Search

During the COVID-19 pandemic, educators reported that the most affected group in distance education was special needs students. Educators also provided critical reports stating that special needs students miss or fail to understand activities in online education. The reason for this issue can be the lack of access to resources, the inability to benefit from resources, or the difficulty in following practices. This research was designed to investigate the effect of online implementation on students with special needs in science classrooms. For this purpose, a four-week online education was conducted by selecting a special needs 7th-grade student with mild intellectual disability. Before and after the implementation, an achievement test and an attitude scale were utilized to examine the academic success of the student and her attitudes towards science courses. As a result of the online intervention, it was observed that there was an enhancement in the student's attitude and academic success. Providing remote one-on-one support can offer contributions to the development of special needs students.

The transformative impact of advancements in educational technology, particularly those powered by artificial intelligence (AI), on the landscape of education and the teaching profession has been substantial. This study explores the repercussions of AI-powered technologies on teachers' autonomous behavior, digital burnout, and professional development. The study involved a cohort of 320 high school teachers in China segregated into control and experimental groups. The experimental group received instructions on AI-integrated applications and how they might be used in education. However, the teachers assigned to the control group did not receive information on the use of AI educational applications. Three distinct questionnaires probing autonomous behaviors, digital burnout, and online professional development were administered, and the ensuing data were analyzed using independent sample t-tests. The findings elucidate a discernible positive impact of AI-integrated technology intervention on teachers' professional development and autonomous behaviors. The incorporation of AI-enhanced tools facilitated an augmentation in teachers' professional growth and bolstered their independent and self-directed instructional practices. Notably, using AI-integrated technology significantly reduced teachers' susceptibility to digital burnout, signifying a potential alleviation of stressors associated with technology- mediated teaching. This research provides valuable insights into the multifaceted effects of AI-powered technologies on educators, shedding light on enhancing professional competencies and mitigating digital burnout. The implications extend beyond the confines of this study, resonating with the broader discourse on leveraging technology to augment the teaching profession and optimize the learning environment.

One of the skills needed in the 21st century is critical thinking skills that need to be developed for secondary school students. Currently, upper-secondary students' critical thinking skills are still low. To overcome the problem, websitebased E-module learning media was developed using a STEM approach with a Problem-Based Contextual Learning model with virtual experiments using PhET. The aim of developing this website-based E-Module media is to improve students' thinking skills on thermochemistry learning materials. The development model is 4-D. Data collection in this study was gained from three schools representing schools in the high, medium, and low categories in Surakarta, Indonesia. In this research,216 students were involved as the subjects at the development module implementation stage. The results of expert validation of the material, language, and media modules are suitable for use with a score of 90.03% categorized as very good. In the feasibility test, the score was 87.98% categorized as very good. The score for critical thinking skills was 79.18% in the critical category. N-Gain score was 0.70 categorized as high criteria. The result of the independent sample t-test sig 0.023, Critical thinking skills were conducted using E-Module. The results are higher than conventional media and effective in improving students' critical thinking skills.

The COVID-19 pandemic forced a rapid shift from traditional teaching to online settings. This study explores the technological tools employed by university EFL-speaking teachers during this transition, investigating their continued relevance post-pandemic. With a focus on the experiences of seven university EFL-speaking teachers, this study probes the challenges they encountered, their attitudes toward the challenges, and the technological tools they favored to sustain effective instruction. The participants, chosen using purposive sampling and engaged in online interviews, provided rich insights that were thematically analyzed using the Technology Acceptance Model (TAM). The findings revealed that the teachers' perceptions of Perceived Ease of Use (PEoU), Perceived Usefulness (PU), and the challenges they encountered were pivotal in shaping their attitudes towards the employed technological tools. Several challenges emerged, including students' limited participation, assessing and providing feedback, accessing resources, and the teachers' technology familiarity. Among these complexities, Google Meet and e-learning platforms became preferred tools. The teachers' rationale for these choices encompassed bridging the gaps created by the virtual environment, fostering meaningful tasks, and promoting communication efficiency. Their strategic alignment reflected the teachers' intent to address the challenges encountered during online teaching, and to continue these practices in the post-pandemic.

This study explores the significance of the online teaching ability of higher education teachers, and how teachers perceived their level of competence in teaching online in north-east (NE) India. The Faculty Readiness to Teach Online (FRTO) instrument developed by Martin et al. (2019) was adapted to conduct a study from 130 teachers in higher education institutions across NE India. The ability to teach online was categorised into four categories, i.e., course design, course communication, time management, and technical competence. Structural Equation Modelling (SEM) was carried out to do direct and indirect path analysis of the proposed conceptual model. Multiple regression analysis was used in analysing the demographic profiles of the teachers and their perceptions of the importance of online teaching competencies. The findings indicate that the perceived readiness to teach online was not significantly influenced by course design, course communication, time management and technical competencies. Furthermore, regression analysis showed that both age and gender negatively impacted perceptions towards readiness to teach online, with older and female teachers having lower perception scores.

Without the ability to analyze their own learning (metacognition), students can find it difficult to manage their educational journey. The good news is, future learning environments on online platforms offer innovative ways to develop these skills, even for those who are digital natives. This study aims to ascertain the effectiveness of online learning by using a website hyperlink-based teaching and learning scenario, especially using the Microsoft Teams platform towards students' metacognition during online learning. Both metacognition knowledge and awareness (regulation), representing the metacognition, were checked. Coordination systems in learning biology were the chosen topics to be taught in quasiexperimental research using a pretest-posttest nonequivalent control group design. Two classes were selected purposely based on the normality and homogeneity test to have the controlled and experimental classes. We examined the metacognitive knowledge and awareness using tests and questionnaires. We checked the effectiveness of the web hyperlink-based media on students' metacognition knowledge and awareness using MANOVA Regression analysis and N-Gain scores. Our developed web hyperlinkbased media has significantly enhanced students' cognitive knowledge and awareness.

