Aim/Purpose: Assess the affordances and constraints of SimReal+ in teacher education Background There is a huge interest in visualizations in mathematics education, but there is little empirical support for their use in educational settings Methodology: Single case study with 22 participants from one class in teacher education. Quantitative and qualitative methods to collect students’ responses to a survey questionnaire and open-ended questions Contribution: The paper contributes to the understanding of affordances and constraints of visualization tools in mathematics education Findings: The visualization tool SimReal+ has potential for learning mathematics in teacher education, but the user interface should be improved to make it more usable for different users. Teachers need to consider technological and pedagogical affordances of SimReal+ at the student, classroom, and mathematics subject level Recommendations for Practitioners: Address technological and pedagogical affordances of SimReal+ Recommendation for Researchers: Improve the design of SimReal+ to make it technologically and pedagogically more usable Impact on Society: Understand the affordances and constraints of visualization tools in education Future Research: Implement a next cycle of experimentation with SimReal+ in teacher education to ensure more validity and reliability

Aim/Purpose: The aim of this project was to explore student perceptions of the value of both the creation of video content and exposure to other students’ work though peer assessment and inclusion of exemplars as unit material. Background: The research was in a first year information technology flipped-learning unit, where the assessment involved students developing video presentations that were peer assessed and exemplars incorporated into the unit as teaching material. Methodology: Data was gathered using a mixed methods approach using an online questionnaire followed by semi-structured interviews with a selection of questionnaire respondents. The interviews were designed to further explore issues identified from the analysis of the questionnaire data. Contribution: Informs on student perceptions of peer review and the integration of student generated content into University teaching. Findings: Most students enjoyed the video assessment (58%) with many preferring it to a written or programming task (55-58%). In the subsequent peer assessment, many liked seeing the work of others (67%) and found the approach engaging (63%) yet some other perceptions were mixed or neutral. Recommendations for Practitioners: University IT students generally enjoyed and perceived peer assessment and found student generated content to be valuable. Recommendation for Researchers: Further investigation of peer review and student generated content in contexts where the student cohort represents a variety of cultures and age categories Impact on Society: Contributes to a body of knowledge regarding peer assessment and student generated educational materials. Future Research: Future work is needed to better understand this domain, in particular the role of learners’ individual differences in order to successfully integrate these approaches into modern learning environments.

Aim/Purpose: Authentic assessments offer students the opportunity to develop skills that implement the formal learning they receive in the classroom. Although there is a need for accounting graduates to possess a plethora of skills to equip them for success, there is a shortage of literature that focuses on authentic assessment design for accounting courses. This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments. Background: This paper reviews examples of authentic assessments that are available and have been used by accounting educators and educators in general. It highlights the skills that might be developed with each assessment Methodology: A review of 182 articles on authentic assessment design and examples of authentic assessments like portfolios, reflective journals, presentations, reports, peer and self-assessment was conducted. Contribution: A toolkit with examples of authentic assessment to ease the task of authentic assessment design for those new to authentic assessment and seasoned authentic assessment practitioners alike. Findings: Authentic assessments are a form of learning. They help graduates develop skills and attributes that will make them work-ready and capable of handling a lot of real life practical work situations. Rubrics are an important part of authentic assessment implementation and their use is mandated by business school accrediting bodies like AACSB. Recommendations for Practitioners: Accounting educators may find guidelines in this paper which will help them understand authentic assessments and enlighten them on the challenges they may encounter when implementing the assessments. Recommendation for Researchers: There is a need for future researchers to contribute more to this topic so as to increase the variety and amount of literature available for those wishing to engage with authentic curriculum design in accounting. Future researchers could also focus on the perceptions of authentic assessments of accounting educators, students and employers. Impact on Society: This paper may also be of use to prospective employers wishing to gain a clear understanding of the skills inherent in prospective graduates who may have been exposed to authentic assessments. Accounting students and graduates may find this paper useful as it will help them comprehend the importance of some the assessments with the backing and assurance from the literature. Future Research: Future research may focus on the challenges in implementing authentic assessments. It would also be great to see more research addressing the perceptions of educators towards authentic assessments.

