The Impact of AI Literacy on Undergraduate Autonomous Learning

هدف از این پژوهش، بررسی رابطه‌ی بین هوش هیجانی، استقلال، خودتنظیمی و تمایل به برقراری ارتباط با مهارت خواندن و درک مطلب فارسی­آموزان غیرفارسی‌زبان است. 141 نفر از دانشجویان 28 کشور جهان که در 12 دانشگاه ایران بودند، در این پژوهش مشارکت کردند. این افراد در مراکز زبان فارسی دانشگاه­ها مشغول به یادگیری زبان فارسی به عنوان زبان خارجی بودند یا دانش‌آموخته‌ی زبان فارسی از همین مراکز بودند. دانشگاه­های منتخب تحقیق حاضر در بخش­های مختلف کشور، یعنی شمال، جنوب، شرق، غرب و مرکز ایران واقع شده­اند. ابزار مورد استفاده در پژوهش حاضر، آزمون خواندن و درک ­مطلب فارسی و چهار پرسشنامه‌ی تمایل به برقراری ارتباط، خودتنظیمی، خودراهبری و هوش هیجانی بوده است. نتایج ضریب همبستگی پیرسون نشان می‌دهد که هر چهار متغیر با مهارت خواندن و درک مطلب رابطه­ی مثبت و معناداری دارند. همچنین، بین تمامی زیرمؤلفه­های استقلال، هوش هیجانی، خودتنظیمی و این مهارت نیز روابط مثبت و معناداری وجود دارد. به منظور سنجش قدرت پیش‌بینی کننده‌ی 4 متغیر مستقل به همراه زیرمؤلفه‌های تشکیل‌دهنده‌ی آن‌ها نسبت به مهارت خواندن، از روش‌های آماری رگرسیون چندگانه و استاندارد شده استفاده شد. هر 4 متغیر مستقل و اغلب زیرمؤلفه­های مربوط به آن­ها قدرت پیش­بینی خوبی از مهارت خواندن دارند. به‌علاوه، به منظور فراهم آوردن بینش عمیق­تر در مورد متغیرها و برآورد قدرت روابط علی میان آن­ها، مدل معادله‌ی ساختاری از طریق نرم‌افزار ای‌ام‌ا‌اس استفاده ­شد. هر چهار متغیر مستقل پیش­بین مهارت خواندن و درک مطلب بودند و از میان آن‌ها متغیر تمایل به برقراری ارتباط قوی­ترین پیش‌بین این مهارت بود.

This study aims to analyse the effect of Facebook as a social learning environment in relation to students’ self-regulation (SR), critical thinking (CT) and learning performance in an e-Commerce course. A total of 295 undergraduate students taking the course were selected using cluster random sampling to identify their SR and CT. 50 out of 295 students were then selected purposively and were involved in the intervention process of e-Commerce course learning using Facebook. The post-test result indicated that SR, CT and learning performance in e-Commerce learning had improved after they went through the intervention process. Meanwhile, a positive correlation could be seen between CT and learning performance only, when analysed using Pearson correlation. Furthermore, a cross-tabulation analysis revealed a positive relationship pattern between the students’ SR, CT and learning performance. Hence, this suggests that academic performance can be improved through SR and CT.

