The authors present the results of a study conducted at a comprehensive, urban, coeducational, land-grant university. A quasi-experimental design was chosen for this study to compare student performance in two different classroom environments, traditional versus flipped. The study spanned 3 years, beginning fall 2012 through spring 2015. The participants included 433 declared business majors who self-enrolled in several sections of the Management Information Systems course during the study. The results of the current study mirrored those of previous works as the instructional method impacted students’ final grade. Thus, reporting that the flipped classroom approach offers flexibility with no loss of performance when compared to traditional lecture-based environments.

Aim/Purpose: This research study explores the challenges, successes, and supports de-sired in implementing virtual learning following a survey of faculty for their experiences and interests. Faculty in higher education need quick, practical tools and strategies to enhance teaching and learning in a virtual classroom. Background The sudden and ongoing COVID-19 pandemic had created an urgency to transition to a virtual learning environment, yet expectations for faculty to teach virtually may not have matched best practice and current research. Methodology: This qualitative research begins with an anonymous, emailed survey of higher education faculty designed to explore participant thoughts and experiences related to their virtual teaching in Fall 2020. The survey included a series of demographic questions related to what type of faculty they were (full-time or adjunct), which discipline they taught, which format they were teaching in, as well as 5 open-ended questions to elicit feedback to teaching in this format of their challenges, some positives, strategies used, how they assessed learning, and which workshops they would like offered to better support them. A full year after the pandemic began, we sent out a follow-up survey to check in with faculty and find out specifically new skills/mindsets they developed, new tools they may have tried, their level of stress as well as how they perceived their students’ stress and their students’ level of learning. We decided to broaden our population by sharing the follow-up survey via social media to capture a diverse audience, which included international participants. Contribution: Despite the different stress levels for most faculty and students during the pandemic of 2020-2021, our research highlights that it was also a time of growth and learning. Learning from past experiences can help us be pre-pared for future challenges related to virtual learning. Findings: We found that the emergency remote teaching caused faculty to explore new ways of teaching and learning and helped them to develop a mindset that embraced a variety of skills such as flexibility, creativity, and innovation. We also learned that being aware of the stress levels of both faculty and students is of great value to institutions and with a good infrastructure and support, virtual learning can be successful. Recommendations for Practitioners: Through our research, we have found faculty are lacking the tools necessary to engage their learners in a virtual setting. As such, best practices need to be shared and then embedded into the instructional approach. However, given the pandemic, faculty were forced to transition face to face classes to a virtual format without having been provided these best practices. Recommendations for Researchers: We recommend researchers explore the habits of minds of faculty and how they have developed and continue to develop due to challenges they experienced related to virtual learning and continue to experience. Impact on Society: Many of the skills that faculty developed due to this emergency shift to virtual teaching during 2020 and beyond are skills faculty will have for life. With support and ideas faculty can implement quickly, faculty will be better prepared to provide instruction and create settings that enhance teaching and learning in a virtual setting. Future Research: Future research could include providing a voice for students by distributing a survey to the student body for their views and perceptions on virtual learning during the pandemic and moving forward.

Aim/Purpose: This study examines the impact of transitioning from in-person classrooms to remote online business education and provides analysis of key factors impacting course and instructor ratings as well as strategies for higher education institutions to provide engaging instruction. Background: “Zoom”ing into teaching and moving out of traditional classrooms during the COVID-19 pandemic has been a path full of twists and has impacted student perceptions of courses as well as instructors. One challenge has been to make the quality of synchronous online instruction perceived by students as positive as classroom-delivered ones. Methodology: We analyze primary data collected in the course evaluation process from Business & Accounting students over six semesters between Fall 2019 to Spring 2022, covering pre-pandemic instruction in the classroom and the conversion to virtual instruction via Zoom. A total of 1782 observations for 38 courses were examined using mean comparison, regression and correlation analyses, and pairwise comparisons. Contribution: We provide insights from the evaluation of those instructors who were able to make their Zoom-delivered courses perceived by students as equivalent or better than room-delivered ones. Specifically, clear presentation, stimulating delivery, providing feedback and encouraging discussion were positively correlated with successful online classes. Findings: We find that there is a clear downward shift in course and instructor ratings as the change to synchronous online delivery was made. However, in the Spring of 2022, even though instructors and students were still not completely back in the classroom, both instructor and course ratings moved back closer to the pre-pandemic levels. The parameters associated with instructor ratings, such as providing feedback, clear presentations, stimulating sessions, and encouraging discussion, showed similar downward fluctuations. Also, aspects related to course content were affected by the transition to online modality, including training on critical thinking quantitative analysis, research and writing abilities, and overall usefulness of the content. Moore’s model of Transactional Distance helps explain these changes. Recommendations for Practitioners: We recommend that practitioners allow sufficient time for students and faculty to learn through online instruction delivery and supply training for both populations in adapting to learning in this delivery mode. Recommendation for Researchers: The disruption in higher education caused by COVID-19 has provided a wealth of information on the pluses and minuses of online delivery. Careful inspection of trends can help provide guidance to higher education leaders. Impact on Society: One of the many changes the COVID-19 pandemic brought was the opportunity to try alternate ways of connecting and learning. This study shows how this experience can be used to guide the future of higher education. Future Research: Further research is needed to explore the in-depth reactions of students and faculty to the switch from classroom to online delivery, to explore whether these findings can be more broadly applied to other subjects and other types of universities.

