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Veranstaltungen Bildungsserver

#wirfürschule Zukunftswoche

1 day ago
16.09.2024. Anlässlich des Weltkindertages veranstaltet die Initiative #wirfürschule auch in diesem Jahr eine digitale Zukunftswoche, die ganz im Zeichen von Schulinnovationen steht. In Meet Ups, Workshops von inspirierenden Bildungsinitiativen, Expert:innengesprächen und Community Calls werden visionäre Ideen geteilt und ganz konkrete Methoden und Anwendungsbeispiele vorgestellt, die den Weg zu einer modernen Schullandschaft ebnen.Eingeladen sind Schulleitungen, Lehrkräfte, Pädagog:innen, Eltern, Kinder & Jugendliche und alle Bildungsinteressierte. Veranstalter: #wirfürschule. Link: https://wirfuerschule.de/zukunftswoche-2023/ .

Maker Faire Hannover

1 day 1 hour ago
17.08.2024. Das Maker Faire Konzept kommt aus den USA. Hier spricht man von „The Greatest Show (& Tell) on Earth“, was so viel bedeutet wie, dass eine Maker Faire zum einen eine Wissenschaftsmesse ist, zum anderen eine Art Jahrmarkt und zeitgleich etwas vollkommen Neues. Es ist ein Festival für Inspiration, Kreativität und Innovation, was generationsübergreifend begeistert. Zum 10.-jährigen Jubiläum präsentieren sich am 17. und 18. August im Hannover Congress Centrum rund 250 Aussteller, darunter einige Bildungsinstitute und Hochschulen. Ein Highlight wird die Watch!? Show sein. Auch R2D2 wird zu sehen sein. Parallel finden Vorträge im Wissenshub statt. Zahlreiche Aktionen und Workshops gibt es nahezu an jedem Stand. Veranstalter: Make: Make-magazin.de. Link: https://maker-faire.de/hannover/ .

FDZ-Herbstakademie 2024

1 day 3 hours ago
02.09.2024. Die fünftägige modulare Herbstakademie zum Thema Methoden der empirischen Bildungsforschung findet vom 02.09.2024 - 06.09.2024 online via Zoom statt. Die Workshops können einzeln gebucht werden und bauen inhaltlich nicht notwendigerweise aufeinander auf. Jeder Workshop besteht aus zwei Teilen, die an zwei aufeinanderfolgenden Tagen jeweils von 9 - 13 Uhr oder von 14 - 18 Uhr stattfinden (Ausnahmen: Workshop 4 "Einführung in die soziale Netzwerkanalyse" [Montag und Mittwoch!] und AMA "Forschungsdatenmanagement  Open Science: Ask us Anything!" [nur Mittwoch Vormittag]). Die Anmeldung kann bis zum 11.08.2024 erfolgen. Veranstalter: IQB Institut zur Qualitätsentwicklung im Bildungswesen, Humboldt-Universität zu Berlin. Link: https://www.iqb.hu-berlin.de/institut/v/v011 .

MIT AI & Education Summit

1 day 4 hours ago
24.07.2024. As computers continue to automate more routine tasks, AI education is a key enabler to future opportunities where success depends increasingly on intellect, creativity, empathy, and having the right skills and knowledge. Being digitally literate is no longer sufficient in the era of AI.At the Boston Marriott Cambridge participants of the conference will explore creative ways to include AI education in the classroom in the hopes of making learning more effective. The summit will feature expert speakers, an AI ‘Open House’, and presentations by the Global AI Hackathon challenge champions. Veranstalter: MIT (Massachusetts Institute of Technology) RAISE Initiative Responsible AI for Social Empowerment and Education. Link: https://raise.mit.edu/events/ai-education-summit/ .

Trauma-responsive Project Planning

1 day 20 hours ago
02.10.2024. Die Akademie für Konflikttransformation des forumZFD bietet vom 2. bis 23. Oktober 2024 ein Online-Seminar im Bereich Trauma-Sensibilität in der Friedensförderung an. Online Live Sessions finden jeden Mittwoch zwischen 13:30 und 17:30 Uhr statt. Teilnehmende können mit insgesamt 5 bis 7 Arbeitsstunden pro Woche rechnen. Das Seminar richtet sich an Personen, die sich mit den Quellen/Ursachen/Ursprüngen von Traumareaktionen, den vielfältigen Auswirkungen von Trauma auf den Einzelnen und das Kollektiv sowie mit der Frage befassen, wie diese Auswirkungen – und die Reaktionen darauf – cycles of harm aufrechterhalten oder unterbrechen können. Das Seminar wird in englischer Sprache durchgeführt. Veranstalter: Forum Ziviler Friedensdienst e. V. (forumZFD). Link: https://www.globaleslernen.de/de/veranstaltungen/trauma-responsive-project-planning .

BNE als Leitbild für außerschulische Bildungseinrichtungen

1 day 20 hours ago
26.09.2024. Diese Veranstaltung unterstützt die Teilnehmenden, ein Leitbild für die eigene Bildungseinrichtung zu erstellen, in dem Bildung für nachhaltige Entwicklung (BNE) verankert ist.Das Leitbild kommuniziert zentrale Botschaften und bietet für die Bildungseinrichtungen intern und extern einen Rahmen für das tägliche Handeln. Im Rahmen der BNE-Zertifizierung NRW stellt das Leitbild ein zentrales Element dar. Es macht relevante Aussagen zum Selbstverständnis und zur Werteorientierung, zum Profil und zu Alleinstellungsmerkmalen der Einrichtung. Die eigenen Ziele der pädagogischen Arbeit im Kontext der Bildung für nachhaltige Entwicklung sowie zu Zielgruppen und Umsetzung von Kooperationen werden fixiert. In dem Seminar werden die Anforderungen an ein BNE-gerechtes Leitbild im Sinne der BNE-Zertifizierung NRW vorgestellt und praktisch erarbeitet.Die Veranstaltung richtet sich an Einrichtungen der außerschulischen Bildungs- und Weiterbildungsarbeit in NRW. Veranstalter: BNE-Agentur NRW. Link: https://www.nua.nrw/bildungsprogramm/detail/?event_id=122290 .

BNE in Bewegung – Neue Perspektiven & Inspiration: Fachtag zu Bildung für nachhaltige Entwicklung

1 day 20 hours ago
24.09.2024. Das umfangreiche fachliche Programm zum Konzept „Bildung für nachhaltige Entwicklung" (BNE) richtet sich insbesondere an Akteurinnen und Akteure aus den Bereichen der frühkindlichen und der non-formalen Bildung wie auch an alle, die daran Interesse haben.In diesem Seminar erwarten die Teilnehmenden am Vormittag Impulse und Expertise zur Umsetzung von Bildung für nachhaltige Entwicklung (BNE) in Kitas, praxisnahe Workshops zu Visionsarbeit, Lernwerkstätten, Qualitätsentwicklung und Lernbegleitung sowie Vernetzungsmöglichkeiten mit Praxispartnern.Am Nachmittag stehen eine Keynote von Dr. Antje Brock zur Motivation für eine nachhaltige Zukunft, eine Podiumsdiskussion zu BNE in Zeiten von Konflikten und Klimawandel sowie die feierliche Auszeichnung der Zertifizierten auf dem Programm. Veranstalter: S.O.F. Save Our Future – Umweltstiftung. Link: https://www.saveourfuture.de/aktuelles/termine/bne-fachtag-2024-hamburg/ .

Community Dialogue Processes

1 day 20 hours ago
16.09.2024. Die Akademie für Konflikttransformation des forumZFD bietet vom 16.09.2024 bis 28.10.2024 ein Online-Seminar im Bereich Friedensarbeit und Dialog an. Online Live Sessions finden jeden Montag zwischen 12:00 und 14:00 Uhr statt. Teilnehmende können mit insgesamt 5 bis 6 Arbeitsstunden pro Woche rechnen. Das Seminar richtet sich an Fachleute, die ihre Kenntnisse auf dem Gebiet des Dialogs erweitern und vertiefen wollen, sei es als Friedensstifter, Entwicklungshelfer oder Menschenrechtsaktivisten. Der Kurs ist so konzipiert, dass die Teilnahme neben einer regulären Tätigkeit und von verschiedenen Orten auf der ganzen Welt aus möglich ist.  Veranstalter: Forum Ziviler Friedensdienst e. V. (forumZFD). Link: https://www.forumzfd-akademie.de/de/seminar/community-dialogue-processes .

Fortbildung: Der Rahmenlehrplan für Berlin und Brandenburg in Theorie und Praxis: Wie passen unsere Angebote zu den Bedürfnissen und Vorgaben in den Schulen?

1 day 20 hours ago
16.09.2024. Aktuelle Fragen nachhaltiger Entwicklung und globaler sozialer Gerechtigkeit sind für Schülerinnen und Schüler relevant und finden sich daher sowohl in den Fächern der Schule als auch als übergreifendes Thema Nachhaltige Entwicklung/Lernen in globalen Zusammenhängen in den Rahmenlehrplänen aller Schulstufen wieder. Außerschulische Angebote können eine wichtige Ergänzung bei der Umsetzung des Themas in der Schule sein, die besonders wirksam sind, wenn direkte Bezüge zu den Rahmenlehrplänen darstellbar sind. Die Anmeldung ist bis zum 06.09.2024 möglich. Veranstalter: Servicestelle BNE Brandenburg. Link: https://www.bne-in-brandenburg.de/aktuelles/veranstaltungsdetails/fortbildung-der-rahmenlehrplan-fuer-berlin-und-brandenburg-in-theorie-und-praxis-wie-passen-unsere-angebote-zu-den-beduerfnissen-und-vorgaben-in-den-schulen?shortcut=1&uid=26&cHash=94abef57 .

