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This paper aims to illustrate how mobile devices could be applied to substantiate cognitive apprenticeship model to optimize nursing students’ learning experiences in clinical settings.

Eight female students from a nursing college in Taiwan were recruited in this study. They enrolled in a three-week nursing clinical practicum session in the area of psychiatric nursing.

Analysis of interview data from students and instructor showed that use of the mobile technology could promote the effectiveness of cognitive apprenticeship model, especially for processes of reflection, coaching, scaffolding and articulation.

The present study intended to bridge the gap between mobile technologies and cognitive apprenticeship. This study explores students’ experiences and expectations of using mobile technology in clinical nursing courses and clarifies how the cognitive apprenticeship model fits students’ experiences during using mobile technology in the clinical nursing course.

The purpose of this paper is to explore the process and activities of apprenticeship from onboarding to professional development.

Literature was reviewed to highlight the important characteristics of cognitive and collaborative apprenticeship, onboarding and professional development.

The conceptual model was developed to identify the specific activities of apprenticeship at the onboarding, developmental and proficient phases.

This study enlightens the aspects of the way in which apprentices can make adjustments to their organizations and become proficient workforces.

This article looks at an attempt to enhance students’ critical thinking, professional and personal skills through an innovation in the use of peer assessment on an undergraduate law degree programme. This involved peer assessing asynchronously materials previously submitted. It was also to a limited extent mediated by the tutor as composites of previously submitted work were used to focus on skills development. The innovation’s aim was to enhance student performance. It drew on the existing literature on peer assessment as well as cognitive apprenticeship theory and was premised on the idea that students’ learning will be enhanced if they are better enculturated into the assessment process. It was felt that there was a body of students within the lower performing ranges who did not properly understand assessment criteria and consequently under‐performed. The effectiveness of the innovation was evaluated through student questionnaires (before and after students received their results), a focus group and a qualitative evaluation by the tutor, on the basis of marking the assessments. Whilst the assessment led to an improvement in student performance, reflection on the experience has identified ways in which the potential of this form of assessment can be further developed in the future.

Over the years, the impact of Nollywood on the promotion and development of Nigerian culture has cut across geographical boundaries. In terms of film production quality, the industry has made significant progress, even though there remains great room for improvement. In recent times, output from the industry gained global recognition, with films such as Lion Heart, King of Boys and Chief Daddy, to mention a few, attaining great landmarks in the film world in 2019. A significant feature in the Nigerian film industry is the wealth of diversity which reflects the true Nigerian nation. The involvement of Igbo indigenes in the Nollywood industry has helped put the Nollywood ideology into the consciousness of Nigerians and the world. Therefore, this chapter examines the relevance of the Igbo traditional business model in sustaining the dominance of Igbos in the distribution network of films in the Nigerian film industry, also known as Nollywood.

This chapter describes five disciplinary domains of research or lenses that contribute to the design of a team tutor. We focus on four significant challenges in developing Intelligent Team Tutoring Systems (ITTSs), and explore how the five lenses can offer guidance for these challenges. The four challenges arise in the design of team member interactions, performance metrics and skill development, feedback, and tutor authoring. The five lenses or research domains that we apply to these four challenges are Tutor Engineering, Learning Sciences, Science of Teams, Data Analyst, and Human–Computer Interaction. This matrix of applications from each perspective offers a framework to guide designers in creating ITTSs.

Purpose – To examine whether or not exposing novice teachers in a graduate literacy education diversity course to particular texts and activities focused on economic diversity and lifestyle differences among students makes them more likely to positively respond to these lesser understood forms of diversity in their own teaching and if so, in what ways.

Design – The research design was qualitative and included written reflections from the teacher-participants at the beginning, middle and end of the semester, and videotaping and transcribing activities and post-activity discussions. Ethnographic observations and notes were made by the primary investigator (PI). The theoretical frameworks that were foundational to the study were critical literacy and teaching for social justice.

Findings – The findings of this qualitative study indicate that exposing teachers to texts, discussions, and activities that educate them on economic diversity and lifestyle differences among students makes them more likely to positively respond to these forms of diversity in their own teaching. Specific examples of how participants did this are provided.

