Context: The transition to practice process is complex and facilitated by many formal and informal processes. The coronavirus disease 2019 global pandemic presented unique challenges for athletic trainers. An identity-specific focus is necessary to understand better the transition to practice process during the pandemic. Objective: To understand…

In order for teachers to successfully gain new knowledge during professional development (PD), courses must be of high quality and stimulate active involvement from participants. More and more PD courses are taking place online, without clear evidence of whether face-to-face and online courses differ in terms of their quality or level of…

This study explores the effectiveness of video demonstrations compared to live classroom visits for promoting writing center services to students in first-year writing courses. Using a randomized cluster experimental design, the researchers implemented either an in-person demonstration, a video demonstration, or no intervention (control). Pre- and…

According to researchers, the pandemic-induced school closures and disruption of services resulted in a massive regression of academic learning and socio-behavioral development, especially among children in developing economies. Countries have been making efforts to recover the learning and developmental losses incurred by children during the…

This study presents the first within-program, within-tutor experimental evidence comparing the impact of in-person versus remote tutoring. Based on results from an early literacy tutoring initiative delivered by university students over Summer 2023, we find no statistically significant differences in students' literacy outcomes by instructional…

In recent years, hybrid education has gained attention for teaching and interacting with two groups simultaneously, where both teachers and students face challenges with interaction. We hypothesise that transactional distance plays a role in this. This study, aims to explore the characteristics of hybrid education in terms of interaction and…

Purpose: This paper aims to examine the impact on diverse students' social equity outcome measures that result from incorporating social justice education and inclusive practices into an introductory course on sustainability offered online asynchronously, online synchronously and in-person. Design/methodology/approach: From fall 2020 to fall 2021,…

The COVID-19 pandemic has propelled the use of technology in education through platforms such as YouTube and immersive technologies (e.g., virtual reality (VR) and augmented reality (AR)). Despite their potential to improve equity, access, engagement, and cognitive achievement, studies comparing their impacts on learning outcomes are scarce. This…

Aim/Purpose: This study aims to explore the reflective practices of educators in blended learning environments, specifically in interdisciplinary courses, and to understand how these practices impact student engagement and learning outcomes. Background: Blended learning, combining online and face-to-face instruction, has become increasingly…

Grounded in the activity theory, we adopted a sequential explanatory mixed-methods approach to explore the impact of automated written corrective feedback (AWCF) on English as a foreign language (EFL) learners' academic writing skills (i.e. task achievement, coherence and cohesion, lexicon, and grammatical range and accuracy). To this end, two…

Intercultural communicative competence (ICC) has recently attracted the researchers' attention in the English as a foreign language (EFL) context; however, insufficient studies seem to have examined the role of online programmes in enhancing EFL learners' ICC. The current study, therefore, employed a mixed-methods approach to explore EFL learners'…