developing nations. This study examines the connection between the education system and the level of socioeconomic issues in the context of Nepal. The main argument is that Nepal's gender-related issues, the training gap among its populace concerning pro-environmental behavior, lateness habits, skill deficiency among the young generation, and unstable economic growth are directly or indirectly connected to the country's education system. Nepal's school-level educational programs and teaching methods are less practical for fostering human capital and economic progress than Japanese educational programs. Based on the context of Nepal, human capital theory, and research literature pertaining to educational programs, we propose a comprehensive intervention model composed of several non-academic programs, including physical education, community cleaning, and school textiles, designed to augment Nepal's social and economic development.

The current study measures the extent to which students' self-regulated learning tactics and learning outcomes change as the result of a deliberate, data-driven improvement in the learning design of mastery-based online learning modules. In the original design, students were required to attempt the assessment once before being allowed to access the learning material. The improved design gave students the choice to skip the first attempt and access the learning material directly. Student learning tactics were measured using a multi-level clustering and process mining algorithm, and a quasi-experiment design was implemented to remove or reduce differences in extraneous factors, including content being covered, time of implementation, and naturally occurring fluctuations in student learning tactics. The analysis suggests that most students who chose to skip the first attempt were effectively self-regulating their learning and were thus successful in learning from the instructional materials. Students who would have failed the first attempt were much more likely to skip it than those who would have passed the first attempt. The new design also resulted in a small improvement in learning outcome and median learning time. The study demonstrates the creation of a closed loop between learning design and learning analytics: first, using learning analytics to inform improvements to the learning design, then assessing the effectiveness and impact of the improvements.

Social network sites, most notably Facebook, have fundamentally transformed the way information is transferred, received, and shared by individuals and organisations. This article explores the diverse contexts in which Facebook is utilised as a knowledge-sharing instrument, along with the key challenges encountered in adopting Facebook as a knowledge-sharing instrument. It also indicates the gaps in adopting Facebook as a knowledge-sharing instrument. In a systematic literature review, 400 articles accomplishing the research objectives were identified. The findings revealed that Facebook can be used in different contexts. Greater awareness of Facebook's versatility as a platform for knowledge sharing across various domains is recommended. This article also advises that the challenges related to cost, time investment and technical expertise be addressed, and emphasises the need for education and training.

The use of artificial intelligence (AI) is not a new concept. Still, the press, the worry, and the hype around the potential benefits and limitations of the explosion of these tools in this field is a current topic in teacher education. In this article, the authors summarize the past use of AI, present easily adaptable tools in teacher education, and discuss what is on the horizon in industry and special education teacher education. The authors highlight tools that should be considered in programs today, followed by ways to expand the field of AI in teacher education to support the learning outcomes of struggling students.

Australian academics are being squeezed from all sides, facing ever-intensifying bureaucratic expectations around research output, coupled with increased teaching commitments and mounting administrative duties. These demands are occurring in an environment where most academics are still employed under traditional arrangements whereby, notionally, 40 per cent of their workload is allocated to research, 40 per cent to teaching and the final 20 per cent to service or administration. Such figures are no longer -- and perhaps never were -- a realistic representation of average workloads. This paper discusses how Australian academics in the discipline of English have been working within and around the 40/40/20 model, as well as the impact of the COVID-19 pandemic on their workload. Discussion here is built on interviews with English academics, but the same concerns are applicable across the tertiary sector because employment conditions tend to be standardised at the institutional level rather than at a disciplinary level.

This research study considers third-level student experiences of electronic portfolio (ePortfolio) implementation during their education that occurred during the Covid-19 lockdowns. Adopting a mixed-methods approach, the purpose of this study was to identify the main challenges students face and document their experiences at an Irish higher education institution (HEI). The main challenges identified by students were a lack of time, lack of technical support, a lack of feedback received, and a dislike of information technology (IT). The key findings will provide insight about how ePortfolios can be better supported and implemented.

