This study adopts the long-established SLA concept, focus on form, in investigating the degree and characteristics of attention to language during teacher-whole class interaction embedded in content communication in English medium instruction (EMI) science classes. With the global spread of EMI programs, there is an urgent need to explore whether these meaning-oriented classes, often carrying a large amount of subject knowledge, are realizing the integration of language into content. Data was obtained from 30 video recorded EMI science lessons from seven high schools in China, taught by 15 native speakers of English. The teachers’ high English proficiency eliminates an often-limiting factor in conducting classroom interaction in EMI classrooms. Findings show that compared to previous studies there was fairly regular focus on form, although still limited, and a balanced use between preemptive and reactive focus on form. Negotiation of meaning was rare. While negative evidence was lacking, high quality elaborated input was often found in teacher feedback moves in both preemptive and reactive focus on form. A shift in EMI pedagogy is called for, particularly in increasing the quantity and diversity of corrective feedback, and a more fundamental change of the mode of interaction in EMI classes to include more learner-learner interaction.

This study adopted a comparative experimental design to investigate the effects of collaborative generative learning (CGL) in an AI-enabled immersive virtual environment (AI-IVE) on learners with different motivation levels. Learners with high motivation levels (HML) showed strong interest in both the AI-IVE and the subject content, whereas learners with low motivation levels (LML) lacked interest in one or both aspects. A total of 67 ninth-grade students from two intact classes participated in the study. The classes were randomly assigned to either the experimental group or the control group. In the experimental group, students engaged collaboratively in generative learning activities using a structured CGL strategy with clearly defined roles, while in the control group, students completed the same activities individually using an individual generative learning (IGL) strategy. The results indicated that the CGL strategy enhanced both human-computer and learner-learner interactions, leading to improved learning outcomes in the AI-IVE. These effects were particularly evident in three aspects: (1) improved academic performance, knowledge retention, and transfer among LML learners; (2) increased situational interest, engagement, and self-efficacy; and (3) reduced cognitive load. These findings provide meaningful insights for the design and implementation of generative learning in AI-IVEs.

The times of the last pandemic that plagued humanity challenged educators to find alternatives to face-to-face teaching, which arose through technological applications. Based on the symbiosis between face-to-face teaching and distance learning, this study seeks to gain insight into the perceptions of Mathematics and Biomedical Sciences students at a Portuguese public university regarding the b-learning methodology, as well as to identify the underlying factors that determine these perceptions, through their responses to an online survey. Adopting a quantitative approach, this study describes the students’ perceptions of the two courses, identifying characteristics related to their role in this learning modality. An exploratory factor analysis revealed four factors: learner receptivity towards the distance component, learner-learner interaction, learner-instructor interaction and transactional distance. The present findings revealed significant differences between the two courses, particularly in relation to the first factor. Mathematics students had lower factor scores compared to Biomedical Sciences students. Spearman correlation analysis identified effective time management as a crucial work habit associated with all four factors. Regarding the availability of resources, successful adaptation to distance teaching and learning platforms emerged as the primary characteristic correlated to the four factors. Additionally, learner receptivity towards the distance component, learner-instructor interaction and transactional distance were identified as the main factors associated with student motivation towards b-learning. This study suggests that while the b-learning approach proves to be suitable in terms of facilitating dialogue, the distance component has revealed its weakness, especially posing greater challenges for Mathematics students.

Teaching in Higher Education, especially the role of communication, has changed over the last couple of years. Therefore, this study analyzes the effects of communication skills on student satisfaction in online sessions. Furthermore, we want to uncover how students perceive their performance and learning progress when they are involved in online lectures. Data were generated via an online questionnaire by using validated measurement instruments, resulting in N = 117 responses from German students in 2024. Data was analyzed by using partial least squares structural equation modeling (PLS-SEM). Results highlight that social competences with other learners are significantly related to learner-learner interaction (β = .470, p < .001), while social competences with instructors are associated with learner–instructor interaction (β = .621, p < .001). Learner–learner interaction is significantly related to motivation for learning (β = .412, p < .001), which is associated with student satisfaction (β = .300, p = .001). Student satisfaction significantly mediates the relationship between motivation and perceived learning (β = .203, p = .002). Satisfied students are strongly related to perceived learning (β = .678, p < .001). This study contributes a new validated conceptual framework on communication in online learning, which highlights the superior role of interaction and communication in online learning.

