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The purpose of this paper is to use a heutagogical approach to determine whether students enrolled in blended courses achieve higher grades relative to those enrolled in completely online courses, in addition to identifying demographic predictors of academic success in college courses involving Web-based modes of instruction.

Mixed models regression evaluated predictors of grade in terms of age, gender, instruction mode, graduate vs undergraduate status and full-time vs part-time load across 2,174 students (M = 27.6, SD = 9.54 years) enrolled in Web-based courses for a single term at a mid-sized public university in the northeastern USA.

In accordance with expectations, a significant main effect indicated higher grades among students enrolled in blended relative to completely online courses. Other predictors of academic success in Web-based courses included older age, female gender, graduate student status and part-time academic load. An interaction between age and gender on grade indicated the difference in performance between men and women diminished among older compared to younger students. Another interaction between age and instruction mode on successful course completion indicated a higher probability of success in blended courses among older students relative to their younger counterparts.

This study is limited by its cross-sectional design of large scope, which is incapable of addressing differences in online instructional styles and student motivation factors.

The current study offers newfound evidence that students enrolled in Web-based college courses may benefit from a blended instructional format, a finding that may be particularly evident among older students.

This study aims to contribute to current research on team learning patterns. It specifically addresses some negative perceptions of the job performance learning pattern.

Over a period of three years, qualitative and quantitative data were gathered on pilot learning in the workplace. The instructional modes included face-to-face classroom-based training; pilots assessing pre-recorded videos in classroom-based training; pilots assessing videos with fellow pilot of similar rank (paired training); pilots undertaking traditional 4-hour simulator session with 1-hour debriefing using a variety of technologies for replaying the simulator session; and pilots undertaking 2-hour simulator sessions with extended 3-hour debriefing utilizing simulator replay video.

Although traditional classroom-based, face-to-face instruction was viewed as acceptable, pilots who critically assessed the practice of other pilots in pre-recorded videos felt empowered by transferring classroom instruction to the workplace. The study also establishes a need to determine the correct balance between high-workload simulator training and low-workload debriefing.

A move towards developing a typology for workplace learning patterns was viewed negatively if job performance was the focus. However, pilot practitioners felt empowered when provided with the right mix of performance-oriented learning opportunities, especially when these provided an appropriate mix of high-fidelity simulations with time for reflection on practice.

By focusing on one learning pattern – job performance – the paper demonstrates the benefits of learning via a variety of instructional modes. Whereas aviation has a unique workplace environment, many other high- and low-risk industries are acknowledging the impact of technical and non-technical skills on job performance. This may suggest that findings from this study are transferable across a broader range of workplace settings.

The findings demonstrate that broadening research across many professional workplace settings may assist in developing a more robust framework for the micro-organization of each workplace learning pattern.

The purpose of this paper is to explore the association between memory (short- and long-term), a foundational cognition in learning and face-to-face, video-based and flipped instructional modalities.

This study used a one-way analysis of variance and linear regression analyses to compare students’ aggregated answers on multiple-choice questions over two different periods, including a repeat question from an earlier examination. Also, student-level answers were subjected to a binary logistic regression.

Face-to-face unambiguously was associated with superior short-term memory including ethics. Video-based performance was associated with a superior long-term memory, and flipped’s performance lay in between for both memory types.

This study does not account for students’ learning styles, instructors’ preferred teaching approach and computer-aided virtual simulations.

The findings of this study may serve as a reference point for optimally blending multiple instruction modalities to leverage its association with memory for learning matched to instructors’ styles, students’ curricular pathway and coping with institutional imperatives.

This paper provides a way for higher education institutions to match instructional modalities to memory needs, including business ethics as students’ progress on their pathways towards graduation.

This study illuminates the association between memory, a widely accepted foundational cognition in learning that has been under researched compared to critical thinking and reasoning, and three instructional modalities: face-to-face, video-based and flipped classroom.

This study intends to examine these misconceptions in a bid to reaching a valid conclusion. More importantly, this study intends to elicit information from instructors and preservice teachers on their experiences, successes and challenges on the sudden switch from flipped classroom to emergency remote online teaching.

The study adopted a qualitative research design and the main focus of this research design which was is a form of exploratory research design was to understand the reasons opinions and viewpoints of a particular group of people concerning a situation. This paper deems this research design fit for eliciting relevant information from instructors and preservice teachers on their opinions and perceptions on the sudden shift from flipped classrooms to emergency remote online teaching during the previous semester. Data collection for this study was carried out through the use of focus group discussions where participants were asked questions based on the objective of the study.

The present findings confirm that the mode of instruction delivery was not online teaching rather emergency remote online teaching. Another conclusion that was drawn was with regards to training, use of resources and issues of measurement and evaluation. The study summarized that there was little or no training for the teaching staff before the switch to EROT as instructors were only given guidelines on what to do to implement their lesson plans.

Emergency remote online teaching is a newly emerging approach to lesson delivery, especially in an emergency situation. This study elaborates more on this new dimension of teaching and future prospects as well.

Web-based language learning (WBLL) materials have long been favored by English language instructors because they are plentiful, easily accessible, user-friendly and, most importantly, free. This research looks into the effects of learning the simple perfect tense translation in three different English translation classes that used three different teaching methods: traditional face-to-face, integrative and web-based learning. It also aims to investigate the impact of gender on every mode of instruction and to identify the most effective method for learning translation.

