| Gumm, Dorina; Hobuß, Steffi: Hybride Lehre – eine Taxonomie zur Verständigung. Impact Free: Journal für freie Bildungswissenschaftler, 38 , S. 1–11, 2021. (Typ: Artikel | Links | BibTeX | Schlagwörter: Blended Learning, hybride Lehre, O, taxonomy) Copyright Besprochen in Bldg-Alt-Entf #40 @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} } |
| Svenik, Georg Krammer & Erich: Open Science als Beitrag zur Qualität in der Bildungsforschung. Zeitschrift für Bildungsforschung, 10 , S. 263–278, 2021, ISSN: 2190-6904. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: Empirische Bildungsforschung, epirical educational science, O, open science, questionable research practices, replication crisis, Replikationskrise, transparency, Transparenz) Copyright Besprochen in Bldg-Alt-Entf #35 @article{Svenik2021, title = {Open Science als Beitrag zur Qualität in der Bildungsforschung}, author = {Georg Krammer & 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}, 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} } 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. |
| Newton, Philip M; Salvi, Atharva: How Common Is Belief in the Learning Styles Neuromyth, and Does It Matter? A Pragmatic Systematic Review. Frontiers in Education, 5 , S. 270, 2020. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: differentiation, evidence-based education, Honey and Mumford, Kolb, neuromyth, O, pragmatism, VARK) CC BY 4.0 Besprochen in Bldg-Alt-Entf #34 @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%, ranging from 58 to 97.6%. There was no evidence that this belief has declined in recent years, for example 95.4% 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% 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} } 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%, ranging from 58 to 97.6%. There was no evidence that this belief has declined in recent years, for example 95.4% 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% 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. |
| Gao, Lingyu; Gimpel, Kevin; Jensson, Arnar: Distractor Analysis and Selection for Multiple-Choice Cloze Questions for Second-Language Learners. Proceedings of the Fifteenth Workshop on Innovative Use of NLP for Building Educational Applications, S. 102–114, Association for Computational Linguistics, Seattle, WA, USA (Online), 2020. (Typ: Inproceedings | Abstract | Links | BibTeX | Schlagwörter: distractor, language learning, Multiple-choice, O, quiz) CC BY 4.0 Besprochen in Bldg-Alt-Entf #33 @inproceedings{Gao2020, title = {Distractor Analysis and Selection for Multiple-Choice Cloze Questions for Second-Language Learners}, author = {Lingyu Gao and Kevin Gimpel and Arnar Jensson}, url = {https://www.aclweb.org/anthology/2020.bea-1.10}, doi = {10.18653/v1/2020.bea-1.10}, year = {2020}, date = {2020-12-01}, booktitle = {Proceedings of the Fifteenth Workshop on Innovative Use of NLP for Building Educational Applications}, pages = {102–114}, publisher = {Association for Computational Linguistics}, address = {Seattle, WA, USA (Online)}, abstract = {We consider the problem of automatically suggesting distractors for multiple-choice cloze questions designed for second-language learners. We describe the creation of a dataset including collecting manual annotations for distractor selection. We assess the relationship between the choices of the annotators and features based on distractors and the correct answers, both with and without the surrounding passage context in the cloze questions. Simple features of the distractor and correct answer correlate with the annotations, though we find substantial benefit to additionally using large-scale pretrained models to measure the fit of the distractor in the context. Based on these analyses, we propose and train models to automatically select distractors, and measure the importance of model components quantitatively.}, keywords = {distractor, language learning, Multiple-choice, O, quiz}, pubstate = {published}, tppubtype = {inproceedings} } We consider the problem of automatically suggesting distractors for multiple-choice cloze questions designed for second-language learners. We describe the creation of a dataset including collecting manual annotations for distractor selection. We assess the relationship between the choices of the annotators and features based on distractors and the correct answers, both with and without the surrounding passage context in the cloze questions. Simple features of the distractor and correct answer correlate with the annotations, though we find substantial benefit to additionally using large-scale pretrained models to measure the fit of the distractor in the context. Based on these analyses, we propose and train models to automatically select distractors, and measure the importance of model components quantitatively. |
| Crook, Charles; Nixon, Elizabeth: How internet essay mill websites portray the student experience of higher education. The Internet and Higher Education, 48 , S. 100775, 2020, ISSN: 1096-7516. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: empathy, essay mills, O, promotional communication, rhetoric, student experience) Copyright Besprochen in Bldg-Alt-Entf #36 @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} } 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. |
| van der Meij, Hans; Bӧckmann, Linn: Effects of embedded questions in recorded lectures. Journal of Computing in Higher Education, 2020, ISSN: 1867-1233. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: embedded questions, O, quizzing, self-efficacy, Usability, video-recorded lectures) CC BY 4.0 Besprochen in Bldg-Alt-Entf #31 @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} } 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. |
| Cox, Bradley E; Edelstein, Jeffrey; Brogdon, Bailey; Roy, Amanda: Navigating Challenges to Facilitate Success for College Students with Autism. The Journal of Higher Education, 92 (2), S. 252–278, 2020. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: accommodations, Autism, autism spectrum disorder, college and university students, disability, Diversity, internalized ableism, O, postsecondary education, problem solving) Copyright Besprochen in Bldg-Alt-Entf #37 @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} } 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. |
| Scheidig, Falk: Digitale Transformation der Hochschullehre und der Diskurs über Präsenz in Lehrveranstaltungen. Bauer, Reinhard; Hafer, Jörg; Hofhues, Sandra; Schiefner-Rohs, Mandy; Thillosen, Anne; Volk, Benno; Wannemacher, Klaus (Hrsg.): Vom E-Learning zur Digitalisierung: Mythen, Realitäten, Perspektiven, 76 , S. 243–259, Waxmann, Münster, 2020, ISBN: 978-3-8309-9109-0. (Typ: Buchkapitel mit eigenem Titel | Abstract | Links | BibTeX | Schlagwörter: Digitalisierung, Hochschullehre, O, Präsenzlehre) CC BY-NC-ND 4.0 Besprochen in Bldg-Alt-Entf #30 @incollection{Scheidig2020, title = {Digitale Transformation der Hochschullehre und der Diskurs über Präsenz in Lehrveranstaltungen}, author = {Falk Scheidig}, editor = {Reinhard Bauer and Jörg Hafer and Sandra Hofhues and Mandy Schiefner-Rohs and Anne Thillosen and Benno Volk and Klaus Wannemacher}, url = {https://doi.org/10.31244/9783830991090}, doi = {10.31244/9783830991090}, isbn = {978-3-8309-9109-0}, year = {2020}, date = {2020-08-01}, booktitle = {Vom E-Learning zur Digitalisierung: Mythen, Realitäten, Perspektiven}, volume = {76}, pages = {243–259}, publisher = {Waxmann}, address = {Münster}, series = {Medien in der Wissenschaft}, abstract = {Der Beitrag führt die beiden aktuellen Diskurse über Präsenz in Lehrveranstaltungen einerseits und über die digitale Transformation von Hochschullehre andererseits zusammen. Ausgehend von einer Auseinandersetzung mit verschiedenen Argumentationslinien im Diskurs über Präsenz in Lehrveranstaltungen wird erstens der Frage nachgegangen, inwiefern in der Präsenzdebatte auf die Digitalisierung rekurriert wird. Zweitens werden Implikationen von Digitalisierungskonzepten für die Präsenz von Studierenden herausgearbeitet. In diesem Rahmen erfährt u. a. die sich aufdrängende Frage nach der Angemessenheit von Präsenzforderungen in Zeiten „digitalisierter“ Lehre eine Beantwortung.}, keywords = {Digitalisierung, Hochschullehre, O, Präsenzlehre}, pubstate = {published}, tppubtype = {incollection} } Der Beitrag führt die beiden aktuellen Diskurse über Präsenz in Lehrveranstaltungen einerseits und über die digitale Transformation von Hochschullehre andererseits zusammen. Ausgehend von einer Auseinandersetzung mit verschiedenen Argumentationslinien im Diskurs über Präsenz in Lehrveranstaltungen wird erstens der Frage nachgegangen, inwiefern in der Präsenzdebatte auf die Digitalisierung rekurriert wird. Zweitens werden Implikationen von Digitalisierungskonzepten für die Präsenz von Studierenden herausgearbeitet. In diesem Rahmen erfährt u. a. die sich aufdrängende Frage nach der Angemessenheit von Präsenzforderungen in Zeiten „digitalisierter“ Lehre eine Beantwortung. |
| Booher, Loi; Nadelson, Louis S; Nadelson, Sandra G: What about research and evidence? Teachers’ perceptions and uses of education research to inform STEM teaching. The Journal of Educational Research, S. 1–13, 2020. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: Evidence-based practice, innovation, O, research informed teaching, teacher practice) Copyright Besprochen in Bldg-Alt-Entf #28 @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} } 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. |
| lan Williams, R; Windle, Richard; Wharrad, Heather: How will Education 4.0 influence learning in higher education?. Journal of Learning Development in Higher Education, 17 , 2020, ISSN: 1759-667X. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: Education 4.0, Fourth Industrial Revolution, higher education, learning objects, O, student voice) Besprochen in Bldg-Alt-Entf #32 @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} } 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. |
| Kerres, Michael: Against All Odds: Education in Germany Coping with Covid-19. Postdigital Science and Education, 2020. (Typ: Artikel | Links | BibTeX | Schlagwörter: Covid-19, Culture, Digital Change, Educational Technology, Germany, O, Sociology) CC BY 4.0 Besprochen in Bldg-Alt-Entf #27 @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} } |
| Carpenter, Shana K; Witherby, Amber E; Tauber, Sarah K: On Students’ (Mis)judgments of Learning and Teaching Effectiveness. Journal of Applied Research in Memory and Cognition, 9 (2), S. 137–151, 2020, ISSN: 2211-3681. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: Education, Illusions of learning, Learning, Metacognition, O, Teaching evaluations) Open Access Besprochen in Bldg-Alt-Entf #29 @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} } 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. |
| Kestin, Greg; Miller, Kelly; McCarty, Logan S; Callaghan, Kristina; Deslauriers, Louis: Comparing the effectiveness of online versus live lecture demonstrations. Physical Review Physics Education Research, 16 (1), 2020, ISSN: 2469-9896. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: demonstration, effectiveness, lectures, O, video) CC BY 4.0 Besprochen in Bldg-Alt-Entf #25 @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} } 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. |
| Altmeyer, Kristin; Kapp, Sebastian; Thees, Michael; Malone, Sarah; Kuhn, Jochen; Brünken, Roland: The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results. British Journal of Educational Technology, 2020. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: AR, augmented reality, O, STEM) CC BY-NC-ND 4.0 Besprochen in Bldg-Alt-Entf #26 @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} } 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. |
| Campbell, Laurie O; Heller, Samantha; Pulse, Lindsay: Student-created video: an active learning approach in online environments. Interactive Learning Environments, 2020, ISSN: 1744-5191. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: active learning, O, self-efficacy, STEM, Student-created video) Copyright Besprochen in Bldg-Alt-Entf #27 @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} } 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. |
| Selwyn, Neil: What’s the Problem with Learning Analytics?. Journal of Learning Analytics, 6 (3), S. 11–19, 2019. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: critical discussion, data economy, Education, learning analytics, O, social context) CC BY-NC-ND 4.0 Besprochen in Bldg-Alt-Entf #23 @article{Selwyn2019, title = {What’s the Problem with Learning Analytics?}, author = {Neil Selwyn}, url = {https://doi.org/10.18608/jla.2019.63.3}, doi = {10.18608/jla.2019.63.3}, year = {2019}, date = {2019-12-13}, journal = {Journal of Learning Analytics}, volume = {6}, number = {3}, pages = {11–19}, abstract = {This article summarizes some emerging concerns as learning analytics become implemented throughout education. The article takes a sociotechnical perspective — positioning learning analytics as shaped by a range of social, cultural, political, and economic factors. In this manner, various concerns are outlined regarding the propensity of learning analytics to entrench and deepen the status quo, disempower and disenfranchise vulnerable groups, and further subjugate public education to the profit-led machinations of the burgeoning “data economy.” In light of these charges, the article briefly considers some possible areas of change. These include the design of analytics applications that are more open and accessible, that offer genuine control and oversight to users, and that better reflect students’ lived reality. The article also considers ways of rethinking the political economy of the learning analytics industry. Above all, learning analytics researchers need to begin talking more openly about the values and politics of data-driven analytics technologies as they are implemented along mass lines throughout school and university contexts.}, keywords = {critical discussion, data economy, Education, learning analytics, O, social context}, pubstate = {published}, tppubtype = {article} } This article summarizes some emerging concerns as learning analytics become implemented throughout education. The article takes a sociotechnical perspective — positioning learning analytics as shaped by a range of social, cultural, political, and economic factors. In this manner, various concerns are outlined regarding the propensity of learning analytics to entrench and deepen the status quo, disempower and disenfranchise vulnerable groups, and further subjugate public education to the profit-led machinations of the burgeoning “data economy.” In light of these charges, the article briefly considers some possible areas of change. These include the design of analytics applications that are more open and accessible, that offer genuine control and oversight to users, and that better reflect students’ lived reality. The article also considers ways of rethinking the political economy of the learning analytics industry. Above all, learning analytics researchers need to begin talking more openly about the values and politics of data-driven analytics technologies as they are implemented along mass lines throughout school and university contexts. |