Fachtag "KindGeRecht! Kinderrechte und Demokratie in hessischen Bildungslandschaften von Anfang an"

1 day 21 hours ago
16.09.2024. Das Projekt „KindGeRecht“ wird 5! Anlässlich dieses kleinen Jubiläums sollen auf einem hessenweiten Fachtag am 16. September 2024 die verschiedenen Wirkungsbereiche des Projekts genauer betrachtet, vorgestellt und gewürdigt werden. Das im Landesprogramm „Hessen – aktiv für Demokratie und gegen Extremismus“ geförderte Projekt verbindet (frühes) Demokratielernen mit den UN-Kinderrechten und der Gesamtheit ihrer Grundprinzipien von Nicht-Diskriminierung, Schutz, Förderung und Beteiligung. Der Fachtag beschäftigt sich damit, wie sich ein Kinderrechtsbezug auf Schule, frühkindliche Bildung und Jugendarbeit, aber auch kommunale Verwaltung, Vereine oder soziales/politisches Engagement der Zivilgesellschaft auswirken kann. All diese Bereiche sind wichtige Lern- und Lebensorte und bilden gleichzeitig jeweils „Mikrokosmen“ für sich. Gelingt es, sie miteinander zu verbinden, lassen sich wichtige Effekte für Kinder und Jugendliche im Nahraum eines Dorfes oder Stadtteils entwickeln. Veranstalter: Makista e. V.. Link: https://www.makista.de/save-the-date-makista-fachtag-kindgerecht/ .

Multi-Weiterbildung: Globaler Handel im Detail am Beispiel Kleidung und Smartphone/IT

1 day 21 hours ago
06.09.2024. Globale Lieferketten verbinden Länder auf der ganzen Erde und spielen eine Schlüsselrolle für unseren materiellen Wohlstand. Leider profitieren nicht alle Beteiligten davon. Ungleiche Handelsbedingungen beim Warenverkehr sind von der Kolonialzeit bis zur heutigen Globalisierung die Regel.Die Projekttage „Globaler Handel im Detail“ nehmen die Produktionsketten an den Beispielen Smartphone und Textilien unter die Lupe. Wie kann ein sozial-ökologisch gerechter Handel etabliert werden und welche Rolle spielt dabei der eigene Konsum? Die Teilnehmenden diskutieren Handlungsalternativen und Möglichkeiten gesellschaftlich Verantwortung zu übernehmen.Im Anschluss an den Workshop haben die Teilnehmenden die Möglichkeit, dein erworbenes Wissen anzuwenden und bei Ökohaus e.V. Projekttage mit Schulklassen auf Honorarbasis durchzuführen. Veranstalter: Ökohaus e. V. Rostock. Link: https://nachhaltiglebenlernen.de/termine/globaler-handel-2024/ .

Practicing Environmental Peacebuilding

1 day 21 hours ago
02.09.2024. Die Akademie für Konflikttransformation des forumZFD bietet vom 2. bis 11. September 2024 ein Online-Seminar im Bereich Friedensförderung und Umwelt an. Online Live Sessions finden jeden Montag und Mittwoch zwischen 9:00 und 13:00 Uhr statt. Teilnehmende können mit insgesamt 10 bis 12 Arbeitsstunden pro Woche rechnen. Das Seminar richtet sich an Fachleute der Friedensförderung, die Environmental Peacebuilding in ihrer Arbeit praktisch anwenden wollen. Es wird in englischer Sprache durchgeführt, die folgenden Informationen sind daher auf Englisch. Veranstalter: Forum Ziviler Friedensdienst e. V. (forumZFD). Link: https://www.forumzfd-akademie.de/de/seminar/practicing-environmental-peacebuilding-1 .

Zwangsarbeit und Arbeitsausbeutung im Nationalsozialismus und heute

1 day 21 hours ago
16.11.2024. Zwangsarbeit und Arbeitsausbeutung treten im Lauf der Geschichte in verschiedenen Formen auf. Zur Zeit der nationalsozialistischen Gewaltherrschaft mussten allein im Deutschen Reich etwa 13 Millionen Männer, Frauen und Kinder unter menschenunwürdigen Bedingungen Zwangsarbeit leisten. Auch heute kommen Arbeitsausbeutung und Zwangsarbeit in einigen Branchen Deutschlands in großem Umfang vor und dienen als Grundlage ihrer Geschäftsmodelle. Der Workshop nimmt diese Thematiken und ihre Systematik in den Fokus und schärft den Blick für unfreie Arbeitsverhältnisse in ihren historischen und aktuellen Formen. Veranstalter: Dokumentationszentrum NS-Zwangsarbeit Arbeit und Leben Berlin-Brandenburg, DGB/VHS e.V. . Link: https://www.ns-zwangsarbeit.de/bildung/aktuelle-angebote/ .

Ideenwerkstatt Künstliche Intelligenz in der Erwachsenenbildung

1 day 21 hours ago
30.08.2024. In der Online-Werkstatt vom 30.08. - 11.10.2024 entwickeln die Teilnehmenden Ideen für den Einsatz von Künstlicher Intelligenz in Lern- und Lehrprozessen der Erwachsenenbildung.Terminübersicht: Freitag, 30.08., 10:00 – 12:30 Uhr: Kick-off; Grundlagen Künstliche Intelligenz Freitag, 06.09., 10:00 – 12:30 Uhr: Ideenfindung / Ideenentwicklung Freitag, 13.09., 10:00 – 12:30 Uhr: Ideenfindung / Ideenentwicklung 16.09. – 07.10.: Selbstorganisierte Arbeitsphase / Umsetzungsphase mit diesen fakultativen Begleitterminen: Freitag, 20.09., 10:00 – 11:00 Uhr / Mittwoch, 25.09, 18:00 – 19:00 Uhr, Mittwoch, 02.10., 09:00 – 10:00 Uhr. Die Höhe des Arbeitsaufwands in dieser Phase richtet sich allein nach dem Vorhaben. Freitag, 11.10., 10:00 – 12:30: Abschluss (Ergebnispräsentation, Reflexion) Diese Fortbildung richtet sich an Fachkräfte der Erwachsenenbildung wie Lehrende oder Bildungsmanager*innen, die eigenständig oder kollaborativ arbeiten möchten und ihre Angebote zeitgemäß gestalten möchten. Die Teilnahme ist kostenfrei, die Finanzierung übernimmt EPALE Deutschland. Veranstalter: EPALE Team Deutschland. Link: https://epale.ec.europa.eu/de/content/ideenwerkstatt-kuenstliche-intelligenz-der-erwachsenenbildung .

Informationsveranstaltung zum Freiwilligen Internationalen Jahr

1 day 22 hours ago
17.07.2024. Das Freiwillige Internationale Jahr (FIJ) ermöglicht Jugendlichen und jungen Erwachsenen einen Perspektivwechsel, eine Auszeit zwischen Schule und Studium oder Ausbildung oder vor dem Start ins Berufsleben. Es steht allen bis 28 Jahren offen, ist staatlich gefördert und bietet Einsatzstellen auf der ganzen Welt in unterschiedlichsten Arbeitsbereichen. Bei der Infoveranstaltung zum FIJ wird das FIJ aus verschiedenen Perspektiven vorgestellt, u.a. sind eine Vertreterin einer Entsendeorganisation und eine ehemalige Freiwillige dabei. Es werden Fragen rund um Einsatzstellen, Finanzierung und den benötigten Voraussetzungen beantwortet. Anmeldung unter https://aklhue.idloom.events/online-veranstaltung-freiwilliges-internationales-jahr Veranstalter: Initiative Freiwilliges Internationales Jahr (FIJ). Link: https://www.freiwilliges-internationales-jahr.de/ .

Rohstoffe und Zirkularität im beruflichen und privaten Alltag

1 day 22 hours ago
24.09.2024. Die Rohstoffströme in der deutschen Wirtschaft sind immer noch in weiten Bereichen linear organisiert. So zeigen die vom Statistischen Amt der EU (Eurostat) erhobenen Daten, dass in Deutschland der Anteil der Sekundärrohstoffe am gesamten Rohstoffverbrauch im Jahr 2022 nur circa 13 Prozent beträgt. Entsprechend ist der primäre Rohstoffverbrauch hoch und wird nach den Prognosen ohne gezielte Maßnahmen der Kreislaufwirtschaft weiter steigen (BMUV). Vor diesem Hintergrund liegt der Schwerpunkt der 21. BilRess-Netzwerkkonferenz auf dem Thema „Rohstoffe und Zirkularität im beruflichen und privaten Alltag“. Im Rahmen der Veranstaltung werden Herausforderungen und Möglichkeiten der Kreislaufwirtschaft hinsichtlich der resultierenden Bildungsanforderungen diskutiert. Veranstalter: BilRess-Netzwerk. Link: https://www.bilress.de/veranstaltungen/21-netzwerkkonferenz/ .

Demokratie lernen durch Demokratie machen. Kinder- und Jugendparlamente als Praxis- und Bildungszentren der Demokratie

1 day 22 hours ago
03.09.2024. Die Akademie für Kinder- und Jugendparlamente in Trägerschaft des Arbeitskreises deutscher Bildungsstätten e.V. (AdB) lädt am 3. September 2024 zum Fachtag „Demokratie lernen durch Demokratie machen“ im Institut für Jugendarbeit in Gauting ein. Beteiligungsformate wie Kinder- und Jugendparlamente (KiJuPa) sind Orte, an denen junge Menschen ihre Interessen wirksam in die Kommunalpolitik einbringen können. Gleichzeitig sind sie auch Räume der politischen Bildung, in denen Demokratie und Politik nicht nur theoretisch vermittelt, sondern praktisch erlebbar werden. Diese politischen Selbstbildungsprozesse zu unterstützen und zu begleiten, hat sich die Akademie für Kinder- und Jugendparlamente seit dem Frühjahr 2021 auf die Fahnen geschrieben. Beim Fachtag wollen wir gemeinsam mit jungen Menschen unsere Erfahrungen mit interessierten Fachkräften aus der Kinder- und Jugendbeteiligung und der politischen Bildung teilen und herausarbeiten, wie Beteiligung wirksam unterstützt und begleitet werden kann und wie dadurch Demokratie gestärkt werden kann. Dazu wird es unter anderem praktische Workshops geben, in denen die Akademiestandorte Methoden zur Unterstützung und Reflexion von Beteiligungsprozessen vermitteln. Dabei wird sich unter anderem auch den Fragen gewidmet, wie Diversität gefördert oder dem erstarkten Rechtsextremismus begegnet werden kann. Veranstalter: Arbeitskreis deutscher Bildungsstätten e. V. . Link: https://kijupa.adb.de/fachtag-demokratie-lernen/ .

