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Despite the increased adoption of online learning in higher education, there was limited knowledge about how the combination of online English synchronous learning with gamified applications and active learning impacted student self-regulation. This study used a sequential explanatory research design to investigate this integration in an English for Academic Communication course at a southern Thai university over a 12-week period. Data, including a Self-Regulated Learning (SRL) strategy survey, reflective essays, and course grades, were analyzed using descriptive statistics for quantitative data and thematic analysis for qualitative data. The findings showed that students heavily utilized SRL strategies, especially in Time Management and Environment Structuring, but there were differences in Goal Setting between the quantitative and qualitative results. Although there were strong positive correlations among SRL constructs, none of them were statistically significant in relation to course grades. Students expressed their desire for feedback, interactive learning, and a balanced workload in their ideal online English learning experience. This study provided insights into the integration of online English synchronous learning with gamification and active learning in higher education.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

This study investigates the relationship between academic procrastination, self-control, time management, and academic self-efficacy among vocational college students. Grounded in self-control theory, the study utilized convenience sampling to conduct an online survey of 994 students from vocational colleges in Henan Province, China. Descriptive analysis, correlation analysis, and hierarchical regression analysis were performed on the data using SPSS. The data revealed that self-control has a negative and significant impact on academic procrastination; time management plays a partial mediating role between self-control and academic procrastination; academic self-efficacy can play a partial mediating role between self-control and academic procrastination; time management and academic self-efficacy play a chain mediating role between self-control and academic procrastination.

The objective of this study was to explore occupational therapy (OT) students' occupational balance and to examine how OT students' experiences in a graduate program promoted or inhibited occupational balance. Grounded theory methodology was used to develop a theory of the occupational balance of entry-level OT students. Twenty-six students were recruited using convenience and maximum variation sampling. Data analysis through constant comparison of transcripts, field notes, and memos consisted of open, axial, process, and selective coding. A storyline narrative with diagrams displayed relationships among concepts and supporting evidence for inductively derived theoretical propositional statements. Students in OT programs progressed through three phases of occupational balance during graduate school. The presented Theory of Occupational Balance indicated students developed a meaning of occupational balance based on past experiences and personal values. Occupational balance is influenced by different contexts and situations. This study revealed several strategies OT students implemented, including adapting methods to effectively and efficiently learn, using support systems, participating in multiple occupational roles, making time for self-care, and knowing when to seek professional assistance. This article presented a new Theory of Occupational Balance for OT Students. Results can inform administrators and faculty about the implications of curriculum design for the occupational balance of OT students. Understanding student occupational balance and circumstances that can cause disruptions may help prevent disruptions from creating unmanageable stress. Understanding strategies students can implement to return to occupational balance may help faculty suggest options for students who cannot self-manage an occupational balance disruption.

This reflective essay offers several practical suggestions for scholars and professionals who are looking for ways to sustain abundant personal and professional lives in a discipline that encourages workaholic tendencies and requires many to engage in hybrid working arrangements. We discuss the tensions experienced by many communication teacher-scholars in academe and how various types of boundaries can aid in the maintenance of rest and work.

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.

In this article I explore how certain pedagogic practices construct students' ability as visible. The concept of ability is viewed as constructed, put into place by specific educational practices, rather than a fixed trait of the students. Conducted in two primary classrooms, this study employs observational methods complemented by audio-video recording. Through the analysis of the recordings and transcripts, I identify and thematize several pedagogical practices, used to organize learning activities. The analysis is framed by Basil Bernstein's concepts of visible pedagogy and framing, complemented by Rosenholtz and Simpson's (1984) view of ability as a socially constructed phenomenon. The findings are organized around two main themes that align with Bernstein's concepts of visible pedagogy: (1) Practices that make visible the means for ability development, and (2) Practices that make visible the rhythm of ability. The study aims to contribute to our understanding of how ability, a central concept in education, can be viewed as socially constructed by pedagogical practices, understood as an alternative to the developmentalist view that sees the same concept as fix, normally dispersed and linearly developed.