The purpose of the study was to examine education doctoral student perspectives on their experience of enrolling in a fully online EdD program during a global pandemic and achieving career advancement during their enrollment through the lens of transformative learning theory. A qualitative study of 12 participants was conducted to examine in what ways the pandemic influenced their decision to enroll in an online doctorate program, in ways their thinking progressed throughout the program, and the factors affecting their decision to take on a career advancement while enrolled in the program. The findings indicate that there were elements of transformative learning that occurred for many of the participants. Faculty teaching in doctorate programs are encouraged to explore how they might foster transformative learning experiences for their students.

Immunization is a highly cost-effective investment in health, proven to be an effective tool in controlling and eliminating dangerous infectious diseases. Health science students require evidence-based knowledge to tackle challenges in healthcare, particularly in the field of vaccination. The aim of the current study is to asses students' knowledge on vaccinations and further explore their feedback after attending Educating Vaccination Competence web-based course (EDUVAC web-based course). Students from five Higher Educational Institutes voluntarily participated in the EDUVAC web-based course. The course provided various study materials, including PowerPoint presentations, videos, quizzes, texts, and references to reputable websites. It also offered small assignments and self-tests for self-evaluation. An online questionnaire was available to students before and after they completed the EDUVAC web-based course. The mean knowledge score on vaccines increased significantly after the EDUVAC web-based course (p<0.001). The majority of the students (95%) felt that the web-based course has benefitted them for their future career and 96.4% would encourage other students to attend the EDUVAC web-based course. Overall, our findings suggest that EDUVAC is a valuable resource for those seeking to enhance their understanding of vaccination.

Currently, due to the radical transformations taking place in all spheres of education, the issue of improving the quality of education and the problems of training and educating specialists who meet all the needs of modern society is acute. The purpose of our research is to establish a theoretical substantiation of the use of new information technologies in the independent work of students and to conduct an experimental test of its effectiveness. We studied and analyzed the research experience of organizing independent work for students using the new information technologies through a pedagogical experiment, observations, a survey, testing, and statistical processing of the data we obtained during the study. The pedagogical experiment was carried out in three stages: a defining experiment, an organizational experiment, and a formative experiment. In total, 306 first-year students of K.I. Skryabin Kyrgyz National Agrarian University, Jusup Balasagyn Kyrgyz National University, and S. Naamatov Naryn State University participated in the study. During the implementation of each of the research stages, we identified the main components, i.e., the organizational, methodological, and controlling conditions, and the methods of developing and implementing web technologies, as well as technologies for developing educational and electronic tools for students' independent work in the conditions of using new information technologies.

The digital pivot of 2020-21, which moved teacher education online, created a catalyst for teacher educators to develop their digital literacies. This paper reports on a Collaborative Inquiry which sought to examine the factors which influenced teacher educators' digital skills during this time. Additionally, this paper aims to address the need for research on digital technology in teacher education, as previous studies have reported that some student-teachers feel ill prepared to engage with digital technology in their practice. In seeking to examine the factors which influence the development of teacher educators' engagement with digital technology, this research adds to knowledge and understanding in this area, informing professional learning provision for teacher educators with digital technologies. The Technology Pedagogy and Content Knowledge (TPACK) model was used to examine the ways in which teacher educators were influenced in their practice and what impact this had on their experience. Analysis highlighted how the positioning of teacher educators within the framework influenced their experience of teaching online. The lived experiences of teacher educators when using technology for teaching online moved beyond their understanding of content, pedagogy, and technology, and highlighted the importance of context. Relationships, wellbeing, and emotional factors influenced engagement with digital technology as it mediated social practices. The findings add to knowledge and understanding of teacher educators' engagement with digital technology and have implications for professional development.

Pre-service science teachers need to be aware of eco-literacy and biotechnology as they will teach science subjects to students from the perspectives of 21st-century skills. This study aimed to develop a web-based module on biotechnology and examine preservice science teachers' eco-literacy skills after using the developed module. The study used a research and development design adopting Molenda's product development model (Analysis, Design, Development, Implementation, and Evaluation/ADDIE). There were 60 students majoring in science education as the research participants. The data were collected using a needs analysis questionnaire, a curriculum analysis form, a validation sheet, tests, and a response questionnaire. The obtained quantitative data were analyzed using IBM SPSS 25 with descriptive statistical tests with Swanson's quantifications. Results showed that the web-based module on biotechnology could be developed through ADDIE stages with experts' high validity results (M = 4.59, valid with revision). The module significantly improved the teachers' eco-literacy skills on biotechnology topics (F = 14.053, p = 0.000, N = 60). This result implies that the web-based module on biotechnology can assist preservice science teachers in improving their eco-literacy skills.

This study aimed to develop and evaluate a web-based TPACK scaffolding for online learning to enhance the TPACK skills of preservice chemistry teachers. The preliminary study identified the lack of a clear perception of TPACK among preservice chemistry teachers. Therefore, we developed a web-based TPACK scaffolding tool consisting of five menus: Home, Instructions, Teaching Materials, TPACK Activity, and Evaluation. The tool provides scaffolding for preservice chemistry teachers to integrate TPACK into chemistry learning, such as a TPACK integrated syllabus, a TPACK integrated lesson plan, and a TPACK integration matrix in chemistry learning. We evaluated the readability and comprehensibility of the web-based TPACK scaffolding using the thinking aloud protocol (TAP) method. In addition, the participants provided suggestions for improving the website, such as adding an instruction button, grouping learning activities according to the sequence of scaffolding strategy steps, and grouping integrated TPACK lesson plans in chemistry learning according to grade levels in high school. The web-based TPACK scaffolding can support and guide preservice chemistry teachers in enhancing their TPACK skills. The tool can educate them about subject-specific pedagogy with TPACK integration and provide examples of TPACK activities that could be utilized in teaching and learning chemistry. The study's findings can enhance preservice teachers' TPACK skills and promote effective integration of technology in chemistry education.