Background and Aim: Student satisfaction with blended learning plays a pivotal role in enhancing learning outcomes and fostering academic success. This study examines the impact of five independent variables—teaching presence, cognitive presence, learner-learner interactions, learner-facilitator interactions, and learning motivation—on the dependent variable of student satisfaction within the context of blended learning in a college English course. Furthermore, it seeks to identify significant differences among these variables. Materials and Methods: This study, conducted at Zhanjiang University of Science and Technology (ZUST), utilized both qualitative and quantitative research methods across three stages to investigate factors influencing student satisfaction with blended learning in a college English course. In the first stage, a survey was administered to 303 students from four schools to assess key variables, including teaching presence, cognitive presence, learner-learner interactions, learner-facilitator interactions, and learning motivation. The validity and reliability of the survey were confirmed using the IOC method and Cronbach’s alpha, with data analyzed through multiple linear regression. The second stage involved a 16-week strategic intervention with 30 participants aimed at enhancing the identified factors. In the final stage, qualitative data from interviews and quantitative data from surveys were collected, and paired-sample t-tests were used to compare pre- and post-intervention results, evaluating the effectiveness of the strategic plan in improving student satisfaction. Results: In multiple linear regression, the study revealed that teaching presence, cognitive presence, learner-learner interactions, learner-facilitator interactions, and learning motivation significantly impacted students’ satisfaction, though the degree of influence varied among these factors. Finally, the results from the paired-sample t-test for comparison demonstrated a significant difference in all variables between the current situation and the expected situation. Conclusion: This study underscores the critical role of teaching presence, cognitive presence, learner-learner interactions, learner-facilitator interactions, and learning motivation in fostering student satisfaction in blended learning environments. The implementation of the strategic plan significantly enhanced these aspects, highlighting their importance. These findings provide valuable insights for improving student satisfaction in blended learning.

Small-group discussion is an instructional strategy that is increasingly incorporated in emergency medicine (EM) educational settings. Compared to individualistic learning, small-group education enables learners to compare and synthesize perspectives in collaboration with peers and educators. This fosters communication, team-building, and critical thinking skills that are essential in EM professional environments. To ensure these benefits are delivered to EM small-group learners, educators should utilize instructional strategies grounded in learning theory. A workgroup from the Society for Academic Emergency Medicine (SAEM) Simulation Academy and Education Research Interest Group sought to develop theory-informed recommendations for EM educators to optimize small-group instruction. Workgroup members were faculty with undergraduate medical education and EM residency leadership roles, including the development and deployment of small-group education. Through primary literature review and iterative discussion, the workgroup identified a suitable theoretical framework, collaborativism, that postulates that small-group learning occurs as learners advance from divergent to convergent thinking through discussion. Through this lens, discussion is the centerpiece of small-group learning, and educational interventions that improve the quality of discussion also improve the quality of learning. Collaborativism-informed strategies to strengthen small-group learning were proposed, organized by instructional design, learner-learner interactions, and educator-learner interactions. These educational interventions focused on enhancing engagement, cooperativity, and critical thinking behaviors in small-group learners as they engage in discussion. Recommended strategies were synthesized into a 50-min workshop presented at the 2024 SAEM Annual Meeting.

