Woitt, Svenja; Weidlich, Joshua; Jivet, Ioana; Göksün, Derya Orhan; Drachsler, Hendrik; Kalz, Marco
Students’ feedback literacy in higher education: an initial scale validation study Artikel
In: Teaching in Higher Education: Critical Perspectives, S. 1–20, 2023, ISSN: 1470-1294.
Abstract | Links | BibTeX | Schlagwörter: exploratory factor analysis, Feedback literacy, higher education, O, Rasch analysis, scale development
@article{Woitt2023,
title = {Students’ feedback literacy in higher education: an initial scale validation study},
author = {Svenja Woitt and Joshua Weidlich and Ioana Jivet and Derya Orhan Göksün and Hendrik Drachsler and Marco Kalz},
url = {https://doi.org/10.1080/13562517.2023.2263838},
doi = {10.1080/13562517.2023.2263838},
issn = {1470-1294},
year = {2023},
date = {2023-10-17},
urldate = {2023-10-17},
journal = {Teaching in Higher Education: Critical Perspectives},
pages = {1–20},
abstract = {Given the crucial role of feedback in supporting learning in higher education, understanding the factors influencing feedback effectiveness is imperative. Student feedback literacy, that is, the set of attitudes and abilities to make sense of and utilize feedback is therefore considered a key concept. Rigorous investigations of feedback literacy require psychometrically sound measurement. To this end, the present paper reports on the development and initial validation (N = 221) of a self-report instrument. Grounded in the conceptual literature and building on previous scale validation efforts, an initial overinclusive item pool is generated. Exploratory factor analysis and the Rasch measurement model yield adequate psychometric properties of an initial scale measuring two dimensions: feedback attitudes and feedback practices with a total of 21 items. We further provide evidence for criterion-related validity. Findings are discussed in light of the emerging feedback literacy literature and avenues for further improvement of the scale are reported.},
keywords = {exploratory factor analysis, Feedback literacy, higher education, O, Rasch analysis, scale development},
pubstate = {published},
tppubtype = {article}
}
de Vogel, Susanne
Simply the best? Determinants of achieving the highest grade in a doctoral degree in Germany Artikel
In: Higher Education, Bd. 85, Ausg. 5, S. 1161–1180, 2023, ISSN: 1573-174X.
Abstract | Links | BibTeX | Schlagwörter: academic success, doctorate, grades, O, phd
@article{deVogel2023,
title = {Simply the best? Determinants of achieving the highest grade in a doctoral degree in Germany},
author = {Susanne de Vogel},
url = {https://doi.org/10.1007/s10734-022-00883-z},
doi = {10.1007/s10734-022-00883-z},
issn = {1573-174X},
year = {2023},
date = {2023-05-01},
journal = {Higher Education},
volume = {85},
issue = {5},
pages = {1161–1180},
abstract = {In Germany, the final grade of a doctorate is significant for careers inside and outside the academic labor market. Particularly important is the highest grade—summa cum laude. At the same time, doctoral grades are constantly subject to criticism. Thus far, however, neither German nor international studies have examined the determinants of doctoral grades. Drawing on Hu’s model of college grades, this study develops a conceptual framework for explaining doctoral grades and investigates the impact of doctorate holders’, reviewers’, and environmental context characteristics on the probability of doctoral candidates graduating with the highest grade, summa cum laude. Using logistic regression analyses on data from the German PhD Panel Study, the study confirms that high-performing individuals are more likely to achieve the highest doctoral grade. A learning environment that is characterized by supervision security, high expectations to participate in scientific discourse, and strong support in network integration also increases the chances of graduating with a summa cum laude degree. In contrast, being female, having a highly respected reviewer, studying natural sciences, medical studies or engineering, completing an external doctorate, and studying within a learning environment characterized by rigid time constraints are negatively related to the probability of receiving a summa cum laude grade. This study is the first to lend empirical evidence to the critical discussion of doctoral grades and offers insights to ensure the validity of doctoral grades.},
keywords = {academic success, doctorate, grades, O, phd},
pubstate = {published},
tppubtype = {article}
}
Mutawa, Abdullah M.; Muttawa, Jamil Abdul Kareem Al; Sruthi, Sai
In: Applied Sciences, Bd. 13, Ausg. 8, S. 4983, 2023, ISSN: 2076-3417.