The cyber security education market has grownup exponentially, with a CAGR of 13.9 % as reported by Data Intelo. The report published by the World Economic Forum 2023 indicates a shortfall of 2.27 million cyber security experts in 2021 across different roles and hence manifest that Skill-based cyber security education is the need of the hour. Cybersecurity as a field has evolved as a multi-discipline, multi-stakeholder and multi-role discipline. Therefore, the need to address formal education with an outcome-based philosophy is imperative to address for a wider audience with varied past training in their formal education. With the Internet becoming an essential part of human life, providing security of data passed over the Internet is becoming increasingly crucial. Therefore, the role in the organization which is quite demanding is to have expertise in handling and configuring network security, a subdomain of cyber security as a priority area. The rapid increase in the network attack landscape is constantly demanding monitoring of network attacks as well as a need to promote collaborative R&D and education in the sphere of cyber security due to a shortage of skilled resources. Platform-based education is a potential direction to achieve the objective and address the skill gap required in cyber security. The present research proposes a comprehensive web-based platform that can be used to communicate, collaborate and practice various use cases in the domain of network intrusion detection tools using machine learning algorithms and to evaluate user experience. The proposed platform CySecLearn is a collection of various functionalities and features that ensure experiential learning, will help the learner to develop critical thinking and expertise in network security and promote digital literacy in the domain of cyber security.

In low-resource settings, non-profit organisations play an essential role in providing services and support for families with young children with autism. However, resource constraints limit access to quality training in evidence-based interventions. Web-based training may help fill this gap. This study examined the feasibility, acceptability and appropriateness of the web-based Autism Navigator® JumpStart to Coaching in Everyday Activities course for 26 non-profit organisation providers (10 specialists and 16 non-specialists) in South Africa. Quantitative and qualitative methods were used including a post-training survey. Sixteen providers (62%) completed the course over an average period of 5.58 months, with many completing the course during lockdown restrictions, suggesting time as a barrier to course completion. No provider characteristics were related to attrition, nor to the time taken to complete the course. Better English proficiency, higher education levels and more positive attitudes to implementing an evidence-based intervention were associated with the number of attempts needed to pass some learner assessments, and to perceptions of course feasibility, acceptability, and appropriateness. Adaptations in the training delivery (using a group format and local group conference calls) and inclusion of South African video clips were identified as potential facilitators to acceptability and appropriateness.

Rheumatic diseases are known to be associated with the development of metabolic syndrome, which increases mortality rates due to cardiovascular complications. Although a variety of self-management programs for rheumatic diseases have been developed, few have concentrated on metabolic syndrome. This study aimed to develop and verify a blended (a mixture of telephone and online interventions) metabolic syndrome self-management program. The program was developed in four stages: analysis to identify program contents, website design, website development, and validity testing. A quasi-experimental nonequivalent control group, pretest-posttest design was adopted to verify the program effectiveness in 54 patients with rheumatic disease. The program was initially implemented via telephone for 4 weeks and then self-administered via a web-based platform for 20 weeks. Indices of metabolic syndrome and self-management and quality of life scores were measured as outcome variables. Data were collected three times: before intervention, after 4 weeks of telephone interventions, and after 20 weeks of online self-interventions. The devised program had a significant overall effect on metabolic syndrome indices, metabolic syndrome-related self-management behaviors, and quality of life. Detailed analysis showed the program effectively reduced body mass index, waist circumference, systolic blood pressure, and blood glucose levels and improved metabolic syndrome self-management behaviors. Based on our findings, it can be expected that the use of this program may retard or prevent the progression of metabolic syndrome by improving some metabolic syndrome indices and metabolic syndrome-related self-management behaviors, which are key components of care in rheumatic disease patients with metabolic syndrome. This web-based program appears to be beneficial in public health care settings because it is cost-effective, readily available, and may provide long-term support.

Drawing upon Pekrun's (2006) control-value theory of achievement emotions, the present study explores the relations between online teaching factors (i.e., teachers' information and communications technology (ICT) competence and provision of structure) and students' control-value appraisals and achievement emotions (i.e., enjoyment, boredom, and anxiety) in an online foreign language learning context. Data were collected through semi-structured interviews with 12 international students and 6 teachers who were involved in a Chinese foreign language course delivered online during the coronavirus pandemic. Results from the thematic analysis showed that both students' and teachers' positive evaluations of teachers' ICT competence and provision of structure were associated with students' increased control beliefs and intrinsic value, but not necessarily with utility value. According to the participants, the two increased appraisals related to students' greater enjoyment and reduced feelings of boredom and anxiety during the online language learning process. Findings are discussed in light of the role of online teaching factors in shaping students' appraisals and emotional experiences in online environments, particularly during the coronavirus pandemic.

Web-based inquiry learning provides opportunities for students to take responsibility to regulate their learning. However, due to a lack of science inquiry-specific self-regulated learning (SRL) frameworks, there is insufficient understanding of SRL processes in inquiry-based science learning. This study aims to explore students' SRL patterns by using a comprehensive framework that combines SRL with the science inquiry process. Additionally, log-file data collected in the online science inquiry learning session were used to analyze students' SRL patterns. The results of the latent class analysis revealed four types of SRL learners: disengaged learners, proficient SRL learners, aimless reflective learners, and less reflective learners. Furthermore, we found significant differences in science achievement tests among different SRL learners. Specifically, proficient SRL learners and less reflective learners scored significantly higher than the other two types of learners. A difference was also found between proficient SRL learners and disengaged learners in terms of their self-determined motivation. Understanding the heterogeneity of SRL processes among students revealed from distinct SRL patterns informs how to provide targeted intervention and support for students who encounter difficulties in inquiry-based science learning.

