Teaching Efforts Research Articles

Didactic voice-over in Secondary Education to develop integrated language skills and raise ecological awareness:

In recent years, there has been a significant expansion in the utilisation of ICT in language teaching and learning. In order to provide students with a quality education, teacher training is of paramount importance. Effective teacher training ensures that educators are well-equipped with the latest pedagogical strategies, technological tools, and interdisciplinary approaches necessary for fostering a dynamic and engaging learning environment. Furthermore, in view of the United Nations’ Agenda 2030, the efforts of teachers increasingly focus on promoting sustainability awareness. This holistic approach not only enhances the educational experience but also aligns with broader societal goals, making language education a powerful tool for positive change. This paper will present a case study with 14 pre-service secondary school teachers of English as a Foreign Language (EFL) in Spain. The purpose is to investigate whether pre-service teachers see feasible to implement DAT, particularly didactic voice-over, in the EFL classroom, and whether it can enhance integrated language skills and promote ecological awareness. The participants were initially introduced to DAT and its practical application within the recently research-led TRADILEX platform (Fernández-Costales, Talaván & Tinedo-Rodríguez, 2023). Subsequently, participants were required to carry out a didactic voice-over lesson plan (LP) about the European-funded project Speak4Nature - Interdisciplinary Approaches on Ecological Justice. After submitting the 60-minute voice-over LP, created in accordance with the TRADILEX methodology (Talaván & Lertola, 2022), participants were required to develop a second LP of the same duration, utilising the same video as a foundation and tailored to the specific needs of their target learners. In order to triangulate the data, participants’ opinions were gathered via a feedback questionnaire, an observation rubric completed by the two teacher-researchers, and a focus group involving five participants. The analysis yields encouraging findings, since pre-service EFL teachers perceived the integration of DAT in secondary education as potentially advantageous for fostering the development of integrated language skill and ecological awareness.

Efforts of Islamic religious education teachers in improving the reading and writing skills of the Quran among the residents of Banyon village

The ability to read and write the Qur'an is one of the basic competencies that are important for Muslims. However, there are still many people, especially in rural areas such as Kampung Banyon, Sragen, who do not have adequate Qur'an reading and writing skills. This study aims to identify and describe the efforts made by Islamic Religious Education (PAI) teachers in improving the ability to read and write the Qur'an among residents of Kampung Banyon. This study uses a qualitative approach with a descriptive research type. Data collection techniques used are interviews, observations, and documentation. Data analysis is carried out through data reduction, data presentation, and drawing conclusions. The results of the research show that the efforts made by Islamic religious education teachers to improve the ability to read and write the Al-Qur'an in Banyon Village are to create a program of Al-Quran reading and writing activities every Monday and Friday on a regular basis, an inclusive approach to all levels of society, and the formation of Al-Futuh Foundation.

Upaya Guru PKn dalam Melaksanakan Pembelajaran Berdiferensiasi Sesuai dengan Potensi Peserta Didik di SMP Pembangunan Laboratorium UNP

This research is motivated by the efforts made by PKn teachers in implementing differentiated learning according to the potential of students at SMP Pembangunan Laboratorium UNP. The purpose of this study is to describe the efforts of PKn teachers in implementing differentiated learning as well as the supporting and inhibiting factors of PKn teachers' efforts in implementing differentiated learning according to the potential of students. The type of qualitative research with descriptive methods. The research informants used the Purposive Sampling technique. Data collection techniques were carried out by interviews, observation and documentation. The data validity test used the source triangulation technique. The results of the study showed that the efforts of PKn teachers in implementing differentiated learning according to the potential of students were analyzing the results of cognitive and non-cognitive potential mapping, compiling teaching modules according to the characteristics of differentiated learning, implementing differentiated learning based on the characteristics of students, analyzing the weaknesses/deficiencies of differentiated learning that had been implemented. The supporting and inhibiting factors of PKn teachers' efforts in implementing differentiated learning according to the potential of students were: 1) Supporting factors. One of the PKn teachers is a driving teacher, there are supervision activities, there are CADAS activities, mapping of student needs is carried out. 2) Inhibiting factors. Limited time for teachers in compiling teaching modules according to student characteristics, teachers do not use varied learning methods and media.