Aim/Purpose: Providing both formative and summative assessment that allows students to learn from their mistakes is difficult in large classes. This paper describes an automated assessment system suitable for courses with even 100 or more students. Background: Assessment is a vital part of any course of study. Ideally students should be given formative assessment with feedback during the course so students and tutors can identify weaknesses and focus on what needs improvement before summative assessment, which results in a grade. This paper describes and automated assessment system that lessens the burden of providing formative assessment in large classes. Methodology: We used Checkpoint, a web-based automated assessment system, to grade assignments in a number of different computer science courses. Contribution: The students come from diverse backgrounds, with a wide range of ages, previous qualifications and technical skills, and our approach allows the students to work at their own pace according to their individual needs, submitting their solutions as many times as they wish up to a deadline, using feedback provided by the system to help identify and correct their mistakes before trying again. Findings: Use of automated assessment allows us to achieve the goals of both summative and formative assessment: we allow students to learn from their mistakes without incurring a penalty, while at the same time awarding them a grade to validate their efforts. The students have an overwhelmingly positive view about our use of automated assessment, and their comments support our views on the assessment process. Recommendations for Practitioners: Because of the increasing number of students in today’s courses, we recommend using automated assessment wherever possible.

Aim/Purpose: To capture digital training experiences, the paper introduces a novel data collection method – a graphic questionnaire. It aims to demonstrate the opportunities and limitations of this tool for collecting feedback from socially disadvantaged participants of digital literacy training about their progress. Background: In training of digital skills for disadvantaged audiences through informal educational interventions, it is important to get sufficient knowledge on factors that lead to their progress in the course of training. There are many tools to measure the achievements of formal education participants, but assessing the effectiveness of informal digital skills training is researched less. The paper introduces a small-scale case study of the training programme aimed at the developing of reading and digital skills among the participants from three socially disadvantaged groups – people with hearing impairments, children from low income families, and elderly persons. The impact of the training on participants was evaluated using different tools, including a short graphic questionnaire to capture the perceptions of the participants after each training. Methodology: We performed a thematic analysis of graphic questionnaires collected after each training session to determine how the students perceived their progress in developing literacy and digital skills. Contribution The findings of the paper can assist in designing assessment of digital literacy programmes that focus not only on final results, but also on the process of gaining digital skills and important factors that facilitate progress. Findings: The graphic questionnaire allowed the researchers to get insights into the perception of acquired skills and progressive achievements of the participants through rich self-reports of attitudes, knowledge gained, and activities during training sessions. However, the graphic questionnaire format did not allow the collection of data about social interaction and cooperation that could be important in learning. Recommendations for Practitioners: Graphic questionnaires are useful and easy-to-use tools for getting rich contextual information about the attitudes, behaviour, and acquisition of knowledge in digital literacy training. They can be used in applied assessments of digital literacy training in various settings. Their simplicity can appeal to respondents; however, in the long-run interest of respondents in continuing self-reports should be sustained by additional measures. Recommendations for Researchers: Researcher may explore the variety of simple and attractive research instruments, such as “honeycomb” questionnaires and similar, to facilitate data collection and saturate feedback with significant perception of personal experiences in gaining digital literacy skills. Impact on Society: Designing effective digital literacy programmes, including engaging self-assessment methods and tools, aimed at socially disadvantaged people will contribute to their digital inclusion and to solving the issues of digital divide. Future Research: Exploration of diverse research methods and expanding the research toolset in assessing digital literacy training could advance our understanding of important processes and factors in gaining digital skills.

