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In education, the integration of artificial intelligence (AI) has presented opportunities to transform the dynamics of online learning. This study investigated the impact of an AI-powered application, namely ChatGPT, on the autonomy of Saudi Arabian primary students participating in online classes. It also explored how the implementation of Chat GPT influenced Saudi Arabian primary students’ autonomy. In this mixed-methods study, a quasi-experimental design assessed the impact of ChatGPT on learner autonomy among 250 Saudi Arabian primary students from six primary schools in Riyadh, Saudi Arabia. The quantitative analysis employed descriptive statistics and t-tests, while the qualitative data underwent interpretative phenomenological analysis. To ensure coding reliability, 20% of the codes were independently reviewed by an external coder, with a 94% inter-coder agreement coefficient reached through consensus. Findings revealed that ChatGPT significantly affected the participants’ perceptions of autonomy and its different dimensions. Qualitative data showed that AI-powered applications contributed to the students’ autonomy in 10 different ways. Participants also mentioned that AI-powered apps might have some negative consequences. This study has theoretical implications for redefining learner autonomy in the digital age and calls for the exploration of many facets of autonomy. Practical applications from this study include strategic integration of AI into online education, data security, and the need for orientation programs.

Background: E-learning is increasingly becoming a preference in higher education institutions worldwide; this is intended to assist educational institutions in achieving objectives to meet the proportion of individuals with their educational opportunities. Nevertheless, instructors and students frequently have concerns with their capacity to succeed in E-learning environments. Objectives: This study aimed to presents common eLearning challenges in regard to e-learning courses structure and its relations to various factors, for instance; students’ autonomy, prior knowledge and experience, students- students dialogue, and students- instructor dialogue, and proposes solutions to these challenges based on the transactional distance theory. Moreover, this study presents evidence from Malaysian higher institutions based on theoretical models for e-learning course structure and its relations to the factors mentioned above. Methods: Data have been collected from 680 university learners all over Malaysia. Data were then examined using exploratory factor analysis, confirmatory factor analysis, and structural equation modelling employing Smart PLS 3.0 software. Results and conclusion: Research findings indicated that e-learning course structure was affected by all dimensions of overall path analysis findings: student autonomy, students background, student-instructor dialogue, and student-student dialogue. However, the e-learning course structure showed insignificant with students’ prior experience. Implications: Implications for universities are discussed accordingly. Such findings provide vital support to the integrative association among collaborative control (CC) and transactional distance theory (TDT) regarding e-learning environments experience, which might support universities administrators in the higher education industry to implement, plan and evaluate online learning platforms applications in their institutions.

Background Medical school curricula strive to train community-engaged and culturally competent physicians, and many use service learning to instill these values in students. The current standards for medical service learning frameworks have opportunities for improvement, such as encouraging students to have more sustainable and reciprocal impact and to ingrain service learning as a value to carry throughout their careers rather than a one-time experience. PEDS 220: A COVID-19 Elective is a Stanford University course on the frontlines of this shift; it provides timely education on the COVID-19 pandemic, integrating community-oriented public health work to help mitigate its impact. Methods To analyze our medical service learning curriculum, we combined qualitative and quantitative methods to understand our students’ experiences. Participants completed the Course Experience Questionnaire via Qualtrics, and were invited to complete an additional interview via Zoom. Interview transcripts were analyzed using an interactive, inductive, and team-based codebook development process, where recurring themes were identified across participant interviews. Results We demonstrate through self-determination theory that our novel curriculum gives students valuable leadership and project management experience, awards strong academic and community-based connections, and motivates them to pursue future community-engaged work. Conclusions This educational framework, revolving around students, communities, and diversity, can be used beyond the COVID-19 pandemic at other educational institutions to teach students how to solve other emergent global health problems. Using proven strategies that empower future physicians to view interdisciplinary, community-engaged work as a core pillar of their responsibility to their patients and communities ensures long-term, sustainable positive impact. Trial registration N/A.

Lectures in higher education often address audiences that consist of over one hundred students. In this setting, it is arguably difficult to take into account individual interests of each participant. This may result in low motivation, decreased learning outcomes as well as an overall low effectiveness of lectures. Self-determination theory suggests that perceived autonomy increases intrinsic motivation, which may in turn improve learning outcomes. We therefore propose to foster perceived autonomy among students by introducing elected elements (e.g., practical examples and topics) that students can vote for with an audience response system. To investigate this instructional approach, we conducted a quasi-experimental field study with two groups of participants: One group was given the choice over some content of the lectures while the other group attended an identical course without choice. Results show that providing the choice over elected elements leads to an increase in perceived influence on the course. Students who reported high perceived influence also experienced high intrinsic motivation. Regarding learning outcomes, intrinsically motivated students reported high perceived learning gains, yet there was no association with test performance. Based on these findings, we derive several avenues for future research regarding the use of elected elements in large-scale lectures.

