Pub Date : 2023-05-21DOI: 10.1177/20965311231171606
Cheng Zeng (曾成), L. Fisher
Mobile-assisted language learning (MALL) apps such as Duolingo have great potential for promoting learners’ motivation to learn a second language (L2). However, little research has investigated how this motivational impact takes place. Additionally, despite the flexibility of mobile learning, most existing studies are conducted in classroom settings, with less attention paid to out-of-school technology usage. To address these gaps, we present a model based on self-determination theory and propose the idea of “motivational transfer” to explain the psychological mechanism underpinning the impact of technology. To examine the model, we conducted a case study with 20 Year 8 Chinese junior school students who used Duolingo to learn English as a foreign language (EFL) after school for 6 weeks. Questionnaire and group interview data support our hypothesized mechanism: learners’ activity-specific intrinsic motivation (IM) for using Duolingo and their underlying psychological need for autonomy and competence can be transferred to a more general level, thereby enhancing learners’ global IM for L2. The proposed theoretical model expands our understanding of how digital technology stimulates learners’ L2 motivation; it can help L2 educators design better technological affordances to promote learners’ motivation both in and outside the classroom.
{"title":"Opening the “Black Box”: How Out-of-Class Use of Duolingo Impacts Chinese Junior High School Students’ Intrinsic Motivation for English","authors":"Cheng Zeng (曾成), L. Fisher","doi":"10.1177/20965311231171606","DOIUrl":"https://doi.org/10.1177/20965311231171606","url":null,"abstract":"Mobile-assisted language learning (MALL) apps such as Duolingo have great potential for promoting learners’ motivation to learn a second language (L2). However, little research has investigated how this motivational impact takes place. Additionally, despite the flexibility of mobile learning, most existing studies are conducted in classroom settings, with less attention paid to out-of-school technology usage. To address these gaps, we present a model based on self-determination theory and propose the idea of “motivational transfer” to explain the psychological mechanism underpinning the impact of technology. To examine the model, we conducted a case study with 20 Year 8 Chinese junior school students who used Duolingo to learn English as a foreign language (EFL) after school for 6 weeks. Questionnaire and group interview data support our hypothesized mechanism: learners’ activity-specific intrinsic motivation (IM) for using Duolingo and their underlying psychological need for autonomy and competence can be transferred to a more general level, thereby enhancing learners’ global IM for L2. The proposed theoretical model expands our understanding of how digital technology stimulates learners’ L2 motivation; it can help L2 educators design better technological affordances to promote learners’ motivation both in and outside the classroom.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47414924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1177/20965311221109278
Ge Wei (魏戈), Chi-yang Chung (钟启旸)
Purpose This study explores the achievements and process of a group of Chinese primary school teachers learning from a research-based school–university collaborative project. Design/Approach/Methods We used qualitative methods to construct our research design, collecting data through participatory observations of weekly meetings, teacher interviews, and participants’ reflective journals. Both thematic analysis and discursive analysis were employed as strategies to scrutinize the data. Findings We categorize teachers’ learning into five achievements: outcome, processual, democratic, catalytic, and dialogic achievement. A further examination highlights seven successive learning actions composing an implicit mechanism to facilitate these achievements: questioning, analyzing, modeling, examining, implementing, reflecting, and consolidating. Originality/Value Through this longitudinal study, we more comprehensively record details about teachers’ learning as they conduct their own research. Although school–university heterogeneous collaboration has potential conflicts, teachers can improve their problem-solving and knowledge creation and sharing abilities, promoting a sense of professional accomplishment. These findings also suggest the need to reconsider the authentic process of teacher research, a task equally significant for international educators.
