Bibliothek

@article{Woitt2023,

title = {Students’ feedback literacy in higher education: an initial scale validation study},

author = {Svenja Woitt and Joshua Weidlich and Ioana Jivet and Derya Orhan Göksün and Hendrik Drachsler and Marco Kalz},

url = {https://doi.org/10.1080/13562517.2023.2263838},

doi = {10.1080/13562517.2023.2263838},

issn = {1470-1294},

year  = {2023},

date = {2023-10-17},

urldate = {2023-10-17},

journal = {Teaching in Higher Education: Critical Perspectives},

pages = {1–20},

abstract = {Given the crucial role of feedback in supporting learning in higher education, understanding the factors influencing feedback effectiveness is imperative. Student feedback literacy, that is, the set of attitudes and abilities to make sense of and utilize feedback is therefore considered a key concept. Rigorous investigations of feedback literacy require psychometrically sound measurement. To this end, the present paper reports on the development and initial validation (N = 221) of a self-report instrument. Grounded in the conceptual literature and building on previous scale validation efforts, an initial overinclusive item pool is generated. Exploratory factor analysis and the Rasch measurement model yield adequate psychometric properties of an initial scale measuring two dimensions: feedback attitudes and feedback practices with a total of 21 items. We further provide evidence for criterion-related validity. Findings are discussed in light of the emerging feedback literacy literature and avenues for further improvement of the scale are reported.},

keywords = {exploratory factor analysis, Feedback literacy, higher education, O, Rasch analysis, scale development},

pubstate = {published},

tppubtype = {article}

}

@article{deVogel2023,

title = {Simply the best? Determinants of achieving the highest grade in a doctoral degree in Germany},

author = {Susanne de Vogel},

url = {https://doi.org/10.1007/s10734-022-00883-z},

doi = {10.1007/s10734-022-00883-z},

issn = {1573-174X},

year  = {2023},

date = {2023-05-01},

journal = {Higher Education},

volume = {85},

issue = {5},

pages = {1161–1180},

abstract = {In Germany, the final grade of a doctorate is significant for careers inside and outside the academic labor market. Particularly important is the highest grade—summa cum laude. At the same time, doctoral grades are constantly subject to criticism. Thus far, however, neither German nor international studies have examined the determinants of doctoral grades. Drawing on Hu’s model of college grades, this study develops a conceptual framework for explaining doctoral grades and investigates the impact of doctorate holders’, reviewers’, and environmental context characteristics on the probability of doctoral candidates graduating with the highest grade, summa cum laude. Using logistic regression analyses on data from the German PhD Panel Study, the study confirms that high-performing individuals are more likely to achieve the highest doctoral grade. A learning environment that is characterized by supervision security, high expectations to participate in scientific discourse, and strong support in network integration also increases the chances of graduating with a summa cum laude degree. In contrast, being female, having a highly respected reviewer, studying natural sciences, medical studies or engineering, completing an external doctorate, and studying within a learning environment characterized by rigid time constraints are negatively related to the probability of receiving a summa cum laude grade. This study is the first to lend empirical evidence to the critical discussion of doctoral grades and offers insights to ensure the validity of doctoral grades.},

keywords = {academic success, doctorate, grades, O, phd},

pubstate = {published},

tppubtype = {article}

}

@article{Mutawa2023,

title = {The Effectiveness of Using H5P for Undergraduate Students in the Asynchronous Distance Learning Environment},

author = {Abdullah M. Mutawa and Jamil Abdul Kareem Al Muttawa and Sai Sruthi},

url = {https://doi.org/10.3390/app13084983},

doi = {10.3390/app13084983},

issn = {2076-3417},

year  = {2023},

date = {2023-04-15},

journal = {Applied Sciences},

volume = {13},

issue = {8},

pages = {4983},

abstract = {As the COVID-19 pandemic caused many schools to go online, asynchronous distant learning has become popular. One of the main challenges of asynchronous distance learning is keeping students engaged and motivated, as they do not have the same engagement with their peers and teachers as in traditional face-to-face learning environments. HTML 5 package (H5P) is an interactive learning tool that has the potential to fill this need due to its numerous immediate interactive features, such as interactive videos, pop quizzes, and games during media playback. This study investigates the effectiveness of using H5P and Moodle in asynchronous distance learning environments for undergraduate students. The data collection methods included pre-and post-surveys for Moodle and H5P and the questions related to the student perspectives towards H5P features. The technology acceptance model (TAM) is employed to find student satisfaction. The results of this study suggest that both the H5P and Moodle could be valuable tools for making E-learning more effective. The interactive and engaging nature of H5P can provide students with a more enjoyable and effective learning experience, helping to keep them motivated and engaged throughout their studies.},

keywords = {advanced technologies, e-learning, H5P, interactive learning, learning analytics, O},

pubstate = {published},

tppubtype = {article}

}

@article{Eickhoff2023,

title = {Didaktische Gestaltung von MOOCs: Forschungsstand und Empfehlungen},

author = {Verena Eickhoff},

editor = {Martin Ebner and Thomas Staubitz and Markus Koschutnig-Ebner and Sebastian Serth},

url = {https://doi.org/10.3217/zfhe-18-01/04},

doi = {10.3217/zfhe-18-01/04},

issn = {2219-6994},

year  = {2023},

date = {2023-03-01},

journal = {Zeitschrift für Hochschulentwicklung (ZFHE)},

volume = {18},

issue = {1},

pages = {57–75},

abstract = {Vor dem Hintergrund der steigenden Bedeutung digitaler Lehre und dem Bedarf nach Good Practice und Gestaltungsempfehlungen fragt der Beitrag nach der didaktischen Qualität von MOOCs sowie didaktischen Prinzipien und Maßnahmen, die erfolgreiches Lernen in MOOCs fördern. Unter Bezug auf aktuelle Forschungsergebnisse wird gezeigt, dass die didaktische Qualität von MOOCs als unzureichend zu bewerten ist. Anschließend werden mehrere didaktische Prinzipien auf ihre Eignung zur didaktischen Gestaltung von MOOCs geprüft und danach Maßnahmen vorgestellt, die sich als geeignet erwiesen haben, um das für den Lernerfolg in MOOCs wichtige selbstregulierte Lernen zu fördern.},

