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This study aims to explore whether the COVID-19-related circumstances hindered these academic-related variables.

The authors surveyed two groups of undergraduate business students (42% male) who completed the questionnaires at the beginning and at the end of the semester. One group of students attended only face-to-face classes in the 2018/2019 academic year (n = 126) and the other group transitioned to online classes because of the COVID-19 outbreak in the 2019/2020 academic year (n = 99).

The findings show no statistically significant group differences between the pre- and post-test in students’ intrinsic and extrinsic motivation, feelings of attachment to the university and engagement dimensions of absorption and vigour. Nevertheless, a moderate negative effect was found in the dedication engagement dimension.

The authors discuss the main results in terms of some practices that may contribute towards attenuating the effects of future emerging pandemics in the higher education setting.

The COVID-19 pandemic imposed a rapid transition to online instruction in education institutions worldwide. However, it remains unclear to date how students’ engagement, motivation and attachment to the university were negatively affected by the first COVID-19 outbreak.

Purpose – To provide educators with a new paradigm for teaching struggling readers that reaches, teaches, and increases comprehension based on authentic, accelerated/enriched, integrated instruction supported by brain research.Design/methodology/approach – The chapter highlights multiple specific steps based on extensive research that educators can take to increase reading achievement for struggling readersFindings – The instructional approach and methods identified in the chapter have demonstrated success in increasing reading achievement for struggling readers and prepares them to be successful readers in the 21st century.Research limitations/implications – The chapter focuses on a great body of research that supports the paradigm shift developed in the chapter which has been used to develop effective instruction with demonstrated results.Practical implications – This chapter presents a framework for rethinking traditional approaches for teaching struggling readers and provides a comprehensive approach for teacher educators, reading specialists, and classroom teachers to transform by using a new paradigm that leads to success.Originality/value of chapter – Originality centers on a new paradigm. Value centers on the impact this new paradigm will make on increasing motivation, engagement, and comprehension of struggling readers.

In response to internationalization and globalization, especially in higher education, universities in non-English-speaking countries have implemented English as a medium of instruction (EMI). The purpose of this study is to assess the satisfaction of students in terms of dimensions of EMI courses and examine the relationship between student motivation, engagement, and satisfaction with EMI courses.

By using a quantitative approach based on structured questionnaires of 437 Vietnamese undergraduate students, this study applied hierarchical regression analysis to examine the relationship between student motivation, engagement, and satisfaction with EMI courses.

Students have a relatively positive perception of the EMI courses that they have taken. In particular, they were most satisfied with teachers' teaching characteristics and least satisfied with students' learning characteristics. The study also confirmed that cognitive and emotional engagement have mediating effects on the relationship between motivation and students' satisfaction with EMI courses.

This study suggests that both educational institutions and teachers in non-speaking English countries should pay more attention to motivational factors to engage students in learning and ensure that they are satisfied with EMI courses.

Given the complexity of societal, technological, and economic challenges encountered by schools and teachers, one may wonder whether and how teachers can still optimally motivate their students. To adopt a motivating role in today’s ever-changing, even stormy, educational landscape, teachers need more than a checklist of motivating practices. They also need a fundamental theoretical perspective that can serve as a general source of inspiration for their everyday classroom practices across various situations and in interaction with different students. Herein, we argue that self-determination theory represents such a valuable perspective. In Part I, we discuss the satisfaction of learners’ psychological needs for autonomy, competence, and relatedness as a source of student motivation, engagement, and resilience. We also present a recently developed circular model involving a broad variety of motivating (i.e., need-supportive) and demotivating (i.e., need-thwarting) teaching practices appealing to these three needs. In Part II, we discuss several implications of this circular model, thereby discussing the diverse pathways that lead to student need satisfaction, motivation, and engagement as well as highlighting teachers’ capacity for calibration to deal with uncertainty and change. We conclude that school principals and teachers do well to invest in both students’ and teachers’ psychological need experiences, such that they become skilled in flexibly adjusting themselves to diversity, uncertainty, and change.

The quality of students' relationships with their teachers plays a significant role in their success in school. Social and emotional learning (SEL) curriculums show great promise for supporting student development. However, quality implementation requires that teachers recognize and understand how their behavior and interactions with students impact the development of these skills. The Prosocial Classroom Model proposes that teacher social and emotional competencies (SECs) play a critical role in creating and maintaining a classroom where everyone feels safe, connected, and engaged in learning. In this chapter, we extend the understanding of SEC to include leadership styles as defined by evolutionary motivational systems theory. We argue that a critical dimension of effective SEL instruction and teacher SEC is effective leadership that skillfully applies an understanding of the social and emotional dimensions of classroom interactions that promote motivation, engagement, and learning. Implications for educational theory, policy and practice, and research are discussed.

International educational research has shown that high quality coaching, mentoring, and induction for beginning teachers can enhance development and retention of highly effective teachers and, ultimately, increase student success. In Canada, like many jurisdictions, teacher induction programs have grown in popularity as a means to support beginning teachers, yet programs vary greatly in terms of delivery and effectiveness. This chapter presents the findings from a qualitative case study that examined one bespoke teacher induction program in the Western Québec School Board (WQSB). Specifically, it reports on the experience of mentor–coaches (MC) who are part of the school district’s Mentoring and Coaching Fellowship (MCF). In the district, mentoring and coaching are viewed as distinct, yet interconnected components of an effective induction program. In the WQSB, teaching fellows and MCs learn together in a social and situated context (Lave & Wenger, 1991) as they focus on four key elements: the practice of teaching, navigating school and district culture, what it means to be a teacher, and the formation of a teaching identity. Research has shown effective coaching and mentoring programs not only enhance teaching and learning, but also they offer powerful benefits to veteran teachers. With mentoring and coaching practice highly diverse and inconsistent depending on the quality of the relationship and the context, it is clear that effective selection, support and professional learning and development for MCs is essential. This chapter examines the strengths and challenges of the school district’s Mentor–Coach Professional Learning Network (MC PLN) from the perspective of network members. Data collected from questionnaires, focus groups and semi-structured interviews were abductively analyzed with and against Brown and Poortman’s (2018) five supporting conditions for effective PLNs. Study findings indicated that the MC PLN offers valuable professional learning and development for participants and is a critical feature in a powerful induction program that also focuses on “growing the top.” However, challenges also emerged that highlight the need for the district to ensure ongoing attention to the PLN’s structure and processes in order to sustain MC motivation, engagement, and commitment.

