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This study aimed to examine the effects of Cambodia's New Generation Schools (NGS), as compared to their traditional counterparts, in enhancing the seven constructs: (1) science and math achievement, (2) science and math self-efficacy, (3) science and math outcome expectations, (4) attitudes toward science, (5) interactive science and math lessons, (6) support from science and math teachers and (7) encouragement and support in science from family.

The two observations data was collected using self-rated questionnaire from 301 11th graders from five upper secondary schools located in three provinces of Cambodia. Independent sample t-test, Analysis of Covariance (ANCOVA) and dependent sample t-test were used to analyze the repeated measures data.

The study revealed that students from the NGS exhibited statistically higher scores for most constructs, especially for attitudes toward science. However, when controlling for the differences in the first observation data, the significant effects of the three constructs have been neutralized. Moreover, though there was an increase in science activities outside school, there was a negative trajectory in the other two sub-constructs of attitudes toward science and support from science and math teachers, both in NGS and traditional schools.

These findings point some practical implications for enhancing the effectiveness of the two school types and further research.

There is heavy investment in new form of schools across the world to enhance students' learning and academic achievement in science and math in K-12 and to promote their interest in STEM in higher education. However, there is little document on the effectiveness of this new form of school, particularly in the Cambodian context.

Outlines new database products appearing in the Gale Directory of Databases, a two‐volume work published twice a year. Provides figures for the distribution and percentage of new and newly implemented science, technology and medicine databases including name, vendor and medium. Briefly discusses these by each medium.

Before COVID-19 pandemic, translation students in higher education attended courses on computer-assisted translation to acquire operational knowledge of professional software, without experiencing collaborative/interactive learning. In few European universities skills labs were introduced to offer fieldwork-like activities, but without shared modelling standards and mainly held in presence for few consecutive days. As the COVID-19 pandemic further deprived students of crucial educational experiences, the purpose of this paper is to present an online collaborative learning environment exploiting a customised combination of information and learning applications the students already experienced during the pandemic to smoothen their learning curve and increase the educational effectiveness.

A multi-framework methodology to build and operate a computer-supported online collaborative skills lab for translation students is proposed. Reference standards and guidelines are leveraged to provide participants with a common knowledge ground, to activate the computer-supported collaborative learning perspective, and to ensure an appropriate simulation fidelity.

An end-to-end implementation of the proposed approach along with educational effectiveness analysis performed via complementary assessment strategies is presented. Achieved outcomes highlight significant participation rate, consistent improvement in technical and soft skills at both individual and collective levels, and clear activation of collaborative learning dynamics.

Every master degree in translation teaching can adopt this approach by complying with the proposed guidelines.

The proposed multi-framework approach is novel and applied to a teaching sector where it is highly needed to fill a pre-existing gap.

This article aims to examine how the interactions and perceptions of users from a defined domain, i.e. science education, vary across different groups of teachers while retrieving video. Given the prevalence of digital resources in use in education today, it is critical to assess users’ perspectives and experiences for retrieving information across different contexts and individual user groups.

Interactive search experiments with 28 users were performed. A pre-experiment questionnaire collected the demographic information used to form groups for comparison in the present study. Users attempted six experimenter-developed topics using a prototype video retrieval system; experimental measures were recorded, including all actions, completion rates, errors and durations. Users rated their experiences and levels of satisfaction with different aspect of the system after each search topic. Data analyses included mean comparisons across the different groups.

A variety of influences emerged from the results, including significant variations among teachers’ interactions, levels of satisfaction and expectations across different groups of users.

Understanding the interactions and perceptions when retrieving digital video provides insights for information professionals on how to better support the needs of different users. If systems are not taking into account users and context, there can be a mismatch between the needs of users and interactive systems, which can lead to low perceptions and further underuse of digital resources.

Although similar influences on digital libraries have been analysed in other contexts, they have not been directly assessed, as they specifically pertain to experiences with and perceptions of video.

Outlines new database products appearing in the Gale Directory of Databases, a two‐volume work published twice a year. Provides figures for the distribution and percentage of new and newly implemented science technology and medicine databases, together with a lits of the databases including name, vendor and medium. Briefly discusses these by each medium.

This paper introduces interactive research as an emerging approach within a broad family of collaborative research approaches in management and organization research. Interactive research is a way to contribute to the dual tasks of long-term theory development and innovation and change processes in organizations. One of the distinguishing features of interactive research is a focus on continuous joint learning processes between the researchers and the involved practitioners.

The basic concepts, contributions and challenges of the interactive research approach are presented and illustrated in the present paper through a practical case, the HELIX Centre.

Interactive research is a way to advance scientific knowledge about the development of new types of work organizations and the development of sustainable operations. The multi-disciplinary and interactive research approach at HELIX has made it possible to reach a high degree of both rigour and relevance in research questions and projects. The authors identified five principles from the HELIX case that were instrumental in accomplishing the dual tasks of interactive research.

The interactive research approach is a powerful method of collaboration between different stakeholders throughout the research process. This type of research makes it possible to interact at various levels of research, from the programme level, to research and development projects, to the individual level. The results from interactive research should not only be considered traditionally valid but also valid in relation to organizational and societal needs.

The purpose of this paper is to provide insight into the competence in use when working with interactive research, which is a continuation and elaboration of action research.

A qualitative research approach was adopted for the study. The main body of empirical material in this paper is based on two sources of data – a survey comprising open-ended questions, followed by a series of focus group interviews. The respondents were researchers with varying degrees of experience in using interactive research.

The findings provide illustrations of what characterises interactive research as work and identify an additional set of activities that go beyond traditional research activities. Some activities are relatively easy to describe, while others exist in the gaps between other activities – e.g. boundary spanning – and are harder to explicitly define in terms of implications for the involved researchers’ competence. The work activities reaching beyond the traditional research boundaries are implicit and are not a common shared practice. From a competence point of view, this implies that the competence in use for these implicit tasks of interactive research becomes individually carried. Based on these findings, a number of individual aspects of what constitutes competence in use are suggested.

In future studies, it would be valuable to use a mixed-method approach that also includes longitudinal observations of the actual work of conducting interactive research.

The findings and suggestions for how to understand the competence of interactive researchers can be used as guidance for training in research education.

This study contributes to previous research by describing important requirements and critical elements of competence in use when conducting interactive research.

This project developed and implemented a prototype WWW‐based instructional learning system modeled around a metacognitive research and development framework which mapped cognitive variables, to metacognitive learning strategies for those variables, to metadata for the instructional design of the media. The framework helped delineate learning strategies and related metacognitive attributes of young students acquiring knowledge in advanced science concepts in an Internet/browser‐based environment. The framework also provided a basis for learner‐specific Internet content personalization.