keywords = {A, didaktische Prinzipien, Instruktionsdesign, massive open online course (MOOC), Online-Lernen, Selbstgesteuertes Lernen, selbstreguliertes Lernen},

pubstate = {published},

tppubtype = {article}

}

@article{Limburg2022,

title = {Plagiarismus in Zeiten Künstlicher Intelligenz},

author = {Anika Limburg and Peter Salden and Margret Mundorf and Doris Weßels},

editor = {Ines Langemeyer and Ernst Schraube and Peter Tremp},

url = {https://doi.org/10.3217/zfhe-17-03/06},

doi = {10.3217/zfhe-17-03/06},

issn = {2219-6994},

year  = {2022},

date = {2022-10-01},

journal = {Zeitschrift für Hochschulentwicklung (ZFHE)},

volume = {17},

issue = {3},

pages = {91–106},

abstract = {Software auf Basis Künstlicher Intelligenz aus dem Bereich des Natural Language Processing hat das Potenzial,  wissenschaftliches Schreiben grundlegend zu verändern.  Entsprechende Tools können bereits erstaunlich kohärente  Texte in wissenschaftlichem Ton produzieren. Dies führt zu  fundamentalen Fragen guter wissenschaftlicher Praxis und  akademischer Kultur. Wir diskutieren diese Entwicklung vor  dem Hintergrund einer Befragung deutscher  Schreibdidaktiker:innen und arbeiten Fragen heraus, die im  Zusammenhang mit KI-Schreibtools zukünftig von  zentraler Bedeutung sein werden. Abschließend schlagen  wir einen Passus für eine Selbstständigkeitserklärung vor,  der den Entwicklungen Rechnung trägt.},

keywords = {A, AI, artificial intelligence, gute wissenschaftliche Praxis, KI, Künstliche Intelligenz, Natural Language Processing, plagiarism, Plagiarismus, reflective science, Schreibdidaktik, writing tools},

pubstate = {published},

tppubtype = {article}

}

@article{nokey,

title = {Do the political attitudes of students change during their time in higher education?},

author = {Tom Fryer},

url = {https://doi.org/10.1007/s10734-022-00915-8},

doi = {10.1007/s10734-022-00915-8},

issn = {1573-174X},

year  = {2022},

date = {2022-09-13},

journal = {Higher Education},

volume = {86},

pages = {563–590},

abstract = {Experience of higher education (HE) has come to characterise many contemporary political divisions, including those related to Brexit, Trump and coronavirus policy. However, the academic literature is unclear whether HE plays a causal role in changing peoples’ political attitudes or is simply a proxy. Furthermore, in many contexts, there is limited descriptive evidence on whether students’ political attitudes change during HE. This paper focuses on the UK, using data from the British Election Study, to make a twofold contribution. Firstly, the paper introduces recent political science theorising on the nature of contemporary political divisions, which has remained largely outside the HE literature to date. This theorising is illustrated through a cross-sectional analysis, comparing the political attitudes of those with and without experience of HE, showing that the former tend to be more left-leaning and less ethnocentric. Secondly, a longitudinal analysis is performed to assess how students’ political attitudes change during their time in HE. While in HE, students tend to make small movements to the left and become less ethnocentric, representing approximately 20–33% of the overall division between those with and without experience of HE. These findings are interpreted through a critical realist lens—they evidence that HE could have a causal role to play in creating contemporary political divisions. However, to establish whether HE does play a causal role, further intensive research is needed to explore how particular aspects of HE might bring about these changes and how this varies for different students in different contexts.},

keywords = {graduate outcomes, higher education, O, political attitudes, politics, student politics},

pubstate = {published},

tppubtype = {article}

}

@article{Ebner2022,

title = {OER Impact Assessment: A framework for higher education institutions and beyond. Approaches to assess the impact of Open Educational Resources},

author = {Martin Ebner and Dominic Orr and Sandra Schön},

url = {https://doi.org/10.1515/edu-2022-0018},

doi = {10.1515/edu-2022-0018},

issn = {2544-7831},

year  = {2022},

date = {2022-07-28},

journal = { Open Education Studies},

volume = {4},

issue = {1},

pages = {296–309},

abstract = {The  purpose  of  this  paper  is  to  provide  an  overview   of   approaches   to   and   insights   for   impact   assessment on open educational resources (OER) in higher education and building on this to sketch a framework for university focussed OER impact assessment. The authors describe  the  literature  on  impact  assessment  in  the  OER  context  and  the  existing  contributions  to  OER  impact  assessment in higher education. Findings of the analysis are that there are few contributions on the effects of OER in general or of specific OER initiatives. Four contributions are presented in more detail. From these examples and the literature  analysis,  derivations,  and  challenges  for  OER  impact assessment are drawn, such as the large diversity in  OER  purposes  and  the  invisibility  of  the  re-usage  of  OER.  The  contribution  sketches  a  framework  model  for  describing  OER-relevant  results,  outcomes,  and  impact,  and more specifically demonstrates how this can be done for  exemplary  OER-related  objectives.  This  contribution  is  thus  of  relevance  to  funding  bodies  and  institutions  working  in  the  context  of  higher  education  that  wish  to  systematically evaluate and monitor statements about the effectiveness  of  OER  activities  according  to  the  UNESCO  (2019) OER recommendation.},

keywords = {A, higher education, impact analysis, impact assessment, open educational ressources (OER), strategy},

pubstate = {published},

tppubtype = {article}

}

@article{Jordan2022,

title = {JIME Virtual Special Collection – 2012 to 2022: The Decade of the MOOC},