{"title":"Learning by Researching: Achievements and Actions of Teacher Learning in a School–University Collaborative Project","authors":"Ge Wei (魏戈), Chi-yang Chung (钟启旸)","doi":"10.1177/20965311221109278","DOIUrl":"https://doi.org/10.1177/20965311221109278","url":null,"abstract":"Purpose This study explores the achievements and process of a group of Chinese primary school teachers learning from a research-based school–university collaborative project. Design/Approach/Methods We used qualitative methods to construct our research design, collecting data through participatory observations of weekly meetings, teacher interviews, and participants’ reflective journals. Both thematic analysis and discursive analysis were employed as strategies to scrutinize the data. Findings We categorize teachers’ learning into five achievements: outcome, processual, democratic, catalytic, and dialogic achievement. A further examination highlights seven successive learning actions composing an implicit mechanism to facilitate these achievements: questioning, analyzing, modeling, examining, implementing, reflecting, and consolidating. Originality/Value Through this longitudinal study, we more comprehensively record details about teachers’ learning as they conduct their own research. Although school–university heterogeneous collaboration has potential conflicts, teachers can improve their problem-solving and knowledge creation and sharing abilities, promoting a sense of professional accomplishment. These findings also suggest the need to reconsider the authentic process of teacher research, a task equally significant for international educators.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"73 1","pages":"215 - 236"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65512958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-26DOI: 10.1177/20965311231167195
Baomin Li (李宝敏), Fenglei Yang (杨风雷), Qian Wang (王倩)
Purpose Based on a systematic review of policy documents in China related to teacher training over the past four decades, this paper identifies and analyzes the main policy shifts and strategies in terms of teacher training in China. Design/Approach/Methods Using quantitative trend analysis, high-frequency word analysis, and content analysis, this study presents the policy changes in and reform of China's national teacher training system and elucidates the reasons for such changes. Findings Chinese teacher training and practice reforms resonate with the paradigm shifts of international teacher training and development, particularly those based on real-world scenarios. However, innovations have also been made in response to the problems of Chinese in-service teacher training and development, such as the lack of time for teachers and the separation between learning and practice. Such innovations reflect the government's efforts to narrow the gaps between theory, policy, and practice by improving China's macro policy design. Originality/Value This study contributes to the longitudinal study of policy shifts in teacher training in China.
{"title":"Policies, Strategies, and the Evolutionary Logic of Large-Scale Teacher Training in China","authors":"Baomin Li (李宝敏), Fenglei Yang (杨风雷), Qian Wang (王倩)","doi":"10.1177/20965311231167195","DOIUrl":"https://doi.org/10.1177/20965311231167195","url":null,"abstract":"Purpose Based on a systematic review of policy documents in China related to teacher training over the past four decades, this paper identifies and analyzes the main policy shifts and strategies in terms of teacher training in China. Design/Approach/Methods Using quantitative trend analysis, high-frequency word analysis, and content analysis, this study presents the policy changes in and reform of China's national teacher training system and elucidates the reasons for such changes. Findings Chinese teacher training and practice reforms resonate with the paradigm shifts of international teacher training and development, particularly those based on real-world scenarios. However, innovations have also been made in response to the problems of Chinese in-service teacher training and development, such as the lack of time for teachers and the separation between learning and practice. Such innovations reflect the government's efforts to narrow the gaps between theory, policy, and practice by improving China's macro policy design. Originality/Value This study contributes to the longitudinal study of policy shifts in teacher training in China.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"6 1","pages":"451 - 468"},"PeriodicalIF":0.0,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48019665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.1177/20965311231168419
Shufeng Ma (马淑风), Qiannan Zhou (周茜楠), Yaguang Li (李亚光), Senyu Chen (陈森宇)
Creativity is highly valued by modern society; however, in China, there is a major challenge in creating school-based curricula or courses that promote students’ creativity. This study introduced an interactive learning format called Collaborative Reasoning (CR). The goal was to investigate whether CR would improve a student's ability to generate creative ideas. The data comprised 474 seventh graders from eight classes in a rural middle school in northern China. The eight classes were randomly assigned to two conditions: Four classes participated in CR discussions, and the remaining four classes were taught via teacher-directed Chinese reading classes. After participating in the CR discussions, students completed a Realistic Presented Problem test that was designed to evaluate their creative performance. The results indicated that compared to the control students, CR students generated more effective solutions (fluency) and proposed a greater variety of solutions (flexibility) to three realistic problems. The solutions proposed by the CR students were more unique (novelty) and more useful in real-life situations (usefulness) than those proposed by the control group. Providing abundant opportunities for the exchange of ideas in a social context can boost students’ performance in creative problem-solving.
