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Short videos, also known as micro-videos, have emerged as a platform for sharing ideas, experiences and life events via online social networks. This paper aims to share preliminary results of a study, involving students from two universities who created six-second videos using the Vine mobile app to explain or illustrate technological concepts.

Students were assigned the task of creating a Vine video to demonstrate their understanding of an assigned technological concept. A survey, performed after creating their micro-videos, asked students about the technology tools they use that allow them to be creative, their current personal digital literacy skills and the extent to which they are able to express a complex concept in a simple way. The study categorizes the students’ micro-videos to determine which formats might be most effective in demonstrating technology learning.

An analysis of their videos shows that the six-second constraint often inspires creativity and critical thinking, as students need to carefully consider the message they wish to convey, and how they can do so effectively in a compelling micro-video. The creation of such videos provides an effective way to demonstrate student learning and digital literacy skills.

The study presents preliminary results gathered during one semester, with 68 videos created by 75 students.

Micro-video platforms are popular among today’s students, whose increased use of social media, dependence on mobile devices and desire for constant connectivity enable new outlets for creativity and communication. This study examines the introduction of a micro-video platform, which many students already use in their personal lives, in an educational context to develop their technology and digital literacy skills.

Students learn to use an emerging social media platform as a vehicle to inspire creativity and learning.

This study explores and shares preliminary results related to the use of micro-videos for demonstrating technology learning and developing digital literacy skills in the information technology classroom.

The purpose of this paper is to investigate the impact of transforming a traditional university computer lab to create a collaborative learning community known as the CIS Sandbox, by remodeling a physical space and supporting it with a virtual presence through the use of social media tools. The discussion applies Selander's “designs for learning” to frame learning experiences in the CIS Sandbox.

To determine attitudes toward learning in such an environment, students who staffed and visited the physical space during its first semester completed a voluntary survey. The study investigated attitudes of visitors toward both classroom and extracurricular technology learning; participants also shared their views on the effect of creating a collaborative physical learning environment, and the extent to which they also made use of its online presence.

Providing both classroom assistance as well as a space for exploring technology, coupled with a focus on blogs and social media, creates interest in IT among students and contributes to student learning. It also creates an opportunity to foster entrepreneurship among student workers who manage these tools as part of the day‐to‐day operation of the facility.

The study presents one implementation of a collaborative learning community formed in a renovated computer lab after a preliminary start‐up period and considers signs for learning based on its activities.

This study presents an innovative model for administering a computer lab, focused on new technologies and peer learning. This approach fosters a sense of entrepreneurship among student workers.

While many have studied learning space design and features for promoting collaborative learning, this study also describes a virtual presence that extends the lab's services by providing online resources.

This paper aims to argue that the process of making an original game develops digital literacy skills and provides an authentic learning experience as students create, publish and deploy interactive games. Teaching students to create computer games has become common in both K-12 and tertiary education to introducing programming concepts, increase student engagement and recruit majors and minors in technology fields. This study describes a project where first-year college students in an introductory technology concepts course use a visual game creation tool to develop original games to play on their computers and mobile devices.

The author created a game development exercise which was implemented in three different sections of an introductory technology course. Students who participated were surveyed about their experiences. In addition, the author considers information technology (IT) skills and aspects of authentic learning which are achieved through this assignment.

Initial findings suggest that students found the gaming assignment offers an opportunity for students with no prior programming skills to create software within a controlled and supportive environment. It allows them to demonstrate their understanding of coding principles, including identifying objects and interactions, and that creating software requires a developer to specify exact instructions for the computer to follow.

This study is limited to results from one semester and a small number of students participating. In addition, student frustration with the complicated process of publishing games online may have influenced student attitudes toward the assignment.

Challenges of implementing this study on a larger scale are discussed.

Creating games encourages collaborative learning through trial and error, and students who share their games with friends to play on their devices achieve a sense of pride.

While most studies of game development emphasize the programming skills that are developed through creating computer games, this paper looks at a larger scope of digital literacy and IT skills achieved, as well as opportunities to perform tasks often completed by IT professionals.

The purpose of this paper is to enhance students’ mastery of course material in a second semester calculus course and assess the effectiveness of a traditional “lecture-based” instructional model compared to a modified “flipped classroom” model using a mixed method research design.

Evaluation of effectiveness was measured by having students in all four courses take the same pre-post exams and participate in a survey to assess their opinion of each instructional model. Undergraduate students covered the same content using two different modes of instruction.

Within a comparable group of students, participants in the flipped course had similar content knowledge gains as the lecture-based course. Based on responses obtained in blinded student surveys, the authors found that the use of an online homework system (WebAssign) and in-class quizzes were critical motivating factors that likely contributed to the increase in student performance. The flipped classroom instruction was more effective at increasing interest in the subject and promoting student discourse around problem solving. Taken together, the findings support the flipped classroom model as an equally effective means in which to disseminate key calculus concepts to undergraduate students.

Findings from this study are limited to content knowledge gains in calculus over a 14-week time period, and student attitudes toward the mode of instruction they received. More research is needed to study the depth of learning that occurs in small group problem solving and interactions between faculty-and-student and student-to-student.

While many course redesigns focus on incorporating more project-based or laboratory-based learning opportunities, the redesign used in this study was focussed on different ways to deliver the same content. Results from this study suggest that a blended type of learning would be optimal for learning calculus concepts with a strategic use of video content concepts.

