Search Results

A mixed methods design was employed to study students’ self-regulation of e-learning to understand the phenomenon of the digital divide. Quantitative data consisting of the perceptions of comprehensive school students (N=29,863) on self-regulated learning (SRL) and equal access to digital devices were analyzed to identify subgroups. Qualitative data on e-learning experiences (n=13,310) were then analyzed according to their subgroups. The results indicated equal access to devices but strongly divided e-learning experiences between students. Those assessed as having the highest SRL (31%) provided remarkably detailed descriptions of how they developed new learning strategies, metacognitive, and digital skills during e-learning. In contrast, students belonging to the lowest SRL group (21%) expressed divided experiences; half of them claimed not to have learned anything. These students were often left without parental support. The current study provides empirical evidence of the digital divide and its realization during the pandemic, leading to deviant poor learning experiences for students with low SRL skills. Therefore, in the future, schools should create structures to recognize students who require support and ensure equal opportunities for meaningful e-learning.

Keywords: e-learning, apprentissage en ligne, apprentissage autorégulé, self-regulated learning, digital divide, fracture numérique, méthode mixte, mixed methods, compulsory education, enseignement obligatoire

Objective – While LIS scholars have extensively studied the widespread disruptions to library instruction during the lockdown period of the COVID-19 pandemic, there is a relative dearth of research concerning the longer-term implications for teaching information literacy (IL). This exploratory survey sought to examine how faculty have introduced IL skills to students before, during, and after the COVID-19 lockdowns. After returning to in-person operations in 2021, the authors observed a change in how faculty have engaged with libraries to teach IL to their students. Methods – Utilizing parallel survey instruments, we asked faculty and librarians for their perceptions of current and past practices with scheduling library IL sessions, evaluating student research skills and considering how they acquired those skills. Results – Although responses showed an unsurprising decrease in library instruction requests during the pandemic lockdowns, faculty respondents noted a return to nearly pre-pandemic norms after the resumption of in-person operations. Teaching modality and use of research assignments did not appear to impact faculty IL scheduling behaviors, but differences in faculty and librarian responses highlighted potential disagreements about the impact of COVID-19 on faculty use of library instruction. Additional questioning indicates a disconnect between how faculty perceive student research skills and their reasons for scheduling library instruction, which suggests misperceptions of librarian expertise and differences in understanding how librarians should teach information literacy. Open-ended responses provided additional context to these issues, while identifying potential barriers and opportunities. Conclusion – Overall, our findings indicate that, rather than fundamentally altering faculty approaches to information literacy, the COVID-19 disruptions revealed and exacerbated endemic problems with the prevalent one-shot model of library instruction.

Objective – Transformative agreements (TAs) are agreements between publishers and institutions or consortia that combine reading access and open access (OA) publishing. They can take many forms, and the first agreement is believed to have started in 2014. This scoping review aims to identify and synthesize the existing research on TAs. Methods – Following benchmarking and term harvesting, electronic searches were conducted in 48 databases and were complemented with handsearching and citation chaining which resulted in 1843 unique results. Results were screened with pre-registered inclusion and exclusion criteria which resulted in inclusion of 151 studies (80 case studies, 39 quantitative, 31 qualitative, and 1 theoretical). Results – The heterogeneity of methods and findings of research on TAs made synthesis challenging. The synthesis was further complicated by the corpus including studies examining different time periods, publishers, agreement types, participating institutions, and more. Studies had varied intended audiences and research dissemination routes further complicating discovery and synthesis. Conclusions – Despite the heterogeneity, some themes emerged, including TAs increase hybrid OA and that consortia can play an important role in negotiating and managing TAs. Successful implementation relies on a number of factors, including workflows for authors and those managing the agreements. Studies found that TAs are not leading to a transformation of the publishing system as a whole.

The integration of deep learning in education has the potential to enhance pedagogical practices, personalized learning, and adaptive instruction. However, Islamic schools face unique challenges in adopting AI-driven educational models due to technological limitations, digital literacy disparities, and regulatory constraints. This study assesses the readiness of Islamic school teachers in Indonesia to implement deep learning-based curricula, analyzing knowledge, attitudes, barriers, and demographic influences on AI adoption. A structured questionnaire was administered to 1,120 teachers across madrasahs, pesantrens, and Islamic private schools, with data analyzed using the Rasch measurement model to ensure psychometric validity. Differential Item Functioning (DIF) analysis was conducted to examine variations in readiness across gender, age, education level, teaching experience, and ICT knowledge. The results reveal moderate teacher readiness, with significant gaps in deep learning comprehension and practical implementation. Female teachers, mid-career educators (36–45 years), and secondary school teachers exhibit higher AI readiness, while novice and older teachers face greater barriers. ICT literacy emerges as the strongest predictor of readiness, underscoring the need for targeted digital training programs. Findings highlight infrastructure deficits, professional development gaps, and policy misalignment as primary obstacles to deep learning adoption. While urban teachers demonstrate higher AI engagement, rural educators require greater institutional support. The study emphasizes the necessity of differentiated professional development programs that cater to teachers at different career stages and digital literacy levels. These insights provide critical implications for policymakers, educational leaders, and curriculum developers in designing AI-driven pedagogical strategies for Islamic schools. Future research should explore mentorship initiatives and hybrid training models to foster sustainable AI adoption in religious education settings.