Abstract | Links | BibTeX | Schlagwörter: advanced technologies, e-learning, H5P, interactive learning, learning analytics, O
@article{Mutawa2023,
title = {The Effectiveness of Using H5P for Undergraduate Students in the Asynchronous Distance Learning Environment},
author = {Abdullah M. Mutawa and Jamil Abdul Kareem Al Muttawa and Sai Sruthi},
url = {https://doi.org/10.3390/app13084983},
doi = {10.3390/app13084983},
issn = {2076-3417},
year = {2023},
date = {2023-04-15},
journal = {Applied Sciences},
volume = {13},
issue = {8},
pages = {4983},
abstract = {As the COVID-19 pandemic caused many schools to go online, asynchronous distant learning has become popular. One of the main challenges of asynchronous distance learning is keeping students engaged and motivated, as they do not have the same engagement with their peers and teachers as in traditional face-to-face learning environments. HTML 5 package (H5P) is an interactive learning tool that has the potential to fill this need due to its numerous immediate interactive features, such as interactive videos, pop quizzes, and games during media playback. This study investigates the effectiveness of using H5P and Moodle in asynchronous distance learning environments for undergraduate students. The data collection methods included pre-and post-surveys for Moodle and H5P and the questions related to the student perspectives towards H5P features. The technology acceptance model (TAM) is employed to find student satisfaction. The results of this study suggest that both the H5P and Moodle could be valuable tools for making E-learning more effective. The interactive and engaging nature of H5P can provide students with a more enjoyable and effective learning experience, helping to keep them motivated and engaged throughout their studies.},
keywords = {advanced technologies, e-learning, H5P, interactive learning, learning analytics, O},
pubstate = {published},
tppubtype = {article}
}
Fryer, Tom
Do the political attitudes of students change during their time in higher education? Artikel
In: Higher Education, Bd. 86, S. 563–590, 2022, ISSN: 1573-174X.
Abstract | Links | BibTeX | Schlagwörter: graduate outcomes, higher education, O, political attitudes, politics, student politics
@article{nokey,
title = {Do the political attitudes of students change during their time in higher education?},
author = {Tom Fryer},
url = {https://doi.org/10.1007/s10734-022-00915-8},
doi = {10.1007/s10734-022-00915-8},
issn = {1573-174X},
year = {2022},
date = {2022-09-13},
journal = {Higher Education},
volume = {86},
pages = {563–590},
abstract = {Experience of higher education (HE) has come to characterise many contemporary political divisions, including those related to Brexit, Trump and coronavirus policy. However, the academic literature is unclear whether HE plays a causal role in changing peoples’ political attitudes or is simply a proxy. Furthermore, in many contexts, there is limited descriptive evidence on whether students’ political attitudes change during HE. This paper focuses on the UK, using data from the British Election Study, to make a twofold contribution. Firstly, the paper introduces recent political science theorising on the nature of contemporary political divisions, which has remained largely outside the HE literature to date. This theorising is illustrated through a cross-sectional analysis, comparing the political attitudes of those with and without experience of HE, showing that the former tend to be more left-leaning and less ethnocentric. Secondly, a longitudinal analysis is performed to assess how students’ political attitudes change during their time in HE. While in HE, students tend to make small movements to the left and become less ethnocentric, representing approximately 20–33% of the overall division between those with and without experience of HE. These findings are interpreted through a critical realist lens—they evidence that HE could have a causal role to play in creating contemporary political divisions. However, to establish whether HE does play a causal role, further intensive research is needed to explore how particular aspects of HE might bring about these changes and how this varies for different students in different contexts.},
keywords = {graduate outcomes, higher education, O, political attitudes, politics, student politics},
pubstate = {published},
tppubtype = {article}
}
Solstad, Hanna Eide
A comparison of manual and automated quality assessment of Open Educational Resources and their reliability Abschlussarbeit
Norwegian University of Science and Technology, 2022.
Abstract | Links | BibTeX | Schlagwörter: O, OER, open educational resources, Qualitätssicherung, quality
@mastersthesis{Solstad2022,
title = {A comparison of manual and automated quality assessment of Open Educational Resources and their reliability},
author = {Hanna Eide Solstad},
url = {https://ntnuopen.ntnu.no/ntnu-xmlui/bitstream/handle/11250/3024682/no.ntnu%3Ainspera%3A112046434%3A23371129.pdf},
year = {2022},
date = {2022-06-01},
urldate = {2023-03-03},
institution = {Faculty of Information Technology and Electrical Engineering, Department of Computer Science},
school = {Norwegian University of Science and Technology},
abstract = {The fourth Sustainable Development Goal is to: "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". UNESCO considers Open Educational Resources (OER) vital in achieving this. OERs are educational material shared under an open license permitting free access, use, adaption, and redistribution under few restrictions. The OER movement has regained attention, with COVID-19 forcing millions to study from home. However, there are many challenges to continued growth. One of the most crucial challenges is quality control. Current approaches are mainly built on manual reviews, which are time-consuming and expensive.
This thesis proposes a white-box algorithm that combines theoretical quality knowledge with measurable metrics to give a quality score. The algorithm was developed for the educational resource type Interactive Videos created with the framework H5P. I performed a comparative study of the algorithm and the most adopted approach: manual reviews. 23 H5P users were recruited to perform 107 manual reviews of 57 OERs. The manual reviews scored different quality factors, two overall scores, and could add a comment for each resource. The data were then used to find the degree of agreement between the two methods and their reliability.
