Measuring Usage versus Preferences for Online Study Materials among Business-Majored Undergraduates

As online learning becomes a recurrent component of higher education, there have been growing interests in the interaction between students and educational resources within digital environments so as to understand and facilitate students' initiative in managing those resources. The present study is an explorative inquiry into the relationships between students' self-reported preferences of study materials, their actual usage of those materials and their learning performances in online learning. It focuses on analysing the learning management system's log files, test results and students' responses to an evaluative survey of a bachelor business course at a large Belgian university, which was a blended course turned fully online due to the pandemic circumstance. The first research question concerns how preferences relate to the usage of materials. A cluster analysis was conducted to classify students based on their perceived interest and actual access to learning resources. The results show three clusters of students with different preferences and levels of usage towards the four types of study materials provided in the course. However, the majority showed strong favour for multimedia online learning, with Web lectures being prioritised both in perception and access behaviour, while discussion boards receive mixed opinions and the lowest actual participation. The second question follows these up by linking the preference-usage patterns with academic performances. A multivariate analysis of variance was conducted to compare the learning performances of students with different preference-usage patterns. The results show no significant differences, which means the students' preferences and/or usage of study materials has little to no impact on their learning performances in the online course.

Handbook of Research on Language Teacher Identity. Advances in Higher Education and Professional Development (AHEPD) Book Series

In today's educational world, it is crucial for language teachers to continuously evolve in order to best serve language learners. Further study on the best practices and challenges in the language classroom is crucial to ensure instructors continue to grow as educators. The "Handbook of Research on Language Teacher Identity" addresses new developments in the field of language education affected by evolving learning environments and the shift from traditional teaching and assessment practices to the digital-age teaching, learning, and assessment. Ideal for industry professionals, administrators, researchers, academicians, scholars, practitioners, instructors, and students, this book aims to raise awareness regarding reflective practice and continuous professional development of educators, collaborative teaching and learning, innovative ways to foster critical (digital) literacy, student-centered instruction and assessment, development of authentic teaching materials and engaging classroom activities, teaching and assessment tools and strategies, cultivation of digital citizenship, and inclusive learning environments.

Student experiences with authentic research in a remote, introductory course-based undergraduate research experience in physics

[This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.] Participation in undergraduate research experiences (UREs) has been identified as an important way of increasing undergraduate retention, interest, and identity within the sciences. Course-based undergraduate research experiences (CUREs) have been shown to have similar outcomes to UREs but can reach a larger number of students at one time and are accessible to any student simply through enrollment in a course. One key component of a CURE is that students must participate in authentic scientific discovery in which they answer a question where the answer is initially unknown to both students and the scientific community. Here, we present student experiences with authentic research in a large, introductory physics CURE conducted remotely during the COVID-19 pandemic. We use student responses to a closed ended survey question, as well as written responses to an open-ended end-of-course assignment to investigate what aspects of real research students felt that they participated in and the extent to which students felt that they participated in authentic research. Most students in the course felt like they engaged in real-world research during the course and a large number of students highlighted their experience with authentic research when asked to describe their experience in the course more broadly. We discuss which elements of the course may have contributed to the students' experiences of authentic research.

Work-in-Progress: DIY Ventilator - A CoVID-19 Action

In the Covid-19 pandemic, ventilators became scarce, especially in countries with lower medical standards. A special project has managed to develop a complete ventilator as a kit using cheap parts and 3D printers. In the first two phases of the project a demonstrator has been developed which allows first tests. With hands-on experiments, one can already control the ventilator together with an artificial lung and learn how the ventilator works and what types of pumps, sensors, and electronic components are necessary for this. Due to its multidisciplinary character this project provides an excellent basis for the elaboration of educational and instructional material. Disciplines addressed comprise among others: informatics, physics, mathematics, biochemistry, medicine, material science, and electronics. In addition, the use of tools is demonstrated on a wide range covering 3D printing, IDEs for software development, wiring and soldering, etc. The knowledge gained through this project could be used for setting up a startup enterprise or as reference when starting research in the Edge Computing or IoT domain. The education and training will be carried out in small groups (four persons ideally) using a system for blended learning. It is envisaged to use the Mediathread Development [1] from the Columbia University which provides an excellent framework for the flipped classroom approach. Besides the academic domain also industries are the target for using the educational material which will be delivered by the project. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Assessment of the joint delivery voucher programme for senior high school technical vocational livelihood in selected public schools in occidental Mindoro, Philippines

