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This study, originally prompted by the impact of the COVID-19 pandemic on educational practices, examined Canadian faculty members’ expectations of teaching and learning modalities in the year 2026. Employing a speculative methodology and thematic analysis, interview responses of 34 faculty members led to the construction of three hypothetical scenarios for future teaching and learning modalities: a hybrid work model, a high tech and flexible learning model, and a pre-pandemic status quo model. In contrast to radical education futures described in the literature, the findings do not depart significantly from dominant modes of teaching and learning. Nevertheless, these findings offer insights into the expectations that Canadian faculty members have with respect to future teaching and learning modalities, the contextual issues and concerns that they face, the use of speculative methodologies in educational technology research, and the potential impacts remote learning trends have on the future of higher education in Canada.

In metaverse, a digital‐twin smart home is a vital platform for immersive communication between the physical and virtual world. Triboelectric nanogenerators (TENGs) sensors contribute substantially to providing smart‐home monitoring. However, TENG deployment is hindered by its unstable output under environment changes. Herein, we develop a digital‐twin smart home using a robust all‐TENG based information mat (InfoMat), which consists of an in‐home mat array and an entry mat. The interdigital electrodes design allows environment‐insensitive ratiometric readout from the mat array to cancel the commonly experienced environmental variations. Arbitrary position sensing is also achieved because of the interval arrangement of the mat pixels. Concurrently, the two‐channel entry mat generates multi‐modality information to aid the 10‐user identification accuracy to increase from 93% to 99% compared to the one‐channel case. Furthermore, a digital‐twin smart home is visualized by real‐time projecting the information in smart home to virtual reality, including access authorization, position, walking trajectory, dynamic activities/sports, and so on. A digital‐twin smart home is realized by a scalable, robust, and all‐triboelectric nanogenerator (TENG) information‐mat (InfoMat), where not only the varying interdigital electrode designs for the mat pixels enable stable output from the mat and show high tolerance to environment changes, but also the multi‐modality deep learning effectively enhances the classification accuracy for identifications.

This study examines a person-centered approach to self-regulated learning among 606 University students (140 online, and 466 in blended learning mode). Latent profile analysis revealed five distinct profiles of self-regulated learning: minimal regulators, restrained regulators, calm self-reliant capable regulators, anxious capable collaborators, and super regulators. These profiles showed that: (1) differences in academic success are associated with a learner's capacity for motivational regulation and self-regulated learning strategy implementation, (2) online learners are more likely to belong to profiles that are more adaptive, and less reliant on collaborations with others, (3) for learners at the lower end of the self-regulation spectrum, an increase in both motivational regulation and adoption of self-regulated learning strategies may be academically beneficial, and (4) high motivational regulation and strategy adoption can be all for naught, if the student is also highly anxious with worry and concern regarding performance.

This study examined the relationship between perceived social support and subjective well-being among college students in the context of online learning during the COVID-19 pandemic. 515 college students in China that participated in an online questionnaire investigation were selected as the research sample. The results showed that perceived social support was significantly and positively associated with life satisfaction and positive affect and was significantly and negatively related to negative affect among college students learning online during the COVID-19 pandemic. Psychological capital (PsyCap) significantly mediated the relationships between perceived social support and three subjective well-being variables. The present study provides some implications to protect college students’ subjective well-being in the context of online learning during the COVID-19 pandemic.

This paper explores the practical prospects for using artificial intelligence technologies in professional English-speaking translator education. At the online conference ‘Translation Skills in Times of Artificial Intelligence’ (DingTalk platform, January 2022), the teachers of higher education institutions in China prioritized the translator’s competencies necessary for successful professional activity during the digital transformation of social and economic business relations. The educators also evaluated the demand for online services used in the education of English–Chinese interpreters. The survey results showed that the use of artificial intelligence technologies in educational practices could have a significant impact on the development of key competencies of future translators. Using a competency-based approach to interpreter training and considering the need to develop abilities, knowledge, and skills required for successful professional translation activity, the author developed the pedagogical concept of the online educational course ‘Simultaneous and asynchronous translation in a digital environment.’

The edtech community has promoted claims that digital education enhances access, learning, and collaboration. The COVID-19 pandemic tested these claims like never before, as higher education systems seemingly overnight had to move teaching online. Through a sequential mixed-method approach, we investigated how 85 higher education leaders in 24 countries experienced this rapid digital transformation. Through their experiences, we identified the multiple and overlapping factors that contribute to an institution’s ability to realize the potential of digital education, in terms of access, learning and collaboration, whilst highlighting deeply rooted inequalities at the individual, institutional and system level. Drawing on these empirics, we put forth recommendations for closing the digital divides and pathways forward. Higher education leaders are uniquely positioned to move beyond the emergency adoption of online learning towards inclusive, long-term visions for digital education, which emphasize collaboration over individual gain.