Background and Aim: In educational services, particularly tutoring centers, understanding the factors contributing to student satisfaction is crucial. This study aimed to investigate the impact of the variables of competence, responsiveness, empathy, learner-facilitator interaction, and learner-learner interaction on student satisfaction at a tutoring center in Hangzhou, China. Materials and Methods: The study employed a robust methodological approach; (1) Questionnaire Validation: The validity of the questionnaire was tested using the Item-Objective Congruence (IOC) index, while its reliability was assessed through Cronbach's Alpha in a pilot test (n=30). (2) Data Collection: Data were gathered through surveys conducted via the Wenjuanxing App, yielding 120 valid responses. (3) Data Analysis: 1) Multiple Linear Regression: This technique was applied to the 120 valid questionnaires to verify significant relationships among variables. 2) Strategic Plan Implementation (SPI): A 14-week intervention was conducted with a control group of 30 students to test the impact of strategic changes. 3) Paired-Samples t-tests: These were performed to compare the variables between the pre and post-strategic plan for validation. (4) Statistical Software: Jamovi Statistical Software, version 2.4.1, was utilized for all statistical analyses in this study. Results: The regression analysis revealed that all five variables significantly influenced student satisfaction. Specifically, tutor competence, responsiveness, and empathy were positively correlated with higher levels of student satisfaction. Additionally, both learner-facilitator and learner-learner interactions were found to enhance the overall satisfaction of students significantly. Following the implementation of the strategic plan designed to improve these variables, the paired samples t-test results indicated notable improvements: tutor competence (t = -26.0, p < 0.05), responsiveness (t = -29.3, p < 0.001), empathy (t = -22.7, p < 0.001), learner-facilitator interaction (t = -18.0, p < 0.001), learner-learner interaction (t = -25.2, p < 0.001) and satisfaction (t = -23.5, p < 0.001) all showed statistically significant enhancements. These findings underscore the critical role of these variables in fostering student satisfaction and demonstrate the effectiveness of the strategic interventions applied in this context. Conclusion: This study highlights that tutor competence, responsiveness, empathy, and effective interactions are crucial for student satisfaction in tutoring centers. Implementing the strategic plan notably improved these areas, emphasizing their importance. These insights can enhance tutoring services, aiding Chinese students in their academic goals.

Have you ever wondered how students truly feel about learning from behind a screen—are they engaged, distracted, or simply going through the motions? Foreign language (FL) learners in Malaysia often struggle with low confidence and motivation in traditional classrooms. This study aimed to explore learners’ perceptions of the environmental, behavioral, and cognitive aspects of online learning. Online learning, also called e-learning, internet learning, or distance learning, delivers personalized and interactive content in real-time. A quantitative approach was used with 120 participants from a Malaysian public university. This quantitative study is done to explore motivation factors for learning among undergraduates. Data were collected through a 5-point Likert-scale survey based on [8]’s social cognitive theory and [22]’s presence construct. The survey has 4 sections. Section A has items on demographic profile. Section B has 6 items on learner-learner interaction. Section C has 8 items on learner-instructor interaction. Section D has 8 items on learner-to-content interaction. The study emphasizes the importance of peer collaboration and interaction in online learning. The instructor’s teaching style encourages active participation, supporting behaviorist principles. Reviewing content before sessions and using interactive activities help improve understanding. The findings suggest that instructors should improve their knowledge of educational technology and apply it in offline classes. Tailored collaborative activities can help achieve course goals and improve language skills. In conclusion, every teaching method has its strengths and weaknesses, depending on the situation. For this reason, problems like keeping learners motivated, engaged, and helping them understand why lessons matter must be addressed.

Cooperative Constructivist Remedial Instruction (CCRI) is an emerging pedagogy among the teaching community across the world especially in the 21st century. However, its effect on learners’ achievement remains unknown. This innovative approach to teaching takes cognizance of both social and cognitive constructivism. Constructivism emphasizes on how the learner constructs knowledge from the experiences provided, which is unique to each individual learner. The approach gives learners the opportunity to construct knowledge in collaboration with their peers. Such an opportunity encourages them to progress to higher levels of academic achievement. Solomon’s Four Non-equivalent Control Group Design incorporating quantitative techniques was used in the study. The CCRI approach to teaching through the 5E’s learning (Engage-Explore-Explain-Elaborate-Evaluate) model was applied to Experimental Groups while the Conventional Teaching Methods (CTM) were used to teach the Control Groups where total of 211 Standard eight pupils from four randomly selected schools participated in the study. A Mathematics Achievement Test (MAT) was administered as a pre-test to estimate the learner’s achievement before intervention. The intervention period lasted for five weeks. Thereafter, items in the MAT were rearranged and administered to all the four groups as a post-test to measure the impact of CCRI relative to CTM on pupils’ achievement in Mathematics. The results from the study revealed that CCRI approach significantly improved learners’ achievement in Mathematics compared to the use of CTM. Secondly CCRI approach was equally effective in improving achievement of both boys and girls in Mathematics. Their improved level of achievement in the subject is attributed to their enhanced motivation as a result of increased teacher-leaner and learner-learner interaction during lessons as advocated by CCRI approach.

