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The aim of the study is to identify the factors affecting students’ satisfaction and performance regarding online classes during the pandemic period of COVID–19 and to establish the relationship between these variables. The study is quantitative in nature, and the data were collected from 544 respondents through online survey who were studying the business management (B.B.A or M.B.A) or hotel management courses in Indian universities. Structural equation modeling was used to analyze the proposed hypotheses. The results show that four independent factors used in the study viz. quality of instructor, course design, prompt feedback, and expectation of students positively impact students’ satisfaction and further student’s satisfaction positively impact students’ performance. For educational management, these four factors are essential to have a high level of satisfaction and performance for online courses. This study is being conducted during the epidemic period of COVID- 19 to check the effect of online teaching on students’ performance.

The development of reflective practitioners is one of four dominant change strategies in the Science, Technology, Engineering, and Mathematics (STEM) higher education literature. However, little research concerns the characterization of faculty’s reflections. Before professional development programs can effectively incorporate reflective writings as a tool for pedagogical improvement, it is necessary to first understand the current state of faculty’s reflections. To accomplish this goal, 98 physics and astronomy instructors were recruited from a teaching-focused professional development workshop and were asked to write a reflection on a self-identified challenging teaching experience. A combination of a priori coding to analyze the content and depth of the reflections, as well as in vivo coding to better capture instructors’ thinking were utilized. The majority of instructors wrote low-level reflections, wherein connections were not made between an instructors’ actions and the observed outcomes or the described experience was not centered on students’ outcomes or educational research literature. Approximately half of the instructors contemplated their own growth and the relationships with their students. However, only a small minority of instructors considered larger societal, cultural, or ethical factors. Plans created by instructors to address future, similar situations heavily relied on the instructors themselves, regardless of the depth of their reflections, and few planned to seek out knowledge from other resources such as peers or the education literature. This study indicates that instructors may not engage in the types of reflection that are considered to promote meaningful instructional change. Trends in the instructors’ plans show that ongoing support is necessary for them to effectively reflect and grow as practitioners. Overall, this work provides valuable insight into the poorly understood nature of faculty’s reflections and showcases the need for more research to fully characterize reflections across STEM disciplines and to better inform professional development.

Purpose>This study aims to explore whether online learning has an effect on communication between instructors and students in a negative way, whether online learning affects students' productivity levels and to evaluate and suggest ways of improving effective online communication between instructors and students.Design/methodology/approach>This study used is a quantitative research study which was conducted through a semi-structured online survey through a random sample technique.Findings>Results revealed that the vast majority agree with the questions of the study. Students still prefer classroom classes over online classes due to many problems they face when taking online classes, such as lack of motivation, understanding of the material, decrease in communication levels between the students and their instructors and their feeling of isolation caused by online classes.Research limitations/implications>This research studied the impact from students' perspective only as the sample was selected only from students.Originality/value>This research reached the students’ point of view in a broader way which will help understanding the issues and provide effective solutions. This research suggested that instructors must communicate with their students and vice versa in more informal channels (instant messages online chat groups, audio calls, private video calls …) in parallel with the formal channels (online platforms, email …). Finally, instructors should encourage students to participate and study more by providing different kind of incentives.

We compared the amounts of learning achieved using two different instructional approaches under controlled conditions. We measured the learning of a specific set of topics and objectives when taught by 3 hours of traditional lecture given by an experienced highly rated instructor and 3 hours of instruction given by a trained but inexperienced instructor using instruction based on research in cognitive psychology and physics education. The comparison was made between two large sections (N = 267 and N = 271) of an introductory undergraduate physics course. We found increased student attendance, higher engagement, and more than twice the learning in the section taught using research-based instruction.

Faculty mentoring programs greatly benefit the institutions that have instituted them, and are effective in attracting and retaining good faculty. Prospective faculty members commonly ask about mentoring at on-campus interviews, and indicate that it is a consideration when choosing a position. Mentoring programs also increase the retention rate of junior faculty, greatly reducing recruitment costs, and particularly help integrate women, minority and international faculty members into the institution, while providing all new hires with an orientation to the culture, mission and identity of the college or university. The book provides step-by-step guidelines for setting up, planning, and facilitating mentoring programs for new faculty members, whether one-on-one, or using a successful group model developed and refined over twenty-five years by the authors. While it offers detailed guidance on instituting such programs at the departmental level, it also makes the case for establishing school or institutional level programs, and delineates the considerable benefits and economies of scale these can achieve. The authors provide guidance for mentors and mentees on developing group mentoring and individual mentor / protégé relationships - the corresponding chapters being available online for separate purchase; as well as detailed outlines and advice to department chairs, administrators and facilitators on how to establish and conduct institution-wide group mentoring programs, and apply or modify the material to meet their specific needs. For training and faculty development purposes, we also offer two chapters as individual e-booklets. Each respectively provides a succinct summary of the roles and expectations of the roles of Mentor and Mentee. Faculty Mentoring / Mentor GuideFaculty Mentoring / Mentee GuideThe booklets are affordably priced, and intended for individual purchase by mentors and mentees, and are only available through our Web site.