Practicing Environmental Peacebuilding

1 day 22 hours ago
02.09.2024. Die Akademie für Konflikttransformation des forumZFD bietet vom 2. bis 11. September 2024 ein Online-Seminar im Bereich Friedensförderung und Umwelt an. Online Live Sessions finden jeden Montag und Mittwoch zwischen 9:00 und 13:00 Uhr statt. Teilnehmende können mit insgesamt 10 bis 12 Arbeitsstunden pro Woche rechnen. Das Seminar richtet sich an Fachleute der Friedensförderung, die Environmental Peacebuilding in ihrer Arbeit praktisch anwenden wollen. Es wird in englischer Sprache durchgeführt, die folgenden Informationen sind daher auf Englisch. Veranstalter: Forum Ziviler Friedensdienst e. V. (forumZFD). Link: https://www.forumzfd-akademie.de/de/seminar/practicing-environmental-peacebuilding-1 .

Antimuslimischer Rassismus von rechts und links. Und aus der Mitte

1 day 23 hours ago
23.07.2024. Dass die Geschehnisse in Israel und Palästina und ihre Folgen von rechten Parteien auch in Deutschland instrumentalisiert werden, ist sichtbar. Damit soll ein härterer Kurs im Blick auf Migration und Abschiebung gerechtfertigt werden. Allerdings zeigte schon der im Sommer 2023 vom Unabhängigen Expertenkreis Muslimfeindlichkeit (UEM) im Auftrag des Bundesinnenministeriums veröffentlichte Bericht, dass bewusste oder unbewusste antimuslimische Haltungen schon seit langem auch in der Mitte der deutschen Gesellschaft angekommen sind. Die in der Studie ausführlich behandelte stereotype und pauschalisierende Darstellung „der“ Muslime in vielen Medien - und nicht nur dort - gilt nach wie vor. Wie können die Diskurse über dieses Thema sachgerecht geführt werden? Welche Vorschläge hat die Expertenkommission unterbreitet, um Muslimfeindlichkeit entgegenzuwirken? Und inwiefern kann die kritische Auseinandersetzung mit problematischen islamischen Theologien und Ideologien helfen, Pauschalisierungen entgegenzuwirken? Veranstalter: Evangelische Akademie zu Berlin gGmbH. Link: https://www.eaberlin.de/seminars/data/2024/07/antimuslimischer-rassismus-von-rechts-und-links-und-aus-der-mitte/ .

Online Info-Session: Berlin Part-Time MBA

2 days ago
12.08.2024. Interessierte sind herzlich eingeladen, das berufsbegleitende Berlin Part-Time MBA Programm der Hochschule für Wirtschaft und Recht (HWR) Berlin bei einer ihrer Online Info-Sessions kennenzulernen. Teilnehmende erhalten Informationen zu den Zielen und Inhalten des jeweiligen Studiengangs, zu den Zulassungsmodalitäten, Bewerbungsverfahren und Karriereoptionen und haben die Gelegenheit individuelle Fragen zu stellen. Veranstalter: Hochschule für Wirtschaft und Recht (HWR) Berlin / Berlin Professional School. Link: https://www.berlin-professional-school.de/veranstaltungen/veranstaltungen-details/413-online-info-session-berlin-part-time-mba/ .

AJET

BJET

Cognition and Instruction

Distance Education

Mapping racial justice to online teacher education

2 days 8 hours ago
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吴 林 Lin Wu College of Education, Western Oregon University, Monmouth, OR, USA吴 林 Lin Wu, Ph.D., is an Assistant Professor of Teacher Education at Western Oregon University. A first-generation college student and immigrant from China, Lin’s research…

ETR&D

Collaborative learning, peer communication, and tool use as design strategies: revising the Informed Design Teaching and Learning Matrix based on instructional practices of secondary design educators

2 days 13 hours ago
Abstract

K-12 educators who engage their students in designing using digital technologies face the challenge of teaching the act of designing in classroom contexts, yet books and articles on the topic of design processes and methods tend to focus on the instruction of design strategies for adult learners rather than children. One framework, the Informed Design Teaching and Learning Matrix (Crismond and Adams, Journal of Engineering Education 101:738–797, 2012) does address dimensions of design practices and instructional approaches specifically within K-16 educational contexts, but it has yet to be revised based on empirical evidence. Using multiple case studies, we examined this framework against teacher perceptions of how design should be taught and the observed instructional practices of those secondary educators. We argue that refinement to the IDTL Matrix is warranted and suggest expanding the framework to include design strategies that address collaborative learning, peer communication, and the integration of digital and non-digital tools and materials. Such revisions to the IDTL Matrix would contribute to providing the best possible support to teachers who seek to develop their students’ design strategies in classroom contexts.

Instructor presence in instructional videos in higher education: three field experiments in university courses

1 week 3 days ago
Abstract

In formal educational settings, such as online university lectures, instructional videos often consist of PowerPoint slides accompanied by a video or audio explanation from the instructor. It has been assumed that the social cues provided by the instructor’s video may facilitate affective processes and affect learning outcomes. Research on instructor presence in instructional videos has focused primarily on laboratory and online studies that are not embedded in the courses in which learners are enrolled. Therefore, we present three field studies examining instructor presence in instructional videos embedded in higher education courses to strengthen external validity (exam-relevant topic, > 30 min long, personally known instructor). The results of these studies show positive effects of a visible instructor compared to no visible instructor on some affective measures: social presence in Study 1 (n = 18, d = .85) and well-being in Study 3 (n = 38, d = 1.01), but not on others (well-being in Studies 1 & 2 (n = 53); motivation in Studies 1–3, social presence in Studies 2 & 3). They also show no effects on extraneous processing or learning outcomes (Studies 1–3). Thus, no general effect of instructor presence can be shown for instructional videos embedded in university courses in higher education, but there are also no detrimental effects. This leads to implications for future research, teaching, and design practice.

Enhancing middle school students’ computational thinking competency through game-based learning

1 week 3 days ago
Abstract

Computational thinking is acknowledged as an essential competency for everyone to learn. However, teachers find it challenging to implement the existing learning approaches in K-12 settings because the existing approaches often focus on teaching computing concepts and skills (i.e., programming skills) rather than on helping students develop their computational thinking competency—a competency that can be used across disciplinary boundaries in accordance with curriculum requirements. To address this need, the current study investigated how game-based learning influenced middle school students’ learning processes, particularly on the development of computational thinking competency, self-efficacy toward computational thinking, and engagement during gameplay. Additionally, the study examined how these outcomes were moderated by individual differences. We observed evidence that the gaming experience influenced students’ computational thinking self-efficacy, but not computational thinking competency or game-based engagement. Compared to age (grade) and prior gaming experience, gender tended to play a more important role in moderating students’ computational thinking competency, self-efficacy toward computational thinking competency, and game-based engagement. Implications and possible directions for future research regarding using game-based learning to enhance computational thinking competency are discussed.

Is metaverse a buzzword in education? Insights from a systematic review

1 week 5 days ago
Abstract

Although the metaverse is a trending topic in several fields, it is not a new concept within the field of education. In this study, we followed the PRISMA framework and identified 37 articles since 2008 that researched the metaverse in education. We critically reviewed these articles, aiming to examine the evolution of the field’s conceptual understanding of the metaverse in education, identify its applications and effects, as well as synthesize the technical solutions and adoption challenges for implementing metaverse systems in schools. We found that the early empirical implementation of metaverse concepts in education mainly emphasized the characteristics of 3D virtual environments and avatars using the Second Life and OpenSim platforms. These traditional applications were found to be effective in supporting various teaching methods and enhancing students’ learning experiences and outcomes. In recent studies, more advanced technologies that pursue the fusion of physical and virtual environments (e.g. AI techniques, VR/AR devices, cloud platforms, wearable devices) have been incorporated into metaverse systems. However, the extent to which physical and virtual environments were fused in metaverse applications in education needs to be further clarified. We suggest that the conceptual clarity of the metaverse in education will keep evolving along with the technology development, and teacher preparedness for this new technical revolution needs more attention.

Investigating the effect of multiple try-feedback on students computational thinking skills through online inquiry-based learning platform

2 weeks 3 days ago
Abstract

A majority of research in Computational Thinking (CT) mainly focuses on teaching coding to school students. However, CT involves more than just coding and includes other skills like algorithmic thinking. The current study developed an Online Inquiry-based Learning Platform for Computational Thinking (CT-ONLINQ) that follows Inquiry-Based Learning (IBL) pedagogy to support CT activities. IBL-based CT steps include algorithm design, analysis, and comparison of algorithms. Also, the platform allows students to explore multiple solutions to a problem and provides multiple-try feedback with hints as support during problem-solving activities. The hint generation strategy uses a Knowledge Graph that captures knowledge about the problem's solution in a machine-processible form. A six-week quasi-experimental study was conducted to determine the effectiveness of multiple-try feedback with hints on students’ CT skills. The study included 79 high school students: 41 students as part of the experimental group (EG) were provided problem-specific hints, and 38 as part of the control group (CG) with CT-general hints. The results showed that the students in the EG group improved their CT skills significantly more than those in the CG group. In addition, the study also evaluates the effectiveness of intervention considering biases in gender and prior coding experience. Female students performed better than male students in both groups after the intervention. Furthermore, in EG group, observations showed that students without coding experience performed better than their counterparts with experience. The findings suggest that the IBL-based CT activity on CT-ONLINQ can be deployed to improve the CT skills of school students.

