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This research study focuses on the growing concern of academic misconduct in distance education courses. A quasi-experimental study was conducted to measure the impact of introducing webcam recording software as an online supervision tool for high-stakes exams in two separate online courses (Management and Accounting). Results revealed that overall performance decreased following implementation of the software, and persisted after taking potential confounding factors into account. Additionally, the explanatory power of the regression analysis was higher for scores under supervision, which suggests that cheating was occurring before online supervision was introduced. It can be concluded from this study that online supervision is an effective tool to combat academic dishonesty in distance education courses.

Sports and Physical Education (SPE), like any other discipline, contributes to students' education. These students, for a good acquisition of teaching content, should be invited to take notes of the theoretical and technological knowledge conveyed by Physical and Sport Activities (PSA), subject of teaching. This quantitative and qualitative study aims to identify the usefulness of the implementation of theoretical knowledge and note-taking of the information taught in the training of students in Physical Education classes at the secondary school level. To achieve this objective, certain key concepts from "The Anthropological Theory of Didactics" by Chevallard were employed. In accordance with this theoretical framework, a methodological approach was adopted that focuses on administering questionnaires to students in the second cycle. These students meet the criterion of regular attendance at physical education courses in two secondary colleges. This approach includes recording three sessions of physical education courses and conducting interviews with each teacher at the course's conclusion. The results indicated that the students do not have a favorable relationship with the theoretical knowledge transmitted in PE during the practice of the different Physical and Sports Activities (PSA). This is due to the fact that the teacher does not focus the student's attention on what he or she has really learned and what he must retain in order to facilitate the practice of the different Physical and Sports Activities. To summarize, the essential finding derived from this study was that students in PE would greatly benefit from an introduction of theoretical courses combined with written documentation of the pedagogical information provided. The integration of both elements could foster the development of citizens who are proficient both physically and intellectually.

This study aimed to assess the level of empowerment experienced by Saudi women through the vocational skills taught in educated neighbourhood programs during the COVID-19 pandemic. Additionally, the research sought to determine whether there were statistically significant differences in empowerment levels based on marital status and the number of courses under-taken. The research uncovered the challenges faced by women during the pandemic, utilising descriptive statistics to collect data. The sample consisted of Saudi females enrolled in Makkah, Saudi Arabia. The results indicated that Saudi women experienced empowerment through the vocational skills acquired in educated-neighbourhood programs. Furthermore, the findings revealed no statistically significant differences in empowerment levels among women based on marital status. However, there were statistically significant differences in the empowerment levels of the participants based on the number of courses taken. The results illustrated that the various challenges faced by women during the pandemic, included isolation at home, psychological coping, dis-continued economic activities, adherence to safety precautions, and access to healthcare.

Art and design students in higher education often prioritize design skills over written communication. With the opportunity to restructure courses around increased asynchronous flexibility arising from the COVID-19 pandemic, the author of this manuscript (who is also the course instructor) has developed a hybrid-blended course design in the art history survey class for over three years. This design guides students toward developing teamwork skills that are crucial in the professional world. While offering tools for art history assignments, this exploratory research encourages humanities scholars to rethink their role in shaping the 21st-century professional. A model of course redesign, including its successes and limitations, is discussed.

In this study, it was aimed to examine student views on music education in theater departments. Case study model, which is one of the qualitative research methods, was used in the research. The study group within the scope of the research consists of 10 undergraduate-II students of Trabzon University State Conservatory Performing Arts Department. In order to obtain the data, an interview form prepared by the researcher was created with "Google Form". Content analysis method was used to analyze the data. According to the data obtained in the study, it was determined that music courses in theater departments in Turkey are mostly "Singing" courses. It was found that the number of music courses in theater departments during undergraduate education is low. According to the opinions of theater students, it was concluded that music education is very important and necessary in their departments. In line with these results, suggestions were made to increase the duration and number of music courses in theater departments.

Institutions of higher education are increasingly highlighting community engagement activities to make the benefits of higher education more visible. The most transformational community engagement is linked to curriculum, so it is faculty who must incorporate community-engaged pedagogy. This content analysis of faculty narratives about community engagement reveals motivations for faculty to engage in this work. These findings connect to social capital theory and suggest a new direction for faculty development efforts to promote community engagement.