Collaborative Efforts of Parents and Teachers on Literacy Instructionn of the Kindergarten Learners

This research assessed the collaborative effort of teachers and parents on the literacy instruction of kindergarten learners at the identified schools of the Aloguinsa District in the Division of Cebu Province for the School Year 2022-2023 as the basis for a Literacy Skills Enhancement Plan. It utilized a descriptive-correlation research design to determine the extent of collaboration among respondent groups on the literacy instruction of kindergarten learners. Respondents were selected using a universal sampling technique. Gathered data were treated using frequency, percentage, standard deviation, weighted mean, Likert scale, and Spearman Rho. The findings revealed that most parent-respondents were female, whose age bracket was 29-36 years old, were high school graduates, had one or two children, and earned 10,000 pesos and below. On the other hand, teacher-respondents were primarily females with masteral units, ranked teacher 1, and had six to 10 years in service. Furthermore, results indicated that the respondent groups always collaborated on the literacy instruction of the kindergarten learners. Meanwhile, there was a significant difference in the extent of collaboration among the respondent groups in literacy instruction of kindergarten learners. It is recommended that the literacy skills enhancement plan be adopted.

Diagnosis Kesulitan Belajar Siswa Di Sekolah

This study aims to describe and reveal data about the diagnosis of student learning difficulties at school and the teacher's efforts to identify the types and characteristics, as well as the factors that cause students to experience difficulties in learning. This research uses a qualitative research approach with a library research approach obtained from books, literature, articles, journals, and sites on the internet that are related to the research conducted. The results of the study show that learning difficulties are defined as obstacles to children in learning who have difficulty learning to read, understanding every learning the child cannot develop and receive the information obtained properly so that it affects the child's learning achievement. Factors that cause students to experience difficulties in learning are 2, namely internal factors which include psycho-physical disorders of students both in cognitive, affective, psychomotor aspects and external factors including family, school and community environments. Efforts made by teachers to overcome students' learning difficulties can make various strategic efforts involving identification, diagnosis, intervention, providing assistance and collaboration. In this effort, it is important for teachers to continuously improve their professional competence, especially in recognizing and dealing with various types of learning difficulties.

Efforts of PAI Teachers in Shaping the Character of Discipline and Responsibility of Students at MA Darul Ma'arif Payaman Lamongan

Efforts of PAI Teachers in Shaping the Character of Discipline and Responsibility of Students at MA Darul Ma'arif Payaman Lamongan

The Sorogan Method in Improving the Competence of Reading the Yellow Book in the Pasca-Amtsilati Dormitory in Jepara

Reading the yellow book (kitab kuning) for students in Islamic boarding schools is very important because various religious studies always use the yellow book as a medium to study it in depth. This research reveals the effectiveness of the sorogan method in improving the competence of reading the yellow book among students of the Pasca-Amtsilati dormitory in Jepara, Central Java. The researcher used a descriptive qualitative approach with data collection techniques through interviews, observations, and documentation. The results of the research showed that the efforts of teachers in improving the competence of students reading the yellow book through the sorogan method proved to be very effective. It can be seen from the improvement in the quality of students' reading, students' understanding of the contents of the reading, and their skills in explaining the contents of the reading. For this reason, the sorogan method in several Islamic boarding schools must continue to be preserved and developed for the quality of religious education for the nation's future generations. However, learning the Yellow Book has many benefits for students, namely a comprehensive understanding of religion, development of critical thinking skills, strengthening practical experience, and self-identity.

Redesigning Author Study: Fanfiction and Early Elementary Literacy

AbstractFans often express their love of authors or books by creating and sharing fanfiction, a genre wherein fans write new narratives that add to beloved works or take place in existing story worlds. In this article, we describe a kindergarten teacher's efforts to enhance students' foundational literacy skills by combining author studies with composing fanfiction. Pairing these practices throughout the school year can encourage kindergarteners to recognize textual patterns, playfully adapt these patterns, and compose their own stories and art. By playing with literacy, kindergarten fanfiction writers can begin to see themselves not just as readers, but authors.