Keywords: Teacher Readiness, Deep Learning, Islamic Education, Rasch Model Analysis

Keywords: vocabulaire transdisciplinaire, connaissances morphologiques, dispositif d’enseignement, recherche-développement

The rapid evolution of information technologies has driven the exponential growth of big data, creating opportunities to leverage data analytics across sectors. In higher education, Big Data Analytics (BDA) holds promise for improving decision-making, enhancing student outcomes, and driving institutional efficiency. However, its implementation remains limited due to technological, organizational, and environmental challenges. This study examines the readiness and use of BDA within selected Canadian higher education institutions, focusing on Southwest Ontario. Utilizing the Technology-Organization-Environment (TOE) framework, the research adopts a qualitative approach, drawing on semi-structured interviews with 10 academic and administrative staff from selected universities in Southwestern Ontario. The result identifies several barriers to BDA readiness and use, including a fragmented data landscape, integration challenges, and resource constraints. The study emphasizes the need for strategic investments in technological infrastructure, leadership engagement, and updated policies to improve BDA adoption. The study concludes with recommendations addressing barriers within the technological, organizational, and environmental contexts to enhance institutional performance and student outcomes.

Keywords: big data analytics, éducation supérieure, analyse des données massives, higher education, cadre technologie-organisation-environnement (TOE), technology-organization-environment (TOE) framework, institutional readiness

This paper returns to the roots of European Humanism to rediscover the moral and political base for contemporary narrative inquiry. A brief analytical review is conducted of forms of artistic representation from C15th/C16th Florentine painting to reveal steps taken to use narrative form in the pursuit and advocacy of humanist method. This is placed within the frame of a Ricoeur (1989) four-stage typology for narrative method. The paper closes with an argument that social and educational research should be guided by Humanist principles in its aims, but also in its method – Humanist in intent, Humanist in substance.

Keywords: Narrative, Curriculum, Curriculum Inquiry, Humanism, Renaissance

Integrating Indigenous knowledge (IK) has received significant attention in the context of achieving science learning that is relevant, contextual, and connected to students' daily lives. This study aims to systematically review empirical research that documents the integration of IK programs in science learning. From 227 literature sources, 43 were selected for analysis. The findings indicate that developmental research predominates the methodology employed, with experimental and qualitative descriptive research following. The implementation of integrated-science learning programs falls into several categories, including project-based learning, discussions, technological applications, field research, local knowledge integration, cultural practices, and reflective exercises. The positive outcomes of this process encompass enhanced appreciation of nature and biodiversity, cultural awareness, improved thinking skills, better subject content mastery, increased motivation, higher learning engagement, a more comprehensive understanding of the nature of science (NOS), and greater appreciation of scientific principles. Key recommendations include fostering collaboration with Indigenous communities, creating comprehensive learning modules, and providing continuous professional development for teachers.

Keywords: Indigenous Knowledge, Science Education, Systematic Review

Hybrid-flexible (hyflex) courses have become a prominent open and distributed learning (ODL) approach post-COVID-19, offering students the flexibility to attend classes online, in-person, or both. While this model promotes instructional continuity and student-centered learning, it presents unique ODL challenges in managing effective team collaboration. This quantitative study investigated the underexplored relationships among effective communication, team atmosphere, and team performance in hyflex learning environments; the study sought to provide novel insights into optimizing team dynamics and enhancing learning outcomes in ODL-integrated educational settings. The study comprised data from 310 college students enrolled in the authors’ hyflex course offered on China’s Super Star learning platform at an ODL institution with over 700 million registered users. An online survey was conducted using validated scales; confirmatory factor analysis (CFA) and multiple linear regression analyses were used to test the hypotheses. The study found effective communication significantly enhanced team performance (β = 0.389, p < .001). Team atmosphere moderated this relationship (β = -0.118, p < .05); while a positive atmosphere generally supported performance, an overly positive one may have reduced the critical engagement necessary for optimal outcomes. The study concluded that both effective communication and a balanced team atmosphere were critical for maximizing team performance in hyflex courses. We suggest ODL educators foster communication strategies that encourage open dialogue and critical thinking while maintaining a supportive team environment. Overemphasis on maintaining positivity may hinder constructive critique and diminish performance in distance and hybrid settings.

Keywords: Input-Process-Output theory, Team Atmosphere, Team Communication, Team Performance, Hybrid-Flexible (Hyflex) course, hybrid-flexible course