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Online education in China is developing at a rapid pace due to its unique advantages, and its sustainable development is becoming increasingly crucial. Thus, this study attempted to understand learners’ continuance intentions in an online learning environment and examined the factors influencing online learners’ continuous retention. The research model for the influencing factors and study hypotheses were constructed based on multiple theoretical and synthesized perspectives, such as the information system success model; interactions between students, content, and instructors; and the theory of perceived value. To achieve the stated objectives, we conducted a questionnaire survey, in which 382 valid responses were collected from Chinese respondents from 32 provinces in China in April and May 2020. Furthermore, this study primarily employed Structural Equation Modeling (SEM) and Partial Least Squares Structural Equation Modeling (PLS-SEM) to test the constructed model. The results indicate that service quality, course quality, and student–instructor interaction have indirect and positive effects on learners’ continuance intentions for online learning, while the variable of perceived value is a significant mediator for online learners’ retention and has a direct influence on their continuance intentions. Student–student interaction and student–content interaction do not have direct or indirect effects on online learners’ continuance intentions.

With the increasing transformation of using distance learning platforms in educational institutions, deaf student instructors in schools and universities have no specialized platform for remotely delivering learning content for deaf students with sign language translation videos. This study suggests a new asynchronous distance learning platform for deaf students with particular capabilities to assist deaf student instructors in developing and delivering educational materials over distance. Nineteen educational technology experts, seven instructors for deaf students, and sixteen undergraduate deaf students participated in this study to assess the proposed platform. Qualitative methods were used to collect data using online questionnaires. According to the findings, the suggested platform is suitable for distance learning when creating and delivering educational materials with sign language translation videos for deaf students. Deaf students could easily access and study the courses remotely with the help of the proposed platform.

Chatbot usage is evolving rapidly in various fields, including higher education. The present study’s purpose is to discuss the effect of a virtual teaching assistant (chatbot) that automatically responds to a student’s question. A pretest–posttest design was implemented, with the 68 participating undergraduate students being randomly allocated to scenarios representing a 2 × 2 design (experimental and control cohorts). Data was garnered utilizing an academic achievement test and focus groups, which allowed more in depth analysis of the students’ experience with the chatbot. The results of the study demonstrated that the students who interacted with the chatbot performed better academically comparing to those who interacted with the course instructor. Besides, the focus group data garnered from the experimental cohort illustrated that they were confident about the chatbot’s integration into the course. The present study essentially focused on the learning of the experimental cohort and their view regarding interaction with the chatbot. This study contributes the emerging artificial intelligence (AI) chatbot literature to improve student academic performance. To our knowledge, this is the first study in Ghana to integrate a chatbot to engage undergraduate students. This study provides critical information on the use and development of virtual teaching assistants using a zero-coding technique, which is the most suitable approach for organizations with limited financial and human resources.

Effective student–instructor interactions impact the quality of nursing clinical education. There are a myriad of different factors related to clinical settings that affect these interactions and they have received less attention in nursing studies. Identifying clinical constraints that impact the nursing student–instructor relationships will help nursing instructors to manage clinical learning situations in a more effective manner. The goal of this study was to identify the primary factors that influence the student–instructor interactions within clinical settings. A purposeful sampling strategy was applied to recruit 18 nursing students and instructors to participate in qualitative, semi-structured interviews. In order to identify relevant themes of transcribed interviews, qualitative content analysis was utilized. Data analysis resulted in the development of five main themes that represent essential interaction constraints in clinical contexts. These themes include: outsiders' eyes, dominance of act, close contact, clinical workplaces' disputes, and instability and uncertainty. The results of this study can serve to improve the understanding and practice of international clinical nursing instructors within the clinical education context. The behaviors that emerged were based on clinical constrains and an awareness each can serve to enhance the instructor–student relationship.

The authors examined best practices in university‐level teaching, as premised on the evidence‐based teaching (EBT) literature found in fields external to counselor education. Findings were reported in relation to 3 areas: developing an effective learning environment, structuring intentional learning experiences, and assessing teaching effectiveness. Implications regarding the training of doctoral‐level counselor educators using EBT practices are discussed.

This article focuses on the implementation of a flipped classroom approach in two different levels of Spanish foreign language university courses for beginner and intermediate learners. The flipped classroom approach delivers course content that prioritizes both digital technology and active learning. Despite its potential advantages in the language classroom, empirical research in this area remains limited. The present study addresses the gap by investigating the effects of the flipped classroom approach on Spanish as a foreign language by comparing student attitudes in flipped and traditional classrooms in beginner and intermediate Spanish courses at a university level. Specifically, this research explores the use of the flipped classroom approach in a second language classroom as a way to present grammar content prior to the in-class lesson and compares the results to those of a traditional, lecture-like delivery of the same grammar content. Drawing on data elicited from students and instructors in these course levels, this study investigates student and instructor perceptions, as well as student autonomy, engagement, and achievement through a qualitative lens.

