The behaviors exhibited a susceptibility to individual-level factors (e.g., community engagement and emotional control mechanisms during different stages of emergency remote teaching) and organizational-level factors (e.g., network connectivity and instructional training/support). An examination of the positive deviance strategies employed by instructors leading successful classes yields online teaching and faculty development strategies relevant to both crises and normal circumstances.

Mathematical modeling of computer equipment is facilitated by virtual laboratory software, which presents simulations. Virtual labs, while not replacing real labs, are intended to complement and overcome the limitations inherent in real labs. The effect of virtual laboratory integration alongside demonstrations on the scientific literacy skills of lower secondary school science students is the focus of this study. This research employs a quasi-experimental design. Experiment 1 group 1 (n=34), experiment 2 group (n=34), and the control group (n=34) in this study utilized a sample of 102 students (12-14 years old) from a lower-secondary school located in Yogyakarta, Indonesia. The three groups—experiment 1, experiment 2, and the control group—were evaluated using pretests and posttests. Experiment 1 participants combined virtual laboratory simulations with traditional demonstrations, while Experiment 2 participants utilized only virtual laboratories, and the control group relied exclusively on demonstration methods. Prior to and subsequent to the treatment, multiple-choice tests were employed to ascertain the level of scientific literacy. Mixed-methods ANOVA tests were performed to evaluate the degree to which the integration of virtual laboratories and demonstrations influenced the enhancement of scientific literacy skills. The Within-Subjects Effects research demonstrated a statistically substantial difference (F=1050; p<0.005) in the scientific literacy ability of each group when comparing pretest and posttest scores. Statistical analysis, employing pairwise comparisons, demonstrates a significance value below 0.05, signifying a substantial rise in scientific literacy scores from pretest to posttest for each group. Group 1's scientific literacy ability increased by 845% according to the partial eta squared effect size, while group 2's improvement was 785% and the control group saw a 743% enhancement, as indicated by the experiment's findings. From the experimental data, it is evident that the approach employed in experiment 1 – combining virtual laboratory exploration with demonstrations – yielded a more robust improvement in scientific literacy skills compared to the strategies used in experiment 2 (virtual laboratory only) and the control group (demonstration methods only).

Within teacher education research, the flipped classroom (FC) model has drawn increased attention recently, recognizing its potential to advance the professional development of pre-service teachers (PTs). Nonetheless, prominent issues encompass a scarcity of interactivity, a disengagement of participants, and a lack of motivation amongst physical therapists for pre-class activities, rooted in the poor design of the online instruction. A sequential explanatory mixed-methods study examines the effects of microlearning-enhanced FC on physical therapists' professional development, encompassing their learning performance, motivation, and engagement levels. This study incorporated 128 physical therapists who were affiliated with a university in Turkey. In the quantitative portion of the study, participants were subjected to a quasi-experimental pretest-posttest design for a treatment period of 14 weeks. The PTs, randomly assigned, were split into one control group and two experimental groups. In the initial experimental group (m-FC, n=43), participants engaged in microlearning-facilitated FC model instruction, utilizing minuscule learning segments outside of the classroom setting. Participants in the second experimental group (t-FC, n=39) were taught using the traditional FC learning model. Utilizing a teacher-centered approach, the control group (non-FC, n=46) received no instruction using the FC model. Sodium 2-(1H-indol-3-yl)acetate research buy Learning performance, intrinsic motivation, emotional and behavioral engagement were all increased in the FC model groups, compared to the control group not utilizing FC. Subsequently, the m-FC group showed better intrinsic motivation and engagement compared to the t-FC and non-FC groups. Semi-structured interviews indicated that two key themes surfaced regarding the pluses and minuses of incorporating microlearning into FC PTs largely viewed the program positively, believing it increased their eagerness to engage in pre-class activities. Teacher education implications, recommendations for further study, and directions for future research were also subjects of discussion.