The result was low to moderate degree of agreement between the manual reviews and algorithm scores. That means that the algorithm can be a suitable approach in certain cases, but mostly as an addition to other methods. However, the most crucial finding was the low reliability of the manual reviews. The reviews were highly subjective and this has significant implications for this study and all research using reviews as a data source. Future studies need to continue to work on automated approaches but consider how they can be evaluated correctly},
howpublished = {Master’s thesis in Master of Technology in Computer Science},
keywords = {O, OER, open educational resources, Qualitätssicherung, quality},
pubstate = {published},
tppubtype = {mastersthesis}
}
This thesis proposes a white-box algorithm that combines theoretical quality knowledge with measurable metrics to give a quality score. The algorithm was developed for the educational resource type Interactive Videos created with the framework H5P. I performed a comparative study of the algorithm and the most adopted approach: manual reviews. 23 H5P users were recruited to perform 107 manual reviews of 57 OERs. The manual reviews scored different quality factors, two overall scores, and could add a comment for each resource. The data were then used to find the degree of agreement between the two methods and their reliability.
The result was low to moderate degree of agreement between the manual reviews and algorithm scores. That means that the algorithm can be a suitable approach in certain cases, but mostly as an addition to other methods. However, the most crucial finding was the low reliability of the manual reviews. The reviews were highly subjective and this has significant implications for this study and all research using reviews as a data source. Future studies need to continue to work on automated approaches but consider how they can be evaluated correctly
Barenberg, Jonathan; Dutke, Stephan
In: Unterrichtswissenschaft, Bd. 50, S. 17–36, 2022, ISSN: 2520-873X.
Abstract | Links | BibTeX | Schlagwörter: Abrufübung, Evidence-based teaching, Evidenzbasiertes Lehren und Lernen, Metacognition, Metakognition, O, Retrieval practice, Testeffekt, Testing effect, Transfer
@article{Barenberg2022,
title = {Testen als evidenzbasierte Lernmethode: Empirische und theoretische Gründe für eine Anwendung im Unterricht},
author = {Jonathan Barenberg and Stephan Dutke},
url = {https://doi.org/10.1007/s42010-021-00138-3},
doi = {10.1007/s42010-021-00138-3},
issn = {2520-873X},
year = {2022},
date = {2022-03-01},
journal = {Unterrichtswissenschaft},
volume = {50},
pages = {17–36},
abstract = {In Schule und Hochschule werden Tests meist als Instrument zur Leistungsüberprüfung und -bewertung eingesetzt. Dabei weisen Ansätze des evidenzbasierten Lehrens und Lernens darauf hin, dass Testen als Abrufübung auch zur Lernförderung eingesetzt werden können. Es werden drei Argumente erörtert, die für eine Anwendung von Abrufübungen als Lernmethode in der Unterrichtspraxis sprechen: (1) Entwicklung der Testeffektforschung von Laborkontexten zu Anwendungskontexten sowie direkte Effekte des Testens auf (2) den Transfer von Wissen und (3) auf unterrichtsrelevante, metakognitive Prozesse. Abschließend werden sowohl Schlussfolgerungen für die Umsetzung von Abrufübungen im Unterricht beschrieben als auch Konsequenzen für den Wissenschafts-Praxis-Transfer diskutiert.},
keywords = {Abrufübung, Evidence-based teaching, Evidenzbasiertes Lehren und Lernen, Metacognition, Metakognition, O, Retrieval practice, Testeffekt, Testing effect, Transfer},
pubstate = {published},
tppubtype = {article}
}
Gumm, Dorina; Hobuß, Steffi
Hybride Lehre – eine Taxonomie zur Verständigung Artikel
In: Impact Free: Journal für freie Bildungswissenschaftler, Bd. 38, S. 1–11, 2021.
Links | BibTeX | Schlagwörter: Blended Learning, hybride Lehre, O, taxonomy
@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}
}
Watters, Audrey
Teaching Machines: The History of Personalized Learning Buch
MIT Press, 2021, ISBN: 9780262045698.
Abstract | Links | BibTeX | Schlagwörter: O, Teaching Machines
@book{nokey,
title = {Teaching Machines: The History of Personalized Learning},
author = {Audrey Watters},
url = {http://teachingmachin.es/},
isbn = {9780262045698},
year = {2021},
date = {2021-08-01},
publisher = {MIT Press},
abstract = {“There must be an industrial revolution in education,” psychologist Sidney Pressey wrote in 1933, “in which educational science and the ingenuity of educational technology combine to modernize the grossly inefficient and clumsy procedures of conventional education.”
We still hear claims like this today: ed-tech is poised to bring science and efficiency to schools. Teaching machines will individualize instruction, allowing students to move at their own pace through their lessons and freeing teachers from drudgery so she may focus, as Pressey argued, on more important work “developing in her pupils fine enthusiasms, clear thinking, and high ideals.”
Teaching Machines, the latest book by "ed-tech's Cassandra" Audrey Watters, chronicles the history of this century-old belief that the automation of education is necessary (and is surely coming any day now).},
keywords = {O, Teaching Machines},
pubstate = {published},
tppubtype = {book}
}
We still hear claims like this today: ed-tech is poised to bring science and efficiency to schools. Teaching machines will individualize instruction, allowing students to move at their own pace through their lessons and freeing teachers from drudgery so she may focus, as Pressey argued, on more important work “developing in her pupils fine enthusiasms, clear thinking, and high ideals.”
