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This paper aims to investigate how different knitted structures affect the illuminative effect of polymeric optical fibres (POFs).

Knit prototypes were constructed using a 7-gauge industrial hand flat knitting machine. The textile prototype swatches developed in this study tested POF illumination in three types of knitting structures: intervallic knit and float stitch structures; POF inlaid into double plain and full cardigan structures; and double plain and partial knitting structures. The illuminative effects of the POFs in seven prototype swatches were analysed and compared.

It is possible to use an industrial hand flat knitting machine to knit POFs. Longer floats expose more POFs, which boosts illumination but limits the textile’s horizontal stretchability. The openness of the full cardigan structure maximises POF exposure and contributes to even illumination. The partial knitting in different sections achieves the most complete physical integration of POFs into the knitted textiles but constrains the horizontal stretchability of the textiles.

The integration of POFs into knitted textiles provides a functional illuminative effect. Applications include but are not limited to fashion, architecture and interior design.

This study is novel, as it investigates new POF knitted textiles with different loop structures. This study examines how knit stitches affect POFs in intervallic knit and float stitch, inlaid POF double knit, double plain and partial knit and the illuminative effects of the knitted textile.

This article proposes an architecture of an intelligent and autonomous recommendation system to be applied to any virtual learning environment, with the objective of efficiently recommending digital resources. The paper presents the architectural details of the intelligent and autonomous dimensions of the recommendation system. The paper describes a hybrid recommendation model that orchestrates and manages the available information and the specific recommendation needs, in order to determine the recommendation algorithms to be used. The hybrid model allows the integration of the approaches based on collaborative filter, content or knowledge. In the architecture, information is extracted from four sources: the context, the students, the course and the digital resources, identifying variables, such as individual learning styles, socioeconomic information, connection characteristics, location, etc. Tests were carried out for the creation of an academic course, in order to analyse the intelligent and autonomous capabilities of the architecture.

Writing a thesis is a difficult endeavor for undergraduate students, especially in management careers, due to the highly practical approach of the discipline. Students often find difficult to understand and apply research methods in concrete research projects, so a proper set of teaching-learning strategies is critical. This study aimed to examine the effect of these strategies on the academic performance of students in two research seminars in an undergraduate management program in Peru.

The research adopted a mixed approach. The quantitative component included a survey of 249 students in both seminars, while the qualitative one involved only some of the students using three focus groups. The corresponding data analysis included stepwise linear regression models and content analysis.

The study found that a clear course structure, adequate research methods literature, good advisor–student communication and goal planning and achievement were the key determinants of the students' final grades.

This research fills a gap in previous studies on the subject by including a broader set of strategies and by statistically estimating the strategies' effects on academic performance.

With the increasing popularity of online courses, their quality has become a public concern. Based on the perspective of knowledge management, this study aims to identify comprehensive and granular quality factors of online courses and analyze the relationships between the factors.

Following the principles of the grounded theory, interpretive structural modeling and cross-impact matrix multiplication applied to classification (MICMAC) analysis methods, this research uses reviews and comments garnered from Zhihu, which is the most popular online question-and-answer community in China, to conduct the analysis.

Based on the text data, 50 factors that potentially affect the quality of online courses are obtained. The analysis identifies the hierarchical relationships and dependent correlations between the factors.

The research uses the knowledge transformation model to classify content elements according to their degree of descriptiveness and provides practical and effective suggestions for improving the quality of online courses.

This paper aims to shed light on how the composition of future blended learning (BL) courses can be changed to provide students with quality academic learning experiences. The model suggested in this study will guide instructors on how to design their course learning outcomes to ensure effective delivery.

The new model has been developed by combining Bloom's taxonomy and Carman's model. Later, a new framework entitled “PATHCO” based on an extensive literature review is applied to enhance the quality of all five components of Carman's model.

The PATHCO conceptual framework has been developed to ensure quality in the five main teaching and learning factors. This framework covers criteria like pedagogical, assessments, technical, health care and organizational. Further research is required to broaden the main elements of the suggested framework and to validate this research through a case study.

The COVID-19 pandemic has transformed the landscape of the education sector by encouraging an extensive acceptance of technology-enhanced learning and teaching. Blended learning (BL) has become the most appropriate medium to deliver online learning (OL). However, educators and students have reported dissatisfaction with the BL mode of delivery. To address this dissatisfaction, this study outlines, using the PATHCO model, all the essential building blocks which are required to find the right blend of both face-to-face and online components.

This paper aims to present recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications organized thematically and detailing, study populations, results and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for academic library practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 340 English-language periodical articles, dissertations, theses and reports on library instruction and information literacy published in 2022. The sources were selected from the EBSCO platform for Library, Information Science and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Elsevier SCOPUS and ProQuest Dissertations and Theses. Sources selected were published in 2022 and included the terms “information literacy,” “library instruction,” or “information fluency” in the title, subject terms, or author supplied keywords. The sources were organized in Zotero. Annotations were made summarizing the source, focusing on the findings or implications. Each source was then thematically categorized and organized for academic librarians to be able to skim and use the annotated bibliography efficiently.

The paper provides a brief description of 340 sources from 144 unique publications, and highlights publications that contain unique or significant scholarly contributions. Further analysis of the sources and authorship are provided.

The information is primarily of use to academic librarians, researchers, and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy published within 2022.