Background and Aim: This study delves into the realm of time management training within an English blended learning course, focusing on its influence on student self-efficacy and its subsequent effects on learning outcomes and perceptions. Anchored in the theories of Complex Adaptive Blended Learning Systems (CABLS), Goal Setting, and Self-efficacy, the research aims to uncover the combined impact of time management and self-efficacy enhancement on students' competence, and overall learning experiences. The objective is to assess how structured time management training, when integrated with blended learning strategies, can improve students’ self-efficacy. Materials and Methods: Employing a mixed-methods approach, this study utilizes quantitative tools such as independent samples t-tests and multilinear regression analyses to evaluate the intervention's effectiveness in altering student’ self-efficacy (SE) and other factors like engagement (EN), autonomous learning (AL), teachers’ support (TS), social influence (SI), intention to use (IU) and self-efficacy (SE) levels. The intervention includes time management training facilitated through the Xuexitong Platform, aiming to leverage the advantages of blended learning. This methodological framework allows for a comprehensive analysis of the training's impact, providing a robust evaluation of changes in student engagement, autonomous learning, teachers’ support, social influence, and self-efficacy. Results: The quantitative results revealed significant differences between the control and experimental groups in engagement (EN), autonomous learning (AL), teacher support (TS), social influence (SI), and self-efficacy (SE) except the factor intention to use (IU). In multilinear regression, engagement (EN), social influence (SI), and intention to use (IU) positively predicted higher self-efficacy, while autonomous learning (AL) had a minor negative effect. Teachers’ support (TS) lacked a statistically significant association with self-efficacy. The qualitative data supported and supplemented the findings, highlighting the above 6 factors’ improvement with high frequency in the related codings, and high occurrence of codings like improved in learning, enriching, interesting, growth, and motivation also showed the deep and multidimensional analysis of the findings, and managing time and goals effectively cultivated independence and responsibility. Overall, the qualitative insights provided nuanced, experiential perspectives complementing the quantitative model connecting factors like engagement, autonomous learning, teachers’ support, social influence, intention to use, and self-efficacy. Conclusion: This research demonstrates the pivotal role of structured time management training in enhancing educational outcomes within blended learning environments. By demonstrating the benefits of integrating time management training, the study contributes novel insights into improving students’ development. The findings advocate for the development of more effective educational strategies and instructional designs, emphasizing the complex interplay between various factors and their impact on self-efficacy, especially AI integrated into blended learning. The study paves the way for further investigations into the integration of time management training and other self-efficacy enhancement techniques in blended learning environments. In this way, it encourages researchers to explore the potential synergies between time management, goal setting, and self-efficacy enhancement strategies in various educational contexts. Moreover, the findings can inform the development of more effective educational strategies and instructional designs, leading to improved pedagogical practices and student learning experiences in the long run.

ABSTRACTThis longitudinal study explored the effects of a Cooperation-driven Socioscientific Issue (CDSSI) intervention on junior high school students' perceptions of critical thinking (CT) and self-regulation (SR) in Taiwan. Forty-nine grade 7 students were randomly selected as an experimental group (EG) to attend a 3-semester 72-hour intervention; while another 49 grade 7 students from the same school were randomly selected as the comparison group (CG). All participants completed a 4-wave student questionnaire to assess their perceptions of CT and SR. In addition, 8 target students from the EG with the lowest scores on either CT or SR were purposefully recruited for weekly observation. These target students and their teachers were interviewed one month after the intervention in each semester. Analyses of covariance and paired-wise t-tests revealed that the EG students' perceptions of CT and SR in learning science were improved during the study and were significantly better than their counterparts' at the end of the study. Systematic interview and classroom observation results were consistent with the quantitative findings. This study adds empirical evidence and provides insights into how CDSSI can be integrated into planning and implementing effective pedagogical strategies aimed at increasing students' perceptions of CT and SR in learning science.

The purpose of this dissertation was to describe the current critical thinking abilities of undergraduate agriculture education and studies students, and to explore how entry pathway and enrollment in a capstone course affect these abilities. Objectives were to: (1) establish a departmental benchmark for the critical thinking abilities of seniorlevel agricultural education and studies students; (2) determine if entry pathway, direct from high school admittance versus transfer from community college admittance, has an effect on critical thinking abilities; and (3) examine the impact a semester-long capstone farm management course has on the development of critical thinking abilities. For objectives one and two, 75 senior-level undergraduates in the Department of Agricultural Education and Studies at Iowa State University were randomly selected to complete a critical thinking assessment test during spring 2013 semester. T-tests and a step-wise regression model analyzing predictors of critical thinking ability were used to analyze data. For objective three, paired sample t-tests were used to determine differences in 25 students’ preand post-test scores in a capstone farm management course. Overall, students performed greatest in their abilities to evaluate and interpret information, but were unable to master critical thinking abilities founded in creative thinking and effective communications. Step-wise regression for total critical thinking scores revealed the ACT score as the only significant predictor of overall critical thinking ability. Students’ overall critical thinking abilities were not significantly influenced by entry pathway or enrollment in the semester-long capstone farm management course. However, enrollment in the capstone course positively influenced students’ abilities to summarize patterns of results in a graph.