Aim/Purpose: The aim of this study was to examine the sense of challenge and threat, negative feelings, self-efficacy, and motivation among students in a virtual and a blended course on multicultural campuses and to see how to afford every student an equal opportunity to succeed in academic studies. Background: Most academic campuses in Israel are multicultural, with a diverse student body. The campuses strive to provide students from all sectors, regardless of nationality, religion, etc., the possibility of enjoying academic studies and completing them successfully. Methodology: This is a mixed-method study with a sample of 484 students belonging to three sectors: general Jewish, ultra-orthodox Jewish, and Arab. Contribution: This study’s findings might help faculty on multicultural campuses to advance all students and enable them equal opportunity to succeed in academic studies. Findings: Significant sectorial differences were found for the sense of challenge and threat, negative feelings, and motivation. We found that the sense of challenge and level of motivation among Arab students was higher than among the ultra-orthodox Jewish students, which, in turn, was higher than among the general Jewish student population. On the other hand, we found that the perception of threat and negative feelings among Arab students were higher than for the other two sectors for both the virtual and the blended course. Recommendations for Practitioners: Significant feedback might lessen the sense of threat and the negative feelings and be a meaningful factor for the students to persevere in the course. Intellectual, emotional, and differential feedback is recommended. Not relating to students’ difficulties might lead to a sense of alienation, a lack of belonging, or inability to cope with the tasks at hand and dropout from the course, or even from studies altogether. A good interaction between lecturer and student can change any sense of incompetence or helplessness to one of self-efficacy and the ability to interact with one’s surroundings. Recommendations for Researchers: Lecturers can reduce the sense of threat and negative feelings and increase a student’s motivation by making their presence felt on the course website, using the forums to manage discussions with students, and enabling and encouraging discussion among the students. Impact on Society: The integration of virtual learning environments into the learning process might lead to the fulfilment of an educational vision in which autonomous learners realize their personal potential. Hence they must be given tasks requiring the application of high learning skills without compromise, but rather with differential treatment of students in order to reduce negative feelings and the sense of threat, and to reduce the transactional distance. Future Research: Further studies should examine the causes of negative feelings among students participating in virtual and blended courses on multicultural campuses and how these feelings can be handled.

Aim/Purpose: Drone technology has been increasingly used in education. This paper reports a study of assessing teachers’ readiness and training needs for using drone technology in their teaching. Background: New technology promotes new ways of practices. With the sophisticated design and the affordance to explore our world from a bird’s eye perspective, a drone has been increasingly used to support science, technology, engineering, and mathematics education. However, it also brings challenges to teachers to integrate drone technology in their teaching. It is therefore important to obtain a better understanding of various aspects of integrating drone technology in education. Methodology: A group of pre-service teachers was engaged in a case study conducted using a designed-based approach. The participants were randomly assigned into three groups. They were required to develop lesson plans with the application of drone technology in teaching. The lesson plans were subsequently analyzed using the TPCK framework to identify teachers’ readiness and training needs. Findings: The participants, to a large extent, have sufficient competence to master the skills and knowledge of drone technology and to integrate it into their teaching. However, they were required to strengthen the pedagogical knowledge, subject content knowledge, and technological content knowledge in order to maximize the potential benefits of drone technology in education. Contribution: This paper reports the level of readiness and training needs of teachers regarding the use of drone technology in their teaching. Recommendations for Practitioners: To conduct teacher training regarding the use of drone technology in education, a particular focus should be put on enhancing teachers’ pedagogical knowledge, subject content knowledge, and technological content knowledge. Recommendations for Researchers: Researcher may further explore the strategies to integrate drone technology in teaching. Impact on Society: This paper suggests the area of teacher training regarding the use of drone technology in education. The teaching and learning effectiveness could be improved. Future Research: Future research may study the safety issue and ethical issue of using a drone in education.

Aim/Purpose. Higher education institutions face difficulties and challenges when it comes to distance learning. The purpose of this paper is to examine self-efficacy indicators and student satisfaction during online English classes. Background. E-learning has been very relevant since the Covid-19 era and is still relevant today. It is possible for students to study regardless of their location or time. By measuring students’ self-efficacy, instructors can gain valuable insights into their students’ ability to create social interaction, cope with technology, and acquire knowledge and tools to manage the learning process. Methodology. This study uses mixed methods along with two measurements. Before and after the course, quantitative and qualitative data were collected. Higher education students in Israel participated. A total of 964 students enrolled in English as a foreign language courses at the pre-basic, basic, and advanced levels. Contribution. Analyzing self-efficacy from several angles provides insight into students. What influences students’ confidence and belief in their ability to succeed in online courses. Moreover, how students perceive their own learning and how they cope with challenges. Findings. Compared to the measurement before the course, self-efficacy decreased on average. Most significant decreases occurred in ‘creating social interactions’ and ‘acquirement of knowledge and tools’ to manage the learning process. A slight decrease was observed in the ability to cope with technology. Additionally, self-efficacy and satisfaction with the course were positively correlated. Recommendations for Practitioners. An overview is provided of the most effective tools and techniques for teaching languages in digital format in this paper. This will allow instructors to design and deliver courses in a more effective way. Thus, they will be able to make better informed decisions, resulting in better outcomes for students. Recommendations for Researchers. Distance Learning courses should resemble the common digital environments in everyday life, rather than imitating face-to-face courses mainly in the field of social interaction. Impact on Society. Digital tools should be encouraged that facilitate effective learning processes instead of sticking to traditional methods that characterize face-to-face courses. Using common interfaces in daily use among the general population will enable the implementation of these recommendations. Future Research. Future studies could be helpful if they compared the English courses developed in the CEFR model with those taught face-to-face as well as those taught online. In addition, motivation and self-monitoring should be examined in both synchronous and asynchronous courses as well.