This case study examined the relationships between Instructional Designers (IDs) and faculty at a large state university in the northeastern United States. The case study surveyed and interviewed IDs and faculty members to determine where the gap in perceptions and operationalization of the relationship exists so that IDs can better promote positive relationships with faculty. Quantitative survey items were analyzed for statistical frequency. Qualitative (open-ended) survey items and interview transcripts were analyzed and coded using thematic analysis. The case study discusses what makes that relationship work positively or negatively, focusing on how faculty and IDs work together during the process of creating courses, and how to improve that process. Results of the survey and interview data revealed a disparity between faculty and ID's perceptions of duties for each role when designing a course and identified the need for the ID to set the stage in early meetings to clarify perceptions for effective course design working relationships.

This study examines utterances--either words, phrases, or sentences--that instructors initiate and students later appropriate for their own purposes and interests in different sequential contexts. We name these utterances "shared codes" because they occur repeatedly in classroom interactions and gradually take on meanings unique to class members. Simply put, they serve as codes, or "keys," for unlocking the interactional history (but not necessarily for explaining the original meaning). Such shared codes were employed for making humor and building relationships. Indeed, students' use of the codes seems to exhibit learner agency in selecting and appropriating utterances. We examined classroom interactions of two English as a second language (ESL) courses, taught by two instructors in university-based English-language programs in the U.S. Following Cameron and Deignan (2006), this study analyzes interactional contexts where shared codes emerge by employing complex dynamic systems theory perspectives. From our corpus of ESL writing classrooms, we selected four utterances that emerged as shared codes by tracking instances longitudinally, visualizing "patterns" among which the codes emerged. We also employed multimodal conversation analysis to "illuminate" processes during which students adapted their teachers' utterances, thus contributing to those utterances becoming temporarily stable, or in an "attractor state" (Larsen--Freeman, 2017).

Beginning in the summer of 2019, the College of St. Scholastica endeavored to build a flexible, adaptable EdD program grounded in the guiding principles of CPED. This meant establishing a welcoming and safe program dedicated to cultivating justice-minded change makers. It also meant constructing a curriculum that would accommodate differing student backgrounds, be responsive to fluctuating consumer demands, and function as context-inclusive in an ever-evolving and intersecting space. While this alone was certainly a challenge, we did not anticipate that a global pandemic would present the most significant test of what we had created. To accomplish the aforementioned goals, the program architecture was dependent on the following structural considerations: a broadening of the target participant profile to include students across various social sectors; the use of design thinking as an asset in supporting innovation, creativity and flexibility; the inclusion of credit-bearing "third-place" courses intended to provide open-ended space and place for community building and reflective, intentional action; and an approach to course design that encouraged risk-taking by students with a focus on cultivating mindsets and skills around equity and social justice. None of these attributes on their own provided total protection from seismic societal, cultural or market shifts. Collectively, however, they offered a unique environment for the culturing of a particular type of doctoral experience, unique in its elasticity compared to more traditional, inflexible designs. This essay details the ways in which we attempted to create an inclusive, innovative, flexible structure, as validated (and challenged) by the COVID-19 pandemic.

In this study, the effect of digital story applications on students' achievement, attitude and learning retention in teaching the works of literary figures who produced many literary works during the independence period of Kazakhstan was examined. In the study, pre-test-post-test model with control group from quasiexperimental models was used. In the study, Kabdesh Zhumadilov's "Daraboz", "Prometei alauy", Uzakbai Dospambetov's "Kyzyl zholbarys" and "Abylaidyn aq tuy", which came to the fore in the Kazakh Literature course during the independence period, Mukhtar Magauin's tetralogy "Shingis Khan", Raphael Niyazbek's novel "Kosem" and Tursinkhan Zakenuly's "Atilla" were taught with digital stories (experimental group) and lecture method (control group). After six weeks of experimental applications, the experimental group students who applied digital stories achieved a high level of achievement, learning retention and positive attitudes in the literature subjects of the Independent Period of Kazakhstan. Based on the results of the study, suggestions for the teaching of literature and language courses and new research are put forward.