{"title":"Promoting Chinese Students’ Creative Performance Through Collaborative Reasoning","authors":"Shufeng Ma (马淑风), Qiannan Zhou (周茜楠), Yaguang Li (李亚光), Senyu Chen (陈森宇)","doi":"10.1177/20965311231168419","DOIUrl":"https://doi.org/10.1177/20965311231168419","url":null,"abstract":"Creativity is highly valued by modern society; however, in China, there is a major challenge in creating school-based curricula or courses that promote students’ creativity. This study introduced an interactive learning format called Collaborative Reasoning (CR). The goal was to investigate whether CR would improve a student's ability to generate creative ideas. The data comprised 474 seventh graders from eight classes in a rural middle school in northern China. The eight classes were randomly assigned to two conditions: Four classes participated in CR discussions, and the remaining four classes were taught via teacher-directed Chinese reading classes. After participating in the CR discussions, students completed a Realistic Presented Problem test that was designed to evaluate their creative performance. The results indicated that compared to the control students, CR students generated more effective solutions (fluency) and proposed a greater variety of solutions (flexibility) to three realistic problems. The solutions proposed by the CR students were more unique (novelty) and more useful in real-life situations (usefulness) than those proposed by the control group. Providing abundant opportunities for the exchange of ideas in a social context can boost students’ performance in creative problem-solving.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42675374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.1177/20965311231167895
Yingwen Zhou (周英文), Guoqing Xu (徐国庆)
Purpose This study conducted a review of policy reforms of school–enterprise cooperation in China's vocational education and its characteristics at different stages. Design/Approach/Methods This study systematically reviewed vocational educational policies on school–enterprise cooperation adopted by the Chinese government since 1978 using textual analysis. Findings The development of school–enterprise cooperation in China's vocational education can be divided into four stages: spontaneous development (Stage 1), central position establishment (Stage 2), systematic design (Stage 3), and institutional construction (Stage 4). After years of practice and exploration, China's school–enterprise cooperation has made impressive achievements, but also has several problems that require further improvement. Originality/Value This study examined over 40 years of history of the development of vocational school–enterprise cooperation in China, providing a useful reference for learning and understanding Chinese vocational education.
{"title":"Vocational School–Enterprise Cooperation in China: A Review of Policy Reforms, 1978–2022","authors":"Yingwen Zhou (周英文), Guoqing Xu (徐国庆)","doi":"10.1177/20965311231167895","DOIUrl":"https://doi.org/10.1177/20965311231167895","url":null,"abstract":"Purpose This study conducted a review of policy reforms of school–enterprise cooperation in China's vocational education and its characteristics at different stages. Design/Approach/Methods This study systematically reviewed vocational educational policies on school–enterprise cooperation adopted by the Chinese government since 1978 using textual analysis. Findings The development of school–enterprise cooperation in China's vocational education can be divided into four stages: spontaneous development (Stage 1), central position establishment (Stage 2), systematic design (Stage 3), and institutional construction (Stage 4). After years of practice and exploration, China's school–enterprise cooperation has made impressive achievements, but also has several problems that require further improvement. Originality/Value This study examined over 40 years of history of the development of vocational school–enterprise cooperation in China, providing a useful reference for learning and understanding Chinese vocational education.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"6 1","pages":"433 - 450"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42939283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.1177/20965311231168422
Iván Matovich, Tomás Esper
New philanthropy develops new forms of policy “problem-solving” through the influx of private actors’ money and ideas. It adopts singular configurations across different policy spaces, with implications for education governance. We address this phenomenon by analyzing the Varkey Foundation's (VF) “landing” and “expansion” in Latin America. VF is a global philanthropic organization registered in the United Kingdom in 2011 with a main hub in Argentina, where it landed in 2017. We use network ethnography to examine the influence of new philanthropy on education governance as this phenomenon demands new methods to grasp the “realities” of governing beyond conventional ways and understanding policy mobilities. Results indicate how VF “landed” in a little pro-market space via productive uses of policy networks. The second phase of data collection and analysis presents further consolidation of VF in Argentina, its expansion into Latin America, and its establishment as a legitimate education policy actor. This study provides new evidence and insights into how policy networks enable new philanthropy to land and consolidate within national boundaries and, later, across the region as a legitimate actor in education.
