The COVID-19 outbreaks have caused universities all across the globe to close their campuses and forced them to initiate online teaching. This article reviews the pedagogical foundations for developing effective distance education practices, starting from the assumption that promoting autonomous thinking is an essential element to guarantee full citizenship in a democracy and for moral decision making in situations of rapid change, which has become a pressing need in the context of a pandemic. In addition, the main obstacles related to this new context are identified, and solutions are proposed according to the existing bibliography in learning sciences.

Objective: The objective of this review was to establish a modified meta-ethnography framework by integrating the traditional phases with methods from social constructivist grounded theory. The modified version was required to identify methods which can ensure analytic generalisability and honour critical inquiry. Method: A narrative synthesis review was undertaken using 4 electronic databases. Articles were located that described the methods and methodologies of meta-ethnography and social constructivist grounded theory. A synthesis was undertaken which integrated the methods of social constructivist grounded theory. Results: The meta-ethnography was undertaken in 5 phases: (1) The positionality of the researcher and the area of interest identified. (2) Identifying what is relevant. (3) Reading the study and determining how studies are related. (4) The iterative process of idea generation required for theory generation. And (5) Expression of the theory, model, or process. Conclusion: The current study provides a useful tool to support the development of a substantive theory (a theory in one area) which can be used then to consider its application in other areas. This approach will help create new lines of research and aid the explanation of problems in other areas.

This paper aimed to use social media impact on student studies in higher education. Apart from enjoyment and academic purposes, many educational practices and processes have been influenced by social networks. This paper highlighted the use of media tools in higher education as well as indicates out some of the factors. Moreover, through a literature review of related articles, we aim to provide insights into the impacts of a social network on educational quality, actual use of social media, and performance impact in higher education. A questionnaire survey on constructivism was circulated among a total of 206 university students as the key method for collecting data. This research hypothesizes educational quality and actual social media use indicates a positive effect in education, all of which also hypothesizes constructivism for educational quality and actual social media that in turn improve students’ satisfaction, and performance impact. Moreover, all research findings were attained through a quantitative method using the Structural Equation Modeling (SEM-AMOS). Findings of this research to indicate a positive effects students on their academic through behavioral intention to utilize social media to actual social media use for teaching and learning on higher education. Moreover, the results mention the use of social media for learning purpose, as well as social media to enables the sharing of knowledge, discussions, and information to enhance students' learning activities, Further studies are recommended which universities educators should take this into consideration when planning their curricula; it comes to the inclusion of technology in the teaching process.

With the development of Internet technology, teachers are constantly seeking innovative teaching methods to match the potential of enhanced technology. Although many studies have been performed before , they aren’t enough in this field. The purpose of this paper is to explore innovative teaching designs and examine the impact of Internet-assisted English teaching of reading based on constructivism. The case is carried out in NO.9 middle school of Bengbu, a underdeveloped area of China, most of students aren’t interested in learning English .We compared Internet-assisted with traditional textbook literature methods to improve the reading proficiency of students, using a questionnaire survey,pre-test and post-tests comparisons. The result showed Internet-assisted English reading teaching is better than textbook. It can arouse students' interest and motivation,reading proficiency and exam result of students have been improved significantly, created a positive learning situation.

In recent years, team-based learning (TBL) is gaining popularity as a student-centered active collaborative learning strategy in healthcare education. This paper reports the design, implementation, and impact of a "hybrid team-based learning" (H-TBL) for one respiratory lecture in year two undergraduate physiotherapy program in 2019. A retrospective study was conducted, including 136 second-year undergraduate physiotherapy students using H-TBL design for one respiratory lecture topic. Student engagement was evaluated based on the percentage of completion for pre-class work, attendance to classroom session, and submission of formative creative assignment. Student' performance on formative creative tasks was evaluated based on thinking and learning rubric. Student perceptions were assessed based on the student's feedback using "Mentimeter." 109/ 136 (80%) students attended the COPD 2 session. 90/109 (82%) students engaged in COPD 1 (web-based) and tRAT in COPD 2 session. 54/109 (50%) students provided feedback and 67/90 (74%) students submitted formal formative creative assignment on completion of COPD 2 session. This study confirms that H-TBL enhances student's active engagement, creativity, and equilibration of their subject knowledge. Future randomized studies are mandated to explore the validity and specificity of H-TBL in diverse physiotherapy curriculum to evaluate the long-term student engagement and academic performance.

With the widespread Application of Virtual Reality (VR) in education, optimizing foreign language learning in VR has become a focal point of research. This paper introduces a comprehensive theoretical framework (VR-CCL) based on constructivism and cognitive load theory to enhance foreign language learning in VR. Through a literature review, we explore the applications of VR in education, foreign language learning theories, and prior works on technology-assisted language learning. We further detail the three main components of the VR-CCL framework and validate its effectiveness through two case studies: Duolingo VR and Rosetta Stone VR. Finally, we discuss the strengths and limitations of the framework and its implications for educators and developers.

Most mature companies have started some kind of “transformation”, either digital, or agile transformations, to cope with changes in the environment, yet most fail, ending up delivering nothing or just one more reorganization. We postulate that considering the Organization as a self-aware Complex Adaptative System (CAS) is paramount, as the common conception (Industrial: mechanistic and predictive) results in bringing the systems in a frozen or defensive mode. Stimulating the system enables us to use its adaptative power to develop new capabilities, and all layers should be tackled simultaneously, to prevent the system from collapsing back into its original state. To ensure this, it is necessary to create a seed per level, and a mechanism to propagate the transformation, with a focus on development instead of growth, that is qualitative change rather than quantitative. A common vocabulary should also be provided, so conversations can occur at every level. Finally, changing mindsets is key, and both concepts and techniques should be provided as enablers to the adequate mindset level. We detail one such transformation that resulted in distributed leadership and more intrinsic motivation, providing both an account of the transformation itself and a model to read it.