This article introduces the development process of social presence-enabled augmented reality (SPEAR) tool, an innovative augmented reality (AR) based learning application tailored for online engineering education. SPEAR focuses on a learning module of structural beam-bending, empowering users to seamlessly integrate 3-D virtual beams into their…

This article explains why a full course on LGBTQ+ (lesbian, gay, bisexual, transgender, queer, plus) families is needed for family science curriculum instead of incorporating small amounts of LGBTQ+ family content into preexisting courses. It also describes the development of a feminist-informed online, hybrid undergraduate course focusing on…

Background/purpose: This study examines the design, development, and implementation of Small Private Online Courses (SPOCs) at Bulacan State University to standardize high-quality instructional materials and support asynchronous online learning. Materials/methods: Employing the ADDIE model (Analyze, Design, Develop, Implement, Evaluate), the study…

This paper explores the use of a gamified digital intervention to build connected and relational spaces for students in higher education which reach beyond the places and spaces of the traditional learning environment. These informal learning spaces can be seen to facilitate the development of students' transferable skills. The project…

We investigated the outcomes of a novel neuroscience and neuroanatomy support program (NSP) developed and implemented in the pre-professional phase of an accredited Bachelor of Science/ Master of Science occupational therapy (OT) program. This research demonstrates the potential of targeted small group tutoring as an effective means to promote…

Numerous empirical studies and syntheses have explored technology-mediated task-based language teaching (TMTBLT) (for example, Chong & Reinders, 2020; Kim & Namkung, 2024; Lai & Li, 2011; Ziegler, 2016), with findings highlighting the affordances of technology for interaction and its associated benefits. However, few studies have…

Among the barriers facing refugee-background students (RBS) in accessing Higher Education (HE) in the UK is reaching the required academic English standard, and accessing courses to support them with this (Ashlee & Gladwell 2020: 13). In response to these barriers, the Universities of Leicester and Leeds (both in the UK) have developed the…