The aim of this study was to explore the needs for the identification of design elements of a web-based learning system that would help students develop their science process skills (SPS) to be used in science lessons. A descriptive survey method was adopted as the methodology of the study. Survey data was collected from a sample of 36 teachers and 196 middle school students (grades 5 to 8). The results of the study indicated that students had difficulty in learning science subjects. They thought that they could learn the subjects in the science course better with technological and educational support, and various teaching activities. Teachers stated that the web-based education system should meet the following requirements be simple and understandable, be relevant to real/everyday life, be an interactive system, which is rich in content and images, and include various multimedia elements such as simulations, animations, and 3D materials. On the other hand, many students stated that a web-based learning system that will help them learn the subjects in the science course should have course videos (educational videos), test/solved/sample questions, practice exams, accurate and reliable information. In addition, the students stated that this web-based learning system should be simple and understandable, have easy and rich content, be interactive and have a good technical infrastructure. Both teachers and students thought that "observing", and "experimenting" skills would be improved the most in technology-enhanced learning environments. In addition, teachers stated that the benefits of developing students' science process skills in real life would be "gaining a scientific perspective on events", "awareness of the problem(s) around them", "science literacy", "enabling the student to access the information himself/herself", "expanding perspectives on events", and "able to solve the problems they encounter more easily".

Higher education instructors tried to find best teaching ways during the pandemic. Instructors who were faced with emergency situations used various technologies to deliver their courses. In this study, an online survey was used to ask instructors about their experiences regarding their development of technological pedagogical content knowledge (TPACK) during emergency remote teaching (ERT); 231 responses were received from instructors from faculties of education. The survey was a five-point Likert-type scale include the dimensions of pedagogical knowledge, pedagogical knowledge, technological knowledge, technological content knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. Instructors rated their own non-technological knowledge (pedagogical knowledge, content knowledge, and pedagogical content knowledge) relatively higher than their knowledge including technology (technological knowledge, technological pedagogical knowledge, and technological content knowledge). The findings indicate that instructors had a consistently high level of perceived knowledge in all TPACK dimensions. Regarding developments in instructors' TPACK, several suggestions were made, including novel technologies and pedagogies specialized for ERT.

This study explores the integration of technology platforms in online modular learning and proposes an enhanced learning continuity framework using online teaching as an alternative delivery modality. The study captures participants' experiences related to online modular education through surveys by employing a qualitative approach. The findings demonstrate that integrating technological platforms enhances learning continuity. Online teaching offers flexible and accessible learning experiences, fostering effective teaching and learning. The study emphasizes the significance of comprehensive technical infrastructure, blended learning approaches, pedagogical and learner support services, continuous assessment, and a healthy learning environment in crafting the framework. The framework emphasizes robust technological infrastructure, training programs, blended learning approaches, pedagogical support, diverse assessment strategies, and a healthy learning environment by addressing challenges like the digital divide, technical difficulties, and lack of face-to-face interaction, flexibility, adaptability, and continuous evaluation are emphasized to address specific institutional and learner needs. Implementing the framework requires collaboration among educational institutions, policymakers, and communities to create inclusive online learning environments. Efforts should be made to ensure equitable access to reliable internet connections, support disadvantaged learners, and foster creativity through interactive activities. Monitoring and evaluation play a vital role in tracking progress and making informed decisions for improvement. This study provides a foundation for institutions to develop an enhanced learning continuity framework using online teaching. By optimizing the benefits of online modular learning while addressing challenges, the framework promotes effective teaching and learning in the online education landscape.

The globalization of information and communication technologies has caused a worldwide education system to arise. The advances experienced in several informatics systems, including but not limited with the progress of computers and internet, have also established new practices in educational area. One of such practices is the distance education. The distance education is the planed learning process as performed by making use of various communication methods linked to the electronic systems, and capable of overcoming the time and space limitations. The eminent advantages of distance education, such as being free from the time and space limitations or reduction of educational costs, ensures equality of opportunity in education; however, the practice has been deemed to cause also the inequality of opportunity in certain areas of education. Accordingly, the object of this study has been designated as to establish the factors of equality and inequality of opportunity provided and caused by the distance education with regard to the learner. It is hereby targeted to observe the problems faced by the students practicing the distance education and to express the solution recommendations in relation. The study has been conducted as a case study which is a qualitative research method. The research group consists of the faculty members and students. The group has been chosen under criterion sampling process whereas the criterion has been identified as the past distance lecturing for the faculty members and past distance learning for the students. A total of 47 research participants have been interviewed as 21 faculty members and 26 students. A semi-structured interview form has been used as data gathering tool. The content analysis has been carried on the obtained data. The findings include the direct quotations from the participants, as well as the conceptual analysis results, in support for the formation of the study themes. The findings have clarified even better the problems existing in the education system with regard to the equality of opportunity provided by the distance education to the learner.

A youth mental health crisis has been exacerbated significantly by the COVID-19 pandemic. Teachers are often front-line support for students in need. Yet teachers themselves are struggling, making it difficult to help their students. Cognitive behavioral interventions (CBIs) have been shown to reduce mental health symptoms in school settings. Learning and implementing a psychological intervention, however, places undue burden on teachers who are already struggling. This project aimed to develop and assess the acceptability and feasibility of a brief, web-based training for educators on cognitive behavioral tools that can be implemented in classrooms without additional psychological or practical burden. Attendees (n = 193) attended one of two 1-h trainings on applying cognitive behavioural therapy (CBT) in classrooms. Attendees completed pre- and posttraining surveys on their knowledge and comfort using CBT. Following the course, attendees reported increases in knowledge and comfort using CBT skills, with large effect sizes. Attendees reported being highly satisfied with the course and likely to recommend the course to colleagues. Limitations of this work include a relatively small, homogenous sample and a low rate of completing both pre- and posttraining measures. Suggestions for future research include measuring change in practice as a result of the training. Implications of our findings are discussed.