This paper assessed the Joint Delivery Voucher Program for senior high school technical vocational livelihood between 2017and 2021 in selected public high schools in Occidental Mindoro, Philippines. The study employed survey research method. The sources of information were from primary and secondary data. Further, the project employed the cost sharing approach and educational institution approach. Result showed that face-to-face learning with result demonstration was the "always" preferred extension teaching methods before the COVID 19 pandemic. -learning, modules, IEC, instructional materials, mobile application and interactive computer assisted module were used during the COVID 19 pandemic implementation. The program implementation encountered "slightly serious problems." The students had acquired "adequate competency" in the program that enabled them to pass the national assessment and evaluated the JDVP implementation as "excellent.

The Effect of Authentic Materials on Writing Performance across Different Levels of Proficiency

The use of authentic materials for language teaching is common. Yet, there is not much information about what type of instructional materials benefits learners. The purpose of the study is to find empirical evidence of whether non-fiction authentic materials are more superior that fiction authentic material. The researchers used an experimental design to answer the research question. The population of the study was all students who took an essay writing course at University PGRI Wiranegara in the academic year 2019-2020. The sample was taken by using a systematic random sampling method which results in two equal numbers of students in two experimental groups. Group A was taught with non-fiction authentic material, while group B was taught with the fiction authentic material. The researchers used ANOVA to analyze the data in SPSS 22. The process of teaching and learning followed the writing as a process approach and was done in a blended-learning setting because of the pandemic of COVID 19. The result shows that there is no significant interaction between content type and proficiency level (F(2,30) = 1.347, p = 0.275). The main effect of content type on writing performance was not significant (F(1,30)=0.001, p 0.973), but the main effect of proficiency level on writing performance is significant such that the students who have a higher level of writing proficiency have better performance than the students who have a lower level of writing proficiency (F (2,30) = 5.653, p 0.008). The researchers conclude that both types of authentic materials are equally effective to improve the students' essay writing performance.

English Language Arts Instructional Systems in the First Full Year of COVID-19. Research Report. RR-A279-2

Since March 2020, the coronavirus disease 2019 (COVID-19) pandemic has placed unprecedented stresses on the public education system in the United States. At every level, from the U.S. Department of Education down through local districts and individual schools, the pandemic has presented formidable challenges. Many of these challenges have been operational in nature but there have also been substantial instructional challenges during the pandemic. Early insight into the effects of the COVID-19 pandemic on public schooling identified the challenges that schools faced in the pivot to online learning in spring 2020. Large proportions of teachers reported through the RAND American Teacher Panel (ATP) that they had not received adequate guidance from their school systems to serve particular populations of students, such as students with disabilities (SWDs), homeless students, and English learners (ELs). These pandemic-era instructional challenges compound existing barriers to quality instruction. This report examines issues of instructional system coherence during the 2020-2021 school year. Specifically, the report investigates teachers' perceptions of: (1) guidance they received about ELA instruction, (2) guidance around addressing the needs of traditionally underserved students, (3) coherence of their ELA instructional system, and (4) presence of contextual conditions identified through literature as supporting coherence.

Distributed Cognition and Exam Preparation in Higher Education: What Sources Students Use before and during the COVID-19 Pandemic

What 'sources' of knowledge do higher education students draw on, to prepare for exams? And has the pandemic made any difference? The study presented in this paper addresses these questions, in the belief that gaining awareness of the sources through which students learn is important for the instructional design of the courses and the evaluation methods as well. Framed within the 'Distributed Cognition' theory, the study is based on a questionnaire proposed in July 2021 (summer exam session) to all the students of two schools at Politecnico di Milano (the largest technical university in Italy), 5,369 students responded (16.5% of the total). The results show that students normally resort to a wide range of resources (lectures, lecturer's slides, group work with other students, notes taken by other students, etc.) and that, in the COVID-19 time, recorded lectures and 'exercises' (i.e. practical sessions with a teacher assistant) skyrocket in their perception of relevance, overcoming (almost all) other sources. Academies will need to face the challenge of students advocating for keeping this kind of support even after the COVID-19 era, which has the potential of revolutionising the way universities work, leading towards blended forms of education.

