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At Embry-Riddle Aeronautical University, an annual short-term, research abroad non-credit program was created in 2012 as a core component of the undergraduate research initiative that achieves learning outcomes in a meaningful way. The paper aims to discuss this issue.

In order to describe, and analyze the short-term research abroad activity, an instrumental case study design was created. The instrumental case study was chosen as a means of allowing the facilitators/authors to communicate how they attempted to assure that the program was educative. In order to determine if the program was in fact educative and that it met its goal of being an effective research experience the authors utilized two additional research methods. The first was a document analysis of the participant’s research artifacts. Each participant was required to communicate their findings by writing a paper that was submitted for publication to an applicable research journal.

The study found that an experiential education as a pedagogical framework coupled with a short-term research abroad activity can lead to a substantive educative experience, where the authors described and analyzed attempts to ensure that the short-term research abroad program was educative, it also describes the educational assessment findings which describe what was found when the authors tested whether they, in fact, met this goal.

During the design phase of the short-term research abroad program, the authors turned to experiential education as a principle for how they would ensure that the program was grounded in an acceptable educational theory. Experiential education is a widely accepted educational practice used in experiences such as co-ops and internships, study abroad, undergraduate research and service learning.

To frame the short-term cultural research abroad program as something from which student could learn the authors utilized the National Society of Experiential Education’s (2013) list of eight principles of good practice. In order to safeguard that an activity is educative, an assessment or an evaluation of a demonstrative artifact is essential. In assessing the final artifact against a rubric or some other non-biased or less biased criteria, an educator can ensure that the student has gained new knowledge in the form of student learning outcomes (SLOs). In addition, the educator can use the results of this assessment to modify many different aspects of the experience ranging from the timing, the modality, the pre-work, even the learning outcomes themselves.

Given financial and curriculum inflexibility of some students, Universities and faculty could achieve attainment of research-based, program agnostic, SLOs by offering short-term study abroad alternatives to the traditional semester or year-long experiences. With graduates looking to enter the job market where businesses are more globalized and executive’s recognition of a need for more international experience, carefully constructed short-term study abroad programs are meaningful avenues to build those credentials.

Such offerings can be constructed as customized experiences to achieve highly integrated skills across all degree programs.

Studies on vulnerability in the workplace, although relevant, are rare because it is difficult to access. This article aims to focus on the benefits of using autopraxeography to study and step back from vulnerability at work.

Autopraxeography uses researchers' experience to build knowledge.

Autopraxeography provides a better understanding of vulnerability and the opportunity to step back from the difficulties experienced. Instead of ignoring experiences related to vulnerability, this method makes it possible to transform them into new avenues of knowledge. Moreover, it enables researchers to step back from experiences of vulnerability, thus making them feel more secure.

The main differences from other self-studies stem from the epistemological paradigm in which this method is anchored: pragmatic constructivism. The most important difference is the production of generic knowledge in three recursive steps: writing in a naïve way, developing the epistemic work and building generic knowledge.

While most language departments of the university offer service-learning (SL) subjects based on language teaching, such as “Teaching Chinese as a Second Language in Local Schools” and “Serving the Community through Teaching English,” this paper aims to argue that teaching students to teach language(s) is yet to be the best strategy to serve the service recipients.

SL is widely understood as an experiential learning pedagogy that integrates academic focus, reflection and community service and is shown to be impactful. In Hong Kong, the first university that has made SL a graduation requirement is the Hong Kong Polytechnic University (the University). Considering this, new SL courses have proliferated over the past decade. Adopting a narrative inquiry approach, this paper examines personal narratives from a new SL subject aiming to raise awareness of refugees in Hong Kong. The data includes students’ reflective journals, co-created personal narratives and podcasts and semi-structured interviews.

This paper finds that crafting and recording narratives of shared experiences deepens cultural understanding, cultivates empathy and facilitates language learning in a genuine setting.

Ultimately, this paper advocates a well-designed SL that combines language, content and technology as a powerful, transformational experience for both college students and service recipients.

This paper focuses on a brand new SL course, “Storytelling for Understanding: Refugee Children in Hong Kong,” offered in Semester 1, 2022–2023. The subject was developed by the two authors from a language division affiliated to the University. The deliverables were podcast recordings, co-authored and co-edited by the students and the children.

Daily commuting trips of higher education (HE) students account for a large proportion of the carbon footprint of a HE institution. Considerations of students underlying their choice of travel mode and their decision to make the trip to campus or to study online are explored as a necessary first step for finding an optimal balance between online and on-campus learning from both a sustainability and an educational perspective.

Focus group conversations were held with student groups from different study programmes of a university of applied sciences in the Netherlands.

Dutch students’ travel mode choices seem to depend on measures regulating travel demand such as a free public transport card and high parking costs. The findings indicate that students make reasoned choices about making a trip to campus. These choices depend on considerations about their schedule, type, lecturer and content of a course, social norms and their own perceived behavioural control. Alternative online options can provide students with more flexibility to make choices adapted to their needs.

While these findings are useful for sustainable and educational reasons, they also seem helpful in times of COVID-19 which calls for a re-design of curricula to allow for blended forms of online and on-campus learning.

