This applied dissertation compared traditional peer feedback activities, where students comment and edit a peer’s work using red pen on the document, with learner derived feedback critiques based on the task requirements provided by the instructor. The feedback rubrics were created using a Web 2.0 application wiki. Framed by the experiential learning theory in an anagogical learning setting, this task-based approach focused on instructing students how to self-correct and edit their work in English language classes at the university level in Japan. The objective of the investigation was to also identify learner preference for the approach they attempted, to how they conducted peer feedback, and whether or not student preferences were demonstrated in their efforts to meet the required outcomes. No specific preferences for the type of feedback could be clearly identified based in a quantitative survey of the participants. The results for the assigned task did show significance in learner performance: vocabulary, F(1, 85) = 4.055, p = .047; grammar, F(1, 85) = 7.720, p = .009. For content, the p = .143 was not significant; however, scores for the treatment group were stronger than those shown by the control group. The flipped assessment or peer derived feedback/critique approach to peer feedback activities, based on this research, is recommended in second language English writing classes and is a suggested activity in other educational disciplines.

Indiana University-Purdue University Indianapolis (IUPUI) / The integration of nonstandard (temporary) workers into an organization is called a “blended workforce,” and such an arrangement is a breeding ground for potential conflict. Until very recently, much of the research on nonstandard workers has been limited to exploring those in low-wage positions requiring limited skills and the detriments of such working arrangements. However, with advances in technology that allow working from remote locations and the desire of firms to more quickly adapt to changes in the market, the role of high-skill, high-wage nonstandard workers is steadily growing. Pondy (1967) proposed that conflict episodes are composed of five possible stages: latent, perceived, felt, manifest and the aftermath. These conflict stages provided the framework for the consideration of conflict in blended organizations. Through an extensive literature review of nonstandard workers, this research determined six potential areas of latent conflict in blended organizations. Next, the research determined if those areas of latent conflict move into advanced stages of conflict within blended organizations that integrate high-end nonstandard workers. Finally, the research explored how those conflicts that emerge from the use of a blended workforce are managed.

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The present thesis explores the experience of international students in Sweden with blended learning and the uses of technology during the post-pandemic era. Based on a qualitative design, and semi-structured interviews with six international students, participation and experience in the transition from off-campus learning to on-campus learning has been identified. Challenges and opportunities associated with blended learning and the uses of technology were also discussed during the same period. In addition, students' attitudes towards the use of technology were studied during the same period. Based on the Technology Acceptance Model (TAM) and Active learning theory, the findings were analysed. The results of the study show differences in international students' perspectives on blended learning and the use of technology. Furthermore, the study also shows that students' skills about using technology were developed during the COVID-19 pandemic. According to international students, a new academic strategy regarding curricula and teaching methods, must be developed in order to improve future learning in higher education. Which means that traditional curricula should changes to suites more online and blended learning. In addition, that teachers should use always different teaching methods than they do today.