Upaya Guru Bidang Studi Aqidah Akhlak dalam Membina Akhlak Siswa Kelas VI Madrasah Ibtidaiyah Darul Falah 2 Cilodong - Depok

This research is driven by the bad impact of the digital world on the learning process, which spontaneously affects students' attitudes and behaviors. One of these impacts is students' social attitudes. The study examines the crucial role of teachers in the Aqidah Akhlak subject in instilling moral values in sixth-grade students at MI Darul Falah 2 Cilodong, Depok. Data collection methods included observation, interviews, and documentation of activities, which were then assessed descriptively. The outcomes of the teaching methods utilized by the teachers can be drawn in the changes in students' attitudes and the way teachers teach Aqidah Akhlak. These changes are evident from students' discipline towards school rules, the habituation practices applied in the classroom, and the exemplary actions of the teachers as models for students to follow. The study concludes that teachers' understanding of their crucial role through workshops, training, and seminars on moral education strategies is effective in promoting the utilize of innovative teaching methods such as interactive lectures, role-playing, and extracurricular activities to instill positive character traits. Collaboration between schools, parents, and the community is also deemed essential for effectively monitoring and supporting students' moral development. Continuous evaluation of moral education efforts involving students, parents, and school authorities is crucial for enhancing the quality of moral education in the future. Overall, this research aims to foster a generation with strong character and noble behavior through the dedicated efforts of teachers in the Aqidah Akhlak subject.

Metacognitive problem solving: exploration of students’ perspectives through the lens of multi-dimensional engagement

Solving chemical problems entails content knowledge and mastery of problem-solving processes. However, students sometimes lack metacognitive processes required for problem solving in chemistry. This study investigated how first-year chemistry students engaged with the metacognitive problem-solving scaffold Goldilocks Help. Data was collected from an activity, which involved students reflectively comparing their problem-solving attempts to an expert solution. These comparative reflections (N = 373) were thematically analysed to investigate scaffold engagement in three dimensions: cognitive, emotional, and behavioural. Findings showed that scaffold use, coupled with self-reflection, allowed students to identify flaws in their solutions that were either problem specific or related to their problem-solving skills. Students were able to propose improvement strategies, such as posing prompting questions to themselves and finding multiple alternatives for evaluating an answer. Students, who initially lacked structured problem-solving skills, found that scaffolding helped them to slow down metacognitive processes that would otherwise be rushed through or engaged with on a surface level. Students’ resistance to the scaffold was due to fear of making a mistake or viewing the scaffold as requiring extra time and effort. Within a semester, many students demonstrated an improvement in successful and structured problem solving but some required more practice to internalise the scaffold. Our findings also indicated that students’ reflections on problem solving became more sophisticated as a result of continued exposure to the scaffold and iterative opportunities to compare their work to expert solutions, to self-assess, and to reflect. Further research on reflective writing in chemistry education should focus on the ipsative nature of such assessments, i.e. processes focusing on students’ own progress, growth, and improvement, compared to their previous performance, while recognising the power relations operationalised in course-embedded reflections. From the teaching practice perspective, having an awareness of students’ thoughts, emotions, and actions can help instructors differentiate between levels of student capabilities, mindsets, and needs for extra support, allowing teaching efforts to be directed at promoting metacognitive and structured problem solving.

Lesson study and the challenges of initial teacher education in Europe: keys to sustainability. A literature review

PurposeTo present a review of the current state of lesson study (LS) in initial teacher education (ITE) in Europe.Design/methodology/approachA systematic search, combined with heuristic and hermeneutic analysis, was conducted in both English and Spanish using indexed academic databases to collect research and experiences of LS in ITE across Europe. The core areas or analysis categories included sustainability, observation and tutoring, the connection between schools and universities, the value of pedagogical knowledge and LS models.FindingsLS in ITE has seen significant growth in Europe since 2015, particularly in universities where it has established a strong presence. The variety of proposals reflects how institutions have adopted and expanded LS models, indicating a stronger connection between universities and schools. The sustainability of LS hinges on the efforts of a core teaching and research group that not only transforms teaching but also explores learning processes in LS. There is growing interest in improving observation strategies and incorporating pedagogical knowledge in LS, although more in-depth analyses of the learning and teaching processes from both perspectives are still needed.Research limitations/implicationsSearching for references in English and Spanish may limit the visibility of relevant research conducted in other languages and regions, potentially excluding important experiences from non-English or non-Spanish-speaking countries.Originality/valueThis work is the first review of literature on LS in ITE focused on Europe, engaging with and building upon the latest global reviews in ITE and LS while introducing new areas of contrast.