Introduction/Background Peer-led teaching sessions (PLTS) supplement conventional medical education, allowing students to share knowledge effectively. PLTS have shown significant academic benefits for student instructors. However, the impact on attendees, especially concerning NBME-style examinations, remains underexplored. Methods This study analyzed de-identified data from 67 first-year medical students at Kirk Kerkorian School of Medicine, divided into PLTS attendees (study group) and non-attendees (control group) based on session participation. Data were collected before two NBME examinations, with attendees defined as those attending at least five Peer-led teaching sessions. Academic performance was measured using NBME Customized Assessment Services (CAS) exam scores. Statistical analyses, including p-tests, chi-square, and t-tests, assessed differences in performance and potential biases based on MCAT scores, first-generation status, and socioeconomic background. Results The study group initially had 26 students, and the control group had 31 students. Post-first examination, the study group adjusted to 22 students, and the control group to 35 students. MCAT scores and demographics showed no significant differences between groups. The first examination revealed a significant higher score in PLTS attendees’ scores (4.28% increase, p  = 0.036), indicating a positive impact of PLTS on basic science knowledge. The second examination on organ systems physiology showed no significant difference ( p  = 0.722). Discussion PLTS effectively enhance foundational science understanding but may be less impactful for advanced topics. The diminishing effect may result from increased use of diverse study resources and adaptation to medical school. Future research should explore long-term benefits, optimal implementation strategies, and the impact of instructor quality and engagement. Therefore, the overall conclusion is that PLTS positively influence NBME-style exam performance in early medical education, but benefits decrease over time.

Education is under a radical transformation in the current innovation-driven knowledge age. The instructor-student collaborative partnership has the potential to transform education from traditional instructor-directed, transmissive teaching to active, participatory student-centered learning. However, relevant inquiry indicates the conceptual, analytical, and practical gaps on the instructor-student collaborative partnership. This study aims to conceptualize, analyze, and foster the instructor-student collaborative partnership in higher education contexts. To achieve this purpose, we empirically investigate the instructor-student collaborative partnership in an online course where the instructor uses a learning-community approach to foster learning. Using mixed methods, we examine the instructor-student collaborative partnership from the participation frequency , engagement move , and participant perception perspectives. Results show that the instructor and students not only actively participate in learning, instruction, and social environment building processes, but also maintain mutual interactions, communications, and actions to construct knowledge, to design and facilitate discussions, and to build a social learning environment. In addition, most participants perceive a sense of an online learning community in this online course. Based on the results, we provide theoretical, analytical, and pedagogical implications to advance the theory, analysis, and practice of the instructor-student collaborative partnership.

This project explores the impacts of emojis on students’ impressions when used in a course welcome email. We adopt a 4 × 3 factorial design to determine how different emojis (i.e., , , ) impact students’ impressions of credibility, immediacy, and liking. Data from students ( N  = 368) indicates emoji choice does impact impressions. Consistently, instructors’ emoji use resulted in decreased perceived competence and trustworthiness but increased perceived caring, immediacy, and liking. Findings have implications for instructors who engage in technologically-mediated out-of-class communication and want to strengthen early student-instructor relationships. Limitations and future directions are also discussed.

In this study, we sought to identify how feedback about classroom observations affected novice university mathematics instructors’ (UMIs) teaching practices. Specifically, we examined how a Red–Yellow–Green feedback system (RYG feedback) affected graduate student instructor (GSI) scores on an observation protocol (GSIOP). The protocol was developed specifically for this population, and both the GSIOP and RYG feedback were used within a peer mentoring program for GSIs, wherein novice GSIs were mentored by more experienced GSIs. Mentors observed novices’ classrooms using the GSIOP and provided RYG feedback as part of observation–feedback cycles. We analyzed 100 sets of scores, each collected over the course of a semester containing on average three observation–feedback cycles. Analyzing the semester-long datasets longitudinally provided insight into what types of feedback informed and influenced observed teaching. After qualitatively coding the feedback provided to the GSIs by their mentors along multiple dimensions, we found certain forms of feedback were more influential for observable changes in GSIs’ teaching. For example, pedagogical feedback that included contextualization (context and focal events) demonstrated a more positive change in GSIOP score than feedback that lacked contextualization. Our results suggest that contextual formative feedback has a positive change to student-focused and teacher-focused observations.