Aim/Purpose: A vital business activity within socio-technical enterprises is tacit knowledge externalization, which elicits and explicates tacit knowledge of enterprise employees as external knowledge. The aim of this paper is to integrate diverse aspects of externalization through the Enterprise Ontology model. Background: Across two decades, researchers have explored various aspects of tacit knowledge externalization. However, from the existing works, it is revealed that there is no uniform representation of the externalization process, which has resulted in divergent and contradictory interpretations across the literature. Methodology : The Enterprise Ontology model is constructed step-wise through the conceptual and measurement views. While the conceptual view encompasses three patterns that model the externalization process, the measurement view employs certainty-factor model to empirically measure the outcome of the externalization process. Contribution: The paper contributes towards knowledge management literature in two ways. The first contribution is the Enterprise Ontology model that integrates diverse aspects of externalization. The second contribution is a Web application that validates the model through a case study in banking. Findings: The findings show that the Enterprise Ontology model and the patterns are pragmatic in externalizing the tacit knowledge of experts in a problem-solving scenario within a banking enterprise. Recommendations for Practitioners : Consider the diverse aspects (what, where, when, why, and how) during the tacit knowledge externalization process. Future Research: To extend the Enterprise Ontology model to include externalization from partially automated enterprise systems.

Aim/Purpose: This research aims to develop an information technology (IT) maturity model for incident management (IM) process that merges the most known IT frameworks’ practices. Our proposal intends to help organizations overcome the current limitations of multiframework implementation by informing organizations about frameworks’ overlap before their implementation. Background: By previously identifying frameworks’ overlaps it will assist organizations during the multi-framework implementation in order to save resources (human and/or financial). Methodology: The research methodology used is design science research (DSR). Plus, the authors applied semi-structured interviews in seven different organizations to demonstrate and evaluate the proposal. Contribution: This research adds a new and innovative artefact to the body of knowledge. Findings: The proposed maturity model is seen by the practitioners as complete and useful. Plus, this research also reinforces the frameworks’ overlap issue and concludes that some organizations are unaware of their actual IM maturity level; some organizations are unaware that they have implemented practices of other frameworks besides the one that was officially adopted. Recommendations for Practitioners: Practitioners may use this maturity model to assess their IM maturity level before multi-framework implementation. Moreover, practitioners are also incentivized to communicate further requirements to academics regarding multi-framework assessment maturity models. Recommendation for Researchers: Researchers may explore and develop multi-frameworks maturity models for the remaining processes of the main IT frameworks. Impact on Society: This research findings and outcomes are a step forward in the development of a unique overlapless maturity model covering the most known IT frameworks in the market thus helping organizations dealing with the increasing frameworks’ complexity and overlap. Future Research: Overlapless maturity models for the remaining IT framework processes should be explored.