author = {Katy Jordan and Fereshte Goshtasbpour},

url = {https://doi.org/10.5334/jime.757},

doi = {10.5334/jime.757},

issn = {1365-893X},

year  = {2022},

date = {2022-05-25},

journal = {Journal of Interactive Media in Education},

volume = {2022},

issue = {1},

abstract = {In a New York Times article, Pappano (2012) declared 2012 as ‘the year of the MOOC’. It was a year which saw a surge in interest in this new, open form of online higher education. While the initial hype around Massive Open Online Courses (MOOCs) subsided and their form has changed significantly from the first large-scale courses, more learners than ever are registered with the platforms, which have attracted substantial levels of investment. In this special collection, we bring together articles published in the Journal of Interactive Media in Education over the past ten years, which have focused upon MOOCs from a diverse range of research perspectives. First, we provide an overview of major events and trends in relation to MOOCs over the past ten years. We then take a closer look at the 25 papers published in JIME and included in the virtual special collection, arranged in relation to four main themes, including: situating MOOCs; learning design and roles; MOOCs and languages; and accessibility and inclusion.},

keywords = {A, massive open online course (MOOC), massive open online courses (MOOCs), open education},

pubstate = {published},

tppubtype = {article}

}

@article{Barenberg2022,

title = {Testen als evidenzbasierte Lernmethode: Empirische und theoretische Gründe für eine Anwendung im Unterricht},

author = {Jonathan Barenberg and Stephan Dutke},

url = {https://doi.org/10.1007/s42010-021-00138-3},

doi = {10.1007/s42010-021-00138-3},

issn = {2520-873X},

year  = {2022},

date = {2022-03-01},

journal = {Unterrichtswissenschaft},

volume = {50},

pages = {17–36},

abstract = {In Schule und Hochschule werden Tests meist als Instrument zur Leistungsüberprüfung und -bewertung eingesetzt. Dabei weisen Ansätze des evidenzbasierten Lehrens und Lernens darauf hin, dass Testen als Abrufübung auch zur Lernförderung eingesetzt werden können. Es werden drei Argumente erörtert, die für eine Anwendung von Abrufübungen als Lernmethode in der Unterrichtspraxis sprechen: (1) Entwicklung der Testeffektforschung von Laborkontexten zu Anwendungskontexten sowie direkte Effekte des Testens auf (2) den Transfer von Wissen und (3) auf unterrichtsrelevante, metakognitive Prozesse. Abschließend werden sowohl Schlussfolgerungen für die Umsetzung von Abrufübungen im Unterricht beschrieben als auch Konsequenzen für den Wissenschafts-Praxis-Transfer diskutiert.},

keywords = {Abrufübung, Evidence-based teaching, Evidenzbasiertes Lehren und Lernen, Metacognition, Metakognition, O, Retrieval practice, Testeffekt, Testing effect, Transfer},

pubstate = {published},

tppubtype = {article}

}

@article{Gumm2021,

title = {Hybride Lehre – eine Taxonomie zur Verständigung},

author = {Dorina Gumm and Steffi Hobuß},

url = {https://gabi-reinmann.de/wp-content/uploads/2021/07/Impact_Free_38.pdf},

year  = {2021},

date = {2021-08-01},

journal = {Impact Free: Journal für freie Bildungswissenschaftler},

volume = {38},

pages = {1–11},

address = {Hamburg},

keywords = {Blended Learning, hybride Lehre, O, taxonomy},

pubstate = {published},

tppubtype = {article}

}

@article{Venable2021,

title = {Gender Differences in Online Learning: Insights from recent graduates},

author = {Melissa Venable},

url = {https://doi.org/10.1145/3473344.3460821

https://elearnmag.acm.org/archive.cfm?aid=3460821&doi=10.1145%2F3473344.3460821},

doi = {10.1145/3473344.3460821},

issn = {1535-394X},

year  = {2021},

date = {2021-07-30},

journal = {eLearn},

volume = {2021},

number = {6},

abstract = {How might the online learning experience, and the support required for success, differ for men and women? New survey research captures insights from 505 participants, including 295 women, who graduated from online programs between 2015 and 2020. This article provides an overview of the characteristics of online students, highlighting the challenges female students face and considerations for supporting their success. Differences in demographic characteristics across gender were found in the areas of degree level and academic major, income, age, and ethnic diversity. More men chose computer and information sciences majors, while more women were in healthcare and education. Female students were also younger and at lower income levels than their male counterparts when they were enrolled in their online programs. And while the majority of study participants were White, women represented more ethnic diversity than men. Recommendations include the review and revision of curricula and support programs with specific learner characteristics in mind, addressing potential biases with culturally responsive strategies leading to greater representation. Future research should continue to track trends related to online student needs and perspectives and expand descriptions of gender beyond binary categories.},

keywords = {A, Diversity, Gender, online learning, online studying},

pubstate = {published},

tppubtype = {article}

}

@article{Killam2021,

title = {Virtual Simulations to Replace Clinical Hours in a Family Assessment Course: Development Using H5P, Gamification, and Student Co-Creation},

author = {Laura A. Killam and Marian Luctkar-Flude},

url = {https://doi.org/10.1016/j.ecns.2021.02.008

https://www.youtube.com/watch?v=KijC4y1hDBo},

doi = {10.1016/j.ecns.2021.02.008},

year  = {2021},

date = {2021-04-08},

urldate = {2021-04-08},

journal = {Clinical Simulation in Nursing},

volume = {57},

pages = {59–65},

abstract = {Quality clinical placements have become increasingly challenging to locate, supervise, and learn from. The purpose of this article is twofold: (1) to describe the process used to develop virtual simulations for a family assessment course using H5P technology; and (2) to describe how gamification was used to leverage student creativity as scenario creators and actors. Anecdotally, the use of H5P technology and students as simulation co-creators has improved the learning experience in a first-year family assessment course.},

keywords = {co-creation, computer-based simulation, gamification, H5P, nursing student, O, web-based simulation},

pubstate = {published},

tppubtype = {article}

}

@article{Toth2021,

title = {Lernkulturen und Persönlichkeit: Warum MOOCs doch nicht die Bildungsungleichheit auflösen konnten},