Teaching Machines, the latest book by "ed-tech's Cassandra" Audrey Watters, chronicles the history of this century-old belief that the automation of education is necessary (and is surely coming any day now).
Killam, Laura A.; Luctkar-Flude, Marian
In: Clinical Simulation in Nursing, Bd. 57, S. 59–65, 2021.
Abstract | Links | BibTeX | Schlagwörter: co-creation, computer-based simulation, gamification, H5P, nursing student, O, web-based simulation
@article{Killam2021,
title = {Virtual Simulations to Replace Clinical Hours in a Family Assessment Course: Development Using H5P, Gamification, and Student Co-Creation},
author = {Laura A. Killam and Marian Luctkar-Flude},
url = {https://doi.org/10.1016/j.ecns.2021.02.008
https://www.youtube.com/watch?v=KijC4y1hDBo},
doi = {10.1016/j.ecns.2021.02.008},
year = {2021},
date = {2021-04-08},
urldate = {2021-04-08},
journal = {Clinical Simulation in Nursing},
volume = {57},
pages = {59–65},
abstract = {Quality clinical placements have become increasingly challenging to locate, supervise, and learn from. The purpose of this article is twofold: (1) to describe the process used to develop virtual simulations for a family assessment course using H5P technology; and (2) to describe how gamification was used to leverage student creativity as scenario creators and actors. Anecdotally, the use of H5P technology and students as simulation co-creators has improved the learning experience in a first-year family assessment course.},
keywords = {co-creation, computer-based simulation, gamification, H5P, nursing student, O, web-based simulation},
pubstate = {published},
tppubtype = {article}
}
Krammer, Georg; Svenik, Erich
Open Science als Beitrag zur Qualität in der Bildungsforschung Artikel
In: Zeitschrift für Bildungsforschung, Bd. 10, S. 263–278, 2021, ISSN: 2190-6904.
Abstract | Links | BibTeX | Schlagwörter: Empirische Bildungsforschung, epirical educational science, O, open science, questionable research practices, replication crisis, Replikationskrise, transparency, Transparenz
@article{Svenik2021,
title = {Open Science als Beitrag zur Qualität in der Bildungsforschung},
author = {Georg Krammer and Erich Svenik},
url = {https://doi.org/10.1007/s35834-020-00286-z},
doi = {10.1007/s35834-020-00286-z},
issn = {2190-6904},
year = {2021},
date = {2021-01-08},
urldate = {2021-01-08},
journal = {Zeitschrift für Bildungsforschung},
volume = {10},
pages = {263–278},
abstract = {Ausgangspunkt dieses Beitrags sind Diskussionen um die Belastbarkeit empirischer Befunde in benachbarten Disziplinen, namentlich der Sozialpsychologie, die in der sog. „Replication Crisis“ gipfelten. Von derartigen Diskussionen um Replikationen und „Questionable Research Practices“ ist die Bildungsforschung bisher noch nicht in dem Maße betroffen, aber die Problemlagen sind in Teilbereichen ähnlich. Es mag daher nur eine Frage der Zeit sein, bevor diese Kontroversen auch in der Bildungsforschung aufkommen. Vor diesem Hintergrund argumentieren wir, wie Open Science einen Beitrag leisten kann, um die Belastbarkeit von Befunden der Bildungsforschung zu erhöhen. Im Besonderen greifen wir drei Open Science Praktiken auf: Präregistrierung, Open Materials und Open Data. Wir stellen diese vor und beleuchten, wie sie in der Bildungsforschung implementiert werden können. Wir thematisieren dabei die spezifischen Verhältnisse der Bildungsforschung im Vergleich zu Nachbardisziplinen, und gehen auf Limitationen und Besonderheiten der Bildungsforschung ein. Wir schließen mit einem Plädoyer für Transparenz.},
keywords = {Empirische Bildungsforschung, epirical educational science, O, open science, questionable research practices, replication crisis, Replikationskrise, transparency, Transparenz},
pubstate = {published},
tppubtype = {article}
}
Newton, Philip M.; Salvi, Atharva
In: Frontiers in Education, Bd. 5, S. 270, 2020.