| Eskreis-Winkler, Lauren; Fishbach, Ayelet: Not Learning From Failure—the Greatest Failure of All. Psychological science, 30 (12), S. 1733–1744, 2019, ISSN: 1467-9280. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: ego threat, failure, feedback, Learning, motivation, O, open data, open materials, preregistered) Copyright Besprochen in Bldg-Alt-Entf #22 @article{Eskreis-Winkler2019, title = {Not Learning From Failure—the Greatest Failure of All}, author = {Lauren Eskreis-Winkler and Ayelet Fishbach}, url = {https://doi.org/10.1177/0956797619881133}, doi = {10.1177/0956797619881133}, issn = {1467-9280}, year = {2019}, date = {2019-11-08}, urldate = {2019-12-18}, journal = {Psychological science}, volume = {30}, number = {12}, pages = {1733–1744}, abstract = {Our society celebrates failure as a teachable moment. Yet in five studies (total N = 1,674), failure did the opposite: It undermined learning. Across studies, participants answered binary-choice questions, following which they were told they answered correctly (success feedback) or incorrectly (failure feedback). Both types of feedback conveyed the correct answer, because there were only two answer choices. However, on a follow-up test, participants learned less from failure feedback than from success feedback. This effect was replicated across professional, linguistic, and social domains—even when learning from failure was less cognitively taxing than learning from success and even when learning was incentivized. Participants who received failure feedback also remembered fewer of their answer choices. Why does failure undermine learning? Failure is ego threatening, which causes people to tune out. Participants learned less from personal failure than from personal success, yet they learned just as much from other people’s failure as from others’ success. Thus, when ego concerns are muted, people tune in and learn from failure.}, keywords = {ego threat, failure, feedback, Learning, motivation, O, open data, open materials, preregistered}, pubstate = {published}, tppubtype = {article} } Our society celebrates failure as a teachable moment. Yet in five studies (total N = 1,674), failure did the opposite: It undermined learning. Across studies, participants answered binary-choice questions, following which they were told they answered correctly (success feedback) or incorrectly (failure feedback). Both types of feedback conveyed the correct answer, because there were only two answer choices. However, on a follow-up test, participants learned less from failure feedback than from success feedback. This effect was replicated across professional, linguistic, and social domains—even when learning from failure was less cognitively taxing than learning from success and even when learning was incentivized. Participants who received failure feedback also remembered fewer of their answer choices. Why does failure undermine learning? Failure is ego threatening, which causes people to tune out. Participants learned less from personal failure than from personal success, yet they learned just as much from other people’s failure as from others’ success. Thus, when ego concerns are muted, people tune in and learn from failure. |
| Cummings, Bryan E; Waring, Michael S: Potted plants do not improve indoor air quality: a review and analysis of reported VOC removal efficiencies. Journal of Exposure Science & Environmental Epidemiology, 30 , S. 253–261, 2019. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: empirical models, exposure modeling, O, plants, volatile organic compounds) Copyright Besprochen in Bldg-Alt-Entf #32 @article{Cummings2019, title = {Potted plants do not improve indoor air quality: a review and analysis of reported VOC removal efficiencies}, author = {Bryan E. Cummings and Michael S. Waring}, url = {https://doi.org/10.1038/s41370-019-0175-9}, doi = {10.1038/s41370-019-0175-9}, year = {2019}, date = {2019-11-06}, journal = {Journal of Exposure Science & Environmental Epidemiology}, volume = {30}, pages = {253–261}, abstract = {Potted plants have demonstrated abilities to remove airborne volatile organic compounds (VOC) in small, sealed chambers over timescales of many hours or days. Claims have subsequently been made suggesting that potted plants may reduce indoor VOC concentrations. These potted plant chamber studies reported outcomes using various metrics, often not directly applicable to contextualizing plants’ impacts on indoor VOC loads. To assess potential impacts, 12 published studies of chamber experiments were reviewed, and 196 experimental results were translated into clean air delivery rates (CADR, m3/h), which is an air cleaner metric that can be normalized by volume to parameterize first-order loss indoors. The distribution of single-plant CADR spanned orders of magnitude, with a median of 0.023 m3/h, necessitating the placement of 10–1000 plants/m2 of a building’s floor space for the combined VOC-removing ability by potted plants to achieve the same removal rate that outdoor-to-indoor air exchange already provides in typical buildings (~1 h−1). Future experiments should shift the focus from potted plants’ (in)abilities to passively clean indoor air, and instead investigate VOC uptake mechanisms, alternative biofiltration technologies, biophilic productivity and well-being benefits, or negative impacts of other plant-sourced emissions, which must be assessed by rigorous field work accounting for important indoor processes.}, keywords = {empirical models, exposure modeling, O, plants, volatile organic compounds}, pubstate = {published}, tppubtype = {article} } Potted plants have demonstrated abilities to remove airborne volatile organic compounds (VOC) in small, sealed chambers over timescales of many hours or days. Claims have subsequently been made suggesting that potted plants may reduce indoor VOC concentrations. These potted plant chamber studies reported outcomes using various metrics, often not directly applicable to contextualizing plants’ impacts on indoor VOC loads. To assess potential impacts, 12 published studies of chamber experiments were reviewed, and 196 experimental results were translated into clean air delivery rates (CADR, m3/h), which is an air cleaner metric that can be normalized by volume to parameterize first-order loss indoors. The distribution of single-plant CADR spanned orders of magnitude, with a median of 0.023 m3/h, necessitating the placement of 10–1000 plants/m2 of a building’s floor space for the combined VOC-removing ability by potted plants to achieve the same removal rate that outdoor-to-indoor air exchange already provides in typical buildings (~1 h−1). Future experiments should shift the focus from potted plants’ (in)abilities to passively clean indoor air, and instead investigate VOC uptake mechanisms, alternative biofiltration technologies, biophilic productivity and well-being benefits, or negative impacts of other plant-sourced emissions, which must be assessed by rigorous field work accounting for important indoor processes. |
| Låg, Torstein; Sæle, Rannveig Grøm: Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis. AERA Open, 5 (3), 2019, ISBN: 9781544389769. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: achievement, active learning, classroom research, flipped classroom, learning environments, meta-analysis, O, publication bias, systematic review) CC BY-NC 4.0 Besprochen in Bldg-Alt-Entf #20 @article{Låg2019, title = {Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis}, author = {Torstein Låg and Rannveig Grøm Sæle}, url = {https://doi.org/10.1177/2332858419870489}, doi = {10.1177/2332858419870489}, isbn = {9781544389769}, year = {2019}, date = {2019-08-20}, journal = {AERA Open}, volume = {5}, number = {3}, abstract = {We searched and meta-analyzed studies comparing flipped classroom teaching with traditional, lecture-based teaching to evaluate the evidence for the flipped classroom’s influence on continuous-learning measures, pass/fail rates, and student evaluations of teaching. Eight electronic reference databases were searched to retrieve relevant studies. Our results indicate a small effect in favor of the flipped classroom on learning (Hedges’ g = 0.35, 95% confidence interval [CI] [0.31, 0.40], k = 272). However, analyses restricted to studies with sufficient power resulted in an estimate of 0.24 (95% CI [0.18, 0.31], k = 90). Effects on pass rates (odds ratio = 1.55, 95% CI [1.34, 1.78], k = 45) and student satisfaction (Hedges’ g = 0.16, 95% CI [0.06, 0.26], k = 69) were small and also likely influenced by publication bias. There is some support for the notion that the positive impact on learning may increase slightly if testing student preparation is part of the implementation.}, keywords = {achievement, active learning, classroom research, flipped classroom, learning environments, meta-analysis, O, publication bias, systematic review}, pubstate = {published}, tppubtype = {article} } We searched and meta-analyzed studies comparing flipped classroom teaching with traditional, lecture-based teaching to evaluate the evidence for the flipped classroom’s influence on continuous-learning measures, pass/fail rates, and student evaluations of teaching. Eight electronic reference databases were searched to retrieve relevant studies. Our results indicate a small effect in favor of the flipped classroom on learning (Hedges’ g = 0.35, 95% confidence interval [CI] [0.31, 0.40], k = 272). However, analyses restricted to studies with sufficient power resulted in an estimate of 0.24 (95% CI [0.18, 0.31], k = 90). Effects on pass rates (odds ratio = 1.55, 95% CI [1.34, 1.78], k = 45) and student satisfaction (Hedges’ g = 0.16, 95% CI [0.06, 0.26], k = 69) were small and also likely influenced by publication bias. There is some support for the notion that the positive impact on learning may increase slightly if testing student preparation is part of the implementation. |
| Hilton, John: Open educational resources, student efficacy, and user perceptions: a synthesis of research published between 2015 and 2018. Educational Technology Research and Development, 2019, ISSN: 1556-6501. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: A, Computers in education, Financing education, O, OER, open educational resources) CC BY 4.0 Besprochen in Bldg-Alt-Entf #19 @article{Hilton2019, title = {Open educational resources, student efficacy, and user perceptions: a synthesis of research published between 2015 and 2018}, author = {John Hilton}, url = {https://doi.org/10.1007/s11423-019-09700-4}, doi = {10.1007/s11423-019-09700-4}, issn = {1556-6501}, year = {2019}, date = {2019-08-06}, journal = {Educational Technology Research and Development}, abstract = {Although textbooks are a traditional component in many higher education contexts, their increasing price have led many students to forgo purchasing them and some faculty to seek substitutes. One such alternative is open educational resources (OER). This present study synthesizes results from sixteen efficacy and twenty perceptions studies involving 121,168 students or faculty that examine either (1) OER and student efficacy in higher education settings or (2) the perceptions of college students and/or instructors who have used OER. Results across these studies suggest students achieve the same or better learning outcomes when using OER while saving significant amounts of money. The results also indicate that the majority of faculty and students who have used OER had a positive experience and would do so again.}, keywords = {A, Computers in education, Financing education, O, OER, open educational resources}, pubstate = {published}, tppubtype = {article} } Although textbooks are a traditional component in many higher education contexts, their increasing price have led many students to forgo purchasing them and some faculty to seek substitutes. One such alternative is open educational resources (OER). This present study synthesizes results from sixteen efficacy and twenty perceptions studies involving 121,168 students or faculty that examine either (1) OER and student efficacy in higher education settings or (2) the perceptions of college students and/or instructors who have used OER. Results across these studies suggest students achieve the same or better learning outcomes when using OER while saving significant amounts of money. The results also indicate that the majority of faculty and students who have used OER had a positive experience and would do so again. |
| Dacrema, Maurizio Ferrari; Cremonesi, Paolo; Jannach, Dietmar: Are We Really Making Much Progress? A Worrying Analysis of Recent Neural Recommendation Approaches. Proceedings of the 13th ACM Conference on Recommender Systems (RecSys 2019), 2019. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: evolutionary computing, information retrieval, machine learning, neural computing, O) Copyright Besprochen in Bldg-Alt-Entf #18 @article{Dacrema2019, title = {Are We Really Making Much Progress? A Worrying Analysis of Recent Neural Recommendation Approaches}, author = {Maurizio Ferrari Dacrema and Paolo Cremonesi and Dietmar Jannach}, url = {https://arxiv.org/abs/1907.06902 https://dblp.org/rec/bib/journals/corr/abs-1907-06902}, year = {2019}, date = {2019-07-23}, urldate = {2019-08-08}, journal = {Proceedings of the 13th ACM Conference on Recommender Systems (RecSys 2019)}, abstract = {Deep learning techniques have become the method of choice for researchers working on algorithmic aspects of recommender systems. With the strongly increased interest in machine learning in general, it has, as a result, become difficult to keep track of what represents the state-of-the-art at the moment, e.g., for top-n recommendation tasks. At the same time, several recent publications point out problems in today's research practice in applied machine learning, e.g., in terms of the reproducibility of the results or the choice of the baselines when proposing new models. In this work, we report the results of a systematic analysis of algorithmic proposals for top-n recommendation tasks. Specifically, we considered 18 algorithms that were presented at top-level research conferences in the last years. Only 7 of them could be reproduced with reasonable effort. For these methods, it however turned out that 6 of them can often be outperformed with comparably simple heuristic methods, e.g., based on nearest-neighbor or graph-based techniques. The remaining one clearly outperformed the baselines but did not consistently outperform a well-tuned non-neural linear ranking method. Overall, our work sheds light on a number of potential problems in today's machine learning scholarship and calls for improved scientific practices in this area. }, keywords = {evolutionary computing, information retrieval, machine learning, neural computing, O}, pubstate = {published}, tppubtype = {article} } Deep learning techniques have become the method of choice for researchers working on algorithmic aspects of recommender systems. With the strongly increased interest in machine learning in general, it has, as a result, become difficult to keep track of what represents the state-of-the-art at the moment, e.g., for top-n recommendation tasks. At the same time, several recent publications point out problems in today's research practice in applied machine learning, e.g., in terms of the reproducibility of the results or the choice of the baselines when proposing new models. In this work, we report the results of a systematic analysis of algorithmic proposals for top-n recommendation tasks. Specifically, we considered 18 algorithms that were presented at top-level research conferences in the last years. Only 7 of them could be reproduced with reasonable effort. For these methods, it however turned out that 6 of them can often be outperformed with comparably simple heuristic methods, e.g., based on nearest-neighbor or graph-based techniques. The remaining one clearly outperformed the baselines but did not consistently outperform a well-tuned non-neural linear ranking method. Overall, our work sheds light on a number of potential problems in today's machine learning scholarship and calls for improved scientific practices in this area. |