Aim/Purpose: This study aimed to examine the relationships among compatibility, relative advantage, complexity, IT Infrastructure, security, top Management Support, financial Support, information Policies, employee engagement, customer pressure, competitive pressure, information integrity, information sharing, attitude toward adopting technology factors, and CRM adoption Background: Customer relationship management (CRM) refers to the use of the process, information, technology, and people for the management of the interactions between the organization and its customers. Therefore, there is a need for SMEs to implement CRM practices in their businesses for competitive advantage. However, in developing nations, the adoption rate of such practices remains low. This low rate may be attributed to the lack of important factors that guide CRM adoption, and as such, the present study attempts to investigate the factors affecting CRM adoption in Palestinian SMEs. This paper used the Diffusion of Innovation Theory (DOI), Resource-Based View (RBV), and Technology, Organization, and Environment Framework (TOE) framework to identify the determinant factors from the technological, organizational, environmental, and information culture perspectives. Methodology: This study uses a quantitative approach to investigate the relationships between the variables. A questionnaire was designed to collect data from 420 SMEs in Palestine. 331respondents completed and returned the survey. The Partial Least Square-Structural Equation Model (PLS-SEM) approach was used to assess both the measurement and structural models. Contribution: This study contributes to both theory and practitioners by providing insights into factors that affect CRM adoption in Palestinian SMEs, which did not explore before. Future research suggestions are also provided. Findings: The results of the study prove that the adoption of CRM depends on compatibility (CMP), security (SEC), top management support (TMS), information policies (INP), financial resources (FR), employee engagement (EEN), competitive pressure (COP), customers pressure (CUP), attitude toward adopting technology (ATA), information integrity (INI), and information sharing (INS). Surprisingly, complexity (CMX), IT infrastructure (ITI), and relative advantage (RLA) do not play any role in CRM adoption in Palestine. Recommendations for Practitioners: This study provides practitioners with the important factors for CRM adoption upon its successful implementation in the context of Palestinian SMEs. Recommendation for Researchers: Our findings may be used to conduct further studies about compatibility, security, top management support, information policies, financial resources, employee engagement, competitive pressure, customers pressure, attitude toward adopting technology, information integrity, information sharing factors, and CRM adoption by using different countries, procedure, and context. Impact on Society: The proposed framework provides insights for SMEs which have significant effects for research and practice to help facilitate the adoption of CRM Future Research: The findings may also be compared to other studies conducted in different contexts and provide deeper insights into the influence of the examined contexts on the employees’ intention toward CRM adoption in banking and universities. It would be fruitful to test whether the results hold true in developed and developing countries.

Aim/Purpose: The aim of this study was to explore the factors driving individuals’ behavioral intention to use cryptocurrency in Saudi Arabia using the extended TRA model. Background: Despite the great potential of cryptocurrencies and the exponential growth of cryptocurrency use throughout the world, scholarly research on this topic remained scarce. Whereas prior studies are mostly done in developed countries or specific cultural contexts, limiting the generalizability of their results, they mainly used technology adoption models that cannot fully explain the acceptance of new technology involved with financial transactions such as cryptocurrency and provided contradictory evidence. Entire regions have been excluded from the research on this topic, including Saudi Arabia which has a high potential to increase the volume of cryptocurrency use. Methodology: This study extends the theory of reasoned action (TRA) with the factors from technology adoption models that proved relevant for this topic, namely perceived usefulness, perceived enjoyment, perceived innovativeness, and perceived risk with three sub-factors: security, financial, and privacy risk. Data are collected using a quantitative research methodology from 181 respondents residing in Saudi Arabia and then analyzed by several methods, including exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modeling (SEM). Contribution: This study contributes to the scientific knowledge by extending the TRA model with a range of factors from the technology adoption field, thus enabling the analysis of this topic from human, financial, and technology perspectives and providing additional empirical evidence on the factors that previously either provided contradictory evidence or were not explored in this field. This research also provides the first empirical data on this topic in Saudi Arabia and enables further research on the topic and a comparison of the results. The study also contributes to practice by enhancing the actual understanding of the phenomena and providing valuable information and recommendations for governments, investors, merchants, developers, and the general population. Findings: The study found attitude, subjective norm, perceived usefulness, perceived enjoyment, personal innovativeness, privacy risk, and financial risk as significant predictors of the intention to use cryptocurrencies, whereas the influence of security risk was not found to be significant in Saudi Arabia. Recommendations for Practitioners: Using this study’s results, governments can create appropriate legal frameworks, developers can design fewer complex platforms, and merchants may create appropriate campaigns that emphasize the benefits of cryptocurrency use and transpire trust in cryptocurrency transactions by enhancing the factors with a positive impact, such as usefulness, enjoyment, and personal innovativeness while reducing concerns of potential users regarding the risky factors. By promoting a positive user experience, they can also improve attitudes and social norms towards cryptocurrencies, thus further stimulating the interest in their use. Recommendation for Researchers: As this study validated the influence of factors from technology, financial, and human-related fields, researchers may follow this approach to ensure a comprehensive analysis of this complex topic, especially as privacy risk was never examined in this context, while personal innovativeness, perceived enjoyment, financial, and security risk were explored in just a few studies. It is also recommended that researchers explore the impact of each part of subjective norms: social media, friends, and family, as well as how information on the benefits of cryptocurrencies affects the perception of the factors included. Impact on Society: Understanding the factors affecting cryptocurrency use can help utilize the full potential of cryptocurrencies, especially their benefits for developing countries reflected in safe, speedy, and low-cost financial transactions with no need for an intermediary. The research model of this study could also be used to investigate this topic in other contexts to discover similarities and differences, as well as to investigate other information systems. Future Research: Future studies should test this research model in similar and different contexts to determine whether its validity and study results depend on cultural and contextual factors. They can also include different or additional variables, or use mixed methods, as interviews would augment the comprehension of this topic. Future studies may also explore whether the impact of variables would remain the same if circumstances changed or use cases expanded, and how the preferences of the target population would change within a longitudinal time frame.

