This qualitative study examined how seven graduate students became prepared to teach in an unfamiliar online PBL environment through an experiential professional development program. During the 75-hour preparation program, graduate instructors completed readings and practice activities, immersed themselves in the student perspective, and completed…

Higher Education institutions robustly adopted digital pedagogy during the coronavirus (COVID-19) pandemic. This article reports on a study focussing on postgraduate students' first-hand experiences of digital pedagogy for Science, Technology, Engineering and Mathematics (STEM) education. This study was conducted at one higher education…

As the higher education landscape undergoes rapid transformation, educators continue to seek best practices for creating quality digital, blended, and online learning experiences. However, disparate definitions of quality and differing instructor and student preferences complicate this work. This report addresses the pressing need to bridge the…

Observation is the throughline and synthesizing catalyst of the leadership learning framework (LLF). Observation serves as both a stimulus and clarifier through which all other LLF elements come together. This article explores the literature on both intentional and unintentional observational learning and how learners are socialized. Leadership…

Despite having expertise, student voices have typically been left out of faculty professional development literature. The purpose of this study was to center college student voices around perceptions of equitable learning environments for use in faculty professional development programs. Using a mixed-methodology, student-driven approach, the…

The COVID-19 pandemic and its effect on the world led to major changes in educational practices worldwide and presented many challenges for students from vulnerable groups. In this study, we examined protective and risk factors related to schooling from the perspective of students with learning disabilities (LD) and/or…

Preparing Future Faculty (PFF) programs provide pedagogical training and experiences to promote graduate student professional development. We conducted a study of PFF Fellows' experiences about their year of teaching between 2005 and 2020 and subsequent career trajectory. This is particularly interesting as Fellows have a variety of experiences…

This study examined the opportunities and difficulties of online learning in Zambia's higher education system, emphasizing the effects of self-regulation as a mediator between teacher-scaffolded online interactions and student learning engagement. Students and teachers frequently encounter significant challenges, such as low motivation,…

The study identified university students' levels of motivation and engagement, perceived benefits, and challenges in Massive Open Online Course (MOOC). It used the mixed-method research design and involved third- and fourth-year English language students (n = 61) who completed the Content-based Instruction (CBI) -- MOOC offered by the Regional…

This article presents findings from a six-month Language and Social Justice course collaboratively designed with multilingual educators in the Dominican Republic. Teaching and learning processes with Dominican and Haitian youth (ages 18-24) illustrate how opportunities to learn about English and Kreyòl from a transnational perspective can disrupt…

Student-centered active learning strategies have been found to have a positive impact on student learning outcomes when compared to courses using traditional lecture methods in higher education. The practice of active learning is strongly linked to physical active learning classrooms (ALCs). Comprehensive studies show ALCs outperform traditional…

The global pandemic highlighted the need for diverse faculty development partners to ensure student and faculty learning was supported, particularly in intensive modes of educational delivery. Our paper presents an institutional case study of how educational technology, in collaboration with the Center for Teaching and Learning and subject matter…

Background: Since 1982 many student-centred physical education teaching approaches have been proposed as viable alternatives to the traditional teacher-centred methodology. However, research indicates that their uptake by physical education practitioners has been limited. This is concerning, particularly given the prominence of alternative…

Although much research has focused on factors that contribute to effective online education in higher education (HE), insights remain scattered. In this study, we provide a more holistic perspective on how to facilitate effective online HE by concurrently examining factors that were hitherto treated separately. In our meta-review, we synthesized…

Purpose: This research explores the "transformation" ideas of Japanese Lesson Study (LS) and Open Approach (OA) to create and sustain a Thailand LS incorporated OA (TLSOA) model to successfully adapt to the local contexts. Although LS is spreading globally, previous studies have identified several challenges to its implementation.…