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Integrierte Mediation: Jetzt das Fernstudienangebot entdecken!

1 hour 8 minutes ago
12.05.2025. Studiengangsleiter Arthur Trossen beantwortet im Rahmen einer Online-Informationsveranstaltung am 12. Mai 2025 von 18 bis 20 Uhr alle wichtigen Fragen zur Mediationsausbildung und zur Integrierten Mediation. Für alle Interessierten, die zu einem späteren Zeitpunkt teilnehmen möchten, stehen folgende weitere Termine zur Verfügung: 25. Juni 2025 von 18 bis 20 Uhr und 11. August 2025 von 18 bis 20 Uhr. Die Teilnahme ist über die folgenden Zoom-Logindaten möglich: https://us02web.zoom.us/j/85174961610?pwd=a3BrdjFOVGZkUzBFdXJkSGNQZnhnQT09# Meeting-ID: 851 7496 1610 Kenncode: 625847 Veranstalter: Zfh - Zentrum für Fernstudien im Hochschulverbund in Kooperation mit der Hochschule Koblenz . Link: https://www.zfh.de/das-zfh/news-presse/news-detail/integrierte-mediation-jetzt-das-fernstudienangebot-entdecken/ .

Einstieg Münster

21 hours 6 minutes ago
07.03.2026. Was soll ich bloß nach der Schule machen? Jugendliche, die sich dieser Frage stellen wollen, kommen am besten zu kostenlosen Ausbildungs- und Studienmesse Einstieg Münster. Hier finden sie Antworten auf alle Fragen, die kurz vorm Schulabschluss drängen, und jede Menge Infos und Beratung rund um Ausbildung, Studium und Gap Year. Neben zahlreichen Ausstellenden gibt es interessante Bühnenvorträge, spannende Mitmachaktionen und einen Bewerbungsunterlagen-Check. Veranstalter: Einstieg GmbH. Link: https://www.einstieg.com/messen/muenster.html .

Einstieg Hamburg

21 hours 8 minutes ago
20.02.2026. Was soll ich bloß nach der Schule machen? Jugendliche, die sich dieser Frage stellen wollen, kommen am besten zu kostenlosen Ausbildungs- und Studienmesse Einstieg Hamburg. Hier finden sie Antworten auf alle Fragen, die kurz vorm Schulabschluss drängen, und jede Menge Infos und Beratung rund um Ausbildung, Studium und Gap Year. Neben zahlreichen Ausstellenden gibt es interessante Bühnenvorträge, spannende Mitmachaktionen und einen Bewerbungsunterlagen-Check. Veranstalter: Einstieg GmbH. Link: https://www.einstieg.com/messen/hamburg.html .

Einstieg Köln

21 hours 10 minutes ago
30.01.2026. Was soll ich bloß nach der Schule machen? Jugendliche, die sich dieser Frage stellen wollen, kommen am besten zu kostenlosen Ausbildungs- und Studienmesse Einstieg Köln. Hier finden sie Antworten auf alle Fragen, die kurz vorm Schulabschluss drängen, und jede Menge Infos und Beratung rund um Ausbildung, Studium und Gap Year. Neben zahlreichen Ausstellenden gibt es interessante Bühnenvorträge, spannende Mitmachaktionen und einen Bewerbungsunterlagen-Check. Veranstalter: Einstieg GmbH. Link: https://www.einstieg.com/messen/koeln.html .

Einstieg Stuttgart

21 hours 12 minutes ago
23.01.2026. Was soll ich bloß nach der Schule machen? Jugendliche, die sich dieser Frage stellen wollen, kommen am besten zu kostenlosen Ausbildungs- und Studienmesse Einstieg Stuttgart. Hier finden sie Antworten auf alle Fragen, die kurz vorm Schulabschluss drängen, und jede Menge Infos und Beratung rund um Ausbildung, Studium und Gap Year. Neben zahlreichen Ausstellenden gibt es interessante Bühnenvorträge, spannende Mitmachaktionen und einen Bewerbungsunterlagen-Check. Veranstalter: Einstieg GmbH. Link: https://www.einstieg.com/messen/stuttgart.html .

Einstieg Mainz/Wiesbaden

21 hours 16 minutes ago
29.11.2025. Was soll ich bloß nach der Schule machen? Jugendliche, die sich dieser Frage stellen wollen, kommen am besten zu kostenlosen Ausbildungs- und Studienmesse Einstieg Mainz/Wiesbaden. Hier finden sie Antworten auf alle Fragen, die kurz vorm Schulabschluss drängen, und jede Menge Infos und Beratung rund um Ausbildung, Studium und Gap Year. Neben zahlreichen Ausstellenden gibt es interessante Bühnenvorträge, spannende Mitmachaktionen und einen Bewerbungsunterlagen-Check. Veranstalter: Einstieg GmbH. Link: https://www.einstieg.com/messen/mainz.html .

Einstieg München

21 hours 19 minutes ago
21.11.2025. Was soll ich bloß nach der Schule machen? Jugendliche, die sich dieser Frage stellen wollen, kommen am besten zu kostenlosen Ausbildungs- und Studienmesse Einstieg München. Hier finden sie Antworten auf alle Fragen, die kurz vorm Schulabschluss drängen, und jede Menge Infos und Beratung rund um Ausbildung, Studium und Gap Year. Neben zahlreichen Ausstellenden gibt es interessante Bühnenvorträge, spannende Mitmachaktionen und einen Bewerbungsunterlagen-Check. Veranstalter: Einstieg GmbH. Link: https://www.einstieg.com/messen/muenchen.html .

Einstieg Düsseldorf

21 hours 21 minutes ago
15.11.2025. Was soll ich bloß nach der Schule machen? Jugendliche, die sich dieser Frage stellen wollen, kommen am besten zu kostenlosen Ausbildungs- und Studienmesse Einstieg Düsseldorf. Hier finden sie Antworten auf alle Fragen, die kurz vorm Schulabschluss drängen, und jede Menge Infos und Beratung rund um Ausbildung, Studium und Gap Year. Neben zahlreichen Ausstellenden gibt es interessante Bühnenvorträge, spannende Mitmachaktionen und einen Bewerbungsunterlagen-Check. Veranstalter: Einstieg GmbH. Link: https://www.einstieg.com/messen/duesseldorf.html .

Einstieg Berlin

21 hours 23 minutes ago
14.11.2025. Was soll ich bloß nach der Schule machen? Jugendliche, die sich dieser Frage stellen wollen, kommen am besten zu kostenlosen Ausbildungs- und Studienmesse Einstieg Berlin. Hier finden sie Antworten auf alle Fragen, die kurz vorm Schulabschluss drängen, und jede Menge Infos und Beratung rund um Ausbildung, Studium und Gap Year. Neben zahlreichen Ausstellenden gibt es interessante Bühnenvorträge, spannende Mitmachaktionen und einen Bewerbungsunterlagen-Check. Veranstalter: Einstieg GmbH. Link: https://www.einstieg.com/messen/berlin.html .

Einstieg Berufe live Rheinland

21 hours 29 minutes ago
07.11.2025. Was soll ich bloß nach der Schule machen? Jugendliche, die sich dieser Frage stellen wollen, kommen am besten zu kostenlosen Ausbildungs- und Studienmesse Einstieg Berufe live Rheinland. Hier finden sie Antworten auf alle Fragen, die kurz vorm Schulabschluss drängen, und jede Menge Infos und Beratung rund um Ausbildung, Studium und Gap Year. Neben zahlreichen Ausstellenden gibt es interessante Bühnenvorträge, spannende Mitmachaktionen und einen Bewerbungsunterlagen-Check. Veranstalter: Einstieg GmbH. Link: https://www.einstieg.com/messen/berufe-live.html .

