The previous expansion of EdTech as a substitute for traditional learning around the world, the recent full-scale substitution due to COVID-19, and potential future shifts to blended approaches suggest that it is imperative to understand input substitutability between in-person and online learning. We explore input substitutability in education by…

During the COVID-19 pandemic, anatomy educators have demonstrated their ability to respond to face-to-face (F2F) teaching restrictions and offer emergency remote teaching and learning (ERTL) approach. Another educational model that was intensified during COVID-19 was blended learning (BL) which is a combination of F2F and online settings. Studies…

In order to navigate enrollment challenges, universities are scheduling more online and blended courses including HyFlex courses which offer students flexibility in their method of attendance. The goal of this study is to explore student engagement in HyFlex courses. However, there is limited research supporting the effectiveness of HyFlex courses…

This paper investigates the effects of formative assessment (FA) via artificial intelligence (AI) on EFL students' reading comprehension development, online academic enjoyment, personal best goals (PBGs), and academic mindfulness. To achieve this, 80 Kuwaiti students were selected through convenience sampling and divided into the experimental…

Students with high incidence disabilities in the public school system often perform multiple grade levels below their typically developing peers in mathematics achievement. These students exhibit lower levels of on-task behavior that limits their access to effective instruction, thus requiring instructional interventions that personalize learning,…

Background: E-cigarette prevention education aims to mitigate adolescent e-cigarette use. Such education is increasingly delivered through virtual/video-based teaching platforms (e.g. Zoom, Google Classrooms). However, there is little evidence about the effectiveness of virtual e-cigarette education compared to in-person education on adolescents'…

This study explores the differences between face-to-face (FTF) interaction and text-synchronous computer-mediated communication (SCMC) regarding corrective feedback (CF). Eight native speakers (NSs) and eight second language learners were paired up and divided into two groups: instructed and uninstructed. Native speakers in the instructed group…