Aim/Purpose: The study aims to explore the attributes of self-phubbing and partner-phubbing, as well as their impact on marital relationship satisfaction and the quality of communication. Furthermore, it aims to comprehend how these characteristics could impact an individual’s total level of life satisfaction. Background: The study aims to establish a clear association between specific mobile phone usage behaviors and their subsequent impact on relationship satisfaction and the quality of communication. This study investigates the effects of two types of behaviors on interpersonal relationships: self-phubbing, which refers to an individual being deeply absorbed in their own mobile phone use, and partner-phubbing, which refers to witnessing one’s partner being deeply absorbed in a mobile device. Methodology: This study utilizes a quantitative approach. The poll involved 150 smartphone users in Malaysia who are in relationships, and they participated by completing a questionnaire. The data analysis was performed using the Partial Least Squares-based Structural Equation Modeling method. Contribution: This research addresses the gap and gives insight into the consequences of self and partner phubbing and its impact on the relationship and life satisfaction among partners by providing a research model that was validated with primary data. Findings: The results of this survey show that smartphone conflicts harm relationship satisfaction but not communication quality. It was revealed that communication quality does not directly bring a negative impact on life satisfaction, but it directly affects relationship satisfaction, which, in turn, harms life satisfaction. Recommendations for Practitioners: The findings of this study can be used by practitioners to improve relationship counseling and therapy. Through the integration of the notion of phubbing and its impact on relationship happiness, couples can receive guidance on how to reduce the tension that arises from using smartphones. Recommendation for Researchers: Previous research was conducted exclusively on only an individual’s phubbing behavior, but limited work was done on the partner’s phubbing behavior. Future researchers can enhance this model by identifying more factors. Impact on Society: This study addresses broader societal ramifications in addition to the dynamics of particular relationships. This study promotes a more mindful use of smartphones by exposing the complex relationships between technology use, relationship happiness, and general life contentment. This will ultimately lead to healthier relationships and improved societal well-being. Future Research: In the future, we are going to implement an artificial neural network approach to test this data to predict the most important factors that influence phubbing.

There is a growing interest in the assessment of tangible skills and competence. Specifically, there is an increase in the offerings of competency-based assessments, and some academic institutions are offering college credits for individuals who can demonstrate adequate level of competency on such assessments. An increased interest has been placed on competency-based computer simulations that can assist learners to gain tangible skills. While computer simulations and competency-based projects, in general and particularly in management, have demonstrated great value, there are still limited empirical results on their benefits to e-learners. Thus, we have developed a quasi-experimental research, using a survey instrument on pre- and post-tests, to collect the set of 12 management skills from e-learners attending courses that included both competency-based computer simulations and those that didn’t. Our data included a total of 253 participants. Results show that all 12 management skills measures demonstrated very high reliability. Our results also indicate that all 12 skills of the competency-based computer simulations had higher increase than those that didn’t. Analyses on the mean increases indicated an overall statistically significant difference for six of the 12 management skills enhancements between the experimental and control groups. Our findings demonstrate that overall computer simulations and competency-based projects do provide added value in the context of e-learning when it comes to management skills.