Many educational institutions have adopted e-learning under COVID-19 pandemic to maintain school teaching activities. Most teachers were encouraged to use online instruction in early February 2020. Thus, whether online learning changes students’ learning habits and replaces traditional physical teaching methods, online learning has become a keen topic. Based on the push–pull–mooring model, we proposed a comprehensive research model and explored the impact of online learning during COVID-19 pandemic on students’ attitude and behavioral intention. We found that push effects (perceived security risk, learning convenience, and service quality), pull effects (usefulness, ease of use, teacher’s teaching attitude, task-technology fit), and mooring effects (switching cost, habit) had significantly influence the switching intentions of users from physical course to online learning platforms. The findings of this study will bring more insights into e-learning during an epidemic crisis.

Pair programming (PP), as a mode of collaborative problem solving (CPS) in computer programming education, asks two students work in a pair to co-construct knowledge and solve problems. Considering the complex multimodality of pair programming caused by students’ discourses, behaviors, and socio-emotions, it is of critical importance to examine their collaborative patterns from a holistic, multimodal, dynamic perspective. But there is a lack of research investigating the collaborative patterns generated by the multimodality. This research applied multimodal learning analytics (MMLA) to collect 19 undergraduate student pairs’ multimodal process and products data to examine different collaborative patterns based on the quantitative, structural, and transitional characteristics. The results revealed four collaborative patterns (i.e., a consensus-achieved pattern, an argumentation-driven pattern, an individual-oriented pattern, and a trial-and-error pattern), associated with different levels of process and summative performances. Theoretical, pedagogical, and analytical implications were provided to guide the future research and practice.

Flipped learning is a well-recognized learning mode that reverses the traditional in-class instruction arrangement by delivering learning content outside of the classroom and engaging students in more activities in class. However, it remains a challenge for students to comprehend the learning material by themselves, particularly when learning abstract concepts such as in mathematics. In this study, an interactive e-book approach is proposed to support flipped learning. It facilitates and bridges out-of-class and in-class learning by providing support for interactive learning contents presented on mobile devices. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted in an elementary school math course. The experimental group students learned with the interactive e-book approach in the flipped learning activity, while the control group students learned with the conventional video-based flipped learning approach. The experimental results indicated that the proposed approach not only promoted the students' self-efficacy for learning mathematics, but also improved their learning achievement; moreover, it was found that the approach benefited the lower self-efficacy more than the higher self-efficacy students. The learning record analysis further confirmed that the lower self-efficacy students spent more time reading the e-books before and in class than the higher self-efficacy students did.

ObjectivesSimulation learning is an effective experiential learning tool1; despite this, there have been very few studies around using simulation in sensitive topics such as discrimination. There is concern that simulating such scenarios could cause strong emotional responses and negatively impact learning. It is thought that this should not deter us from using an excellent learning modality to enhance learning around ED&I topics. We attempt to create a session that delivers both psychological safety and learning points. The simulation package aims to empower simulation providers to provide sessions on ED&I themes.MethodsA simulation package was developed consisting of 1- A pre-brief format catered to ED&I simulation to lay the foundation for psychological safety.2 3 2- Simulations Scenarios: Micro-aggression, unconscious bias, and active bystander. To ensure psychological safety, we have made videos of the scenarios to be used in the sessions instead of live simulations. This also allows for online sessions if appropriate.Each scenario includes recommended reading and debriefing points. The onus is on the facilitator to read before the session.3- A debrief for ED&I flowchart, although debriefing for ED&I sounds intimidating, draws mainly on simulator providers’ existing skill in facilitating group discussions, leading towards the debrief points and navigating difficult learners.4 4- Post-session support: Links to available mental and emotional support.ResultsA questionnaire was distributed pre- and post-session. 80% of attendees had not attended previous ED&I learning. 40% of attendees were feeling not confident before starting the session. 100% of attendees felt very good after the session. 83% felt the pre-brief prepared them for the session. 100% felt the debrief allowed them to explore their feelings and ideas safely and that the session was delivered in a way that strived to maintain psychological safety. Self-reported confidence increased as per table 1. Attendees expressed feeling optimistic, empowered, and determined, as per image 1.Abstract 6270 Table 1 Pre-session Post-session Understanding microaggression 1.5 2.5 Understanding active bystander 1 2 Abstract 6270 Image 1ConclusionThis package is a step towards making ED&I simulation more accessible and deliverable. This was the pilot course, but more work is going into spreading the course in the Southwest region in collaboration with HEE and then nationally. More pilots are planned around the region, and data collection will continue.ReferencesKolb D, Kolb, DA (1984): Experiential learning: experience as the.Rudolph JW, Raemer DB, Simon R. Establishing a safe container for learning in simulation: the role of the presimulation briefing. Simulation in Healthcare, 2014;9(6):339–349.Cynthia Foronda, Donna S McDermott, Nichole Crenshaw. Prebriefing for cultural humility. Clinical Simulation in Nursing 2022;71:141–145.Foronda, Cynthia. Debriefing for cultural humility. Nurse Educator.