Bibliothek

@article{Gumm2021,

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

author = {Dorina Gumm and Steffi Hobuß},

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

year  = {2021},

date = {2021-08-01},

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

volume = {38},

pages = {1–11},

address = {Hamburg},

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

pubstate = {published},

tppubtype = {article}

}

@article{Venable2021,

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

author = {Melissa Venable},

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

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

doi = {10.1145/3473344.3460821},

issn = {1535-394X},

year  = {2021},

date = {2021-07-30},

journal = {eLearn},

volume = {2021},

number = {6},

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

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

pubstate = {published},

tppubtype = {article}

}

@article{Killam2021,

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

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

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

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

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

year  = {2021},

date = {2021-04-08},

urldate = {2021-04-08},

journal = {Clinical Simulation in Nursing},

volume = {57},

pages = {59–65},

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

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

pubstate = {published},

tppubtype = {article}

}

@article{Toth2021,

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

author = {Christian Toth},

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

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

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

isbn = {1424-3636},

year  = {2021},

date = {2021-04-01},

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

volume = {42},

number = {Optimierung},

pages = {134–151},

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

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

pubstate = {published},

tppubtype = {article}

}

@article{Reinmann2021,

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

author = {Gabi Reinmann},

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

year  = {2021},

date = {2021-02-01},

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

volume = {35},

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

pubstate = {published},

tppubtype = {article}

}

@article{Svenik2021,

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

author = {Georg Krammer & Erich Svenik},

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

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

issn = {2190-6904},

year  = {2021},

date = {2021-01-08},

journal = {Zeitschrift für Bildungsforschung},

volume = {10},

pages = {263–278},

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

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

pubstate = {published},

tppubtype = {article}

}

@article{Newton2020,

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

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

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

doi = {10.3389/feduc.2020.602451},

year  = {2020},

date = {2020-12-14},

journal = {Frontiers in Education},

volume = {5},

pages = {270},

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

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

pubstate = {published},

tppubtype = {article}

}

@article{Dreifuerst2020,

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

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

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

doi = {10.1097/NNE.0000000000000930},

year  = {2020},

date = {2020-10-22},

urldate = {2020-10-22},

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

volume = {46},

number = {4},

pages = {239–244},

abstract = {Background 

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



Problem 

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



Approach 

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



Conclusion 

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

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

pubstate = {published},

tppubtype = {article}

}

@article{Crook2020,

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

author = {Charles Crook and Elizabeth Nixon},

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

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

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

issn = {1096-7516},

year  = {2020},

date = {2020-10-17},

journal = {The Internet and Higher Education},

volume = {48},

pages = {100775},

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

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

pubstate = {published},

tppubtype = {article}

}

@article{vanderMeij2020,

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

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

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

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

issn = {1867-1233},

year  = {2020},

date = {2020-09-07},

journal = {Journal of Computing in Higher Education},

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

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

pubstate = {published},

tppubtype = {article}

}

@article{nokey,

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

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

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

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

issn = {2050-7003},

year  = {2020},

date = {2020-09-04},

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

volume = {13},

number = {3},

pages = {741–758},

publisher = {Emerald Publishing Limited},

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

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

pubstate = {published},

tppubtype = {article}

}

@article{Cox2020,

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

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

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

doi = {10.1080/00221546.2020.1798203},

year  = {2020},

date = {2020-08-25},

journal = {The Journal of Higher Education},

volume = {92},

number = {2},

pages = {252–278},

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

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

pubstate = {published},

tppubtype = {article}

}

@article{Booher2020,

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

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

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

doi = {10.1080/00220671.2020.1782811},

year  = {2020},

date = {2020-06-27},

journal = {The Journal of Educational Research},

pages = {1–13},

publisher = {Routledge},

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

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

pubstate = {published},

tppubtype = {article}

}

@article{Schmölz2020,

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

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

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

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

