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The role of learner autonomy and self-regulated learning in distance education has received much attention. The application of these concepts impacts course design and, potentially, learner achievement. In the case of distance language learning, course designers must consider not only how to help learners gain communicative competence but also language learner strategies that support success. Although the concepts of autonomy and self-regulated learning share some similarities, they have been variously defined and applied to distance education. Current research and discussion has not synthesized the ways in which these factors can be more fully utilized to improve distance education. Based on a critical review and synthesis of the literature on autonomy and self-regulation, this article contributes a new model for distance language learning. The model provides guidance for course designers and assists instructors in supporting their students.

The learning environment comprises the psychological, social, cultural and physical setting in which learning occurs and has an influence on student motivation and success. The purpose of the present study was to explore qualitatively, from the perspectives of both students and faculty, the key elements of the learning environment that supported and hindered student learning. We recruited a total of 22 students and 9 faculty to participate in either a focus group or an individual interview session about their perceptions of the learning environment at their university. We analyzed the data using a directed content analysis and organized the themes around the three key dimensions of personal development, relationships, and institutional culture. Within each of these dimensions, we identified subthemes that facilitated or impeded student learning and faculty work. We also identified and discussed similarities in subthemes identified by students and faculty.

Physics lab instruction is evolving in response to changing technology, a desire to better prepare students for diverse careers, and renewed focus from physics education researchers. To prepare researchers to evaluate progress in instructional labs in the future, this study set out to understand the current state of instructional physics labs in North America. Using information collected from instructors intending to use two research-based lab assessments, we evaluate the reach, organization, goals, and pedagogies from over 200 unique instructional lab courses at over 100 institutions. We find significant diversity in all aspects evaluated, with some trends in course pedagogy based on course goals and level. Namely, courses that aim to reinforce concepts, develop lab skills, or do both incorporate varied levels of agency and modeling in their instruction, with differences in first year and beyond-first year courses. We hope these analyses will be useful for instructors to situate their own courses in the national landscape and for researchers to evaluate changes in lab instruction in the future.

Abstract-Nolan and Temple Lang's Computing in the Statistics Curricula (2010) advocated for a shift in statistical education to broadly include computing. In the time since, individuals with training in both computing and statistics have become increasingly employable in the burgeoning data science field. In response, universities have developed new courses and programs to meet the growing demand for data science education. To address this demand, we created Data Science in Practice, a large-enrollment undergraduate course. Here, we present our goals for teaching this course, including: (1) conceptualizing data science as creative problem solving, with a focus on project-based learning, (2) prioritizing practical application, teaching and using standardized tools and best practices, and (3) scaling education through coursework that enables hands-on and classroom learning in a large-enrollment course. Throughout this course we also emphasize social context and data ethics to best prepare students for the interdisciplinary and impactful nature of their work. We highlight creative problem solving and strategies for teaching automation-resilient skills, while providing students the opportunity to create a unique data science project that demonstrates their technical and creative capacities.

Objective To design a teaching model of innovative theoretical and practical workshop for manual therapy (MT, also known as Tuina) course within Chinese higher medical education based on outcome-based education (OBE) concept, and to explore its implementation effect and application evaluation. Methods Sixty undergraduate students were randomly divided into three groups: lecture-based learning (LBL), blended teaching (LBL with online self-study), and OBE. The OBE group received student-centered modules combining theory and cognitive training. Effectiveness was assessed using the students’ evaluation of educational quality questionnaire (SEEQ) for dimensions like enthusiasm and interaction, as well as final course score. Results The OBE group achieved significantly higher final score (87.15 ± 3.30, 95% CI: 85.61–88.70) than blended (84.70 ± 3.18, 95% CI: 83.21–86.19) and LBL groups (81.80 ± 4.60, 95% CI: 79.65–83.95). OBE also showed superior SEEQ ratings in group interaction, satisfaction, and breadth than the other teaching models, with lower learning burden compared to blended teaching. Conclusions The OBE-based MT course showed capacity in improving teaching satisfaction and effectiveness by integrating theory with practice, fostering cognitive engagement, and advancing innovative thoughts. OBE-trained students demonstrated relatively enhanced learning and thinking abilities, supporting their career development. The study highlighted the potential significance of OBE in cultivating the professional competence of traditional Chinese medicine students, thus may bridge traditional therapeutic wisdom with modern healthcare needs. However, large-scale and multi-center studies need to be conducted to further support the existing findings.

At a public, 4-year, open access university, students were given the choice of how they would attend class: face-to-face, online, or livestream (synchronous session in Microsoft Teams®). The 876 students in this study registered in course sections designated as face-to-face delivery yet were provided attendance flexibility due to the pandemic. This unique situation provided a research opportunity to explore the self-regulatory, motivational, and contextual factors that affected students’ attendance choices as well as their academic outcomes (pass/withdrawal) and perceptions of satisfaction. Results showed that 70% of students took advantage of the opportunity to flex and strongly valued the convenience, choice, and time savings. They were satisfied with connections to instructors. They were less satisfied with connections to peers, fluency between attendance modes, and technology performance. Generally, students performed well in the HyFlex courses with pass rates and withdrawal rates of 88% and 2%, respectively, for both Fall 2020 and Spring 2021 terms. The students who were most likely to flex were first year students who lived more than 15 miles from campus; first year students comprised a disproportionately large portion of those who failed. Self-regulatory and motivational factors were explored in relation to attendance decisions. Besides COVID-related issues and work/life balance, a sizable percentage (13%) of students explained their attendance decisions in terms of quality of their learning and in this way demonstrated self-regulation. Motivation was an issue for 17% of the students, typically expressed as not attending in the way they learned best or skipping class.