In a university course on the Zuni Pueblo in New Mexico, students engaged in a scaffolded inquiry project to consider connections between individual major areas of study or intended career paths and the Zuni Pueblo. Students completed project tasks prior to, during, and after the trip, and analyzed information gathered to answer their inquiry questions. Topics of interest were shared with the Zuni Tribal Council and a Zuni community partner for discussion and input. After completion, projects were shared with the class, the Tribal Council, a Zuni community partner, and the university community. This article will (1) explain the organization, pedagogy, and processes of implementation of such a scholarly project in an undergraduate service-learning, study-away, spring break course and trip and (2) share project outcomes, including student discoveries, in brief, to contribute to the sparse extant literature on the Zuni Pueblo, especially in contemporary Zuni and especially as relates to a variety of fields.

This paper analyzes data from Native American students' attainment in a first-semester Spanish language course at an indigenous-serving institution before, during, and after the pandemic. The gap between Native American and non-Native American students increased during the first post-pandemic semester to the point that just one out of 11 Native Americans passed the course in the fall of 2021. After that, the gap between Native American and non-Native American students gradually narrowed until reaching the lowest failing grades of 23% in the spring 2023. In my teaching, Native American students benefit from a classic teaching style involving longer lecture time, monitored note-taking, consistent attendance requirements, in-person communication, and clearly communicated differentiation strategies for grading. This may align with the cycle of learning outlined by Benally (1994): Nitsáhákees (Thinking), Nahat'á (Planning), Iiná (Living) and Sihasin (Assuring).

This mixed methods study investigates student learning outcomes from undergraduate STEM and non-STEM courses, employing farm-situated place-based experiential learning (PBEL) modules at a private liberal arts university in the Midwest. Given that these courses occurred during both COVID-19 and U.S. police brutality protests, this study critically interrogates the influence of this "dual pandemic" on student meaning-making. The study examines how student scores on environmental science literacy, civic-mindedness, sense of place, and scientific reasoning measures changed throughout the PBEL courses. With the exception of scientific reasoning, change in each measure was statistically significant (p<0.001). A stepwise linear regression determined whether any measures predicted civic-mindedness. Environmental science literacy and university place attachment were found to be predictive of civic-mindedness. Focus group data revealed how PBEL modules affected student learning outcomes and how the dual pandemic affected student civic-mindedness and place attachment.

In higher education, academic advising is crucial to students' decision-making. Data-driven models can benefit students in making informed decisions by providing insightful recommendations for completing their degrees. To suggest courses for the upcoming semester, various course recommendation models have been proposed in the literature using different data mining techniques and machine learning algorithms utilizing different data types. One important aspect of the data is that usually, courses taken together in a semester fit well with each other. If there is no correlation between the co-taken courses, students may find it more difficult to handle the workload. Based on this insight, we propose using session-based approaches to recommend a set of well-suited courses for the upcoming semester. We test three session-based course recommendation models, two based on neural networks (CourseBEACON and CourseDREAM) and one on tensor factorization (TF-CoC). Additionally, we propose a post-processing approach to adjust the recommendation scores of any base course recommender to promote related courses. Using metrics capturing different aspects of the recommendation quality, our experimental evaluation shows that session-based methods outperform existing popularity-based, association-based, similarity-based, factorization-based, neural networks-based, and Markov chain-based recommendation approaches. Effective course recommendations can result in improved student advising, which, in turn, can improve student performance, decrease dropout rates, and a more positive overall student experience and satisfaction.

Universities have a wealth of new digital tools and methodologies at their disposal for educational processes. It is difficult to know which of the many options to use, but it makes sense to combine methodologies to increase student satisfaction and, above all, to reduce drop-out rates. The study used a questionnaire survey in a mass course to see how satisfied students are with the technical services of Moodle, the quality of teaching, and its usability. The students' learning habits and what content they use on the Moodle LMS (MLMS) platform of our own institution in Hungary is also examined. The use of MLMS as an educational tool, not only in distance learning but also in full-time education, is significant at our university, and its strengths have been successfully translated into benefits for students. The results confirmed our preliminary assumptions. The analysis suggests that the MLMS was a good choice as course outcomes improved, drop-out rates decreased, and student satisfaction increased.