Abstract | Links | BibTeX | Schlagwörter: differentiation, evidence-based education, Honey and Mumford, Kolb, neuromyth, O, pragmatism, VARK
@article{Newton2020,
title = {How Common Is Belief in the Learning Styles Neuromyth, and Does It Matter? A Pragmatic Systematic Review},
author = {Philip M. Newton and Atharva Salvi},
url = {https://doi.org/10.3389/feduc.2020.602451},
doi = {10.3389/feduc.2020.602451},
year = {2020},
date = {2020-12-14},
journal = {Frontiers in Education},
volume = {5},
pages = {270},
abstract = {A commonly cited use of Learning Styles theory is to use information from self-report questionnaires to assign learners into one or more of a handful of supposed styles (e.g., Visual, Auditory, Converger) and then design teaching materials that match the supposed styles of individual students. A number of reviews, going back to 2004, have concluded that there is currently no empirical evidence that this “matching instruction” improves learning, and it could potentially cause harm. Despite this lack of evidence, survey research and media coverage suggest that belief in this use of Learning Styles theory is high amongst educators. However, it is not clear whether this is a global pattern, or whether belief in Learning Styles is declining as a result of the publicity surrounding the lack of evidence to support it. It is also not clear whether this belief translates into action. Here we undertake a systematic review of research into belief in, and use of, Learning Styles amongst educators. We identified 37 studies representing 15,405 educators from 18 countries around the world, spanning 2009 to early 2020. Self-reported belief in matching instruction to Learning Styles was high, with a weighted percentage of 89.1{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}, ranging from 58 to 97.6{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}. There was no evidence that this belief has declined in recent years, for example 95.4{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} of trainee (pre-service) teachers agreed that matching instruction to Learning Styles is effective. Self-reported use, or planned use, of matching instruction to Learning Styles was similarly high. There was evidence of effectiveness for educational interventions aimed at helping educators understand the lack of evidence for matching in learning styles, with self-reported belief dropping by an average of 37{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} following such interventions. From a pragmatic perspective, the concerning implications of these results are moderated by a number of methodological aspects of the reported studies. Most used convenience sampling with small samples and did not report critical measures of study quality. It was unclear whether participants fully understood that they were specifically being asked about the matching of instruction to Learning Styles, or whether the questions asked could be interpreted as referring to a broader interpretation of the theory. These findings suggest that the concern expressed about belief in Learning Styles may not be fully supported by current evidence, and highlight the need to undertake further research on the objective use of matching instruction to specific Learning Styles.},
keywords = {differentiation, evidence-based education, Honey and Mumford, Kolb, neuromyth, O, pragmatism, VARK},
pubstate = {published},
tppubtype = {article}
}
Gao, Lingyu; Gimpel, Kevin; Jensson, Arnar
Distractor Analysis and Selection for Multiple-Choice Cloze Questions for Second-Language Learners Proceedings Article
In: 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.
Abstract | Links | BibTeX | Schlagwörter: distractor, language learning, Multiple-choice, O, quiz
@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}
}
Dreifuerst, Kristina T.; Bradley, Cynthia S.; Johnson, Brandon K.
Using Debriefing for Meaningful Learning With Screen-Based Simulation Artikel
In: Nurse Educator: 7/8 2021, Bd. 46, Nr. 4, S. 239–244, 2020.
Abstract | Links | BibTeX | Schlagwörter: debriefing, Debriefing for Meaningful Learning, O, screen-based simulation, virtual simulation
@article{Dreifuerst2020,
title = {Using Debriefing for Meaningful Learning With Screen-Based Simulation},
author = {Kristina T. Dreifuerst and Cynthia S. Bradley and Brandon K. Johnson},
url = {https://dx.doi.org/10.1097/NNE.0000000000000930},
doi = {10.1097/NNE.0000000000000930},
year = {2020},
date = {2020-10-22},
urldate = {2020-10-22},
journal = {Nurse Educator: 7/8 2021},
volume = {46},
number = {4},
pages = {239–244},
abstract = {Background
COVID-19 has led to increased use of screen-based simulation. However, the importance of including a robust debriefing as a component of these simulations is often neglected.
Problem
Failing to include debriefing with screen-based simulation could negatively impact student learning outcomes.
Approach
Debriefing, including recollection, discussion to reveal understanding, feedback and reflection, is a process of helping learners make sense of learned content and knowledge as it is applied to the patient care experience. Debriefing for Meaningful Learning (DML) is an evidence-based method derived from theory, which can be easily incorporated into screen-based simulation to augment the clinical learning experience.
Conclusion
By guiding learners to consistently engage in DML, clinical decisions and actions taken during virtual simulations can be uncovered, discussed, challenged, corrected, and explored. Including a synchronous, structured debriefing like DML ensures that screen-based simulation results in meaningful learning in addition to performance feedback to foster safe and quality patient care.},
keywords = {debriefing, Debriefing for Meaningful Learning, O, screen-based simulation, virtual simulation},
pubstate = {published},
tppubtype = {article}
}
COVID-19 has led to increased use of screen-based simulation. However, the importance of including a robust debriefing as a component of these simulations is often neglected.
Problem
Failing to include debriefing with screen-based simulation could negatively impact student learning outcomes.
Approach
Debriefing, including recollection, discussion to reveal understanding, feedback and reflection, is a process of helping learners make sense of learned content and knowledge as it is applied to the patient care experience. Debriefing for Meaningful Learning (DML) is an evidence-based method derived from theory, which can be easily incorporated into screen-based simulation to augment the clinical learning experience.