The purpose of this paper is to explore a set of literature in order to clarify the flipped classroom methods (FCM) theoretical frameworks and to determine if the evidence shows improvements in learning for students in comparison with traditional teaching methods.

The paper took a literature review approach and explored five articles selected with specific criteria of being published within 2013-2014 and that used comparisons with flipped and traditional classroom methods that employed analysis of student assessment outcomes.

The paper shows inconsistent theoretical frameworks and inconclusive evidence of an improvement in assessment outcomes for students. It finds the research undertaken in the literature is limited in scope and suggests further research into the FCM is required to determine consistent theoretical frameworks and methods.

The findings of the paper may be limited by the selection of literature reviewed and generalisability therefore researchers are encouraged to explore further.

The paper holds potential implications to question the consistency, validity and benefits of the flipped classroom.

Many anecdotal articles herald the flipped classroom as a method of improving learning outcomes for students, however, academic literature suggests the evidence is inconclusive and there are implications on using educational methods based on technology.

The paper identifies the need for further research into the flipped classroom and supports the advancement of educational methodology.

The purpose of this paper is to determine the prevalence of two types of underachieving students (n=246) (active failing (AF) and passive failing (PF)) in Brunei vocational and technical education (VTE) institutions and their patterns of coping.

The field survey method was used to directly reach many participants, administer the instruments and collect the required data.

The authors found 20 AFs (14 males) and 16 PFs (five females) across the VTE courses. More-able and average students scored relatively higher on all six productive coping strategies (e.g. confronting the stressor), while the AFs and PFs scored lower on these attributes. The AFs and PFs scored relatively higher on both dysfunctional coping styles (e.g. distancing) than more-able and average students. Furthermore, the AFs also scored lower on seeking social support (possible reason for not performing well). Internet connection and students’ financial support need to be improved in Brunei VTE institutions.

The study would have been strengthened by the inclusion of an interview component to probe supplement/complement findings from the quantitative survey and the open-ended qualitative instrument (both self-reports).

The study had practical significance in that its findings could be used by instructors and policy makers to improve the achievement of VTE students in Brunei and elsewhere.

This is the first time the phenomena of AF and PF were investigated in Brunei VTE students. Further qualitative research was recommended to gain additional insights and solutions.

Trust is an important element for healthy human relationships, and it has notable implications for organizations and stakeholder groups. This chapter explains how trust can promote effective communication and cooperation. It highlights the role of trust in human relationships as a solution to modern-day socioecological challenges especially as they relate to corporate interactions. Building genuine human connections within the context of changing social landscapes and busier life schedules are essential to counteract the rising loneliness epidemic. The absence of trust may be a barrier to genuine human communication and connection. The absence of trust may be a barrier to genuine human communication and connection, however the presence of pro- social norms can contribute to building and maintaining trust between people. Cooperation and social trust increases subjective well-being and happiness. In an organizational context, trust-based cooperation between stakeholders can create strong relationships.

This chapter argues that trust nurtures face-to-face social interactions and can be strengthened through social and emotional competencies and the creation of policies that support the notions of community and belongingness in the corporate landscape.

The paper reports on a study of private investors' assessment of projects. The study includes both financial and non‐financial analysis of projects, with an emphasis on non‐financial analysis. The purpose of this paper is to explore factors that influence the substance (investment quality) of projects, and how that substance should be evaluated.

Results in this paper are based on literature studies as well as interviews. A state‐of‐the‐art analysis has been carried out related to private ownership, venture capital investments, corporate finance and project management. Ten prominent Norwegian decision‐makers are interviewed.

Results are present in two perspectives. The first perspective represents factors that contribute to the substance of a project. The second perspective illustrates how the substance of a project is analysed. Results from this study indicate that the substance of a project is not only dependent on the characteristics of the deliverables, but is also context dependable. The involved decision‐makers evaluate to what extent potential projects are compatible with company strategy, if they have trust in the people who will manage the investment, expected market development and exit options.

Different investors have their individual modes of operation. The results indicate that the formalised analyses that are presented in many textbooks are done, but at a late stage in the project selection process, partly serving as quality assurance. Initially, analyses are done on an aggregated level. In addition, the paper discusses to what extent the findings are applicable in a public sector context.

This paper studies how project selection is done by people investing their own money. Most previous research has focused on project selection from a managerial perspective, not from an owner's point of view.

The purpose of this paper is to focus on the evaluation of an internet‐delivered stress‐prevention program for adolescents as a possible alternative for school‐based implementation of mental health promotion.

A total of 904 adolescents in grades eight and nine were assigned to four treatment conditions (online‐training in school, online‐training via internet from home, school‐based face‐to‐face training, control group without intervention). Before and after the training interval, all adolescents were questioned about their knowledge regarding stress and coping and their appraisal of stress‐evoking situations. The participants self‐assessed their perceived stress vulnerability, their coping behavior and their stress symptoms. In addition, the training groups were asked about their training acceptance.

The results show a considerable knowledge gain for participants of the online‐program. The number of positive cognitions in stress‐evoking situations also increased, although this effect was only observed in the school‐based online‐training setting. Regarding training acceptance, the best results were obtained for participants of the classical face‐to‐face intervention.

Future research should examine factors that influence compliance rates in internet‐delivered prevention programs.

Although online‐prevention cannot completely substitute school‐based face‐to‐face‐training, it can be seen as an effective and economic complement to conventional methods of health promotion.

This paper presents not only a comparative evaluation of internet‐ and school‐based health promotion targeting adolescents, but also a comparison of the effects of online‐prevention under “real” and “ideal” conditions.