In the context of the COVID-19 pandemic, video-based educational resources played a significant role in promoting learning for children with autism spectrum disorder (ASD). To evaluate the impact of instructor facial expressions in video lectures on attention and motor learning, this study compared children with autism spectrum disorder (ASD) to typically developing (TD) children. Sixty children were randomly placed into four categories: ASD-happy, ASD-neutral, TD-happy, and TD-neutral. The happy groups showed increased attentiveness towards the video lectures. Biomathematical model Smiling instructors resulted in more accurate and consistent motor learning outcomes for the ASD groups. Analysis of the results showed a positive relationship between attention devoted to video lectures and academic achievement in children with autism spectrum disorder. This research's significance lies in its practical application to the development of learning tools specifically for children with autism.

The COVID-19 pandemic significantly contributed to the popularity of the blended learning method in higher education, a method characterized by online and offline instruction through SPOC. In spite of SPOC-supported blended learning, EFL students still face the persistent difficulties of low participation and sustained intentions. Driven by grounded theory, this study examines the influencing factors of EFL students' continued learning intentions within a SPOC blended learning environment. The participant pool consists of 48 students from three higher vocational colleges. Qualitative data from in-depth interviews and focus groups of EFL learners, analyzed through a grounded theory approach using NVivo software and the triple coding method (open, axial, and selective coding), provided the foundation for a theoretical model outlining factors that influence EFL students' enduring motivation to learn. This model encompasses the pre-influencing factors, external situational influences, and the students' intention to persevere in their learning journey. Subsequently, a methodical framework, originating from stakeholder responses, is developed for the purpose of reinforcing the sustained learning aspirations of EFL learners within SPOC-based blended learning environments. Subsequent research examining the determinants of EFL students' continued learning aspirations in China and beyond can use this study as a model for establishing underlying theories and selecting relevant variables.

Hospitality education is revolutionized by technology, fostering innovation and reform, while Facebook facilitates student engagement beyond the classroom. Investigating hospitality students' opinions on the utilization of Facebook for educational purposes is of significant importance. The inclusion of social interaction and information exchange into the research structure expands the scope of the Technology Acceptance Model (TAM) in this study, which was based on a survey of 289 undergraduate hospitality students. This research proposes a novel moderated mediation model to account for the interplay of perceived usefulness and ease of use, thereby explaining the internal mechanisms associated with Taiwanese undergraduate hospitality students' adoption of Facebook teaching interventions. We illuminate the core principles of implementing Facebook's media tools in higher education hospitality courses. Furthermore, the theoretical contributions and educational consequences of this investigation are addressed.

Successful Learning Management System (LMS) adoption in the universities of the Arab Gulf Countries (AGC), while substantial, has not been accompanied by a comparable investment in investigating LMS user habits and practices. A systematic review of the existing literature in this paper examines key factors impacting LMS use within AGC. The extant body of work, published between 2013 and 2023, was identified through a survey of six electronic databases. The selection of academic articles was based on the presence of a relevant discussion about the factors impacting LMS acceptance and adoption, as researched within the context of AGC. From a systematic review of 34 studies, 15 studies were centered on the Kingdom of Saudi Arabia. AMP-mediated protein kinase Furthermore, the findings indicated that the Technology Acceptance Model was the most prevalent framework used, with student populations frequently serving as the subjects of these analyses. Additionally, the numerical approach was the preferred methodology. Eighteen factors were noted, but eight emerged prominently in the results: Perceived Ease of Use, Perceived Usefulness, Social Influence, Performance Expectancy, Effort Expectancy, Facilitating Conditions, Self-efficacy, and Attitude. This review is poised to inform future research efforts and will prove beneficial to higher education decision-makers actively pursuing eLearning solutions to mitigate the hurdles in using learning management systems effectively.

Challenges like students' poor performance and lack of motivation in chemistry can potentially be addressed by utilizing serious games (SGs). Although, the preponderance of existing SGs for Chemistry are educational applications, incorporating some interactive game-like features.