Einstieg Leipzig/Halle

21 hours 33 minutes ago
25.10.2025. Was soll ich bloß nach der Schule machen? Jugendliche, die sich dieser Frage stellen wollen, kommen am besten zu kostenlosen Ausbildungs- und Studienmesse Einstieg Leipzig/Halle. Hier finden sie Antworten auf alle Fragen, die kurz vorm Schulabschluss drängen, und jede Menge Infos und Beratung rund um Ausbildung, Studium und Gap Year. Neben zahlreichen Ausstellenden gibt es interessante Bühnenvorträge, spannende Mitmachaktionen und einen Bewerbungsunterlagen-Check. Veranstalter: Einstieg GmbH. Link: https://www.einstieg.com/messen/leipzig.html .

Einstieg Karlsruhe

21 hours 45 minutes ago
27.09.2025. Was soll ich bloß nach der Schule machen? Jugendliche, die sich dieser Frage stellen wollen, kommen am besten zu kostenlosen Ausbildungs- und Studienmesse Einstieg Karlsruhe. Hier finden sie Antworten auf alle Fragen, die kurz vorm Schulabschluss drängen, und jede Menge Infos und Beratung rund um Ausbildung, Studium und Gap Year. Neben zahlreichen Ausstellenden gibt es interessante Bühnenvorträge, spannende Mitmachaktionen und einen Bewerbungsunterlagen-Check. Veranstalter: Einstieg GmbH. Link: https://www.einstieg.com/messen/karlsruhe.html .

Stuzubi Digital „Studium und Berufe mit Zukunft“

21 hours 49 minutes ago
18.10.2025. Die Stuzubi Digital „Studium und Berufe mit Zukunft“ bietet die perfekte Möglichkeit, die berufliche Zukunft zu gestalten – bequem und flexibel von zu Hause aus. Ob Schüler*innen schon konkrete Pläne haben oder noch Orientierung suchen – hier erhalten sie wertvolle Einblicke und Unterstützung und können sich auf spannende Live-Vorträge, direkte Beratung durch Unternehmen und Hochschulen sowie umfassende Informationen zu bundesweiten Ausbildungs- und Studienangeboten freuen! Veranstalter: Stuzubi GmbH. Link: https://www.stuzubi.de/digital .

Stuzubi Studien- und Ausbildungsmesse Hamburg

21 hours 53 minutes ago
22.11.2025. Die Studien- und Ausbildungsmesse Stuzubi richtet sich an alle Schüler*innen, die ihr Abi oder ihre mittlere Reife bald geschafft, aber noch keinen Plan haben, wie es nach der Schule weitergeht. Welche aktuellen Ausbildungs- und Studienmöglichkeiten der Schulabschluss bietet, erfahren sie auf der Stuzubi Schülermesse. Zahlreiche Ausbildungsbetriebe, Institutionen, Universitäten, Hochschulen und Akademien helfen persönlich vor Ort bei der Berufsorientierung. Auch das Thema Ausland, Freiwilligendienst, Praktika und das Duale Studium sind auf der Stuzubi Thema. Der Eintritt ist frei! Veranstalter: Stuzubi GmbH. Link: https://www.stuzubi.de/hamburg .

Einstieg Dortmund

21 hours 55 minutes ago
05.09.2025. Was soll ich bloß nach der Schule machen? Jugendliche, die sich dieser Frage stellen wollen, kommen am besten zur kostenlosen Ausbildungs- und Studienmesse Einstieg Dortmund. Hier finden sie Antworten auf alle Fragen, die kurz vorm Schulabschluss drängen, und jede Menge Infos und Beratung rund um die Themen Ausbildung, Studium und Gap Year. Neben zahlreichen Ausstellenden gibt es interessante Bühnenvorträge, spannende Mitmachaktionen und einen Bewerbungsunterlagen-Check. Veranstalter: Einstieg GmbH. Link: https://www.einstieg.com/messen/dortmund.html .

Stuzubi Studien- und Ausbildungsmesse Hannover

21 hours 59 minutes ago
08.11.2025. Die Studien- und Ausbildungsmesse Stuzubi richtet sich an alle Schüler*innen, die ihr Abi oder ihre mittlere Reife bald geschafft, aber noch keinen Plan haben, wie es nach der Schule weitergeht. Welche aktuellen Ausbildungs- und Studienmöglichkeiten der Schulabschluss bietet, erfahren sie auf der Stuzubi Schülermesse. Zahlreiche Ausbildungsbetriebe, Institutionen, Universitäten, Hochschulen und Akademien helfen persönlich vor Ort bei der Berufsorientierung. Auch das Thema Ausland, Freiwilligendienst, Praktika und das Duale Studium sind auf der Stuzubi Thema. Der Eintritt ist frei! Veranstalter: Stuzubi GmbH. Link: https://www.stuzubi.de/hannover .

Stuzubi Studien- und Ausbildungsmesse München

22 hours 1 minute ago
18.10.2025. Die Studien- und Ausbildungsmesse Stuzubi richtet sich an alle Schüler*innen, die ihr Abi oder ihre mittlere Reife bald geschafft, aber noch keinen Plan haben, wie es nach der Schule weitergeht. Welche aktuellen Ausbildungs- und Studienmöglichkeiten der Schulabschluss bietet, erfahren sie auf der Stuzubi Schülermesse. Zahlreiche Ausbildungsbetriebe, Institutionen, Universitäten, Hochschulen und Akademien helfen persönlich vor Ort bei der Berufsorientierung. Auch das Thema Ausland, Freiwilligendienst, Praktika und das Duale Studium sind auf der Stuzubi Thema. Der Eintritt ist frei! Veranstalter: Stuzubi GmbH. Link: https://www.stuzubi.de/muenchen .

Stuzubi Studien- und Ausbildungsmesse Miesbach

22 hours 2 minutes ago
11.10.2025. Die Studien- und Ausbildungsmesse Stuzubi richtet sich an alle Schüler*innen, die ihr Abi oder ihre mittlere Reife bald geschafft, aber noch keinen Plan haben, wie es nach der Schule weitergeht. Welche aktuellen Ausbildungs- und Studienmöglichkeiten der Schulabschluss bietet, erfahren sie auf der Stuzubi Schülermesse. Zahlreiche Ausbildungsbetriebe, Institutionen, Universitäten, Hochschulen und Akademien helfen persönlich vor Ort bei der Berufsorientierung. Auch das Thema Ausland, Freiwilligendienst, Praktika und das Duale Studium sind auf der Stuzubi Thema. Der Eintritt ist frei! Veranstalter: Stuzubi GmbH. Link: https://www.stuzubi.de/miesbach .

Stuzubi Studien- und Ausbildungsmesse Stuttgart

22 hours 4 minutes ago
11.10.2025. Die Studien- und Ausbildungsmesse Stuzubi richtet sich an alle Schüler*innen, die ihr Abi oder ihre mittlere Reife bald geschafft, aber noch keinen Plan haben, wie es nach der Schule weitergeht. Welche aktuellen Ausbildungs- und Studienmöglichkeiten der Schulabschluss bietet, erfahren sie auf der Stuzubi Schülermesse. Zahlreiche Ausbildungsbetriebe, Institutionen, Universitäten, Hochschulen und Akademien helfen persönlich vor Ort bei der Berufsorientierung. Auch das Thema Ausland, Freiwilligendienst, Praktika und das Duale Studium sind auf der Stuzubi Thema. Der Eintritt ist frei! Veranstalter: Stuzubi GmbH. Link: https://www.stuzubi.de/stuttgart .