Increasing the immersivity of 360° videos facilitates learning and memory: implications for theory and practice

2 weeks 6 days ago
Abstract

Recent years have seen an increase in the use of immersive virtual reality (IVR) technology in education and training. Studies examining the efficacy of IVR-based interventions have shown improved performance compared to traditional training programmes; however, little is known about whether such improvements can be detected at the level of individual cognitive abilities. The present study sought to examine the effect of IVR on memory using an incidental learning paradigm. Undergraduate volunteers viewed a three-minute 360° video clip under immersive and non-immersive conditions—respectively, using a Head Mounted Display (HMD) or a 2D flat screen monitor—followed by a surprise recall task. Although both devices supported active exploration of the scene in 360°, recall was significantly improved for learners in the immersive condition. These findings suggest that IVR has a facilitative effect on cognition, and that learners may naturally engage with IVR-delivered content without any special instruction or preparation.

Investigating assessment types in an online climate change class: moderating and mediating effects

3 weeks 6 days ago
Abstract

This study aimed to examine the effect of four types of assessment on overall student success in an online college-level climate change course. Quizzes, midterms, lab assignments, and a capstone project as well as knowledge check questions were used to assess different aspects of student learning, consistent with Bloom’s taxonomy hierarchy. Quizzes and midterms assess basic knowledge, including remembering and understanding concepts, laboratory assignments require students to analyze and integrate concepts, and the capstone allows students to evaluate their understanding and create new content. Binary logistic regression, multiple regression analysis, continuous-by-continuous interaction modeling, and path analysis were used to investigate the moderating and mediating effects of these assessment types. We found both direct and indirect positive interactions as well as one negative interaction. Positive interactions were identified between quiz and lab assignment achievement and between capstone achievement and lab assignment achievement. The total score for correctly answered knowledge check questions positively affected quiz and lab assignment achievements. The interaction between capstone project achievement and total score for correctly answered knowledge check questions showed a negative interaction. Finally, the total score for correctly answered knowledge-check questions had an indirect positive effect on overall student success in the course. Results show that different types of assessment in an online course are complementary and amplify student learning.

Interweaving of self-regulated learning and game-based learning in higher education: a review of academic publications from 2009 to 2020

4 weeks 1 day ago
Abstract

Researchers have indicated the importance of engaging learners in self-regulated learning (SRL) states when situated in game-based learning contexts; however, it remains a challenge for both educational and educational technology researchers to effectively integrate both. To this end, this study investigated how SRL strategies are interwoven with game-based learning in higher education by searching the web of science database to systematically review the papers published between 2009 and 2020 in academic journals. The encoded dimensions ranged from the primary research purpose to research issues, including application domains, research methods, duration of the studies, SRL strategies, game types, and game genres. It was found that since 2015, the research purposes have become increasingly diverse, with skills acquisition in game-based learning being regarded as the most important goal, followed by knowledge acquisition and behavior change. Such games took goal orientation, peer learning, and regulating as the main SRL strategies, which exerted a positive effect on learning performance, self-efficacy/confidence, attitudes/effort, satisfaction/interest, and learning behavior. Meanwhile, these SRL strategies were well embedded into problem-solving, simulation, multi-type, and RPG game types against the setting of the real-life-related storyline as the main game genre. Since previous studies lacked the systematic application of all SRL strategies within a game-based learning environment, they could not uncover the dynamic and cyclic processes of SRL in game-based learning environments. Hence, this study proposed corresponding suggestions for future research issues as a reference for researchers, teachers, and decision-makers.

Effects of an adaptive computer agent-based digital game on EFL students’ English learning outcomes

1 month ago
Abstract

The effectiveness of digital game-based language learning (DGBLL) has been recognized by scholars. With the development of computer technology and multimedia learning environments, computer agents have been widely used in game systems to provide learning guidance or assistance. A computer agent is a virtual character created in a digital learning system to achieve instructional goals. However, in traditional teaching systems, computer agents are designed to perform a single role, such as a teacher or a student. Computer agents with a single interactive logic often lack the functionality required to understand students’ conditions and needs from various perspectives, and cannot adapt for better learning support. Therefore, this study proposed an adaptive role-switching strategy that allows computer agents to adjust their roles and functions according to students' needs in digital games to promote their learning achievement. An adaptive computer agent-based digital game was developed to investigate the impact of this model on English vocabulary learning achievement, motivation, self-efficacy, and English anxiety among EFL (English as Foreign Language) students. A quasi-experiment was designed and 56 middle school students in four classes were recruited. Two classes (n = 30) were arranged to be the experimental group which used an adaptive computer agent-based digital game (adaptive computer agent-based digital game, ACA-DG), while two classes (n = 26) were arranged to be the control group which used the conventional computer agent-based digital game (conventional computer agent-based digital game, CCA-DG). The results showed that students in the experimental group had significantly higher learning achievement and self-efficacy than those in the control group. On the other hand, students in the experimental group had significantly lower English anxiety than those in the control group. There was no significant difference between the two groups regarding learning motivation.

Cultivating visual literacy and critical thinking tendency with technological knowledge organizing supports: a concept mapping-based online problem-posing approach

1 month ago
Abstract

In the contemporary society, it is important to cultivate students’ visual literacy. However, there has been a lack of sufficient training for students to improve their visual literacy in the classroom. A problem-posing approach (Visual Thinking Strategy, VTS, a learning strategy with question sequences to facilitate critical inquiry) has been proposed to achieve this objective. However, problem-posing should be supported with scaffolds to help learning deeply. And concept mapping is such a scaffold to aid problem-posing in visual literacy cultivation. In this study, a quasi-experiment was conducted on two classes of undergraduate students in Shanghai to evaluate the effects of the proposed approach. An online learning system was developed based on the proposed approach; moreover, a quasi-experiment was conducted on two classes of undergraduate students to evaluate the effects of the proposed approach. The experimental results show that the concept mapping-based online problem-posing approach improved the depth of students’ visual analysis, which indicates sharpening of students’ visual literacy and their critical thinking tendency. The interview results further showed that the students perceived the approach as being effective from the perspectives of “increasing visual analysis capability,” “developing thinking capability,” and “improving self-reflection in learning.”

Comprehensive school physical activity program technology practice questionnaire (CSPAP-TPQ)

1 month ago
Abstract

A large body of research shows that physical activity helps school-aged children and adolescents improve their health and academic performance, and many different types of technology can be used to facilitate and promote physical activity within a school community. This study aimed to develop a valid and reliable questionnaire, titled the Comprehensive School Physical Activity Program Technology Practice Questionnaire (CSPAP-TPQ) that investigates the current practice of technology use for physical activity promotion among various school stakeholders. Two rounds of the Delphi method (n = 24 experts) were employed to determine the content validity of questionnaire items. Reliability was established using the test–retest method among 43 registered Active Schools Champions. The final version of the questionnaire encompasses 41 unique technologies with items related to respondent demographics, school characteristics, and technology experience. Expert consensus, percent agreement, and chi-square analyses suggest that the CSPAP-TPQ is a valid and reliable tool for examining technology use in school-based physical activity, which can positively impact not only students’ health and well-being but also their academic achievement.

Integrating dialectical constructivist scaffolding-based argumentation mapping to support students’ dialectical thinking, oral and dialogical argumentation complexity

1 month ago
Abstract

Dialectical thinking is a way of discussing and analyzing things from different viewpoints to reach a solution. It is often taught in language courses by conducting argumentation activities. However, without providing effective strategies or tools, learners generally encounter difficulties in structuring their viewpoints during the argumentation process. To solve this problem, this study proposed dialectical constructivist scaffolding-based argumentation mapping (DCS-AM), which integrates a structured, four-stage process to support students’ dialectical thinking and oral and dialogical argumentation complexity. The argumentation map refers to a visualized tool that enables learners to structure their viewpoints for making arguments. A quasi-experiment was conducted in an English as a Foreign Language course. A total of 26 students were in the DCS-AM group, while 22 students were in the conventional constructivist scaffolding-based argumentation mapping (CS-AM) group, which adopted a more conventional format, emphasizing direct discussion and teacher-led knowledge transmission. The experimental results found that students in the DCS-AM group exhibited significantly better dialectical thinking than those in the CS-AM group. Also, an epistemic network analysis (ENA) of oral and dialogical argumentation revealed that students in the DCS-AM group frequently developed more complex argumentation than those in the CS-AM group in terms of the structural component and discourse activity, including the process of students’ dialectical thinking that was found in both groups. This finding shows that technology-supported dialectical constructivist scaffolding can help students improve their dialectical thinking and argumentation skills.

Exploring fluctuations in collaborative engagement: how do cognitive and socio-emotional interaction intertwine in online collaborative learning?

1 month ago
Abstract

Collaborative engagement is a quality that contributes successful learning by examining social interactions among students. In natural contexts, online collaborative learning is an evolving process that is subject to fluctuation in how students engage in social interactions. However, few studies have explored the interplay and intertwining of maintaining positive socio-emotional processes and high-level cognitive processes. Additionally, how social interactions fluctuate and transition in online collaborative learning is still unclear. In this process-oriented study, we qualitatively and quantitatively analyzed the screen-recorded collaborative learning of 15 groups of students (n = 45) and adopted the deep neural network model to automatically evaluate collaborative engagement in the online environment. The results show that neutral socio-emotional interaction is significantly associated with decreased cognitive interaction, while positive socio-emotional interaction is significantly associated with increased cognitive interaction. Furthermore, socio-emotional interactions become more positive when cognitive interactions fluctuate from deep to medium, accompanied by a relaxing group atmosphere and group members mobilizing the social climate through jokes. Cognitive interactions increase significantly when socio-emotional interactions shift from neutral to positive, mainly because positive socio-emotional interactions lead to active discussion among group members. Cognitive interactions decrease significantly when socio-emotional interactions shift from positive to neutral, mainly because the group members are less motivated and the learning goal becomes task completion instead of exploring more in-depth and comprehensive solutions. Research limitations and future research directions are also discussed concerning supporting and studying collaborative engagement in online collaborative learning.

