The positive attributes of flexible and individualized learning in a blended environment are frequently offset by the undesirable quality of social interactions. genetic discrimination Community spirit, in this instance, is crucial for both academic and social growth. Developing a sense of community among students requires a more comprehensive understanding of student and teacher perspectives on blended learning, exploring their individual experiences firsthand. Subsequently, a qualitative case study investigation was undertaken for these three blended learning courses. Using a multi-faceted approach, our research encompassed classroom observations, document analysis (of course content, assignments, and assessments), and interviews with three teachers individually and eighteen students in groups. Examining the results, the pivotal components underpinning a sense of community were discovered to be: course-based group learning activities, non-academic and extracurricular activities across multiple courses, and the campus's physical environment, which integrated academic and social life after COVID. Finally, our findings revealed a challenge: while students valued collaborative learning, they experienced difficulties in managing group dynamics, and even though instructors tried to foster autonomy in learning, students considered instructors as the ultimate authority figures, putting a strain on the instructor-student relationship. This investigation also elucidated the limitations of digital instruments in cultivating a sense of community, specifically concerning their capacity to support thorough and intricate conversations, as queried by the students. From the data gathered, we derived pragmatic recommendations for bolstering the development of a sense of community in future blended learning initiatives.

In response to the escalating requirement for online learning and a more expansive project management approach, needed to better align with the COVID-19 pandemic's impact, the critical need to discover new methodologies in STEM online education to optimize its impact has been underscored. To address the preceding concern, this paper scrutinizes different facets of online STEM education project management, employing the E-NEST three-tiered structure during the COVID-19 pandemic. New York City College of Technology (City Tech) and Borough of Manhattan Community College (BMCC), both CUNY institutions, employed the three-tiered structure of Explorer, Scholar, and Teacher to incorporate remote teaching internships, professional development workshops, and mentorship programs. This remote learning model and infrastructure, rooted in engagement, capacity, and continuity (ECC) theories and team-based learning (TBL), fostered a positive impact on STEM education and project management. The technological instruments employed were Zoom, Google Meet, Microsoft Teams, Blackboard Collaborate Ultra, Skype, and SurveyMonkey. From project evaluation, online surveys, and focus group interviews, the qualitative and quantitative data showcase the efficacy of the modified remote learning and management tools. The E-NEST model's substantial support for online learning and project management meetings was evident in improved student success and faculty performance. A benchmarking process compared the E-NEST STEM education project with two other project management models, including the preceding NEST curriculum. Faculty members consistently emphasized proactive project management, coupled with the application of best classroom and time management practices, in line with the Project Management Body of Knowledge (PMBOK) and Project Cycle Management (PCM) principles. Innovative and excellent online learning platforms for students, built by the E-NEST project with project management and ECC and TBL applications, are proven by comparison. Henceforth, this research will inform the development of more effective online STEM educational learning models and platforms, seamlessly integrating emerging practices and technologies globally. Internationally focused STEM education projects, particularly in K-12 and higher education, could find practical use for these future research ideas.

Prior research highlighted the implementation of robotics education programs for secondary school students, integrating in-class and extracurricular group study sessions. During the period from 2019 to 2021, a study investigated the era of remote learning brought about by the COVID-19 pandemic, encompassing the time after the pandemic, during which online education continued among some school students. Device-associated infections This study investigates how online learning can be used to improve school students' computational thinking skills. We perceive computational thinking as a repertoire of cognitive abilities instrumental in resolving both educational and cognitive problems. The research questions were geared toward solving the problem of educational robotics' effect on fostering computational thinking abilities. The research established that the adaptability of robots, educational robotics, the development of personalized learning trajectories, and the establishment of collaborative online learning environments are effective instruments and solutions to the challenge of fostering computational thinking. Computational thinking, investigated over three years, consists of the core elements of algorithmic reasoning, programming abilities, and the capacity for effective teamwork. The chosen learning strategy provided a mechanism to evaluate the extent of computational thinking and its correlation with the study of Robotics. A statistical methodology was used in order to summarize the outcomes of our research effort. The statistics presented support the notion of advancement in the indicator being tracked. Based on the experimental data received, we determined an approximation for both reliability (R²) and the relevant exponential equation (trend lines). Our research in educational robotics has confirmed the creation of a synergistic learning environment, which proves beneficial to students' motivation, collaboration, self-efficacy, and creativity.

Social network analysis hinges on a collection of intricate and refined mathematical concepts, making their comprehension a daunting task through traditional means. Comparative studies of student performance in computer science disciplines demonstrate a recurring pattern of lower achievement among female students in comparison with their male peers. This study explores the impact of Jupyter notebooks, a web-based interactive programming tool, on deepening conceptual understanding and, therefore, improving attainment of course learning outcomes specifically for female students, aiming to address these issues. The work details the experience of students and teachers in the classroom regarding the enjoyment brought by this tool. Data collection utilized both document analysis and the use of questionnaires. A blend of methodologies was employed, with a qualitative scrutiny of mid-term exam papers and a quantitative analysis of the questionnaire. A significant portion of students successfully grasped the learning outcomes and knowledge taught within the Jupyter environment, as our research shows. In addition, the interactive aspect of Jupyter notebooks amplified student engagement and made learning more enjoyable.

A UDL-based overhaul of the online postgraduate research methods module is documented in this paper, along with its effects. The analysis also considers the potency of UDL-driven design and application in supporting the advancement of social, cognitive, and instructor presence, as stipulated in the Community of Inquiry (CoI) framework. Data collected via an online survey, involving students within a Master of Arts (MA) research methods module, forms the core of this paper's analysis. Students' involvement in the module benefited from a range of UDL-driven structures and practices, as highlighted by the results. Crucially, the following elements are included: (a) readily available online learning resources, (b) a structured weekly framework and clear guidance, (c) online peer interaction and collaboration, and (d) effective lecturer communication. It was determined that UDL's application in the redesign of this module contributed to the development of cognitive, pedagogical, and social presence. The core argument of this paper is that UDL-oriented approaches to design and practice can profoundly impact online learning in multiple and interconnected ways, such as through its inherent value and its role in developing cognitive, social, and pedagogical presence. The research results emphasize the positive effects of expanding UDL applications, particularly in the face of a growing student body diversity within higher education.

Student learning benefits from the everyday use of social media, a phenomenon increasingly accepted within higher education. This study, guided by the 5E instructional model, quantitatively investigates business school students' social media usage and perceptions of its learning benefits. Data, collected via an online survey with 423 valid responses from accounting, finance, and economics majors, explores how social media potentially revolutionizes the teaching and learning spectrum. Social media was perceived by respondents as an influential tool in facilitating access to study materials relevant to their course of study. The system enabled students to learn comprehensively, gain access to information, share information, and communicate with their teachers. https://www.selleck.co.jp/products/aprotinin.html Students from differing demographic backgrounds—gender, education level, and location—demonstrated contrasting opinions on the use of social media for business education, but this divergence wasn't noticeable across various academic disciplines. Various studies on social media in education have been undertaken, yet investigation into business school students, particularly those of Asian descent, utilizing the 5E instructional model remains limited.

Changes in teachers' classroom methodologies, particularly within the framework of Digital Education (DE), present a significant hurdle for the success of curricular reforms. The existing literature on sustainability, frequently scattered and inadequate, does not fully address the necessity of long-term studies modeling the variables affecting teachers' consistent application of digital education pedagogical materials.