Abstract Based on the existing 3P model, this paper constructed a new 3P model under the blended-project-based learning (BPBL) environment, used the course teaching data to verify this model, and revealed the potential factors that affect the learning process and learning outcomes. The results showed that the presage variables of academic motivation and course design positively affect the process variables of blended learning experience and learning engagement, respectively. The presage variable of academic motivation and the process variable of learning engagement positively affect the product variable of transferable skill development, respectively. In blended-project-based learning, it is necessary to enhance students' sense of experience and engagement by improving their academic motivation and optimizing course design, thereby promoting the development of students' transferable skills. This study has certain implications for optimizing blended-project-based teaching and promoting the development of students' team work ability, demonstration skills, management skills, and other transferable abilities. 

/pdf/the-influence-factors-of-students-transferable-skills-34ko43ps.pdf

The influence factors of students' transferable skills development in Blended-Project-Based Learning environment: a new 3P model

Abstract A review of research on the relationship between academic engagement and burnout reveals three research gaps as most of the research was conducted: i) without analysing all its multiple dimensions; ii) from a variable-centred perspective; and iii) in educational contexts other than higher education. We seek to address these gaps and thus enhance our understanding of the nature of the mentioned relationship. Adopting a person-centred perspective, a latent profile analysis (LPA) was used to identify how all the dimensions of academic engagement and burnout combine in different profiles of higher education students ( n =430). Additional analyses were used to validate these LPA profiles by relating them to a set of auxiliary variables (i.e., predictors and outcomes), grounded on theoretical models relevant to higher education. LPA revealed three ordered profiles (burned-out, moderately engaged and engaged) and the additional analyses detected statistically significant associations between predictors (e.g., perceptions of academic quality, perceptions of stress) and profile membership; and between these and outcomes. The latter tended to be ordered from the least to the most desirable in learning strategies (e.g., self-regulation, deep processing) and learning outcomes (e.g., generic skills, satisfaction), with the most desirable generally being associated more with the two engaged profiles than with the burned-out profile. Taken together, the findings i) expand our understanding of the nature of academic engagement and burnout in higher education, suggesting that they are related but independent constructs at different levels (high/low and weaker levels), and ii) hold implications for theory, methodology and educational practice (adjusted to the distinctiveness of the detected profiles). 

pdf/identifying-higher-education-students-profiles-of-academic-4hqza1lht6.pdf

Identifying higher education students’ profiles of academic engagement and burnout and analysing their predictors and outcomes

Purpose Focusing on the quality of teaching and learning, this study aims to explore the perceptions of accountancy students in two emerging UK Higher Education Institutions (HEIs) of the quality of their learning experiences and the impact of these experiences on generic skills development. Design/methodology/approach A questionnaire survey was used to collect the data. OLS regression was used to test the hypothesis regarding the impact of student learning experiences (lecturer ability, assessment and curriculum) on generic skills development. Findings Students value the lecturer as the most important determinant of the quality of their experience. They rated their assessment programme very positively, and the curriculum suggests that students tend to experience a deep blended approach to learning. They also felt that they acquired a wide range of soft competency skills such as those associated with research, critical thinking and time management. Multivariate findings indicate that lecturer ability and curriculum contribute significantly and positively to generic skills development. Practical implications The study provides a benchmark for international accounting and business educators in any efforts to assess the efficacy of HE delivery since the pandemic. By implication, it enables the identification of enhancements to the previous character of delivery and hence offers the means to direct improvements to the student experience. Such improvements can then be seen in the National Student Survey (NSS) scores, thereby positively contributing to the next Teaching Excellence Framework. Additionally, such tangible enhancements in NSS scores may be advantageous to HEIs, in the UK and other Western countries, in their efforts to recruit international students on whom they place great reliance for increased revenue, to their international business education programmes. Originality/value This study addresses the research gap surrounding the link between teaching and learning approaches in accounting and the development of generic skills. Furthermore, acknowledging that the COVID-19 pandemic with its imposed structural change in the HE teaching and learning environment ushered in a new model of curriculum delivery, this study reflects on the pre-COVID-19 scenario and gathers student perceptions of their teaching and learning experiences before the changes necessitated by lockdowns. It therefore brings the opportunity to anchor future research exploring the post-COVID-19 environment and secure comparative analyses. 

Accountancy students’ perceptions of the quality of teaching and learning experiences in two UK business schools: implications for generic skills development

Technical and Vocational Education and Training [Working Title]

Errors are natural elements of the learning process and provide a high potential to promote students’ learning outcomes. In recent years, there has been much research about learning from errors. However, we know little about the relationship between students’ error beliefs in chemistry and chemistry learning outcomes at present. Thus, the aim of this study was to explore the mechanisms of chemistry behavioral and cognitive engagements, adaptive reactions towards errors in chemistry and error beliefs in chemistry, and offer suggestions to the improvement of students’ chemistry learning outcomes. We assessed all variables in eight different schools in China ( N = 1352 students, Grade 10) and used structural equation modelling (SEM) to check the direct and indirect relationships between four variables. Our findings revealed that (1) chemistry behavioral and cognitive engagements, adaptive reactions towards errors in chemistry and error beliefs in chemistry significantly positively predicted students’ chemistry learning outcomes; (2) both (a) adaptive reactions towards errors in chemistry and (b) chemistry behavioral and cognitive engagements acted as significant mediators between error beliefs in chemistry and chemistry learning outcomes; (3) the chain mediating effect of error beliefs in chemistry → adaptive reactions towards errors in chemistry → chemistry behavioral and cognitive engagements → chemistry learning outcomes was significant. Finally, we discussed the important findings, pointed out the educational implications, acknowledged our study's limitations and suggested directions for future study. 

The relationship between error beliefs in chemistry and chemistry learning outcomes: a chain mediation model investigation

Journeys towards intercultural capability in language classroom: voices from students, teachers and researchers

Reciprocal modeling of university students’ perceptions of the learning environment, engagement, and learning outcome: A longitudinal study

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Journeys towards intercultural capability in language classroom: voices from students, teachers and researchers

Reciprocal modeling of university students’ perceptions of the learning environment, engagement, and learning outcome: A longitudinal study