| Morell, Lesley J: Iterated assessment and feedback improves student outcomes. Studies in Higher Education, 46 (3), S. 485–496, 2019. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: Assessment, iterated assessment, Iterative assessment, O, self-assessment, sustainable feedback) Copyright Besprochen in Bldg-Alt-Entf #38 @article{Morell2019, title = {Iterated assessment and feedback improves student outcomes}, author = {Lesley J. Morell}, url = {https://doi.org/10.1080/03075079.2019.1643301}, doi = {10.1080/03075079.2019.1643301}, year = {2019}, date = {2019-07-23}, journal = {Studies in Higher Education}, volume = {46}, number = {3}, pages = {485–496}, abstract = {Feedback is critically important to student learning, but the reduced frequency of assignments combined with isolated or stand-alone tasks reduces the opportunity for students to engage with feedback and use it effectively to enhance their learning. Here, I evaluate student attainment during a module consisting of eight iterated tasks where the task itself is the same but the academic content differs. At the end of the module, students then self-assess their eight submissions and select two for summative assessment. I demonstrate that achievement increases over the course of the module, and that choice is valuable in allowing students to achieve higher summative marks for the course than their formative marks would suggest. Students who performed more weakly at the start of the module saw the greatest benefits from practice and choice, suggesting that these students particularly can benefit from repeated cycles of feedback and increase their marks.}, keywords = {Assessment, iterated assessment, Iterative assessment, O, self-assessment, sustainable feedback}, pubstate = {published}, tppubtype = {article} } Feedback is critically important to student learning, but the reduced frequency of assignments combined with isolated or stand-alone tasks reduces the opportunity for students to engage with feedback and use it effectively to enhance their learning. Here, I evaluate student attainment during a module consisting of eight iterated tasks where the task itself is the same but the academic content differs. At the end of the module, students then self-assess their eight submissions and select two for summative assessment. I demonstrate that achievement increases over the course of the module, and that choice is valuable in allowing students to achieve higher summative marks for the course than their formative marks would suggest. Students who performed more weakly at the start of the module saw the greatest benefits from practice and choice, suggesting that these students particularly can benefit from repeated cycles of feedback and increase their marks. |
| Perini, Marco; Cattaneo, Alberto A P; Tacconi, Guiseppe: Using Hypervideo to support undergraduate students’ reflection on work practices: a qualitative study. International Journal of Educational Technology in Higher Education, 16 (1), S. 29, 2019, ISSN: 2365-9440. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: crossing boundaries, educational technologies, hypervideo, O, reflective activities, video annotation) CC BY 4.0 Besprochen in Bldg-Alt-Entf #18 @article{Perini2019, title = {Using Hypervideo to support undergraduate students’ reflection on work practices: a qualitative study}, author = {Marco Perini and Alberto A.P. Cattaneo and Guiseppe Tacconi}, url = {https://doi.org/10.1186/s41239-019-0156-z}, doi = {10.1186/s41239-019-0156-z}, issn = {2365-9440}, year = {2019}, date = {2019-07-19}, urldate = {2019-08-08}, journal = {International Journal of Educational Technology in Higher Education}, volume = {16}, number = {1}, pages = {29}, publisher = {Springer International Publishing}, abstract = {According to several exploratory studies, the HyperVideo seems to be particularly useful in highlighting the existing connections between the school-based and the work-based contexts, between authentic work situations and theoretical underpinnings. This tool and its features, in particular, the video annotation, seems to constitute an instrument which facilitates the students' reflection on work-practices. Even though several researchers have already studied the efficacy of HyperVideo, studies concerning the qualitative differences between a reflection process activated with or without its use are still missing. Therefore, the present contribution is focused on the reflective processes activated by two groups of students engaged in a higher education course while they carry out a reflective activity on work practices using the HyperVideo or not. The aim is to investigate wether the HyperVideo can be useful for students to foster the connection between theoretical concepts and work practices. Through multi-step qualitative analysis which combined Thematic Qualitative Text Analysis and Grounded Theory, a sample of reflective reports drafted by a group of students who employed HiperVideo to make a video-interview on a work-practice and to reflect on it (Group A) was compared with a sample of reflective reports drafted by a group who did not use it to complete the same task (Group B).}, keywords = {crossing boundaries, educational technologies, hypervideo, O, reflective activities, video annotation}, pubstate = {published}, tppubtype = {article} } According to several exploratory studies, the HyperVideo seems to be particularly useful in highlighting the existing connections between the school-based and the work-based contexts, between authentic work situations and theoretical underpinnings. This tool and its features, in particular, the video annotation, seems to constitute an instrument which facilitates the students' reflection on work-practices. Even though several researchers have already studied the efficacy of HyperVideo, studies concerning the qualitative differences between a reflection process activated with or without its use are still missing. Therefore, the present contribution is focused on the reflective processes activated by two groups of students engaged in a higher education course while they carry out a reflective activity on work practices using the HyperVideo or not. The aim is to investigate wether the HyperVideo can be useful for students to foster the connection between theoretical concepts and work practices. Through multi-step qualitative analysis which combined Thematic Qualitative Text Analysis and Grounded Theory, a sample of reflective reports drafted by a group of students who employed HiperVideo to make a video-interview on a work-practice and to reflect on it (Group A) was compared with a sample of reflective reports drafted by a group who did not use it to complete the same task (Group B). |
| Kim, Byung-Hak; Ganapathi, Varun: LumièreNet: Lecture Video Synthesis from Audio. CoRR, bs/1907.02253 , 2019. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: audio processing, computer vision, lectures, machine learning, O, pattern recognition, speech processing) Copyright Besprochen in Bldg-Alt-Entf #18 @article{Kim2019, title = {LumièreNet: Lecture Video Synthesis from Audio}, author = {Byung-Hak Kim and Varun Ganapathi}, url = {http://arxiv.org/abs/1907.02253 https://dblp.org/rec/bib/journals/corr/abs-1907-02253}, year = {2019}, date = {2019-07-08}, urldate = {2019-08-08}, journal = {CoRR}, volume = {bs/1907.02253}, abstract = {We present LumièreNet, a simple, modular, and completely deep-learning based architecture that synthesizes, high quality, full-pose headshot lecture videos from instructor's new audio narration of any length. Unlike prior works, LumièreNet is entirely composed of trainable neural network modules to learn mapping functions from the audio to video through (intermediate) estimated pose-based compact and abstract latent codes. Our video demos are available at [22] and [23].}, keywords = {audio processing, computer vision, lectures, machine learning, O, pattern recognition, speech processing}, pubstate = {published}, tppubtype = {article} } We present LumièreNet, a simple, modular, and completely deep-learning based architecture that synthesizes, high quality, full-pose headshot lecture videos from instructor's new audio narration of any length. Unlike prior works, LumièreNet is entirely composed of trainable neural network modules to learn mapping functions from the audio to video through (intermediate) estimated pose-based compact and abstract latent codes. Our video demos are available at [22] and [23]. |
| Harring, Niklas; Jagers, Sverker C; Matti, Simon: Higher education, norm development, and environmental protection. Higher Education, 2019, ISSN: 1573-174X. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: higher education, norms, O, policy support, sustainability, values) CC BY 4.0 Besprochen in Bldg-Alt-Entf #21 @article{Harring2019, title = {Higher education, norm development, and environmental protection}, author = {Niklas Harring and Sverker C. Jagers and Simon Matti}, url = {https://doi.org/10.1007/s10734-019-00410-7}, doi = {10.1007/s10734-019-00410-7}, issn = {1573-174X}, year = {2019}, date = {2019-06-21}, journal = {Higher Education}, abstract = {There is a debate on whether higher education in the social sciences generates stronger democratic and environmental norms among students. In our study, we focus on students' perceptions about legitimate rule in the case of environmental protection. We contribute to this debate by using a unique longitudinal data set from seven universities and university colleges in Sweden. Our results show that higher education in the social sciences does not generate stronger democratic or environmental norms, at least not in the case of environmental protection. We discuss why this is the case and refine our results further by looking at individual-level factors, such as gender and ideology.}, keywords = {higher education, norms, O, policy support, sustainability, values}, pubstate = {published}, tppubtype = {article} } There is a debate on whether higher education in the social sciences generates stronger democratic and environmental norms among students. In our study, we focus on students' perceptions about legitimate rule in the case of environmental protection. We contribute to this debate by using a unique longitudinal data set from seven universities and university colleges in Sweden. Our results show that higher education in the social sciences does not generate stronger democratic or environmental norms, at least not in the case of environmental protection. We discuss why this is the case and refine our results further by looking at individual-level factors, such as gender and ideology. |
| Otto, Daniel; Caeiro, Sandra; Nicolau, Paula; Disterheft, Antje; Teixeira, António; Becker, Sara; Bollmann, Alexander; Sander, Kirsten: Can MOOCs empower people to critically think about climate change? A learning outcome based comparison of two MOOCs. Journal of Cleaner Production, 222 , S. 12–21, 2019, ISSN: 0959-6526. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: Climate change education, climate literacy, distance learning, massive open online courses (MOOCs), O, open education, sustainability) Copyright Besprochen in Bldg-Alt-Entf #17 @article{Otto2019, title = {Can MOOCs empower people to critically think about climate change? A learning outcome based comparison of two MOOCs}, author = {Daniel Otto and Sandra Caeiro and Paula Nicolau and Antje Disterheft and António Teixeira and Sara Becker and Alexander Bollmann and Kirsten Sander}, url = {https://doi.org/10.1016/j.jclepro.2019.02.190}, doi = {10.1016/j.jclepro.2019.02.190}, issn = {0959-6526}, year = {2019}, date = {2019-06-10}, urldate = {2019-06-27}, journal = {Journal of Cleaner Production}, volume = {222}, pages = {12–21}, publisher = {Elsevier}, abstract = {Climate change can be regarded as one of the key topics of sustainable development where public awareness and education are crucial. In the field of education, Massive Online Open Courses (MOOCs) have raised remarkable attention throughout the last decade as their initial objective is to provide massive open online education for everyone. This article aims to explore the impact of MOOCs on learning about climate change. This is necessary in order to evaluate whether MOOCs can make a substantial contribution to lifelong learning about sustainable development for a wider audience. We therefore present findings from self-assessment questionnaires of participants from two climate change MOOCs provided by two-distance learning universities in Germany and Portugal. Both MOOCs aimed at imparting to the participants the competencies to better understand the topic of climate change. The objective of the survey was a competency-based evaluation to review which learning outcomes have been achieved. The results indicate that taking part in either of the MOOCs increased the participants’ competencies to critically engage in the climate change debate. MOOCs are able to convey certain learning outcomes to the students and thus can contribute to climate change literacy. For further research, we recommend a more differentiated view on MOOCs and the learning opportunities for participants. Options for potential improvement are to think of better ways of how to integrate MOOCs into climate change education or to consider possibilities to increase the attractiveness of MOOCs for instance by using innovative formats to overcome the barriers between formal and informal learning.}, keywords = {Climate change education, climate literacy, distance learning, massive open online courses (MOOCs), O, open education, sustainability}, pubstate = {published}, tppubtype = {article} } Climate change can be regarded as one of the key topics of sustainable development where public awareness and education are crucial. In the field of education, Massive Online Open Courses (MOOCs) have raised remarkable attention throughout the last decade as their initial objective is to provide massive open online education for everyone. This article aims to explore the impact of MOOCs on learning about climate change. This is necessary in order to evaluate whether MOOCs can make a substantial contribution to lifelong learning about sustainable development for a wider audience. We therefore present findings from self-assessment questionnaires of participants from two climate change MOOCs provided by two-distance learning universities in Germany and Portugal. Both MOOCs aimed at imparting to the participants the competencies to better understand the topic of climate change. The objective of the survey was a competency-based evaluation to review which learning outcomes have been achieved. The results indicate that taking part in either of the MOOCs increased the participants’ competencies to critically engage in the climate change debate. MOOCs are able to convey certain learning outcomes to the students and thus can contribute to climate change literacy. For further research, we recommend a more differentiated view on MOOCs and the learning opportunities for participants. Options for potential improvement are to think of better ways of how to integrate MOOCs into climate change education or to consider possibilities to increase the attractiveness of MOOCs for instance by using innovative formats to overcome the barriers between formal and informal learning. |