This research aims to examine the effect of internet facility, platform, learner-learner interaction, and learner-instructor interaction on student satisfaction. This quantitative research uses the survey method to collect data by distributing questionnaires through Google Forms. The research sample consisted of 179 students from the Business Accounting, Tax Accounting, and International Business Accounting major batch of 2017–2021 at Petra Christian University Indonesia. The data was analyzed using SPSS software by testing statistic descriptive, reliability, validity, and multiple regression. The results show that internet facilities and learner-instructor interaction have a significant positive effect on student satisfaction during online learning, while the platform and learner-learner interaction have not impact on student satisfaction during online learning when the COVID-19 pandemic occurred.

Though online learning has gained popularity in foreign language (FL) education, there is a lack of measurement tools with robust psychometric properties to comprehensively assess the quality of online FL instruction. This study explored the factor structure and measurement invariance of teaching presence in the framework of Community of Inquiry (CoI), a critical construct to understand instructors' responsibilities in precipitating and facilitating successful online learning. Data was collected from 564 college-level online learners of Chinese as a Foreign Language (CFL). Results of exploratory factor analysis and confirmatory factor analysis supported a five-factor structure of teaching presence, including design and organization, facilitating discourse, direct instruction, assessment and feedback, and technological support. Further evidence was also found to support the internal consistency and convergent validity of the derived factor structure of teaching presence. The nomological validity of the developed scale was established with the positive relationships between each subcomponent of teaching presence and online interaction (learner-instructor interaction, learner-learner interaction, learner-content interaction, and learner-technology interaction). Multi-group CFA indicated strict measurement invariance of the 27-item teaching presence scale across gender, age, and prior online experience. The findings extended the theoretical strengths of the teaching presence construct into FL education and highlighted its important role in fostering interactive online FL learning environments. Furthermore, the developed teaching presence scale can serve as an effective tool for future teacher educators and practitioners to evaluate instructional quality from the learners' perspective, thereby ensuring meaningful online FL learning experiences.

Understanding the rules and characteristics of online teaching is of great importance in ensuring the teaching effectiveness of open and distance education. Assessing students’ online learning satisfaction is crucial, as it not only reflects the “learner-centered” approach but also serves as a vital measure of the quality of online teaching in open universities, particularly in the context of the Internet. One significant characteristic of open distance learning is the “separation of teaching and learning”, which can lead to feelings of loneliness among learners, ultimately affecting their online learning experience and outcomes. In this study, we conducted an electronic questionnaire survey involving 1,419 learners from an open university in China. The research aimed to explore the predictive effects of four types of interaction-learner-instructor interaction, learner-learner interaction, learner-content interaction and learner-platform interaction-on learner satisfaction. Using Pearson correlation analysis and stepwise regression analysis, our findings indicate that three types of interaction-learner-platform interaction, instructor-learner interaction, and learner-learner interaction-positively influence distance learning satisfaction. These results underscore the importance of fostering meaningful interactions in online learning environments to enhance learner engagement and satisfaction, thereby contributing to the overall effectiveness of open and distance education programs.

(1) learning efficiency is recognized as the ultimate goal of online education, as it is related to the quality of online education and the cognitive development of students and is influenced by social interactions. This study explores the mediating roles of social presence and learning engagement in the relationship between social interaction and online learning efficiency, addressing gaps in prior studies that have not yet identified the underlying mechanisms. (2) students from three middle schools (N = 344; Mage = 13.61; 56.68% women) completed self-report questionnaires regarding social interaction, social presence, learning engagement, and learning efficiency. (3) the study findings reveal significant serial mediation effects of social presence and learning engagement in the relationship between learner-instructor and learner-learner interactions and learning efficiency. Specifically, while the indirect effect of learner-instructor interaction through social presence alone (indirect effect = 0.08, 95% CI = [-0.00, 0.17]) was not significant, the pathways through learning engagement (indirect effect = 0.18, 95% CI = [0.11, 0.26]) and the combined mediation through both social presence and learning engagement (indirect effect = 0.06, 95% CI = [0.03, 0.09]) were statistically significant. Similarly, for learner-learner interaction, the indirect effects through social presence (indirect effect = 0.09, 0.17) and learning engagement (indirect effect = 0.17, 95% CI = [0.11, 0.24]) were significant, as was the serial mediation through both mediators (indirect effect = 0.07, 95% CI = [0.04, 0.11]). (4) social presence and learning engagement played crucial mediating roles in the links between social interactions and online learning efficiency, and the predictive efficacy of learner-learner and learner-instructor interactions on online learning efficiency was found to be unequal.

