This exploratory case study examined in depth the studying activities of eight students across two studying episodes, and compared traces of actual studying activities to self-reports of self-regulated learning. Students participated in a 2-hour activity using our gStudy software to complete a course assignment. We used log file data to construct profiles of self-regulated learning activity in four ways: (a) frequency of studying events, (b) patterns of studying activity, (c) timing and sequencing of events, and (d) content analyses of students' notes and summaries. Findings indicate that students' self-reports may not calibrate to actual studying activity. Analyses of log file traces of studying activities provide important information for defining strategies and sequences of fine-grained studying actions. We contrast these analytic methods and illustrate how trace-based profiles of students' self-regulated studying inform models of metacognitive monitoring, evaluation, and self-regulated adaptation.

Purpose The disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers’ abilities to support student engagement in technology education (TE). The purpose of this paper is to explore the following research question: How do TE teachers see emergency remote teaching (ERT) transitions to blended learning into the next academic year affecting their profession? Design/methodology/approach A snowball and convenience sampling design was used to recruit specialist teachers in TE through their professional organization and were asked to respond to the question: What are your concerns about the future of teaching TE remotely? The qualitative data collected from the participants (N = 42) was analyzed thematically (Braun and Clarke, 2006). Findings The analysis revealed that the switch to ERT impacted the teachers’ ability to support hands-on competency development owing to inequitable student access to tools, materials and resources, all of which affected student motivation and engagement. As a result, teachers raised questions about the overall effectiveness of online learning approaches and TE’s future and sustainability if offered completely online. Originality/value This research is the first of its kind exploring the experiences of TE teachers during the COVID-19 pandemic. In answer to the challenges identified by teachers, the authors offer a blended learning design framework informed by pandemic transformed pedagogy that can serve as a model for educators to use when designing blended instruction.

Heart failure (HF) is a leading and growing cause of cardiovascular morbidity, mortality, and health care use in Canada. 1 The disease is associated with marked impairment in both functional capacity and quality of life for patients and their caregivers. 2,3 Despite the significant impact of this disease on the health of Canadians, there is limited awareness among health care providers, health care systems, governments, and patients and their families as to the magnitude of the HF epidemic, the natural history of the disease, and the potential benefits of available therapies. 4 In the past decade, the Canadian Cardiovascular Society (CCS) Heart Failure Guidelines Committee and the CCS have developed outstanding clinical practice guidelines and knowledge translation tools to inform optimal care of patients with HF in Canada. Although HF advocacy remains outside the scope of the guidelines panel, it is a central mandate of the Canadian Heart Failure Society (CHFS). In this article, we outline some of the key challenges facing the advancement of patient-centred HF care in Canada and provide a call to action for all stakeholders, outlining key targets for health care system redesign and policy initiatives that must be championed to affect meaningful change toward an optimal future for this disease state.

Agency is inherent in students' ability to regulate, control, and monitor their own learning. A learners' effectiveness in regulating their cognitive, affective, and behavioral processes as they interact within the learning environment is critical to their academic success. This article advances a theory of learner agency, or agency for learning (AFL), as an emergent capacity that is intentional, self-generated, and reactive to social factors in the learning context. This article further traces the development of the Agency for Learning Questionnaire (AFLQ) and examines the internal consistency, predictive validity, and psychometric properties covering four dimensions of agentic functioning including intentionality (planfulness, decision competence), forethought (intrinsic and extrinsic motivation), self-regulation, and self-efficacy. Results of this research demonstrate that the AFLQ provides a reliable, valid, multidimensional measure of AFL based on existing theoretical and empirical findings, advancing both theory and practice. Understanding how agency develops and emerges within learning environments is a key factor in identifying why learning occurs enabling educational psychologists to potentially identify, measure, and study agentic processes in the context of learning across a variety of research designs.