| Bruechner, Dominik; Renz, Jan; Klingbeil, Mandy: Creating a Framework for User-Centered Development and Improvement of Digital Education. Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale, Association for Computing Machinery, New York, NY, USA, 2019, ISBN: 9781450368049. (Typ: Inproceedings | Abstract | Links | BibTeX | Schlagwörter: evaluation, HPI Schul-Cloud, learning platform, O, user experience, user research framework, user-centered design) teilfreie Lizenz Besprochen in Bldg-Alt-Entf #24 @inproceedings{Bruechner2019, title = {Creating a Framework for User-Centered Development and Improvement of Digital Education}, author = {Dominik Bruechner and Jan Renz and Mandy Klingbeil}, url = {https://doi.org/10.1145/3330430.3333644}, doi = {10.1145/3330430.3333644}, isbn = {9781450368049}, year = {2019}, date = {2019-06-01}, booktitle = {Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale}, number = {31}, publisher = {Association for Computing Machinery}, address = {New York, NY, USA}, abstract = {We investigate how the technology acceptance and learning experience of the digital education platform HPI Schul-Cloud (HPI School Cloud) for German secondary school teachers can be improved by proposing a user-centered research and development framework. We highlight the importance of developing digital learning technologies in a user-centered way to take differences in the requirements of educators and students into account. We suggest applying qualitative and quantitative methods to build a solid understanding of a learning platform's users, their needs, requirements, and their context of use. After concept development and idea generation of features and areas of opportunity based on the user research, we emphasize on the application of a multi-attribute utility analysis decision-making framework to prioritize ideas rationally, taking results of user research into account. Afterward, we recommend applying the principle build-learn-iterate to build prototypes in different resolutions while learning from user tests and improving the selected opportunities. Last but not least, we propose an approach for continuous short- and long-term user experience controlling and monitoring, extending existing web- and learning analytics metrics.}, keywords = {evaluation, HPI Schul-Cloud, learning platform, O, user experience, user research framework, user-centered design}, pubstate = {published}, tppubtype = {inproceedings} } We investigate how the technology acceptance and learning experience of the digital education platform HPI Schul-Cloud (HPI School Cloud) for German secondary school teachers can be improved by proposing a user-centered research and development framework. We highlight the importance of developing digital learning technologies in a user-centered way to take differences in the requirements of educators and students into account. We suggest applying qualitative and quantitative methods to build a solid understanding of a learning platform's users, their needs, requirements, and their context of use. After concept development and idea generation of features and areas of opportunity based on the user research, we emphasize on the application of a multi-attribute utility analysis decision-making framework to prioritize ideas rationally, taking results of user research into account. Afterward, we recommend applying the principle build-learn-iterate to build prototypes in different resolutions while learning from user tests and improving the selected opportunities. Last but not least, we propose an approach for continuous short- and long-term user experience controlling and monitoring, extending existing web- and learning analytics metrics. |
| Fyfe, Emily; de Leeuw, Joshua; Carvalho, Paulo; Goldstone, Robert; Sherman, Janelle; Admiraal, David; Alford, Laura; Bonner, Alison; Brassil, Chad; Brooks, Christopher; Carbonetto, Tracey; Chang, Sau Hou; Cruz, Laura; Czymoniewicz-Klippel, Melina; Daniel, Frances; Driessen, Michelle D; Habashy, Noel; Hanson-Bradley, Carrie; Hirt, Ed; Carbonell, Virginia Hojas; Jackson, Daniel; Jones, Shay; Keagy, Jennifer; Keith, Brandi; Malmquist, Sarah; McQuarrie, Barry; Metzger, Kelsey; Min, Maung; Patil, Sameer; Patrick, Ryan; Pelaprat, Etienne; Petrunich-Rutherford, Maureen; Porter, Meghan; Prescott, Kristina; Reck, Cathrine; Renner, Terri; Robbins, Eric; Smith, Adam; Stuczynski, Phil; Thompson, Jaye; Tsotakos, Nikolaos; Turk, Judith; Unruh, Kyle; Webb, Jennifer; Whitehead, Stephanie; Wisniewski, Elaine; Motz, Benjamin: ManyClasses 1: Assessing the generalizable effect of immediate versus delayed feedback across many college classes. Advances in Methods and Practices in Psychological Science (Preprint), 2019. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: Education, Evidence-Based Practices, Experiment, feedback, O, Reproducibility) CC BY 4.0 Besprochen in Bldg-Alt-Entf #39 @article{Fyfe2019, title = {ManyClasses 1: Assessing the generalizable effect of immediate versus delayed feedback across many college classes}, author = {Emily Fyfe and Joshua de Leeuw and Paulo Carvalho and Robert Goldstone and Janelle Sherman and David Admiraal and Laura Alford and Alison Bonner and Chad Brassil and Christopher Brooks and Tracey Carbonetto and Sau Hou Chang and Laura Cruz and Melina Czymoniewicz-Klippel and Frances Daniel and Michelle D Driessen and Noel Habashy and Carrie Hanson-Bradley and Ed Hirt and Virginia Hojas Carbonell and Daniel Jackson and Shay Jones and Jennifer Keagy and Brandi Keith and Sarah Malmquist and Barry McQuarrie and Kelsey Metzger and Maung Min and Sameer Patil and Ryan Patrick and Etienne Pelaprat and Maureen Petrunich-Rutherford and Meghan Porter and Kristina Prescott and Cathrine Reck and Terri Renner and Eric Robbins and Adam Smith and Phil Stuczynski and Jaye Thompson and Nikolaos Tsotakos and Judith Turk and Kyle Unruh and Jennifer Webb and Stephanie Whitehead and Elaine Wisniewski and Benjamin Motz}, url = {https://doi.org/10.31234/osf.io/4mvyh https://osf.io/q84t7/}, doi = {10.31234/osf.io/4mvyh}, year = {2019}, date = {2019-05-01}, journal = {Advances in Methods and Practices in Psychological Science (Preprint)}, abstract = {Psychology researchers have long attempted to identify educational practices that improve student learning. However, experimental research on these practices is often conducted in laboratory contexts or in a single course, threatening the external validity of the results. In this paper, we establish an experimental paradigm for evaluating the benefits of recommended practices across a variety of authentic educational contexts – a model we call ManyClasses. The core feature is that researchers examine the same research question and measure the same experimental effect across many classes spanning a range of topics, institutions, teacher implementations, and student populations. We report the first ManyClasses study, which examined how the timing of feedback on class assignments, either immediate or delayed by a few days, affected subsequent performance on class assessments. Across 38 classes, the overall estimate for the effect of feedback timing was 0.002 (95% HDI -0.05 to 0.05), indicating that there was no effect of immediate versus delayed feedback on student learning that generalizes across classes. Further, there were no credibly non-zero effects for 40 pre-registered moderators related to class-level and student-level characteristics. Yet, our results provide hints that in certain kinds of classes, which were under-sampled in the current study, there may be modest advantages for delayed feedback. More broadly, these findings provide insights regarding the feasibility of conducting within-class randomized experiments across a range of naturally occurring learning environments.}, keywords = {Education, Evidence-Based Practices, Experiment, feedback, O, Reproducibility}, pubstate = {published}, tppubtype = {article} } Psychology researchers have long attempted to identify educational practices that improve student learning. However, experimental research on these practices is often conducted in laboratory contexts or in a single course, threatening the external validity of the results. In this paper, we establish an experimental paradigm for evaluating the benefits of recommended practices across a variety of authentic educational contexts – a model we call ManyClasses. The core feature is that researchers examine the same research question and measure the same experimental effect across many classes spanning a range of topics, institutions, teacher implementations, and student populations. We report the first ManyClasses study, which examined how the timing of feedback on class assignments, either immediate or delayed by a few days, affected subsequent performance on class assessments. Across 38 classes, the overall estimate for the effect of feedback timing was 0.002 (95% HDI -0.05 to 0.05), indicating that there was no effect of immediate versus delayed feedback on student learning that generalizes across classes. Further, there were no credibly non-zero effects for 40 pre-registered moderators related to class-level and student-level characteristics. Yet, our results provide hints that in certain kinds of classes, which were under-sampled in the current study, there may be modest advantages for delayed feedback. More broadly, these findings provide insights regarding the feasibility of conducting within-class randomized experiments across a range of naturally occurring learning environments. |
| Marsh, Elizabeth J; Rajaram, Suparna: The Digital Expansion of the Mind: Implications of Internet Usage for Memory and Cognition. Journal of Applied Research in Memory and Cognition, 8 (1), S. 1–14, 2019, ISSN: 2211-3681. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: Cognition, External memory, Internet, memory, Metacognition, O, Social memory) Copyright Besprochen in Bldg-Alt-Entf #15 @article{Marsh2019, title = {The Digital Expansion of the Mind: Implications of Internet Usage for Memory and Cognition}, author = {Elizabeth J. Marsh and Suparna Rajaram}, url = {https://doi.org/10.1016/j.jarmac.2018.11.001}, doi = {10.1016/j.jarmac.2018.11.001}, issn = {2211-3681}, year = {2019}, date = {2019-01-19}, journal = {Journal of Applied Research in Memory and Cognition}, volume = {8}, number = {1}, pages = {1–14}, publisher = {Elsevier}, abstract = {The internet is rapidly changing what information is available as well as how we find it and share it with others. Here we examine how this “digital expansion of the mind” changes cognition. We begin by identifying ten properties of the internet that likely affect cognition, roughly organized around internet content (e.g., the sheer amount of information available), internet usage (e.g., the requirement to search for information), and the people and communities who create and propagate content (e.g., people are connected in an unprecedented fashion). We use these properties to explain (or ask questions about) internet-related phenomena, such as habitual reliance on the internet, the propagation of misinformation, and consequences for autobiographical memory, among others. Our goal is to consider the impact of internet usage on many aspects of cognition, as people increasingly rely on the internet to seek, post, and share information.}, keywords = {Cognition, External memory, Internet, memory, Metacognition, O, Social memory}, pubstate = {published}, tppubtype = {article} } The internet is rapidly changing what information is available as well as how we find it and share it with others. Here we examine how this “digital expansion of the mind” changes cognition. We begin by identifying ten properties of the internet that likely affect cognition, roughly organized around internet content (e.g., the sheer amount of information available), internet usage (e.g., the requirement to search for information), and the people and communities who create and propagate content (e.g., people are connected in an unprecedented fashion). We use these properties to explain (or ask questions about) internet-related phenomena, such as habitual reliance on the internet, the propagation of misinformation, and consequences for autobiographical memory, among others. Our goal is to consider the impact of internet usage on many aspects of cognition, as people increasingly rely on the internet to seek, post, and share information. |
| Orben, Amy; Przybylski, Andrew K: The association between adolescent well-being and digital technology use. Nature Human Behaviour, 2019, ISSN: 2397-3374. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: adolescent, O, specification curve analysis (SCA), technology use, well-being) Copyright Besprochen in Bldg-Alt-Entf #12 @article{Orben2019, title = {The association between adolescent well-being and digital technology use}, author = {Amy Orben and Andrew K. Przybylski}, url = {https://doi.org/10.1038/s41562-018-0506-1}, doi = {10.1038/s41562-018-0506-1}, issn = {2397-3374}, year = {2019}, date = {2019-01-14}, journal = {Nature Human Behaviour}, abstract = {The widespread use of digital technologies by young people has spurred speculation that their regular use negatively impacts psychological well-being. Current empirical evidence supporting this idea is largely based on secondary analyses of large-scale social datasets. Though these datasets provide a valuable resource for highly powered investigations, their many variables and observations are often explored with an analytical flexibility that marks small effects as statistically significant, thereby leading to potential false positives and conflicting results. Here we address these methodological challenges by applying specification curve analysis (SCA) across three large-scale social datasets (total n = 355,358) to rigorously examine correlational evidence for the effects of digital technology on adolescents. The association we find between digital technology use and adolescent well-being is negative but small, explaining at most 0.4% of the variation in well-being. Taking the broader context of the data into account suggests that these effects are too small to warrant policy change.}, keywords = {adolescent, O, specification curve analysis (SCA), technology use, well-being}, pubstate = {published}, tppubtype = {article} } The widespread use of digital technologies by young people has spurred speculation that their regular use negatively impacts psychological well-being. Current empirical evidence supporting this idea is largely based on secondary analyses of large-scale social datasets. Though these datasets provide a valuable resource for highly powered investigations, their many variables and observations are often explored with an analytical flexibility that marks small effects as statistically significant, thereby leading to potential false positives and conflicting results. Here we address these methodological challenges by applying specification curve analysis (SCA) across three large-scale social datasets (total n = 355,358) to rigorously examine correlational evidence for the effects of digital technology on adolescents. The association we find between digital technology use and adolescent well-being is negative but small, explaining at most 0.4% of the variation in well-being. Taking the broader context of the data into account suggests that these effects are too small to warrant policy change. |