Reopening with Resilience: Lessons from Remote Learning during COVID-19 in Eastern and Southern Africa

The widespread school closures due to the COVID-19 pandemic have exacerbated the learning crisis for children living in Eastern and Southern Africa. The crisis has also shown the great need to develop resilient education systems that can provide learning when schools are forced to close. Understanding how to provide remote learning equitably utilizing multiple modalities and emphasizing low-tech solutions in Eastern and Southern Africa is critical given the great challenges facing the region in terms of electricity and connectivity access. This report provides a summary of lessons learned in the East and Southern Africa region from remote learning during COVID-19 and provides concrete recommendations on how to increase the resilience of education systems.

Learning at Home for Grade 1 Learners in Disadvantaged Communities: Insights from the Sandbox@Home COVID-19-Response Intervention

Background: The spread of the coronavirus disease-2019 (COVID-19) has escalated the need for studying the home learning environment (HLE). With learners spending more time at home, understanding about learning at home, especially in disadvantaged communities, is paramount. Aim: The aim of this research study was to explore the HLE for foundation phase learners by analysing data from an intervention that aspired to support organised learning at home during the COVID-19 pandemic. Setting: This research study was conducted telephonically with families from 11 schools (10 in the Waterberg district, Limpopo and one in Soweto, Gauteng). Methods: Qualitative data (recorded phone interviews) were collected from caregivers and learners from 17 households. The interview recordings were transcribed and translated into English. The constant comparative method of data analysis was used to analyse interview transcripts. Results: Three themes emerged from the analysis: (1) challenges of learning at home, (2) perceived benefits of learning at home and (3) the desire to continue with the programme even after schools re-opened. The data showed that having access to learning material facilitated learning at home. Additionally, caregivers noted benefits to learners from engaging in learning activities. However, there were also challenges in facilitating learning at home. These include caregivers not following the learning guidelines provided. Conclusion: Caregivers appreciated having access to learning material and were willing to facilitate learning at home. However, the challenges they faced resulted in them not executing the programme effectively. Future studies and interventions should explore how to provide adequate and accessible support to caregivers.

Foundational Literacy and Numeracy in Rural Afghanistan: Findings from a Baseline Learning Assessment of Accelerated Learning Centres

In Afghanistan, 93% of children cannot read a simple text by the age of 10. Education is not available to everyone, especially for girls and children in remote areas. A form of community-based education, called Accelerated Learning Centers (ALCs), can help close the distance barrier and meet the needs of out-of-school children and girls. In May 2021, an assessment of foundational literacy and numeracy skills of ALC students and nearby government school students was conducted. Results show that children at ALCs are learning at similar levels or better compared with children who attend government schools. This report provides insight into practices to improve education in rural areas in Afghanistan.

Lessons for Improving Curriculum from the COVID-19 Pandemic

There have been countless challenges faced by American families with school-aged children during the COVID-19 pandemic. Among the many challenges specifically relating to education has been ensuring children had access to a challenging academic curriculum. Whether children have been educated remotely or in hybrid settings, or whether they have been in a pod or homeschool, there have been barriers to the provision of a quality curriculum, such as: (1) Whether the school's curriculum materials (if there were any) are suitable for remote, homeschool, or pod instruction, (2) Whether teachers (whether regular certified teachers, homeschooling parents, or pod teachers) have the knowledge and skill to select and implement needed core and supplementary curriculum materials, and (3) Whether and how teachers are supplementing the core curriculum materials with enrichment activities and activities matched to student needs. This paper examines how the COVID-19 pandemic affected the ways curriculum materials were used and identify lessons that could help improve access to quality curriculum and instruction moving forward, whether children are being educated in school, remotely, or in a homeschool/pod setting.

