Cortical and white issue fits regarding languagelearning aptitudes

A European initiative CODING4GIRLS (C4G) promotes the acquisition of programming skills through a game development process with the aim of preparing young learners, especially girls, to enter computer science careers and raising awareness of the relationship between ICT and the real world. Using the C4G game development-based learning methodology, students develop serious games for which they need to learn specific programming concepts. This paper presents the results of a study with a mixed-gender group of both boys and girls (N = 773) carried out with the aim of examining the effectiveness of the C4G development-based learning approach in lower secondary education in Croatia. In-service and pre-service teachers organized learning activities for students based on the C4G learning scenarios, which include the development of games in the programming language Snap! with topics that are interesting for both boys and girls and which involve solving real-world problems. The results showed that students accepted the C4G methodology and were motivated to learn how to program by developing games for solving real-world problems. Teachers and experts consider this approach as a relevant and effective method for achieving learning objectives related to programming, applicable and suitable for lower secondary students (11-15 year olds).Educational institutions worldwide had to shift the teaching delivery mode from face to face to online teaching during COVID-19. Most of the universities in Vietnam were based on face to face learning until the sudden outbreak of COVID-19. This research study was conducted with 145 respondents and Structural Equation Model (SEM) was used for data analysis. The participants were undergraduate and post-graduate students in public and private universities who studied online during the pandemic in Vietnam. The purpose of this study was to understand what factors have an impact on students' intentions to study online. The results show that institutional support and perceived enjoyment (satisfaction) affects the students' intentions to study the course online in the future. Perceived enjoyment (PE) affects the online learning intentions (OLI) and PE is affected by ICT infrastructure and internet speed and access. Hence, this research adds new research variable defined as extrinsic factors (ICT infrastructure and access to the internet), which indirectly influences students' intentions to learn online. CWI1-2 cell line Given the increased use of smart phones with this generation, it is advisable to integrate mobile technology in online learning and QR codes can be one of the ways to integrate that in the course materials. It is further recommended that to increase the perceived enjoyment of the students with the online learning, the lecturers might be encouraged to use videos, audios and instant messaging to contact and provide the feedback to the students. It is important for universities to prepare for any such future crisis. This study results will provide a useful insight to design the online courses effectively by considering all the factors impacting students' intention and satisfaction.This paper aims to examine the current dynamics of the flipped classroom studies and to propose a direction for future research for the field. Using a bibliometric approach, we observe a sample of 1557 documents from the Scopus database to identify research activity on the flipped classroom. The keywords "flipped classroom" and "flipped learning" have been executed in the search query. We presented the earlier stage of research in the flipped classroom, the subsequent trends, publications status based on source title, country and institution and examined citations pattern of the publication. We also discuss the themes based on the occurrences and terms of the keywords, title and abstract of the documents. This paper also predicts the future study in the flipped classroom using Lotka's law. We found that the pattern distribution of the author's contribution fits with the law. We conclude by suggesting a few potential research directions on the flipped classroom. Research on flipped classroom focuses on approaches, strategies and effectiveness perceived by practitioners and learners with relatively less attention on author's contribution and the prediction on their future and sustainable contribution and networking in guaranteeing the survival and expansion of flipped classroom approach for the coming decades.As COVID-19 reached Turkey in March 2020, all universities switched to e-learning in a very short period. Computer and software engineering (CE/SE) undergraduate students studying at university campuses have switched to e-learning. This paper seeks to understand the e-learning experience of CE/SE undergraduate students. A questionnaire was created and applied to CE/SE undergraduate students in Turkish universities. The data were analyzed using quantitative and qualitative techniques. The questionnaire received 290 usable responses. The highlights from the findings include the participants (1) used video recordings intensively for e-learning and found them useful; (2) found face-to-face lectures more beneficial compared to digital live lectures; (3) used external online resources to improve their learning performance in courses; (4) thought that the materials and methods utilized for assessment should be adapted to e-learning for a better and fair evaluation; (5) perceived significantly less instructor support and classmate interaction and collaboration in e-learning compared to on-campus education settings; (6) rated their perceived satisfaction from e-learning as 2.85, slightly under the mid-level of the 5-point Likert scale; (7) perceived instructor support, student interaction and collaboration, and student autonomy as noteworthy factors in high-quality e-learning.With the kind of interruption caused by the COVID-19 pandemic, many higher institutions, including the University of Ghana, swiftly shifted their engagements online which might have come with its setbacks. In view of that, this phenomenographic design study sought to investigate and document the qualitatively different perspectives of thirteen students with visual impairments (SWVIs) as they transitioned and studied fully in an online space. The experiences of the SWVIs were captured in five themes that emerged from the analysis of the field data. The five themes are pre-COVID-19 academic experiences, [initial] reaction to online shift, preparation towards online shift, coping mechanisms in fully online learning spaces and preferred post-COVID-19 learning space. In the end, the SWVIs expressed more challenges with online learning than benefits and opted for a switch to the face-to-face mode post-COVID-19. Consequently, the study recommends inter alia, training for students and faculty to build sustainable online relationships; deployment of participatory technologies to build learner autonomy; and the need for the University to craft a policy of inclusiveness which embeds 'ubuntu' (common humanity) and human awareness to reverse inequalities among its students.