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Course recommendations are important for improving learner satisfaction and reducing dropout rates on massive open online course (MOOC) platforms. This study aims to propose an interpretable method of analyzing students' learning behaviors and recommending MOOCs by integrating multiple data sources.

The study proposes a deep learning method of recommending MOOCs to students based on a multi-attention mechanism comprising learning records attention, word-level review attention, sentence-level review attention and course description attention. The proposed model is validated using real-world data consisting of the learning records of 6,628 students for 1,789 courses and 65,155 reviews.

The main contribution of this study is its exploration of multiple unstructured information using the proposed multi-attention network model. It provides an interpretable strategy for analyzing students' learning behaviors and conducting personalized MOOC recommendations.

The findings suggest that MOOC platforms must fully utilize the information implied in course reviews to extract personalized learning preferences.

This study is the first attempt to recommend MOOCs by exploring students' preferences in course reviews. The proposed multi-attention mechanism improves the interpretability of MOOC recommendations.

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.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Using the backdrop of an (apparently) extended visit to the West Indies, analogies with key concerns of internal audit are drawn. An unusual and refreshing way of exploring the main themes ‐ a discussion between Bill and Jack on tour in the islands ‐ forms the debate. Explores the concepts of control, necessary procedures, fraud and corruption, supporting systems, creativity and chaos, and building a corporate control facility.

Using the backdrop of an (apparently) extended visit to the West Indies, analogies with key concerns of internal audit are drawn. An unusual and refreshing way of exploring the main themes ‐ a discussion between Bill and Jack on tour in the islands ‐ forms the debate. Explores the concepts of control, necessary procedures, fraud and corruption, supporting systems, creativity and chaos, and building a corporate control facility.

This paper aims to describe an internal quality enhancement system based on peer reviewing and summarizes the first results of application at the Budapest University of Technology and Economics Faculty of Economic and Social Sciences.

A peer review framework has been developed to evaluate and further develop the teaching programs and practices. The questionnaire-based peer review program included 22 courses and involved almost 100 lecturers. Peer review outcomes are completed by end-of-semester student course evaluations.

The results allow us to map differences between lecturers and courses and to identify correlations between the assessment criteria applied for peer reviewing.

The implemented framework implies individual, faculty and organizational development to enhance a deeper understanding of how to create quality in teaching programs and processes. Secondly, the peer review program contributes to the establishment of a learning community with a growing common understanding of what is considered good quality in business education.

The paper is valuable as a guide to faculty management wishing to implement a peer review framework within their own institution. The novelty of the presented approach is that it focuses on a semester-long teaching performance including classroom performance, course outlines, teaching materials, course requirements and processes and means of student performance assessments.

Course quality assurance procedures at Sheffield City Polytechnic are described. Two related sets of procedures fulfil two main functions: quality assurance, through annual review, of the day‐to‐day operation of courses, and the longer‐term validation of new courses and the progress review of existing courses. Some of the problems of operating an institution‐wide system of course quality assurance are also examined.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Evaluation is the process by which we estimate how things should go, explore how things are going, and determine how things went in terms of course redesign. In this chapter, we examine formative and summative methods for assessing student learning and establishing teacher effectiveness and course quality. Evaluation is a subjective, value-laden process. To introduce the rigor needed to make it meaningful, evaluation should be multifaceted, planned in advance, made transparent to learners, and employ valid and reliable methods. Moving courses online presents both opportunities and challenges for evaluation. We explore ways to implement assessment to make full use of the advantages of technology while mitigating the problems associated with online delivery.

This paper aims to investigate the relationship between student emotions, professors' performance and course ratings and difficulty.

Natural language processing models are used to extract six basic emotions and several categories of professors' harmful performance from nearly one million student reviews randomly selected from the website ratemyprofessors.com. These features are used in regression analysis to analyse their relationship with numerical ratings of course quality and course difficulty.

Negative emotions and bad performance by professors are detected more often for low-rated courses and courses perceived as more difficult by students. Positive emotions are seen for highly rated and less challenging courses.

This paper shows that natural language processing tools can be used to enhance and strengthen the quality assurance processes at universities. The proposed methods can improve the often-contested student evaluation of teaching practices, help students make better and more informed choices about their courses and assist instructors to better tailor their teaching approaches and create a more positive learning environment for their students.

This paper presents a novel analysis of how student emotions and poor performance by professors, derived automatically from teacher evaluations by students, affect course ratings. Results also lead to a novel hypothesis that the student–course emotional match or student tolerance of bad behaviour by professors can affect the performance of students and their chances of completing their degree.