Learning Management System Analytics to Examine the Behavior of Students in High Enrollment STEM Courses During the Transition to Online Instruction

The emergence of the COVID-19 pandemic resulted in the transition to near-total online instruction in early 2020. Several studies surveyed students about the impact of the pandemic on their behavior and engagement with their education;however, those studies may not include analysis of actual student behaviors. The field of learning analytics allows researchers to examine the records made while students interact with the educational technology tools that are commonly used to facilitate instruction in Institutes of Higher Education (IHEs). In most universities, delivery of many instructional materials is conducted via a Learning Management System (LMS). In this study, we describe our process to examine student interactions within the LMS to discover any measurable changes to student behavior during the pandemic.We examined the usage logs of the Canvas LMS at a large university in the midwestern US to examine the behavior of students' interactions with high-enrollment STEM courses in two semesters: one prior to and one during the pandemic. The log data was integrated with student demographic data so that the LMS behavior of subsets of students can be compared. Machine learning algorithms including clustering models and association rule mining were applied on the data. The results of this study demonstrate that the students' behaviors did change in the transition to online instruction. Students had more frequent sessions in the LMS on both computers and mobile devices, although the duration of their mobile sessions was shorter after courses were moved online. Further, students in historically underrepresented groups in STEM fields were found to use their mobile devices more frequently for academic work. The information uncovered in this study can be used to inform future instructional design practices with the LMS to promote an equitable experience for all students. © 2022 IEEE.

Global pen pal education intervention among student pharmacists: A pilot project.

INTRODUCTION: Global health, a practice that prioritizes improving health and achieving health equity for all people worldwide, is a priority for pharmacists, schools, and pharmacy colleges. Several initiatives aim to enhance faculty and student exchanges while promoting projects and initiatives among thriving universities and under-resourced countries and institutions. While many organizations recognize the benefit of global collaboration, as demonstrated by the adoption of the 2012 American Association of Colleges of Pharmacy Strategic Plan, which calls for increased global experiences for faculty and students, the COVID-19 pandemic created a demand for international engagement within pharmacy practice. The objective of this study was to evaluate students' perceptions and attitudes toward incorporating a global pharmacy pen pal (PPP) exchange within the pharmacy curricula at two schools/colleges of pharmacy. METHODS: This mixed-method study included assigned engagement within a required or elective didactic course, followed by a post-experience survey. Each student was pre-assigned a pen pal from a cohort of pharmacy students residing in 11 countries for the assignment. RESULTS: In total, 184 students completed the learning experience, and across both sites, 63 students completed the post-experience survey. The students' impressions of the PPP varied by site, yet most participants reported an improved awareness of pharmacy practice in other countries.

The Importance of Learning Resources for University Students During Emergency Remote Learning

Although several studies have evaluated online learning tools and resources, few have investigated how useful they are to students. This topic became even more relevant with "emergency remote learning" due to coronavirus disease 2019 (COVID-19). The present study was conducted at a state educational institution in Mexico that offers five university degrees. The objective was to differentiate the importance of online learning resources by degree and by employment status of the students. This quantitative, relational, cross-sectional study included 969 participants. Jamovi, SPSS, and RStudio were used to calculate descriptive statistics and to perform the Scheirer-Ray-Hare and Friedman tests. The results showed that the most important learning resources are lesson recordings, teacher explanations, instructional materials, and online demonstrations, whereas the least important are exams, videos, homework, and projects. These findings were consistent across the five degrees among students who are employed and those who are not. The results suggest that educational resources should be used according to their importance for student learning.

Module to support independent learning of elementary school students in the pandemic period

Lost learning during a pandemic causes students' learning outcomes to drop. An alternative solution to the child's learning problem is learning with modules. Learning modules suitable for elementary school students need to be developed. Therefore, the study aimed to: (1) Discover the condition of elementary school students learning during the pandemic period;(2) Investigate the importance of independent learning;(3) Examine the use of modules as a supporting tool;(4) Delivering module illustration that can be developed for students. Furthermore, this study used a qualitative method with a phenomenology approach, and elementary school students, parents, and teachers serve as informants. The data were collected by interview and document, using the citation technique known as snowball citation, while the data was analyzed using data triangulation. The following conclusions were drawn: (1) Students felt uncomfortable learning during the pandemic;(2) Independent learning was important for elementary school students;(3) All parents agreed that the module could facilitate independent learning during the pandemic period;(4) The module illustration developed for elementary school students was completed by examples or real-life application. In cooperation with relevant individuals, the learner can make the decisions necessary to meet their learning needs and comprises internal and external components. Reflective skills are a combination of the learner's cognitive, metacognitive, and affective abilities, which we will refer to as their "internal components." The learner's "external environment" refers to the learning facility, time available, and peer and facilitator interaction. It contained learning material, objectives, question model, and evaluation and was understandable, attractive, and pleasing to learn. Also, this was completed by video link, adapted to the learning needs, and contained character development.