Teachers' Efforts to Form Student Learning Independence at UPT SPF SD Inpres Mangga Tiga Makassar

This research aims to determine, 1) Student Learning Independence and, 2) determine the efforts made by teachers in forming Student Learning Independence at UPT SPF SD Inpres Mangga Tiga Makassar. The method used in this research is a qualitative approach. The methods are 1) Observation, 2) Interview and 3) Documentation. The results of the research show that students' learning independence at UPT SPF SD Inpres Mangga Tiga Makassar, students' learning independence from hearing the teacher's explanation is generally said to be good, students are enthusiastic about listening to the teacher's explanation, when the teacher gives an explanation there are some students who talk to their friends or do other activities, but there are not many of them. The teacher's efforts in forming independent learning for UPT SPF SD Inpres Mangga Tiga Makassar students, namely: 1) Making plans, the teacher has outlined all the plans in the syllabus and lesson plan. The preparation of the Learning Implementation Plan (RPP) made by the teacher is developed in the syllabus. 2) Implementation, the teacher's role in forming student learning independence can be seen from the media used, namely video and image displays using Power Point, as well as using discussion, question and answer, problem solving, socio-drama and assignment methods. 3) Evaluation in the learning process to obtain information on the achievement of learning objectives which is carried out continuously.

Implementasi Kepribadian Guru dalam Pembentukan Karakter Religiusitas Santri Pondok Pesantren Saifullah, Batu Gemuk, Namorambe, Deli Serdang Sumatera Utara

Teachers are at the forefront of implementing education. It is imperative for teachers to realize their position as the nation's light, to be role models and to provide enlightenment. This study aims to determine the Implementation of Teacher Personality in the Formation of Religious Character of Students at Saifullah Islamic Boarding School, to find out the obstacles and challenges in fostering the Personality of Teachers at Saifullah Islamic Boarding School, and to find out the efforts of teachers in overcoming obstacles and challenges in fostering the Personality Competence of Teachers at Saifullah Islamic Boarding School. The research method is qualitative which is descriptive in nature, which is the instrument or tool of the researcher himself, the data obtained from two sources, namely primary sources and secondary sources with data collection techniques through observation, interviews and documentation. The data analysis technique is carried out inductively. The results of the study indicate that the Implementation of Teacher Personality in the Formation of Religious Character of Students at Saifullah Islamic Boarding School Batu Gemuk, Namorambe, Deli Serdang, North Sumatra Alhamdulillah is good. This can be seen from a) The stability and steadfastness of the teacher's soul in carrying out tasks in class and optimism towards the success of students and teacher activities outside the classroom, b) The maturity of the teacher in guidance activities for students and the teacher's attitude in guiding students and the teacher's attitude in dealing with problematic students, c) The teacher's wisdom and prudence in attending evaluation meetings and the teacher's consideration in giving punishment to students d) The teacher's authority is seen from the ability to guide students and their skills in motivating students, e) The teacher's discipline in entering the class and the teacher's discipline in dressing and the teacher's attitude in responding to students' clothing, f) The teacher's ability to provide values ​​and the teacher's efforts in developing themselves.

ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ ПЕДАГОГІВ ПРОФЕСІЙНОГО НАВЧАННЯ ДО ПРОФОРІЄНТАЦІЙНОЇ ДІЯЛЬНОСТІ СЕРЕД СТАРШОКЛАСНИКІВ

Introduction. The quality and effectiveness of career guidance work depend on the level of career guidance competence of educators. Therefore, vocational education teachers need to be well-oriented in the modern world of professions and methods of career guidance. In this regard, there is a necessity to develop future educators' readiness for career guidance. This requires the development and implementation of effective pedagogical conditions that will contribute to successfully fostering such readiness. Purpose ‒ justification of a set of pedagogical conditions that ensure the formation of readiness among future vocational education teachers for career guidance work with high school students.. Methods: analysis of practical problem, recent researches and publications; generalization of the results of the study. Results. It is emphasized that, to successfully fulfill the social responsibility of familiarizing high school students with modern professions, a teacher must possess specific career guidance knowledge and skills that enhance the effectiveness of this work. At the same time, it is noted that students in pedagogical specialties often lack sufficient mastery of educational materials related to future career guidance activities, complicating their preparation for this task. The simultaneous implementation of effective pedagogical conditions in the educational process contributes not only to the qualitative content and methodological enrichment but also to the optimization of the training process for future vocational education teachers for career guidance activities. It is demonstrated that such pedagogical conditions are aimed at developing career-oriented thinking, supporting the professional and personal formation of future teachers, and equipping them with the necessary competence-based knowledge and practical skills for effective career guidance work. Originality.The readiness of future vocational education teachers for career guidance activities with high school students is examined through the lens of the professional training system. Conclusion. The formation of the professional orientation competence of vocational education teachers is achieved under the following conditions: the implementation of innovative technologies in the educational process; ensuring students understand the importance of vocational orientation work; combining the efforts of teachers from all disciplines; the realization of tasks of a vocational orientation nature during pedagogical practice; and involving students in organizing collaborative work between schools, vocational orientation organizations, and vocational education institutions Keywords: future vocational education teachers, readiness for career guidance activities, pedagogical conditions, professional training.