The design of a school’s physical space can improve student climate, influencing not only teachers’ work, but also students’ learning experiences. This evaluative case study of a rural U.S. school district’s reform efforts was theoretically grounded in a four-dimensional school climate model. The author conducted an inductive thematic analysis of interview data with staff, students, and community members, and conducted classroom observations and a review of documents. The district’s move to a new building affected and was affected by organizational changes, and together, they influenced staff culture which impacted students’ learning experiences. Specifically, the new building influenced teaching and planning practices; cultivated opportunities for a communal staff culture; fostered opportunities for student collaboration; facilitated student autonomy over their learning; and improved student and teacher morale. As U.S. school districts examine the need to upgrade their physical facilities, they should consider how changes to physical spaces can also promote changes in school climate.

The study was carried out to ascertain the kinds and the extent of tutors’ support to students during instructions, and the differences in the views of the students relative to the support they receive in class based on gender and level. The second- and third-year students of the Colleges of Education participated in the survey constituted the study population. Descriptive cross-sectional survey design was employed to guide the conduct of the study and questionnaire was the tool employed for the data gathering. Pre-testing of the instrument was done in a College of Education in the Western North region of Ghana. The study disclosed that tutors regularly demonstrate emotional and instrumental support to the students during lessons while they sometimes demonstrate informational and appraisal support to the students. It also emerged from the study that while the male and female students differed in their opinion on the level of support that their tutors offered them at lecture, the second- and third-year students shared similar views. It could be concluded that the support that the tutors offer their students at lecture hour needs to be scaled up to enhance their students’ learning, improve their performance and enable them to do same for their future students. It is, therefore, recommended to the authorities of the colleges to frequently organise seminars and workshops on the essence of professional practices such as tutor support in teacher training for the tutors to enable the latter to exhibit those support mechanisms during lectures.

Though flipped learning has positively impacted teaching English writing, its usefulness in developing students’ English writing performance, autonomy, and motivation is still unclear. This study aimed at investigating the effects of using flipped learning on students’ English writing performance, autonomy, and motivation in learning English writing. It also addressed the factors available in the flipped learning English writing environment that contribute to this effect. Fifteen male and female third-year students in the English department, University of Anbar-Iraq were purposively selected to participate in writing three writing tasks. A qualitative case study research design was used where triangulation of pre-and post-study writing tasks, post-study interview, diaries, and observation was implemented. Data were analyzed qualitatively using content and thematic analysis. Findings indicated that this learning environment has an impact on promoting students’ English writing performance, autonomy, and motivation. Besides, findings revealed that the interactive nature of the learning environment, time and place flexibility, teacher and peers’ feedback, and many learning sources were the main factors that help students improve their English writing performance, autonomy, and motivation. The study concluded that flipping the English writing classes created a user-friendly collaborative learning environment due to the much language and writing knowledge gained. As a result, students’ English writing performance, autonomy, and motivation were enhanced as learners became able to practice writing comfortably.

Purpose>Student satisfaction is an important indicator of educational quality in higher education institutions. Learning environment factors are assumed to play a role in determining student satisfaction. The purpose of this study is to examine the intrinsic relationships between five learning environment scales embedded within one measure; and examine the associations between each of these scales and an overall measure of education program satisfaction.Design/methodology/approach>In this cross-sectional study, 175 first-year occupational therapy students in Norway completed sociodemographic information and the Course Experience Questionnaire. The data were analyzed with Pearson’s correlation coefficient r and with linear regression.Findings>All intrinsic associations between the learning environment scales were positive. In the adjusted analysis, higher education program satisfaction was significantly associated with higher scores on “clear goals and standards,” “emphasis on independence” and “good teaching.” The final model accounted for 45.0% of the outcome variance, of which the scores on the learning environment scales contributed 41.8%.Originality/value>The learning environment is vital for student satisfaction. More specifically, efforts to improve student satisfaction may include strengthening student-focused teaching, strengthening the autonomy of the students, and ensuring that the goals and standards of courses are clear and easy to understand.

This qualitative action research case study explored how a blended literacy learning intervention combining the flipped classroom model with youth-selected multimodal texts influenced sixth-grade Academic Intervention Services (AIS) students’ comprehension of figurative language. The study was conducted over four months in a New York State middle school and involved seven students identified as at-risk readers. Initially, students engaged with teacher-created instructional videos outside of class and completed analytical activities during class time. However, due to low engagement and limited comprehension gains, the intervention was revised to incorporate student autonomy through the selection of multimodal texts such as graphic novels, song lyrics, and YouTube videos. Data was collected through semi-structured interviews, journal entries, surveys, and classroom artifacts, and then analyzed using inductive coding and member checking. Findings indicate that students demonstrated increased the comprehension of figurative language when given choice in both texts and instructional videos. Participants reported increased motivation, deeper engagement, and enhanced meaning-making, particularly when reading texts that reflected their personal interests and experiences. The study concludes that a blended literacy model emphasizing autonomy and multimodality can support comprehension and bridge the gap between in-school and out-of-school literacy practices.

Teacher autonomy and student autonomy are interrelated and can’t be divided. Collaborative action research can improve EFL teachers’ professional development; renew their conception about the collaboration and change their fixed conception about teaching and learning.