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

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

English academic writing is fundamental at tertiary level as it is the main medium of communication in the academe. Over the years, ESL lecturers have not only struggled to search for the most suitable teaching approach(es) to teach academic writing but have encountered several other problems in their teaching, such as class size, students' English proficiency levels, heavy workload, and others. Given these circumstances, a review of the literature has indicated there are scant studies that explore the problems faced by ESL lecturers where comparisons are made between public and private universities. Grounded in multiple case studies, four ESL lecturers from two public and two private Malaysian universities were purposively selected for the study. Data were collected from semi-structured in-depth interviews, lesson observations, and document analysis. A total of 12 interview transcripts were transcribed verbatim by the researchers, and data were analysed thematically using thematic analysis and cross-case analysis, where emerging themes were used to present the findings. Findings reveal that ESL lecturers at higher education institutions encountered problems, such as constraints in time, marking issues, students' lack of interests and motivations, lecturers' lack of interest in writing, lecturers' lack of content and pedagogical content knowledge, and lack of institutional support. Hence, professional support should be given to ESL lecturers to overcome their teaching problems, and future research should explore the strategies employed by ESL lecturers to alleviate their teaching problems.

In Vietnam's 2018 Literacy Education Curriculum Guideline, creative writing is a new requirement, emphasized for its goals of developing primary students' language competencies, critical thinking, and problem-solving. This new requirement offers teachers an opportunity to help students enhance their writing competencies and presents a challenge, as it requires them to have specific competencies, professional development, and specific guidelines. When it comes to the current situation of creative writing instruction in primary schools, it has many limitations and requires improvement. While instructional materials significantly influence teachers' instruction by establishing suitable educational objectives, methodologies, and contents, the coverage of contents on creative writing instruction in some reference materials is very limited, leading to confusion among teachers and ineffective practices in actual classrooms. Therefore, an in-depth analysis of some key reference documents is crucial to come up with suggestions to improve the quality of creative writing instruction in primary schools, which is the focus of this study. The findings revealed some problems with possible suggestions for the four following issues: (1) approaches for creative writing for primary students, (2) approaches for assessing students' creative writing competencies, (3) time allocation for creative writing instruction, and (4) contents on creative writing instruction in Vietnamese Textbooks.

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

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

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

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

The purpose of this study is to analyze the post-pandemic school adaptation process, the existence and/or effectiveness of adaptation programs, the obstacles encountered during this process, and thoughts and solutions for dealing with the difficulties. Two different surveys were delivered to schools via Google form, with 3,625 students and 1,822 teachers filling them out. According to the findings of the study, 86 percent of students were excited to return to school. Despite this, high academic demands of family and teachers, bullying, failure to manage time, the danger of being COVID, teacher and friend relationships, and failing examinations are among the primary concerns of students. Teachers, contrary to student statistics, believe that students' adaptation to school after the pandemic is moderate. Teachers report that students struggle with following school rules, demonstrating constructive communication skills, emotion control, age-appropriate academic competencies, social skills, and life skills.

Background: The use of the Curriculum Assessment Policy Statement (CAPS) and delivery of Physical Education (PE) concerning time allocation, resources and number of learners per class is crucial for optimal delivery to the intermediate-phase (IP) learner. Aim: This study aimed to determine the gap between the understanding and the interpretation of the content and requirements of the CAPS document, and the delivery of PE in the IP, in selected public schools in the Alberton region of Gauteng province, South Africa. Setting: Alberton, a suburb of Johannesburg, was identified. This geographical area was divided into four segments. Two primary schools from each segment were purposefully selected according to the quintile levels. Methods: A mixed method of data gathering was used. Questionnaires were administered and focus-group discussions (FGDs) were held. Participants were selected using a purposive sampling method. Quantitative data were analysed using descriptive statistics. Qualitative data were analysed using direct quotes and themes. Results: The findings are in line with the results of the South African Universities Physical Education Association (SAUPEA) National Research Project in that teachers require further training on the interpretation of the CAPS document. Aspects of the CAPS document cannot be executed because of time allocation, class size, and a lack of resources and equipment. Conclusion: To adhere to the expectations of the CAPS document, the use of available facilities, equipment, number of learners per class, and time allocation in PE need improvement. Contribution: Enriching the PE curriculum through collaborating with stakeholders in local communities and governmental support.

