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Nursing as a profession is both fragmented and complex. The education setting is demanding, and prepared students are more clinically and academically robust. Therefore, nursing programmes should implement high-quality teaching based on the best available scientific evidence to improve learning quality and students' experience. This study aimed to identify the teaching tools used to enhance students' perceived experiences in undergraduate nursing programmes. Nine databases were systematically searched to identify quantitative and qualitative studies regarding the teaching tools utilised across nursing education programmes. Results were summarised following a systematic integrated review framework. The searches identified 15,886 citations, and after title/abstract/full-text screening, 66 primary research studies were included comprising data from 4,411 participants with a mean sample size of 66 (range 6-447). Educators utilising a student-centred wrapping approach exploiting knowledge building and self-development were found to improve students' experiences; however, consensus on success factors was lacking. The findings indicate that educators' knowledge and pedagogical skills used in a flexible way, tailored and sensible to students and the learning context, enhance student experiences. Nursing educators should identify learning situations that make students vulnerable and pay particular attention to the students' learning experiences. We identified several tools accommodating the students' experience.

This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] In this study, we analyze the experience of students in the Physics Learning Assistant (LA) program at Texas State University in terms of the existing theoretical frameworks of community of practice and physics identity, and explore the implications suggested by these theories for LA program adoption and adaptation. Regression models from physics identity studies show that the physics identity construct strongly predicts intended choice of a career in physics. The goal of our current project is to understand the details of the impacts of participation in the LA experience on participants' practice and selfconcept, in order to identify critical elements of LA program structure that positively influence physics identity and physics career intentions for students. Our analysis suggests that participation in the LA program impacts LAs in ways that support both stronger "physics student" identity and stronger "physics instructor" identity, and that these identities are reconciled into a coherent integrated physics identity. Increased comfort in interactions with peers, near peers, and faculty seems to be an important component of this identity development and reconciliation, suggesting that a focus on supporting community membership is useful for effective program design.

Participation has become fashionable again, but at the same time it has always played a crucial role in our contemporary societies, and it has been omnipresent in a surprisingly large number of societal fields. In the case of the media sphere, the present-day media conjuncture is now considered to be the most participatory ever, but media participation has had a long and intense history. To deal with these paradoxes, this book looks at participation as a structurally unstable concept and as the object of a political-ideological struggle that makes it oscillate between minimalist and maximalist versions. This struggle is analysed in theoretical reflections in five fields (democracy, arts, development, spatial planning and media) and in eight different cases of media practice. These case studies also show participation’s close connection to power, identity, organization, technology and quality.

Social interactions and communication between individuals have been completely transformed by digital technology (DT). People from all around the world can now communicate with each other thanks to social media platforms. The main focus of this study is on interpersonal communication motives (ICM) in social networks (SNs), aiming to examine how Ethiopian undergraduate students socialize in relation to digital technologies (DTs). A concurrent design with a mixed approach was utilized, including self-administered questionnaires and focus group discussions (FGD) during the data collection process. The students' ICM were used to gain a deeper understanding of their experiences and perspectives towards digital socialization (DS) in SNs. A total of 312 undergraduates aged 18 to 27 participated in the study, with 202 being male and 110 female. The results of the investigation highlighted the significance of SNs in shaping undergraduate students' ICM. The findings demonstrate the benefits of SNs in facilitating students' socialization process by providing a platform for interaction, communication, and relationship-building. Interestingly, there were no significant variations in ICM in DS using SNs based on gender. By exploring how students socialize within SNs, this study aims to contribute to the existing body of knowledge on the subject. Educational institutions and policymakers could leverage these findings to understand the advantages of incorporating SNs into students' academic experiences, ultimately enhancing their socialization process and overall well-being.

Abstract Multimodal data have the potential to explore emerging learning practices that extend human cognitive capacities. A critical issue stretching in many multimodal learning analytics (MLA) systems and studies is the current focus aimed at supporting researchers to model learner behaviours, rather than directly supporting learners. Moreover, many MLA systems are designed and deployed without learners' involvement. We argue that in order to create MLA interfaces that directly support learning, we need to gain an expanded understanding of how multimodal data can support learners' authentic needs. We present a qualitative study in which 40 computer science students were tracked in an authentic learning activity using wearable and static sensors. Our findings outline learners' curated representations about multimodal data and the non‐technical challenges in using these data in their learning practice. The paper discusses 10 dimensions that can serve as guidelines for researchers and designers to create effective and ethically aware student‐facing MLA innovations.

Introduction This study aimed to explore the PhD student-supervisor relationship and its impacts on students and supervisors from a qualitative perspective. Methods A total of 50 PhD students and 11 supervisors from Hong Kong were approached using focus groups and individual interviews. Based on the interpersonal relationship model, this study conducted interviews with students to examine their perceptions of eight styles of relationships and their impact on students. Results The results highlighted that the PhD student-supervisor relationship affected student academic achievement, well-being, and career and social network development. The interviews with the supervisors showed the impact on supervisors related to well-being, reflection on coaching style, and selection for future students. Discussion Findings provide theoretical insights and conceptual and practical implications for understanding the eight styles of PhD student-supervisor relationships. This study also offers recommendations on university policies aiming to enhance the PhD student-supervisor relationship in order to boost positive impacts and hinder negative impacts.

Abstract The study aimed to assess the nursing students’ class engagement and academic performance using flipped class using a mixed-methods research and explored their feedback and perceptions about the flipped classroom (FCR) in comparison to the current teaching methodology. Participants were 22 females and 4 males, selected through convenience sampling method, and were evaluated at pre-cycle with case-based learning, post-cycle I with FCR, and post-cycle II, using FCR with an extra class time, in a cyclical nature of inquiry. Data collection involved a triangulation technique using checklists to observe and assess students’ class engagement, quizzes for measuring class performance, and focus group interviews. The focus group interview reflections and feedback were used to refine and plan the next cycle. The quiz and the class engagement scores were highly significant at post-cycle II where the FCR was used with extra class time compared to post-cycle I and pre-cycle. The participants stated that they gained a deeper understanding of concepts, were motivated and more confident in learning the course material. The study findings support the use of FCR in learning pediatric course content. Further empirical evidence is required for adapting FCR to other courses in the curricula to determine its suitability to a particular teaching content.

<span>Research on the assessment of learning has been carried out by many other researchers, but putting Islamic psychosocial and personal competence as a solution has not been found. This study aimed to develop an assessment of Indonesian Language learning for high school teachers by strengthening Islamic psycosocial and personality competencies. Using the ex post facto approach, by distributing questionnaires to 213 Indonesian Language teachers and analyzed using descriptive and regression. This research results in the mastery of teachers about personality competence, Islamic psychosocial, and the assessment of Indonesian Language is the same as medium mastery. Personality competence and Islamic psychosocial as together are very strong in developing the ability to assessment Indonesian Language learning in high school teachers. Islamic psychosocial is predicted to be able to improve the assessment of Indonesian Language high school teacher learning as well as personality competence. This study concludes that personality’s competences and Islamic psychosocial are very significant in developing the assessment of Indonesian Language high school teacher's in learning. This research contribution strengthens the development of the theory of "teacher performance assesment" in the world of education. For the Department of Education to develop policies to improve the assessment of Indonesian Language learning by conducting Islamic psychosocial and personality competency training for all teachers in Indonesia.</span>