Conclusion
By guiding learners to consistently engage in DML, clinical decisions and actions taken during virtual simulations can be uncovered, discussed, challenged, corrected, and explored. Including a synchronous, structured debriefing like DML ensures that screen-based simulation results in meaningful learning in addition to performance feedback to foster safe and quality patient care.
Crook, Charles; Nixon, Elizabeth
How internet essay mill websites portray the student experience of higher education Artikel
In: The Internet and Higher Education, Bd. 48, S. 100775, 2020, ISSN: 1096-7516.
Abstract | Links | BibTeX | Schlagwörter: empathy, essay mills, O, promotional communication, rhetoric, student experience
@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}
}
van der Meij, Hans; Bӧckmann, Linn
Effects of embedded questions in recorded lectures Artikel
In: Journal of Computing in Higher Education, 2020, ISSN: 1867-1233.
Abstract | Links | BibTeX | Schlagwörter: embedded questions, O, quizzing, self-efficacy, Usability, video-recorded lectures
@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}
}
Paek, Seungoh; Leong, Peter; Johnson, Philip M.; Moore, Carleton
Beyond course work: expanding what’s valued in computer science degree programs Artikel
In: Journal of Applied Research in Higher Education, Bd. 13, Nr. 3, S. 741–758, 2020, ISSN: 2050-7003.
Abstract | Links | BibTeX | Schlagwörter: Career goals, Computer science education, Curriculum, Diversity, higher education, O, Retention
@article{nokey,
title = {Beyond course work: expanding what’s valued in computer science degree programs},
author = {Seungoh Paek and Peter Leong and Philip M. Johnson and Carleton Moore},
url = {https://doi.org/10.1108/JARHE-12-2019-0317},
doi = {10.1108/JARHE-12-2019-0317},
issn = {2050-7003},
year = {2020},
date = {2020-09-04},
journal = {Journal of Applied Research in Higher Education},
volume = {13},
number = {3},
pages = {741–758},
publisher = {Emerald Publishing Limited},
abstract = {As the field of Computer Science (CS) continues to diversify and expand, the need for undergraduates to explore career possibilities and develop personalized study paths has never been greater. This reality presents a challenge for CS departments. How do the students striving to become competent professionals in an ever-changing field of study? How do they do this efficiently and effectively? This study addresses such questions by introducing RadGrad, an online application combining features of social networks, degree planners and serious games.},
keywords = {Career goals, Computer science education, Curriculum, Diversity, higher education, O, Retention},
pubstate = {published},
tppubtype = {article}
}
Cox, Bradley E.; Edelstein, Jeffrey; Brogdon, Bailey; Roy, Amanda
Navigating Challenges to Facilitate Success for College Students with Autism Artikel
In: The Journal of Higher Education, Bd. 92, Nr. 2, S. 252–278, 2020.
Abstract | Links | BibTeX | Schlagwörter: accommodations, Autism, autism spectrum disorder, college and university students, disability, Diversity, internalized ableism, O, postsecondary education, problem solving
@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}
}
Scheidig, Falk
Digitale Transformation der Hochschullehre und der Diskurs über Präsenz in Lehrveranstaltungen Buchabschnitt
In: Bauer, Reinhard; Hafer, Jörg; Hofhues, Sandra; Schiefner-Rohs, Mandy; Thillosen, Anne; Volk, Benno; Wannemacher, Klaus (Hrsg.): Vom E-Learning zur Digitalisierung: Mythen, Realitäten, Perspektiven, Bd. 76, S. 243–259, Waxmann, Münster, 2020, ISBN: 978-3-8309-9109-0.
Abstract | Links | BibTeX | Schlagwörter: Digitalisierung, Hochschullehre, O, Präsenzlehre
@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}
}
Booher, Loi; Nadelson, Louis S.; Nadelson, Sandra G.
In: The Journal of Educational Research, S. 1–13, 2020.
Abstract | Links | BibTeX | Schlagwörter: Evidence-based practice, innovation, O, research informed teaching, teacher practice
@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}
}
lan R. Williams,; Windle, Richard; Wharrad, Heather
How will Education 4.0 influence learning in higher education? Artikel
In: Journal of Learning Development in Higher Education, Bd. 17, 2020, ISSN: 1759-667X.
Abstract | Links | BibTeX | Schlagwörter: Education 4.0, Fourth Industrial Revolution, higher education, learning objects, O, student voice
@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}
}
Kerres, Michael
Against All Odds: Education in Germany Coping with Covid-19 Artikel
In: Postdigital Science and Education, 2020.
Links | BibTeX | Schlagwörter: Covid-19, Culture, Digital Change, Educational Technology, Germany, O, Sociology
@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 Artikel
In: Journal of Applied Research in Memory and Cognition, Bd. 9, Nr. 2, S. 137–151, 2020, ISSN: 2211-3681.