author = {Christian Toth},

url = {https://www.medienpaed.com/article/view/1074

https://doi.org/10.21240/mpaed/42/2021.04.08.X},

doi = {10.21240/mpaed/42/2021.04.08.X},

isbn = {1424-3636},

year  = {2021},

date = {2021-04-01},

journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},

volume = {42},

number = {Optimierung},

pages = {134–151},

abstract = {Digitale Medien sind in der modernen Bildungslandschaft stetiger Hoffnungsträger für die Aufhebung der Bildungsungleichheit. Im Fokus der 2010er Jahre standen Massive Open Online Courses (MOOCs), die spätestens seit dem grossen MOOC-Hype 2012 kontinuierlich und in stetig wechselnder Gestalt als Optimierungen der Hochschulbildung gehandelt werden und selbst in den vergangenen sieben Jahren zahlreiche Veränderungen durchlaufen haben. MOOCs haben in der deutschen Hochschulbildung zu kontroversen Diskussionen geführt, bisweilen nehmen MOOCs an deutschen Hochschulen jedoch keinen besonderen Stellenwert ein. Dabei gäbees durchaus Potenziale zur Weiterentwicklung (und damit auch Optimierung) der Hochschullehre, wenn man an internationale Entwicklungen der MOOC-Forschung anknüpfen würde. Dieser Beitrag bilanziert, ob MOOCs den Ansprüchen der Digitalisierung in Hochschulen und den gesellschaftlichen Erwartungen, der Bildungsungleichheit entgegenzuwirken, gerecht werden und stützt sich in der kritischen Einschätzung auf die Ergebnisse einer gross angelegten (N > 1000) und abgeschlossenen quantitativen Studie über vier internationale MOOCs. Die Forschungsergebnisse begründen, warum MOOCs in ihrer traditionellen Form nicht zwingend zu einer Optimierung der Hochschulbildung führen, geben jedoch Hinweise darauf, wie dies nach wie vor gelingen könnte.},

keywords = {A, massive open online course (MOOC), Optimierung},

pubstate = {published},

tppubtype = {article}

}

@article{Reinmann2021,

title = {Hybride Lehre – Ein Begriff und seine Zukunft für Forschung und Praxis},

author = {Gabi Reinmann},

url = {https://gabi-reinmann.de/wp-content/uploads/2021/02/Impact_Free_35.pdf},

year  = {2021},

date = {2021-02-01},

journal = {Impact Free: Journal für freie Bildungswissenschaftler},

volume = {35},

keywords = {A, Begriffsfindung, Blended Learning, Corona, hybride Lehre},

pubstate = {published},

tppubtype = {article}

}

@article{Svenik2021,

title = {Open Science als Beitrag zur Qualität in der Bildungsforschung},

author = {Georg Krammer and Erich Svenik},

url = {https://doi.org/10.1007/s35834-020-00286-z},

doi = {10.1007/s35834-020-00286-z},

issn = {2190-6904},

year  = {2021},

date = {2021-01-08},

urldate = {2021-01-08},

journal = {Zeitschrift für Bildungsforschung},

volume = {10},

pages = {263–278},

abstract = {Ausgangspunkt dieses Beitrags sind Diskussionen um die Belastbarkeit empirischer Befunde in benachbarten Disziplinen, namentlich der Sozialpsychologie, die in der sog. „Replication Crisis“ gipfelten. Von derartigen Diskussionen um Replikationen und „Questionable Research Practices“ ist die Bildungsforschung bisher noch nicht in dem Maße betroffen, aber die Problemlagen sind in Teilbereichen ähnlich. Es mag daher nur eine Frage der Zeit sein, bevor diese Kontroversen auch in der Bildungsforschung aufkommen. Vor diesem Hintergrund argumentieren wir, wie Open Science einen Beitrag leisten kann, um die Belastbarkeit von Befunden der Bildungsforschung zu erhöhen. Im Besonderen greifen wir drei Open Science Praktiken auf: Präregistrierung, Open Materials und Open Data. Wir stellen diese vor und beleuchten, wie sie in der Bildungsforschung implementiert werden können. Wir thematisieren dabei die spezifischen Verhältnisse der Bildungsforschung im Vergleich zu Nachbardisziplinen, und gehen auf Limitationen und Besonderheiten der Bildungsforschung ein. Wir schließen mit einem Plädoyer für Transparenz.},

keywords = {Empirische Bildungsforschung, epirical educational science, O, open science, questionable research practices, replication crisis, Replikationskrise, transparency, Transparenz},

pubstate = {published},

tppubtype = {article}

}

@article{Newton2020,

title = {How Common Is Belief in the Learning Styles Neuromyth, and Does It Matter? A Pragmatic Systematic Review},

author = {Philip M. Newton and Atharva Salvi},

url = {https://doi.org/10.3389/feduc.2020.602451},

doi = {10.3389/feduc.2020.602451},

year  = {2020},

date = {2020-12-14},

journal = {Frontiers in Education},

volume = {5},

pages = {270},

abstract = {A commonly cited use of Learning Styles theory is to use information from self-report questionnaires to assign learners into one or more of a handful of supposed styles (e.g., Visual, Auditory, Converger) and then design teaching materials that match the supposed styles of individual students. A number of reviews, going back to 2004, have concluded that there is currently no empirical evidence that this “matching instruction” improves learning, and it could potentially cause harm. Despite this lack of evidence, survey research and media coverage suggest that belief in this use of Learning Styles theory is high amongst educators. However, it is not clear whether this is a global pattern, or whether belief in Learning Styles is declining as a result of the publicity surrounding the lack of evidence to support it. It is also not clear whether this belief translates into action. Here we undertake a systematic review of research into belief in, and use of, Learning Styles amongst educators. We identified 37 studies representing 15,405 educators from 18 countries around the world, spanning 2009 to early 2020. Self-reported belief in matching instruction to Learning Styles was high, with a weighted percentage of 89.1{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}, ranging from 58 to 97.6{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}. There was no evidence that this belief has declined in recent years, for example 95.4{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} of trainee (pre-service) teachers agreed that matching instruction to Learning Styles is effective. Self-reported use, or planned use, of matching instruction to Learning Styles was similarly high. There was evidence of effectiveness for educational interventions aimed at helping educators understand the lack of evidence for matching in learning styles, with self-reported belief dropping by an average of 37{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} following such interventions. From a pragmatic perspective, the concerning implications of these results are moderated by a number of methodological aspects of the reported studies. Most used convenience sampling with small samples and did not report critical measures of study quality. It was unclear whether participants fully understood that they were specifically being asked about the matching of instruction to Learning Styles, or whether the questions asked could be interpreted as referring to a broader interpretation of the theory. These findings suggest that the concern expressed about belief in Learning Styles may not be fully supported by current evidence, and highlight the need to undertake further research on the objective use of matching instruction to specific Learning Styles.},