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

issn = {2307-3187},

year  = {2020},

date = {2020-06-20},

journal = {Medienimpulse},

volume = {58},

number = {2},

pages = {26},

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

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

pubstate = {published},

tppubtype = {article}

}

@article{lanWilliams2020,

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

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

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

issn = {1759-667X},

year  = {2020},

date = {2020-05-29},

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

volume = {17},

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

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

pubstate = {published},

tppubtype = {article}

}

@article{Frick2020,

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

author = {Claudia Frick and Christian Kaier},

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

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

issn = {2363-9814},

year  = {2020},

date = {2020-05-05},

urldate = {2020-05-28},

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

volume = {7},

number = {2},

pages = {1–15},

organization = {VDB},

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

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

pubstate = {published},

tppubtype = {article}

}

@article{Kerres2020,

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

author = {Michael Kerres},

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

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

year  = {2020},

date = {2020-05-04},

journal = {Postdigital Science and Education},

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

pubstate = {published},

tppubtype = {article}

}

@article{Aufenager2020,

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

author = {Stefan Aufenanger and Jasmin Bastian},

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

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

isbn = {2219-6994},

year  = {2020},

date = {2020-03-01},

journal = {Zeitschrift für Hochschulentwicklung},

volume = {15},

number = {1},

pages = {103–125},

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

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

pubstate = {published},

tppubtype = {article}

}

@article{Carpenter2020,

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

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

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

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

issn = {2211-3681},

year  = {2020},

date = {2020-02-12},

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

volume = {9},

number = {2},

pages = {137–151},

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

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

pubstate = {published},

tppubtype = {article}

}

@article{Kestin2020,

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

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

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

doi = {10.1103/PhysRevPhysEducRes.16.013101},

issn = {2469-9896},

year  = {2020},

date = {2020-01-29},

journal = {Physical Review Physics Education Research},

volume = {16},

number = {1},

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

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

pubstate = {published},

tppubtype = {article}

}

@article{Altmeyer2020,

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

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

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

doi = {10.1111/bjet.12900},

year  = {2020},

date = {2020-01-14},

urldate = {2020-04-23},

journal = {British Journal of Educational Technology},

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

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

pubstate = {published},

tppubtype = {article}

}

@article{Campbell2020,

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

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

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

doi = {10.1080/10494820.2020.1711777},

issn = {1744-5191},

year  = {2020},

date = {2020-01-08},

urldate = {2020-05-28},

journal = {Interactive Learning Environments},

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

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

pubstate = {published},

tppubtype = {article}

}

@article{Aikina2020,

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

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

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

issn = {1863-0383},

year  = {2020},

date = {2020-01-01},

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

volume = {15},

number = {02},

pages = {239–248},

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

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

pubstate = {published},

tppubtype = {article}

}

@article{Bellinger2019,

title = {Nach wie vor glücklich trotz Prekariat? Eine Umfragen-Neuauflage zur Lage von Qualifikandinnen und Qualifikanden in der Medienpädagogik},

author = {Franziska Bellinger and Ricarda Bolten and Nina Grünberger and Wolfgang B. Ruge},

url = {https://www.medienpaed.com/article/view/826

https://doi.org/10.21240/mpaed/00/2019.12.23.X},

doi = {10.21240/mpaed/00/2019.12.23.X},

issn = {1424-3636},

year  = {2019},

date = {2019-12-23},

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

volume = {2019},

number = {Occasional Papers},

pages = {174–192},

abstract = {Die im Jahr 2016 von Dander et al. publizierten Ergebnisse zur Situation des wissenschaftlichen «Nachwuchses» sensibilisierten für eine zunehmende Prekarisierung der Beschäftigungsverhältnisse von Qualifikandinnen und Qualifikanden in der deutschsprachigen Medienpädagogik, die sich auch auf den privaten Kontext ausweitet. Die Kolleginnen und Kollegen wiesen damit auf Problemlagen von Wissenschaftlerinnen und Wissenschaftler in Qualifikationsphasen hin, um so eine kritische Diskussion und Reflexion in der eigenen Disziplin anzuregen. Knapp vier Jahre nach der ersten Erhebung wurde eine erneute Fragebogenuntersuchung zur Lage der Qualifikandinnen und Qualifikanden in der Medienpädagogik durchgeführt, die eine Vergleichsbasis zur Umfrage aus 2014 bieten soll. Neben den thematischen Schwerpunkten zur a) Zufriedenheit mit den Arbeits- und Beschäftigungsbedingungen, b) Zufriedenheit mit der Betreuungssituation und c) der Work-Life-Balance wird hierin auch den Aspekten d) Internationalisierung und Vernetzung Beachtung geschenkt. Die Ergebnisse zeigen, dass die Zufriedenheit im Vergleich zu von vor vier Jahren leicht abgenommen hat, obwohl der Arbeit an den Qualifikationsarbeiten auf den Stellen tendenziell mehr Zeit eingeräumt wird. Die mangelnde Planbarkeit der Karriere und oftmals fehlende berufliche Sicherheit zählt nach wie vor zu den problematischsten Aspekten für die Qualifikandinnen und Qualifikanden in der deutschsprachigen Medienpädagogik.},

keywords = {A, Germany, higher education, phd},

pubstate = {published},

tppubtype = {article}

}

@article{Cromley2019,

title = {Drawing-to-Learn: Does Meta-Analysis Show Differences Between Technology-Based Drawing and Paper-and-Pencil Drawing?},