Practical Implications – This study contributes to the literature on diversity in literacy instruction by providing concrete, research-based suggestions for how both teacher educators and K-12 teachers can expand their definitions of student diversity to include economic disparities and lifestyle differences among students. It includes recommended texts and activities for both teacher educators and K-12 teachers to address less typical forms of diversity, with a focus on economic diversity and lifestyle differences.

Construction companies are increasingly adopting sensing technologies like laser scanners, making it necessary to upskill the future workforce in this area. However, limited jobsite access hinders experiential learning of laser scanning, necessitating the need for an alternative learning environment. Previously, the authors explored mixed reality (MR) as an alternative learning environment for laser scanning, but to promote seamless learning, such learning environments must be proactive and intelligent. Toward this, the potentials of classification models for detecting user difficulties and learning stages in the MR environment were investigated in this study.

The study adopted machine learning classifiers on eye-tracking data and think-aloud data for detecting learning stages and interaction difficulties during the usability study of laser scanning in the MR environment.

The classification models demonstrated high performance, with neural network classifier showing superior performance (accuracy of 99.9%) during the detection of learning stages and an ensemble showing the highest accuracy of 84.6% for detecting interaction difficulty during laser scanning.

The findings of this study revealed that eye movement data possess significant information about learning stages and interaction difficulties and provide evidence of the potentials of smart MR environments for improved learning experiences in construction education. The research implication further lies in the potential of an intelligent learning environment for providing personalized learning experiences that often culminate in improved learning outcomes. This study further highlights the potential of such an intelligent learning environment in promoting inclusive learning, whereby students with different cognitive capabilities can experience learning tailored to their specific needs irrespective of their individual differences.

The classification models will help detect learners requiring additional support to acquire the necessary technical skills for deploying laser scanners in the construction industry and inform the specific training needs of users to enhance seamless interaction with the learning environment.

This study aims to examine the contribution of faculty–student coauthorship to the development of graduate students’ research skills in the sciences, technology, engineering and mathematics (STEM) by quantitatively assessing rubric-measured research skill gains over the course of an academic year compared to students who did not report participating in coauthorship with faculty mentors.

A quasi-experimental mixed methods approach was used to test the hypothesis that the influence of STEM graduate students’ mentored writing mentorship experiences would be associated with differential improvement in the development of their research skills over the course of an academic year.

The results indicate that students who co-authored with faculty mentors were likely to develop significantly higher levels of research skills than students who did not. In addition, less than half of the participants reported having such experiences, suggesting that increased emphasis on this practice amongst faculty could enhance graduate student learning outcomes.

Qualitative studies of graduate student writing experiences have alluded to outcomes that transcend writing quality per se and speak directly to the research skills acquired by the students as part of their graduate training. However, no study to date has captured the discrete effects of writing experiences on these skills in a quantifiable way.

The purpose of this paper is to examine the practice of new principal coaching in schools from the coaches’ perspective.

Six coaches of new principals were interviewed over a one-year period. Through the use of a qualitative, constant-comparative approach, the participants’ voices were used to discover their views. Data analysis employed emergent coding (Creswell, 2008; Denzin, 2005; Glaser and Strauss, 1998; Spradley, 1979). The study took place in the San Francisco Bay Area, a linguistically and ethnically diverse area, in the state of California, USA.

Thematic analysis of interview data from principal coaches revealed a process-oriented focus within principal coaching as a primary finding. Process-oriented coaching, rather than specific, skill-focussed content, was the main mechanism coaches used to support new principals.

Findings are limited to the sample of principal coaches used for this analysis, although there are potential applications to similar school settings in other locations. Researchers are encouraged to examine new principal coaching in other contexts.

The results of this inquiry point to the importance of process skills in new principal coaching, suggest the need for new approaches in principal mentoring programs, and call for further research on specific process tools in coaching to promote reflection and inquiry.

The paper identifies process-oriented coaching as a valuable support mechanism for new principals, particularly during their first year in the role.