keywords = {differentiation, evidence-based education, Honey and Mumford, Kolb, neuromyth, O, pragmatism, VARK},

pubstate = {published},

tppubtype = {article}

}

@article{Dreifuerst2020,

title = {Using Debriefing for Meaningful Learning With Screen-Based Simulation},

author = {Kristina T. Dreifuerst and Cynthia S. Bradley and Brandon K. Johnson},

url = {https://dx.doi.org/10.1097/NNE.0000000000000930},

doi = {10.1097/NNE.0000000000000930},

year  = {2020},

date = {2020-10-22},

urldate = {2020-10-22},

journal = {Nurse Educator: 7/8 2021},

volume = {46},

number = {4},

pages = {239–244},

abstract = {Background 

COVID-19 has led to increased use of screen-based simulation. However, the importance of including a robust debriefing as a component of these simulations is often neglected.



Problem 

Failing to include debriefing with screen-based simulation could negatively impact student learning outcomes.



Approach 

Debriefing, including recollection, discussion to reveal understanding, feedback and reflection, is a process of helping learners make sense of learned content and knowledge as it is applied to the patient care experience. Debriefing for Meaningful Learning (DML) is an evidence-based method derived from theory, which can be easily incorporated into screen-based simulation to augment the clinical learning experience.



Conclusion 

By guiding learners to consistently engage in DML, clinical decisions and actions taken during virtual simulations can be uncovered, discussed, challenged, corrected, and explored. Including a synchronous, structured debriefing like DML ensures that screen-based simulation results in meaningful learning in addition to performance feedback to foster safe and quality patient care.},

keywords = {debriefing, Debriefing for Meaningful Learning, O, screen-based simulation, virtual simulation},

pubstate = {published},

tppubtype = {article}

}

@article{Crook2020,

title = {How internet essay mill websites portray the student experience of higher education},

author = {Charles Crook and Elizabeth Nixon},

url = {https://doi.org/10.1016/j.iheduc.2020.100775

https://www.sciencedirect.com/science/article/pii/S1096751620300518},

doi = {10.1016/j.iheduc.2020.100775},

issn = {1096-7516},

year  = {2020},

date = {2020-10-17},

journal = {The Internet and Higher Education},

volume = {48},

pages = {100775},

abstract = {Higher education is under mounting pressure to confront student practices of assignment outsourcing to internet services. The scale and buoyancy of this ‘essay mill’ industry has now been well documented, including its various marketing techniques for urging students to purchase bespoke academic work. However, the inherently suspect nature of such services demands that they adopt a particularly shrewd and empathic rhetoric to win custom from website visitors. In this paper, we investigate how such rhetoric currently constructs a critical version of the student's higher education experience. We present a thematic analysis of promotional text and images as found on a large sample of essay mill sites. Findings reveal how these sites promulgate a hostile and negative attitude towards higher educational practice. Yet these findings may also indicate where the higher education sector needs to reflect on its practice, not least in order to resist the toxic messages of essay mills.},

keywords = {empathy, essay mills, O, promotional communication, rhetoric, student experience},

pubstate = {published},

tppubtype = {article}

}

@article{vanderMeij2020,

title = {Effects of embedded questions in recorded lectures},

author = {Hans van der Meij and Linn Bӧckmann },

url = {https://doi.org/10.1007/s12528-020-09263-x},

doi = {10.1007/s12528-020-09263-x},

issn = {1867-1233},

year  = {2020},

date = {2020-09-07},

journal = {Journal of Computing in Higher Education},

abstract = {Online video-recorded lectures have become an increasingly more important means for student learning (e.g., in flipped classrooms). However, getting students to process these lectures sufficiently to come to class well-prepared is a challenge for educators. This paper investigates the effectiveness of open-ended embedded questions for accomplishing that. An experiment compared a video-recorded lecture presented online with and without such questions. No feedback was given on responses to the questions. University students (N = 40) viewed the lecture, responded to a questionnaire on self-efficacy and usability, and completed a knowledge test. User logs revealed that the students engaged significantly more with the embedded questions lecture. Engagement was not related to knowledge test results, however. Uniformly high appraisals were given for self-efficacy, usefulness, ease of use and satisfaction. Mean test scores were significantly higher for the embedded questions condition. It is concluded that open-ended embedded questions without feedback can increase the effectiveness of online video-recorded lectures as learning resources.},

keywords = {embedded questions, O, quizzing, self-efficacy, Usability, video-recorded lectures},

pubstate = {published},

tppubtype = {article}

}

@article{nokey,

title = {Beyond course work: expanding what’s valued in computer science degree programs},

author = {Seungoh Paek and Peter Leong and Philip M. Johnson and Carleton Moore},

url = {https://doi.org/10.1108/JARHE-12-2019-0317},

doi = {10.1108/JARHE-12-2019-0317},

issn = {2050-7003},

year  = {2020},

date = {2020-09-04},

journal = {Journal of Applied Research in Higher Education},

volume = {13},

number = {3},

pages = {741–758},

publisher = {Emerald Publishing Limited},

abstract = {As the field of Computer Science (CS) continues to diversify and expand, the need for undergraduates to explore career possibilities and develop personalized study paths has never been greater. This reality presents a challenge for CS departments. How do the students striving to become competent professionals in an ever-changing field of study? How do they do this efficiently and effectively? This study addresses such questions by introducing RadGrad, an online application combining features of social networks, degree planners and serious games.},

