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PurposeThe purpose of this study is to propose a research model based on expectation-confirmation model (ECM) to examine whether interactivity and course quality factors (i.e. course content quality, course design quality) as antecedents to student beliefs can influence students' satisfaction and continuance intention of the cloud-based electronic learning (e-learning) system within the educational institution.Design/methodology/approachSample data were collected from students enrolled in a comprehensive university in Taiwan. A total of 600 questionnaires were distributed in the campus, and 515 (85.8%) useable questionnaires were analyzed using structural equation modeling.FindingsFindings showed that students' perceptions of interactivity, course content quality and course design quality positively significantly contributed to their perceived usefulness, confirmation and satisfaction with the cloud-based e-learning system, which in turn directly or indirectly led to their continuance intention of the system. Thus, the results strongly supported the research model based on ECM via positioning key constructs as the drivers with all hypothesized links being significant.Originality/valueThis study identifies three factors (i.e. interactivity, course content quality, course design quality) as drivers from the learner perspective within the cloud-based e-learning environment, and links these factors to students' satisfaction and continuance intention of the cloud-based e-learning system based on ECM. It is particularly worth mentioning that the three drivers can serve as precursors for recognizing the determinants that are crucial to understand students' satisfaction and continuance intention of the cloud-based e-learning system. Hence, this study may provide new insights in nourishing the cloud-based e-learning continuance literature in the future.

Performance expectancy is the expected impact of a technology’s functional advantage even in uncertain conditions. This study suggests that the learning collaboration quality, information quality, and course content support impact the actual use of e-learning and satisfaction perceived by the user, resulting in performance expectancy that meets stakeholder expectations. This study outlines the theoretical model for defining student success in e-learning systems through a theory of online collaborative learning. The research examines the empirical data gathered from 109 postgraduate doctoral students’ participated in the postgraduate universities in Indonesia. The research attempts to focus specifically on how the actual use of e-learning and satisfaction perceived by users mediates the influence of learning collaboration quality, information quality, and course content support on performance expectancy to enhance the sustainability and performance of e-learning in Indonesian universities. The study shows that the learning collaboration quality, information quality, and course content support have no impact on performance expectancy, while each of the constructs indirectly impacts the performance expectancy through the actual use of e-learning. Conversely, the learning collaboration quality and course content support have not indirectly influenced toward performance expectancy by satisfaction perceived by the user as mediator except the information quality.

All modern nation-states have periods of difficult history that teachers fail to address or address inadequately. The authors present a framework for defining difficult histories and understanding what makes them difficult. These events 1) are central to a nation’s history, 2) contradict accepted histories or values, 3) connect with present problems, 4) involve violence enacted by the state or large groups of citizens, and 5) create disequilibria that require changes to historical understandings that may carry a personal or social cost.

The purpose of this study was to investigate the correlation among the components affecting MOOC ability to learn the Chinese dance majors. MOOC courses are easy to register and access whereas SPOC derived from MOOC allows access to selected students. MOOC implementing AI for teaching improves the quality of courses as AI determines content with data stored for subject and analysis in a short span. The subjects of this study are 200 dance students from Hanan Mass Media Vocational and Technical College in China. The researchers collected questionnaires based on the components affecting MOOC learning adaptability face-to-face one-on-one. The collected questionnaire data used in this study were analyzed by SPSS. As a result of the research, learning motivation, learning self-efficacy, MOOC platform, course content quality, learning support and teacher teaching are all important factors affecting learning adaptability. In this way, it not only provides guidance for MOOC teaching, but also provides help for dance students to adapt to MOOC learning.

Enhancing teachers’ pedagogical content knowledge (PCK) is essential to improving the teaching and learning of mathematics. Mathematics teacher educators (MTEs) need to help prospective teachers enhance PCK (Marks in J Teach Educ 41(3):3–11, 1990 . doi: 10.1177/002248719004100302 ; Mason 2008 ). However, we know very little about the practices of MTEs, especially in mathematics content courses, as these practices are not widely researched or disseminated (e.g., Bergsten and Grevholm, in: Jaworski, Wood (eds) The international handbook of mathematics teacher education, vol 4, Sense Publishers, Rotterdam, pp 223–246, 2008 ; Floden and Philipp, in: Lester, Ferrini-Mundy (eds) Proceedings of the NCTM research catalyst conference, National Council of Teachers of Mathematics, Reston, pp 171–176, 2003 ). This phenomenographical study offers empirical findings on commonly identified purposes across ten expert MTEs who provided K-8 prospective teachers with opportunities to develop PCK in their mathematics content courses. Furthermore, our emergent findings indicated that expert MTEs also provided opportunities for prospective teachers to develop orientations toward teaching the subject, which prompted framework adaptations and articulations of “orientations” as a construct discussed in the broader literature outside of mathematics teacher education research (Magnusson et al., in: Gess-Newsome, Lederman (eds) Examining pedagogical content knowledge, Kluwer, Dordrecht, pp 95–132, 1999 ). Research and practitioner implications from this study provide specific PCK-related learning opportunities of prospective teachers through the lenses of expert MTEs’ (personal and professional) purposes and reflections on teaching, as a foundation on which the field can continue building future research and MTEs can continue building their practice in mathematics content courses.

