Instructors make many decisions all the time directly impacting students. They commonly make choices around how their students will actively engage in their own learning. A widely used engagement practice is to invite students to voluntarily participate by having them ask or answer questions in small- and large-enrollment science classrooms.…

Educators must continuously assess and adjust to maximize the amount of information students retain. One way to evaluate teaching effectiveness is thru pre- and post-semester assessments. Factors such as individual willingness to participate can affect the validity of these assessments. Our hypothesis was that students will more actively…

Background: The COVID-19 pandemic made it difficult to proctor exams after the forced transition to remote teaching and learning. Objective: We evaluated students' experiences creating and answering their own exam items in an upper-level psychology course during the transition to remote teaching and learning during the COVID-19 pandemic. Method:…

In Sweden as well as internationally the teaching and research nexus has been described as the defining characteristics of higher education promoting generic skills such as information analysis and critical reflection.Vertically Integrated Projects has been proposed as one educational strategy where research and teaching are linked by inviting…

Background: The motivation and emotions of students are context dependent. There are specific moments when students may find their coursework more or less motivating, resulting in stronger or milder emotional responses. Identifying factors directly controllable by teachers empowers them to effectively address challenging situations characterized…

Analyses of how staff and student voices are, or are not, respected in higher education typically unfold in separate conversations. In this discussion, I use narrative analysis of several sources--primary research data, informal participant feedback, and participants' published essays--to present a case study of how the co-creation of teaching and…

Structured in-class debates are a valuable addition to courses that seek to foster students' development as citizens. In this study, we examine how different debate formats can impact their effectiveness as a pedagogical tool for advancing students' civic learning outcomes. We consider "moderated dualistic" debates that ask students to…

Students with dyslexia face particular challenges in higher education. Individuals with disabilities have a right to accommodations to guarantee equal opportunities and participation in education. The present study addresses (1) the frequency of functioning and participation problems of students with dyslexia in higher education, (2) the teaching…

As one of the major feedback strategies in language classrooms, teacher reformulations have garnered intense interest from researchers in the field of second language teaching and learning. However, scant attention has been paid to teachers' self-reported intentions and students' perceptions of teacher reformulations. This study aims to identify…

Humanity has existed in special living conditions since March 11, 2020 when WHO declared COVID-19 a global pandemic. This coronavirus disease has already taken more than 6.55 million of people's lives from almost 625 million of officially confirmed cases of people infected around the world at the beginning of October 2022. Lot of university…

This study explores the student perception of traditional discussion boards in online courses and their effectiveness in building connections and enhancing learning. The results indicate that, while online students recognize the importance of connecting with others, traditional discussion boards are ineffective in helping students connect.…

Learning computer programming is typically difficult for newcomers. Demotivation and learned helplessness have received much attention. Besides the subject's intricacy, low in-class participation has been associated with poor student achievement. This paper presents a follow-up, stage 2 study on the novel instructional technique, Student-Driven…

This study investigated how students' self-reported individual differences predicted second language (L2) spoken discussion task output, an objective behavioral outcome, in the Japanese university English as a Foreign Language (EFL) context. Although numerous psychological theories are used as a rationale for task-based language teaching (TBLT),…

The transition to online teaching as a result of the COVID-19 pandemic led many universities to think strategically about the delivery of learning, teaching and assessment and the subsequent implications for student engagement and attainment. This piece of research builds upon literature around 'immersive scheduling', referred to as 'block…

For most beginners, learning computer programming is a complex undertaking. Demotivation and learned helplessness have been widely reported. In addition to the subject's complexity, low in-class involvement has been linked to poor student performance. This work introduces a novel instructional technique called Student-Driven Probe Instruction…