| Reich, Justin; Ruipérez-Valiente, José A: The MOOC pivot. Science, 363 (6423), S. 130–131, 2019, ISSN: 1095-9203. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: higher education, massive open online courses (MOOCs), O) Science Journals Default License Besprochen in Bldg-Alt-Entf #12 @article{Reich2019, title = {The MOOC pivot}, author = {Justin Reich and José A. Ruipérez-Valiente}, url = {http://dx.doi.org/10.1126/science.aav7958}, doi = {10.1126/science.aav7958}, issn = {1095-9203}, year = {2019}, date = {2019-01-11}, journal = {Science}, volume = {363}, number = {6423}, pages = {130–131}, abstract = {When massive open online courses (MOOCs) first captured global attention in 2012, advocates imagined a disruptive transformation in postsecondary education. Video lectures from the world's best professors could be broadcast to the farthest reaches of the networked world, and students could demonstrate proficiency using innovative computer-graded assessments, even in places with limited access to traditional education. But after promising a reordering of higher education, we see the field instead coalescing around a different, much older business model: helping universities outsource their online master's degrees for professionals (1). To better understand the reasons for this shift, we highlight three patterns emerging from data on MOOCs provided by Harvard University and Massachusetts Institute of Technology (MIT) via the edX platform: The vast majority of MOOC learners never return after their first year, the growth in MOOC participation has been concentrated almost entirely in the world's most affluent countries, and the bane of MOOCs—low completion rates (2)—has not improved over 6 years.}, keywords = {higher education, massive open online courses (MOOCs), O}, pubstate = {published}, tppubtype = {article} } When massive open online courses (MOOCs) first captured global attention in 2012, advocates imagined a disruptive transformation in postsecondary education. Video lectures from the world's best professors could be broadcast to the farthest reaches of the networked world, and students could demonstrate proficiency using innovative computer-graded assessments, even in places with limited access to traditional education. But after promising a reordering of higher education, we see the field instead coalescing around a different, much older business model: helping universities outsource their online master's degrees for professionals (1). To better understand the reasons for this shift, we highlight three patterns emerging from data on MOOCs provided by Harvard University and Massachusetts Institute of Technology (MIT) via the edX platform: The vast majority of MOOC learners never return after their first year, the growth in MOOC participation has been concentrated almost entirely in the world's most affluent countries, and the bane of MOOCs—low completion rates (2)—has not improved over 6 years. |
| Könitz, Christopher: OER – Auf dem Weg in eine selbstverschuldete digitale Unmündigkeit?. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 32 (Oktober), S. 63–71, 2018, ISSN: 1424-3636. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: O, OER, open educational resources) CC BY 4.0 Besprochen in Bldg-Alt-Entf #11 @article{Könitz_2018, title = {OER – Auf dem Weg in eine selbstverschuldete digitale Unmündigkeit?}, author = {Christopher Könitz}, url = {https://www.medienpaed.com/article/view/609}, doi = {10.21240/mpaed/32/2018.10.24.X}, issn = {1424-3636}, year = {2018}, date = {2018-10-24}, urldate = {2018-12-20}, journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}, volume = {32}, number = {Oktober}, pages = {63–71}, abstract = {Spätestens seit der Debatte um die Vergütung von urheberrechtlich geschütztem Material nach UrhG §52a, scheinen Open Educational Resources (OER) die Antwort auf proprietäre Verlagsangebote zu sein. Jedoch gibt es lizenzrechtliche, technische und begriffliche Unschärfen, die dazu führen, dass OER in eine selbstverschuldete digitale Unmündigkeit führen können. Dieser Beitrag liefert daher im Kern eine kritische Auseinandersetzung mit dem OER-Begriff aus einer bildungstheoretisch-medienpädagogischen Perspektive. Im ersten Teil werden die genannten Unschärfen näher beleuchtet und erste Lösungsansätze aufzeigt. Der Beitrag plädiert für eine Hinwendung zu einem starken Copyleft, welches derzeit mit den Creative Commons nicht möglich ist, da diese unter Umständen zu proprietären Materialen führen können. Die technische Perspektive richtet sich auf die verwendeten Dateiformate von OER, die häufig nicht frei und/oder editierbar sind. Die begriffliche Perspektive stellt heraus, dass der OER-Begriff ein negatives Konzept von Freiheit verfolgen und mit Blick auf die Medienpädagogik untertheoretisiert sind. Im zweiten Teil werden daher durch das Medienkompetenzmodell nach Baacke und der Strukturalen Medienbildung nach Jörissen und Marotzki zwei mögliche medienpädagogische Anschlüsse geschaffen. Durch diese Anschlüsse werden die Momente der Medienkritik und der Reflexivität eingebracht. Damit wird der Fokus von einer Outputorientierung auf den Aufbau eines Orientierungswissens – und damit auf transformatorische Bildungsprozesse und den damit verbundenen medialen Artikulationen – verschoben.}, keywords = {O, OER, open educational resources}, pubstate = {published}, tppubtype = {article} } Spätestens seit der Debatte um die Vergütung von urheberrechtlich geschütztem Material nach UrhG §52a, scheinen Open Educational Resources (OER) die Antwort auf proprietäre Verlagsangebote zu sein. Jedoch gibt es lizenzrechtliche, technische und begriffliche Unschärfen, die dazu führen, dass OER in eine selbstverschuldete digitale Unmündigkeit führen können. Dieser Beitrag liefert daher im Kern eine kritische Auseinandersetzung mit dem OER-Begriff aus einer bildungstheoretisch-medienpädagogischen Perspektive. Im ersten Teil werden die genannten Unschärfen näher beleuchtet und erste Lösungsansätze aufzeigt. Der Beitrag plädiert für eine Hinwendung zu einem starken Copyleft, welches derzeit mit den Creative Commons nicht möglich ist, da diese unter Umständen zu proprietären Materialen führen können. Die technische Perspektive richtet sich auf die verwendeten Dateiformate von OER, die häufig nicht frei und/oder editierbar sind. Die begriffliche Perspektive stellt heraus, dass der OER-Begriff ein negatives Konzept von Freiheit verfolgen und mit Blick auf die Medienpädagogik untertheoretisiert sind. Im zweiten Teil werden daher durch das Medienkompetenzmodell nach Baacke und der Strukturalen Medienbildung nach Jörissen und Marotzki zwei mögliche medienpädagogische Anschlüsse geschaffen. Durch diese Anschlüsse werden die Momente der Medienkritik und der Reflexivität eingebracht. Damit wird der Fokus von einer Outputorientierung auf den Aufbau eines Orientierungswissens – und damit auf transformatorische Bildungsprozesse und den damit verbundenen medialen Artikulationen – verschoben. |
| Reder, Constanze; Lukács, Bence: Offene Bildungspraxis erlebbar machen – die Rolle von Podcasts für Projektdokumentationen und Reflexionsprozesse. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 32 , S. 17–27, 2018, ISSN: 1424-3636. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: Hochschule, O, OER, Podcasts) CC BY 4.0 Besprochen in Bldg-Alt-Entf #14 @article{Reder2018, title = {Offene Bildungspraxis erlebbar machen – die Rolle von Podcasts für Projektdokumentationen und Reflexionsprozesse}, author = {Constanze Reder and Bence Lukács}, url = {https://www.medienpaed.com/article/view/610}, doi = {10.21240/mpaed/32/2018.10.20.X}, issn = {1424-3636}, year = {2018}, date = {2018-10-20}, journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}, volume = {32}, pages = {17–27}, abstract = {Der vorliegende Beitrag widmet sich der Frage, wie Reflexion als Teil akademischer Medienkompetenz an Hochschulen adressiert werden kann. Als Beispiel dient ein Praxisprojekt, über das Studierende in labs mit Open Educational Resources (frei verfügbares Bildungsmaterial, OER), aber darüber hinaus vor allem mit Open Educational Practices (offenen Bildungspraktiken, OEP) und offenen Lehrinhalten in Kontakt kommen. Dabei stehen auch andere hochschulische Akteursgruppen im Fokus, die gemeinsam mit den Studierenden in moderierten Dialogen darüber beraten, wie nicht nur OER sondern auch OEP an der Hochschule etabliert werden können, um Dozierenden wie Studierenden den Zugang zu offener Bildung zu erleichtern. Ausgehend von dieser Praxiserfahrung greift der Artikel den Baustein des projektbegleitenden Podcasts heraus, der die Anlage des Projekts dokumentiert, aber auch ein reflexives Element im Doing darstellt, durch das die verschiedenen Perspektiven der Mitarbeitenden an den beiden Standorten, aber auch die von Stakeholdern und Kooperationsakteurinnen und Kooperationsakteuren widergespiegelt wird. Er widmet sich der Frage, wie dementsprechend ein reflektierter Umgang mit offener Lehr-Lernpraxis an der Hochschule unterstützt werden kann und wie offene Praxis nicht nur als Seminarinhalt, sondern auch nachhaltig als Teil von Hochschulentwicklungsprojekten implementiert werden kann.}, keywords = {Hochschule, O, OER, Podcasts}, pubstate = {published}, tppubtype = {article} } Der vorliegende Beitrag widmet sich der Frage, wie Reflexion als Teil akademischer Medienkompetenz an Hochschulen adressiert werden kann. Als Beispiel dient ein Praxisprojekt, über das Studierende in labs mit Open Educational Resources (frei verfügbares Bildungsmaterial, OER), aber darüber hinaus vor allem mit Open Educational Practices (offenen Bildungspraktiken, OEP) und offenen Lehrinhalten in Kontakt kommen. Dabei stehen auch andere hochschulische Akteursgruppen im Fokus, die gemeinsam mit den Studierenden in moderierten Dialogen darüber beraten, wie nicht nur OER sondern auch OEP an der Hochschule etabliert werden können, um Dozierenden wie Studierenden den Zugang zu offener Bildung zu erleichtern. Ausgehend von dieser Praxiserfahrung greift der Artikel den Baustein des projektbegleitenden Podcasts heraus, der die Anlage des Projekts dokumentiert, aber auch ein reflexives Element im Doing darstellt, durch das die verschiedenen Perspektiven der Mitarbeitenden an den beiden Standorten, aber auch die von Stakeholdern und Kooperationsakteurinnen und Kooperationsakteuren widergespiegelt wird. Er widmet sich der Frage, wie dementsprechend ein reflektierter Umgang mit offener Lehr-Lernpraxis an der Hochschule unterstützt werden kann und wie offene Praxis nicht nur als Seminarinhalt, sondern auch nachhaltig als Teil von Hochschulentwicklungsprojekten implementiert werden kann. |
| Leuchtenbörger, Jens: Erstellung und Weiterentwicklung von Open Educational Resources im Selbstversuch. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 32 , S. 101–117, 2018, ISSN: 1424-3636. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: Github, Hochschule, Informatik, O, open educational resources, Open Source) CC BY 4.0 Besprochen in Bldg-Alt-Entf #14 @article{Leuchtenbörger2018, title = {Erstellung und Weiterentwicklung von Open Educational Resources im Selbstversuch}, author = {Jens Leuchtenbörger}, url = {https://www.medienpaed.com/article/view/651}, doi = {10.21240/mpaed/34/2019.03.02.X}, issn = {1424-3636}, year = {2018}, date = {2018-10-20}, journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}, volume = {32}, pages = {101–117}, abstract = {Open Educational Resources (OER) versprechen einerseits den Abbau von Hürden im Bildungszugang und andererseits die Vermeidung redundanter Arbeit bei der Erstellung ähnlicher und gleichzeitig qualitativ hochwertiger Bildungsressourcen in unterschiedlichen Organisationen. Der Verbreitung von OER stehen jedoch bekannte Hürden gegenüber, wobei das ALMS-Framework einen Rahmen für die Bewertung der Wieder- und Weiternutzung von OER aus technischer Sicht bereitstellt. Ausgehend von einem Selbstversuch zur OER-Einführung werden in dieser Arbeit das ALMS-Framework erweiternde Anforderungen an OER basierend auf Konzepten aus Software-Entwicklung und technischem Schreiben definiert. Unter Beachtung dieser Anforderungen werden zwei OER-Projekte beschrieben: Zum einen wird die Weiterentwicklung eines Lehrbuchs unter Creative-Commons-Lizenz skizziert. Zum anderen werden Erstellung und Nutzung der neu entwickelten Software emacs-reveal für die Erzeugung von für das Selbststudium geeigneten, mit Audiokommentaren unterlegten HTML-Präsentationen beschrieben; die Präsentationen werden in einfachen Textdateien erstellt, wobei die Erzeugung von HTML-Code automatisiert in einer öffentlichen GitLab-Infrastruktur abläuft und damit die Software-Nutzung vereinfacht. Ergebnisse einer Umfrage unter Studierenden verdeutlichen die Vorzüge der erzeugten Präsentationen.}, keywords = {Github, Hochschule, Informatik, O, open educational resources, Open Source}, pubstate = {published}, tppubtype = {article} } Open Educational Resources (OER) versprechen einerseits den Abbau von Hürden im Bildungszugang und andererseits die Vermeidung redundanter Arbeit bei der Erstellung ähnlicher und gleichzeitig qualitativ hochwertiger Bildungsressourcen in unterschiedlichen Organisationen. Der Verbreitung von OER stehen jedoch bekannte Hürden gegenüber, wobei das ALMS-Framework einen Rahmen für die Bewertung der Wieder- und Weiternutzung von OER aus technischer Sicht bereitstellt. Ausgehend von einem Selbstversuch zur OER-Einführung werden in dieser Arbeit das ALMS-Framework erweiternde Anforderungen an OER basierend auf Konzepten aus Software-Entwicklung und technischem Schreiben definiert. Unter Beachtung dieser Anforderungen werden zwei OER-Projekte beschrieben: Zum einen wird die Weiterentwicklung eines Lehrbuchs unter Creative-Commons-Lizenz skizziert. Zum anderen werden Erstellung und Nutzung der neu entwickelten Software emacs-reveal für die Erzeugung von für das Selbststudium geeigneten, mit Audiokommentaren unterlegten HTML-Präsentationen beschrieben; die Präsentationen werden in einfachen Textdateien erstellt, wobei die Erzeugung von HTML-Code automatisiert in einer öffentlichen GitLab-Infrastruktur abläuft und damit die Software-Nutzung vereinfacht. Ergebnisse einer Umfrage unter Studierenden verdeutlichen die Vorzüge der erzeugten Präsentationen. |
