Emotion plays a significant role in the human experience. Nevertheless, emotion (as an attribute of the affective domain), is often side-lined in formal learning environments (including Higher Education) in favour of a focus on the cognitive. This paper shares findings of a research project involving pre-service outdoor education teachers as they…

How students react to and use feedback is an important element of their higher education experience. Within the constraints of mass higher education, effective feedback processes are, however, difficult to manage. The aim of this longitudinal qualitative inquiry is to investigate through repeated interviews and related documentary analysis how…

This non-experimental exploratory survey examined pre-service science teachers' self-efficacy beliefs and professional identity as influenced by their secondary school years learning experiences. A convenience sample of 60 undergraduate science student teachers participated in this study. An open-ended questionnaire on secondary school science…

Latinx students with limited or interrupted formal education (SLIFE; ages 18-20), not enrolled in school, often do not fully employ mobile-assisted language learning (MALL) strategies to acquire English and may experience barriers to using MALL strategies. The purpose of this study was to explore what MALL strategies Latinx SLIFE (ages 18-20), not…