In 2023, China leads the world in the number of Open Online Courses (OOC, over 64500) and learners (over 1.88 billion). In this article, we provide a brief review of the development of OOCs in China and outline the current situation of Chinese OOC focusing on learning platforms, course size and structure, and micro-credential courses. We also summarize the development and application of OOC in China focusing on national policy guidance, the organizational structure of OOCs, different modes of OOC development, and the establishment of a standardized quality assurance system. We also discuss the OOC credit recognition, blended learning, and multi-school collaborative teaching. Finally, we consider the future development trend of OOCs in China from the perspective of improving digital teaching literacy of instructors and expanding international exchange and cooperation.

The COVID-19 epidemic has impacted higher education institutions across the country by switching traditional teaching practices to online learning. The attitudes of students towards elearning are essential to research in order to determine the extent to which successful implementation of online learning. Thus, this research aims to evaluate the attitudes of Indonesian students towards e-learning throughout the pandemic. The study adopted a quantitative research approach through a survey questionnaire. The attitude of students was evaluated using the attitude scale towards e-learning. The questionnaire comprised 20 items assessing students' attitudes towards remote learning. A questionnaire was distributed to 342 (255 female and 87 male) undergraduate students who took online courses at an Indonesian state university. The statistical analyses including descriptive statistics, t-tests and one-way ANOVA were used in the present study. The results suggested that students' e-learning attitudes tend to be neutral. The ttest and ANOVA indicated that there was no statistically significant gap in students' attitudes with respect to gender, daily internet usage time or level of COVID-19. Meanwhile, age, study year and personal computer ownership exerted a statistically significant impact on e-learning attitudes. Teachers can better prepare for the adoption of online learning during COVID-19 and beyond by using the valuable insights provided by the findings.

Despite the importance of initial teacher training, no primary education courses in South Korean universities provide a compulsory course in gifted education and elective courses are limited. Individual in-depth interviews with seven lecturers of gifted education courses were conducted to elicit their opinions about initial teacher education in gifted education. The lecturer interviewees suggested that there should be more of an emphasis on gifted education in initial teacher education programs. They also emphasized the importance of practical teaching experience with gifted students. The expansion of initial teacher education in gifted education in South Korea has the potential to improve preservice teachers' understanding gifted students, ultimately improving the outcomes of this population.

Collaborative Online International Learning (COIL) is a simulated global exchange experience that utilizes technology to bridge the gap between classrooms worldwide. Past research suggests that COIL may be useful in facilitating intercultural communication effectiveness and cultural humility for adult learners. As such, this quantitative study sought to examine the effects of a COIL experience that connected adult learners in the United States and Brazil on their intercultural effectiveness and cultural humility. Two instruments were used to collect data, including the Cultural Humility Scale and Intercultural Effectiveness Scale before and after the COIL experience. Data analyses revealed statistically significant increases in participants' intercultural effectiveness and cultural humility following the COIL experience. These findings provided insights into the effects of COIL on the intercultural effectiveness and cultural humility of adult learners. They also informed andragogical practices for cultivating attitudes, skills, and behaviors for intercultural interactions among adult learners in educational and other professional settings. However, further research on the outcomes of COIL is beneficial.

This article examines the prevalence of receiving course registration sanctions (i.e., past due balance notification, stop registration hold, and cancel registration order) caused by past due financial balances. The longitudinal data set follows all first-time, first-year students at a public flagship university during their first 2 years of college. We found that course registration sanctions were common at this university, as within the first 2 years of enrollment, 67% of students received a past due balance notification, 35% received a stop registration hold, and 11% received a cancel registration order. Differential patterns in the prevalence of course registration sanctions were evident across student demographic, academic, and financial factors. Specifically, students were significantly more likely to receive a registration sanction if they were: of high financial need, Black or African American, a first-generation college student, and had a lower ACT score. Furthermore, we found that Black and African American students were more likely to receive registration sanctions even after controlling for the size of the past due balance and their financial need. The findings provide evidence of systemic inequities that require institutional intervention.

The purpose of this descriptive study was to examine school string teachers' beliefs about and practices of teaching nontraditional music courses. We surveyed middle and high school string teachers (N = 42) about what nontraditional music courses and ensembles (NMCEs) they currently offer and would like to offer to their students. In addition, we examined the educational rationales that string teachers have for offering NMCEs. Our findings indicated that the most frequently offered NMCEs were guitar class, pit orchestra, and music technology. Participants expressed strongest interest in adding fiddle club, popular music, and mariachi ensemble. The participants explained that NMCEs provide opportunities to teach content that closely may more reflect students' cultures and possibly attract a wider range of students. The participants used NMCEs to cultivate musical skills that are often overlooked in large-group setting, including improvisation, playing by ear, and collaborative arranging and composition.