Engagement of general practice preceptors in teaching residents in outpatient settings in China: a national cross-sectional study

BackgroundOutpatient training is crucial for the standardized residency training of General Practitioners (GPs) in China. However, there is concern that General Practice (GP) preceptors may lack the willingness and capacities to teach residents in outpatient settings. Understanding how GP preceptors practice routine outpatient training and their views is essential for designing strategies; however, this issue has not been well studied. Thus, our study aimed to investigate the extent of GP preceptors’ engagement in teaching residents in outpatient settings and to identify the factors associated with their practice of providing guidance in China.MethodsIn this cross-sectional study, we distributed a self-administered questionnaire to 417 GP preceptors. Participants were selected from 142 hospitals across 24 provinces and had participated in the National GP Preceptor Training Program in early May 2024 in Hangzhou, China. A descriptive analysis was used to assess the extent of GP preceptors teaching residents in outpatient settings and their perceptions of outpatient training. Logistic regression analysis was employed to identify the associated factors of GP preceptors’ engagement in teaching residents in outpatient settings.ResultsOf the 297 participants included in the final analysis, 64.3% were female, with a mean age of 41.8 years (range: 29–56). A majority (63%) of GP preceptors expressed confidence in their ability to conduct outpatient training, and 68.7% indicated a willingness to increase their teaching efforts. While over 70% reported “always” or “often” providing helpful guidance to residents, only about a third consistently encouraged residents to take medical histories, perform physical examinations, and make preliminary clinical decisions. Logistic regression analysis shows that GP preceptors’ frequent outpatient training, more medical experience, longer preceptorship, and confidence and determination were positively correlated with offering helpful guidance to residents, whereas concerns about reduced consultation efficiency and income were negatively associated with this guidance.ConclusionAlthough most GP preceptors in China report a strong willingness to engage in outpatient training, their actual teaching practice falls short of expectations in some respects and is correlated with their prior experiences and perceptions of such training. Strategic interventions that offer incentives, support, and increased opportunities for engagement in outpatient training are essential to enhance teaching practices.

SPECIAL EDUCATION IN THE NEW NORMAL: EMBRACING DISTANCE LEARNING

This study explores the adaptation and challenges in special education during distance learning to develop a comprehensive continuity plan. Participants included three administrators and 15 teachers from special education schools in Cabanatuan City, along with 150 parents during the 2021-2022 school year at Cabanatuan East Central School, Lazaro Francisco Integrated School, and Camp Tinio Elementary School. Using a descriptive research method, the researchers created a questionnaire as the main data collection tool, which was validated for reliability. Data analysis was conducted using Microsoft Excel and the Statistical Package for Social Sciences (SPSS), employing frequency counts and percentages to profile respondents. Weighted mean values were applied to assess adjustments, challenges, and support in special education distance learning. The findings reveal the effective implementation of modified practices in special education, covering instructional, curricular, and administrative areas. Administrators and teachers rated the challenges of executing the special education learning continuity plan as moderately difficult, while parents found them slightly challenging, emphasizing the significant efforts of teachers and administrators in helping parents and students comply with the plan. The researchers recommends a continuity plan designed to benefit administrators, special education teachers and parents with the goal of improving the educational experience for this group. KEYWORDS: Special Education, Distance Learning, Adaptation, Challenges

Erasing the Line between Students and Instructors: The Influence of Classrooms and Online Learning Spaces on Student Engagement

This study investigated the influence of physical and virtual learning spaces on student engagement in a modern university setting. Qualitative analysis of an active learning classroom that employed the use of roundtables was conducted. Interview and focus group data from students and faculty, along with classroom observations, resulted in the finding that the circular arrangement of this active learning classroom positively influenced student engagement by promoting immediate exchange of feedback, agency, and a system of accountability. This study also resulted in the finding that virtual learning spaces influence student engagement and the amount of engagement is heavily moderated by instructor efforts to facilitate interpersonal immediacy. Both physical and virtual learning spaces influenced student engagement and the level of engagement was heavily moderated by students’ desire for engagement. Recommendations and suggestions for future research are provided.

