Blended learning, as an efficient teaching mode that combines the advantages of both online and offline learning, has been widely applied in universities. Nevertheless, the different learning patterns induce difficulty in evaluating the learning quality. In this paper, an approach of integrating online and offline interactions is proposed by…

This study focuses on one type of excluding and isolating behaviour, the essence of which is the breakup of social interactions with a group member, which falls within the commonly accepted definition of ostracism. Based on interviews with 29 adolescents aged 12-18 (including 15 girls and 14 boys, all of whom were students in public schools…

Second-year university students often experience a disconnection with their learning and may feel unmotivated, lack confidence, and are unprepared for the higher expectations and complex concepts of their courses. Their disconnection with their learning can be addressed through deepening the social connections between other second-year students,…

Upvotes serve important purposes in online social annotation environments. However, limited studies have explored the influential factors affecting peer upvoting in online collaborative learning. In this study, we analysed the factors influencing students' upvotes received from their peers as 91 participants utilized Perusall, an online social…

Modern inclusion practices aim to promote the social inclusion of students with disabilities among their same age peers. However, despite students with disabilities being placed in the general education setting at higher rates, they are still reporting feeling isolated and excluded. Research has shown that non-disabled students are inclined to…

When accessing the internet, smartphones allow users to access social media, search for information, and communicate with others while on the go. Smartphones no longer only provide a way to connect; this technology also allows people relate to others and maintain their relationships. This study explores (a) student smartphone use behaviors, (b)…

Disruptive behavior during instruction is a common problem in elementary classrooms. One intervention to reduce disruptive behavior is the Good Behavior Game (GBG). In this study, the students of 2 early elementary classrooms experienced 3 versions of the GBG: experimenter-implemented, teacher-implemented, and student-implemented. The effects of…

The ability to interact with others in socially appropriate ways is critical for functioning in the community, school, and at home. These interaction skills are considered to be a crucial component of social resiliency and are believed to be important developmental skills, particularly for children/youth with disabilities. This article discusses…

Research Findings: This study compared the peer interaction patterns in mixed-age and same-age Chinese preschool classrooms using videotaped behavioral observations. A total of 179 children (ages 3-6) from three mixed-age classes and three same-age classes were involved in this study. A total of 170 valid videos were obtained, including 85 videos…

Peer victimization represents a pervasive problem, particularly for students in middle school. Although curriculum-based prevention programs have generated small to moderate effects on victimization, these effects tend to weaken beginning with the transition to middle school. In this study, we evaluated cooperative learning (CL) as a mechanism to…

This study chose an undergraduate course offered at a public university in Malaysia as the case to discover students' unseen online interaction behaviors and experiences in order to obtain insights into ways to devise relevant online pedagogical approaches. The study employed the learning management system's (LMS) analytics and the analysis of…

We investigated the associations between students' perceptions of their teachers' management of peer relations (TMPR) and two facets of the peer ecology: perceptions of peer support and the behaviors of popular peers (responsibility and rebelliousness). Participants were 1,031 fifth graders nested within 50 elementary school classrooms. Early…

Play and peer interactions are crucial for children's socioemotional development and growth. However, children with special needs, disabilities, and developmental delays may not participate in play with peers as much as typically developing children. Reliable and valid assessment information of children's social behavior is necessary to design…

Previous findings demonstrate peer support arrangements improve academic and social outcomes for secondary students with severe disabilities, but further research is needed to determine (a) the degree to which this practice would benefit younger students, (b) the impact on student independence, and (c) how teachers can best support paraeducator…

This study reports on pupils' and teachers' perceptions of face-to-face promotive interaction (FtFPI) in cooperative learning (CL) at two primary schools in post-war Bosnia and Herzegovina (BiH). Using mixed methods, the study asks (1) 'To what extent are the aspects of FtFPI most likely to influence pupils' CL group work?' (2) 'What are the…