In a long-winded road: Understanding the lived experiences of faculty members on module writing in the new normal

The COVID-19 pandemic has caused unprecedented difficulties and obstacles for educational sectors, with no one knowing when it will end. The number of illnesses continued to rise while countries worldwide established plans and processes to limit the virus. To maintain and deliver a high-quality education notwithstanding community quarantine, the new normal should be incorporated into the formulation and implementation of the "new normal educational policy." Thus, this qualitative study sought to develop a deeper understanding of teachers' experiences in module writing. Specifically, it explored the challenges they experienced and identified the coping mechanisms they employed. A total of 15 participants were purposely selected who took part in an individual in-depth and semi-structured interview. The themes emerged as the challenges of the faculty members, namely: Insufficient training on module writing, lack of books & other resources, subjects are not in line with the field of specialization, overloaded number of subject preparations, and inadequate office supplies/equipment for reproduction of modules. Further, the themes on the coping mechanisms include collaboration with colleagues, self-motivation, proper time management, and initiative and resourcefulness. Hence, the faculty member's best practices and coping mechanisms to improve their teaching through module writing were indicators that they want to grow and embrace professional development. On the other hand, to address the identified problems, a proposed enhancement program will be initiated. The platform focused on Strengthening the “Campus’ Instructional Materials Development Program” and enhancing campus activities on developing instructional materials. © 2022, Institute of Advanced Engineering and Science. All rights reserved.

Quo vadis: teaching during the SARS CoV-2 pandemic - changes in teaching of food hygiene subjects at the universities / faculties of veterinary medicine in German speaking countries

Due to the SARS-CoV-2 pandemic, many areas of public life had to respond. That also included the university teaching. The veterinary universities / faculties of Germany, Austria and Switzerland have a common catalogue of teaching objectives, which was created and established by the working group: "Teaching in the food hygiene subjects of the German-speaking countries". This allowed the authors to guarantee uniform and efficient teaching. After the first SARS-CoV-2 wave in spring 2020, a summary of the first semester within the pandemic is summarized within this work from the lecturers' point of view. It showed that e-learning elements in the form of videos, pictures, case reports etc. have great potential to embrace teaching. Due to the outbreak of the SARS-CoV-2 pandemic, it became necessary to switch to complete distance learning. The available resources (Blackboard, Webex etc.) can be used specifically to convey the necessary learning objectives. At the same time, however, the strong limitations of this type of teaching were recognized. The physical presence at the educational establishment is and remains indispensable to prepare students for their future work as a veterinarian in the field of food safety and food hygiene.

Educational comics: a change in the attitude of 3M children aged 10-12 years during the COVID-19 pandemic

Background: Covid-19 is a disease caused by a new type of Coronavirus namely Sars-CoV-2 which is transmitted through close contact and droplets. Symptoms are acute respiratory disorders such as cough, shortness of breath and fever above 38 degrees C. Attitude change is a stimulus or stimulus received by a person, either in the form of a positive or negative response. Educational comics are pictures and writings that make up a story, then packaged into a book. The comic "Kitorang Lawan Corona" is more interesting for the readers.

Augmented Reality and the Flipped Classroom-A Comparative Analysis of University Student Motivation in Semi-Presence-Based Education Due to COVID-19: A Pilot Study

Background: This study aims to analyze university student motivation during the period of semi-presence-based education due to the COVID-19 pandemic, based on the type of educational material used: Augmented Reality (AR) videos and traditional videos associated with the Flipped Classroom (FC) methodology. Methods: A sample of 129 university students were asked to take the Instructional Materials Motivation Survey (IMMS). Results indicate that participants in the study were generally more motivated by AR educational material than by FC material;although mean motivation levels with both instruments are extremely high, with scores of 4.57 and 5.64 for FC and AR, respectively. Conclusions: Therefore, a conclusion was met which determines that these results are a starting point to continue the research of the motivational impact of using different types of videos in active methodologies.