Stuzubi Studien- und Ausbildungsmesse Köln

22 hours 6 minutes ago
27.09.2025. Die Studien- und Ausbildungsmesse Stuzubi richtet sich an alle Schüler*innen, die ihr Abi oder ihre mittlere Reife bald geschafft, aber noch keinen Plan haben, wie es nach der Schule weitergeht. Welche aktuellen Ausbildungs- und Studienmöglichkeiten der Schulabschluss bietet, erfahren sie auf der Stuzubi Schülermesse. Zahlreiche Ausbildungsbetriebe, Institutionen, Universitäten, Hochschulen und Akademien helfen persönlich vor Ort bei der Berufsorientierung. Auch das Thema Ausland, Freiwilligendienst, Praktika und das Duale Studium sind auf der Stuzubi Thema. Der Eintritt ist frei! Veranstalter: Stuzubi GmbH. Link: https://www.stuzubi.de/koeln .

AJET

BJET

Cognition and Instruction

Distance Education

Micro-credentials and wellbeing

2 months 3 weeks ago
Volume 46, Issue 1, February 2025
.
Rebecca Ferguson IET, The Open University, Milton Keynes, UKRebecca Ferguson is Professor Emerita in the Institute of Educational Technology (IET) at The Open University in the UK, a senior fellow of the Higher Education Academy, and an editor-in-chief…

ETR&D

Exploring the role of synchrony in asynchronous, synchronous, and quasi-synchronous online learner engagement

1 day 9 hours ago
Synchrony, or the timing of information as it is exchanged between participants, has garnered increasing study in online learning. Within this domain is bichronous online learning (BOL), the blending of asynchronous and synchronous elements within one learning environment. Some research has identified mobile instant messaging as quasi-synchronous (able to be both synchronous and asynchronous), but this affordance has been largely unexamined. This study addressed the above gaps by comparing online learning across asynchronous, synchronous, and quasi-synchronous modalities. It was framed by online learner engagement (OLE) which considers affective, behavioral, and cognitive dimensions and various environmental affordances including synchrony. This convergent mixed-method study explored engagement across forums, video chats, and mobile instant messaging (MIM) via qualitative content analysis, text mining, descriptive statistics, and social network analysis. There were several findings: The time students had to prepare their responses before interacting related to all three dimensions of engagement. Affectively, the quasi-synchronous modality appeared the most positive and least negative. Behaviorally, the quasi-synchronous and asynchronous modalities were more like one another than to the synchronous modality. Logistical flexibility afforded by the asynchronous and quasi-synchronous modalities impacted behavioral engagement. The quasi-synchronous debate had a unique dialectical structure compared to the other two modalities. Some students made use of other features within the Zoom debate to create a quasi-synchronous experience toward better cognitive engagement. Although not directly connected to synchrony, navigability seemed related to all dimensions of OLE as well. Finally, evidence among the preceding findings support the proposition that MIM’s quasi-synchronicity supports BOL.

Artificial intelligence-supported physical education during the pandemic: a physical skill auto-assessment and feedback approach based on a reflection-promoting mechanism

4 days 9 hours ago
In most physical education courses, teachers generally observe and interact with students face-to-face, so as to assess their learning status and provide immediate and appropriate guidance. However, during the COVID-19 pandemic, practical physical education courses moved completely online. Without physical contact, the safety, assessment, and overall learning quality of students in online physical education courses have become a difficult issue for teachers. Hence, the present study referred to the concept of reflective practice and developed a yoga skill auto-assessment and feedback (Auto-Yoga) system. It was implemented to provide students with instant professional evaluation and feedback, as well as to support the distance teaching of physical education courses. In order to verify the learning effects of the Auto-Yoga system, a class of 45 students was assigned to be the experimental group who adopted the Auto-Yoga system for learning, while the other class of 43 students as the control group adopted the conventional yoga skill learning (C-Yoga) system for learning during the period when face-to-face classes were not feasible due to the pandemic. The results showed that the Auto-Yoga system could significantly enhance students’ yoga skill performance, learning motivation, and critical thinking.

Augmented reality for area measurement reasoning of elementary students

1 week 4 days ago
Area measurement is a foundational component across STEM fields. The area formula offers limited insight for children trying to develop their area measurement reasoning skills, particularly when dealing with composite shapes. Spatial structuring, where children explore structural units of a 2D space, is an alternative approach. However, poor manipulation of physical units can reinforce misconceptions about area measurement. To address this issue, we developed MeoGeo, an augmented reality (AR) smartphone application. MeoGeo allows children to readily create virtual structural arrays with units of varying sizes, superimposing them on their surroundings in real-time. We conducted an exploratory multiple-case study over a 7-week program to examine the effect of AR activities. Data included written responses from three elementary students on paper-and-pencil tests, along with in situ videos recordings. Our findings indicate that engagement in AR activities facilitated reasoning skills in area measurement for both basic and composite shapes. Furthermore, students maintained their reasoning skills beyond the intervention period. Our study underscores the importance of developing AR systems that align explicitly with the developmental progression of each child, and it highlights the critical role of the instructor in effective execution of AR activities.

A comprehensive review of instructional designer research and approaches in learning design

2 weeks 2 days ago
The current systematic review study explores instructional designer practices to develop a comprehensive understanding of strategies employed by instructional designers and the expectations of the field. Using the PRISMA protocol, a total of 98 articles were included in the review consisting of 65 qualitative, 15 quantitative, and 18 mixed-methods studies. Instructional designer practices were analyzed through the lens of 10 different topical areas: (1) Attitudes and perceptions, (2) decision-making and design judgments, (3) design strategies, (4) professional development and professional identity, (5) design heuristics, (6) instructional designer and faculty relationships, (7) instructional design competencies, (8) problem-solving, (9) instructional design teams, (9) instructional design teams, (10) change management and organizational development. Evidence-based recommendations and suggestions for practices of current and future instructional designers were discussed.

Applying participatory design for developing an unplugged game to learning graph theory

2 weeks 4 days ago
Teaching Computer Science concepts, such as graph theory, is often challenging. This study proposes an approach for teaching graph theory using an unplugged game (GraphGame) developed through a participatory design process that includes usage observation, clarifying meaning, prototyping, and implementation. This process was carried out with a group of Brazilian middle school students and involved collecting observations, interviews, ideation activities, and iterative prototyping with quantitative and qualitative tests. The game offers an interactive way to explore graph algorithms, improving abstraction capacity, a skill related to Computational Thinking. The effectiveness of the game in facilitating the learning of fundamental graphs concepts among high school students was evaluated with an independent sample of students. The results pointed out the proposal as a promising alternative for teaching graph theory, a complex computing topic, in an engaging way. By enhancing playful learning, this work offers an alternative to make teaching Computer Science more enjoyable and effective.