Providing online instruction has become a normal part in primary and secondary education. The teachers' work engagement and intention are critical to the sustenance of high-quality online teaching. Therefore, this mixed-methods study proposed and validated a theoretical model from the perspective of the Job Demands-Resources Model to shed light on what drives teachers' online teaching work engagement and its consequent effect on continuance intention. The partial least squares structural equation was applied to 1066 primary and secondary school teachers' valid self-reported questionnaires to examine the proposed model. We found that it is the perceived usefulness of technology, rather than the ease of use, that affects teachers' online teaching engagement and intention; institutional support has the most influence on sustaining teachers' online teaching; urban teachers focus more on the perceived usefulness of technology, while rural teachers are concerned with their online teaching readiness. The follow-up qualitative research further yielded three major themes, including the availability of technical equipment and guidance constitutes teachers' online teaching basic needs, teachers emphasize the institutional support from parent, and teachers are not troubled by the use of technology but focus on its functions. These themes provided rich details and in-depth knowledge regarding the key aspects that influence teachers' online teaching work engagement and continuance intention in quantitative study. This study extends our understanding of the theory of work engagement in the context of online education and provides practical guidance for online teaching instruction in primary and secondary education.

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

"Work-based learning experiences" is a broad term applying to an array of in-school or after-school learning opportunities, from career awareness, exploration, development, and application. Through WBLEs, students will learn about work, gain employability skills, and connect their school experiences to real work settings. WBLEs can also be considered as part of a larger process of career development for all students. WBLEs often take place within a workplace; however, this is not required. WBLEs may take place in the community, at school, virtually, or using a combination of settings. Participation in WBLEs by students with disabilities is a predictor of adult employment in competitive, integrated employment opportunities. As remote education continues to expand, the need for alternate forms of WBLEs for students with disabilities increases. Remote and virtual WBLEs have the potential to provide more equitable access to the world of work for all students by mitigating geographic, transportation, and economic barriers.

With the rapid growth of web applications, web application security (WAS) has become an important cybersecurity issue. For effective WAS protection, it is necessary to cultivate and train personnel, especially beginners, to develop correct concepts and practical hands-on abilities through cybersecurity education. At present, many methods offer vulnerable web environments to support practical hands-on training, including large-scale "Capture the Flag" mode (e.g., Cyber Range), pre-configured virtual machine images (e.g., Mutillidae), pre-built stand-alone applications (e.g., WebGoat), and web-based system (e.g., Damn Vulnerable Web Application). However, beginners need not only hands-on training tools and systems but also assistance to support effective learning. Moreover, pre-built training content and exercises are usually not easy to modify and thus lack the flexibility to meet specific teaching needs. Therefore, this study proposed and developed the Web-based Hands-On Learning Environment (WebHOLE) to efficiently assist beginners in learning WAS. To improve the flexibility of the training content, a web-based authoring tool was developed in WebHOLE to create customized hands-on learning exercises. Accordingly, learners can learn and practice the WAS training content online with learning assistance provided by the hands-on learning system. The hands-on abilities of the learners can be efficiently assessed by the hands-on testing system using online exams with progressive hints and automatic grading. Furthermore, to improve the effectiveness of teaching and testing, a portfolio analysis scheme using a data mining technique was developed to identify learning barriers and problematic test items. WebHOLE was applied to an actual beginner-level WAS course for undergraduate students. The experimental results showed the benefits of WebHOLE on WAS learning, with a significant improvement in learning outcomes. Students expressed high satisfaction with WebHOLE's learning assistance, rating it with average satisfaction scores above 4.0 out of 5.0. The portfolio analysis scheme also showed the effectiveness of WebHOLE in identifying learning problems and refining test items.

Technology adoption patterns, in general, have been shown to have a common set of predictive factors such as performance expectancy, social influence, voluntariness, effort expectancy, and facilitating conditions. However, the significance of such factors varies dramatically by situation and conditions. In the faculty adoption of online teaching modalities, three conditions were investigated in a university case study with 180 faculty respondents. Using the unified theory of acceptance and use of technology model, participants were asked to respond to questions about these factors prior to the pandemic, their perceptions about "continuing" pre-pandemic use in the future, and their perceptions about "increasing" pre-pandemic adoption of online teaching in the future. Critical to prior expectations were performance expectancy and level of effort. Continued use relied on all five factors, but only the negative aspects of social influence were significant. Factors affecting increased adoption (assuming voluntariness) were performance expectancy and facilitating conditions. Findings suggest that increased exposure to online teaching may not be as crucial as the quality of faculty experiences during the pandemic. The rationale for these factor shifts is provided, the effects of institutional support are discussed, the threats and limitations to generalizability are reviewed, and the ramifications for institutions trying to enhance faculty adoption are summarized.

In this qualitative case study, we investigated how active learning strategies discussed and practiced in the face-to-face classroom context were transferred to an online modality by four faculty fellows of Indiana University's Mosaic Faculty Fellows Program. This program is intended to support faculty members' perception of how classroom space influences approaches to active learning. In 2020, all faculty members had to transition their courses online, and the semistructured interview findings of this study showed that faculty members used three online space types to support the continued use of active learning approaches when transitioning to online: (1) core space to replicate existing practices (e.g., video conference and text), (2) shared space to supplement existing practices, and (3) augmented space to transform existing practices (e.g., activities that merge the physical world and online space). We concluded that preparing faculty members to effectively use active learning approaches in in-person classrooms can also guide active learning approaches in online teaching environments. The study also discussed the need for professional development programs that address support for active learning in different modalities by considering augmented space and its impact on student engagement.

This study aims to establish a framework for student evaluation of online teaching and learning (SEOTL) through an analysis of SEOTL instruments implemented by universities and colleges. From a list of 131 R1 and 135 R2 institutions, we searched, reviewed, and identified 27 instruments for student evaluation of online teaching. A five-dimensional evaluation framework with 24 categories of elements was developed through an analysis of these instruments. There were 278 evaluation elements among the 27 instruments. We found that most instruments focus more on the Course and Instructor dimensions, with Instructor Facilitation and Learning Goals and Objectives elements occurring most frequently. However, Organization and Technology dimensions with Advising Availability and Adequacy, Registration Procedures, Support Services, and Online Help Desk elements were least included. This study has implications for administrators, instructors, instructional designers, and students.