Since the development of Open Educational Resources (OERs), different models regarding the usage of these resources in education have appeared in the literature. Wiley’s 4-Rs model is considered to be one of the leading models. Research based on Wiley’s model shows that using materials without making changes is the most common use. Compared to the extensive literature regarding OER usage in education, the literature barely deals with OER usage by instructional designers or training managers in corporations. The purpose of this research is to examine the OER usage of these two stakeholders, distinguishing between Little and Big OER repositories, in which Little OER repositories such as YouTube and Wikipedia aren’t necessarily designed to fulfill educational purposes. Findings show that these stakeholders almost use only Little repositories and that their usage level is higher than what is documented in the literature: they mostly Revise–modify the form of the resource, and Remix–combine different resources to create new ones. These differences can be explained by the fact that materials from Little OER repositories are raw materials, requiring further editing and adjustment. Significant differences between instructional designers’ and training managers’ usage of OERs were found regarding the Reuse level of resources from internal repositories and the Google Images repository, and the frequency of this Reuse.

Learning objects originally developed for use in online learning environments can also be used to enhance face-to-face instruction. This study examined the learning impacts of online learning objects packaged into modules and used in different contexts for undergraduate education offered on campus at three institutions. A multi-case study approach was used, examining learning impacts across a variety of course subjects, course levels (introductory and advanced undergraduate), student levels (undergraduate and graduate), and instructional goals (i.e., replacement for lecture, remediation). A repeated measures design was used, with learning data collected prior to viewing the online module, after completion of the module, and at the end of the semester. The study provided a broad examination of ways that online modules are typically used in a college classroom, as well as measured learning effectiveness based on different instructional purpose and usage contexts. Results showed the effectiveness of the modules in serving as a substitute for classroom lecture, remediation of course prerequisite material, introduction to content with follow-up lab practice, and review for final exams. In each of these cases, the use of the modules resulted in significant learning increases, as well as retention of the learning until the end of the semester.

Aim/Purpose: The purpose of the current study is to introduce a digital thinking skills (DTS) theoretical model (DTSM) that could support and enhance digital instruction best practices in schools. Methodology: We have taken a mixed-methods approach. Our respondents represent diverse cultural, linguistic, pedagogical, and social heritages. Contribution: The study provides a theoretical model developed by Eshet-Alkalai and Aviram that could impact subsequent digital teaching in schools. The highly accessible model may help teachers understand the cognitive learning outcomes that derive from frequently used digital tools. Findings: We found that teachers do not have a pedagogical concept of digital thinking skills, though many believe such skills might have a positive effect on their learners’ achievements. School culture plays a key role in effective DI delivery. Teachers want better in-service IT instruction. Recommendations for Practitioners: When distance learning has become the order of the day, we recommend practitioners connect pedagogical methodology and disciplinary content with new technology to boost learning outcomes. Recent world events have shown that in many cases practitioners have not been exposed to multiple digital options, especially those that not only present and review learning content but also boost the creation and dissemination of new knowledge. Recommendation for Researchers: We recommend researchers review different types of available resources and their effective implementation in the school curricula in order to foster creativity and more profound thinking among teachers and learners. Impact on Society: Better informed and greatly improved DI in schools is clearly crucial for twenty-first-century systems. As we go to press, in the middle of the coronavirus world-wide lockdown, these words resonate more than ever before. Our research both highlights this obvious need and provides a heuristic bridge between basic research and classrooms. Future Research: Future studies should focus on a pedagogical digital model that can enhance DI best practices in schools.

Research concerning why and how to promote social interaction and learner reflection in management education and training is somewhat underdeveloped. In this investigation, we used a predictive, quasi-experimental design with 246 students from a business school in Colombia who were enrolled in 10 sections of a leadership course to examine expected effects of instructional methods that promoted different levels of social interaction and reflection on self-reported learning behaviors (dialogue and reflection activities), self-efficacy for class performance, and instructors' assessments of students' skill demonstration (team work, communication, influence, and work proficiency and effort). In comparisons to students participating in instructional conditions with less social interaction and fewer reflective activities, students participating in an instructional condition that promoted higher levels of these activities exhibited considerably greater student-student dialogue, instructor-student dialogue, and reflection. These learning behaviors in turn led to enhanced self-efficacy for class performance and skilled activity. In addition, students' perceptions of psychological safety partially mediated relationships between instructional method and dialogical and reflective activities. The implications of these findings for coupling action, dialogue and reflective activities in management education and training as well as avenues for future research are discussed.