To the best of the authors’ knowledge, this paper is one of the first studies looking at students’ considerations when deciding whether to travel to campus to learn or stay at home learning online.

The purpose of the study is to identify the strengths, weaknesses, opportunities and threats in higher education regarding distance learning system in Pakistan.

A mixed-method research design was used in this study. The population of the study was all the previous students of research work and all the teachers of these students working at MPhil and PhD level in AIOU in Pakistan. Stratified random sampling technique was used in this study. This study used the questionnaire and interview technique to collect data. Data of questionnaire was in numbers and data of interview was narrative. So it was the need of the study that a mixed-method approach, i.e. both quantitative and qualitative techniques should be used in this study.

The findings of the study show that AIOU has also strengths, weaknesses, opportunities and threats in higher education related to distance education like all the formal and distance universities of Pakistan and World. This study reflected that AIOU is a great blessing for those who cannot acquire their education regularly because of financial/family problems or they are job holders. But this study also described that at higher level students are facing a lot of problems especially there is a delay in research process and provision of no scholarships to students. The teachers have a low salary package than the other public universities of Pakistan and a lot of responsibilities to attend meetings, seminars, conferences and workshops. So they have less time for research work. And AIOU provides them fewer opportunities to go abroad for further studies or to attend conferences/seminars. This study recommended that there should be adopted such policies in AIOU that students could get their study materials, assignments duration, workshops schedule and degrees in time, the teachers of the concerned departments should allow to take more in numbers the students under their supervision, the pay package for the teachers working at MPhil and PhD level should be raised and the opportunities for the faculty members to go.

This study is limited to analyze the higher education system especially the distance learning system in Pakistan.

This study has indicated the strengths, weaknesses, opportunities and threats in higher education which the AIOU is facing recently and the policymakers can develop plans/strategies to make better the distance learning system especially at higher level in Pakistan. This study can be helpful for the stakeholders who are interested in distance learning system. This study was conducted at higher level in the distance learning system but it can open the ways for the other researchers to conduct research in other disciplines related to distance education, i.e. at matric level, F.A/F.SC, B.Sc programs, Master level and M.Sc programs at AIOU.

Through this study, it can be acknowledged how the AIOU is providing the opportunity of education to a large number of people in the society who cannot study regularly in the formal institutions especially those who are job holders, some financial problems and women who have some family problems and above one million people are benefitting from AIOU in Pakistan and world.

This study is original in this respect because the data has been collected from the participants, i.e. students and teachers of AIOU. And it has also great value because this is the first SWOT analysis which has been conducted in this university to examine the strengths, weaknesses, opportunities and threats facing AIOU at present time. This study can also become a base for the stakeholders', i.e. policymakers, administration and higher education depart. of Pakistan in developing strategies to improve and amend the distance learning system of Pakistan especially at higher level in AIOU.

This purpose of this paper is to use autoethnographic methods to enable an individual to reflect on their learning practices and habits in their professional role in computing and data science.

Action reflection cycles with autoethnographic methods are used in this enquiry to examine and transform the self-driven learning in the role of a professional in the context of computing and data science. Data are collected using personal thoughts and emotions in order to determine to what degree the changes that are brought about are improving their learning practice.

An incongruity between espoused theory and theory-in-use is identified. In this paper the authors explore how engaging in reflection within the structure of an action research framework can change the learning behaviour of an individual, motivating them to engage more positively and consistently with self-directed learning in their workplace environment.

Through analysis of reflective journals key aspects of personal and professional life that influences the individual’s approach to the learning tasks is identified. In addition, activity logs are maintained which collect information on the tasks that are undertaken. These activity logs are automatically generated using specific task-tracking software. Double-loop learning (Argyris and Schön, 1974) helps to identify the values that underpin the learning practice.

By resolving the tension created due to the incongruity of values, the individual has been able to find more motivation for learning and thus become more engaged in the learning process.

Participation in the knowledge economy requires individuals to engage in continuous learning. Organisations that support individuals in continuous learning are best adapted to take advantage of emergent and evolving knowledge and skill requirements.

This paper examined the behaviour of an individual engaging in self-directed learning and showed how through engagement with reflection and critical self-analysis, he increased his motivation and efficiency for self-directed learning. The authors show how this skill becomes increasingly important in modern knowledge economy workplaces.

This paper presents emerging findings from an ongoing research project which aimed to explore online lesson study (OLS) as a vehicle for teacher collaborative professional learning.

Two parallel OLS cycles with two OLS teams were facilitated by the author using Zoom and Google Drive as digital collaborative tools. Each OLS team comprised three primary teachers who taught in three different schools, with both teams' research lessons taking cross-curricular science, technology, engineering and maths (STEM) focus. In order to explore the influence of OLS on teachers' collaborative professional learning outcomes in STEM, a qualitative case study approach was adopted, with data drawn and thematically analysed from OLS meeting transcripts, semi-structured interviews with teachers and the author's reflective diary. Boundary crossing is used as a theoretical lens to ascertain the potential of OLS as a vehicle for teacher collaborative professional learning.