| Seidel, Niels: Aufgabentypen für das Zusammenspiel von E-Assessment und Lernvideos. Bergert, Aline; Lehmann, Anje; Liebscher, Maja; Schulz, Jens (Hrsg.): Videocampus Sachsen – Machbarkeitsuntersuchung, S. 45–60, TU Bergakademie Freiberg, Freiberg, 1, 2018, ISBN: 978-3-86012-575-5. (Typ: Buchkapitel | Abstract | Links | BibTeX | Schlagwörter: Assessment, e-Assessment, higher education, O, Saxony, teaching, video) Copyright Besprochen in Bldg-Alt-Entf #10 @inbook{Seidel2018, title = {Aufgabentypen für das Zusammenspiel von E-Assessment und Lernvideos}, author = {Niels Seidel}, editor = {Aline Bergert and Anje Lehmann and Maja Liebscher and Jens Schulz}, url = {http://nbn-resolving.de/urn:nbn:de:bsz:105-qucosa2-312017}, isbn = {978-3-86012-575-5}, year = {2018}, date = {2018-08-10}, urldate = {2018-11-18}, booktitle = {Videocampus Sachsen – Machbarkeitsuntersuchung}, pages = {45–60}, publisher = {TU Bergakademie Freiberg}, address = {Freiberg}, edition = {1}, institution = {Medienzentrum der TU Bergakademie Freiberg}, series = {Freiberger Forschungshefte}, abstract = {Lernvideos werden oft als Instruktionsmedien verstanden, die Lerninhalte in audiovisueller Form konservieren und transportieren. Dieser Beitrag ergänzt diese Sichtweise um den Aspekt der Überprüfung des Lernerfolgs mit Hilfe von E-Assessments. Durch die Integration von speziellen Aufgabentypen in den Ablauf der Videowiedergabe können höhere Kompetenzlevel geprüft und weiterführende didaktische Intentionen, Lernszenarien und -formen umgesetzt werden. Im Rahmen der Verbundförderung des Videocampus Sachsen (VCS) konnten entsprechende Feldstudien ausgewertet und Pilotanwendungen im Rahmen des Innovationsvorhabens ViAssess entwickelt werden.}, keywords = {Assessment, e-Assessment, higher education, O, Saxony, teaching, video}, pubstate = {published}, tppubtype = {inbook} } Lernvideos werden oft als Instruktionsmedien verstanden, die Lerninhalte in audiovisueller Form konservieren und transportieren. Dieser Beitrag ergänzt diese Sichtweise um den Aspekt der Überprüfung des Lernerfolgs mit Hilfe von E-Assessments. Durch die Integration von speziellen Aufgabentypen in den Ablauf der Videowiedergabe können höhere Kompetenzlevel geprüft und weiterführende didaktische Intentionen, Lernszenarien und -formen umgesetzt werden. Im Rahmen der Verbundförderung des Videocampus Sachsen (VCS) konnten entsprechende Feldstudien ausgewertet und Pilotanwendungen im Rahmen des Innovationsvorhabens ViAssess entwickelt werden. |
| Akçayır, Gökçe; Akçayır, Murat: The flipped classroom: A review of its advantages and challenges. Computers & Education, 126 , S. 334–345, 2018, ISSN: 0360-1315. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: Improving classroom teaching, O, Teaching/learning strategies) Copyright Besprochen in Bldg-Alt-Entf #16 @article{Akcayir2018, title = {The flipped classroom: A review of its advantages and challenges}, author = {Gökçe Akçayır and Murat Akçayır}, url = {http://www.sciencedirect.com/science/article/pii/S0360131518302045 https://doi.org/10.1016/j.compedu.2018.07.021}, doi = {10.1016/j.compedu.2018.07.021}, issn = {0360-1315}, year = {2018}, date = {2018-08-01}, urldate = {2019-05-25}, journal = {Computers & Education}, volume = {126}, pages = {334–345}, abstract = {This study presents a large-scale systematic review of the literature on the flipped classroom, with the goals of examining its reported advantages and challenges for both students and instructors, and to note potentially useful areas of future research on the flipped model's in and out-of-class activities. The full range of Social Sciences Citation Indexed journals was surveyed through the Web of Science site, and a total of 71 research articles were selected for the review. The findings reveal that the most frequently reported advantage of the flipped classroom is the improvement of student learning performance. We also found a number of challenges in this model. The majority of these are related to out-of-class activities, such as much reported inadequate student preparation prior to class. Several other challenges and the numerous advantages of the flipped classroom are discussed in detail. We then offer suggestions for future research on flipped model activities.}, keywords = {Improving classroom teaching, O, Teaching/learning strategies}, pubstate = {published}, tppubtype = {article} } This study presents a large-scale systematic review of the literature on the flipped classroom, with the goals of examining its reported advantages and challenges for both students and instructors, and to note potentially useful areas of future research on the flipped model's in and out-of-class activities. The full range of Social Sciences Citation Indexed journals was surveyed through the Web of Science site, and a total of 71 research articles were selected for the review. The findings reveal that the most frequently reported advantage of the flipped classroom is the improvement of student learning performance. We also found a number of challenges in this model. The majority of these are related to out-of-class activities, such as much reported inadequate student preparation prior to class. Several other challenges and the numerous advantages of the flipped classroom are discussed in detail. We then offer suggestions for future research on flipped model activities. |
| Butler, Andrew C: Multiple-Choice Testing in Education: Are the Best Practices for Assessment Also Good for Learning?. Journal of Applied Research in Memory and Cognition, 7 (3), S. 323–331, 2018, ISSN: 2211-3681. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: Assessment, Learning, Multiple-choice, O, Testing) Copyright Besprochen in Bldg-Alt-Entf #9 @article{Butler2018, title = {Multiple-Choice Testing in Education: Are the Best Practices for Assessment Also Good for Learning?}, author = {Andrew C. Butler}, url = {https://doi.org/10.1016/j.jarmac.2018.07.002 http://www.sciencedirect.com/science/article/pii/S2211368118301426}, doi = {10.1016/j.jarmac.2018.07.002}, issn = {2211-3681}, year = {2018}, date = {2018-07-31}, urldate = {2018-10-20}, journal = {Journal of Applied Research in Memory and Cognition}, volume = {7}, number = {3}, pages = {323–331}, abstract = {Multiple-choice tests are arguably the most popular type of assessment in education, and much research has been dedicated to determining best practices for using them to measure learning. The act of taking a test also causes learning, and numerous studies have investigated how best to use multiple-choice tests to improve long-term retention and produce deeper understanding. In this review article, I explore whether the best practices for assessment align with the best practices for learning. Although consensus between these two literatures is not a foregone conclusion, there is substantial agreement in how best to construct and use multiple-choice tests for these two disparate purposes. The overall recommendation from both literatures is to create questions that are simple in format (e.g., avoid use of complex item types), challenge students but allow them to succeed often, and target specific cognitive processes that correspond to learning objectives.}, keywords = {Assessment, Learning, Multiple-choice, O, Testing}, pubstate = {published}, tppubtype = {article} } Multiple-choice tests are arguably the most popular type of assessment in education, and much research has been dedicated to determining best practices for using them to measure learning. The act of taking a test also causes learning, and numerous studies have investigated how best to use multiple-choice tests to improve long-term retention and produce deeper understanding. In this review article, I explore whether the best practices for assessment align with the best practices for learning. Although consensus between these two literatures is not a foregone conclusion, there is substantial agreement in how best to construct and use multiple-choice tests for these two disparate purposes. The overall recommendation from both literatures is to create questions that are simple in format (e.g., avoid use of complex item types), challenge students but allow them to succeed often, and target specific cognitive processes that correspond to learning objectives. |
| van der Zee, Tim; Reich, Justin: Open Education Science. AERA Open, 4 (3), S. 1–15, 2018. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: O, open access, open science, preregistration, registered report) CC BY-NC 4.0 Besprochen in Bldg-Alt-Entf #8 @article{vandezee2018, title = {Open Education Science}, author = {Tim van der Zee and Justin Reich}, url = {https://doi.org/10.1177/2332858418787466}, doi = {10.1177/2332858418787466}, year = {2018}, date = {2018-07-16}, journal = {AERA Open}, volume = {4}, number = {3}, pages = {1–15}, abstract = {Scientific progress is built on research that is reliable, accurate, and verifiable. The methods and evidentiary reasoning that underlie scientific claims must be available for scrutiny. Like other fields, the education sciences suffer from problems such as failure to replicate, validity and generalization issues, publication bias, and high costs of access to publications—all of which are symptoms of a nontransparent approach to research. Each aspect of the scientific cycle—research design, data collection, analysis, and publication—can and should be made more transparent and accessible. Open Education Science is a set of practices designed to increase the transparency of evidentiary reasoning and access to scientific research in a domain characterized by diverse disciplinary traditions and a commitment to impact in policy and practice. Transparency and accessibility are functional imperatives that come with many benefits for the individual researcher, scientific community, and society at large—Open Education Science is the way forward.}, keywords = {O, open access, open science, preregistration, registered report}, pubstate = {published}, tppubtype = {article} } Scientific progress is built on research that is reliable, accurate, and verifiable. The methods and evidentiary reasoning that underlie scientific claims must be available for scrutiny. Like other fields, the education sciences suffer from problems such as failure to replicate, validity and generalization issues, publication bias, and high costs of access to publications—all of which are symptoms of a nontransparent approach to research. Each aspect of the scientific cycle—research design, data collection, analysis, and publication—can and should be made more transparent and accessible. Open Education Science is a set of practices designed to increase the transparency of evidentiary reasoning and access to scientific research in a domain characterized by diverse disciplinary traditions and a commitment to impact in policy and practice. Transparency and accessibility are functional imperatives that come with many benefits for the individual researcher, scientific community, and society at large—Open Education Science is the way forward. |
| Schulmeister, Rolf; Loviscach, Jörn: Mythen der Digitalisierung mit Blick auf Studium und Lernen. Digitale Transformation im Diskurs: Kritische Perspektiven auf Entwicklungen und Tendenzen im Zeitalter des Digitalen, S. 1–21, 2018. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: Digitalisierung, Mythen, O, Studium) CC BY-NC-ND 3.0 Besprochen in Bldg-Alt-Entf #1 @article{schulmeister2017, title = {Mythen der Digitalisierung mit Blick auf Studium und Lernen}, author = {Rolf Schulmeister and Jörn Loviscach}, editor = {Christian Leineweber and Claudia de Witt}, url = {https://ub-deposit.fernuni-hagen.de/receive/mir_mods_00001055 http://www.fernuni-hagen.de/KSW/portale/ifbm/bildung_medien/medien-im-diskurs/digitale-transformation-im-diskurs/}, year = {2018}, date = {2018-03-07}, urldate = {2018-03-31}, journal = {Digitale Transformation im Diskurs: Kritische Perspektiven auf Entwicklungen und Tendenzen im Zeitalter des Digitalen}, pages = {1–21}, address = {Hagen}, abstract = {Der Online-Sammelband "Dgitale Transformation im Diskurs" erscheint im Rahmen der Reihe "Medien im Diskurs" (Lehrgebiet Bildungstheorie und Medienpädagogik, Leitung: Prof. Dr. Claudia de Witt). Im Zentrum steht die Entfaltung von Perspektiven, die kontradiktorisch zum gegenwärtig wahrzunehmenden Digitalisierungshype stehen, und Digitalisierung insofern in ein kritisches Licht rücken lassen. Wir folgen damit der These, dass die besonderen Potenziale der Digitalisierung erst dann final abgeschätzt werden können, wenn auch ihre Schattenseiten beleuchtet werden.}, keywords = {Digitalisierung, Mythen, O, Studium}, pubstate = {published}, tppubtype = {article} } Der Online-Sammelband "Dgitale Transformation im Diskurs" erscheint im Rahmen der Reihe "Medien im Diskurs" (Lehrgebiet Bildungstheorie und Medienpädagogik, Leitung: Prof. Dr. Claudia de Witt). Im Zentrum steht die Entfaltung von Perspektiven, die kontradiktorisch zum gegenwärtig wahrzunehmenden Digitalisierungshype stehen, und Digitalisierung insofern in ein kritisches Licht rücken lassen. Wir folgen damit der These, dass die besonderen Potenziale der Digitalisierung erst dann final abgeschätzt werden können, wenn auch ihre Schattenseiten beleuchtet werden. |
| Bicen, Huseyin; Kocakoyun, Senay: Perceptions of Students for Gamification Approach: Kahoot as a Case Study. International Journal of Emerging Technologies in Learning (iJET), 13 (2), 2018, ISSN: 1863-0383. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: achievement, competition, gamification, motivation, O, students) CC BY 3.0 Besprochen in Bldg-Alt-Entf #3 @article{Bicen2018, title = {Perceptions of Students for Gamification Approach: Kahoot as a Case Study}, author = {Huseyin Bicen and Senay Kocakoyun}, url = {http://online-journals.org/index.php/i-jet/article/view/7467 http://dx.doi.org/10.3991/ijet.v13i02.7467}, doi = {10.3991/ijet.v13i02.7467}, issn = {1863-0383}, year = {2018}, date = {2018-02-27}, urldate = {2018-05-16}, journal = {International Journal of Emerging Technologies in Learning (iJET)}, volume = {13}, number = {2}, publisher = {kassel university press GmbH}, abstract = {A novel learning experience that increases student motivation can be created in a learning environment that includes a gamification approach to assess competence. Student views on gamification were surveyed to determine the best application of this method, the environment necessary for its use, and the manner by which the application should proceed. The effect of a gamification approach on student achievement through intra-class competition was assessed using quantitative and qualitative methods. In this study, the Kahoot application was the preferred gamification method used. Participating students included 65 undergraduate students studying at the Department of Preschool Teaching. The findings showed that inclusion of a gamification method increased the interest of students in the class, and increased student ambitions for success. This method was also found to have a positive impact on student motivation. Furthermore, the results of this study indicate that the Kahoot application can be used effectively for gamification of lessons. In conclusion, the gamification method has an impact on students that renders them more ambitious and motivated to study.}, keywords = {achievement, competition, gamification, motivation, O, students}, pubstate = {published}, tppubtype = {article} } A novel learning experience that increases student motivation can be created in a learning environment that includes a gamification approach to assess competence. Student views on gamification were surveyed to determine the best application of this method, the environment necessary for its use, and the manner by which the application should proceed. The effect of a gamification approach on student achievement through intra-class competition was assessed using quantitative and qualitative methods. In this study, the Kahoot application was the preferred gamification method used. Participating students included 65 undergraduate students studying at the Department of Preschool Teaching. The findings showed that inclusion of a gamification method increased the interest of students in the class, and increased student ambitions for success. This method was also found to have a positive impact on student motivation. Furthermore, the results of this study indicate that the Kahoot application can be used effectively for gamification of lessons. In conclusion, the gamification method has an impact on students that renders them more ambitious and motivated to study. |