The provision of higher education in South Africa and in many parts of the world is challenged by the enrolment of large numbers of students, many of whom cannot attend classes or afford conventional face-to-face tuition. This has forced institutions of higher education to resort to various forms of non-traditional teaching and learning, among others, open distance learning and blended learning. In South Africa, as elsewhere, official government policy provides for approaches that make extensive use of teaching technologies. This article highlights two problems in connection with blended learning as such and attempts to address both. The first is the fact that, in view of the dynamic and fluid nature of the field, ‘blended learning’ cannot be defined conclusively, and the other is that ‘best practice’ has not been examined in connection with blended learning. After offering a working definition of blended learning, the authors unpack what they think has to be discovered in an effort to describe best practice in blended learning. The discussion forms the background for the findings regarding best practice in open distance learning and blended learning proffered in the ten research articles in this journal. In the process, authors outline certain implications of distance learning and blended learning for the practice of higher education.

For behavioral obesity treatments to improve their typically minimal effects and reduce an increasing reliance on surgical and pharmacologic interventions, an enhanced understanding of theory-driven psychosocial factors is needed. Recent applied research successfully targeted the social cognitive theory-related variables of self-efficacy (SE), self-regulation (SR), and mood (e.g., total mood disturbance; TMD) to increase participants’ exercise outputs and improve their dietary behaviors to sustain weight losses. However, an improved understanding of interactions of changes in those psychosocial factors, especially within paths toward longer-term behavioral changes, is required to increase both the reliability and effectiveness of obesity interventions. Women (N = 106) participated in a 12-month, community-based cognitive–behavioral obesity intervention. Consistent with tenets of social cognitive theory, most of the treatment time was focused on building SR and SE related to both exercise and controlled eating, and improving mood (i.e., TMD), primarily through increased exercise. Improvements in SR, SE, and TMD were significant (ps < 0.001) from baseline to Months 3, 6, and 9 (except in SE over 9 months). These effect sizes were large (ds = 0.82–1.53). In line with the prediction of both exercise and dietary improvements over 12 months, paths from 3-month, to 6-month, to 9-month changes in SR → TMD → SE (B = 0.93, SEB = 0.59, 95% CI [0.034, 2.274], and B = 0.46, SEB = 0.25, 95% CI [0.035, 1.025], respectively) and TMD → SR → SE (B = −0.08, SEB = 0.03, 95% CI [−0.145, −0.020], and B = −0.04, SEB = 0.01, 95% CI [−0.070, −0.015], respectively) were significant, whereas the other possible paths incorporating changes in SR, SE, and TMD were not. Consistent with social cognitive theory and the mood–behavior model, findings supported the value of early treatment foci on interactions of TMD and SR changes in pursuit of longer-term advancements in SE and weight-loss behaviors.

Aim/Purpose: This study aims to explore the reflective practices of educators in blended learning environments, specifically in interdisciplinary courses, and to understand how these practices impact student engagement and learning outcomes. Background: Blended learning, combining online and face-to-face instruction, has become increasingly important for enhancing student engagement and learning outcomes. Reflection is a critical practice for instructors and educators, enabling them to continuously improve their teaching strategies and adapt to the dynamic needs of students. Reflective practices, particularly reflection-in-action and reflection-on-action, are essential for developing effective and responsive educational environments. Methodology: A mixed-methods design was employed, incorporating qualitative reflections from course coordinators and instructors, and quantitative data from an online learning platform (Forum). Participants included coordinators and instructors from a federal university in the UAE involved in interdisciplinary General Education courses. Contribution: The study highlights the potential of reflective practices to significantly enhance the effectiveness of blended learning, suggesting that ongoing professional development and support for educators are essential. Additionally, the findings highlight the unique challenges and opportunities within the UAE context, calling for context-specific strategies to optimize blended learning. Findings: The findings highlight the importance of instructors’ reflective practices, particularly reflection-in-action and reflection-on-action, in developing flexible and adaptive lesson plans that enhance student engagement. Key challenges identified include the need for clearer instructional materials, better integration of interdisciplinary content, and comprehensive faculty training. Data from the online platform revealed significant variations in student engagement metrics, such as breakout room participation, chat activity, and assignment completion. Recommendations for Practitioners: Educators should design lesson plans that incorporate real-life scenarios, active learning strategies, and reflection to enhance students’ engagement in blended learning environments. Recommendation for Researchers: Future research should investigate reflective practices in various educational settings, explore the effects of adaptive teaching strategies on student engagement across disciplines, and incorporate student perspectives to gain a deeper understanding of their impact on learning. Impact on Society: The study emphasizes how reflective, adaptive teaching strategies can improve engagement and critical thinking, contributing to more inclusive and sustainable education systems aligned with global goals. Future Research: Longitudinal research should explore the long-term effects of reflective teaching on student outcomes. In addition, investigating faculty development programs will help enhance the effectiveness of reflective practices in education.