keywords = {Career goals, Computer science education, Curriculum, Diversity, higher education, O, Retention},

pubstate = {published},

tppubtype = {article}

}

@article{Cox2020,

title = {Navigating Challenges to Facilitate Success for College Students with Autism},

author = {Bradley E. Cox and Jeffrey Edelstein and Bailey Brogdon and Amanda Roy},

url = {https://doi.org/10.1080/00221546.2020.1798203},

doi = {10.1080/00221546.2020.1798203},

year  = {2020},

date = {2020-08-25},

journal = {The Journal of Higher Education},

volume = {92},

number = {2},

pages = {252–278},

abstract = {Roughly 1 in 59 children in the United States is diagnosed with an autism spectrum disorder (ASD), a rate that has more than doubled during the last 10 years. As students with autism increasingly pursue higher education, college educators must understand these students’ experiences and actively address issues that affect their college outcomes. This paper draws from interviews with autistic students who have had widely varying experiences and outcomes in higher education. Using an iterative analytic strategy that combined elements of grounded theory, multiple case study, and constant comparative approaches, researchers developed a series of propositions that were subsequently deconstructed and reconstituted as a conceptual model. The resultant conceptual model not only provides a descriptive portrait of how these students experienced interactions with their postsecondary institutions but also outlines specific ways in which tensions between the student and institution manifest as acute problems that students were often able to recognize, sometimes able to reframe, and occasionally able to resolve. The “3R” model can be used to help students and their institutions anticipate, address, and overcome challenges in ways that improve college experiences and outcomes for students on the autism spectrum.},

keywords = {accommodations, Autism, autism spectrum disorder, college and university students, disability, Diversity, internalized ableism, O, postsecondary education, problem solving},

pubstate = {published},

tppubtype = {article}

}

@article{Booher2020,

title = {What about research and evidence? Teachers’ perceptions and uses of education research to inform STEM teaching},

author = {Loi Booher and Louis S. Nadelson and Sandra G. Nadelson},

url = {https://doi.org/10.1080/00220671.2020.1782811},

doi = {10.1080/00220671.2020.1782811},

year  = {2020},

date = {2020-06-27},

journal = {The Journal of Educational Research},

pages = {1–13},

publisher = {Routledge},

abstract = {The use of research evidence to inform practice has become an expectation of those working in many professions. There is a dearth of research on teacher use of scholarship to inform their practice. While there is an abundance of research that can be used to inform teacher practice, there are unknowns about how much teachers seek, access, read, apply and share evidence from research to inform their teaching. We address this gap in the literature by surveying inservice teachers about their perceptions and practices for using education research. In our analysis of the data collected from 452 teachers, we found teachers are interested in research and perceive value in research to inform their work. However, we also found that teachers struggle to identify sources of quality research and how to translate research to inform their teaching. Our findings have implications for school administrators seeking to promote teacher engagement in evidence-based practice and educational researchers hoping to have their research translated into K-12 teacher practice.},

keywords = {Evidence-based practice, innovation, O, research informed teaching, teacher practice},

pubstate = {published},

tppubtype = {article}

}

@article{Schmölz2020,

title = {Digitale Kluft: Teilhabebarrieren für Studierende durch universitäres home learning?},

author = {Alexander Schmölz and Corinna Geppert and Alessandro Barberi},

url = {https://doi.org/10.21243/mi-02-20-31

https://journals.univie.ac.at/index.php/mp/article/view/3644},

doi = {10.21243/mi-02-20-31},

issn = {2307-3187},

year  = {2020},

date = {2020-06-20},

journal = {Medienimpulse},

volume = {58},

number = {2},

pages = {26},

abstract = {Die Nutzung von digitalen Medien zur Teilhabe an gesellschaftlichen und wirtschaftlichen Prozessen sowie die Teilhabebarrieren und die digitale Kluft sind seit dem Aufkommen der Computertechnologie ein zentrales Phänomen sozialer (Un-)Gleichheit. Dieser Artikel gilt der Untersuchung der digitalen Kluft im Zuge der Umstellung des Studienbetriebs auf „home-learning“ an den österreichischen Universitäten Anfang März 2020. Diese notwendige Umstellung der Lehre zielte auf die Verminderung der Kontaktmöglichkeiten und damit auf die Reduzierung der Ansteckungsgefahr mit COVID-19 ab. Dieser Artikel beleuchtet – auch im Sinne partizipatorischer Fragestellungen – die Herausforderungen, denen sich Studierende in Zeiten des „home-learning“ gegenübersahen, um an der digitalen Lehre teilhaben zu können. Im Rahmen der zugrundeliegenden Studie wurde untersucht, inwieweit die universitären Maßnahmen bezüglich „home-learning“ sowie weitere (nationale) Regelungen zu Teilhabebarrieren für Studierende wurden. Im Folgenden werden die Ergebnisse dieser Befragung (n=412) unter Studierenden der Bildungswissenschaft der Universität Wien zusammengefasst. Die Ergebnisse zeigen, dass nicht so sehr der technische Zugang zu Computer und Internet hinderlich ist, sondern vielmehr die Kompetenzanforderungen bestimmter Technologien, die Organisation von Tages- und Wochenabläufen sowie des eigenen Lernens und der Umgang der Lehrenden mit der Situation. Auch steigende Kursanforderungen, der Zugang zur Bibliothek, zunehmende Betreuungspflichten und der (drohende) Verlust des Arbeitsplatzes haben die Teilnahme am „home-learning“ erheblich beeinträchtigt.},