| Kardas, Michael; O’Brien, Ed: Easier Seen Than Done: Merely Watching Others Perform Can Foster an Illusion of Skill Acquisition. Psychological Science, 29 (4), S. 521-536, 2018. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: empathy gap, O, open data, open materials, preregistered, repeated exposure, self-assessment) Free Access Besprochen in Bldg-Alt-Entf #4 @article{Kardas2018, title = {Easier Seen Than Done: Merely Watching Others Perform Can Foster an Illusion of Skill Acquisition}, author = {Michael Kardas and Ed O’Brien}, url = { https://doi.org/10.1177/0956797617740646}, doi = {10.1177/0956797617740646}, year = {2018}, date = {2018-02-16}, journal = {Psychological Science}, volume = {29}, number = {4}, pages = {521-536}, abstract = {Modern technologies such as YouTube afford unprecedented access to the skilled performances of other people. Six experiments (N = 2,225) reveal that repeatedly watching others can foster an illusion of skill acquisition. The more people merely watch others perform (without actually practicing themselves), the more they nonetheless believe they could perform the skill, too (Experiment 1). However, people’s actual abilities—from throwing darts and doing the moonwalk to playing an online game—do not improve after merely watching others, despite predictions to the contrary (Experiments 2–4). What do viewers see that makes them think they are learning? We found that extensive viewing allows people to track what steps to take (Experiment 5) but not how those steps feel when taking them. Accordingly, experiencing a “taste” of performing attenuates the illusion: Watching others juggle but then holding the pins oneself tempers perceived change in one’s own ability (Experiment 6). These findings highlight unforeseen problems for self-assessment when watching other people.}, keywords = {empathy gap, O, open data, open materials, preregistered, repeated exposure, self-assessment}, pubstate = {published}, tppubtype = {article} } Modern technologies such as YouTube afford unprecedented access to the skilled performances of other people. Six experiments (N = 2,225) reveal that repeatedly watching others can foster an illusion of skill acquisition. The more people merely watch others perform (without actually practicing themselves), the more they nonetheless believe they could perform the skill, too (Experiment 1). However, people’s actual abilities—from throwing darts and doing the moonwalk to playing an online game—do not improve after merely watching others, despite predictions to the contrary (Experiments 2–4). What do viewers see that makes them think they are learning? We found that extensive viewing allows people to track what steps to take (Experiment 5) but not how those steps feel when taking them. Accordingly, experiencing a “taste” of performing attenuates the illusion: Watching others juggle but then holding the pins oneself tempers perceived change in one’s own ability (Experiment 6). These findings highlight unforeseen problems for self-assessment when watching other people. |
| Kemper, Lorenz: Predicting Student Dropout: A Machine Learning Approach. 2018. (Typ: Unveröffentlicht | Abstract | Links | BibTeX | Schlagwörter: descision trees, dropout, higher education, logistic regression, machine learning, massive open online courses (MOOCs), O, prediction, students, Studienerfolg) Copyright Besprochen in Bldg-Alt-Entf #7 @unpublished{Kemper2018, title = {Predicting Student Dropout: A Machine Learning Approach}, author = {Lorenz Kemper}, url = {https://www.researchgate.net/publication/322919234_Predicting_Student_Dropout_a_Machine_Learning_Approach}, year = {2018}, date = {2018-02-01}, urldate = {2018-08-22}, institution = {Karlsruhe Institute of Technology (KIT)}, abstract = {We perform two approaches of machine learning, logistic regression and decision trees, to predict student dropout at the Karlsruhe Institute of Technology (KIT). The models are computed on the basis of examination data, i.e. data available at all universities without need of collection. Therefore, we propose a methodical approach that may be put in practice with relative ease at other institutions. Using a Hellinger-Distance splitting approach we find decision trees to produce slightly better results. However, both methods yield high prediction accuracies of up to 95% after three semesters. A classification with more than 83% accuracy is already possible after the first semester. Within our analysis we show, that resampling techniques can improve the detection of at-risk students.}, keywords = {descision trees, dropout, higher education, logistic regression, machine learning, massive open online courses (MOOCs), O, prediction, students, Studienerfolg}, pubstate = {published}, tppubtype = {unpublished} } We perform two approaches of machine learning, logistic regression and decision trees, to predict student dropout at the Karlsruhe Institute of Technology (KIT). The models are computed on the basis of examination data, i.e. data available at all universities without need of collection. Therefore, we propose a methodical approach that may be put in practice with relative ease at other institutions. Using a Hellinger-Distance splitting approach we find decision trees to produce slightly better results. However, both methods yield high prediction accuracies of up to 95% after three semesters. A classification with more than 83% accuracy is already possible after the first semester. Within our analysis we show, that resampling techniques can improve the detection of at-risk students. |
| Johnstone, Katelyn; Marquis, Elizabeth; Puri, Varun: Public pedagogy and representations of higher education in popular film: New ground for the scholarship of teaching and learning. Teaching & Learning Inquiry, 6 (1), 2018, ISSN: 2167-4787. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: academic identities disciplinary differences, higher education, instructor-student relationships, media representations, O, popular film, public pedagogy) CC BY Besprochen in Bldg-Alt-Entf #6 @article{Johnstone2018, title = {Public pedagogy and representations of higher education in popular film: New ground for the scholarship of teaching and learning}, author = {Katelyn Johnstone and Elizabeth Marquis and Varun Puri}, url = {https://doi.org/10.20343/teachlearninqu.6.1.4}, doi = {10.20343/teachlearninqu.6.1.4}, issn = {2167-4787}, year = {2018}, date = {2018-01-01}, journal = {Teaching & Learning Inquiry}, volume = {6}, number = {1}, abstract = {Constructions of teaching, learning, and the university within popular culture can exert an important influence on public understandings of higher education, including those held by faculty and students. As such, they constitute a rich site of inquiry for the scholarship of teaching and learning. Drawing on the notion of film as ‘public pedagogy,’ this article analyses representations of higher education within 11 top grossing and/or critically acclaimed films released in 2014. We identify three broad themes across these texts—the purpose of higher education, relationships between students and professors, and the creation of academic identities—and consider the implications and functions of these representational patterns for teaching, learning, and SoTL. Particular attention is given to the difference between the framing of science and arts and humanities disciplines, and to how this might resonate with the contemporary ‘crisis of the humanities.’}, keywords = {academic identities disciplinary differences, higher education, instructor-student relationships, media representations, O, popular film, public pedagogy}, pubstate = {published}, tppubtype = {article} } Constructions of teaching, learning, and the university within popular culture can exert an important influence on public understandings of higher education, including those held by faculty and students. As such, they constitute a rich site of inquiry for the scholarship of teaching and learning. Drawing on the notion of film as ‘public pedagogy,’ this article analyses representations of higher education within 11 top grossing and/or critically acclaimed films released in 2014. We identify three broad themes across these texts—the purpose of higher education, relationships between students and professors, and the creation of academic identities—and consider the implications and functions of these representational patterns for teaching, learning, and SoTL. Particular attention is given to the difference between the framing of science and arts and humanities disciplines, and to how this might resonate with the contemporary ‘crisis of the humanities.’ |
| McGrath, Jillian L; Taekman, Jeffrey M; Dev, Parvati; Danforth, Douglas R; Mohan, Deepika; Kman, Nicholas; Crichlow, Amanda; Bond, William F; Fernandez, Rosemarie; Riker, Shiela; Lemheney, A J; Talbot, Thomas B; Franzen, Douglas; McCoy, Eric C; Chipman, Anne; Parekh, Kendra; Papa, Linda; Harter, Phillip; Frey, Jennifer; Hock, Sara; Kerrigan, Kathleen; Kesawadan, Kesh; Koboldt, Timothy; Kulkornia, Miriam; Mahajan, Prashant; Pusic, Martin; Robinson, Dan; Ruby, David; Kumar, Naveen; Siegelman, Sankaran Jeffrey; Wang, Ernest; Won, Kimberly: Using Virtual Reality Simulation Environments to Assess Competence for Emergency Medicine Learners. Academic Emergency Medicine, 25 (2), S. 186–195, 2017, ISSN: 1553-2712. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: Medizin, O, Simulation, Virtual Reality) Free Access Besprochen in Bldg-Alt-Entf #2 @article{McGrath2017, title = {Using Virtual Reality Simulation Environments to Assess Competence for Emergency Medicine Learners}, author = {Jillian L. McGrath and Jeffrey M. Taekman and Parvati Dev and Douglas R. Danforth and Deepika Mohan and Nicholas Kman and Amanda Crichlow and William F. Bond and Rosemarie Fernandez and Shiela Riker and A. J. Lemheney and Thomas B. Talbot and Douglas Franzen and C. Eric McCoy and Anne Chipman and Kendra Parekh and Linda Papa and Phillip Harter and Jennifer Frey and Sara Hock and Kathleen Kerrigan and Kesh Kesawadan and Timothy Koboldt and Miriam Kulkornia and Prashant Mahajan and Martin Pusic and Dan Robinson and David Ruby and Naveen Kumar and Sankaran Jeffrey Siegelman and Ernest Wang and Kimberly Won}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/acem.13308}, doi = {doi.org/10.1111/acem.13308 }, issn = {1553-2712}, year = {2017}, date = {2017-09-09}, journal = {Academic Emergency Medicine}, volume = {25}, number = {2}, pages = {186--195}, abstract = {Immersive learning environments that use virtual simulation (VS) technology are increasingly relevant as medical learners train in an environment of restricted clinical training hours and a heightened focus on patient safety. We conducted a consensus process with a breakout group of the 2017 Academic Emergency Medicine Consensus Conference “Catalyzing System Change Through Health Care Simulation: Systems, Competency, and Outcomes.” This group examined the current uses of VS in training and assessment, including limitations and challenges in implementing VS into medical education curricula. We discuss the role of virtual environments in formative and summative assessment. Finally, we offer recommended areas of focus for future research examining VS technology for assessment, including high‐stakes assessment in medical education. Specifically, we discuss needs for determination of areas of focus for VS training and assessment, development and exploration of virtual platforms, automated feedback within such platforms, and evaluation of effectiveness and validity of VS education.}, keywords = {Medizin, O, Simulation, Virtual Reality}, pubstate = {published}, tppubtype = {article} } Immersive learning environments that use virtual simulation (VS) technology are increasingly relevant as medical learners train in an environment of restricted clinical training hours and a heightened focus on patient safety. We conducted a consensus process with a breakout group of the 2017 Academic Emergency Medicine Consensus Conference “Catalyzing System Change Through Health Care Simulation: Systems, Competency, and Outcomes.” This group examined the current uses of VS in training and assessment, including limitations and challenges in implementing VS into medical education curricula. We discuss the role of virtual environments in formative and summative assessment. Finally, we offer recommended areas of focus for future research examining VS technology for assessment, including high‐stakes assessment in medical education. Specifically, we discuss needs for determination of areas of focus for VS training and assessment, development and exploration of virtual platforms, automated feedback within such platforms, and evaluation of effectiveness and validity of VS education. |
| Kaynardağ, Aynur Yürekli: Pedagogy in HE: does it matter?. Studies in Higher Education, 44 (1), S. 111–119, 2017, ISSN: 1470-174X. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: competence, higher education, O, pedagogy, quality, training) Copyright Besprochen in Bldg-Alt-Entf #13 @article{Yuerekli17, title = {Pedagogy in HE: does it matter?}, author = {Aynur Yürekli Kaynardağ}, url = {https://doi.org/10.1080/03075079.2017.1340444}, doi = {10.1080/03075079.2017.1340444}, issn = {1470-174X}, year = {2017}, date = {2017-06-19}, urldate = {2019-02-16}, journal = {Studies in Higher Education}, volume = {44}, number = {1}, pages = {111–119}, publisher = {Routledge}, abstract = {Pedagogical competencies of instructors play a crucial role in improving the quality of the teaching and learning in higher education institutions. However, in many countries worldwide, pedagogical training is not a requirement for being an instructor at a university [Postareff, L., S. Lindblom-Ylänne, and A. Nevgi. 2007. “The Effect of Pedagogical Training on Teaching in Higher Education.” Teaching and Teacher Education 23: 557–71; Badley, G. 2000. “Developing Globally-Competent University Teachers.” Innovations in Education and Training International 37 (3): 244–53]. This study explores how pedagogical competencies of instructors affect the perceptions of students by focusing on three key dimensions of classroom pedagogy; namely delivery (provision of content and facilitation), communication and assessment. The results of the scale administered to a total of 1083 university students suggests that there are meaningful differences in terms of students’ perceptions regarding their instructors’ pedagogical competencies. The greatest difference is reflected in the ratings of items related to the communication dimension.}, keywords = {competence, higher education, O, pedagogy, quality, training}, pubstate = {published}, tppubtype = {article} } Pedagogical competencies of instructors play a crucial role in improving the quality of the teaching and learning in higher education institutions. However, in many countries worldwide, pedagogical training is not a requirement for being an instructor at a university [Postareff, L., S. Lindblom-Ylänne, and A. Nevgi. 2007. “The Effect of Pedagogical Training on Teaching in Higher Education.” Teaching and Teacher Education 23: 557–71; Badley, G. 2000. “Developing Globally-Competent University Teachers.” Innovations in Education and Training International 37 (3): 244–53]. This study explores how pedagogical competencies of instructors affect the perceptions of students by focusing on three key dimensions of classroom pedagogy; namely delivery (provision of content and facilitation), communication and assessment. The results of the scale administered to a total of 1083 university students suggests that there are meaningful differences in terms of students’ perceptions regarding their instructors’ pedagogical competencies. The greatest difference is reflected in the ratings of items related to the communication dimension. |