The paper aims to explore the potential of the blended learning approach for higher education in Aceh. This is a conceptual paper that attempts to provide the concepts and theories associated with implementing the blended learning approach on college-level students and lecturers. Blended Learning is a learning model that is enriched with traditional learning methods and online education materials. In a typical blended learning environment, students may learn contents outside of the class through websites or Learning Management Systems (LMSs), but engage in practical, hands-on activities during class hours. The author believes the blended learning is a potentially effective approach if implemented for higher education in Aceh, especially Banda Aceh, which has adequate internet access in numerous areas. Integrating the blended learning approach will enhance students’ self-paced learning in Aceh, and in turn improve their critical thinking and collaborative learning. This study also encourages lecturers in Aceh to implement the blended learning approach in their teaching and learning practices, as well as urges the use of various LMSs or Web 2.0 tools as online learning platforms. Finally, the practice of blended learning will support Universities in Aceh in transforming teaching and learning activities from being traditional, to becoming technology-based learning environments.

Introduction The inclusion of blended learning in secondary school mathematics has gained prominence as teachers seek to cultivate 21st-century competencies alongside subject knowledge. This study explores how secondary Mathematics teachers implement blended learning to foster competencies such as critical thinking, collaboration, communication, creativity and digital literacy which are required in 21st century learning. Methods A qualitative interpretive research design was used to select a purposive sample of six secondary Mathematics teachers with experience in blended learning. Data were generated using semi-structured interviews, classroom observations and document analysis to capture teachers' views and classroom practices. Thematic analysis produced four key themes: blended learning practices, innovative assessment practices, development of 21st-century competencies, and contextual factors of the school. Results The findings reveal that the teachers perceived blended learning may enhance learner engagement, supporting differentiated instruction, and fostering self-directed and collaborative learning. In this study, digital tools were viewed as enabling interactive mathematical exploration and timely formative feedback. The teachers who took part reported that innovative assessment approaches within blended learning environments allowed for more authentic evaluation of learners competencies. Discussion Participants emphasised that the success of blended learning is shaped by contextual factors including technological infrastructure, leadership supports, learner digital readiness, and access to resources. The study concluded that while teachers perceived blended learning as a valuable approach to advancing 21st -century competencies in secondary Mathematics classrooms, its effectiveness depends of pedagogical intentions and supportive school conditions. These findings have implications for teacher professional development and policy implementation.

Purpose – The purpose of this paper is to examine current practice in blended learning – notably the view of blended learning as a synthesis of different approaches to the delivery of learning in order to create high impact learning. Design/methodology/approach – An exploration of the development of blended learning over the years, especially how it is being affected by developments in learning delivery technology and learning design. Findings – Learning architecture and design ought to be enhanced by the thoughtful use of various new tools, strategies and delivery platforms working in harmony. Only then can the learning process finally become highly attractive for new generations of learners. Research limitations/implications – New trends driving virtual learning prescribe the use of a portfolio of new tools. This, therefore, is producing changes in e-learning architecture, including the need for multi-device learning solutions, along with the need to implement multimedia formats in producing virtual learning solutions. Simultaneously, for educators, there have been changes in learning solutions' design based on the emergence of the self-determined and autonomous learner, as described by the concept of heutagogy. Practical implications – The complexities of creating an appropriate blend along with the most effective learning solutions for each learner – including the use of mobile platforms and social learning – have never been more challenging. Originality/value – Customising learning is in its early stages but, with the advent of new delivery technology and the growth of self-determined learners, it will become unavoidable.

