Abstract: Successful online instruction/eLearning requires new methods of course design, interaction among course participants, and instructor preparation and support. A well-designed course is one that fosters student learning and interaction. The article provides best practices for designing, developing, and implementing online instruction. Areas covered include assessment, content, design, equipment, feedback, games, instructional design, methods, students, teacher, teacher support, and teaching.

Abstract: This article is a discussion of the circumstances under which the government engages in actions which are characterized as “regulatory takings” under the Fifth Amendment to the Constitution and the property owner suffers a diminished value for their property because of a governmental action or policy. In addition, the article considers the import of the requirement of providing due process in the form of notice and hearing before any adverse action can be undertaken.

Abstract: Visualization is crucial in daily life, particularly in fields involving construction or manufacturing. Considering the importance of this topic, we were interested in learning how computer-aided visualisation is presented in Slovenian education. The study's objective was to find out how frequently computer-aided design and construction, or visualization content, is used in Slovenian classrooms. Curricula and knowledge catalogues were analyzed, and the results showed that content is well-represented in educational programs that directly relate to the professional fields of building, designing, and producing models and products; however, these fields are not well-represented in the Slovenian education system. Additionally, a survey was carried out using a sample of 47 Slovenian educators. The results indicated that the primary determinant of the design and construction computer programs teachers select is the software's cost; teachers are primarily self-taught in using the programs; and curricula are well-structured and may contain design and construction content.

Abstract: The purpose of this study is to analyze teacher candidates, at Louisiana State University of Alexandria, reflective writing, and its impact on future teaching opportunities of the teacher candidates. The results of this study have challenged the LSUA education professors to provide specific feedback to teacher candidates across all programs on the opportunities on how reflective writing can impact their teaching practice. Requiring teacher candidates to use reflection as an analysis has become an impact tool to guide the development of teaching and learning for all students. The birth of reflection in practice began with John Dewey’s teachings. Dewey espoused that reflective thinking is a tool to create meaning and order from complexity (Jorrgenson, 2015). Jorgensen summarized Deweyan reflective process by revealing that reflection was the foundation of developing one’s self-efficacy in their practice through a critical analyzation of one’s practice through a lens of critical thinking, self-efficacy, and problem solving. The LSUA education faculty set goals for achieving quality reflective writing in order to impact the teacher candidate's ability to differentiate a lesson, promote a greater understanding of adapting lessons to fit the interests of their students, develop a stronger understanding of questioning, and to instill the importance of research. The teacher candidates have had a positive response to reflective writing. The recommendations following the review of data focused on the professor’s quality feedback on the reflective writing and interrater reliability of the scorers. The recommendations for the teacher candidates were to focus on guiding questions that scaffold the reflection into a reflective narrative rather than bullet points and using the reflection to drive instruction.