Future research directions and the limitations of this investigation are described.

In spite of the inherent advantages of employing Augmented Reality (AR) in education, the tangible use-cases of AR, as opposed to other technologies, remain largely unacknowledged. Furthermore, a substantial number of existing investigations have neglected a study of the effects of pedagogical strategies and corresponding instructional designs while implementing augmented reality within the context of learning. To capitalize on the strengths of augmented reality, QIMS, an inquiry-based learning framework, was proposed in this study. A plant reproduction learning package, specifically for primary 5 students (aged 11-12), was developed, adhering to the QIMS framework. This study, utilizing a quasi-experimental approach, assessed three distinct conditions (AR and QIMS; QIMS; Non-AR and Non-QIMS) for science instruction in primary school settings. A group of 117 students were a part of the study. The quantitative data demonstrated no statistically meaningful variation in student academic performance with the use of augmented reality (AR), however, the QIMS inquiry-based approach substantially boosted students' self-directed learning and creative thinking skills. The integration of AR and QIMS fostered a substantial enhancement in students' critical thinking and knowledge creation effectiveness. Concurrently, the amalgamation of QIMS and AR fostered more favorable academic outcomes, particularly among students with lower previous performance. The qualitative insights gleaned from teacher and student interviews help to interpret the quantitative data, thereby revealing useful strategies for productive implementation. By offering valuable insights into the effective implementation of AR, this study's findings will direct the design of subsequent AR interventions, empowering both researchers and practitioners.

Online degree programs are evaluated in light of this paper's review of theories pertaining to online learning communities in higher education. Though widely employed within online courses to promote and maintain community, these theories have not adequately addressed the broader factors influencing online community perceptions. From our research and a thorough evaluation of the existing literature, this paper articulates the limitations of current research and presents a framework for exploring institutional, program, and professional aspects. A learner's program, at multiple intervals, is shaped by the community's importance, as determined from these layers. The presented layers support the framework's assertion that genuine communities are established through a multitude of partnerships, thereby necessitating their inclusion in community research and understanding. Furthermore, the message cautions educators to offer instruction to students regarding the goals of community development, both while participating in the program and after it ends. In conclusion, the paper emphasizes the requirement for additional research as online degree programs contemplate community building and upkeep with a more comprehensive perspective.

Despite critical thinking's recognition as a key goal in higher education programs, supporting student acquisition of this intricate skill is not straightforward. This online learning intervention, focused on recognizing informal fallacies, a core critical-thinking ability, was evaluated in this study. The intervention incorporated a bite-sized video learning approach, shown to effectively cultivate student engagement. Implementing video-based learning using a precision teaching framework allowed for personalized material exposure, encouraging the development of fluency in the specified skills. One learning condition featured the combined effect of PT and domain-general problem-based training, designed to support generalization. Three groups, each composed of 19 participants and categorized by their learning conditions, received a two-part intervention focused on learning. The groups consisted of a physical therapy fluency-based training group, a group combining physical therapy with problem-based training, and a self-directed learning control group. Each of the three groups showed comparable improvement in their ability to recognize fallacies, both in materials they had been taught (post-episode tests) and in material they had never seen before (post-intervention assessments); participants with lower initial scores experienced greater advancements compared to their higher-scoring peers. The results of the knowledge retention tests, taken a week after the initial assessments, exhibited comparability between the groups. The post-intervention domain-general fallacy-identification assessment showcased a notable difference in improvement, with the two physical therapy groups outperforming the control group in their results. According to these results, the use of bite-sized video learning technologies, combined with physical therapy (PT) instruction, might lead to a noticeable improvement in students' critical thinking capabilities. Furthermore, skill generalization to unfamiliar scenarios can be improved through PT, either independently or integrated with problem-based training. Our investigation's educational consequences are examined in detail.

Students enrolled in a four-year, public, open-access university were granted the option to attend classes face-to-face, remotely, or through a live stream (a synchronous session on Microsoft Teams). Repeated infection Pandemic-related attendance flexibility was provided to the 876 students in this study who were enrolled in face-to-face course sections. Motivational, contextual, and self-regulatory factors were investigated regarding their effects on student attendance decisions, academic results (pass/withdrawal), and perceptions of satisfaction within this unique situation. A noteworthy 70% of the student body embraced the opportunity for flexibility, highly appreciating the convenience, selection, and time-saving aspects. Connections to instructors brought them a sense of contentment. Connections with fellow students, the ability to switch effortlessly between in-person and remote learning, and the performance of the technology were aspects that fell short of expectations in terms of satisfaction. The HyFlex courses in both Fall 2020 and Spring 2021 semesters saw a significant proportion of students succeed, with an impressive 88% pass rate and a remarkably low 2% withdrawal rate. Students living over 15 miles away from campus in their freshman year were more likely to exhibit flexing behavior; this group was also disproportionately represented among those who underperformed. Exploring the influence of self-regulatory and motivational factors on decisions about attendance. Beyond COVID-related concerns and the challenges of balancing work and personal life, a substantial portion (13%) of students cited the caliber of their educational experience as a determinant in their attendance choices, thereby showcasing their capacity for self-regulation. Among the student body, 17% cited a lack of motivation, frequently demonstrated through inconsistent attendance and a preference for missing classes over participating in the curriculum.

The COVID-19 pandemic's eruption spurred an unprecedented surge in online education, prompting researchers to acknowledge the critical need for faculty to embrace this urgent instructional transition. In this study, the influence of organizational factors on faculty's online teaching acceptance, measured through behavioral intention and perceived usefulness, was explored. A multilevel structural equation modeling approach was applied to nationwide survey data encompassing 209,058 faculty members across 858 mainland Chinese institutions of higher education. Three key organizational factors—strategic planning, leadership, and monitoring of teaching quality—played a role in shaping faculty acceptance of online teaching, albeit in diverse ways. A direct relationship was established between strategic planning and perceived usefulness; a direct influence was exerted by leadership on behavioral intentions; and a direct effect of teaching quality monitoring was observed on both perceived usefulness and behavioral intentions. Strategic planning influenced faculty behavioral intentions, with the perceived usefulness of online teaching serving as a mediating factor. The implications of this study's findings for college administrators and policymakers include the critical need for effective online teaching and learning implementation and promotion, alongside careful consideration of organizational factors influencing faculty acceptance.

The psychometric properties of the 31-item, 7-point Likert scale Cultural Inclusive Instructional Design (CIID) instrument were investigated in this study. Data collection involved K-20 educators' training (N=55) and validating samples (N=80). Using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), the data analysis was performed. Analysis of EFA results showed a distinct five-factor structure, while CFA results demonstrated substantial factor loadings. Reliability indices were quantified at .95. Thermal Cyclers Point nine four, and. PGE2 in vitro The training and validation samples, in that order. The five subscales, designed to measure the same CIID construct, demonstrated significant correlations across the factors. Notwithstanding a perfect correlation, a non-perfect correlation manifested a discriminating power regarding each subscale, pinpointing the specific element of the construct. The study's results affirmed the validity and reliability of the instrument for assessing culturally inclusive instructional design, which has significant implications for creating culturally sensitive online learning environments.

Learning analytics (LA) is gaining prominence due to its promise of enhancing diverse educational dimensions, including student progress and pedagogical approaches. Prior research highlighted certain factors linked to the implementation of LA in higher education, including stakeholder engagement and the transparent handling of data. Extensive research in the field of information systems firmly establishes the importance of trust as a key predictor of technology adoption rates. Past research has not adequately investigated the level to which trust is a factor in the integration of LA within higher education institutions.