The use of distance-shortening strategies to enhance opportunistic collaboration in knowledge-building environments

1 month 1 week ago
Abstract

Carrying out opportunistic collaboration, a method of flexible collaboration centering around ideas and free collaboration structures, is important in knowledge creation organizations, especially for knowledge-building community formation. However, fixed-group collaboration is still widely employed in educational practice, hindering the development of students’ knowledge creation activities. In this design-based study, we created and applied distance-shortening strategies, which are strategies for shortening students’ physical distance and idea distance, to support their opportunistic collaboration. The participants were 24 master’s degree students who took a required one-semester course titled Learning Sciences in Knowledge-Building Environments that included online and offline activities. Data included (1) records of students’ online activities; (2) video clips of students’ offline activities; and (3) the content of students’ online notes. Social network analysis, video analysis and content analysis were applied. The findings revealed that with distance-shortening strategies for constructing community knowledge and collective responsibility, the students were able to overcome the barriers of a fixed group and engage in opportunistic collaboration. Implications for principle-based and design-oriented knowledge-building activities and approaches to fostering knowledge creation are discussed.

Examination of systemic factors that impact instructional designers’ practices in higher education

1 month 1 week ago
Abstract

The purpose of this study was to examine the systemic factors that impact instructional designers’ practices in higher education. The primary research goal was to examine the relationships and tensions that exist between administration, instructional designers, faculty, and resources. Semi-structured interviews were conducted with 15 instructional designers to gain an understanding of their responsibilities, working in higher education. Interview questions focused on identifying systemic factors influencing their ability to complete their instructional design responsibilities. Activity theory served as the theoretical lens to explore the systemic relationships impacting instructional designers’ practices in higher education. The results of this study produced eight themes according to three metathemes: (1) relationships between instructional designers and faculty, (2) support from upper administration, and (3) technological infrastructure. The findings revealed inner contradictions pertaining to role clarity and expectations among faculty and instructional designers, lack of incentives to support faculty engaged in collaborative projects with instructional designers, and organizational barriers imposing strain on the allocation of technological resources. Other recommendations are provided for how to support instructional designers’ practice in higher education.

The efficacy of animation and visualization in teaching data structures: a case study

1 month 1 week ago
Abstract

The main goal of this study was to evaluate the impact of an animation and visualization of data structures (AVDS) tool on both perceptions and objective test performance. The study involved a rigorous experiment that assessed the usability, acceptability, and effectiveness of the AVDS tool in solving exercises. A total of 78 participants responded to questionnaires and were exposed to the AVDS tool, after which they completed a performance test, half (39) with the AVDS tool (the experimental group) and half (39) without the tool (the control group). Findings showed that the usability of AVDS was good; the experimental group even perceived AVDS usability as excellent. The results show that perceived usefulness, perceived ease of use, and attitudes toward usage jointly led to positive intention to use the AVDS tool. Furthermore, perceived ease of use was a key factor influencing participants’ intention to use AVDS. In addition, the AVDS system improved test results and provided flexibility in use, enhancing learning experience and performance.

Development and validation of the online learner satisfaction instrument

1 month 1 week ago
Abstract

Learner satisfaction is an important element in online learning because it impacts achievement motivation, success, and retention. It was the purpose of this study to develop an instrument that measures the satisfaction of learners in online learning environments. Data were collected from 335 students at higher education institutions. The Online Learner Satisfaction Instrument (OLSI) includes 46 Likert-type scale items and four subscales: (a) learner, (b) instructor, (c) course, (d) program and organization. It also has one item measuring overall learner satisfaction. Three models were evaluated and a modified bi-factor model was selected as a final model because it aligned with the factor structure of the OLSI. All items on the OLSI revealed means greater than 3.0 (on a scale ranging from 1-very dissatisfied to 4-very satisfied). General course satisfaction and the comfort level with online courses were a significant predictor of the latent constructs of the OLSI.

IEEE ToLT

Instructional Science

Improving multiple document comprehension with a lesson about multi-causal explanations in science

1 week 6 days hence
Abstract

Relying on multiple documents to answer questions is becoming common for both academic and personal inquiry tasks. These tasks often require students to explain phenomena by taking various causal factors that are mentioned separately in different documents and integrating them into a coherent multi-causal explanation of some phenomena. However, inquiry questions may not make this requirement explicit and may instead simply ask students to explain why the phenomenon occurs. This paper explores an Activity Model Hypothesis that posits students lack knowledge that their explanation should be multi-causal and how to engage in the kind of thinking needed to construct such an explanation. This experiment, conducted on a sample of eigth grade students, manipulated whether students received a short 10-min lesson on the nature of scientific explanations and multi-causal reasoning. Students who received this causal chain lesson wrote essays that were more causally complex and integrated, and subsequently performed better on an inference verification test, than students who did not receive the lesson. These results point to relatively simple changes to instructions that can provide the support students need for successful multiple-document comprehension.

Better self-explaining backwards or forwards? Prompting self-explanation in video-based modelling examples for learning a diagnostic strategy

1 week 6 days hence
Abstract

Self-explanation prompts in example-based learning are usually directed backwards: Learners are required to self-explain problem-solving steps just presented (retrospective prompts). However, it might also help to self-explain upcoming steps (anticipatory prompts). The effects of the prompt type may differ for learners with various expertise levels, with anticipatory prompts being better for learners with more expertise. In an experiment, we employed extensive modelling examples and different types of self-explanations prompts to teach 78 automotive apprentices a complex and job-relevant problem-solving strategy, namely the diagnosis of car malfunctions. We tested the effects of these modelling examples and self-explanation prompts on problem-solving strategy knowledge and skill, self-efficacy, and cognitive load while learning. In two conditions, the apprentices learned with modelling examples and received either retrospective or anticipatory prompts. The third condition was a control condition receiving no modelling examples, but the respective open problems. In comparison with the control condition, modelling examples did not promote learning. However, we observed differential effects of the self-explanation prompts depending on the learner’s prior knowledge level. Apprentices with higher prior knowledge learned more when learning with anticipatory prompts. Apprentices with less prior knowledge experienced a greater increase in self-efficacy and a higher germane cognitive load when learning with retrospective prompts. These findings suggest using different self-explanation prompts for learners possessing varying levels of expertise.

An experimental test of the Big-Fish-Little-Pond Effect using an immersive virtual reality classroom

1 week 6 days hence
Abstract

Academic self-concept plays a central role in successful learning and is substantially shaped by social comparisons. Research on the so-called Big-Fish-Little-Pond Effect (BFLPE) has yielded a highly robust and generalizable pattern of negative effects of higher class/school average achievement on students’ self-concept when controlling for individual achievement. However, most BFLPE studies have not provided information about the causes behind or the mechanisms underlying the proposed effects. To address this, we used a fully immersive virtual reality (IVR) classroom to experimentally test the extent to which students recognized performance-related classroom behavior as implicit social comparison information and how these perceptions explained differences in students’ self-concepts. Participants (N = 381 sixth-grade students) experienced an authentic yet standardized IVR teaching situation with virtual classmates who exhibited different performance levels (operationalized as 20% vs. 35% vs. 65% vs. 80% of classmates raising their hands). Hand-raising behavior had a significant positive effect on students’ perceptions of the class’ performance level (d20% vs. 65% = 0.60; d20% vs. 80% = 1.24). In line with the BFLPE, results showed a negative effect of higher performing classmates on students’ situational self-concept (d20% vs. 80% = 0.30). Students’ perceptions of the class’ performance level fully explained the effect of classmates’ hand-raising behavior on students’ situational self-concept. The study’s experimental approach provided new insights into the emergence of social comparison effects in the classroom, highlighting the major role of students’ perceptions of their classmates’ performance-related behavior, and moreover demonstrated the general potential of using IVR in classroom research.

Are you inspired or overwhelmed? The benefits of teachers setting challenging expectations

1 week 6 days hence
Abstract

Teachers form expectations that can influence their students’ performance, and there are a variety of ways these expectations can be communicated. In the current study, we tested a novel method for communicating expectations via examples of student work—examples that contain basic, entry-level work and communicate low, but manageable expectations or examples that contain complex, advanced-level work and communicate high and challenging expectations. Across three semesters, 91 college students in a data management course completed a class assignment that involved exploratory coding activities. Prior to the assignment, students were randomly assigned to view basic or advanced examples of student work. Students assigned to the advanced-examples condition reported higher perceptions of task difficulty and frustration, but they also exhibited higher levels of performance in terms of the complexity of their own work. Results suggest that setting challenging expectations can create a desirable difficulty that ultimately benefits students’ performance in an authentic learning environment.

Semiempty collaborative concept mapping in history education: students’ engagement in historical reasoning and coconstruction

1 week 6 days hence
Abstract

There is abundant research on the use of concept maps in education. However, the most notable efforts have focused on learning outcomes as a consequence of individually constructed concept mapping for science concept learning. In the less explored field of history, some studies have found positive effects of collaborative concept mapping. However, student interaction has not been analyzed. This study employed quantitative and qualitative methods based on classroom discourse analysis to examine the extent to which students engage in historical reasoning and transactive interaction when they collaboratively complete a semiempty concept map, versus when they collaboratively write a summary, about 19th-century Western imperialism.

The participants were 20 secondary education students from two history classes with an average age of 16 years. Within each class, the students were randomly assigned to the different conditions: collaborative concept mapping and collaborative summary writing. Student interaction was analyzed at two different levels: the content level and modes of co-construction. The results show that the students in the semiempty concept mapping condition engaged significantly more in causal explanation and argumentation and used more historical and metahistorical concepts in their reasoning than the students in the summary writing condition. Interaction in the semiempty concept mapping condition included a much higher percentage of utterances which denoted the convergence and integration of the knowledge contributed by the partners in the dyad. This kind of transactive interaction not only reflected co-construction but also historical reasoning.