While test anxiety is a problem in asynchronous online courses, few studies have systematically investigated learning factors influencing test anxiety in asynchronous online courses. Additionally, emotional engagement has been identified as a mediator between learning factors and test anxiety. Therefore, this study clarified the mediating role of emotional engagement between learning factors (i.e., self-efficacy, instructor-learner interaction, learner-learner interaction, perceived ease-of-use, and perceived usefulness) and test anxiety in college-level asynchronous online courses. Overall, 316 college students participated in this study. Structural equation modeling analysis examined the relationships between learning factors and test anxiety. Self-efficacy, instructor-learner interaction, and perceived ease of use had direct and significant negative influences on test anxiety. Self-efficacy, instructor-learner interaction, learner-learner interaction and perceived usefulness had indirect negative effects on test anxiety mediated by emotional engagement. The current findings indicated that instructors should consider self-efficacy, instructor-learner interaction, learner-learner interaction, perceived ease of use, and perceived usefulness when designing and conducting asynchronous online courses to reduce college students’ test anxiety.

PurposeThis article explores the impact of systematically designed online collaborative activities in two engineering undergraduate modules and key considerations for student interaction in Moodle.Design/methodology/approachThe educational design research approach was chosen to improve educational practices through iterative needs analysis, design, development and implementation. The study followed design-based research (DBR) approach, with a mixed-method research design used to uncover the critical factors in designing, developing and implementing online collaborative learning activities for improving student interaction. Two iterative cycles of online collaborative learning activities were implemented using the Moodle learning management system for two modules of an engineering undergraduate degree programme at a state university in Sri Lanka.FindingsResults indicate that students had demonstrated increased motivation for collaborative activities, and they had not experienced any significant difficulties in accessing materials or instructions. This study emphasizes that the design of learning activities has a greater influence on determining the level of interaction between the learner interface and the learner content. Also, a higher number of interactions on the wiki page improved learner-learner interactions, likely due to clear instructions and reduced complexities compared to previous Moodle activities. Overall, appropriately designed online activities can enhance students' motivation and improve communication, collaboration, cooperation and a sense of community among peers.Research limitations/implicationsThe study's constraints included a small sample size of 93 students in two courses, which limits generalization of the results. The study's findings should be carefully considered before being applied to courses with nontechnical content. The second constraint was the number of courses on which the activities were carried out. The activities were designed specifically for two Earth Resources engineering courses, and the developed activities addressed technical course content. The effect of the activities on students' engagement and motivation in various courses with nontechnical content must be investigated, and a complete generalization of the study's results may be called into question. As a result, careful consideration must be given to generalizing the study's findings.Practical implicationsThe study found that authentic collaborative learning activities using online technologies increased student participation and helped them discover their engineering design skills. Future research can focus on developing activities for other technical courses and incorporating additional tools into the instructional process. The use of a design-based research approach was recommended for future studies to obtain more comprehensive results than traditional comparative study designs.Originality/valueThe findings of this study suggest mechanisms to improve student interaction through online collaborative activities, particularly for delivering technical content. Such an understanding of learner interactions with course content, peers, teachers and interfaces will assist in the effective transformation of traditional technical content to online delivery mode. This is a unique study of converting in-class delivered engineering module content to online delivery within an equal time frame under restricted facilities and conditions resulting from a pandemic environment.