Recent global events pushed in-person learning to online formats. As K-12 teachers struggled with shifting from in-person to online teaching while adapting and adjusting instruction, and higher education prepared to do the same, two faculty members in a TESOL teacher preparation program joined forces to question assumptions about online teaching, reflect on praxis, and revisit pedagogy and practices through a critical autoethnographic study. Building from adult constructivist learning theory and collegial inquiry, the researchers utilized the pandemic as a stage for innovation and an opportunity to study their own ability, as teacher educators, to adapt and develop in changing circumstances. Researcher journals, course evaluations, student projects, and recorded classes and discussions were analyzed to question assumptions about online pedagogy, perceptions of professors and students, and what innovation could accompany the return to face-to-face learning or hybrid models. This article presents their findings and offers a discussion about the importance of faculty re-envisioning pedagogical practices that move beyond traditional lectures in favor of a more learning-centered classroom which prioritizes problem solving and applying new knowledge in a variety of contexts. Furthermore, the researchers note the importance of collegial inquiry to innovating higher education.

Limited research informs the implementation of web-based and mobile learning (mLearning) protocols for the assessment of public building accessibility in occupational therapy graduate students. This study tested the feasibility of a self-paced protocol designed to teach students how to evaluate community environment accessibility. Students across five sites completed an online learning module and community building evaluations. Students were randomized into lecture or lab educational groups and then crossed over to receive the second experience. Outcomes were student satisfaction, self-perceived learning, and knowledge on a researcher-developed measure. Data were analyzed using descriptive statistics. Two hundred and twelve students completed the study. The students were satisfied with their education and their community accessibility knowledge significantly increased from approximately 60% to 85%. Site and order of the learning components did not impact student ability to achieve competence. This multi-site approach is feasible and effective in instructing students in this highly protocolized and specialized area of practice.

A close examination of student successes and failures in online teaching can inform and improve future pedagogy. This reflective case study involves a close examination of how an online MSW course was conducted prompted by a significant drop in student qualitative and quantitative feedback in the end of term Student Evaluations of Teaching in Fall 2020. The main difference between that semester and previous semesters appeared to be the cessation of periodic synchronous meetings hosted by the instructor. In Spring 2021 the synchronous meetings were reincorporated into the course and both the qualitative and quantitative feedback in the end of term Student Evaluations of Teaching improved, suggesting a better student learning experience. Thus, the role of the students seeing real-time instructor interactions may strengthen students' sense of community, motivation to learn, and willingness to consider feedback. This has implications for the online student-instructor relationship and the instructor's social presence in the virtual classroom.

Early childhood education is the first step of education in which children have their initial experiences with school and learning. Thus, early childhood education (ECE) teachers are expected to be qualified in pedagogy and teaching to have permanent and effective learning among children. With the changing world, technology and the web are becoming an inevitable necessity for children in early childhood, especially during the pandemic in which the web has become the only way to continue teaching via distance education. Therefore, web pedagogical content knowledge of teachers and other professionals related to ECE who will directly or indirectly affect previous experiences with children gains importance to provide meaningful experiences. As a result, the current study aims to explore ECE teachers, pre-service teachers, and academicians' web pedagogical knowledge. To reach this aim, the researchers use case study, one of the qualitative research designs. An interview protocol was applied to participants, and their web pedagogical content knowledge was explored via semi-structured questions. Data analysis was made by NVivo software and two researchers. After the data analysis, it was found that participants generally are not familiar with the WPCK. Still, they use the web in their classroom such as to find new activities in their classroom. Also, most participants argue that the pandemic contributes them to develop their experiences while distance education. As a result, the findings were discussed with the related literature.

This article is about the multidisciplinary Community of Practice (CoP) initiative that was implemented in the summer of 2020- summer of the pivot- at a Canadian post-secondary institution to prepare faculty, staff, and students for remote teaching and learning while navigating pandemic conditions created by COVID-19. The CoP as a case study using Critical Theory as a theoretical framework examines the experiences of a collective group of faculty and staff from different disciplines leading a multidisciplinary university-wide initiative and the implications of the approach for promoting effective pedagogies for teaching and learning remotely. Findings based on feedback from workshop attendees, reflections from the CoP facilitators, and comments forwarded to senior administrators about the impact and the effectiveness of the program indicate positive results. It is recommended that although the CoP initiative was originally conceived as a response to the summer of the pivot, it should become an integral approach to promoting dialogue and innovative strategies to advance equitable practices in higher education by cultivating community networks. The findings serve to continue constructive dialogues and discussions about how universities can transition, pivot, and mobilize innovatively and creatively to prioritize equitable teaching and learning conditions that challenge the status quo. This requires a long-term commitment by higher education institutions to break away from historically normalized practices and invest in innovative ways to identify and meet the needs of various stakeholders.

Inclusive education in Australia has resulted in a concerted push for the differentiation of pedagogical teaching approaches by educators across Kindergarten to Year 12 (K-12) learning environments. Such approaches have been shown to meet a diverse range of learner needs found in today's classrooms. While progress is evident at the primary and secondary levels of education, implementing effective inclusive practices in higher education appears stagnant. Utilising the principles of Universal Design for Learning (UDL) in a fully online pre-service teacher training unit, multiple means of representation of the learning content and multiple means of engagement were explicitly incorporated into the online unit design. This approach aimed to proactively support the engagement of all students in an online teaching and learning environment. This study provides preliminary evidence that the application of UDL principles resulted in higher levels of student engagement and lower rates of student attrition.