{"title":"Following New Philanthropy by Network Ethnography: How Did the Varkey Foundation Land and Expand in Latin America?","authors":"Iván Matovich, Tomás Esper","doi":"10.1177/20965311231168422","DOIUrl":"https://doi.org/10.1177/20965311231168422","url":null,"abstract":"New philanthropy develops new forms of policy “problem-solving” through the influx of private actors’ money and ideas. It adopts singular configurations across different policy spaces, with implications for education governance. We address this phenomenon by analyzing the Varkey Foundation's (VF) “landing” and “expansion” in Latin America. VF is a global philanthropic organization registered in the United Kingdom in 2011 with a main hub in Argentina, where it landed in 2017. We use network ethnography to examine the influence of new philanthropy on education governance as this phenomenon demands new methods to grasp the “realities” of governing beyond conventional ways and understanding policy mobilities. Results indicate how VF “landed” in a little pro-market space via productive uses of policy networks. The second phase of data collection and analysis presents further consolidation of VF in Argentina, its expansion into Latin America, and its establishment as a legitimate education policy actor. This study provides new evidence and insights into how policy networks enable new philanthropy to land and consolidate within national boundaries and, later, across the region as a legitimate actor in education.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43624647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-24DOI: 10.1177/20965311231170021
Yu Song (宋郁), Yuchen Shi (石雨晨)
The purpose of this study is to promote the understanding of the nature, development, and evaluation of argumentative competence so that teachers can feel more confident about incorporating argumentative activities into their teaching practices and assess and cultivate students’ argumentative competencies more effectively. The authors invited Dr. Deanna Kuhn to elaborate on her research findings and theoretical underpinnings regarding her 30 years of research that combined educational, psychological, and philosophical perspectives to conduct argumentation studies. She asserted that argument should be studied not only as an individual skill but also as a social and cultural practice. She promoted the dialogic argumentation approach as a pathway for developing argumentative competence. She also emphasized that an integrated framework that links the cognitive, metacognitive, epistemological, and affective aspects of argumentative competence holds great promise to advance not only the theoretical study of argumentation but also the related empirical research, classroom practices, and evaluation reforms. Dr. Kuhn clarified key issues regarding the nature and development of argumentative competencies and elaborated on the values and implementations of the dialogic argumentation approach across cultures. She suggested that future researchers should study argumentation within a more integrative framework.
{"title":"Understanding, Evaluating, and Promoting the Development of Argumentative Competence: An Interview With Dr. Deanna Kuhn From Teachers College, Columbia University","authors":"Yu Song (宋郁), Yuchen Shi (石雨晨)","doi":"10.1177/20965311231170021","DOIUrl":"https://doi.org/10.1177/20965311231170021","url":null,"abstract":"The purpose of this study is to promote the understanding of the nature, development, and evaluation of argumentative competence so that teachers can feel more confident about incorporating argumentative activities into their teaching practices and assess and cultivate students’ argumentative competencies more effectively. The authors invited Dr. Deanna Kuhn to elaborate on her research findings and theoretical underpinnings regarding her 30 years of research that combined educational, psychological, and philosophical perspectives to conduct argumentation studies. She asserted that argument should be studied not only as an individual skill but also as a social and cultural practice. She promoted the dialogic argumentation approach as a pathway for developing argumentative competence. She also emphasized that an integrated framework that links the cognitive, metacognitive, epistemological, and affective aspects of argumentative competence holds great promise to advance not only the theoretical study of argumentation but also the related empirical research, classroom practices, and evaluation reforms. Dr. Kuhn clarified key issues regarding the nature and development of argumentative competencies and elaborated on the values and implementations of the dialogic argumentation approach across cultures. She suggested that future researchers should study argumentation within a more integrative framework.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43517769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-19DOI: 10.1177/20965311231169795
Curtis J. Bonk, Meina Zhu (朱美娜)
We describe a series of more than a dozen studies on self-directed online learning spanning over a decade. We incorporated surveys, interviews, focus groups, and content analyses into these research studies, which initially targeted the goals, motivations, and challenges of learners using open educational resources and OpenCourseWare and then focused on learning from massive open online courses (MOOCs). This research accelerated after creating a database of over 3,000 MOOC instructors, through which we explored cultural sensitivity and personalization practices in MOOCs as well as instructional design considerations and challenges, MOOC instructor professional development and career development, instructor motivation and engagement, and student and instructor perceptions of self-directed learning. This study reveals that self-directed online learners (SDOLs) seek learning environments offering freedom, choice, control, and a sense of autonomy and that both learners and instructors have intrinsic motivation for engaging in open online learning environments. Based on this research with both MOOC instructors and MOOC learners, we offer instructional design guidelines to address SDOLs’ needs and assist in efforts to foster a new generation of SDOLs.