| Lerch, Donna; Anderson, Thomas: The Mozart Effect: A Closer Look. 2016, besucht am: 25.01.2020. (Typ: Online | Links | BibTeX | Schlagwörter: mozart effect, music, Mythen, O) Copyright Besprochen in Bldg-Alt-Entf #23 @online{Lerch2016, title = {The Mozart Effect: A Closer Look}, author = {Donna Lerch and Thomas Anderson}, url = {https://musicaeadoracao.com.br/recursos/arquivos/ingles/mozart_effect.htm}, year = {2016}, date = {2016-11-29}, urldate = {2020-01-25}, keywords = {mozart effect, music, Mythen, O}, pubstate = {published}, tppubtype = {online} } |
| Willingham, Daniel: Don't Blame the Internet: We Can Still Think and Read Critically, We Just Don't Want to. RealClear Education 2014, besucht am: 08.08.2019. (Typ: Online | Links | BibTeX | Schlagwörter: long text, O, reading) Copyright Besprochen in Bldg-Alt-Entf #18 @online{Willingham2014, title = {Don't Blame the Internet: We Can Still Think and Read Critically, We Just Don't Want to}, author = {Daniel Willingham}, url = {https://www.realcleareducation.com/articles/2014/04/16/dont_blame_the_web_we_can_still_think_and_read_critically_we_just_dont_want_to_942.html}, year = {2014}, date = {2014-04-16}, urldate = {2019-08-08}, organization = {RealClear Education}, keywords = {long text, O, reading}, pubstate = {published}, tppubtype = {online} } |
| Rosenwald, Michael S: Serious reading takes a hit from online scanning and skimming, researchers say. The Washington Post 2014, besucht am: 08.08.2019. (Typ: Online | Links | BibTeX | Schlagwörter: long text, Mythen, O, reading) Copyright Besprochen in Bldg-Alt-Entf #18 @online{Rosenwald2014, title = {Serious reading takes a hit from online scanning and skimming, researchers say}, author = {Michael S. Rosenwald}, url = {https://www.washingtonpost.com/local/serious-reading-takes-a-hit-from-online-scanning-and-skimming-researchers-say/2014/04/06/088028d2-b5d2-11e3-b899-20667de76985_story.html?noredirect=on}, year = {2014}, date = {2014-04-06}, urldate = {2019-08-08}, organization = {The Washington Post}, keywords = {long text, Mythen, O, reading}, pubstate = {published}, tppubtype = {online} } |
| Yue, Carole L; Castel, Alan D; Bjork, Robert A: When disfluency is—and is not—a desirable difficulty: The influence of typeface clarity on metacognitive judgments and memory. Memory & Cognition, 41 (2), S. 229–241, 2013, ISSN: 1532-5946. (Typ: Artikel | Abstract | Links | BibTeX | Schlagwörter: Desirable difficulties, Fluency, Judgments of learning, Metamemory; Memory, O) Open Access Besprochen in Bldg-Alt-Entf #11 @article{Yue2013, title = {When disfluency is—and is not—a desirable difficulty: The influence of typeface clarity on metacognitive judgments and memory}, author = {Carole L Yue and Alan D Castel and Robert A Bjork}, url = {https://doi.org/10.3758/s13421-012-0255-8}, doi = {10.3758/s13421-012-0255-8}, issn = {1532-5946}, year = {2013}, date = {2013-02-01}, urldate = {2018-12-21}, journal = {Memory & Cognition}, volume = {41}, number = {2}, pages = {229–241}, abstract = {There are many instances in which perceptual disfluency leads to improved memory performance, a phenomenon often referred to as the perceptual-interference effect (e.g., Diemand-Yauman, Oppenheimer, & Vaughn (Cognition 118:111–115, 2010); Nairne (Journal of Experimental Psychology: Learning, Memory, and Cognition 14:248–255, 1988)). In some situations, however, perceptual disfluency does not affect memory (Rhodes & Castel (Journal of Experimental Psychology: General 137:615–625, 2008)), or even impairs memory (Glass, (Psychology and Aging 22:233–238, 2007)). Because of the uncertain effects of perceptual disfluency, it is important to establish when disfluency is a ``desirable difficulty'' (Bjork, 1994) and when it is not, and the degree to which people's judgments of learning (JOLs) reflect the consequences of processing disfluent information. In five experiments, our participants saw multiple lists of blurred and clear words and gave JOLs after each word. The JOLs were consistently higher for the perceptually fluent items in within-subjects designs, which accurately predicted the pattern of recall performance when the presentation time was short (Exps. 1a and 2a). When the final test was recognition or when the presentation time was long, however, we found no difference in recall for clear and blurred words, although JOLs continued to be higher for clear words (Exps. 2b and 3). When fluency was manipulated between subjects, neither JOLs nor recall varied between formats (Exp. 1b). This study suggests a boundary condition for the desirable difficulty of perceptual disfluency and indicates that a visual distortion, such as blurring a word, may not always induce the deeper processing necessary to create a perceptual-interference effect.}, keywords = {Desirable difficulties, Fluency, Judgments of learning, Metamemory; Memory, O}, pubstate = {published}, tppubtype = {article} } There are many instances in which perceptual disfluency leads to improved memory performance, a phenomenon often referred to as the perceptual-interference effect (e.g., Diemand-Yauman, Oppenheimer, & Vaughn (Cognition 118:111–115, 2010); Nairne (Journal of Experimental Psychology: Learning, Memory, and Cognition 14:248–255, 1988)). In some situations, however, perceptual disfluency does not affect memory (Rhodes & Castel (Journal of Experimental Psychology: General 137:615–625, 2008)), or even impairs memory (Glass, (Psychology and Aging 22:233–238, 2007)). Because of the uncertain effects of perceptual disfluency, it is important to establish when disfluency is a ``desirable difficulty'' (Bjork, 1994) and when it is not, and the degree to which people's judgments of learning (JOLs) reflect the consequences of processing disfluent information. In five experiments, our participants saw multiple lists of blurred and clear words and gave JOLs after each word. The JOLs were consistently higher for the perceptually fluent items in within-subjects designs, which accurately predicted the pattern of recall performance when the presentation time was short (Exps. 1a and 2a). When the final test was recognition or when the presentation time was long, however, we found no difference in recall for clear and blurred words, although JOLs continued to be higher for clear words (Exps. 2b and 3). When fluency was manipulated between subjects, neither JOLs nor recall varied between formats (Exp. 1b). This study suggests a boundary condition for the desirable difficulty of perceptual disfluency and indicates that a visual distortion, such as blurring a word, may not always induce the deeper processing necessary to create a perceptual-interference effect. |
| Sawyer, Keith R: Explaining Creativity: The Science of Human Innovation. 2, Oxford University Press, 2012, ISBN: 9780199737574. (Typ: Buch | Abstract | BibTeX | Schlagwörter: Brainstorming, Mythen, O) Copyright Besprochen in Bldg-Alt-Entf #14 @book{Sawyer2012, title = {Explaining Creativity: The Science of Human Innovation}, author = {R. Keith Sawyer}, isbn = {9780199737574}, year = {2012}, date = {2012-01-12}, publisher = {Oxford University Press}, edition = {2}, abstract = {Explaining Creativity is an accessible introduction to the latest scientific research on creativity. In the last 50 years, psychologists, anthropologists, and sociologists have increasingly studied creativity, and we now know more about creativity than at any point in history. It considers not only arts like painting and writing, but also science, stage performance, and business innovation. Until about a decade ago, creativity researchers tended to focus on highly valued activities like fine art painting and Nobel prize winning science. Sawyer brings this research up to date by including movies, music videos, cartoons, video games, hypertext fiction, and computer technology. For example, this is the first book on creativity to include studies of performance and improvisation. Sawyer draws on the latest research findings to show the importance of collaboration and context in all of these creative activities. Today's science of creativity is interdisciplinary; in addition to psychological studies of creativity the book includes research by anthropologists on creativity in non-Western cultures, and research by sociologists about the situation, contexts, and networks of creative activity. It brings these approaches together within the sociocultural approach to creativity pioneered by Howard Becker, Mihaly Csikszentmihalyi, and Howard Gardner. The sociocultural approach moves beyond the individual to consider the social and cultural contexts of creativity, emphasizing the role of collaboration and context in the creative process.}, keywords = {Brainstorming, Mythen, O}, pubstate = {published}, tppubtype = {book} } Explaining Creativity is an accessible introduction to the latest scientific research on creativity. In the last 50 years, psychologists, anthropologists, and sociologists have increasingly studied creativity, and we now know more about creativity than at any point in history. It considers not only arts like painting and writing, but also science, stage performance, and business innovation. Until about a decade ago, creativity researchers tended to focus on highly valued activities like fine art painting and Nobel prize winning science. Sawyer brings this research up to date by including movies, music videos, cartoons, video games, hypertext fiction, and computer technology. For example, this is the first book on creativity to include studies of performance and improvisation. Sawyer draws on the latest research findings to show the importance of collaboration and context in all of these creative activities. Today's science of creativity is interdisciplinary; in addition to psychological studies of creativity the book includes research by anthropologists on creativity in non-Western cultures, and research by sociologists about the situation, contexts, and networks of creative activity. It brings these approaches together within the sociocultural approach to creativity pioneered by Howard Becker, Mihaly Csikszentmihalyi, and Howard Gardner. The sociocultural approach moves beyond the individual to consider the social and cultural contexts of creativity, emphasizing the role of collaboration and context in the creative process. |
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| : Digitale Transformation der Hochschullehre und der Diskurs über Präsenz in Lehrveranstaltungen. Bauer, Reinhard; Hafer, Jörg; Hofhues, Sandra; Schiefner-Rohs, Mandy; Thillosen, Anne; Volk, Benno; Wannemacher, Klaus (Hrsg.): Vom E-Learning zur Digitalisierung: Mythen, Realitäten, Perspektiven, 76 , S. 243–259, Waxmann, Münster, 2020, ISBN: 978-3-8309-9109-0. CC BY-NC-ND 4.0 Besprochen in Bldg-Alt-Entf #30 |
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| : Not Learning From Failure—the Greatest Failure of All. Psychological science, 30 (12), S. 1733–1744, 2019, ISSN: 1467-9280. Copyright Besprochen in Bldg-Alt-Entf #22 |
| : Potted plants do not improve indoor air quality: a review and analysis of reported VOC removal efficiencies. Journal of Exposure Science & Environmental Epidemiology, 30 , S. 253–261, 2019. Copyright Besprochen in Bldg-Alt-Entf #32 |
| : Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis. AERA Open, 5 (3), 2019, ISBN: 9781544389769. CC BY-NC 4.0 Besprochen in Bldg-Alt-Entf #20 |
| : Open educational resources, student efficacy, and user perceptions: a synthesis of research published between 2015 and 2018. Educational Technology Research and Development, 2019, ISSN: 1556-6501. CC BY 4.0 Besprochen in Bldg-Alt-Entf #19 |
| : Are We Really Making Much Progress? A Worrying Analysis of Recent Neural Recommendation Approaches. Proceedings of the 13th ACM Conference on Recommender Systems (RecSys 2019), 2019. Copyright Besprochen in Bldg-Alt-Entf #18 |
| : Iterated assessment and feedback improves student outcomes. Studies in Higher Education, 46 (3), S. 485–496, 2019. Copyright Besprochen in Bldg-Alt-Entf #38 |
| : Using Hypervideo to support undergraduate students’ reflection on work practices: a qualitative study. International Journal of Educational Technology in Higher Education, 16 (1), S. 29, 2019, ISSN: 2365-9440. CC BY 4.0 Besprochen in Bldg-Alt-Entf #18 |
| : LumièreNet: Lecture Video Synthesis from Audio. CoRR, bs/1907.02253 , 2019. Copyright Besprochen in Bldg-Alt-Entf #18 |
| : Higher education, norm development, and environmental protection. Higher Education, 2019, ISSN: 1573-174X. CC BY 4.0 Besprochen in Bldg-Alt-Entf #21 |
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| : Creating a Framework for User-Centered Development and Improvement of Digital Education. Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale, Association for Computing Machinery, New York, NY, USA, 2019, ISBN: 9781450368049. teilfreie Lizenz Besprochen in Bldg-Alt-Entf #24 |
| : ManyClasses 1: Assessing the generalizable effect of immediate versus delayed feedback across many college classes. Advances in Methods and Practices in Psychological Science (Preprint), 2019. CC BY 4.0 Besprochen in Bldg-Alt-Entf #39 |
| : The Digital Expansion of the Mind: Implications of Internet Usage for Memory and Cognition. Journal of Applied Research in Memory and Cognition, 8 (1), S. 1–14, 2019, ISSN: 2211-3681. Copyright Besprochen in Bldg-Alt-Entf #15 |
| : The association between adolescent well-being and digital technology use. Nature Human Behaviour, 2019, ISSN: 2397-3374. Copyright Besprochen in Bldg-Alt-Entf #12 |
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| : OER – Auf dem Weg in eine selbstverschuldete digitale Unmündigkeit?. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 32 (Oktober), S. 63–71, 2018, ISSN: 1424-3636. CC BY 4.0 Besprochen in Bldg-Alt-Entf #11 |
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| : Aufgabentypen für das Zusammenspiel von E-Assessment und Lernvideos. Bergert, Aline; Lehmann, Anje; Liebscher, Maja; Schulz, Jens (Hrsg.): Videocampus Sachsen – Machbarkeitsuntersuchung, S. 45–60, TU Bergakademie Freiberg, Freiberg, 1, 2018, ISBN: 978-3-86012-575-5. Copyright Besprochen in Bldg-Alt-Entf #10 |
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| : Using Virtual Reality Simulation Environments to Assess Competence for Emergency Medicine Learners. Academic Emergency Medicine, 25 (2), S. 186–195, 2017, ISSN: 1553-2712. Free Access Besprochen in Bldg-Alt-Entf #2 |
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| : The Mozart Effect: A Closer Look. 2016, besucht am: 25.01.2020. Copyright Besprochen in Bldg-Alt-Entf #23 |
| : Don't Blame the Internet: We Can Still Think and Read Critically, We Just Don't Want to. RealClear Education 2014, besucht am: 08.08.2019. Copyright Besprochen in Bldg-Alt-Entf #18 |
| : Serious reading takes a hit from online scanning and skimming, researchers say. The Washington Post 2014, besucht am: 08.08.2019. Copyright Besprochen in Bldg-Alt-Entf #18 |
| : When disfluency is—and is not—a desirable difficulty: The influence of typeface clarity on metacognitive judgments and memory. Memory & Cognition, 41 (2), S. 229–241, 2013, ISSN: 1532-5946. Open Access Besprochen in Bldg-Alt-Entf #11 |
| : Explaining Creativity: The Science of Human Innovation. 2, Oxford University Press, 2012, ISBN: 9780199737574. Copyright Besprochen in Bldg-Alt-Entf #14 |