Much has been written about the impact of the COVID-19 pandemic on students' academic performance and mental health, with overwhelming coverage of "learning loss" and "learning recovery." Now that this is a post-pandemic recovery, it is critical to reflect and think transformatively about what schools need to do differently, in…

Equity gaps exist for students with disabilities in educational contexts and these are exacerbated during disruptions to education, such as the COVID-19 pandemic. The pandemic forced swift changes in education with little guidance or time to prepare. Few researchers have explored the effectiveness and critical components of online learning for…

Many instructors globally reported a lack of engagement in synchronous online sessions during the COVID-19 lockdowns. This article outlines the use of collaborative small group tasks mediated via breakout rooms in Teams during the 2020/21 academic year. The rationale for the activities, which are available for download, is described along with…

Background: Students form interpersonal and intrapersonal classroom social experiences with peers. While diverse intervention programmes have been developed, few have integrated social-emotional learning into academic activities to maximize the potential for learning and development. Aims: This study examined the effects of collaborative…

Today's schools are faced with increasingly complex demands of juggling their core educational tasks alongside multi-dimensional policy bids for reform, development and change. In this paper, we conceptualize our own RCT research on small-group tuition in mathematics in Norwegian lower elementary schools as a policy-relevant measure and part of a…

Undergraduate organic chemistry courses have a reputation for being difficult among students in biological and physical sciences programs. Due to the extensive problem-solving, visualization, and depiction of chemical structures/reactions required, students may perceive learning such content as similar to learning a new language. Several…

Quantitative reasoning, although included in most science courses, can be challenging to teach. In this article, we explore whether cooperative learning may help instructors teach quantitative reasoning and enhance students' understanding and learning experience. Our lesson was taught in a large introductory geoscience course. The lesson required…

This study was designed to highlight how students best learn to learn to read, best practices of reading instruction, innovative resources, and effective instructional strategies. The aim of this dissertation was to address the problem of kindergarten through fourth grade students in the United States not reading on grade level. The purpose of…

Contribution: This article analyzes the correlation between users' digital competencies and their tendencies to successfully complete energy sustainability massive online open courses (MOOCs). In addition to reviewing whether digital competencies are a predictor of the effective completion of the course, this article analyzes whether participants…

At the end of the 2000's, MOOCs broke into the educational field with the promise of learning with features more suited to the demands of our times. Their connectivist genesis provided a provocative expectation regarding the potential of collaboration, sharing, reuse, and free access, as factors of a possible transformation of the current…

In this secondary-level lesson, students will generate and prioritize questions about the novel coronavirus and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and usefulness of each source for answering their prioritized questions. This lesson consists of three segments: (1) connecting…

Massive Open Online Courses (MOOCs) have widely been acknowledged as a unified platform to reduce the digital divide and make education accessible to all. It also enables students' access to professors and educational contents sans spatial and institutional barriers. Despite several benefits, MOOCs' adoption and completion rate remain…

This study tries to propose a unified model integrating the unified theory of acceptance and use of technology (UTAUT) model, task-technology fit (TTF) model, and user satisfaction to investigate the determinants that affect university students' continued intention of using massive open online courses (MOOCs). Based on the data of a survey on 464…

The Massive Open Online Course (MOOC) presents an approach of learning to permit an online and a distant learning for internet users. These systems are confronted with several problems among which the most important: the lack of participants' interactivity in the platform and the dropout of the participants. Those challenges need to be resolved to…

This study measured student engagement in real time through the use of skin biosensors, specifically galvanic skin response (GSR), in a large undergraduate lecture classroom. The study was conducted during an intervention in an introductory-level biology course (N = 420) in which one section of the course was taught with active-learning approaches…