keywords = {A, Corona, Digitale Kluft, Digitale Medien, distance learning},

pubstate = {published},

tppubtype = {article}

}

@article{lanWilliams2020,

title = {How will Education 4.0 influence learning in higher education?},

author = {lan R. Williams and Richard Windle and Heather Wharrad},

url = {https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/572/418},

issn = {1759-667X},

year  = {2020},

date = {2020-05-29},

journal = {Journal of Learning Development in Higher Education},

volume = {17},

abstract = {Higher education at the start of the Fourth Industrial Revolution (Schwab, 2015) is undergoing unprecedented change because of the opportunities revealed for usingdigital technology,referred toasEducation 4.0(Feldman, 2018). Although societies throughout time have undergone seismic change, it isthe speed and magnitude of Education 4.0 that is challenging higher educationto respond. Changes include access to knowledge, waysthat knowledge is shared,and the increasing demand by studentsfor their voicesto be heard and to be integral to the design of their learning. However, the opportunities revealed forusingdigital technology must be carefully managed; it is essential academics and higher educationinstitutionsinvestigate the design of learning objects and ensure an authentic student voice is integral tothose resourcesin the Education 4.0 landscape.},

keywords = {Education 4.0, Fourth Industrial Revolution, higher education, learning objects, O, student voice},

pubstate = {published},

tppubtype = {article}

}

@article{Frick2020,

title = {Publikationskosten für Zeitschriftenartikel abseits von Open-Access-Publikationsfonds – Lost in Transformation?},

author = {Claudia Frick and Christian Kaier},

url = {https://doi.org/10.5282/o-bib/5586},

doi = {10.5282/o-bib/5586},

issn = {2363-9814},

year  = {2020},

date = {2020-05-05},

urldate = {2020-05-28},

journal = {O-Bib. Das Offene Bibliotheksjournal},

volume = {7},

number = {2},

pages = {1–15},

organization = {VDB},

abstract = {Mit der Etablierung von Open Access als Standardmodell des wissenschaftlichen Publizierens verlagert sich der Fokus von Subskriptions- auf Publikationskosten. Die zuverlässige und vollständige Erfassung dieser Kosten stellt eine große Herausforderung für Bibliotheken und Institutionen dar. Gründe dafür sind dezentrale Rechnungsworkflows, unterschiedliche Kostenmodelle, Nebengebühren, ein Nebeneinander von Einzel- und Pauschalgebühren und die Vermischung von Subskriptions- und Publikationskosten. Der vorliegende Beitrag analysiert zunächst die Vielfalt der unterschiedlichen Ausgaben für Artikel in wissenschaftlichen Zeitschriften. Im Anschluss zeigt er zwei Ansätze der Erfassung von dezentralen Publikationskosten auf, die zu einer besseren Steuerung und mehr Transparenz der Ausgaben für das Publizieren beitragen.},

keywords = {A, Buchhaltung, Controlling, Monitoring, open access, Publikationsgebühren, Publikationskosten},

pubstate = {published},

tppubtype = {article}

}

@article{Kerres2020,

title = {Against All Odds: Education in Germany Coping with Covid-19},

author = {Michael Kerres},

url = {https://doi.org/10.1007/s42438-020-00130-7},

doi = {10.1007/s42438-020-00130-7},

year  = {2020},

date = {2020-05-04},

journal = {Postdigital Science and Education},

keywords = {Covid-19, Culture, Digital Change, Educational Technology, Germany, O, Sociology},

pubstate = {published},

tppubtype = {article}

}

@article{Aufenager2020,

title = {Handschriftliche versus digitale Mitschriften in akademischen Vorlesungen},

author = {Stefan Aufenanger and Jasmin Bastian},

editor = {Sandra Hofhues and Mandy Schiefner-Rohs and Sandra Aßmann and Taiga Brahm},

url = {https://zfhe.at/index.php/zfhe/article/view/1324},

isbn = {2219-6994},

year  = {2020},

date = {2020-03-01},

journal = {Zeitschrift für Hochschulentwicklung},

volume = {15},

number = {1},

pages = {103–125},

abstract = {Die Diskussion um das Mitschreiben in Vorlesungen wurde durch einen Aufsatz von MUELLER & OPPENHEIMER (2014) besonders aufgeheizt. Darin geben die Autoren auf der Grundlage dreier eigener Experimente der handschriftlichen Mitschrift den Vorrang für das Lernen. In einer eigenen Studie überprüfen die Autorin und der Autor das Ergebnis. Eine Onlineerhebung bei Studierenden der Bildungswissenschaften zeigt auf, dass die Art und Weise der Mitschriften sowie die Gründe dafür recht unterschiedlich sind. In einer weiteren Studie wurde die Qualität der Mitschriften – handschriftlich und digital – untersucht, wobei Unterschiede in ausgewählten Bereichen deutlich werden. Die Autorin und der Autor diskutieren abschließend die Ergebnisse und geben Empfehlungen für Hochschulen ab.},

keywords = {A, Computer, Handschrift, Hochschule, Mitschrift, Vorlesung},

pubstate = {published},

tppubtype = {article}

}

@article{Carpenter2020,

title = {On Students’ (Mis)judgments of Learning and Teaching Effectiveness},

author = {Shana K. Carpenter and Amber E. Witherby and Sarah K. Tauber},

url = {https://doi.org/10.1016/j.jarmac.2019.12.009},

doi = {10.1016/j.jarmac.2019.12.009},

issn = {2211-3681},

year  = {2020},

date = {2020-02-12},

journal = {Journal of Applied Research in Memory and Cognition},

volume = {9},

number = {2},

pages = {137–151},

abstract = {Students’ judgments of their own learning are often misled by intuitive yet false ideas about how people learn. In educational settings, learning experiences that minimize effort and increase the appearance of fluency, engagement, and enthusiasm often inflate students’ estimates of their own learning, but do not always enhance their actual learning. We review the research on these “illusions of learning,” how they can mislead students’ evaluations of the effectiveness of their instructors, and how students’ evaluations of teaching effectiveness can be biased by factors unrelated to teaching. We argue that the heavy reliance on student evaluations of teaching in decisions about faculty hiring and promotion might encourage teaching practices that boost students’ subjective ratings of teaching effectiveness, but do not enhance—and may even undermine—students’ learning and their development of metacognitive skills.},