Abstract | Links | BibTeX | Schlagwörter: Education, Illusions of learning, Learning, Metacognition, O, Teaching evaluations
@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}
}
Kestin, Greg; Miller, Kelly; McCarty, Logan S.; Callaghan, Kristina; Deslauriers, Louis
Comparing the effectiveness of online versus live lecture demonstrations Artikel
In: Physical Review Physics Education Research, Bd. 16, Nr. 1, 2020, ISSN: 2469-9896.
Abstract | Links | BibTeX | Schlagwörter: demonstration, effectiveness, lectures, O, video
@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}
}
Altmeyer, Kristin; Kapp, Sebastian; Thees, Michael; Malone, Sarah; Kuhn, Jochen; Brünken, Roland
In: British Journal of Educational Technology, 2020.
Abstract | Links | BibTeX | Schlagwörter: AR, augmented reality, O, STEM
@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}
}
Campbell, Laurie O.; Heller, Samantha; Pulse, Lindsay
Student-created video: an active learning approach in online environments Artikel
In: Interactive Learning Environments, 2020, ISSN: 1744-5191.
Abstract | Links | BibTeX | Schlagwörter: active learning, O, self-efficacy, STEM, Student-created video
@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}
}
Selwyn, Neil
What’s the Problem with Learning Analytics? Artikel
In: Journal of Learning Analytics, Bd. 6, Nr. 3, S. 11–19, 2019.
Abstract | Links | BibTeX | Schlagwörter: critical discussion, data economy, Education, learning analytics, O, social context
@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}
}
Eskreis-Winkler, Lauren; Fishbach, Ayelet
Not Learning From Failure—the Greatest Failure of All Artikel
In: Psychological science, Bd. 30, Nr. 12, S. 1733–1744, 2019, ISSN: 1467-9280.
Abstract | Links | BibTeX | Schlagwörter: ego threat, failure, feedback, Learning, motivation, O, open data, open materials, preregistered
@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}
}
Cummings, Bryan E.; Waring, Michael S.
In: Journal of Exposure Science & Environmental Epidemiology, Bd. 30, S. 253–261, 2019.
Abstract | Links | BibTeX | Schlagwörter: empirical models, exposure modeling, O, plants, volatile organic compounds
@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}
}
Låg, Torstein; Sæle, Rannveig Grøm
In: AERA Open, Bd. 5, Nr. 3, 2019, ISBN: 9781544389769.
Abstract | Links | BibTeX | Schlagwörter: achievement, active learning, classroom research, flipped classroom, learning environments, meta-analysis, O, publication bias, systematic review
@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{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} 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{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} CI [0.18, 0.31], k = 90). Effects on pass rates (odds ratio = 1.55, 95{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} CI [1.34, 1.78], k = 45) and student satisfaction (Hedges’ g = 0.16, 95{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} 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}
}
Hilton, John
In: Educational Technology Research and Development, 2019, ISSN: 1556-6501.
Abstract | Links | BibTeX | Schlagwörter: A, Computers in education, Financing education, O, OER, open educational resources
@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}
}
Dacrema, Maurizio Ferrari; Cremonesi, Paolo; Jannach, Dietmar
Are We Really Making Much Progress? A Worrying Analysis of Recent Neural Recommendation Approaches Artikel
In: Proceedings of the 13th ACM Conference on Recommender Systems (RecSys 2019), 2019.
Abstract | Links | BibTeX | Schlagwörter: evolutionary computing, information retrieval, machine learning, neural computing, O
@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}
}
Morell, Lesley J.
Iterated assessment and feedback improves student outcomes Artikel
In: Studies in Higher Education, Bd. 46, Nr. 3, S. 485–496, 2019.
Abstract | Links | BibTeX | Schlagwörter: Assessment, iterated assessment, Iterative assessment, O, self-assessment, sustainable feedback
@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}
}
Perini, Marco; Cattaneo, Alberto A. P.; Tacconi, Guiseppe
In: International Journal of Educational Technology in Higher Education, Bd. 16, Nr. 1, S. 29, 2019, ISSN: 2365-9440.
Abstract | Links | BibTeX | Schlagwörter: crossing boundaries, educational technologies, hypervideo, O, reflective activities, video annotation
@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}
}
Kim, Byung-Hak; Ganapathi, Varun
LumièreNet: Lecture Video Synthesis from Audio Artikel
In: CoRR, Bd. bs/1907.02253, 2019.
Abstract | Links | BibTeX | Schlagwörter: audio processing, computer vision, lectures, machine learning, O, pattern recognition, speech processing
@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}
}
Harring, Niklas; Jagers, Sverker C.; Matti, Simon
Higher education, norm development, and environmental protection Artikel
In: Higher Education, 2019, ISSN: 1573-174X.
Abstract | Links | BibTeX | Schlagwörter: higher education, norms, O, policy support, sustainability, values
@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}
}
Otto, Daniel; Caeiro, Sandra; Nicolau, Paula; Disterheft, Antje; Teixeira, António; Becker, Sara; Bollmann, Alexander; Sander, Kirsten
In: Journal of Cleaner Production, Bd. 222, S. 12–21, 2019, ISSN: 0959-6526.