The impact of interpersonal perceptions on the process of dealing with errors while providing and processing peer-feedback on writing

1 week 6 days hence
Abstract

Because of the improvement-oriented nature of peer-feedback activities, students have to deal with errors (e.g., spelling and argumentation errors) when providing and processing peer-feedback on writing assignments. Despite the central role of errors in feedback activities, it is uncertain how students deal with errors and whether the dealing with errors is affected by interpersonal perceptions. Therefore, this study explores (1) whether cognitive sub-phases are distinguishable during the process of dealing with errors and (2) the extent to which dealing with errors is affected by interpersonal perceptions. Six dyads of Dutch 11th grade students provided and processed peer-feedback on argumentative texts while thinking-aloud, and they reflected on the processes in a post-interview. The think-aloud utterances and interviews were analyzed with a mixed-methods design, using quantitative content analyses, and qualitative thematic analyses. The dealing with errors during peer-feedback provision displayed two patterns: error identification either occurred simultaneously with the decoding and often any evaluation-related thoughts lacked, or error-identification occurred as a result of an interpreting/evaluating phase. Also during peer-feedback processing, two main patterns were observable: students either knew immediately whether they agreed with feedback, or they first had to study the feedback more thoroughly. Additionally, interpersonal perceptions seemed to affect most students implicitly during feedback provision, and most students explicitly during feedback processing. As such, this study provides empirical evidence for the existence of cognitive sub-phases in the process of dealing with errors during peer-feedback activities, and portrays how these activities may be affected by interpersonal perceptions.

Investigating the role of an inquiry-based science lab on students’ scientific literacy

3 days 13 hours ago
Abstract

Promotion of students’ scientific literacy has long been and continues to be a central goal for reform efforts in science education. Although there is a great number of research conducted to evaluate student’s scientific literacy, less is known about how we can improve students’ scientific literacy through variety of scientific practices. In this study we aimed to refer to this shortcoming in the literature by examining the effect of argument driven inquiry (ADI) instructional model to promote 8th grade students’ scientific literacy. A mixed method quasi experimental design was used in this study. Sixty-seven eighth grade students from the same public school attended the study. Two intact classes were randomly assigned either in structured inquiry (SI) or ADI groups. The data sources included a Scientific Literacy Assessment (SLA) and semi-structured interviews. The results indicated that students experiencing ADI instruction scored higher on the SLA-D test and personal epistemology dimension of SLA-MB test than students experiencing SI instruction. The results propose that engaging students in meaningful scientific practices may support their scientific literacy.

Designing for learning across disciplines: leveraging graphs to improve knowledge integration in science

5 days 13 hours ago
Abstract

Advances in graphing technologies and learning sciences pedagogy have the potential to equitably support students when exploring complex systems depicting dynamic relationships across multiple disciplinary topics in Science, Technology, Engineering, and Mathematics (STEM). We report on the cumulative impact of science units designed in a Research Practice Partnership (RPP) that leveraged Knowledge Integration (KI) pedagogy to support middle school students to generalize insights to new graph representations and science topics. Teachers across 11 schools incorporated the graph-science units into their curriculum plans. We analyzed ~ 8000 responses to validated and reliable graph-science KI assessment items administered before the first year and after one, two, or three years of instruction aligned with KI pedagogy. With random coefficient, multi-level, mixed-effect regression modeling, we analyzed performance after one-, two-, and three-years of graph-science KI instruction. We also analyzed the growth trajectories of subgroups, i.e., multilingual learners. Data suggest two years of graph-science KI instruction is needed to make significant impacts on student learning and ameliorated the disparity between students with different native language fluencies. These results illustrate the value of technology-enhanced, pedagogically aligned K-12 science instruction that is designed to support connecting diverse graph data and science knowledge comprehensively and cumulatively.

Can failure be made productive also in Bayesian reasoning? A conceptual replication study

6 days 13 hours ago
Abstract

The composite instructional design PS-I combines an initial problem-solving phase (PS) with a subsequent explicit instruction phase (I). PS-I has proven effective for conceptual learning in comparison to instructional designs with the reverse order (I-PS), especially when the explicit instruction phase productively builds on students’ erroneous or incomplete (i.e., failed) solution attempts. Building on student solutions during explicit instruction may support students to integrate their intermediate knowledge (acquired during problem solving) with the newly introduced knowledge components. While these effects have been shown for learning the concept of variance in multiple studies, it remains unclear whether these effects generalize to other situations. We conducted a conceptual replication study of Loibl and Rummel (Loibl and Rummel, Learning and Instruction 34:74–85, 2014a) choosing Bayesian reasoning as target knowledge. 75 students were assigned to four conditions in a 2 × 2 design (factor 1: PS-I vs. I-PS; factor 2: instruction phase with vs. without typical student solutions). In contrast to Loibl and Rummel (2014a), we did neither find a main effect for PS-I vs. I-PS, nor for building on typical student solutions. The missing effect of PS-I can be explained by the fact that students merely activated their prior knowledge on probabilities without exploring the problem-solving space and without becoming aware of their knowledge gaps. The missing effect of building on typical student solutions can be explained by a mismatch of the solutions generated and the ones included in the explicit instruction. Therefore, building on typical student solutions did not foster an integration of students’ intermediate knowledge and the introduced knowledge components.

English learners learn from worked example comparison in algebra

2 weeks 6 days ago
Abstract

Comparison is an important mechanism for learning in general, and comparing two worked examples has garnered support over the last 15 years as an effective tool for learning algebra in mainstream classrooms. This study was aimed at improving our understanding of how Modified for Language Support-Worked Example Pairs (MLS-WEPs) contribute to effective mathematics learning in an ESOL (English to Speakers of Other Languages) context. It investigated a novel instructional approach to help English Learners (ELs) develop better understanding in mathematical reasoning, problem solving, and literacy skills (listening, reading, writing, and speaking). Findings suggest that MLS-WEPs not only enhanced ELs’ ability to solve algebra problems, but it also improved their written explanation skills and enabled them to transfer such skills to different mathematical concepts. Moreover, when controlling for ELs’ prior knowledge, the effectiveness of the MLS-WEPs intervention for performing and explaining calculations did not vary by their English proficiency.

Actor-network theory as a new direction in research on educational dialogues

1 month 1 week ago
Abstract

We compare the scheme for educational dialogue analysis (SEDA) to the actor-network theory (ANT) for the analysis of educational dialogues. We show that ANT unearths the socio-material structure of classroom talk as networks in which human and non-human actors (texts, diagrams, instructions, etc.) exert power on each other. The application of ANT to classroom talk led us to identify (non-)dialogic networks when human actors are not subordinated (resp. subordinated) to other actors. Roles in networks are not predetermined but translated in interactions, and networks are often blackboxed, as the original process and circumstances of their creation might be ignored. We show then that the adoption of ANT (resp. SEDA) uncovers phenomena that SEDA (resp. ANT) did not identify. SEDA helps observe the co-construction of ideas and describe shifts from the dialogic to the non-dialogic but does not explain the mechanisms that lead to these shifts. ANT explains shifts from one network to another, as it conveys the change of power relations between the different actors, role of non-human actors, and shows how they shape the dynamics of networks in classroom talk. We draw from this comparison implications both for research and educational practice in dialogic education.

How more-improvement and less-improvement groups differ in peer feedback giving and receiving practice-an exploratory study

1 month 1 week ago
Abstract

Peer feedback is widely applied to support peer learning and accumulating studies pointed out that feedback features directly impact its learning benefits. However, existing peer feedback studies provide limited insights into group-level peer feedback activities in authentic classrooms. This study conducted group-level peer feedback activity in social studies classrooms of a Singapore secondary school. Fourteen groups of students (N = 61, Female = 61) participated in group-level peer feedback during the computer-supported collaborative argumentation activities. Students’ collaborative argumentation and peer feedback were collected. Paired sample t-test was conducted to compare each group’s argumentation performance before and after peer feedback activity. Qualitative content analysis was implemented to identify the cognitive and affective features of peer feedback given and received by more-improvement groups and less-improvement groups. A comparison of the feature networks between two student groups revealed the effective practices of peer feedback. The results demonstrated the key role of the specific solution when student groups gave and received peer feedback apart from problem identification and general suggestions. Besides, providing peer feedback at the overall argumentation level was found to be more beneficial than a word or evidence level. When receiving feedback, the use of hedge was found to bring more group improvement than mitigation language. These findings highlight the important features of peer feedback in group-level peer feedback activities, providing insights for the design and instruction of group-level peer feedback activities in authentic classrooms.

Students’ voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies

1 month 2 weeks ago
Abstract

Students’ individual characteristics influence the effectiveness of instruction and learning and, therefore, the depth of learning. This study brings forth the voices of middle school students regarding their science learning preferences through four modalities: visual, auditory, sensorimotor, and agency support. We examined the relationship between the students’ science learning preferences and three of their personal characteristics (gender, having or not having a learning disability, and level of scientific knowledge and skills). The study encompassed 305 students (166 girls) and applied a quantitative methodology employing two questionnaires: Scientific Knowledge and Skills and Learning Preferences. Analysis of variance and multiple regressions revealed that the participants favored all four learning modalities, with a significant preference for learning via visual and sensorimotor means. Girls significantly preferred learning preferences via visuals and agency support. A significant correlation was found between the level of preference for learning science via auditory means and the students’ level of scientific knowledge and skills. Hierarchical regression analysis showed a significant positive contribution of gender and preference for learning science via auditory means but no contribution of having a learning disability to the students’ level of scientific knowledge and skills. The study results show the importance of implementing multi-faceted instructional strategies to address students’ diversity and learning preferences. Our findings underscore the need for educators and policymakers to be attentive to the students’ voices when striving to narrow gaps, achieve equality among students, and elevate students’ knowledge and skills in science studies.

Can whole-body tracing and hand tracing make any difference? Experimental evidence of learning outcomes, cognitive load, and intrinsic motivation on university students

1 month 2 weeks ago
Abstract

The purpose of the study was to investigate (a) whether the effects of hand tracing and whole-body tracing reported in the literature could be extended to adults, and (b) the relative superiority of whole-body tracing over hand tracing. Two experiments were conducted to investigate the potential effects of these two kinesthetic approaches on learning outcomes, cognitive load, and intrinsic motivation. The results of Experiment 1 revealed that hand tracing enhanced germane load contingent upon a low-to-medium level of perceived difficulty. This effect disappeared in Experiment 2 where additional measures were taken to improve treatment fidelity. The findings of Experiment 2 revealed the beneficial effects of whole-body tracing on germane load, extraneous load, interest, and self-monitoring, some of which were dependent upon learners’ perceived difficulty and invested effort. These findings, along with implications, limitations, and future research directions, were discussed within the framework of cognitive load theory and embodied cognition theory.