keywords = {Education, Illusions of learning, Learning, Metacognition, O, Teaching evaluations},

pubstate = {published},

tppubtype = {article}

}

@article{Kestin2020,

title = {Comparing the effectiveness of online versus live lecture demonstrations},

author = {Greg Kestin and Kelly Miller and Logan S. McCarty and Kristina Callaghan and Louis Deslauriers},

url = {https://doi.org/10.1103/PhysRevPhysEducRes.16.013101},

doi = {10.1103/PhysRevPhysEducRes.16.013101},

issn = {2469-9896},

year  = {2020},

date = {2020-01-29},

journal = {Physical Review Physics Education Research},

volume = {16},

number = {1},

abstract = {Nearly every introductory physics or chemistry course includes live lecture demonstrations, which can range from simple illustrations of a pendulum to elaborate productions with specialized apparatus and highly trained demonstrators. Students and instructors often consider “demos” to be among the highlights of these classes. Yet, in some situations demos may be cumbersome, inaccessible, or otherwise unavailable, and online video demos could offer a convenient alternative. We compared the effectiveness of live demonstrations with online videos under controlled conditions in the first semester of an introductory physics (mechanics) course. Students were randomly assigned to view either a live or video version of two demos. The same instructor presented both versions of the demo using an identical script, keeping the same time on task across both conditions, but with small differences in presentation appropriate to the medium. Compared with the students who saw the live demos, the students who watched the online videos learned more, and their self-reported enjoyment was just as high. We discuss reasons why videos helped students to learn more, including that they are more likely to make correct observations from the video. These results suggest that videos could provide students with an equally effective learning experience when live demos are unavailable. Indeed, even when live demonstrations are available, it may be beneficial to supplement them with online presentations.},

keywords = {demonstration, effectiveness, lectures, O, video},

pubstate = {published},

tppubtype = {article}

}

@article{Altmeyer2020,

title = {The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results},

author = {Kristin Altmeyer and Sebastian Kapp and Michael Thees and Sarah Malone and Jochen Kuhn and Roland Brünken},

url = {https://doi.org/10.1111/bjet.12900},

doi = {10.1111/bjet.12900},

year  = {2020},

date = {2020-01-14},

urldate = {2020-04-23},

journal = {British Journal of Educational Technology},

abstract = {Learning with hands‐on experiments can be supported by providing essential information virtually during lab work. Augmented reality (AR) appears especially suitable for presenting information during experimentation, as it can be used to integrate both physical and virtual lab work. Virtual information can be displayed in close spatial proximity to the correspondent components in the experimentation environment, thereby ensuring a basic design principle for multimedia instruction: the spatial contiguity principle. The latter is assumed to reduce learners' extraneous cognitive load and foster generative processing, which supports conceptual knowledge acquisition. For the present study, a tablet‐based AR application has been developed to support learning from hands‐on experiments in physics education. Real‐time measurement data were displayed directly above the components of electric circuits, which were constructed by the learners during lab work. In a two group pretest–posttest design, we compared university students' (N = 50) perceived cognitive load and conceptual knowledge gain for both the AR‐supported and a matching non‐AR learning environment. Whereas participants in both conditions gave comparable ratings for cognitive load, learning gains in conceptual knowledge were only detectable for the AR‐supported lab work.},

keywords = {AR, augmented reality, O, STEM},

pubstate = {published},

tppubtype = {article}

}

@article{Campbell2020,

title = {Student-created video: an active learning approach in online environments},

author = {Laurie O. Campbell and Samantha Heller and Lindsay Pulse},

url = {https://doi.org/10.1080/10494820.2020.1711777},

doi = {10.1080/10494820.2020.1711777},

issn = {1744-5191},

year  = {2020},

date = {2020-01-08},

urldate = {2020-05-28},

journal = {Interactive Learning Environments},

abstract = {The purpose of this study was to investigate student-created video as an active learning approach in an online environment to inform instructional practices of student-created video in STEM. Data analyzed in this study included pre-service teachers N = 107, 1-minute videos and pre- and post surveys. The findings of this qualitative study indicated that student-created video was an active learning activity that contributed to an increase in students’ perceived STEM content knowledge, improved perceptions of self-efficacy, and evidence of student engagement inclusive of behavioral, affective, and cognitive domains. Themes derived from the participants’ perceptions included: perceived self-efficacy, novelty or usefulness of creating short video, time to design and create video, and content and technical knowledge. Student-created video as an active approach to learning can be included in STEM education to increase STEM knowledge and foster integrative twenty-first Century skills. Practical implications for educators when designing student-created video assignments include (a) following a video development model; (b) providing extra time for content acquisition and revisions; and (c) incorporating peer evaluations.},

keywords = {active learning, O, self-efficacy, STEM, Student-created video},

pubstate = {published},

tppubtype = {article}

}

@article{Aikina2020,

title = {Moodle-Based Learning: Motivating and Demotivating Factors},

author = {Tatiana Yurievna Aikina and Liudmila Mikhailovna Bolsunovskaya},

url = {https://online-journals.org/index.php/i-jet/article/view/11297},

issn = {1863-0383},

year  = {2020},

date = {2020-01-01},

journal = {International Journal of Emerging Technologies in Learning (iJET)},

volume = {15},

number = {02},

pages = {239–248},

abstract = {Over the past 10 years, a lot of universities worldwide have designed different online courses available to their students. The emergence of online courses makes Higher Education a more flexible and elastic concept. The present paper documents a qualitative study that examines motivating and demotivating factors in using Moodle for English language learning in higher schools. The survey encompasses data collected from 137 students and 20 teachers in a higher technical school (Russia) with a focus on students’ and teachers’ perception of Moodle-based learning. Analysis of the obtained data reveals a set of factors concerning pedagogical, technical, management approaches towards Moodle implementation. The results suggest further development of positive experiences and minimizing demotivating factors in online learning environment.},

keywords = {A, collaborative learning, e-learning, English language learning, innovative approach, Moodle},

pubstate = {published},

tppubtype = {article}

}