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.

Academic psychological capital (A-PsyCap) is a core construct integrated by four psychological resources (hope, efficacy, resilience, and optimism). Little is known about A-PsyCap profiles and their relationship with desirable academic outcomes. This study aims to identify A-PsyCap profiles among Chilean undergraduate students and explore the relationship between A-PsyCap and Coping with Academic Stress and Time Management. A sample of 102 Chilean undergraduate students was considered to achieve these research objectives. A cluster analysis identified four A-PsyCap profiles. The Optimal Profile (P1) scores highest on all four psychological resources; the complementary profile (P2) shows average scores on all four psychological resources; the functional profile (P3) has medium efficacy scores and low scores in hope, resilience, and optimism; and the latent profile (P4) has lower scores on all four psychological resources.. The results explain that these A-PsyCap profiles relate differently to Coping with Academic Stress and Time Management. Additionally, constraints and possibilities for further research are explained.

The research aims to disclose academicians' perceptions of "Online Teaching Tools" (OTT) within the UTAUT-2. In the study, a qualitative research method was implemented. The case study pattern has also been used for the study. The study group of the research was determined through maximum variation sampling from purposive sampling methods. Twenty-six academicians working at the faculties of education of two universities in the Western Black Sea Region of Turkey constitute the study group of the study. A semi-structured interview form was employed as a data collection tool. The data were analyzed inductively. MAXQDA 20 program was implemented in data analysis. In terms of performance expectancy, OTT can be integrated into teaching methods and techniques. In terms of effort expectancy, it has also been found that the use of OTT is mostly straightforward, and the fact that it is time-consuming, and challenging does not mean negative and technical problems might occur. Regarding social influence, academicians receive support and advice on using OTT. In terms of facilitating conditions, most academicians perceive themselves as sufficient. In terms of hedonic motivation, academicians are of the opinion that that OTT become enjoyable, primarily if it is used via student participation. It is shown that the difference in the exchange rate within Turkey increases fees as a price value. In further studies, it is possible to refer to the opinions of academicians from various fields based on the relevant theory via the following qualitative and quantitative methods.

Research in higher education has consistently focused on determining factors that influence student success and retention in academic programs. Successful students also positively impact the effectiveness of teaching practices used in a course. Previous work shows that a recurring set of assignments where students reflect on past work and set a SMART goal to make a specific improvement promotes a growth mindset and is an activity students see value in completing. Promoting student improvement should also make an instructor's teaching efforts more effective. To understand how instructors and institutions can provide more support for student development and retention, students at four universities completed reflection and planning assignments that involved goal setting based on the SMART goal framework. Student submissions were analyzed to categorize the topic areas where students saw the need to work. Results highlighted the importance of many topics, including time management, self-care, course content, and study methods. Analysis of the data also revealed that facilitating exercises requiring students to set goals and report on their progress later in the term greatly enhanced student engagement and fostered behaviors geared towards establishing a growth mindset.

Why Mindful Service-learning? While over 30 years of service-learning has yielded many benefits, I have found that students today are more stressed than ever, that meaningful and effective preparation for reciprocal service-learning can be lacking, and that an exclusively Western perspective could be expanded to include Eastern views, thereby better preparing students for a global world. Mindful Service-learning draws on established service-learning practices, the Eastern practice of mindfulness, and Asset-Based Community Development to foster healthful student learning and meaningful university-community collaboration. Specifically, mindful service-learning utilizes Eastern tools--being present, beginner's mind, deep listening, compassion--in addition to more individualistic and analytical practices, to broaden the contemporary approach to service-learning. Focused on an intersectional perspective, it is an innovative way to address privilege, oppression, identity and power dynamics in all environments, but especially in complex urban settings. As I will demonstrate through a review of past practice as well as a study of contemporary student experience, this approach can help students from different backgrounds and various academic disciplines engage in authentic service-learning partnerships as well as learn lifelong wellness skills.