Experiential learning in biomedical engineering curricula is a critical component to developing graduates who are equipped to contribute to technical design tasks in their careers. This paper presents the development and implementation of an undergraduate and graduate-level soft material robotics design course focused on applications in medical device design. The elective course, offered in a bioengineering department, includes modules on technical topics and hands-on projects relevant to readings, all situated within a human-centered design course. After learning and using first principles governing soft robot design and exploring literature in soft robotics, students propose a new advance in the field in a hands-on design and prototype project. The course described here aims to create a structure to engage students in fabrication and the design approaches taken by practitioners in a specific field, applied here in soft robotics, but applicable to other areas of biomedical engineering. This teaching tips article details the pedagogical tools used to facilitate design and collaboration within the course. Additionally, we aim to highlight ways in which the course creates (1) opportunities to engage undergraduates in design in preparation for capstone courses, (2) outward facing opportunities to connect with practitioners in the field, and (3) the ability to adapt this hands-on experience within a typical lecture structure as well as a hybrid online and in-person offering, thus expanding its utility in bioengineering departments. We reflect on course elements that can inform future design-based course offerings in soft robotics and other design-based multidisciplinary fields in bioengineering.

Should your department offer a course on how to be a scientist and a successful graduate student? We offer this course at George Mason University as a mandatory part of the graduate curriculum, but this is not common practice for graduate biomedical engineering programs. Graduate education in biomedical engineering is evolving rapidly, with an increasing demand for fundamental research skills, interdisciplinary skills, and professional development. We believe that graduate students will be more successful in their research activities if they are explicitly taught these skills at the beginning of their graduate coursework. This paper describes the design of this course in our bioengineering department.

Across courses in the social sciences, instructors confront the challenge of how to teach (theories of) culture, yet no consensus exists as to what helps students best comprehend and digest its full complexity. This article offers a metaphorical and heuristic approach to culture that is accessible, multifaceted, and reflective of a wide range of important sociological theories and concepts. Five metaphors are introduced: culture as a training ground, battleground, playground, campground, and fairgrounds. Practical applications and suggestions for organizing a course around these five metaphorical grounds are discussed and outlined.

Course-based undergraduate research experiences (CUREs) have been proposed as a mechanism to democratize access to the benefits of apprentice-style scientific research to a broader diversity of students, promoting inclusivity and increasing student success and retention. As we evaluate CUREs, it is essential to explore their effectiveness within the environments of regional comprehensive universities and community colleges, because they are important access points for a wide variety of students. It is also important to address the potential influence of volunteer bias, where students can opt to enroll in either the CURE or a traditional lab, on the outcomes of CUREs. We evaluated a CURE at a regional comprehensive university under conditions both with and without volunteer bias. We find that nonvolunteer students report a lower sense of discovery and relevance of the CURE compared with students who volunteered for the course. Importantly, we also find that our replacement of the traditional lab class with a CURE resulted in lower scores on exams in the associated lecture course among students who are both BIPOC and Pell eligible. We call for additional research on the effects of CUREs at nonresearch-intensive institutions and without volunteer bias, to better understand the impact of these classes. When a traditional lab was replaced with a CURE a Regional Comprehensive Institution, students who are both BIPOC and Pell eligible have lower scores on the exams in the associated lecture course. Also, students who did not volunteer for the CURE report a lower sense of discovery and relevance in the course.

The agricultural sector in India has come to prominence as a source of employment and livelihood. It is one of the most significant informal sectors in the country, and one in which informal learning plays a major role. This article analyses the informal learning of farmers in Coimbatore, Tamil Nadu, India. In the course of this research, qualitative interviews with 34 farmers in Coimbatore were conducted and analysed with regard to informal learning. The findings show that informal learning is lifelong and chiefly takes place at home in a family and peer group context. Informal learning is facilitated by training courses specifically adapted to farmers' needs, which can help them improve their situation on their respective farms. However, not every farmer attends these courses, indicating a need to strengthen the programmes, conduct information campaigns to raise awareness, and improve accessibility, especially for farmers and agricultural labourers.