The objective of this study is to investigate whether the quality of educational services and the university’s institutional image influence students’ overall satisfaction with their university experience as well as the possible consequences of these relationships on students’ loyalty. In particular, in today’s increasingly competitive higher education environment, such concepts have become of strategic concern in both public and private universities. To explain the complex system of relationships among these constructs, several hypotheses were formulated and tested through a structural equation model. Data were collected through a web questionnaire handed out to 14,870 students enrolled at the University of Pisa. The results provide valuable insight and show that teaching and lectures and teaching and course organization are the main determinants of students’ satisfaction and students’ loyalty among the more academic components of the educational service. Furthermore, the crucial role played by university image is worth noting, both for its direct and indirect effects on students’ satisfaction as well as on students’ loyalty and on teaching and lectures.

Background The Medical Doctor program at VinUniversity, developed in collaboration with the Perelman School of Medicine at the University of Pennsylvania, comprises three years of preclinical education followed by three years of clinical rotations. The COVID-19 pandemic (2020–2023) disrupted medical education in Vietnam, underscoring the need for innovative strategies to address gaps in practical skills. In response, the Transition to Clinical Training (TCT) course was introduced in September 2023 to better prepare students for clinical clerkships. Methods This study employed a mixed-methods approach to evaluate the effectiveness of the TCT course for first time implementation. Fourth-year medical students at VinUniversity participated in two surveys: the first immediately after completing the TCT course and the second at the end of their first clerkship year. The initial survey assessed students’ satisfaction with course content, organization, and teaching quality, while the follow-up survey focused on the course’s effectiveness in preparing students for clinical rotations. Quantitative data were collected using a 5-point Likert scale, and qualitative feedback was analyzed thematically. Results The initial survey (88% response rate) indicated high satisfaction with the course’s content, organization, and teaching quality, though concerns were raised about grading fairness. The end-of-year survey (90% response rate) revealed moderate preparedness for clinical rotations, with specific challenges noted in interpreting laboratory tests and understanding hospital workflows. Qualitative feedback highlighted the need for increased hands-on practice, improved organization, and consistency in instruction. Conclusion The TCT course at VinUniversity has substantially enhanced student readiness for clinical rotations, with strong satisfaction reported in several areas. However, there are critical areas for improvement, including grading fairness, laboratory test interpretation, and familiarity with hospital workflows. Ongoing refinement based on student feedback is essential to optimize the course and ensure comprehensive clinical preparedness.

Background Recent changes in anatomy curricula in undergraduate medical education (UME), including pedagogical changes and reduced time, pose challenges for foundational learning. Consequently, it is important to ask clinicians what anatomical content is important for their clinical specialty, which when taken collectively, can inform curricular development. Methods This study surveyed 55 non-primary care residents in anesthesiology (AN; N  = 6), emergency medicine (EM; N  = 15), obstetrics and gynecology (OB; N  = 13), and orthopedics (OR; N  = 21) to assess the importance of 907 anatomical structures across all anatomical regions. Survey ratings by participants were converted into a post-hoc classification system to provide end-users of this data with an intuitive and useful classification system for categorizing individual anatomical structures (i.e., essential, more important, less important, not important). Results Significant variability was observed in the classifications of essential anatomy: 29.1% of all structures were considered essential by OB residents, 37.6% for AN residents, 41.6% for EM residents, and 72.0% for OR residents. Significant differences (with large effect sizes) were also observed between residency groups: OR residents rated anatomy of the back, limbs, and pelvis and perineum anatomy common to both sexes significantly higher, whereas OB residents rated the pelvis and perineum anatomy common to both sexes and anatomy for individuals assigned female at birth highest. Agreement in classifications of importance among residents was observed for selected anatomical structures in the thorax, abdomen, pelvis and perineum (assigned male at birth-specific anatomy), and head and neck. As with the ratings of anatomical structures, OR residents had the highest classification across all nine tissue types ( p  < 0.01). Conclusions The present study created a database of anatomical structures assessed from a clinical perspective that may be considered when determining foundational anatomy for UME curriculum, as well as for graduate medical education.

Objective This study aims to explore the effect of an innovative teaching model incorporating ChatGPT on medical students’ learning outcomes, compliance with learning activities, and overall satisfaction with the learning process. Methods A cohort of 64 students participating in general surgery clerkships at Wenzhou People’s Hospital during the 2022–2023 academic year were randomly assigned into 4 groups, each comprising 16 students. Two of these groups were designated as the study group, where ChatGPT was employed as a supplementary educational tool. The remaining 2 groups served as control groups and used traditional multimedia-based learning methods. Outcomes, including learning effectiveness, compliance, and satisfaction, were evaluated using questionnaires and tests. Results The study groups exhibited significantly higher levels of compliance and satisfaction compared to the control groups. Specifically, the study groups exhibited significantly greater compliance in both pre-class preparation and post-class review activities ( P  < 0.05). During classroom teaching, Group 1 of the study group achieved significantly higher compliance than the control groups ( P  < 0.0001), while Group 2 of the study group showed significantly higher compliance than Group 1 ( P  < 0.001). In terms of seeking feedback and assistance, both Groups 1 and 2 of the study group had significantly higher compliance compared to Group 1 of the control group ( P  < 0.01, P  < 0.001 respectively). Overall satisfaction was significantly higher in the study groups compared to the control groups ( P  < 0.0001), particularly with respect to course organization ( P  < 0.001, P  < 0.05). Conclusion The incorporation of ChatGPT into the surgical clerkship teaching model substantially enhances learner compliance and satisfaction, offering notable advantages in educational effectiveness.