Enhancing language education in developing countries through intelligent transformation: a comprehensive study

4 weeks ago
The formation of the digital divide is influenced by both objective factors, such as insufficient digital resources, and subjective factors, such as technology acceptance. This study employs a mixed-methods approach, utilizing the KANO model to analyze learners' demand attributes and the UTAUT model to examine subjective factors influencing technology acceptance. Standardized tests and survey questionnaires are used to assess digital learning outcomes. By collecting and analyzing data from diverse learner groups, this study aims to explore strategies for bridging the digital divide when transforming traditional online education into intelligent education, particularly in technologically and infrastructurally underdeveloped regions, including developing countries. The findings indicate significant differences in demand priorities among learners, as well as notable variations in how different learner groups classify their learning needs. Based on the demand analysis, targeted functional development can be implemented to reduce development costs in developing countries while maintaining the accessibility of digital resources. Moreover, user preferences for digital learning vary across groups; AI-driven identification and personalized recommendations can facilitate a more inclusive and equitable digital learning environment. Additionally, lowering the barriers to technology use through AI, enhancing engagement, and improving perceived effectiveness can significantly strengthen learners' confidence and motivation in bridging the digital divide. Finally, governments, educational institutions, and corporations should establish stronger communication and collaboration mechanisms to jointly address the pervasive digital divide in the era of intelligent education, particularly in developing countries.

Localized learning content in software education: effects on computational thinking and learning motivation among elementary students

1 month ago
This study investigated the effectiveness of localized learning content (LLC) in enhancing computational thinking (CT) skills and learning motivation among 6th-grade elementary school students in Busan, South Korea. In contrast to conventional methodological approaches, our research focuses on the transformative power of culturally and contextually relevant educational content. The study involved eight classroom teachers and 153 students, half of whom were exposed to programming education based on LLC and the other half to a conventional curriculum approved by the Ministry of Education. Quantitative analysis revealed a statistically significant improvement in CT skills and learning motivation among students in the LLC group compared to those in the control group, with effect sizes indicating a moderate magnitude of improvement. Semi-structured interviews with teachers and students supported these findings, indicating higher engagement and perceived relevance of LLC-based courses. However, this study also uncovered challenges related to the time and resources required to develop localized content. Despite these limitations, this study supports the potential utility of LLC, aligning with the sociocultural theory and the information process theory. It also opens new avenues for future research into LLC’s long-term efficacy and logistical feasibility. Given the significant improvements in CT and student motivation, the findings underscore the potential of LLC as a transformative approach in software education.

Investigating the impact of explanation type and peer relationship closeness on multimedia learning

1 month ago
Writing explanations is widely recognized as an effective strategy to promote meaningful learning outcomes. However, most research focused on writing explanations for fictitious peers, with limited investigation into the benefits of writing for actual peers, particularly considering the influence of peer relationship closeness. To address this gap, the present study examined how explanation type (writing explanations vs. viewing explanations) and peer relationship closeness (close peer vs. distant peer) affect student’s perceived learning experience, attention allocation, behavior patterns, metacognitive judgment, and learning performance (i.e., retention and transfer). Our findings indicate that close peer relationships enhance student motivation and mental effort without increasing perceived difficulty. Furthermore, our results highlight the benefits of writing explanations, especially for a close peer, in enhancing students’ metacognitive judgment, self-monitoring behavior, and learning performance. These results lead to a recommendation to form strategic pairs or small groups in generative learning activities.

Integrating cognition, self-regulation, motivation, and metacognition: a framework of post-pandemic flipped classroom design

1 month 1 week ago
The adoption of blended and hybrid Flipped Classroom (FC) models increased dramatically during COVID-19 and is still highly valued and recommended for enhancing the quality, flexibility, and effectiveness of teaching and learning post-pandemic. While meta-analyses indicate a small yet meaningful effect size of the FC approach, examined studies often lack theoretical groundings and/or explicit design frameworks. As a result, there is an ever-increasing need for instructional design guidance for effectively integrating and facilitating online and in-person learning in the FC context. The current paper outlines a framework intended to guide educators, designers, and researchers to maximize the synergy of online and in-person learning as they design and implement FC. Grounded in (Merrill, First principles of instruction: Identifying and designing effective, efficient and engaging instruction, Pfeiffer, 2013) First Principles of Instruction, (Zimmerman and Schunk, Zimmerman and Schunk (eds), Handbook of self-regulation of learning and performance, Routledge, 2011) Self-Regulated Learning process, (Jones, Motivating students by design: Practical strategies for professors, CreateSpace, 2018) MUSIC Model of Academic Motivation, and (Flavell, American Psychologist 34:906, 1979) Metacognition theory, we first present a conceptual framework with flipped learning cycle, self-regulated learning cycle, and metacognitive FC orientation. Informed by these theories and our FC design experience across disciplines, we convert the conceptual framework into a procedural framework by organizing the design aspects and components into a generic FC learning process. Finally, we propose theoretically and empirically grounded design strategies for individual components of the FC process, which can be further validated and refined through iterative educational design research.

Integrating artificial intelligence in literacy lessons for elementary classrooms: a co-design approach

1 month 1 week ago
Artificial Intelligence (AI) tools are becoming increasingly popular in education, providing teachers with new opportunities to enhance student learning experience and build upon existing teaching practices. This study employs a co-design approach to develop AI-integrated learning materials and explore their implementation in elementary classrooms. In collaboration with researchers, twenty-five in-service teachers co-designed engaging, age-appropriate lesson plans aligned with the national elementary curriculum and adaptable to diverse classroom needs. Qualitative analysis of teachers’ focus groups (n = 25) highlighted the co-design approach's role in empowering teachers, fostering a sense of ownership, encouraging knowledge-sharing, and promoting collaboration and enthusiasm. A pilot study conducted in four elementary classrooms with 62 students evaluated the AI-integrated lesson plans and materials through quantitative survey data (n = 62). Findings indicate that students found the AI-supported learning experience enjoyable, engaging, and meaningful, particularly in deepening their understanding of literacy concepts. This paper presents the co-designed materials and provides insights for practitioners and researchers on the future of AI-powered education, offering potential directions for further research.

Gamified learning impact: a meta-analysis of game element combinations on students’ learning outcomes

1 month 1 week ago
In educational settings, gamified learning integrates a variety of game elements to improve the learning experience, but a thorough analysis comparing different combinations of these elements is sparse. This meta-analysis consolidated data from 182 effect sizes across 37 randomized or quasi-randomized trials to assess the impact of gamified learning on student outcomes. Statistical analyses were conducted with gamified learning as the independent variable, learning outcomes as the dependent variable, and learning domain, learning stage, and intervention duration as moderating variables. The study aimed to evaluate the overall effect of gamified learning and to determine the most effective combinations of game elements. The results revealed a medium positive effect of gamified learning on learning outcomes (d = 0.566), with the “Rules/Goals + Challenge + Mystery” combination yielding the highest impact. And significant moderation was observed regarding the learning domain and the duration of the intervention. These findings offer valuable guidance for the design and application of gamified learning strategies, highlighting the need to consider moderating factors in educational practice.

Understanding pre-service teachers’ acceptance of generative artificial intelligence: an extended technology acceptance model approach

1 month 2 weeks ago
Generative Artificial Intelligence (GAI) has received widespread attention recently, influencing teacher education in various ways. However, there is little discussion on pre-service teachers’ behavioral intention towards GAI. Therefore, this study employs subjective norm, AI self-efficacy, facilitating conditions, and trust to expand the Technology Acceptance Model, understanding pre-service teachers’ adoption of GAI. The study involves 486 undergraduates from a university in Jiangsu Province, China. The Partial Least Squares Structural Equation Model is used to test the research model. Research model proved to be both reliable and valid, confirming nine out of ten hypotheses. The findings indicate that: (1) AI self-efficacy strongly predicts perceived ease of use; (2) The most direct and strongest impact on perceived usefulness is perceived ease of use, followed by facilitating conditions; (3) Perceived ease of use doesn’t directly affect attitude towards use, but perceived usefulness and trust significantly influence this attitude; (4) Attitude towards use greatly predicts behavioral intention, followed by perceived usefulness and subjective norm. This research helps in advancing policy development in educational institutions and the integration of GAI and teacher education.