Findings suggest that OLS facilitated collaborative learning and positively contributed to teacher participants' co-construction of knowledge in relation to STEM teaching approaches.

The study described in this paper represents the first OLS conducted in the Irish context and also represents the first inter-school lesson study (LS) conducted in the Irish primary context.

This study aims to investigate how primary teachers, when taking part in digital didactic design (D³) workshops at the Digital Laboratory Centre at the university, develop their insights about how digital tools can be designed and further used in their teaching of science. The research question addresses how D³ can be used to develop primary teachers’ knowledge about teaching science with digital technologies.

During two semesters, 14 primary science teachers from three different schools participated in an in-service course at the university. Five D³ workshops lasting 4 h each were conducted with the aim to analyze, design and implement digital tools based on the needs of teachers and students. This includes discussions about the technological, pedagogical and content knowledge (TPACK) framework and further recommendations about how to choose, design, implement and evaluate digital tools for different teaching and learning situations. In between the workshops, the teachers were told to reflect on their experiences with colleagues and students and share their ideas and reflections to support collegial learning.

The results indicate that D³ has an opportunity to promote deep learning experiences with a framework that encourages teachers and researchers to study, explore and analyze the applied designs-in-practice, where teachers take part in the design process. This study further indicates that having teachers explicitly articulates their reasoning about designing digital applications to engage students’ learning that seems important for exploring the types of knowledge used in these design practices and reflecting on aspects of their teaching with digital technologies likely to influence their TPACK.

This research indicates that the increasing prevalence of information communication technology offers challenges and opportunities to the teaching and learning of science and to the scientific practice teachers might encounter. It offers solutions by investigating how primary teachers can design their own digital technology to meet students’ science learning needs. One limitation might be that the group of 14 teachers cannot be generalized to represent all teachers. However, this study gives implications for how to work with and for teachers to develop their knowledge of digital technologies in teaching.

As this project shows teachers can take an active part in the digital school development and as such become producer of knowledge and ideas and not only become consumers in the jungle of technical applications that are implemented on a school level. Therefore, it might well be argued that in science teaching, paying more careful attention to how teachers and researchers work together in collaborative settings, offers one way of better valuing science teachers’ professional knowledge of practice. As such, an implication is that digital applications are not made “for” teachers but instead “with” and “by” teachers.

The society puts high demands om teachers’ knowledge and competencies to integrate digital technologies into their daily practices. Building on teachers’ own needs and concerns, this project addresses the challenge for teachers as a community to be better prepared for and meet the societal challenge that digitalization means for schools.

Across the field of science education, knowledge about the relation between teachers’ use of digital technology and how it might (or might not) promote students’ learning offers access to ideas of how to design and implement teacher professional development programs. This offers enhanced communication opportunities between schools and universities regarding school facilities and expectations of technology to improve teachers’ experiences with integrating technology into their learning and teaching. This pragmatic approach to research creates theory and interventions that serve school practice but also produces challenges for design-based researchers.

Student transitions from secondary to tertiary education have attracted global attention as universities and colleges of higher education seek to improve student retention. Over the course of one academic year, I documented the transitional experiences of first-year male Emirati students at a college of higher education in a rural location of the United Arab Emirates (UAE). In this paper I describe four categories of cultural border crossing experiences – smooth, managed, difficult, and impossible – with easier and smoother crossing experiences associated with close congruency (related to the students’ self-perceived attitude and scholastic preparedness as broadly reflected in their competence in their second language, English) between the predominantly Arabic life-world associated with Emirati families and government schooling and the dominant Western/English language culture in institutes of higher education. Additionally, I describe and evaluate students’ cultural border crossing experiences with some Foundation program faculty, finding that those teachers who developed a classroom culture based on Kleinfeld’s (1975) notion of ‘warm demandingness’ and caring rapport-building appeared to have the most positive impact upon the students. Implications from this research have the potential to positively impact both the student and faculty classroom experience in the Gulf tertiary classroom, in addition to improving overall student retention rates.

The study aims to explore and explain the affordances and constraints of two-mode virtual collaboration as experienced by a newly forming international research team.

This is self-reflective and action-oriented research on the affordances and constraints of two-mode virtual collaboration. In the spirit of professional development, the authors (nine researchers at different career stages and from various counties) engaged in a joint endeavour to evaluate the affordances and constraints of virtual collaborations in light of the recent literature while also researching the authors' own virtual collaboration during this evaluative task (mid-January–April 2021). The authors used two modes: synchronous (Zoom) and asynchronous (emails) to communicate on the literature exploration and recorded reactions and emotional responses towards existing affordances and constraints through a collective journal.

The results suggest both affordances in terms of communication being negotiable and evolving and constraints, particularly in forming new relations given tools that may not be equally accessible to all. Journaling during collaborations could be a valuable tool, especially for virtual collective work, because it can be used to structure the team supported negotiation and discussion processes, especially often hidden processes. It is evident that the role of a leader can contribute to an alignment in the assumptions and experiences of trust and consequently foster greater mutual understanding of the circumstances for productive team collaborations.

The findings of this study can inform academics and practitioners on how to create and facilitate better opportunities for collaboration in virtual teams as a rapidly emerging form of technology-supported working.