Background: The benefits of friendships among peers with and without intellectual and developmental disabilities are well supported by research. However, little is known about the nature of these inclusive friendships in inclusive college courses. Method: We explored the perspectives of peers on the development of authentic friendships among peers with and without intellectual and developmental disabilities in inclusive college courses in the United States. We used a sequential, explanatory, transformative mixed methods-grounded theory research design. We integrated quantitative (N = 44) and qualitative (N = 8) findings using blended analysis to inform a preliminary grounded theory of inclusive and reciprocal friendships. Results: Quantitative findings suggest two relationships and one predictor of peers' perceived social engagement. Qualitative findings resulted in five themes that promote friendships. Conclusions: We propose that the context for developing inclusive friendships could be fostered using the preparation and actions stages of the grounded theory model.

Network marketing's growth is plagued by ethical concerns, emphasizing the importance of implementing training programs that prioritize integrity. This study aims to analyze how different forms of network marketing training play a role in shaping the marketing ethics of trainees with different identities. It examines how network marketing training shapes ethical proneness of the trainees. Differences in trainee identity (college students vs. incumbent marketers) and training form (college course vs. online training) are also explored. Structural equation model (SEM) is established amongst adaptability, class cooperation, motivation, self-efficacy, and ethical proneness. Through textual analysis, questionnaires, and sim-structural interview, this research conducts three studies to empirically analyze the relationship between factors of marketing training and ethical proneness. It explores the influencing mechanisms of network marketing training on marketing ethics. The relationship between network marketing training and ethical propensity is partially confirmed. The shaping mechanism of marketing ethics is different under different trainee identities and training forms. Positive learning motivation and self-efficacy do not constantly improve trainees' marketing ethics. Informal online training plays a more significant role in shaping market ethics than college courses in network marketing. Lastly, college students are less likely to have their marketing ethics shaped by training than in-job marketers.

Generative artificial intelligence has become the focus of the intelligent education field, especially in the generation of personalized learning resources. Current learning resource generation methods recommend customized courses based on learning styles and interests, improving learning efficiency. However, these methods cannot generate personalized tutorials according to learners' preferences, nor can they adjust tutorial content as moods or levels of knowledge change. Therefore, this study develops an intelligent tutorial-generating system (Self-GT) for self-aid learning, integrating cognitive computing and generative learning to capture learners' dynamic preferences. The critical components of Self-GT are the tutorial-generating model based on cyclic deep reinforcement learning (RL) and the multimodal knowledge graph containing complex relationships. Specifically, the proposed RL model dynamically explores learners' preferences from the temporal dimension, enabling RL agents to express learning behavior characteristics accurately and generate personalized tutorials. Then, relying on the internal self-developed education base and external Internet sources, a multimodal knowledge graph with multiple self-defined relationships is designed to enhance the precision of tutorial generation. Finally, the experimental results indicate that the Self-GT performs well in generating tutorials and has been successfully applied in the generating tutorial for "Hospital Network Architecture Planning and Design."

This article reports on the third phase of a project studying the integration of information behavior theories and concepts into professional education for reference and information service (RIS). It also provides a synthesis of the results of all studies in the project, including a syllabus study, an interview study, and the survey. Results of the project show that Kuhlthau's information search process model, along with several other key theories, models, and concepts, is perceived by instructors of introductory RIS courses in North America as important for RIS practice. Instructors feel that students are generally receptive to conceptual content in the course, although most teach a more practice-focused course or a course with a balance of conceptual and practical content. Still, 10-31% of introductory RIS courses do not include any information behavior content, suggesting that the relevance of theory to practice remains an ongoing debate.

This article describes the evolution of a required Master of Library and Information Science (MLIS) research methods course moving to a focus on evidence-based library and information practice (EBLIP). It describes how a research methods course was revised, beginning with results from a "typical" course review and morphing into work that is now informing a broader program review. Implications of this work include a reconsideration of how best to provide a quality education while allowing for grace for faculty and students.