author = {Jennifer G. Cromley and Yang Du and Aygul Parpucu Dane},

editor = {Drawing-to-Learn: Does Meta-Analysis Show Differences Between Technology-Based Drawing and Paper-and-Pencil Drawing?},

url = {https://doi.org/10.1007/s10956-019-09807-6},

doi = {10.1007/s10956-019-09807-6},

year  = {2019},

date = {2019-12-21},

journal = {Journal of Science Education and Technology},

volume = {29},

pages = {216–229},

abstract = {Drawing-to-learn is a specific learning/reading strategy studied across many domains. In response to gaps in our knowledge about drawing-to-learn, we conducted a systematic meta-analysis of the literature published since the influential 2005 Van Meter and Garner literature review. We analyzed the benefits of directed learner-generated visual representations such as sketching, drawing, or computer-assisted creation of a full or partial static image. Forty-one peer-reviewed articles were screened in, together with 9 dissertations and 2 other documents; published from 2005 to 2018, these included 53 studies and 166 effects based on 8111 participants. The overall effect of drawing-to-learn across all dependent variable types (factual, inferential, and transfer) and both types of effects—comparing different types of drawing and comparing drawing to non-drawing conditions—was a significant g = 0.69. The overall effect was significant but differed across outcomes (g = 0.85 for factual, g = 0.44 for inferential, and g = 0.22 for transfer). Analyses across 6 moderators are presented. Not only does the literature continue to show that drawing-to-learn is better than the status quo, but directed drawing improves factual as well as inferential and transfer learning. Finally, researchers have found ways to improve drawing-to-learn instruction so that it can be even more effective than the simple directive to make a drawing.},

keywords = {A, drawing to learn, mental models, STEM, strategies, visual representation},

pubstate = {published},

tppubtype = {article}

}

@article{Maciejewski2019,

title = {Let Your Students Cheat on Exams},

author = {Wes Maciejewski},

url = {https://doi.org/10.1080/10511970.2019.1705450},

doi = {10.1080/10511970.2019.1705450},

year  = {2019},

date = {2019-12-17},

journal = {PRIMUS},

pages = {1–13},

publisher = {Taylor & Francis},

abstract = {What if your students could access any resource during a test? How would they react? How would you react? This paper presents some results from a trial of allowing students access to notes, calculators, and any device connected to the internet, which occurred during a midterm in a second-year ordinary differential equations university course. This was generally well-received by the students and feedback informed a subsequent use of this approach in a mathematical reasoning course. I argue that this open-resource exam protocol affords the opportunity for less routine and possibly more conceptual engagement with mathematics.},

keywords = {A, differential equations education, digital resources, summative assessment, technology, undergraduate mathematics},

pubstate = {published},

tppubtype = {article}

}

@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}

}

@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}

}

@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}

}

@article{Schaefer2019,

title = {Open-label placebos reduce test anxiety and improve self-management skills: A randomized-controlled trial},

author = {Michael Schaefer and Claudia Denke and Rebecca Harke and Nina Olk and Merve Erkovan and Sören Enge},

url = {https://doi.org/10.1038/s41598-019-49466-6},

doi = {10.1038/s41598-019-49466-6},

issn = {2045-2322},

year  = {2019},

date = {2019-09-16},

urldate = {2019-12-18},

journal = {Nature Scientific Reports},

volume = {9},

number = {13317},

abstract = {Test anxiety is a condition in which people experience extreme distress and anxiety before and in test situations. It affects up to 40 percent of all students. Conventional treatment includes both medication and psychotherapy, but studies also demonstrated that placebos affect anxiety symptoms. Although in the traditional understanding placebos need to be administered in a concealed way, intriguing new studies report that open-label placebos can be effective. Since prescription of fake pills involves ethical problems, open-label placebos may provide important new treatment possibilities. Here we report results of a pilot study examining whether open-label placebos may reduce test anxiety and improve self-management skills. 58 students participated in a two-group randomized controlled trial. Two weeks before an exam at the university participants received open-label placebos or no pills (control group). Participant – provider relationship and amount of contact time was held similar for all groups. After two weeks we found that test anxiety and self-management abilities (skills and resources) of the open-label placebo group were more improved than in the control group. Thus, our results seems to indicate that open-label placebos may reduce test anxiety and enhance self-management skills in students.},

keywords = {A, open label placebo, placebo effect, test anxiety},

pubstate = {published},

tppubtype = {article}

}

@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}

}

@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}

}

@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}

}

@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}

}

@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}

}