Improving the Islamic Education Learning Quality through Classroom Management in Madrasah Ibtidaiyah

This research aims to describe classroom management practices and teachers' efforts to improve the quality of Islamic religious education learning in Madrasah Ibtidaiyah. A qualitative approach with a case study method was employed, utilizing observation, interviews, and document studies for data collection. Data analysis involved reduction, presentation, validation, and conclusion drawing. The findings reveal that classroom management by teachers includes preparation of essential teaching skills. Teachers enhance classroom management through various approaches: discipline, reward and punishment, teaching, attitude, and group process. This research contributes to the academic understanding of classroom management implementation in Islamic religious education at the Madrasah Ibtidaiyah level. In Islamic education, classroom management is a crucial skill for educators, aligning with the Prophet Muhammad’s SAW emphasis on purposeful, precise, and thorough efforts in teaching.

Faktor-faktor Yyng Mempengaruhi Rendahnya Motivasi Belajar Siswa

The low motivation to learn varies depending on the goals to be achieved in the learning process at school. The level of motivation can be seen from the attitude of students during teaching and learning activities. Motivation to learn can arise or change influenced by various factors. According to Dimyati & Mudjiono (2002) factors that influence learning motivation include students' ideals or aspirations, individual abilities, personal conditions, student environment, dynamic elements in the learning process, and teacher efforts in teaching. This study aims to describe: 1) Factors that influence students' low motivation to learn in terms of factors: a. students' ideals or aspirations, b. students' abilities, c. students' conditions, d. students' environmental conditions, e. dynamic elements in learning and teaching, f. teachers' efforts in teaching students. The method used in this study is quantitative with a descriptive research type. The research sample was 69 students of SMK Pariwisata Aisyiyah Padang in grades X, XI, and XII who were registered in the 2024/2025 academic year who were selected based on the Total Sampling technique. Data were obtained by distributing research instruments in the form of questionnaires on factors that influence low student learning motivation that have been tested for validity and reliability. Data were processed using the Percentage Technique. The results of this study indicate that: 1) factors that influence low student learning motivation are reviewed from the following factors: a. Student ideals or aspirations: difficulty in determining interests and talents (56.62%), b. Student abilities: difficulty focusing on processing lesson materials (47.83%), c. Student conditions: difficulty attending school due to health problems (44.93%), d. Student environmental conditions: avoid talking to deskmates (39.13%), d. Dynamic elements in learning and teaching: easily distracted by things around them that hinder the ability to focus on lesson materials (46.38%), e. Teacher efforts in teaching students: teachers do not provide good examples in learning discipline (44.93%). The implications of guidance and counseling services that can be provided are information services, individual counseling services and group counseling services.

Building a valuable professional development course: instructor effort vs. perceived student value of activities in an online biotechnology course

Providing undergraduate and graduate students with the appropriate preparation for transitioning to careers in their field after graduation is a key goal of higher education institutions, with many programs employing professional development workshops or courses to assist students and provide hands-on skills in this area. Although a wide variety of activities could benefit students, instructor and career specialist time is limited. Here, we describe an online biotechnology professional development course for undergraduate and graduate students, covering career exploration and the job search process, and the students’ perceptions of the activities offered based on survey data. Overall response to the course was positive, with students at various stages of their education indicating appreciation of most of the course assignments. Interestingly, students ranked the activities that took the most instructor time, namely review of application materials, mock interviews, and career panels, as the most valuable for their personal development. The career exploration aspects of the course influenced students to be open to new possibilities. However, students struggled to make time to complete the assignments for a fully online, largely asynchronous course. Discussion of the value of the course activities, their relevance to social cognitive career theory and cognitive information processing, and suggestions for smooth implementation are provided.