Exploring grade and gender differences in computational thinking skills: a Greek primary school study

1 month 2 weeks ago
Computational thinking (CT) skills have become increasingly important in modern education, as they equip students with critical problem-solving skills applicable across various domains. Given the growing emphasis on digital literacy, it is essential to investigate grade- and gender-level differences in CT skills among students to support targeted interventions and to ensure that all students have equal opportunities to succeed in the digital age. This study examined CT skill development among primary school students, taking both grade- and gender-level disparities into account. Using quantitative data from a diverse sample of 517 primary school students, we conducted a comprehensive analysis of their CT scores. The results revealed no significant gender differences in CT scores among primary school students. However, notable age-related disparities emerged, with CT scores rising as students progressed through higher grades. This finding underscores the importance of considering developmental factors in CT education and highlights the need for age-appropriate CT curricula. By investigating both grade- and gender-level differences, this study aims to support educators and policymakers in developing more inclusive and effective strategies for cultivating CT skills among young learners, thereby preparing them for the challenges of the digital age.

Adjusting to a new normal: understanding the need for a significant overhaul of the technological infrastructure at higher education institutions

1 month 3 weeks ago
Many universities utilized a reactive, piecemeal approach to adapt and rapidly reopen schools at the onset of the COVID-19 pandemic. Although schools were able to resume classes online relatively quickly, there was limited time to explore best practices for an optimal online learning environment. The pandemic exposed significant issues in the technological infrastructure at universities that impacted revenue, enrollment, and the overall learning environment. The technological infrastructure encompasses online teaching/learning, virtual engagement, and billing practices for distance education. While billing for distance education is not commonly included as a part of a university’s digital framework, we contend that it is a pivotal issue that could impact operational efficiencies. Tuition/fee rates and enrollment numbers for online vs. face-to-face courses in 50 US schools are explored. A review of the literature, anecdotal evidence, paired t-tests, and descriptive statistics reveal similar trends; for most universities, if tuition/fee rates for students that have the same residency status are compared, there are significant differences in the cost for online and face-to-face courses. The impact of these billing disparities, within the context of a university’s digital infrastructure, is also explored. Ultimately, this research paper highlights challenges and strategies to improve faculty preparation, technology, internet access, assessments, exam proctoring/supervision, IT support, learning management systems, and billing in a virtual learning/teaching environment.

Conceptualizing a pedagogical model for immersive virtual reality safety training: pedagogical practices in trainer interviews

1 month 3 weeks ago
The potential of immersive virtual reality (IVR) to deliver engaging occupational safety training has been established by previous research; however, to date, there have not been any pedagogical models to guide its implementation. This study’s objective was to conceptualize a pedagogical model for IVR safety training by combining a multidisciplinary theoretical framework with safety trainers’ contextual and pedagogical expertise. The research questions were (1) what kind of pedagogical practices do trainers apply in safety training, and (2) how do the trainers’ pedagogical practices inform the sociocultural contextualization of the pedagogical model for IVR safety training? Eighteen safety trainers were interviewed across two work organizations. An inductive approach was used in the interview data analysis. Three main categories of pedagogical practices were identified: (1) matching pedagogy to training goals, (2) guiding social interaction in training situations, and (3) utilizing organizational resources for training development. The findings extended our understanding of the sociocultural training context and provided insight into the pedagogical practices used in safety training. Based on the findings, pre- and post-training activities were added to the pedagogical model, and the descriptions of trainers’ actions during the facilitated introduction and debriefing phases were modified to support the training’s relevance to the learners, trainers, and organizations. This study illustrates a pragmatic approach to developing safety training in the context of advanced learning technology in design-based research. The pedagogical model will be applicable by training and education providers in IVR safety training across industries and in practice-based learning.

Music and online learning: new perspectives and directions

1 month 3 weeks ago
The measurable effects of music in online learning remains a topic of extensive debate, largely due to inconsistent findings within existing literature. Many of these inconclusive results stem from research methodologies that focus on singular perspectives, often overlooking a balance between cognitive challenges and emotional benefits of background music. Consequently, educators and instructional designers frequently overlook the potential of music to enhance learning experiences and offer new resources to explore emotion regulation. This perspective article offers a comprehensive and balanced examination of leveraging music’s benefits in online education. In this article, we synthesize recent theories across music cognition, educational psychology, instructional technology, empirical studies, and documented applications of music within online instructional contexts. Based on this analysis, we present three evidence-based propositions: (1) a refined theoretical framework elucidating music’s influence on behavior and learning outcomes, (2) four strategies to harness music for enhancing learner motivation, engagement, and comprehension, (3) guidelines and reflections for effectively integrating music into instructional design. The manuscript concludes with suggestions for mobilizing the four propositions and leveraging generative AI to enhance the role of music in learning, and the further steps that researchers and practitioners can take to implement music in online learning.

Sense of promisingness: towards creative expertise through knowledge-building discourse in online graduate education

1 month 3 weeks ago
This case study investigates how a designed learning environment cultivates a “sense of promisingness”—an ability to discern what may work in uncertain conditions, essential for creative expertise. The study focused on 32 in-service teachers enrolled in a Master’s program in Taiwan, who engaged in mutually-supportive development of their thesis proposals over 18 weeks using the Knowledge Forum (KF) online tool. To evaluate the development of a sense of promisingness, we analyzed online discussion content where participants expressed their understanding of “what may work, how, and why” for improving their thesis proposals. We particularly examined three types of discourse moves—sharing-, argument-, and integration-oriented—to identify conditions fostering this ability. Key findings revealed that (1) sharing-oriented discourse was necessary but not sufficient for promoting the sense of promisingness, and (2) increased effort in integration-oriented discourse moves correlated with a higher likelihood of developing this ability. The study demonstrates that the course activity, designed based on knowledge-building principles in KF, serves as an effective instructional intervention for cultivating a sense of promisingness among graduate students. This research addresses a gap in the literature regarding methods to develop such knowledge-creating sense and the role of different discourse moves in sustaining knowledge advancement in online learning environments. The paper concludes with design implications for similar educational contexts.

Virtual virtuoso: a systematic literature review of immersive learning environments for psychomotor skill development

1 month 4 weeks ago
Psychomotor skill training has traditionally relied on the physical presence of both teacher and learner for effective demonstrations and feedback, posing challenges for remote and self-directed learning. Technological advancements have given rise to immersive learning environments (ILEs), offering novel solutions for interactive and multimodal training. Despite the widespread use of technologies, comprehensive insights into the potential and specific advantages of ILEs within the psychomotor domain remain understudied. This systematic literature review investigates current research on ILEs tailored for psychomotor skill development, focusing on four key dimensions: motor skill classification, technological integration, feedback mechanisms, and design characteristics of virtual environments. By conducting frequency and correlation analyses, the review identifies positive correlations that suggest potential synergies between various aspects of ILE-based psychomotor training and highlights research gaps through negative correlations. The findings offer a comprehensive understanding of the state-of-the-art ILEs for psychomotor training and provide a foundation for future research in this evolving field.