Aim/Purpose: These days educators are expected to integrate technological tools into classes. Although they acquire relevant skills, they are often reluctant to use these tools. Background: We incorporated online forums for generating a Community of Inquiry (CoI) in a faculty development program. Extending the Technology, Pedagogy, and Content Knowledge (TPACK) model with Assessment Knowledge and content analysis of forum discourse and reflection after each CoI, we offer the Diagnostic Tool for Learning, Assessment, and Research (DTLAR). Methodology: This study spanned over two cycles of a development program for medical faculty. Contribution: This study demonstrates how the DTLAR supports in-depth examination of the benefits and challenges of using CoIs for learning and teaching. Findings: Before the program, participants had little experience with, and were reluctant to use, CoIs in classes. At the program completion, many were willing to adopt CoIs and appreciated this method’s contribution. Both CoIs discourse and reflections included positive attitudes regarding cognitive and teacher awareness categories. However, negative attitudes regarding affective aspects and time-consuming aspects of CoIs were exposed. Participants who experienced facilitating a CoI gained additional insights into its usefulness. Recommendations for Practitioners : The DTLAR allows analyzing adaption of online forums for learning and teaching. Recommendation for Researchers: The DTLAR allows analyzing factors that affect the acceptance of online fo-rums for learning and teaching. Impact on Society : While the tool was implemented in the context of medical education, it can be readily applied in other adult learning programs. Future Research: The study includes several design aspects that probably affected the improve-ment and challenges we found. Future research is called for providing guidelines for identifying boundary conditions and potential for further improvement.

Aim/Purpose: To examine how positive/negative message framing – based on peripheral cues (regarding popularity, source, visuals, and hyperlink) – affects perceptions of credibility of scientific information posted on social networking sites (in this case, Facebook), while exploring the mechanisms of viewing the different components. Background: Credibility assessment of information is a key skill in today's information society. However, it is a demanding cognitive task, which is impossible to perform for every piece of online information. Additionally, message framing — that is, the context and approach used to construct information— may impact perceptions of credibility. In practice, people rely on various cues and cognitive heuristics to determine whether they think a piece of content is true or not. In social networking sites, content is usually enriched by additional information (e.g., popularity), which may impact the users' perceived credibility of the content. Methodology: A quantitative controlled experiment was designed (N=19 undergraduate students), collecting fine grained data with an eye tracking camera, while analyzing it using transition graphs. Contribution: The findings on the mechanisms of that process, enabled by the use of eye tracking data, point to the different roles of specific peripheral cues, when the message is overall peripherally positive or negative. It also contributes to the theoretical literature on framing effects in science communication, as it highlights the peripheral cues that make a strong frame. Findings: The positively framed status was perceived, as expected from the Elaboration Likelihood Model, more credible than the negatively framed status, demonstrating the effects of the visual framing. Differences in participants' mechanisms of assessing credibility between the two scenarios were evident in the specific ways the participants examined the various status components. Recommendations for Practitioners: As part of digital literacy education, major focus should be given to the role of peripheral cues on credibility assessment in social networking sites. Educators should emphasize the mechanisms by which these cues interact with message framing, so Internet users would be encouraged to reflect upon their own credibility assessment skills, and eventually improve them. Recommendation for Researchers: The use of eye tracking data may help in collecting and analyzing fine grained data on credibility assessment processes, and on Internet behavior at large. The data shown here may shed new light on previously studied phenomena, enabling a more nuanced understanding of them. Impact on Society: In an era when Internet users are flooded with information that can be created by virtually anyone, credibility assessment skills have become ever more important, hence the prominence of this skill. Improving citizens' assessment of information credibility — to which we believe this study contributes — results on a greater impact on society. Future Research: The role of peripheral cues and of message framing should be studied in other contexts (not just scientific news) and in other platforms. Additional peripheral cues not tested here should be also taken into consideration (e.g., connections between the information consumer and the information sharer, or the type of the leading image).