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The core focus of this review is to show how immediate and valid feedback, qualitative assessment influence enhances students learning in a higher education environment. With the rising trend of online education especially in this COVID-19 pandemic, the role of assessment and feedback also changes. Earlier the assessment part is not considered the main focus in learning and teaching in HEIs, but now with the increase in online education, it is observed that the paradigm is shifted toward assessing those activities of students that enhance their learning outcomes. A lot of research work has been done on developing assessment strategies and techniques that can support learning and teaching effectively. Yet, there is limited research that looks at how methods applied in learning analytics can be used and possibly constitutes the assessment process. The objective of this work is to provide an exploratory and comparative study of how assessment and feedback practices can enhance students learning outcomes using AI. The key contribution of this study attempts to capture an outline of the most used artificial intelligence and machine learning algorithms for student success. The results showed that I-FCN performed better than other techniques (ANN, XG Boost, SVM, Random Forest, and Decision Trees) in all measured performance metrics. Also, the result of the comparative analysis study will help the educators, instructors, and administrators on how they could take the advantage of a data-driven approach, design less pressurized, more valid, reliable, constructive assessment findings, and connect the power of assessment and feedback to enhance the learning outcomes.

There has been a groundswell of interest in the UK in Mindfulness-Based Stress Reduction (MBSR) and its derivatives, particularly Mindfulness-Based Cognitive Therapy (MBCT). Many health, education and social work practitioners have sought ways to develop their competencies as mindfulness-based teachers, and increasing numbers of organisations are developing mindfulness-based training programmes. However, the rapid expansion of interest in mindfulness-based approaches has meant that those people offering training for MBSR and MBCT teachers have had to consider some quite fundamental questions about training processes, standards and competence. They also need to consider how to develop a robust professional context for the next generation of mindfulness-based teachers. The ways in which competencies are addressed in the secular mainstream contexts in which MBSR and MBCT are taught are examined to enable a consideration of the particularities of mindfulness-based teaching competence. A framework suggesting how competencies develop in trainees is presented. The current status of methodologies for assessing competencies used in mindfulness-based training and research programmes is reviewed. We argue that the time is ripe to continue to develop these dialogues across the international community of mindfulness-based trainers and teachers.

A key aspect of the effective supervision of PhD research is the supervisor-student relationship. This interaction is affected by the characteristics and needs of students and institutional conditions, as well as the skills, attitudes, and roles of supervisors and their supervisory styles. When supervision is carried out at a distance, it entails an additional challenge, mainly concerning interaction. The purpose of this study is to improve the research process, supervision, and design of virtual environments in order to support this supervision. The study identifies the supervisory relationships that affect doctoral research conducted at a distance from the student’s academic institution. It also describes how students and their supervisors perceived the characteristics of supervision and the skills and attitudes students perceived in and expected from their supervisors. For data collection, semistructured interviews were used. The results indicate important differences between supervisors’ perceptions concerning their own role and students’ needs regarding supervision, and they demonstrate the importance of attending to student needs and, on the part of supervisors, exercising responsibility in the development of research competencies in students, as is the case of independence of criteria and autonomy.

BACKGROUND: Students and teachers in twenty-first century STEM classrooms face significant challenges in preparing for post-secondary education, career, and citizenship. Educators have advocated for student-centered instruction as a way to face these challenges, with multiple programs emerging to shape and define such contexts. However, the ways to support teachers as they transition into non-traditional teaching must be developed. The purpose of this study is to explore the impacts on educators of teaching in student-centered, peer-mediated STEM classrooms and preparing student peer leaders for their roles in these classes. Research questions examined how teachers think about themselves as they implement student-centered pedagogy, the difficulties they face as their roles and identities shift, and the ways they grow or resist growth. Qualitative research conducted at two urban secondary schools documents the diverse experiences and responses of teachers in an innovative, student-centered STEM instructional program. The experiences and perceptions of 13 STEM teachers illuminate the possibilities and challenges for teachers in student-centered classrooms. RESULTS: All participating teachers described multiple benefits of teaching in a student-centered classroom and differences from traditional classrooms. Their transitions to this type of teaching fell into three major categories based upon past identities and current beliefs. Some teachers found the pedagogy consistent with preexisting identities and embraced it without radical change to their concepts of teaching. They described ways in which the model helped them become the teachers they had always wanted to be. Other teachers, who initially identified as deliverers of STEM content, had more difficult experiences adjusting to student-centered instruction. In one case, a teacher resisted change and exited the program, maintaining her identity and deciding not to become student-centered. Other participating teachers made dramatic shifts in their identities in order to implement the program. These teachers described significant learning curves as they shared responsibility for student learning with student leaders. CONCLUSIONS: This study suggests that radically changing the learning environment can affect teachers' identities and their approaches to teaching in predictable ways that can inform teacher education and professional development programs for STEM teachers, maximizing the success of teachers as they implement student-centered pedagogy.