IEEE ToLT

Instructional Science

Understanding interactions between scientists and elementary school students in a citizen science project

6 days 9 hours ago
Participation in citizen science enables students to gain authentic research experience through collaboration with expert scientists. The purpose of this exploratory study was to investigate how the interactions between expert scientists and student citizen scientists were mediated through the collaborative investigation and co-creation of knowledge artifacts within a computer supported collaborative learning environment. Approximately 38 elementary students participated in a public citizen science project at the end of a school year. Their data (posts, comments, and photos) were downloaded for a post-hoc analysis. A mixed methods design, which merged quantitative SNA analyses and contextualized qualitative descriptions, provided an understanding of the interactions on the site. This analysis found that discussions related to knowledge artifacts that were novel or unexpected engaged a higher number of participants, but that the quality of scientific discussion was not related to the level of engagement. Expert scientists fulfilled a crucial role in generating scientific discussions about the artifacts. Students appeared to play moderating roles by asking questions and making assertions. However, they also were sometimes sidetracked by non-scientific interactions. The use of citizen science projects shows promise in engaging students in authentic research and providing a platform for expert scientists to demonstrate science practices for students. Recommendations for future research are offered to further enhance scientific discussions between all participants.

Keeping worlds apart to put them back together: VET teachers’ instructional patterns in simulation-based training

1 week 3 days ago
This study investigates how vocational education and training prepares students for future professions characterized by technological advancements and demands for sustainability and innovation. Specifically, it examines simulator-based learning in the Natural Resource Program at three upper secondary schools in Sweden. Using a sociomaterial perspective, the study aims to investigate the strategies used by the participants (both students and teachers) in a simulated activity to make sense of the task at hand when dealing with different kinds of situations and activities therein, and in what ways these may be conducive to the development of vocational knowledge. An ethnographic approach is used, employing various methodological tools to create rich datasets, including observations, video recordings, and fieldnotes. The focus is on teachers’ feedback, students’ questions, and task handling during simulation-based training. The analysis explores the relationships between these environments and how feedback and assessment practices affect students’ task performance. When dealing with simulation-based learning in the context of this study, the instructional processes seem to involve, rather than handling specific high-stakes and risky situations, the design of activities that aim at volume training. These activities are entangled with the training sessions included in the simulators but also with other practices and environments. We argue that the instructional work of the vocational teacher deals with making sense of how such entanglements work and are conducive to learning on the one hand, but also to making choices that imply unravelling such entanglements and keeping the worlds apart to put them back together again.

Do teachers self-report teaching more effectively during team teaching? A large-scale survey study with multilevel analysis

1 week 4 days ago
In the literature, there is a general assumption that teachers teach more effectively during team teaching compared with solo teaching. Although effective teaching behaviour is imperative for students’ academic outcomes, only scarce research exists on this difference. Therefore, it remains mainly unknown whether teachers teach more effectively during team teaching compared with solo teaching. This study aims to address this gap by providing a general picture of the differences in teachers’ self-reported effective teaching behaviour during solo teaching and team teaching. To achieve this, a large-scale cross-sectional survey study was performed among teachers (n = 453) in compulsory education. The SET questionnaire was administered to teachers who team teach. Overall, results show that teachers reported to be more capable of displaying effective teaching behaviour during team teaching compared with solo teaching. Furthermore, results show a positive relationship between teachers’ self-reported effective teaching behaviour and education type, teaching experience, and with team teaching percentage.

Does inquiry-based learning work better in regular classrooms or computer-based settings?

1 week 6 days ago
Enhancing students’ conceptual understanding and improving their inquiry skills and motivation for learning science are the goals of science instruction in learning environments. The current study investigated how different inquiry-based learning environments (regular classroom and computer-based environments) affect middle school students’ conceptual understanding of force and energy, inquiry skills, and motivation for learning science. A quasi-experimental pretest-posttest research design was used, with a total of 306 seventh-grade participants. A conceptual understanding test, an inquiry skills test, a motivation scale, and interviews were used to gather data. The findings revealed that the students in the computer-based learning environments showed significantly greater improvement than their counterparts in regular classroom environments in terms of conceptual understanding and inquiry skills. However, there was no meaningful difference in their motivation for learning science. Furthermore, the number of misconceptions about the topic of force and energy held by the students who learned in computer-based learning environments was relatively high. Possible reasons for the results including the advantages of instructional technologies, students’ inquiry abilities, and factors affecting motivation are discussed.

Constructive alignment of a mathematics methodology module

2 weeks 1 day ago
As the demands of society are changing, a continuous adaptation of modules is needed on what to teach, how it should be taught, and ways to assess it. Therefore, the aim was to investigate how to constructively align learning outcomes, teaching-and-learning activities, and assessment tasks of a mathematics methodology module. The sample consisted of three mathematics teacher educators and 42 mathematics pre-service teachers purposively selected from a South African university. This qualitative study adopted the three phases of design-based research (DBR) (preliminary, teacher experiment, and retrospective) to collect data from learning guides, literature, surveys, and online reflections. Qualitative data were inductively coded, whereafter responses were quantified at a descriptive level. The findings revealed six learning outcomes sequenced from lower to higher levels of understanding, comprising affective, psychological, epistemological, pedagogical, curricular, and sociological dimensions. Eight teaching-and-learning activities allowed mathematics pre-service teacher involvement in achieving the learning outcomes. These activities were evaluated through various assessment tasks that mirrored the learning outcomes. This alignment provides information about knowledge, skills, and values to consider in preparing mathematics pre-service teachers for the teaching profession. This study contributes to existing studies on constructive alignment (CA) by showing how the phases of DBR can assist in redesigning a mathematics methodology module, simultaneously enhancing theory and practice, and so paving the way for course amendments to improve learning in diverse contexts. This study opens doors for further investigation in establishing design principles for implementing CA in university-level modules.

Problem-solving before instruction for learning linear algebra in university mathematics

2 weeks 4 days ago
Problem-solving before instruction has been shown to be a more effective learning design than traditional tell-and-practice for several mathematical concepts at the secondary school level. In particular, the more a problem-solving before instruction design follows the productive failure principles, such as comparing and contrasting student-generated solutions, the higher the effect on students’ conceptual understanding and transfer. University mathematics education poses several inherent constraints that complicate the implementation of these principles. In the present study, we implemented a problem-solving before instruction design in a university linear algebra course adhering to the productive failure principles as closely as possible. Participation in the preparatory problems was voluntary. We investigated the effect on students’ learning over four one-year iterations in a design-based research approach. Compared to the baseline (aggregate of cohorts prior to the intervention), we observed a significant increase in final exam performance for all four cohorts with effect sizes between Cohen’s d = 0.28 and d = 0.59. For students who agreed to further analyses, our results show that up to 16% of the variance in students’ performance can be explained by variance in their participation in the problem-solving before instruction design. As our design did not include a control group, we refrain from conclusions regarding any design components that might have caused these effects. However, these results are promising, given that our implementation involved only minor changes to the original course structure and required little extra time for students.

Promoting future teachers’ pedagogical knowledge: The role of self-generated vs. provided illustrative examples after instruction

3 weeks 1 day ago
Illustrative examples demonstrate how abstract information can be applied in real-world. In the context of advancing evidence-informed teaching practice, the current intervention study investigated to what extent student teachers should be supported in learning educational theories and findings by different example-based approaches. Conducting a 1 × 3-factorial design, N = 105 student teachers were randomly assigned to three experimental groups: After a pre-test, all groups received the same learning instruction on the topic of cooperative learning. Then, (1) n = 35 students were prompted to generate own examples for the instructional text, (2) n = 35 students received examples along with the text, and (3) n = 35 students studied the text only, without any prompts or examples. In a post-questionnaire, it was retrospectively assessed how students perceived their learning control in engaging with the material; in a post-test, knowledge retention and knowledge transfer were measured. As assumed, findings revealed that generating examples enhanced perceived learning control and learning outcomes compared to studying provided examples. Students who learned with the instructional text only achieved lowest learning outcomes; but contrary to the expectations, these students perceived their learning control comparably high as those who generated examples. Mediation analyses indicated that for students who received illustrative examples or the instructional text only, a greater learning control perception was positively associated with knowledge retention, subsequently enhancing knowledge transfer. The study underscores the benefits of illustrative examples in teacher education, particularly when students engage in generating them. It suggests further examination of how and why example generation facilitates learning.