Instruction in creative and argumentative writing: transfer and crossover effects on writing process and text quality

1 month 2 weeks ago
Abstract

To investigate whether a creative writing unit in upper secondary education would improve students’ creative as well as argumentative text quality and to examine whether it would change students’ writing behavior, we tested a creative writing unit based on encouraging writing in flow by using divergent thinking tasks. Four classes (Grade 10) participated in a switching replications design. Students received either creative writing instruction (CWI) or argumentative writing instruction (AWI). Key stroke logging software recorded students’ writing processes, their Creative Self-Concept (CSC) was measured, and text quality was rated holistically. Students were positive about the design of the creative writing unit and the lessons. The effects varied per panel. The first panel showed that CWI had an effect on creative text quality compared to AWI, while AWI had no effect on argumentative text quality, compared to CWI. This pattern indicates a transfer effect of creative writing instruction on argumentative text quality. The transfer effect was moderated by CSC, with larger effects for relatively high CSC-participants. The second panel did not replicate this pattern. Instead, a crossover effect was observed of CWI in panel 1 on the effect of participating in the unit on argumentative writing in panel 2, most pronounced in high CSC-participants. Students’ creative writing speed decreased in the first panel, except for students with a relatively high Creative Self-Concept, and then increased in the second panel. Our findings may guide decisions on incorporating creative writing in the curriculum.

Are we teaching novice instructional designers to be creative? A qualitative case study

1 month 2 weeks ago
Abstract

Creativity is a valuable skill for instructional designers. However, few studies have researched creativity in instructional design (ID) graduate courses. Future professionals' creative thinking is necessary to address societal, technological, and economic challenges. Developing creative thinking in novice instructional designers could allow them to generate creative solutions to ill-structured problems in real-world contexts. This multiple case study investigated the extent to which the nine core courses in an online instructional design master’s program encouraged creativity. We conducted a document analysis of course materials for each course, to analyze whether creativity indicators derived from creativity literature were present. Subsequently, a cross-case synthesis was used to identify patterns across the cases. Semi-structured interviews of the lead course instructors were conducted to evaluate the extent to which they deliberately included creativity concepts into the course design process. Results indicated core courses include learning activities and instructional strategies with the potential to foster creativity. However, explicit references mentioning creativity or being creative were only found in three courses. Lead instructors considered creativity an important aspect of teaching and learning and a concept that needs to be further developed and discussed in ID education. Implications for instructional design education are discussed.

A case of two classes: the interplay of teacher’s guidance with structuring or problematizing scaffolds within inquiry-based environments

1 month 2 weeks ago
Abstract

Inquiry includes a broad spectrum of approaches, depending on students’ responsibility over the process and the extent of the teacher’s guidance. While numerous studies have examined students’ achievements and engagement across different types of inquiry-based environments, analyses of teachers’ guidance during the process are lacking. Therefore, our overarching goal was to examine the interplay between characteristics of the inquiry-based environment and teacher’s just-in-time support. Specifically, we examined the learning processes and achievements of middle-school students as they collaboratively engaged in either a structured or a guided inquiry-based task and were supported by their teacher. Structuring scaffolds were designed to support the structured inquiry task, while problematizing scaffolds were designed to support the guided inquiry task. Post-test scores indicated a similar significant increase in students’ scientific understanding for both research conditions, despite significant differences in students’ engagement in metacognitive processes during their scientific trials. Students from the guided inquiry group engaged in longer discussions and made more references to metacognitive processes, in comparison to students from the structured inquiry group. A low to moderate correlation between students’ engagement in metacognitive processes and test-scores was identified. The teacher’s regulation of students’ discourse in the structured inquiry group was significantly greater than in the guided inquiry group, though the nature of regulation was similar. We propose that the teacher’s regulation of students’ metacognitive discourse outweighed the differences between students’ learning processes in the two learning environments, resulting in similar achievements in the two conditions albeit differences in metacognitive engagement. Implications are discussed.

The potential for reconciling pedagogical tradition and innovation: the case of socioscientific argumentation

1 month 2 weeks ago
Abstract

Classroom interactions emerging from socioscientific argumentation may be incompatible with the traditional definitions of learning, thus creating tension and potentially undermining its implementation. Leveraging existing literature, we identify argumentative talk that shifts away from scientific content and toward subjective claims, as well as instances of unproductive argumentation as the points of incompatibility. We contend that attention to the degree of compatibility of enactments of socioscientific argumentation with traditional schooling practices may be necessary for substantive implementation. The role of teachers’ and students’ interactional moves in relation to this compatibility is qualitatively examined using two analytical frameworks related to the content and form of the students’ arguments. To generate practical implications with empirical foundations, compatibility is examined in teacher-led and peer-led argumentation. In teacher-led argumentation, we show that the degree of incompatibility can be managed when teachers extend their elicitation of responses with follow-up interrogative questioning, leading students to rely more on scientific knowledge. In peer-led argumentation, incompatibility can be identified when the argumentation collapses into confrontational disagreement or uncritical agreement, obscuring instances in which students rely on scientific knowledge. We discuss the significance of productive talk moves as a way to advance from incompatibility with traditional schooling toward integrating socioscientific argumentation as a core instructional practice.

Teacher versus student perspectives on instructional quality in mathematics education across countries

1 month 2 weeks ago
Abstract

The present study examines the measurement property of instructional quality in mathematics education, building on data from teachers and students, by combing TALIS 2013 and PISA 2012 linkage data from seven countries. Confirmatory factor analysis was applied to examine the dimensionality of the construct instructional quality in mathematics instruction. Three dimensions were identified (i.e., classroom disciplinary climate, teacher support, and cognitive activation) when building on teacher data from TALIS. This three-dimensional model did not fit all countries. When analyzing PISA data, the same three dimensions could be identified, but two additional dimensions appeared: classroom management and student-orientated instruction. This five-dimensional factor structure reflected metric invariance across all countries. The findings imply that students and teachers seem to hold different perceptions about mathematics instructional quality reflect different dimensions. These differences seem to vary within and between countries. This implies that care should be taken when using the construct as an equivalent measure of instructional quality when studying school effectiveness in mathematics education across countries.

Fostering noticing of classroom discussion features through analysis of contrasting cases

1 month 2 weeks ago
Abstract

Productive classroom discussion has been shown to support student learning across academic domains. Facilitating successful discussion hinges on the teacher’s ability to make adept in-the-moment observations of various aspects of student talk and classroom dynamics. In two studies, we explore a pedagogical intervention using contrasting cases to support novice teachers in learning to notice key features of classroom discussion. Study 1 involves preservice teachers in a bilingual teaching methods course in a university-based credential program. Study 2 involves undergraduates in an education psychology course, many of whom are prospective teachers. Study participants engaged in analyzing transcript-based contrasting cases of discussion vignettes as they collaboratively developed guiding principles for effective class discussion. Data include pre- and post-instruction video noticing task reflections, principles identified, and transcribed partner discussions during the activity. Post-instruction, learners displayed increased student-centered noticing when watching videos of classroom discussions. Additionally, there was increased awareness of the absence of productive features or missed opportunities within the discourse. In this proof-of-concept set of studies, we explore the potential of contrasting cases-based activities to help prepare teachers for the complex task of orchestrating discussion by supporting them in learning to notice.

Interactive Learning Environments

International Journal of Computer-Supported Collaborative Learning

Revealing the interplay of cognitive, meta-cognitive, and social processes in university students’ collaborative problem solving: a three-stage analytical framework

1 week ago
Abstract

An in-depth analysis of collaborative problem solving (CPS) patterns contributes to understand team dynamics and effective paths to conflict resolution. However, there remains the lack of a perspective in the field of CPS research that organically combines the cognitive, meta-cognitive, and social-communicative dimensions. Moreover, the analysis of CPS sequences has primarily focused on the temporal dimension while overlooking the differences in spatial dimensions. To shed further light on the nature of CPS in computer-based environments, this study collected discourse data generated by 24 university students through an online synchronous chat tool. They were student teachers from a variety of disciplines (math, history, English, etc.) who were required to accomplish two tasks: instructional design and multimedia courseware development. Specifically, a three-stage analytical framework was proposed to code, cluster, and analyze these discourse data to further explore the differences in CPS patterns. We clustered time sequences by calculating the distance similarity metric via the dynamic time warping (DTW) method, which took into account both the spatial and temporal characteristics of the time sequences. Consequently, 16 time sequences of CPS processes were divided into 2 kinds of clusters (CPS subgroups), i.e., cluster 1 and cluster 2. From the statistical analysis, both clusters actively used the skills included in the meta-cognitive dimensions. Cluster 1 was oriented toward the solution of the problem whereas cluster 2 focused primarily on the requirements of the collaborative problem itself. From the process mining analysis, solution-driven cluster 1 tended to focus on expressing specific ideas and evaluating and summarizing them, intermittently monitoring and regulating task progress. Problem-driven cluster 2 tended to express specific ideas intermittently, and lacked the process of summarizing and evaluating different ideas to further filter out the best solutions. Finally, we summarized the implications of this study from theoretical and practical perspectives and discussed future research directions with regard to the limitations of this study.