The study is quantitative, with a pretest/posttest quasi-experimental research design. A total of 93 third-year undergraduate students (51 female and 42 male students) participated in the pretest/posttest design. Each group was exposed to one mode of instruction for nine weeks. All groups sat for a pretest in the first week of the treatment. After the treatment, the participants were provided with a posttest, and the data obtained were analyzed using the SPSS computer software program.

The findings revealed a significant difference in both tests for all modes used. All three groups improved in their gain score, but the highest gain among these groups was the integrative method, followed by web-based learning. The result of the independent sample t-tests and ANOVA exhibited that there was no significant difference in the level of students between the two groups, both were sig. two-tailed (p = 0.342). Furthermore, it was discovered that gender did not affect students' performance in the posttest (Z = −1.564, p > 0.05) when each mode of instruction was applied. Finally, the integrative method was observed to be the most effective.

The findings can inspire translation course designers to plan necessary policies or syllabi regarding English translation courses and may serve as a platform for improving the curriculum for training and motivating the next generation of English as a Foreign Language (EFL) learners.

The findings of this study could be used to improve English instruction in countries where English is a second or foreign language. The actual gap in knowledge is that no other studies have compared all three groups in the past few years.

The purpose of this paper is to enhance students’ mastery of course material in a second semester calculus course and assess the effectiveness of a traditional “lecture-based” instructional model compared to a modified “flipped classroom” model using a mixed method research design.

Evaluation of effectiveness was measured by having students in all four courses take the same pre-post exams and participate in a survey to assess their opinion of each instructional model. Undergraduate students covered the same content using two different modes of instruction.

Within a comparable group of students, participants in the flipped course had similar content knowledge gains as the lecture-based course. Based on responses obtained in blinded student surveys, the authors found that the use of an online homework system (WebAssign) and in-class quizzes were critical motivating factors that likely contributed to the increase in student performance. The flipped classroom instruction was more effective at increasing interest in the subject and promoting student discourse around problem solving. Taken together, the findings support the flipped classroom model as an equally effective means in which to disseminate key calculus concepts to undergraduate students.

Findings from this study are limited to content knowledge gains in calculus over a 14-week time period, and student attitudes toward the mode of instruction they received. More research is needed to study the depth of learning that occurs in small group problem solving and interactions between faculty-and-student and student-to-student.

While many course redesigns focus on incorporating more project-based or laboratory-based learning opportunities, the redesign used in this study was focussed on different ways to deliver the same content. Results from this study suggest that a blended type of learning would be optimal for learning calculus concepts with a strategic use of video content concepts.

The main purpose of this study was to evaluate students’ perception of blended learning instructional design in a Higher Education Institution (HEI) in the Sultanate of Oman. A course in a bachelor degree was offered using blended learning instructional mode, and students’ feedback was obtained on the impact of blended learning. The study was conducted in Ibra College of Technology, one of the seven colleges under the Ministry of Manpower in the Sultanate of Oman. A course in Business Strategy and HR Management was offered during Summer 2016 using a combination of traditional and online instructional design. A structured questionnaire was administered at the end of the semester to solicit feedback from students. The results of the study highlighted a positive attitude among students towards blended learning courses. The research stressed the requirements for proper infrastructure, training and development initiatives for staff and students, shift to a more focused practical assessment methods to measure the graduate attributes. Student engagement, learner autonomy, connection of learning to real life environments and flexibility all appeared to benefit from the blended learning course.

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

The purpose of this study is to utilize an exploratory multiple-case design research method using three undergraduate management courses at a medium-sized private comprehensive college near a large metropolitan area in the USA.

This paper explores differentiated instruction in relation to experiential learning in management education by examining three teaching applications from different management courses to illustrate these concepts.

The use of differentiated instruction in management education is supported through varied approaches such as individual student and team-based scaffolding that demonstrate the applicability of differentiation. In addition to improving student learning, other benefits include improved student retention and faculty autonomy in course creation and delivery. The implementation involves a proactive response to learner needs informed by a faculty perspective that recognizes student diversity yet retains quality assurance standards with mindful assessment and planning.

The comparatively small number of courses and instructional methods may make the specific findings and examples more relevant to the type of institution examined. Yet, the general conclusions and methods identified have potential implications for learners in a wide variety of colleges and universities.

Differentiated instruction may be a useful approach for enhancing learning in heterogenous groups of students by recognizing student readiness and making appropriate modifications.

This paper offers an exploratory overview of differentiated instruction with guidance for management faculty members in designing and implementing these approaches in their courses.

This cross-sectional survey captured educational leadership preparation programs' (ELPPs') relative emphases on 12 evidence-based school leadership competences and related pedagogical approaches to identify the gap between optimal performance per the literature base and actual practice reported for US ELPPs.

A survey with closed and open-ended questions was sent to all program coordinators of US-based ELPPs.

Results indicate instructional leadership and use of data are especially emphasized competences, and readings and class-based work were the most prevalent modes of instruction. The most prevalent teaching methods are text and class-based work, and residencies/internships. The least prevalent are instructional tools associated with practice and rehearsal, such as simulations.

The data were collected prior to the world-wide shift in educational delivery associated with the coronavirus disease 2019 (COVID-19) pandemic. While they do not capture during-pandemic approaches, the national-level findings provide an impetus for altering or strengthening approaches to leader preparation based upon the shortcomings these results suggest.

There has been no previous inquiry into all US ELPPs regarding how their curriculum aligns with empirically based leadership competences, what their pedagogical approaches include or the needs they identify to further improve their program's quality.