Minneapolis — The Minnesota Department of Labor and Industry has published a template, instructions and checklist guidelines for a COVID-19 preparedness plan – a requirement for nonessential businesses that intend to reopen during the pandemic.

Portland, OR – A hazard alert from the Oregon Fatality Assessment and Control Evaluation Program emphasizes the importance of abiding by the manufacturer’s instructions for construction equipment and building materials.

Many tile manufacturers place installation tips and techniques on the cardboard box, and many are based on the industry standards of the American National Standards Institute (ANSI) and industry recognized best practices.

Ah, tree sap: the ultimate sticky situation. Whether it's from a hike through the woods or after decorating a Christmas tree, tree sap can cling to your clothes like a magnet. Learning how to get sap out of clothes is essential, especially if you live or work near an area with a lot of trees.

When you save a document, your machine disseminates little pieces of the file into empty spaces on the hard drive. Learn why it's done this way and how defragmenting maintains your computer's performance.

Centering science instruction around investigation and design can improve learning in middle and high schools and help students make sense of phenomena in the world around them.

Ms. Elrod established the American Academy of Martial Arts in 1995.

Mr. Hughes was named the Pro of the Year by the United States Tennis Association's Allegheny Mountain District

Mr. Witmer teaches diving instructors at Beyond the Reef

Ms. Paola Hartley has found success in the arts as a ballet dancer and instructor

Hey there! So I’m popping in here to NOT give you an organizing assignment. You’re welcome. Listen December is busy, I get it. I can’t imagine too many people have time on their hands to be organizing drawers and closets right now. Instead you may be hanging out with friends and family more (that’s good!) ... Read More about Christmas Gift Swap Game ~ Free Printables & Instructions

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New Lesson Plans Entry: 'IELTS Reading homework instructions and reflection' has just been added to the Lesson Plans area of UsingEnglish.com.

Instructions for international telecommunication services

Instructions for international telecommunication services

2020 U.S. Census Bureau Form: How-To-Instructions | Assyrians

Instructional article on fitting Mediven line of hosiery. Proper fitting can be assured by understanding the compression classes, the criteria of suitability, the measurements to determine the hosiery size as well as measurement checks.

I am currently trying to start a GarageBand project on a Mac, but am having problems with the AVID Quartet preamp (?) on this computer. (This is a borrowed computer and I can't disconnect the Quartet.) Is there anyone in the Back Bay/Copley area who can come in for an hour or two and help me get this set up so I can record?

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Linking yourself as an author to your content is relatively easy. If you do not have a Google+ profile created yet, start with by creating one. Next, on your header section of your HTML place the <link href=”[profile_url]” rel=”publisher” /> as this will notify Google you are the publisher of the content. After placing this […]

Children from backgrounds of poverty often lag behind more advantaged peers in early language skills, including breadth and depth of vocabulary knowledge. We report the results of a pilot study of an explicit and elaborated vocabulary intervention in preschool classrooms serving children from lower-income backgrounds. The intervention used multimodal instruction, including segments from public television children's programs and interactive games, to build children's knowledge of and semantic connections for 128 words across 18 weeks of daily lessons.

Teacher question: One of my colleagues told us that we should not be teaching guided reading lessons or comprehension skills or strategies. We’re using a core reading program that includes those kinds of things. He says that the science of reading proves that we would get higher reading achievement by teaching more social studies and science (he’s our science teacher) and dropping the comprehension instruction that we are providing. He’s really vocal about this. Can you help us shut him up? Shanahan’s response

Many states have recently enacted laws or rules designed to ensure that teachers are well versed in evidence-based reading instruction. Here are some highlights.

A $12.2 million dollar grant from the state Department of Public Instruction will go to a program based at North Carolina State University to provide additional training literacy training to teachers in 16 high-needs districts across the state.

A small group of science teachers in Missouri is using the coronavirus as a teachable moment that's aligned to the Next Generation Science Standards.

Six educators share tips for teaching virtually, including making time to connect personally with each student and emphasizing collaborative work.

A student-centered approach to teaching mathematics enables students to develop conceptual understanding and to grow as confident mathematicians.

Educators are changing instructional priorities, altering lessons, and working on ways to help teachers grow professionally, all in an effort to raise math achievement.

As schools plan for fall instruction, educators must take the opportunity to rework math instruction so it's equitable for all students, two math organizations said in a new paper.