Online learning is negatively associated with student connectedness. Due to the COVID-19 pandemic, Higher Education (HE) institutions have pivoted to blended and online learning. Subsequently, HE institutions have seen a shift in student connectedness resulting in loneliness, isolation, social and psychological distance. Consequently, it is essential for teacher practitioners to respond with innovative digital learning resources that aim to develop student connectedness. The current systematic review aimed to explore the research question: what are the characteristics of effective digital teaching resources when the aim of the resource is to build student connectedness? This systematic literature review was conducted in line with published guidance for undertaking reviews (Centre for Reviews and Dissemination, 2009 ). Successively, 17 papers met the inclusion criteria and were analysed using a thematic synthesis approach. Results identified five key themes that are important when designing digital resources to build connectedness: usability; teacher interaction; immediacy; synchronicity; and community. The findings of this research are expected to provide a template to assist teacher practitioners in creating innovative digital resources that facilitate connectedness.

A través del enfoque de métodos mixtos, este estudio recolectó información actualizada de la percepción de los docentes de IEP sobre la autoeficacia en la enseñanza de la lectura en inglés como segunda lengua y los factores que podrían afectar el proceso. El análisis estadístico de las encuestas muestra una serie de relaciones entre los factores explorados: años de experiencia docente, autoeficacia percibida, grado de formación inicial docente, grado de desarrollo profesional, y disponibilidad de recursos. Para detallar las experiencias de los docentes se discutieron las entrevistas de seguimiento. Los resultados de este estudio destacan la necesidad de los programas de formación de profesores deinglés como segunda lengua de dedicar un mayor esfuerzo en la preparación de profesores para enseñar de manera efectiva habilidades de lectura.

Purpose The aim of this paper is to collate and discuss a number of key issues regarding the development, deployment and monitoring of games designed for therapeutic purposes. Design/methodology/approach The authors collate a number of core areas for consideration and offer suggestions regarding the challenges facing the field of therapeutic gaming. Findings In this paper, four major areas of interest are presented: ensuring and communicating therapeutic game effectiveness; data-security and management; effective game design; and barriers to therapeutic game uptake and engagement. Present implications of these issues are discussed and suggestions are provided for further research and to help move the field toward establishing consensus regarding standards of practice. Originality/value This paper represents, to best of the authors’ knowledge, the first of its kind in the field of therapeutic games to collate and address the core issues facing the development, deployment and growth of this potentially valuable medium.

This chapter reports on a common assessment project in a university intensive English program (IEP). In the program, the authors developed, implemented, and supervised the common finals project (CFP) to standardize final exams in all courses through collaborative teacher-made test development. The report provides details regarding why and how the project was implemented, with test samples, and test development and review instruments provided to demonstrate the theoretical and practical issues involved. While still ongoing, this chapter covers the beginning stages of the project, covering a time frame from August 2015 to May 2016, and involved dozens of teachers and hundreds of students. After explaining the rationale for the CFP, and details about its methodology and implementation, this report shows that the standardization project has been successful in developing and administering better final exams for IEP students.

Given extensive research underscoring the deleterious effects of bullying on youth adjustment, antibullying policies and programming are critical public health priorities. However, strategies that increase public support for anti-bullying causes are not well understood. This experiment assessed the influence of "bullying messaging" on support for anti-bullying policies. Specifically, I investigated whether learning about the health consequences of bullying, as opposed to its prevalence or educational impact, increased individuals' support of anti-bullying policies. Participants (n = 329) were randomly assigned to one of four conditions where they read a brief summary about bullying research; conditions varied by whether the research documented the: a) prevalence of bullying b) mental health consequences of bullying c) physical health consequences of bullying or d) academic consequences of bullying. Results indicated that participants endorsed high levels of support for anti-bullying policies, regardless of experimental condition, and that policies aimed at increasing K-12 mental health resources were most supported.