Background Acute coronary syndrome (ACS) is a leading cause of hospital admission in North America. Many patients with ACS experience challenges after discharge that impact their clinical outcomes and psychosocial well-being. SMS text messaging has the potential to provide support to patients during this postdischarge period. Objective This study pilot tested a 60-day SMS text messaging intervention (Txt2Prevent) for patients with ACS. The primary objective was to compare self-management domains between usual care and usual care plus Txt2Prevent. The secondary objectives were to compare medication adherence, health-related quality of life, self-efficacy, and health care resource use between groups. The third objective was to assess the feasibility of the study protocol and the acceptability of the intervention. Methods This was a randomized controlled trial with blinding of outcome assessors. We recruited 76 patients with ACS from St. Paul’s Hospital in Vancouver, Canada, and randomized them to 1 of 2 groups within 7 days of discharge. The Txt2Prevent program included automated 1-way SMS text messages about follow-up care, self-management, and healthy living. Data were collected during the index admission and at 60 days after randomization. The primary outcome was measured with the Health Education Impact Questionnaire (heiQ). Other outcomes included the EQ-5D-5L, EQ-5D-5L Visual Analog Scale, a modified Sullivan Cardiac Self-Efficacy Scale, and Morisky Medication Adherence Scale scores, and self-reported health care resource use. Analyses of covariance were used to test the effect of group assignment on follow-up scores (controlling for baseline) and were considered exploratory in nature. Feasibility was assessed with descriptive characteristics of the study protocol. Acceptability was assessed with 2 survey questions and semistructured interviews. Results There were no statistically significant differences between the groups for the heiQ domains (adjusted mean difference [Txt2Prevent minus usual care] for each domain—Health-directed activity: –0.13, 95% CI –0.39 to 0.13, P=.31; Positive and active engagement in life: 0.03, 95% CI –0.19 to 0.25, P=.76; Emotional distress: 0.04, 95% CI –0.22 to 0.29, P=.77; Self-monitoring and insight: –0.14, 95% CI –0.33 to 0.05, P=.15; Constructive attitudes and approaches: –0.10, 95% CI –0.36 to 0.17, P=.47; Skill technique and acquisition: 0.05, 95% CI –0.18 to 0.27, P=.69; Social integration and support: –0.12, 95% CI –0.34 to 0.10, P=.27; and Health services navigation: –0.05, 95% CI –0.29 to 0.19, P=.69). For the secondary outcomes, there were no statistically significant differences in adjusted analyses except in 1 self-efficacy domain (Total plus), where the Txt2Prevent group had lower scores (mean difference –0.36, 95% CI –0.66 to –0.50, P=.03). The study protocol was feasible, but recruitment took longer than expected. Over 90% (29/31 [94%]) of participants reported they were satisfied with the program. Conclusions The Txt2Prevent study was feasible to implement; however, although exploratory, there were no differences between the 2 groups in adjusted analyses except for 1 self-efficacy domain. As the intervention appeared acceptable, there is potential in using SMS text messages in this context. The design of the intervention may need to be reconsidered to have more impact on outcome measures. Trial Registration ClinicalTrials.gov NCT02336919; https://clinicaltrials.gov/ct2/show/NCT02336919 International Registered Report Identifier (IRRID) RR2-10.2196/resprot.6968

The way individuals interpret and reinterpret their experience is central to meaning-making and impacts teaching and learning. Grounded in Mezirow’s transformative learning theory, this research explores whether pandemic-related emergency remote teaching manifested as a “disorienting dilemma” for technology educators. Teachers negotiated curricular outcomes between physical aspects of making and doing, as well as creative problem solving through design, resulting in a pandemic transformed pedagogy. Thematic analysis revealed that making and doing was severely challenged due to decreased communication, student motivation, and engagement. However, most concerning to educators was the heightened disparity in equity and access in their most vulnerable and at-risk students. In conditions of fear and trauma, little is known about the impact a chaotic way of being has on learners and educators. While we cannot predict what the “new normal” will look like for schools, and what the long-term effects of emergency remote teaching will be, our research demonstrates that the disorienting dilemma COVID-19 presents will continue to shape the pandemic transformed pedagogy of technology educators.

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Links between students' achievement goal orientations and learning tactics were investigated using software (gStudy) that supports a variety of learning tactics and strategies. An achievement goal questionnaire was administered to 307 students enrolled in an introductory educational psychology course. Data tracing study tactics were logged for 80 of these students who prepared for a test by studying a textbook chapter presented as a multimedia document. Using correlations and canonical correlations, we found relationships between goal orientations and activity traces indicating different forms of cognitive engagement. Notably, mastery goal orientation (approach or avoidance) was negatively related to amount of highlighting, a study tactic that is theorized to be less effective than summarizing and other forms of elaborative annotation for assembling and integrating knowledge. 339