Collaborative Problem-Solving in Knowledge-Rich Domains: A Multi-Study Structural Equation Model

3 weeks 3 days ago
Abstract

Collaborative skills are crucial in knowledge-rich domains, such as medical diagnosing. The Collaborative Diagnostic Reasoning (CDR) model emphasizes the importance of high-quality collaborative diagnostic activities (CDAs; e.g., evidence elicitation and sharing), influenced by content and collaboration knowledge as well as more general social skills, to achieve accurate, justified, and efficient diagnostic outcomes (Radkowitsch et al., 2022). However, it has not yet been empirically tested, and the relationships between individual characteristics, CDAs, and diagnostic outcomes remain largely unexplored. The aim of this study was to test the CDR model by analyzing data from three studies in a simulation-based environment and to better understand the construct and the processes involved (N = 504 intermediate medical students) using a structural equation model including indirect effects. We found various stable relationships between individual characteristics and CDAs, and between CDAs and diagnostic outcome, highlighting the multidimensional nature of CDR. While both content and collaboration knowledge were important for CDAs, none of the individual characteristics directly related to diagnostic outcome. The study suggests that CDAs are important factors in achieving successful diagnoses in collaborative contexts, particularly in simulation-based settings. CDAs are influenced by content and collaboration knowledge, highlighting the importance of understanding collaboration partners’ knowledge. We propose revising the CDR model by assigning higher priority to collaboration knowledge compared with social skills, and dividing the CDAs into information elicitation and sharing, with sharing being more transactive. Training should focus on the development of CDAs to improve CDR skills.

Knowledge creation through maker practices and the role of teacher and peer support in collaborative invention projects

3 weeks 6 days ago
Abstract

This study analyzed collaborative invention projects by teams of lower-secondary (13–14-year-old) Finnish students. In invention projects, student teams design and make materially embodied collaborative inventions using traditional and digital fabrication technologies. This investigation focused on the student teams’ knowledge creation processes by examining how they applied maker practices (i.e., design process, computer engineering, product design, and science practices) in their co-invention projects and the effects of teacher and peer support. In our investigations, we relied on video data and on-site observations, utilizing and further developing visual data analysis methods. Our findings assist in expanding the scope of computer-supported collaborative learning (CSCL) research toward sociomaterially mediated knowledge creation, revealing the open-ended, nonlinear, and self-organized flow of the co-invention projects that take place around digital devices. Our findings demonstrate the practice-based, knowledge-creating nature of these processes, where computer engineering, product design, and science are deeply entangled with design practices. Furthermore, embodied design practices of sketching, practical experimenting, and working with concrete materials were found to be of the essence to inspire and deepen knowledge creation and advancement of epistemic objects. Our findings also reveal how teachers and peer tutor students can support knowledge creation through co-invention.

Combining Danmaku and Discussion Boards: Toward A Scalable and Sociable Environment for Mass Collaboration in MOOCs

1 month 1 week ago
Abstract

In online learning at scale, wherein instructional videos play a central role, interactive tools are often integrated to counteract passive consumption. For example, the forum or discussion board is widely used, and an emerging functionality, danmaku, which enables messages to be synchronized with video playback, has also been utilized recently. To explore how mass participation is accommodated and what categories of interaction learners implement, this study utilizes analysis of interaction and manual content analysis through learner-generated text data from two specific tools employed in a massive open online course (MOOC) setting: the discussion board (N = 739) and danmaku (N = 2435). Results of the analysis of interaction indicate that mass participation is managed differently by the tools: danmaku fosters a collective space for massive participants, while the discussion board organizes them into threaded small groups. In addition, results of the content analysis show danmaku primarily supports indirect interaction with a focus on the socio-emotional dimension, while the discussion board serves as a platform for direct discussions, particularly in the cognitive dimension. Furthermore, within the context of large-scale engagement, various levels of joint interaction, in addition to collaboration, are discerned and discussed in both socio-emotional and cognitive interactions. The findings offer insights for developing sociable and scalable socio-technical environments in computer-supported collaborative learning (CSCL), addressing emerging educational trends. Practical implications for educational design based on these findings are also discussed.

Learning to notice collaboration: examining the impact of professional development on mathematics teachers’ enhanced awareness in CSCL settings

1 month 2 weeks ago
Abstract

Acknowledging the pivotal role of noticing in teachers’ professional work, it is noteworthy that its application in dialogic activities remains an area that has yet to be studied. In this study, we examine mathematics teachers’ noticing of dialogue among peers working together on problem-solving tasks and investigate the impact of a professional development intervention focused on dialogue on teachers’ noticing practices. Through think-aloud interviews, 14 teachers provided insights into their noticing practices by attending to and responding to video excerpts of dyads engaged in collaborative problem-solving in computer-supported learning environments. Their noticing practices were analyzed using a Bakhtinian-informed dialogic framework. Subsequently, the teachers participated in a professional development intervention centered around dialogue and were interviewed again using the same video excerpts. The second round of interviews was also analyzed using the same dialogic framework. The findings shed light on the initial state of teachers’ noticing and indicate a discernible improvement in their ability to notice specific dialogic attributes. These findings offer valuable insights into how collaboration and dialogue between students can be effectively supported. Additionally, the study discusses how teachers envision dialogue and considers the capacity and limitations of incorporating a dialogic vision into the noticing paradigm.

Zooming in: The role of nonverbal behavior in sensing the quality of collaborative group engagement

1 month 2 weeks ago
Abstract

Successful computer-supported collaborative learning (CSCL) relies on collaborative group engagement, a complex construct characterized by multifaceted, dynamic, socio-emotional, and socio-cognitive processes. This paper provides a detailed analysis of collaborative group engagement, with a particular focus on nonverbal behaviors as indicators of high versus low group engagement. Using video observations and a multi-method approach, we examine in detail the relationships between different dimensions of group engagement (i.e., behavioral, social, cognitive, and conceptual-to-consequential engagement) and nonverbal behaviors. Using qualitative case analysis, we also provide a rich examination of selected cases to identify the role that nonverbal behaviors play in high-engagement sequences compared with low-engagement sequences. Our findings shed light on specific nonverbal behaviors, including nodding, laughing, and eye contact, as significant indicators of high versus low collaborative group engagement. Notably, more of these nonverbal behaviors are evident in high-engagement sequences, suggesting mutual reinforcement on each dimension of engagement—with the exception of behavioral engagement, where increased laughing or smiling is evident in low-engagement sequences, but still serves a productive group process. The paper concludes with a discussion and implications of the findings. By demonstrating the role of nonverbal behaviors as important indicators, this work contributes to the understanding of the complex, dynamic, and contextualized nature of collaborative group engagement in CSCL settings.

Reflective assessment using analytics and artifacts for scaffolding knowledge building competencies among undergraduate students

1 month 2 weeks ago
Abstract

Knowledge building (KB) competencies are crucial for undergraduates’ creative knowledge work and academic success. While there is substantial research on KB discourse, there are limited efforts in examining how KB competencies in the conceptual, metacognitive, socio-emotional, and epistemic dimensions are demonstrated in KB discourse and how the competencies can be scaffolded. Previous studies suggest the effectiveness of reflective assessment on sustainable and productive KB discourse. This study developed a framework for analyzing KB competencies using KB discourse moves. It also examined whether a KB design augmented by reflective assessment enriched by analytic tools and artifacts could foster undergraduates’ KB competencies, and if so, how. This KB design involves principle-based pedagogy with the participants engaging in collaborative inquiry and discussion on Knowledge Forum, and reflective assessment using (a) super synthesis notes, (b) KB interaction rubrics, and (c) learning analytics visualization tools. Qualitative tracking and lag sequential pattern analysis of Knowledge Forum’s discourse revealed that implementing reflective assessment supported by analytics and artifacts could help the undergraduate students develop KB competencies manifested in discourse with evidence of conceptual advance, epistemic engagement, metacognition, and productive socio-emotional interactions with a collective focus. The thematic analysis illustrated the dynamics through which the design enriched by standards and visualizations helped the undergraduates develop KB competencies: leveraging synthesis super notes to promote conceptual and metacognitive advancement and epistemic engagement; employing KB interaction rubrics to cultivate metacognitive, socio-emotional, and epistemic competencies; and harnessing KBDeX visualizations to promote metacognitive and conceptual advancement and to facilitate epistemic engagement. The implications of scaffolding students’ epistemic agency, metacognition, productive collaborative inquiry, and developing KB competencies in a technology-supported metacognitive learning environment are discussed.

Dialogues across time and space in a video-based collaborative learning environment

1 month 2 weeks ago
Abstract

In this study, we investigate how pre-service teachers’ group dialogues emerged and intersected across time and space as students collaboratively constructed a video-based mind map to prepare for oral exams in a pedagogy course. The study was conducted as part of a design-based research project investigating the ways that video-based mind maps can support learning as both a collaborative activity and a classroom resource. We applied interaction analysis methods to recordings taken during the production of the mind map as well as the videos made by students within the mind map itself to analyze synchronous and asynchronous dialogues among group members as they viewed, recorded, and uploaded videos. The findings offer an in-depth understanding of how collaboration occurs in different space-time configurations within and across groups as mediated by video resources. We discuss how these findings contribute to computer-supported collaborative learning (CSCL) research on the ways collaboration can emerge across different levels of activity as well as the pedagogical implications for introducing video-based dialogues into the classroom.

The perceptions of task cohesion in collaborative learning teams

1 month 2 weeks ago
Abstract

Team cohesion is critical in driving successful outcomes for teams in collaborative learning settings. It shapes team behaviour, fostering shared perceptions, group synchrony and a common goal-oriented approach. This affinity becomes evident in dynamic interactions, offering insights into team behaviour through interaction data analysis. Interpreting interaction data proves complex, hampering our understanding and insights into shared team perceptions and task cohesion development. This paper used temporal motif analysis to examine the changes in team members’ cohesive perceptions and behaviours, including task cohesion, performance outcomes, engagement and group synchrony. Trace data from an online work-integrated learning environment captured learning behaviours, while responses to a questionnaire at different stages of a study program captured task cohesion and cohesive perceptions. The findings reveal teams with strong task cohesion and high performance tend to share similar cohesive perceptions driven by interdependent interactions. Conversely, teams with different cohesion perceptions have lower interaction interdependence and poorer performance. Through analysing team interaction data, this study uncovered key insights to promote positive adjustments aligning team perceptions, enhancing collaborative learning and offering support for improved performance, engagement and synchrony among teams, ultimately benefiting learning outcomes and the cultivation of skills and competencies.