This research was conducted to investigate the effects of an e-flipped classroom in promoting interaction to enhance students’ perceived learning and satisfaction in a large accounting course. This research examines how e-flipped education, which incorporates pre- and in-class activities, affects students’ perceptions of their learning and satisfaction by encouraging learner-content, learner-instructor, and learner-learner interaction. Students enrolled in a second-year management accounting course made up the respondents. A questionnaire with seven indicators presenting each variable was used to gather data. The findings of this study revealed that all three interactions (i.e., learner-content, learner-instructor, and learner-learner interaction) were significant determinants of perceived student learning in the in-class activities, while only learner-content and learner-instructor interactions were the significant determinants of the student perceived learning in the pre-class activities. This study also shows that all three interactions significantly determined students’ satisfaction in both the pre-class and in-class activities. Moving forward, a well-designed online course with appropriate interactive activities is vital in promoting a supportive online learning experience.

Perceptions of psychological safety in healthcare professionals’ online learner-learner interactions

ABSTRACT Understanding students' sense of belonging in Higher Education is crucial for designing courses that improve retention, learning, and wellbeing outcomes. With the rise of online learning, educators face new challenges in fostering belonging in virtual environments. This study delves into the experiences of twenty postgraduate students in online learning settings. Through surveys, focus groups, and interviews, participants shared insights about their online learning experiences, their feelings of isolation or inclusion, and the aspects of online learning that helped keep them engaged. The findings reveal a complex cross-hatching among the themes of learner-instructor interaction, learner-learner interaction, and learner-content interaction, with the subject architecture and pedagogy enabling meaningful relational connections with both peers and instructors resulting in enhanced sense of belonging. By examining how online strategies and environments can be used to support students’ connections, we demonstrate how universities could reduce student attrition, enhance student wellbeing, and improve student achievement.

Three types of online interaction: Learner-Instructor; Learner-Learner; and Learner-Content, were facilitated profoundly during the public speaking class in the massive open online course using the SPADA-DIKTI learning management system. This paper explores in-depth how the online interactions occurred, the challenges, and the students' responses toward the program. The classroom setting was done fully online during one semester that consisted of 16 meetings and was participated by 40 university students throughout Indonesia. The learner-content is the most dominant interaction since the course was conducted fully online and learners completed several assignments based on the timeline. There were enough portions for learner-instructor interaction via the conference meeting class and social media group chat that allowed students to consult with the instructor directly. Although there were peer activities related to assignments and assessments, learner-learner interaction is the least happening since it can only be controlled during online synchronous meetings. Despite the students' enthusiasm for joining the course, the course objectives were not completely achieved. Only 50 % of the students passed the course and managed to complete the course learning activities. Some issues related to the workload of assignments, student motivation, and autonomous learning attitude in online courses have become problems.

Objectives This study aims to develop experimental activities using remote-control technology and apply them to prospective middle school chemistry teachers to explore the potential of the developed 'acid-base titration' chemistry inquiry experiment as a new experimental method. Methods The participants, consisting of 20 prospective teachers majoring in chemistry education from a university in the central region, engaged in a 4-session experiment where they remotely operated equipment, observed chemical experiment situations, and collected real-time data. Subsequently, based on their remote-controlled experiment experiences, surveys and semi-structured interviews were conducted to assess participants' experiences related to inquiry, alleviation of isolation, and a sense of realism in online settings. Results Remote-controlled experiments were divided into 'remote control of equipment' and 'remote control of data processing.'Remote control of equipment' involved sending signals to experimental devices through Blynk, wirelessly transmitting these signals to operate laboratory equipment. 'Remote control of data processing' allowed participants to use remote control functions to store and process experimental data in an Excel file. The developed remote-controlled inquiry experiment program in this study (1) provided prospective middle school chemistry teachers with experiences of basic inquiry functions such as observation and measurement, as well as integrated inquiry functions such as data interpretation and conclusion derivation, even in online experimental situations; (2) confirmed real-time learner-centered interactions, including learner-learner interactions and learner-content/ interface interactions; and (3) demonstrated a high level of presence in terms of teaching, cognitive, and affective realism. Conclusions Despite being a remote-based experiment class, it was evident that providing prospective teachers with opportunities for experiences and interactions in scientific inquiry activities could alleviate isolation and enhance a sense of realism. This study is expected to offer insights into designing and implementing the entire process of inquiry teaching in an online context.