This study utilized a mixed-methods approach to explore the essential elements for creating a blended instructional model tailored for undergraduate music education students. The study involved 200 students from the Department of Music and Dance at Guangxi University of Foreign Languages, Nanning, China, and four faculty members with 5–10 years of teaching experience. Data collection included the Survey of Blended Learning for Music Students, which assessed students’ prior online learning experiences, attitudes, and perceptions of blended learning, and semi-structured interviews with faculty to provide qualitative insights into blended learning practices. The results revealed that 90.5% of students had prior online learning experience, with 53% preferring a blended learning format. Students appreciated the flexibility and efficiency of blended learning, particularly for its ability to enhance knowledge acquisition and skill development. However, some challenges emerged, including issues with self-discipline and engagement in the online environment. Faculty interviews highlighted both advantages and challenges of blended teaching, including barriers to quick adaptation and the need for increased communication in the blended environment. A novel contribution of the study lies in its focus on the limited integration of blended learning in music education, an area that has received little attention in the existing literature. The findings offer important pedagogical implications for developing effective blended learning models that balance the practical and theoretical aspects of music education. Specifically, it highlights the need for better engagement strategies and support mechanisms for students and instructors to navigate blended learning effectively, fostering a more flexible, adaptive, and interactive learning environment.

This study investigated the relationships among emotional intelligence (EI), relational engagement (RE), and cognitive outcomes (COs). A survey questionnaire containing 34 statements was completed by 338 undergraduate students from the four universities of China, with responses recorded on a 7-point Likert-type scale. The relationships were examined using the partial least squares structural equation modeling. The findings showed that EI influenced the COs directly and indirectly during the pandemic. In the forms of self-regulation (SR) and social skills (SS), the high levels of EI improved the COs of the students. Further, the aspects of EI, such as SR, self-awareness (SA), empathy (E), motivation (M), and SS were found to improve the RE of the students. The RE was positively correlated with the COs, indicating its potential for improving critical thinking among university students. Finally, the RE was a key mediator of the relationship between the EI and COs. It is concluded that the students with higher levels of EI and RE may achieve better COs. The implications of the research and suggestions for future studies are also discussed.

This study aims to investigate the effects of blended learning on Thai university students’ speaking ability, students’ learning motivation, as well as to explore students’ and teachers’ perceptions towards blended learning. Utilizing a mixed-methods embedded experimental research design, 56 students in the treatment group received blended learning instruction. Meanwhile, the other 46 students in the control group received traditional teaching instruction. In this study, the pre- and post-speaking tests and students’ learning motivation questionnaires were used to collect the quantitative data. The qualitative data were retrieved from students’ online reflection blogs and students’ and teachers’ semi-structured group interviews. Both descriptive and inferential statistical methods were then used to analyze the data. The research results revealed that blended learning instruction helped improve students’ speaking ability. Furthermore, the results indicated that students’ learning motivation was at a high level. Additionally, a great majority of both student and teacher participants had positive perceptions towards blended learning. The research results, therefore, conclusively proves that blended learning implementation is effective in improving students’ speaking ability and in attaining a high level of students’ learning motivation.

As foodborne diseases are current major health issues worldwide, food safety is a global health target. The present work has used social cognitive theory as theoretical support for examining the social and cognitive factors [outcome expectations (OE), self-regulation (SR), environmental determinants (ED), and self-efficacy (SE)] of Jordanian restaurant managers’ and supervisors’ food safety behavior (FSB). The moderator was willingness to comply (WC). Data were collected from the participants via Google Forms using purposive sampling methods. A total of 500 questionnaires were distributed, where 250 questionnaires were sent each to the Jordanian Restaurant Association (JRA, representing international and chain food restaurants in Jordan) as well as the Jordanian Union of Restaurants and Confectionary Proprietors (URCP, representing the local Jordanian restaurants). Two hundred and ninety-six completed questionnaires were returned. The hypotheses were analysed with smart partial least squares by structural equation modelling. The analysis determined that OE, SR, ED, and SE had positive impacts on FSB, while WC played a role in moderating the interlinkage among SE, OE, and FSB. To sum up, the current study as a whole also has significant theoretical and practical contributions for the practitioners in the given context.