Science, technology, engineering, and mathematics instructors have been charged with improving the performance and retention of students from diverse backgrounds. To date, programs that close the achievement gap between students from disadvantaged versus nondisadvantaged educational backgrounds have required extensive extramural funding. We show that a highly structured course design, based on daily and weekly practice with problem-solving, data analysis, and other higher-order cognitive skills, improved the performance of all students in a college-level introductory biology class and reduced the achievement gap between disadvantaged and nondisadvantaged students—without increased expenditures. These results support the Carnegie Hall hypothesis: Intensive practice, via active-learning exercises, has a disproportionate benefit for capable but poorly prepared students.

This study evaluated the attitudes of currently certified orientation and mobility specialists toward orientation and mobility specialists who are blind when teaching orientation and mobility to persons who are visually impaired. Based on the literature review, little to no research has been conducted on attitudes of certified orientation and mobility specialists towards colleagues who are blind. A survey was designed to address this gap by investigating attitudes and perceptions of these specialists toward their colleagues who are blind. The results were significantly positive in all areas except the item concerning accommodations. The accommodations statement was worded in such a manner that the data were actually positive in regard to perceptions about the abilities of blind certified orientation and mobility specialists. Participants gave the highest ratings to professional development. This was followed by the orientation and mobility skillsets for intersection and Q&A. The correlations of the attitude scores were generally positive and statistically significant as well. These findings demonstrate a positive trend in the attitudes of certified orientation and mobility specialists toward orientation and mobility specialists who are blind. The results are another step toward the realization that vision may not be a required component for orientation and mobility instruction. This study serves as a point of comparison for future research to determine if this attitude is truly a trend. Positive trends may indicate equitable opportunities for orientation and mobility specialists who are blind.

This study evaluated the attitudes of currently certified orientation and mobility specialists toward orientation and mobility specialists who are blind when teaching orientation and mobility to persons who are visually impaired. Based on the literature review, little to no research has been conducted on attitudes of certified orientation and mobility specialists towards colleagues who are blind. A survey was designed to address this gap by investigating attitudes and perceptions of these specialists toward their colleagues who are blind. The results were significantly positive in all areas except the item concerning accommodations. The accommodations statement was worded in such a manner that the data were actually positive in regard to perceptions about the abilities of blind certified orientation and mobility specialists. Participants gave the highest ratings to professional development. This was followed by the orientation and mobility skillsets for intersection and Q&A. The correlations of the attitude scores were generally positive and statistically significant as well. These findings demonstrate a positive trend in the attitudes of certified orientation and mobility specialists toward orientation and mobility specialists who are blind. The results are another step toward the realization that vision may not be a required component for orientation and mobility instruction. This study serves as a point of comparison for future research to determine if this attitude is truly a trend. Positive trends may indicate equitable opportunities for orientation and mobility specialists who are blind.

Background Online learning has been used to improve students’ learning experiences and to allow students to engage with their own learning in various spaces. However, there is a dearth of literature on students’ experiences with online learning in the field of audiology. Objectives This study aimed to describe the conditions of online learning, explore the challenges and benefits of online learning and determine strategies that students employ while engaging with online learning. Method An exploratory qualitative research design was employed. Audiology students from the second to the fourth year participated in the study. Qualitative data were collected online via MS Teams using a semi-structured interview schedule with the participants. Thematic analysis was used to analyse the participants’ interviews. Results Most of our participants were females in their fourth year of study. The students accessed the online learning platforms procured by the university from their homes, with reported benefits such as the flexibility and independence of learning, and time and cost-effectiveness. However, challenges such as limited internet connectivity, issues with time management and inconsistent power supply restricted positive experiences with online learning. Conclusion The online learning benefits that were reported by the students and the compensatory strategies they employed facilitated self-regulated learning. The study’s findings highlighted the need for continuous checking-in with students regarding their experiences with the learning approaches intended to improve engagement with their courses. These results could be used as a guide for curriculum planning that is student-focused. Contribution Students’ experiences explored in our study provided a guide for online learning approaches that were suitable for audiology students. Student-centred and self-regulated learning practices were highlighted and future studies may further explore these frameworks and theories.

Apartheid, ironically, provided Grant Farred with the optimal conditions for thinking.He describes South Africa's apartheid regime as an intellectual force that, \"Made thinking apartheid, more than anything else, an absolute necessity.\"  The Perversity of Gratitude is a provocative book in which Farred reflects on an upbringing resisting.