Academic procrastination generates several problems and negative consequences both individually and collectively: low student performance, increased stress, negative effects on physical and mental health, and general waste of resources. Therefore, it demands to be studied and understood in its different forms, so that mitigating mechanisms can be developed. The current work seeks to analyse the phenomenon of academic procrastination within postgraduate students registered for the Management Postgraduate Program in a Brazilian Federal University, in order to identify strategies, techniques and tools utilised by the students to overcome procrastination as well as its relation with the concepts of self-regulation and self-efficacy. The current research is descriptive with a qualitative nature, adopting a phenomenological approach through thematic analysis in order to bring to light the experiences and perceptions of individuals from their own perspectives, challenging structural or normative assumptions. In total, 24 students, 12 from the master's degree program and 12 from the doctorate program in Management were interviewed. As a result, it was noticed that there are some overall inferences that can be taken from the narratives, outlining the phenomenon of academic procrastination and its relations with the concepts of self-regulation and self-efficacy, which led to reinforce the notion that the central elements to understand and specifically combat procrastination are related to the concepts of self-efficacy and self-regulation, which have a considerable influence on students' motivation, behaviour and habits. The research has also pointed to some key strategies, techniques and tools that can be utilised to support further applied research as well as to guide the faculty in supporting the students to overcome or mitigate the procrastination impulse, such as use of goal orientation, visual tools, and academic support starting with undergraduate degrees. The work has an original contribution as no research has been made on that topic utilising qualitative data through a phenomenological approach, which opens a vast and new path for future research.

This SoTL study aimed to discover how teacher education students engaged with a 30-minute unstructured break during a weekly three-hour lecture. Cognitive fatigue and resulting stress accumulation have negative effects on wellness. Education students can accumulate significant stress when studying and preparing. This, in turn, affects their career outlook and may affect teacher retention. Pausing a cognitively demanding task and taking a break can reverse the strain reaction and support sustainable, long-term wellness. However, taking an effective break is often difficult because it can be perceived as a waste of time and a loss of productivity. Research shows the opposite effect. If we educate higher education students about the benefits of taking effective breaks and then model this practice in class, can we promote an accessible and realistic stress management strategy? Can student teachers potentially take this strategy with them into their teaching careers and classrooms? Using pre- and post-surveys as well as "Weekly Break Logs" during class (N = 70), followed by a post-course focus group (n = 4), the study found that 100% of participants post-course valued the break. They spent it socializing or going for short walks and did not spend it on their devices. The majority felt refreshed and motivated to return to learning following the break. Focus group findings revealed the value of taking breaks, and participants were motivated to continue this practice in their professional lives.

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

Examining the academic locus of control, procrastination, and school satisfaction is crucial for understanding student well-being and educational outcomes. The purpose of this study was to explore the potential mediating role of academic procrastination in the association between academic locus of control and school satisfaction in a sample of adolescents (N = 628; M[subscript age] = 13.30, SD = 1.74) residing in various regions of Azerbaijan. The results revealed that higher levels of internal locus of control were positively related to school satisfaction, while increased levels of external locus of control were negatively associated with school satisfaction. The analysis using structural equation modeling showed that school satisfaction was partially influenced by academic procrastination, which acted as a mediator in the relationship between internal locus of control and school satisfaction. Additionally, academic procrastination fully mediated the relationship between external locus of control and school satisfaction. These findings were further discussed in the context of existing literature, and recommendations were provided for future research in this area.

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

This study investigated how teachers perceived the benefits and difficulties of implementing a Lesson Study (LS) in the context of English language teaching at a university in Vietnam. The data were collected from six teachers through semi-structured interviews. To analyze the data, two addressing themes (teachers' perceived benefits and teachers' perceived difficulties) were focused on while implementing LS. The results generally showed that the teachers believed that LS brought them three benefits: encouraging teachers' exchange activities and helping them deepen knowledge of lesson content, understanding students' learning activities and working processes, and promoting teachers' motivation in pursuing their continuous professional development (CPD). Regarding teachers' perceived difficulties in LS implementation, they reported lacking confidence in actively implementing LS activities. Additionally, they had difficulties in time management and encountered problems reaching a consensus for joint work due to the influence of muti-faceted aspects. Accordingly, the study provides pedagogical implications for related stakeholders (teachers, students, and policymakers) regarding LS implementation issues contributing to the success of LS implementation in Vietnam and other similar contexts.

The online flipped classroom model (OFC) is increasingly being adopted in higher education. However, little is known about the effect of OFC on students' self-regulated learning (SRL). The current study explored the students' SRL strategy in the OFC. A quantitative method with multiple linear regression analysis based on online survey data was used to assess how 111 first-year, English literature students at a university in Indonesia used SRL strategies after implementation of the OFC. The results indicated that the students' experience in relation to the OFC was positive and their self-regulation of goal setting, environment structure, and help seeking were developed. Based on the results of correlation analysis it was found that the OFC experiences significantly correlated to the students' SRL skill. Suggestions for effectively designing OFC approaches to develop students' SRL are proposed and areas needing future research are discussed.