When it comes to content courses for prospective secondary teachers, mathematics faculty’s intentions conflict with teachers’ experiences: while faculty aim to influence teachers’ future teaching, many teachers find these courses irrelevant to teaching. In this study, we investigate mathematics faculty’s goals for content courses for prospective secondary teachers and how these goals connect to their vision of secondary teaching. This study makes two contributions. First, drawing on data from an interview study ( n  = 5) of faculty who have taught secondary teachers, we articulate these mathematicians’ rationales with respect to teaching secondary teachers, particularly in capstone courses. Second, we contribute a conceptual framework that supports inferences about connections between content course activities and instructors’ beliefs about secondary teaching. We conclude by suggesting that the dual triad that depicts our framework may support professional development and programmatic design.

Background The current objective of preventive medicine reform is to guarantee that clinical medical students possess a comprehensive understanding of preventive medicine concepts, knowledge, and skills. Previously, case-based learning (CBL) was mostly employed to reform the clinical medicine curriculum, but there was a lack of reform in preventive medicine for clinical students in Sino-foreign joint training programs. The aim of this study was to investigate the impact of case-based learning in the Sino-foreign joint program of preventive medicine. Methods A total of 79 clinical medical students from the Sino-foreign joint program at Wenzhou Medical University were selected as participants to engage in 10 case-based learning sessions. The effectiveness of the instruction was assessed by analyzing the final exam scores and questionnaire responses, which encompassed instructor evaluation, self-assessment, and course learning effectiveness evaluation (CLEE). Results In contrast to the traditional approach, which yielded a final score of 69.2, the case-based students achieved an average of 77.62. The results of instructor evaluation showed that students’ academic performance, problem-solving capabilities, research cooperation and communication, and learning attitude all improved significantly following case-based learning ( P  < 0.05). The self-assessment scores for all five case discussion courses exceeded 75 points, suggesting that students believed their overall competence had increased significantly. The CLEE demonstrated that CBL had a positive impact on students’ learning and was highly advantageous for students. Conclusions It is deserving of active promotion in medical education reform that case-based learning can enhance students’ comprehensive quality and classroom participation. Further research is required to ascertain whether it can replace traditional teaching methods. Trial registration Not clinical trial.

PurposePrevious research has pointed to a lack of studies concerning supervision training courses. Consequently, the literature has little to suggest, and the research field is underexplored, so questions around the content and design of supervision training courses remain unanswered and need to be addressed systematically. The main aim of the present study is to explore and map whether shared content and design exist in supervisor training courses across different vocations.Design/methodology/approachA syllabus analysis is used in order to investigate characteristic features in supervisor training courses related to the professions of dentist, doctor, psychologist, police officer and teacher.FindingsThe results point to the existence of shared content in the different courses, such as an emphasis on learning and supervision theories, feedback, ethics, assessment and communication. Furthermore, the results conclude similarities in design of the courses, such as a problem-based approach, seminars, lectures and homework. Thus, there are common theoretical approaches to important supervisory competences.Practical implicationsOur results intend to offer possibilities to learn from different professions when improving supervisor training courses but may also constitute a starting point for developing a shared model of interprofessional supervisor competences. Furthermore, the results may support possible cooperation in interprofessional courses. This could include arranging interprofessional courses, where one part is shared for participants from the included professions and another part is profession-specific.Originality/valueWe seek to contribute to the research field of supervision at workplaces with knowledge and ideas about how to learn from different professions when developing and improving supervisor training courses.

Introductory undergraduate courses in American politics often center the Constitution and focus on fundamental principles, structures, and processes. Unfortunately, this focus allows less space to discuss the role that norms play in supporting formal rules and institutions in the American political system. As a political science professor teaching an introductory course on American politics in 2019 and 2020, I became acutely aware of the limitations of this course design. This context showcased the ways in which many of these norms are taken for granted by many, including American politics scholars. Moreover, it sparked conversations among my colleagues about whether we should adapt to the moment and update our instruction to place greater emphasis on norms to contextualize the present political moment for our students. My answer was yes. However, doing so requires instructors to be attentive to issues of objectivity, authority, and partisanship. This article shares strategies that I plan to implement when I teach this course again. In particular, I discuss three guiding pedagogical principles when teaching about presidential norms. I then provide discussion questions that instructors can use to spark conversations about the relationship between adherence to presidential norms and the stability of American political institutions.