In today's job market, soft skills are increasingly crucial, surpassing technical knowledge. Traditional lectures fall short in teaching these skills, prompting universities to explore new methods of instruction. A Turkish public university introduced a curriculum with non-disciplinary courses called Personal Development Pathway (PDP) courses for…

Feedback is one of the most powerful tools for teaching and learning. Providing meaningful feedback to students is of particular importance in an online context as it is a direct way for the facilitator to engage with their students and to provide them with individual, tailored support. This study sought to explore the perceptions of online…

Previous research has indicated that students' academic engagement is related to their emotional support from teachers. However, there is scarce evidence on how teacher emotional support relates to students' academic engagement. Given the potential role of positive academic emotions in learning, this study investigated the mediating role of…

Wargames and crisis simulations can be useful pedagogical tools when deliberately used. This paper explores the spectrum of pedagogical objectives; what use are wargames for learning? What types of objectives can they explore? How do you align the learning objectives with the right type of game? The paper leverages Bloom's Taxonomy of learning as…

Research productivity has been a critical issue in terms of academic development in higher education. In this study, we adopt a life-course perspective to examine the personal factors, mostly age-related, affecting research productivity in a Taiwanese research-oriented university. Covering a time series of 20 years, our dataset includes individual…

Through the guidance of social presence theory, this study sought to understand how instructors' affirming messages and social presence behaviors affect students' writing apprehension in online business communication courses. The data were consistent with two models, both of which indicate that instructor affirming messages indirectly affect…

This study examined the extent to which college algebra instructors employ pedagogical practices previously found to assist students master difficult STEM content material and address their own previous math deficits. Faculty classroom behaviors were assessed with a modified version of the Generalized Observation and Reflection Platform (GORP).…

Extractive knowledge is prevalent in higher education community engagement. It is a type of epistemic injustice that is harmful to the historically and systemically minoritized communities and community nonprofits that many universities, particularly predominately white institutions, seek to engage. Extractive knowledge results from what we can…

More students than ever before are taking online classes, yet higher education is facing an online retention crisis; students are failing and dropping out of online classes at dramatically higher rates than face-to-face classes. Grounded in academic research, original surveys, and experimental studies, "Connecting in the Online…

The present study examined whether different types of teacher feedback in a university flipped classroom pre-class activity could improve students' self-regulated learning skills, learning performance, and learning satisfaction. In a repeated measures design (N = 31) the teacher gave a different type of feedback (no feedback vs. cognitive feedback…

The current phenomenological study explored the emotion-based perceptions of eight Black and Hispanic students' experiences in developmental education classes at two urban community colleges. The researcher utilized a theoretical framework comprised of Critical Race Theory (CRT) with a focus on emotions and Yosso's (2005) model of cultural wealth.…

This qualitative study probes into teacher power use and student silence in an EFL classroom in an English department of a private university in Makassar, Indonesia. Anchored by a qualitative analysis and participated by one female teacher and three EFL students, data were garnered through in-depth interviews and observation. It was designed to…

Evidence is mounting that teacher question can assist EFL students in various purposes in teaching learning process. However, teacher's lack of knowledge about questioning taxonomy could become a failure in leading students' learning. This study investigates questioning strategies, the taxonomy of questions-type, and their application by teacher…

This study investigates the feedback practices and perceptions of lecturers and students in a UK university setting. To assess how lecturers give feedback in practice, 47 pieces of lecturer-written feedback were categorised into a total of 571 analytical points. Analysing the feedback from lecturers' perspectives in terms of the value of feedback,…

Little attention was given to explore and understand motivational strategies among English language (EL) teachers, particularly at higher education institutions (HEIs), despite the on-going interest on this matter. Identifying which strategies are adaptive and maladaptive could help them to promote student motivation in return. This study aims to…