Abstract | Links | BibTeX | Schlagwörter: Climate change education, climate literacy, distance learning, massive open online courses (MOOCs), O, open education, sustainability
@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}
}
Bruechner, Dominik; Renz, Jan; Klingbeil, Mandy
Creating a Framework for User-Centered Development and Improvement of Digital Education Proceedings Article
In: Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale, Association for Computing Machinery, New York, NY, USA, 2019, ISBN: 9781450368049.
Abstract | Links | BibTeX | Schlagwörter: evaluation, HPI Schul-Cloud, learning platform, O, user experience, user research framework, user-centered design
@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}
}
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
In: Advances in Methods and Practices in Psychological Science (Preprint), 2019.
Abstract | Links | BibTeX | Schlagwörter: Education, Evidence-Based Practices, Experiment, feedback, O, Reproducibility
@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{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} 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}
}
Marsh, Elizabeth J.; Rajaram, Suparna
The Digital Expansion of the Mind: Implications of Internet Usage for Memory and Cognition Artikel
In: Journal of Applied Research in Memory and Cognition, Bd. 8, Nr. 1, S. 1–14, 2019, ISSN: 2211-3681.
Abstract | Links | BibTeX | Schlagwörter: Cognition, External memory, Internet, memory, Metacognition, O, Social memory
@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}
}
Orben, Amy; Przybylski, Andrew K.
The association between adolescent well-being and digital technology use Artikel
In: Nature Human Behaviour, 2019, ISSN: 2397-3374.
Abstract | Links | BibTeX | Schlagwörter: adolescent, O, specification curve analysis (SCA), technology use, well-being
@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{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} 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}
}
Reich, Justin; Ruipérez-Valiente, José A.
The MOOC pivot Artikel
In: Science, Bd. 363, Nr. 6423, S. 130–131, 2019, ISSN: 1095-9203.
Abstract | Links | BibTeX | Schlagwörter: higher education, massive open online courses (MOOCs), O
@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}
}
Könitz, Christopher
OER – Auf dem Weg in eine selbstverschuldete digitale Unmündigkeit? Artikel
In: MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, Bd. 32, Nr. Oktober, S. 63–71, 2018, ISSN: 1424-3636.
Abstract | Links | BibTeX | Schlagwörter: O, OER, open educational resources
@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}
}
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
In: MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, Bd. 32, S. 17–27, 2018, ISSN: 1424-3636.
Abstract | Links | BibTeX | Schlagwörter: Hochschule, O, OER, Podcasts
@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}
}
Leuchtenbörger, Jens
Erstellung und Weiterentwicklung von Open Educational Resources im Selbstversuch Artikel
In: MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, Bd. 32, S. 101–117, 2018, ISSN: 1424-3636.
Abstract | Links | BibTeX | Schlagwörter: Github, Hochschule, Informatik, O, open educational resources, Open Source
@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}
}
Seidel, Niels
Aufgabentypen für das Zusammenspiel von E-Assessment und Lernvideos Buchkapitel
In: 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.
Abstract | Links | BibTeX | Schlagwörter: Assessment, e-Assessment, higher education, O, Saxony, teaching, video
@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}
}
Akçayır, Gökçe; Akçayır, Murat
The flipped classroom: A review of its advantages and challenges Artikel
In: Computers & Education, Bd. 126, S. 334–345, 2018, ISSN: 0360-1315.
Abstract | Links | BibTeX | Schlagwörter: Improving classroom teaching, O, Teaching/learning strategies
@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}
}
Butler, Andrew C.
Multiple-Choice Testing in Education: Are the Best Practices for Assessment Also Good for Learning? Artikel
In: Journal of Applied Research in Memory and Cognition, Bd. 7, Nr. 3, S. 323–331, 2018, ISSN: 2211-3681.
Abstract | Links | BibTeX | Schlagwörter: Assessment, Learning, Multiple-choice, O, Testing
@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}
}
van der Zee, Tim; Reich, Justin
Open Education Science Artikel
In: AERA Open, Bd. 4, Nr. 3, S. 1–15, 2018.
Abstract | Links | BibTeX | Schlagwörter: O, open access, open science, preregistration, registered report
@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}
}
Schulmeister, Rolf; Loviscach, Jörn
Mythen der Digitalisierung mit Blick auf Studium und Lernen Artikel
In: Digitale Transformation im Diskurs: Kritische Perspektiven auf Entwicklungen und Tendenzen im Zeitalter des Digitalen, S. 1–21, 2018.
Abstract | Links | BibTeX | Schlagwörter: Digitalisierung, Mythen, O, Studium
@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}
}
Bicen, Huseyin; Kocakoyun, Senay
Perceptions of Students for Gamification Approach: Kahoot as a Case Study Artikel
In: International Journal of Emerging Technologies in Learning (iJET), Bd. 13, Nr. 2, 2018, ISSN: 1863-0383.
Abstract | Links | BibTeX | Schlagwörter: achievement, competition, gamification, motivation, O, students
@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}
}