This qualitative study examines how academic librarians understand, conceptualize, and describe their teacher identity. The role of the academic librarian has greatly changed due to the advent of information technology. Traditionally, they were generalists, who were responsible for selecting and maintaining library collections. Academic librarian roles have evolved into web developers, information literacy (IL) instructors, emerging technology innovators, marketing and outreach coordinators, open education resources (OER) advocates, and scholarly communication experts. This research investigates the academic librarian as teacher phenomenon, how they describe their professional identity as teachers, the skills, knowledge, and competencies they teach, and their beliefs of how they are perceived by faculty. The author conducted interviews with six participants via Zoom. Using in vivo and descriptive coding, the author analyzed the interview data and three broad themes emerged: philosophy, identity, and perception. This study contributes to the literature of the importance of IL as a key facet of academic librarians' professional identity, their instructional role on campus, the increase in their teaching responsibilities, and how they describe their professional identity as teachers. Further, this research contributes to academic librarians' teaching practices and may inform LIS program administrators to update their curriculum and offer more courses on instruction, pedagogy, and learning theories. The study also illustrates a disconnect between academic librarians' lack of instructional preparedness and an increased demand for teaching among academic librarians.

With the ever-expanding role of technology in schools, many teachers have participated in one-time, stand-alone workshops to learn how to use a new program, app, or other tool. While that may provide a helpful introduction to the basics and highlight inspirational examples of what the tool can do, it doesn't often translate into teachers applying the technology in valuable ways to improve student learning. That's why Denver (Colorado) Public Schools' educational technology team decided to shift from largescale workshops to more intensive coursework and coaching about technology integration. As a result of this shift, the authors are seeing measurable improvements in teachers' instructional practices and classroom environments.

This research analyzed the predictive effect of personality types on online unethical behaviors and the relationship between these two variables. Online unethical behaviors are discussed in terms of gender, educational level, and ethics course experience. The study group of the research conducted in the correlational survey model consisted of 269 female and 261 male university students studying at the associate and undergraduate levels. The research data were collected using the Five Factor Personality Scale and the Online Unethical Behavior Scale. Correlation, independent samples t-test, and stepwise regression analysis were used in the data analysis. As a result, agreeableness and conscientiousness personality types were found to predict online unethical behaviors. Further, the correlation analysis results indicated that all personality types except neuroticism had a negative and significant relationship with online unethical behaviors. Additionally, the t-test results suggest a significant relationship between gender and online unethical behaviors. Overall, the study concluded that there was no significant relationship in terms of ethics course experience and educational level. The findings were discussed within the literature framework, and suggestions are given.

In order for the fairy tale to maintain its effect on individuals, it must be transmitted to future generations in different ways. One of these transmitters is the storytellers. With the use of fairy tales in activities for basic language skills, fairy tales have become an important part of Turkish language teaching. Thus, Turkish teachers directly or indirectly assume the role of storytellers. For this reason, the opinions of Turkish teachers or prospective Turkish teachers about storytelling are important. In this study, it is aimed to reveal the opinions of prospective Turkish teachers about story and tale telling course. Phenomenological (phenomenological) design, one of the qualitative research designs, was used in the study and hermeneutic (interpretive) model, one of the types of phenomenological design, was used. The research was carried out on 26 3rd grade students continuing their education in the Department of Turkish Language Teaching at Bayburt University Faculty of Education in the autumn term of the 2022-2023 academic year. A semi-structured interview form consisting of 7 questions was used to determine their views on the "Story and Tale Telling" course. Content analysis technique was used to analyse the collected data. According to the opinions of prospective Turkish teachers, story and tale telling course is very important for prospective teachers.

Universities across Canada and elsewhere have a longstanding focus on improving students' writing skills, including for the purpose of fostering better learning. In this paper, we present findings from two sources of data--a discursive analysis and student survey--exploring the impact of writing instruction and support in the context of a required social science research methods course. The course is situated in an institutional context whereby specific courses are targeted for writing support through the provision of additional funds. The results indicate that the structure of the course-- featuring components like tutorials and scaffolded assignment design--facilitates gains in student writing. The discursive analysis shows improvements across the three assignments submitted throughout the term and a positive impact of tutorial attendance. The survey indicates that students have an overall positive impression of the supports designed specifically with the learning of writing and research skills in mind.