Following a brief historical review of the second language teaching profession's relationship with first- and second-year textbooks, this article examines the treatment of language practice activities as found in beginning post-secondary French eBooks, as well as their accompanying electronic workbooks and online learning platform practice. Using Aski's 2003 typology, five post-secondary eBooks and accompanying electronic practice are reviewed in order to examine their use of mechanical drills, meaningful drills, communicative drills, and communicative practice. Two structures were targeted for review across all formats. Electronic workbook and learning platform practice was found to be both more mechanical in nature and more drill-focused than what has been recommended in the literature. Electronic workbook and online learning platform practice was also found to be more mechanical than the corresponding eBook activities.

The aim of this study was to develop a measurement tool that can be used to determine the online teaching competency levels of teachers and instructors. During the validation, the draft scale was applied to online teachers and instructors actively involved in distance education. After the implementation processes, the sample was divided into two groups randomly (n1 = 158; n2 = 144). The first sample was used for Exploratory Factor Analysis (EFA), and the second sample for Confirmatory Factor Analysis (CFA). The EFA highlighted 17 items and 3 factors found in the final scale. Factors were found as Technology, Pedagogy, Ethical and Institution dimensions. The reliability analysis for the whole scale was 0.90, the Cronbach alpha reliability coefficient of sub-dimensions were found to be 0.87, 0.88, 0.78, respectively. In addition, the composite reliability (CR) value of the whole scale was calculated as 0.953 and the CR values for the sub-factors were calculated as 0.877, 0.871 and 0.832, respectively. As a result of the CFA, it was concluded that the scale could be used to measure online teaching competencies of teachers and instructors.

In an initial English teacher education program at a Chilean institution, early and professional practicums were re-invented during the COVID-19 pandemic to ensure the continuity of this process. This study analyzed the context and conditions under which these practicums unfolded and how the process influenced participants' pedagogical and professional knowledge development. Forty-two preservice English language teachers undergoing early and professional practicums online throughout 2020-2021 answered an online questionnaire which was analyzed through descriptive statistics and content analysis. Findings revealed preservice teachers' problems, strengths, weaknesses, and challenges while interacting with pupils, cooperating teachers, and supervisors, as well as the development of some pedagogical and professional knowledge. The findings may serve to make adaptations to increasingly challenging teaching contexts.

Technology-driven interactions are becoming commonplace, particularly as online classes, telecommuting, and virtual meetings across distances and time zones have all increased in popularity. Platforms such as Google Meet, Skype, Webex, and Zoom use synchronous audio-visual communication supported by text-based chat, emoticon responses, and other supplementary functions. Given this uptick in the use of video conferencing with dynamic integrated features, it is important to understand how attention and cognitive resources may be taxed in these environments, and what that may ultimately do to participants' ability to comprehend the target content. In the current study, we investigated the impact of topically-relevant student-initiated text chat frequency on comprehension during an online lecture. The findings revealed that chat involvement alone does not affect learning itself. Chat activity was found to not be a distraction but in fact, a facilitator of increased confidence in learning in an online lecture environment when controlling for other outside distractions. Overall, the findings suggest that relevant chat content is not distracting and can be helpful in reinforcing concepts through supportive examples in adjacent modalities.

This article provides a bibliometric overview of publications on eLearning trends in STE(A)M teaching and learning to give readers a better understanding of the current state of research in the field. The main objective of this study is to provide bibliometric data on publications on online teaching and learning trends for science, technology, engineering, and mathematics education (STEM) teaching and learning purposes printed in journals included in the Scopus database in the years 2011-2023. For the bibliometric analysis, STEM learning, STEM teaching, online education, bibliometric review keywords were used, and 136 documents from the Scopus database were chosen. The collected data of the publications scanned and published in the parameters of the study were subjected to a bibliometric analysis based on seven categories: number of articles and citations per year, most influential countries, most prolific author, most prominent affiliations, funding institutions, publication source, and subject areas. Network diagrams and bibliometric analyses were created using the Scopus database analysis. Most of the articles were published between 2016 and 2022. The United States of America, the United Kingdom, and China were among the top-three most productive countries, and the United States of America produced the most publications. The number of citations to publications indexed in the Scopus database is growing steadily and reached its peak in 2022 (178 citations). The most prolific author on this subject is Minichiello, A., with four publications. In addition, Stanford University and Utah State University have maximum publishing partners. By funding 16 publications for online STEM teaching and learning, the National Science Foundation has shown leadership. The topic areas of the publications' distribution were looked at. The articles' respective fields of study were social sciences and computer science. This study offers a vision for future research as well as a worldwide view of online learning for STEM teaching and learning.

The study on the effectiveness of teaching and learning mathematics online focused on teachers' perspectives on the experiences they face in real-life situations in the Nepalese context. This study examines the effectiveness of online mathematics teaching and learning in higher education during the COVID-19 pandemic. It is based on a qualitative exploratory case study design. The results of the study are based on the holistic views of eight persistently selected university mathematics teachers. It examines the effectiveness of teaching mathematics online covering four areas; teacher preparation and technological competence, the issue concerning students, access to resources, and the nature of mathematics. Teachers' technical competence and preparation for online lessons were rated as satisfactory. Similarly, student-related issues were found to be uncooperative and dependent on teacher guidance during online learning. Likewise, students were found to benefit according to their access to resources. Urban students have an advantage in online learning over remote students. Similarly, the results suggest that online math classes were perceived as difficult due to the nature of mathematics. Thus, the study concludes that higher-level online mathematics education has several determinants that make online mathematics education effective compared to face-to-face classroom instruction.

Purpose: This study traces the development of China's online education policy over the past 20 years. Design/Approach/Methods: Employing a textual research method, this study examines online education policymakers, policy content and influence, and related policies and regulations. Findings: This study identifies the starting point of China's online education policy and divides its development into four stages: namely, the pilot exploration stage (1999-2002), the standard development stage (2002-2012), the transformation stage (2012-2017), and the governance improvement stage (2017-present). Policy development reflects three characteristics: the need to meet the requirements of the times, shifting from a single management to multiple governance approach, and developing from one object for some people to one object for everyone. Current policy focuses on regulating institutions, content, and products, as well as guiding social capital to participate in online education. Originality/Value: This study systematically analyzes the development of China's online education policies, discerns policy characteristics, and identifies current policy priorities. In doing so, this study enhances our understanding of the current status and potential needs of online education in China so as to promote its development from the perspective of education policy and governance.