We describe the development and various implementations of a reading comprehension instruction program called Concept-Oriented Reading Instruction (CORI). CORI was designed to enhance students’ reading motivation and reading comprehension, and has been implemented at both elementary and middle school, with a particular focus on science information text reading.

We overview Guthrie and Wigfield’s (2000) reading engagement model, which provides CORI’s theoretical framework. Then we present the major implementation of CORI at elementary school and middle school.

CORI teachers in elementary school focused on five teaching practices to foster motivation: (1) providing thematic content goals; (2) optimizing choice; (3) hands-on activities connected to reading; (4) providing interesting texts; and (5) fostering collaboration. Teachers also taught six reading strategies recommended by the National Reading Panel. Results of several studies showed that CORI students had higher reading motivation and better reading comprehension than students receiving only strategy instruction or traditional reading instruction. We next describe three implementations of CORI at middle school. The motivational instructional practices at this level included (1) thematic contact goals; (2) emphasizing the importance of reading; (3) showing how reading is relevant to student lives; (4) fostering collaboration; (5) optimizing choice; and (6) enabling success. Results of several studies again documented CORI’s success at boosting students’ motivation and comprehension.

The studies carried out show the success of CORI and the paper closes with suggestions about the next steps for the program.

This research aimed to define the factors that may impact the effectiveness of online architectural education during COVID-19 and to examine the degree of students' and instructors' satisfaction with these factors among Jordanian governmental universities. Further, the research examines the relationships/interrelationships between the degree of their satisfaction with these factors and the students' and instructors' age, gender, education level, home size, and family size.

Different research methods were used to achieve the research purposes, including semi-structured interviews, online questionnaires and reviewing recent literature. This research used descriptive statistics and Pearson product-moment correlation coefficient (Pearson r) to analyze the data.

This research found that online architectural education during COVID-19 was stressful. It was ineffective in teaching practical architectural courses like design and negatively affected the architectural learning process and outcomes. In contrast, the online teaching of architectural theoretical courses was reliable and convenient if the students and instructors had intentional, sufficient technological and appropriate resources. Online architectural education negatively affected the students' design ability and skills, peer review, intended learning outcomes (ILOs) achievements, the quality of feedback, workload, interaction mode, participation, collaboration, productivity and increased cheating on online exams. The home environment was unsuitable for online architectural education. Family interventions, privacy, home size and family size significantly influence online architectural education's effectiveness.

Students' and instructors' satisfaction determines the continuity of using online teaching mode, which depends on information quality, system quality, service quality, perceived ease of use, perceived usefulness, achieved intended learning outcomes, cognitive absorption, skills, motivation, engagement, implementing resources and strategies and positive emotions as hope and enjoyment. Students' and instructors' satisfaction reflects how they view their learning experience, which is crucial in assessing the effectiveness of online education quality that focuses on the context, input, process and product, which is still not clearly understood, particularly for developing countries.

To propose a framework for sustainable e-learning to guide development of an innovative learning environment in the higher education sector, particularly in Malaysia.

Presents a literature review based on searching four well-known online databases to identify articles, books and conference proceedings that discuss e-learning and sustainable development.

Educational sustainability can mean two things: sustainability of education and education for sustainability. Malaysia – an export-led economy driven by industrial and technological progress – has ambitious plans for further economic development as far ahead as 2020. The government aims to strengthen creativity and innovation by improving the education system. Of course, economic plans have resource implications, and one of the most promising ways of delivering an innovative learning environment is through e-learning. This raises the question of how economic and educational development can be sustained, and the role of e-learning in achieving and maintaining sustainability.

Focuses the literature review on academic publications.

Argues that sustainable e-learning can help the higher education sector to boost the supply of innovative and creative graduates and at the same time, to lower costs through more efficient use of resources.

Explains that the sustainable approach to e-learning can increase student motivation, engagement with and control over their learning. It achieves this through the use of developing Web technologies that give them personalized access to a broad range of information resources.

Provides insights into the characteristics of sustainable e-learning and identifies gaps in the existing research. Integrates factors relevant to e-learning, technology and sustainable development into a single framework for sustainable e-learning.

Trainers and organisations in heavily regulated industries face a number of training-related HR challenges. The purpose of this paper is to examine barriers and propose solutions in such circumstances.

The paper briefly outlines the results of a case study involving multi-method data collection (interview, survey, focus groups, etc.) to explore barriers to training effectiveness in a pharmaceutical company in Germany.

The case study suggests that the company in question experienced several time and resource pressures to accommodate internally and externally required training needs. Other issues pertained to negative effects of these circumstances on employee motivation, engagement and relevance of training.

Based on the case study and existing work, a number of general practical recommendations are outlined for trainers working in regulated industries. These include suggestions such as the need for situation awareness in the design of the training strategy, co-creation in training, the benefit of linking training to reward systems, training accreditation and the benefit of reviewing existing training approaches in the regulated industry.

The paper provides one starting point for those leading and managing training activities in regulated industry settings to manage the internal and external training challenges.