The scripted computer-supported collaborative argumentation in a secondary school classroom: an exploratory study

1 month 3 weeks ago
Computer-supported collaborative argumentation (CSCA) is an effective pedagogy to help deepen the learners’ understanding of content knowledge and develop their 21st-century competencies such as communication and collaboration skills, as well as creative and inventive thinking. In this study, the Spiral Model of Collaborative Knowledge Improvement (SMCKI) was employed to script learners’ CSCA in a secondary school classroom in Singapore. This exploratory study examined whether students’ argumentation artifacts, English language writing, and argumentation writing improved through the scripted CSCA activity. The results showed that students improved in both English language writing and argumentation writing quality across the various phases of SMCKI. The implications of these findings for the design and implementation of scripted CSCA in authentic classroom teaching and learning settings are discussed.

When is observing failure productive? Investigating the role of solution diversity in vicarious failure

2 months ago
Prior research has shown that Productive Failure (PF), where learners attempt (and fail) to solve a problem prior to receiving instruction, is more effective for conceptual knowledge acquisition than receiving instruction first (Direct Instruction; DI). Higher diversity in generated solution attempts seemed positively associated with conceptual knowledge acquisition. The present study investigated whether observing another student’s attempts to solve the problem prior to receiving instruction (i.e., Vicarious Failure; VF) is as beneficial as PF for conceptual knowledge acquisition in mathematics and whether this depends on the diversity in the observed solution attempts. In the high solution diversity condition (VF-high), students observed five solution attempts that (taken together) included all four components of the to-be-learned canonical solution, while in the low diversity condition (VF-low), the solution attempts included only two of these components. Secondary education students (n = 152) were randomly assigned to one of four conditions: PF, VF-high, VF-low, and Direct Instruction (DI). As expected, students in the VF-high condition significantly outperformed students in the VF-low and DI conditions and performed as well as students in the PF condition on the conceptual knowledge posttest. Surprisingly, the PF effect found in previous studies was not replicated, i.e., the PF condition descriptively seemed to outperform the DI condition, but this difference was not statistically significant. Our findings provide further insight into the mechanisms that explain why engaging with problems prior to instruction is effective, suggesting that students’ activation of prior knowledge is more critical than whether they experience failure first hand.

Walking the number line: towards an enactive understanding of integer arithmetic

2 months ago
Early mathematics education presents middle-school students with the challenge of adding and subtracting negative integers. This paper reports on results from the experimental implementation of a proposed educational design for integer arithmetic that utilized the number-line (NL) form as a resource for students to enact simple addition and subtraction problems under two conditions: (1) a body-scale floor-based NL, where arithmetic operations are enacted by walking; and (2) a regular desk-based NL supplemented with an action-figure for re-enacting the floor-based solutions. This design is the first iteration of a design-based research project and was developed based on the experience of the first author’s five years teaching in this topic. 15 Grade 7 students participated in the project’s pilot study that centered on how students coordinate procedurally analogous calculation activities across the large and small NL. The activity elicited students’ implicit confusions surrounding integer subtraction, thus creating opportunities for corrective intervention. Analyses also generated operative inferences shaping the subsequent design iteration. Implications are drawn more broadly for enactive mathematics pedagogy, particularly through the lens of comparing students’ egocentric orientations toward immersive instantiations of cultural–historical mathematical forms to their allocentric perceptual orientations toward the normative forms of the same concepts. As Extended Reality (XR, e.g. virtual reality, augmented reality) experiences enter mathematics classrooms, it may become vital to develop pedagogical methodologies in support of coordinating conceptually complementary perceptual perspectives.

Why do people not desire to know all their unknowns? Exploring the potential of interest as a factor in arousing curiosity in science

2 months 2 weeks ago
Although previous studies have revealed that knowledge gaps, which refer to differences in what individuals want to know and what they already know, lead to curiosity, students may not experience curiosity for every phenomenon they believe they lack the knowledge of. Herein, we empirically examined the reasons for not feeling curious about the unknown when recognizing science-related knowledge gaps, with a specific focus on interest. Two consecutive studies were conducted. In Study 1, we investigated the association between curiosity arousal and a feeling of interest using the chi-square, Breslow–Day, and Cochran–Mantel–Haenszel tests. In Study 2, we utilized a mixed-method approach to examine whether students’ individual and situational interests could predict curiosity arousal. Twenty-five sixth-grade students participated in Study 1, and six of them participated in Study 2. Based on the results of our study, we observed a robust connection between curiosity and interest, irrespective of students’ level of science curiosity or knowledge gap. Notably, contextualized curiosity, which is aroused when recognizing knowledge gaps within specific contexts, presented a stronger association with situational interest. By contrast, decontextualized curiosity, which is aroused when recognizing knowledge gaps not specific to a particular context, exhibited an association with individual interest. However, interest alone does not account for all instances of curiosity arousal, as indicated by exceptions where it is challenging to attribute the arousal of curiosity solely to interest. We discussed the interpretation and limitations of these results, as well as their implications for education and future research.

Teacher noticing to scaffold knowledge-building inquiry in two grade 5 classrooms

3 months ago
In classrooms that implement student-driven, collaborative knowledge building, there is a lot for teachers to attend to in student work, alongside numerous ways of interpreting and responding to what is noticed, giving rise to countless possibilities of furthering students’ inquiry and discourse. The current study aims to make sense of these possibilities by identifying patterns in a veteran teacher’s reflective noticing of student inquiry in two Grade 5 classrooms. Using a Knowledge Building approach, the fifth graders studied the human body systems supported by a collaborative online environment (Knowledge Forum) over an eight-month period. The teacher kept weekly journals to record her reflective noticing of student inquiry and envisioning (planning) of possible ways to facilitate deeper knowledge building work. Using a grounded theory approach, we analyzed the teacher’s reflective journal entries to identify critical themes characterizing the teacher’s attention, interpretation, and planning of responsive moves. Visual network analysis further traced multiple pathways of teacher noticing and envisioning, each involving attending to specific changes in student inquiry and discourse, interpreting these changes within a temporal context, and envisioning responsive actions that could be taken up with her students. The teacher’s responsive moves focused on leveraging student-generated ideas to unfold new possibilities of deepening, expanding, or better co-regulating their inquiry and discourse. The findings shed light on how teachers may work with emergent processes of student-driven inquiry to scaffold ever-deeper knowledge building in a collaborative community.

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

3 months 1 week 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.

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

3 months 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.