Context: Participation in Continuing Professional Development (CPD) supports the development of vocational teacher competencies. However, it is often not clear what learning methods vocational teachers use in their CPD. This study therefore investigated the CPD practices of vocational teachers in Kenya, with a specific focus on the formal and informal learning methods used. Approach: The study used a questionnaire survey to collect data from TVET teachers randomly drawn from six Technical and Vocational Colleges in Kenya's Nairobi Metropolitan Area. Descriptive and inferential analysis of the data was used to determine how frequently different learning methods are used and to identify associations between CPD practices and teacher characteristics. Findings: TVET teachers in Kenya were found to use different learning methods depending on the availability of the learning methods and the learning goals teachers have. Formal academic learning and discussions with colleagues are frequently used while collaborative learning methods and practice-based learning activities are less frequently used. Rarely used are written reflections about practice and its outcomes. Despite viewing Lecturer Industrial Attachment (LIA) as important and therefore wishing to attend LIA, more than a third of the participants indicated that they had never attended LIA. The use of professional literature is restricted to text books with limited use of primary and secondary literature. CPD activities such as mentoring, supervising other teachers, and school visits were found to form a unique category of CPD activities that is more frequently used by teachers with administrative responsibilities. Conclusion: The limited use of active learning methods that involve critical evaluation of practices and their outcomes risks limiting the ability of vocational teachers in Kenya to transform and adopt better practices. It is recommended that vocational teachers in Kenya are encouraged to adopt a broad conception of teacher CPD that embraces collaborative, reflective, and practice-based learning.

Higher education institutions are becoming increasingly embedded in their surrounding communities in order to learn from and respond to their often complex problems. Potential mutually beneficial--or reciprocal-- collaborations between students, faculty members, and communities are being set up, but few researchers have explored how community actors are involved in collaborative decision-making processes. To fill this gap, this narrative review explores the current literature on community involvement processes in course-based higher education activities. Our research yielded a framework of definitions, guiding principles, and strategies to achieve more successful community involvement in this context. Seven guiding principles and related strategies are presented: alignment, shared ownership, balancing power relations, joint learning and knowledge creation, representation, immersion, and relationship building. The narrative review gave insights into the way community involvement is currently approached in course-based higher education activities and established a basis for understanding and shaping higher education--community collaboration.

The aim of this study was to investigate the effects of project-based learning on the learning achievement and satisfaction of undergraduate learners in General Psychology. The study included 30 undergraduate students enrolled in a general psychology class. The research utilized a project-based learning management plan, a learning achievement test, and a satisfaction questionnaire as the instruments. The results of the study revealed significant positive impacts of project-based learning on both the learning achievement and satisfaction of students in the context of general psychology. These findings highlight the effectiveness of project-based learning in enhancing students' learning outcomes and overall satisfaction in the field of general psychology. The study contributes to the existing body of literature supporting the benefits of project-based learning as an instructional method for undergraduate education.

The aim of this Scholarship of Teaching and Learning (SoTL) study was to examine instructional methods that promote students' generic workplace-relevant competence in university education. We investigated courses that differed from each other in their ways to engage students in practicing collaborative knowledge work and career skills. Students from three agricultural sciences courses answered a questionnaire to self-assess their learning of collaborative knowledge-work practices and studying in the courses. The students assessed that the course based on real project work supported the learning of collaborative knowledge practices better than the courses that did so through simulated practices or group work for content learning. Students appreciated tasks where they did something for further use, like producing a CV or solutions for a customer. The results indicate that authenticity of course activities and outputs are important characteristics of assignments aiming at enhancing workplace-relevant competencies and learning of knowledge-work practices.

Are students who prefer online education different from those who prefer on-ground education, and how? This is an important question because educational institutions need to better understand student segmentations. This research examined 251 survey responses from students enrolled in Computer Information Systems courses at three universities over five years (2016-2021) and reviewed student attitudes, perceived skills, and their sociological characteristics. Through two-step cluster analysis unsupervised machine learning, two distinct clusters of students emerged, namely Onliners and On-grounders. The top nine out of the eleven group characteristics for Onliners are: select more online courses, regard online instruction as effective, work better without supervision, rely less on classroom interactions in learning, value convenience, can prioritize, are better organized, better prepared, and older. By understanding these group characteristics, educational institutions can make better decisions in policy making, resources allocation, and student recruitment/retention.