The aim of this study is to question the relationship between architectural ethical codes and faults in earthquakes. Earthquakes have devastating effects on all societies in history and today. And the relationship and importance of the architect and building, one of the most important roles of these destructive effects, is once again revealed in every earthquake. Although there are some restrictions or warnings for architects and the architectural profession to reduce this destructive effect in many regulations and ethical codes, it is possible to see the defects caused by architectural design and the destruction caused by these defects in every new earthquake.

In this study, the most destructive earthquakes in Turkey in the past 20 years (Bingöl, Van, Elazig and Izmir) and the 1999 Marmara earthquake, which was the most destructive earthquake in Turkey’s recent history, and the damages occurred in these earthquakes and their causes were examined. Although the scope of the study is “destructive earthquakes that have occurred in the past 20 years in Turkey”, the Marmara Earthquake, which occurred in 1999, when the destructive effect of the earthquake was seen the most and architectural design errors were intense, was also included in the scope of the study. And to have a more comprehensive understanding of how these defects are examined in terms of ethical codes and to make a more comprehensive comparison, ethical codes from different countries in the world have been researched and a review has been made on topics such as public welfare, human rights and raising the standard of the profession.

This study concludes by reviewing the key factors learned from the examined ethical codes of different countries. Finding ethical codes of different countries was challenging to gain approval. In addition, the study ends with recommendations in terms of questioning the regulations and education curriculum relations on a country basis.

This study, which targets architect candidates who carry out the profession of architecture and continue their architectural education, evaluates the architectural design flaws seen in earthquakes through ethical codes and forms a basis for further studies.

This paper aims to help higher education institutions (HEIs) develop a better understanding of student support and services needs, thereby enabling them to allocate limited resources for initiatives that effectively improve student experience.

An assessment framework following the Kano analysis is developed to categorize student service features based on customer satisfaction and need fulfillment. The framework is used at a local university, using 23 service features listed as minimum requirements by the national regulatory body for education. Analysis of the satisfaction survey results and prioritization are based on quality indices derived from a factor of importance and the satisfaction gap. A survey was conducted for two academic years to generate a comparison of results.

Of the list mandated as minimum requirements for HEIs, the study revealed that no features were regarded as “must-be,” eight as performing, 14 as attractive and one as indifferent by the students. As these results were disaggregated per year level, the natural decay of delight as in the Kano theory was exhibited as there were less attractive features for students who have been in the university longest. After a full-year academic cycle, results compared to the baseline figures seemed to reveal of impact of the achievement of performance targets by the units rendering specific activities on client satisfaction.

Further rounds of the study are needed to build up more data sets on the relationship between objective performance and satisfaction level for performing features, mindful that this categorization is also bound to change along the way.

As HEIs in the Philippines journey towards the establishment of their own respective internal quality assurance systems, this study provides a practical approach for institutions to transform a mere list of student services for compliance into a strategic tool to enhance the student experience.

In the context of continuous quality improvement, the study presents how the qualitative Kano model, along with simple quantitative tools in the methodology, can be utilized not only in the planning stage of service design but also in closing the planning, doing, checking and acting (PDCA) cycle and opening the quality improvement spiral.

This study aims to address how a higher education pedagogical course in sustainable development (SD) for university educators affects their teaching efforts in providing sustainability matters for students.

With the aim of improving that course, a case study approach was used to understand how the educators made use of the course in their teaching practice. Data were collected as written and oral feedback reflections and as semi-structured interviews at course completion.

Educators clearly express that they understand the concept “about” SD, but there are only vague expressions of a developed teaching repertoire to address education “for” SD in their teaching practice.

When it comes to the purposes of developing sustainability literacy among students, implications from the study furthermore address the needs for further clarifications on both structure and intent on the course presented in this contribution.

The educators as well as their students will be exposed to, and trained in concepts, to prepare them to act in alignment with SD. This, in turn, meets requirements from higher education authorities concerning SD at higher education institutions.

A core aim of the covered approach is to support student readiness in SD, and for those to become future agents of positive change.

This study has a focus on presenting how educators change the structures of courses and learning elements to approach SD in their teachings.

This paper aims to provide instructors with a hands-on engaging and experiential class activity designed to teach undergraduate and graduate students about different organizational structures in management courses. Through this exercise, students will be able to self-identify the challenges and strengths of working under contrasting organizational structures.

Split into two (or four) teams, students construct origami animals based on their team’s organizational structure, using both mechanistic and organic structures to create a zoo based on a set of instructions and boundary conditions. Materials required include origami paper, markers, printed instructions, origami animal instructions, and role title cards for each student. The exercise takes approximately 30–45 min, including debriefing discussion. All materials/instructions needed are included with this paper (except origami paper and markers).

Through this exercise, students internalize the challenges and strengths of working in organizations with contrasting structures. The debrief discussion will help solidify student understanding of what the day to day experience of working in different organizational structures might look like, the pros and cons of different structures, and what type of employees or industries might thrive under different structures.

This paper is being submitted for the “Special Issue Call for Papers: Modern Day Experiential Exercises.”

This activity allows students to draw their own conclusions about organizational structure and to engage in a fruitful discussion about what working at different types of organizations looks like on a day-to-day basis.

This activity allows students to strengthen their skills in communication, teamwork, and leadership by having them work in teams to complete a challenging, competitive task.

While teaching organizational structure in management courses has traditionally been limited to traditional forms of instruction such as lecturing and reviewing different organizational charts, this activity gives students a fun competitive in-class activity in which they practice working as a part of contrasting organizational structures to see what type of structure they might thrive in.