University students’ perceptions of using generative AI in translation practices

3 months 1 week ago
The rising application of Generative Artificial Intelligence (GenAI) tools like ChatGPT, Bing Chat, and Bard in language teaching and learning heralds a transformative era. Yet, the experiences and perspectives of university students on integrating these tools into their translation studies remain underexplored. This qualitative study, conducted in a research-intensive, Sino-foreign cooperative university in southern China, explored university students’ perceived benefits and challenges of utilizing GenAI in translation practices, as well as their preferred support mechanisms for addressing encountered issues. Data was collected through open-ended questionnaires and semi-structured interviews and analyzed by using reflexive thematic analysis. Results underscored the advantages of GenAI in enhancing translation efficiency, quality, learning, and practice, fostering a positive outlook and social benefits. Nevertheless, issues such as adequacy, prompt engineering efficacy, practical application, technical limitations, accountability, transparency, and potential AI dependency were noted. Beyond existing self-help strategies, there was an expressed need for additional guidance from educators and institutions. This study enriches our comprehension of how university students perceive and engage with GenAI tools in translation, offering insights for educators and academic institutions to optimize future teaching strategies. It also outlines the study’s limitations and proposes directions for subsequent research.

Comparing effectiveness of exploratory learning activities given before instruction: generating multiple strategies vs. inventing one strategy

3 months 2 weeks ago
Exploratory learning before instruction typically benefits conceptual understanding compared to traditional instruction-first methods. The current study examined whether different exploration prompts impact students’ exploration approaches and learning outcomes, using a quasi-experimental design. Undergraduate students (N = 164) in psychological statistics courses were taught the procedure and concepts of standard deviation. Students in the instruct-first condition received direct instruction then a practice problem. Students in the explore-first conditions attempted the problem before instruction, with exploration prompts differing between conditions. Students in the explore-first invent condition were asked to invent a formula; students in the explore-first generate condition were asked to come up with different ways of measuring consistency. Students in the explore-first generate condition scored significantly higher on procedural knowledge (problem solving) than in the explore-first invent condition, conceptual knowledge than in both other conditions, and preparation for future learning (transfer) than in the instruct-first condition. Students in the explore-first invent condition scored no differently on any learning outcomes than in the instruct-first condition. Students given the strategy generation prompt more broadly explored different strategies during the exploration activity, but used fewer correct solution steps than those given the invention prompt. Broader exploration—and not accuracy—was associated with higher conceptual knowledge. Conversely, students in the instruct-first condition used fewer, more accurate, strategies on the activity compared to the explore-first conditions. They also showed greater misconceptions during the activity and posttest, indicating superficial understanding. Both explore-first conditions induced greater awareness of knowledge gaps compared to the instruct-first condition. Generating multiple strategies likely helped students discern important problem features, deepening conceptual structures that supported learning even beyond the initial lesson.

Interactive Learning Environments

International Journal of Computer-Supported Collaborative Learning

Activity-based collaborative virtual reality: Conceptualising immersive virtual reality for collaborative learning

4 days 9 hours ago
The development of immersive virtual reality (IVR) hardware and software has accelerated in recent years. The conceptual vocabulary has, however, not received the same amount of attention, especially in the context of collaborative learning settings. Existing concepts such as immersion, presence and interactivity focus predominantly on the individual user’s experience, neglecting the social and collaborative dimensions of learning supported by IVR. This limitation is particularly evident in the context of collaborative 360-degree virtual reality (360VR), in which learners must interact with each other to understand the recorded activity rather than interact directly with the environment itself. This paper challenges the current conceptualisations of IVR learning processes and proposes a new conceptual framework: Activity-based collaborative virtual reality (ABC-VR). ABC-VR builds on activity theory and is aligned with a dual sense of activity – the ‘original’ activity recorded with 360-degree video cameras and the activity produced by learners collaboratively and interactively immersing themselves in an ABC-VR session. In this dual sense of activity, ABC-VR is oriented to activities and the ways learners inhabit activities from educational, social and work practices, where actions and operations occur in a situated context shaped by the learners’ embodied actions and use of material resources. In ABC-VR, learners can question each other and imagine future actions – but they can also figuratively reason, imagine and reflect with the participants in the original activity. Through this paper, we unfold a conceptualisation of collaborative 360VR that can support the design of pedagogical activities and future research on IVR in collaborative learning activities.

Measuring the quality of collaborative group engagement: Development and validation of the QCGE self-assessment scale (QCGE-SAS)

3 weeks 4 days ago
Quality of collaborative group engagement (QCGE) is conceptualised as a complex, shared, and multidimensional construct critical to learning outcomes in collaborative learning. It is currently measured in a variety of ways, including rich observation-based methods. However, a standardised self-assessment method for the construct of QCGE has not yet been developed. This contribution presents a pragmatic self-assessment approach to QCGE for higher education contexts and a new self-assessment scale: the QCGE-SAS. Our findings from a study with N = 246 students support the four-factor structure of QCGE originally proposed by Sinha et al. (2015), namely behavioural, social, cognitive, and conceptual-to-consequential collaborative group engagement, and demonstrate that the QCGE-SAS can successfully capture the multidimensional nature of QCGE. Construct and criterion validity were supported by significant correlations with related scales and with self-reported and objective learning outcomes. However, while three subscales proved reliable, the social engagement dimension subscale showed unsatisfactory reliability, indicating further refinement of the scale in future research. Overall, our findings contribute to an accurate operationalisation of the QCGE construct and complement existing methods and comprehensive multi-method approaches to measuring QCGE, thereby informing CSCL research and practice.

Enhancing students’ dialogic reflection through classroom discourse visualisation

3 months 2 weeks ago
Fostering students’ dialogic reflection in the classroom entails promoting diverse perspectives and collaborative aspects of reflective thinking. However, few studies have developed visualisation tools to create a collaborative environment that fosters dialogic reflection, especially for young learners. This study aimed to investigate the efficacy of visualising classroom discourse to enhance students’ dialogic reflection. Two information and communication technology (ICT) teachers and their students (n = 53) from a Hong Kong primary school participated in a 3-month study. After engaging in visualisation-supported dialogic reflection, students’ subject knowledge of ICT improved, accompanied by an increase in the proportion of words spoken by students during lessons. Interviews with the two teachers and eight students underscored the positive impact of visualising classroom discourse, which enabled students to embrace alternative problem-solving approaches and actively engage in both collaborative group work and whole-class discussions. This study illuminates the advantages of employing classroom discourse visualisation as a reflective tool. Beyond mere revisiting, students can view experiences from multiple perspectives and reconstruct their knowledge. Furthermore, this approach fostered accountability for students’ contribution during classroom interactions, ultimately improving their learning outcomes. These findings advocate for the development of evidence-based, dialogic reflective tools specifically designed for young learners to optimise their learning experiences.

How does collaborative task design shape collaborative knowledge construction and group-level regulation of learning? A study of secondary school students’ interactions in two varied tasks

3 months 2 weeks ago
Computer-supported collaborative learning (CSCL) offers a modern setting for learners to engage in meaningful (meta)cognitive and socioemotional interactions. However, the task design, not technology alone, significantly shapes students’ learning interactions. This study investigates how a conceptual physics task and a hands-on robotics task promote collaborative knowledge construction (CKC) and group-level cognitive, as well as emotion–motivation, regulation among secondary school students. Utilizing video recordings of students’ collaborative interactions and process-oriented methods, we examined the occurrence and temporal interplay of these processes from the two tasks. Transmodal network analysis complemented by qualitative case examples revealed significant differences in the nature of CKC and regulation of learning during the tasks. Cognitive processes and strong interconnections between cognitive regulation and negotiation were more typical for the conceptual physics task. The hands-on robotics task featured more frequent, but shorter, sequences of initial CKC phases and emphasized socioemotional interactions for sustained positive collaboration. This study highlights task design’s importance in collaborative learning processes and provides insights for optimizing CSCL environments for effective collaboration.