Blended learning, despite its potential for individualized and adaptable instruction, is frequently undermined by the detriment of inadequate social interactions. Microbiology inhibitor Community involvement in this situation yields profound academic and social benefits. To build a sense of belonging among students, understanding the perceptions of both students and teachers regarding blended learning through their lived experiences is crucial. Hence, a qualitative case study was conducted across three blended course iterations to explore this. We employed a mixed-methods approach, including classroom observations, document review (covering course materials, assignments, and assessments), and individual teacher interviews (n=3) and group student interviews (n=18). Post-COVID, the research results underscored the key factors that seemed to foster a sense of community, including group learning activities within courses, non-academic and extracurricular activities that spanned different courses, and the campus environment's role in combining academic and social aspects of life. Beyond this, we identified a point of contention: students valued cooperative learning but grappled with managing group interaction, and despite teachers' attempts to encourage autonomous learning, students viewed teachers as the absolute authority in the learning process, creating friction in the student-teacher dynamic. The study's findings further revealed the limitations digital tools present in promoting a sense of community, as students raised concerns regarding their ability to support rich and substantial discussions. Following these observations, we offered tangible recommendations for improving future blended learning's sense of communal cohesion.

The increased demand for online learning and extensive project management, needing a larger scale and broader scope to adequately manage the COVID-19 pandemic's challenges, highlighted the urgent need for developing novel and more effective strategies in online STEM education. The E-NEST three-tiered structure, implemented during the COVID-19 period, is central to this paper's exploration of the varied elements of online STEM education project management in addressing the prior issue. In a three-tiered structure, termed Explorer, Scholar, and Teacher, City Tech and BMCC, CUNY institutions, integrated remote teaching internships, professional development workshops, and mentorship programs. This remote learning model and infrastructure, built upon the foundations of engagement, capacity, and continuity (ECC) and team-based learning (TBL), resulted in a positive outcome for STEM education and project management. Utilizing technological resources, the team employed Zoom, Google Meet, Microsoft Teams, Blackboard Collaborate Ultra, Skype, and SurveyMonkey. Evaluation of the modified remote learning and management tools, utilizing both qualitative and quantitative data from project evaluations, online surveys, and focus group interviews, demonstrates their effectiveness. The E-NEST model fostered significant gains in student success and faculty effectiveness, specifically in online learning and project management meetings. The E-NEST STEM education project was scrutinized by comparing it to two other project management models, in addition to the prior NEST curriculum. To cultivate project management expertise, faculty advocated for proactive implementation, leveraging exemplary classroom and time management practices congruent with the Project Management Body of Knowledge (PMBOK) and Project Cycle Management (PCM) guidelines. The E-NEST project's online platforms, developed with project management, ECC, and TBL applications, are demonstrably excellent and innovative tools for student learning, as comparisons reveal. Thereafter, this exploration can guide the development of more effective online STEM education platforms and learning models, and promote the incorporation of new global practices and technologies. Future research stemming from these ideas could have significant international implications for STEM education in both K-12 and higher education institutions.

In a prior study, the practical experience of orchestrating robotics instruction for secondary school students was examined, encompassing both classroom and study group formats. The period of remote learning due to the COVID-19 pandemic, from 2019 to 2021, and even the post-pandemic period, when some students continued online learning, was the focus of this study. Spectroscopy This study explores the development of computational thinking in school students through online learning platforms. Computational thinking's core lies in a group of cognitive skills employed for the resolution of educational and cognitive challenges. The research questions' purpose was to find solutions to how educational robotics influences the development of computational thinking. The study revealed that the adaptability of robots, educational robotics, tailored learning programs, and structured collaborative online learning are mechanisms and approaches for developing computational thinking abilities. During the three-year study of computational thinking, the researchers investigated the critical components: algorithmic thinking, programming skills, and collaborative effectiveness. The learning strategy we chose offered insights into the level of computational thinking and how it intertwines with the learning of Robotics. Statistical methods were utilized in order to synthesize the conclusions of our research project. The indicator's progress, as indicated by the statistics, is positive. Approximating reliability (R²) and the pertinent exponential equation (trend lines) was achieved through the analysis of the received experimental data. The research we undertook on educational robotics ultimately revealed that it promotes a synergistic learning environment for the enhancement of students' motivation, collaboration, self-efficacy, and creativity.

Abstract and challenging mathematical concepts are integral to understanding social network analysis, a field difficult to grasp via conventional methods. Studies on student performance in computer science courses frequently show that female students encounter challenges in achieving high marks when compared with male students. Within a female context, this research investigates how the implementation of Jupyter notebooks, a web-based interactive programming tool, influences deeper conceptual understanding and, subsequently, improved attainment of course learning objectives, thus addressing the identified issues. In this work, the overall experience and enjoyment students gained from utilizing this tool in the classroom are examined. Document analysis and questionnaires served as the means of data collection. The research used a combined approach, characterized by a qualitative review of the mid-term examination documents and a quantitative analysis of the questionnaire responses. Our analysis of student performance revealed that the majority correctly understood the educational outcomes and introduced knowledge in the Jupyter Notebook. In addition, the interactive aspect of Jupyter notebooks amplified student engagement and made learning more enjoyable.

The redesigning process of an online research methods module for postgraduate students, employing Universal Design for Learning (UDL), is documented, including its implications. Furthermore, this research investigates the efficacy of UDL-based design and implementation strategies in fostering social, cognitive, and instructor presence, as conceptualized within the Community of Inquiry (CoI) model. This paper leverages data gathered from an online survey administered to students enrolled in a research methods module within their Master of Arts (MA) program. The results suggest that the module's success in engaging students stemmed from various UDL-informed structural choices and pedagogical techniques. Included in the essential criteria are (a) the online accessibility of learning resources, (b) the weekly organization and direction, (c) facilitating online peer connections and collaborative efforts, and (d) lecturers' communication strategies. The redesign effort for this module, utilizing UDL, effectively supported the growth of cognitive, teaching, and social presence. Our analysis reveals that UDL-based design and implementation can influence online learning environments in diverse and mutually reinforcing ways, specifically by enhancing cognitive, social, and teaching presence, apart from its inherent benefits. These results showcase the positive impact of deploying UDL more broadly, particularly considering the rising diversity of the student body in higher education institutions.

Higher education broadly embraces social media's role in connecting student learning to real-world experiences. Through a quantitative online survey structured by the 5E instructional model, this research delves into social media use among business school students of accounting, finance, and economics. The study's 423 valid responses explore how social media might reshape the entire learning and teaching experience. Findings suggest that respondents viewed social media as instrumental in their pursuit of study-related information. It enabled a thorough understanding through learning, access to information, the exchange of information, and student interaction with instructors. Medical face shields A notable disparity was found in how students of various backgrounds, such as gender, educational attainment, and place of residence, viewed social media for business learning, although no significant difference was observed when categorized by academic major. Various studies on social media in education have been undertaken, yet investigation into business school students, particularly those of Asian descent, utilizing the 5E instructional model remains limited.

Maintaining a consistent shift in teachers' teaching methods is essential for the achievement of any curricular reform, including Digital Education (DE). The relatively dispersed and insufficient body of research on sustainability lacks the comprehensive long-term studies essential to modeling the variables underpinning teachers' persistent adoption of digital education pedagogical content.