Language educators were unprepared for emergency remote language teaching (ERLT) due to lack of training in online pedagogy and negative perceptions of online instruction, and the rural community of language educators have been challenged in unique ways. Using the intersections of content (language teaching), space (rurality), and context (pandemic) as the theoretical framework, this comparative survey study aimed to investigate rural Mississippi language teachers' beliefs and practices to ERLT in comparison to their counterparts nationwide. Two independent samples, one consisting of 94 Mississippi language teachers and the other consisting of 255 national K-12 language teachers, responded to our electronic survey about their ERLT perceptions and practices. Independent-samples t tests were conducted to examine participants' responses, and the results indicated that rural Mississippi educators in general adapted significantly better than educators nationwide. Specifically, with the same four dimensions of ERLT practices as revealed by confirmatory factor analysis, Mississippi teachers reported having courses more in line with best practices in online course design with higher levels of interaction within their classes, and higher learner outcomes, while making fewer adjustments in their teaching due to the pandemic. Practical implications are discussed, and recommendations for future research are provided.

Background/purpose: ChatGPT, a recent form of AI-based language model, have garnered interest among people from diverse backgrounds with its immersive capabilities. Using ChatGPT to support or generate scientific research has also created an ongoing debate over its advantages versus risks. The present study aimed to conduct an AI-enabled research process using ChatGPT so as to evaluate its potential to generate an accurate, clear, concise, and unbiased information as these are essential elements of rigorous scientific work. Materials/methods: To achieve this aim, we worked on emergency remote teaching (ERT), which garnered significant interest due to its wide-spread use during the COVID-19 pandemic, and created opposing views, particularly in comparison to online teaching. We conducted a simultaneous query on ChatGPT-3.5 and 4 on five basic themes: (1) the definition and emergence of ERT, (2) the appropriateness of ERT for different grade levels, (3) a comparison between ERT and online teaching, (4) the possible outcomes of ERT, (5) the future prospects and uses of ERT, and we performed a comparative evaluation of these responses with regard to accuracy, clarity, conciseness, and potential bias. We also used Cohen's kappa to assess inter-rater agreement in our analysis. Results: The results indicated that both versions were capable of generating accurate information without significant bias although the responses lacked depth and insight with being somewhat repetitive. As the level of judgment required by the query increased, the performance of ChatGPT-4 was much better; it provided clearer and more concise responses with a more synthesized and detailed categories of information on ERT. Conclusion: Based on our results, we state that the cooperation of human and artificial intelligence is still warranted to ensure an accurate and reliable output from AI-based scientific queries. If ChatGPT is a plane with innovative technologies, there still needs to be a pilot in the cockpit to make use of these technologies in the best way so as to fly the plane safely to its destination.

Objective: The purpose of this research was to understand the significant changes and challenges regarding teaching experiences during the coronavirus (COVID-19) crisis in three universities, one each in Africa, Asia, and Europe. The study provides information on how teachers adapted to online teaching under COVID-19 conditions. Methods: We employed a descriptive phenomenology approach and used an online survey with open-ended questions to collect the data. Braun and Clarke's six steps of thematic analysis based on the traditions of descriptive phenomenology were employed to analyze the data. Results: The teachers' adaptive mechanisms to the COVID-19 crisis could be described through the following steps: identifying the teaching challenges, developing awareness of personal learning challenges, initiating the process of learning by doing, and recognizing the lessons learned. Conclusions: A global teacher's network could be established to encourage professionals from different fields of education to build conventional wisdom in the awareness of the need to constantly try out new strategies with cutting-edge technologies. Implication for Practice: The results provide evidence of ways that future reactions by higher education to global crises can be anticipated. Further, the research provides an understanding of teachers' adaptation strategies during the COVID-19 crisis. Complementary studies show that institutions should be prepared in terms of both material and human resources for emergency remote teaching (ERT), and students should also be prepared mentally and materially for such unprecedented online teaching delivery and learning. Findings of the present study point to the benefit of faculty using communities of practice as an environment for learning and adapting to emergency situations.

This study aims to build a bibliometric mapping of research on web-based language instruction. By identifying the elements of author, publication, keyword, journal, country, and citation, the bibliometric mapping approach was utilized to examine trends in web-based language instruction research from an international viewpoint. The Turkish Online Journal of Distance Education has published most of the research on the topic. According to the findings, Xie H. and Zou, D. are the most pertinent writers. The most significant university is Anadolu University. The USA leads the world in terms of total publications, co-authored publications, national publications, and cited articles. Frequently used keywords include "language," "students," "education," and "technology." The authors' cluster analysis revealed that the papers are mainly divided into 5 classes. The names of the web-based teaching methods are assigned to each group. It is anticipated that this study will significantly advance future research in web-based language instruction.

This study depicts the narrative of Noelle, a 22-year-old student teacher from a state university in a large Southeastern U.S. community amidst the COVID-19 pandemic. During Noelle's student teaching experience in the Fall 2020 semester, educators and students were returning to formal teaching and learning in a variety of face-to-face, virtual, and hybrid configurations. Classroom teachers turned to digital technologies to overcome the barriers presented by virtual student attendance and social distancing. At the same time, student teachers like Noelle were entering classrooms to develop their burgeoning teaching skills. Noelle's narrative was constructed and analyzed with respect for the inner dialoguing in which she engaged as she developed her digital pedagogy and digitally-mediated teaching approaches. Findings from Noelle's narrative of digital pedagogy are presented thematically and conclusions and implications for teacher education programs and future research are disseminated.