We review the burgeoning literature on the social effects of emotions, documenting the impact of emotional expressions on observers' affect, cognition, and behavior. We find convergent evidence that emotional expressions influence observers' affective reactions, inferential processes, and behaviors across various domains, including close relationships, group decision making, customer service, negotiation, and leadership. Affective reactions and inferential processes mediate the effects of emotional expressions on observers' behaviors, and the relative potency of these mediators depends on the observers' information processing and the perceived appropriateness of the emotional expressions. The social effects of emotions are similar across expressive modalities (face, voice, body, text, symbols). We discuss the findings in relation to emotional contagion, emotional intelligence, emotion regulation, emotions as social information (EASI) theory, and the functionality of emotions in engendering social influence. Finally, we identify gaps in our current understanding of the topic and call for interdisciplinary collaboration and methodological diversification.

Motivation is probably the most important factor that educators can target in order to improve learning. Numerous cross-disciplinary theories have been postulated to explain motivation. While each of these theories has some truth, no single theory seems to adequately explain all human motivation. The fact is that human beings in general and students in particular are complex creatures with complex needs and desires. With regard to students, very little if any learning can occur unless students are motivated on a consistent basis. The five key ingredients impacting student motivation are: student, teacher, content, method/process, and environment. The focus of this article is to provide the educator with suggestions from each of the five key ingredient areas that can be used to motivate his or her students. What is the best way to motivate students? The short answer is that all of the strategies enumerated in this paper can be used…as often as possible. Educators could start just by choosing and trying three new possibilities for enriching student motivation. Or, more importantly, educators could watch themselves and their own behaviors to become self-aware of new understandings about motivation.

This is a book for educators.Those who have chosen to be educators are generally dedicated to students.But, sometimes we don't quite understand what we are seeing.We hope this book will help educators make sense of the many patterns and behaviors that we see in the Net Generation but don't quite understand.The first chapter surveys much of the literature in an effort to distill a picture of Net Generation learners-students who were born in the 1980s and later.Although no two individuals are alike, the characteristics help establish the contrast between generations.While we at colleges and universities routinely collect demographic information on our learners, we may not be asking the questions that will help us design and deliver programs that are optimal for current learners.Having Baby Boomers talk about the Net Generation is not nearly as good as listening to learners themselves.Greg Roberts from the University of Pittsburg-Johnstown, along with Ben McNeely and Carie Windham, both from North Carolina State University, help us understand the Net Gen perspective on technology and higher education.Their insights help us appreciate that even our definitions of technology are different.They also emphasize the importance of interactivity and learning-by-doing.Joel Hartman, Patsy Moskal, and Chuck Dziuban from the University of Central Florida have experience with different generations of learners in online, blended, 1.3Educating the Net Generation and face-to-face situations.Their research highlights an assumption we often make: that younger students are likely to have the strongest preference for technology.Reflecting what the student authors told us, technology is simply a means to an end.The expectation for involvement with faculty and other students overrides a desire to use technology.Even though technology may not be the entire focus, colleges and universities make massive technology investments based on what they believe students need, want, and already have.Bob Kvavik reports on the first EDUCAUSE Center for Applied Research study that details what technology students have, how they use it, and the benefits they believe result.Clearly, there is room for improvement in higher education's use of learning technologies as we move from course management systems to more interactive approaches.Interactive instruction is the focus of Judith Ramaley and Lee Zia's chapter, based in large part on their work at the National Science Foundation.Virtually all those who study the Net Generation believe that their preference for experiential, hands-on learning is a distinguishing characteristic.The chapter details different types of interaction (for example, people to people, people and tools, people with concepts), along with examples of projects that put these interactions into practice.Beyond individual courses, how should institutions think about the curriculum, particularly if the desire is to prepare students for the 21st century?Alma Clayton-Pedersen and Nancy O'Neill use the Association of American Colleges and Universities' Greater Expectations initiative as a starting point for exploring how the curriculum can be adapted to better meet the needs of today's learners and how technology can be used in service to learning.Although we often think of students and the classroom, an array of services and support are necessary to ensure that students succeed.Jim Wager from The Pennsylvania State University describes how student services professionals think of today's students and technology.Although he concludes that it is not about technology, technology has an important role to play in making services more convenient and in better integrating them into the campus experience.If faculty and students have different perspectives, there should be a process to help faculty understand those different perspectives, as well as effective approaches to teaching their students.Anne Moore, John Moore, and Shelli Fowler describe programs designed to enhance the faculty's fluency in information technology-and better meet the needs of the Net Generation.Virginia Tech's program for faculty, the Faculty Development Institute, as well as one designedEducating the Net Generation

Research comparing the leadership styles of women and men is reviewed, and evidence isfound for both the presence and the absence of differences between the sexes. In contrast to the gender-ste-reotypic expectation that women lead in an interpersonally orientedstyle and men in a task-oriented style, female and male leaders did not differ in these two styles in organizationalstudies. However, these aspects of leadership style were somewhat gender stereotypic n the two other classes of leadership studies investigated, namely (a) laboratory experiments and (b) assessment studies, which were defined as research that assessed the leadership styles of people not selected for occupancy of leadership roles. Consistent with stereotypic expectations about a different aspect of leadership style, the tendency to lead democratically orautocratically, women tended to adopt a more demo-cratic or participative style and a less autocratic or directive style than did men. This sex difference appeared in all three classes of leadership studies, including those conducted in organizations. These and other findings are interpreted interms of a social role theory of sex differences insocial behavior. In recent years many social scientists, management consul-tants, and other writers have addressed the topic of gender and