{"title":"On the Trail of Self-Directed Online Learners","authors":"Curtis J. Bonk, Meina Zhu (朱美娜)","doi":"10.1177/20965311231169795","DOIUrl":"https://doi.org/10.1177/20965311231169795","url":null,"abstract":"We describe a series of more than a dozen studies on self-directed online learning spanning over a decade. We incorporated surveys, interviews, focus groups, and content analyses into these research studies, which initially targeted the goals, motivations, and challenges of learners using open educational resources and OpenCourseWare and then focused on learning from massive open online courses (MOOCs). This research accelerated after creating a database of over 3,000 MOOC instructors, through which we explored cultural sensitivity and personalization practices in MOOCs as well as instructional design considerations and challenges, MOOC instructor professional development and career development, instructor motivation and engagement, and student and instructor perceptions of self-directed learning. This study reveals that self-directed online learners (SDOLs) seek learning environments offering freedom, choice, control, and a sense of autonomy and that both learners and instructors have intrinsic motivation for engaging in open online learning environments. Based on this research with both MOOC instructors and MOOC learners, we offer instructional design guidelines to address SDOLs’ needs and assist in efforts to foster a new generation of SDOLs.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49355188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-19DOI: 10.1177/20965311231168423
Jiahong Su (苏嘉红), Weipeng Yang (杨伟鹏)
Purpose Artificial intelligence (AI) chatbots, such as ChatGPT and GPT-4, developed by OpenAI, have the potential to revolutionize education. This study explores the potential benefits and challenges of using ChatGPT in education (or “educative AI”). Design/Approach/Methods This paper proposes a theoretical framework called “IDEE” for educative AI such as using ChatGPT and other generative AI in education, which includes identifying the desired outcomes, determining the appropriate level of automation, ensuring ethical considerations, and evaluating effectiveness. Findings The benefits of using ChatGPT in education or more generally, educative AI, include a more personalized and efficient learning experience for students as well as easier and faster feedback for teachers. However, challenges such as the untested effectiveness of the technology, limitations in the quality of data, and ethical and safety concerns must also be considered. Originality/Value This study explored the opportunities and challenges of using ChatGPT in education within the proposed theoretical framework.
{"title":"Unlocking the Power of ChatGPT: A Framework for Applying Generative AI in Education","authors":"Jiahong Su (苏嘉红), Weipeng Yang (杨伟鹏)","doi":"10.1177/20965311231168423","DOIUrl":"https://doi.org/10.1177/20965311231168423","url":null,"abstract":"Purpose Artificial intelligence (AI) chatbots, such as ChatGPT and GPT-4, developed by OpenAI, have the potential to revolutionize education. This study explores the potential benefits and challenges of using ChatGPT in education (or “educative AI”). Design/Approach/Methods This paper proposes a theoretical framework called “IDEE” for educative AI such as using ChatGPT and other generative AI in education, which includes identifying the desired outcomes, determining the appropriate level of automation, ensuring ethical considerations, and evaluating effectiveness. Findings The benefits of using ChatGPT in education or more generally, educative AI, include a more personalized and efficient learning experience for students as well as easier and faster feedback for teachers. However, challenges such as the untested effectiveness of the technology, limitations in the quality of data, and ethical and safety concerns must also be considered. Originality/Value This study explored the opportunities and challenges of using ChatGPT in education within the proposed theoretical framework.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"6 1","pages":"355 - 366"},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42857449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-19DOI: 10.1177/20965311231167194
Peter Kamtungtuang Suante, M. Bray
The growing literature on private supplementary tutoring, widely known as shadow education, addresses multiple dimensions and roles. However, many studies inadequately capture the diversity and implications of different forms of tutoring. This paper examines these matters in Myanmar, highlighting complexities and ambiguities in descriptors and in the nature of provision. Using a mixed-methods design, this study was conducted in Mandalay Region and Chin State. The data were obtained from interviews with 110 Grade 11 students, 34 high school teachers, 30 parents, 29 private tutoring providers, and two private school owners. The article categorizes tutoring forms based on their styles and orientations, particularly lecture-type teaching and homework supervision by guides, class sizes, durations of fee-charging (e.g., annually), the number of subjects taught per tutor, and tutoring locations. The study brings the topic out of the shadows for clearer analysis of the phenomenon and thus for assessment of its implications. The study makes a methodological contribution to the wider picture by demonstrating the need for greater clarity and precision in the national and international comparative literatures. It also underscores shortcomings of predetermined categories in questionnaires and the value of qualitative interviews.
{"title":"Researching Forms of Shadow Education: Methodological Challenges and Complexities of Private Supplementary Tutoring in Myanmar","authors":"Peter Kamtungtuang Suante, M. Bray","doi":"10.1177/20965311231167194","DOIUrl":"https://doi.org/10.1177/20965311231167194","url":null,"abstract":"The growing literature on private supplementary tutoring, widely known as shadow education, addresses multiple dimensions and roles. However, many studies inadequately capture the diversity and implications of different forms of tutoring. This paper examines these matters in Myanmar, highlighting complexities and ambiguities in descriptors and in the nature of provision. Using a mixed-methods design, this study was conducted in Mandalay Region and Chin State. The data were obtained from interviews with 110 Grade 11 students, 34 high school teachers, 30 parents, 29 private tutoring providers, and two private school owners. The article categorizes tutoring forms based on their styles and orientations, particularly lecture-type teaching and homework supervision by guides, class sizes, durations of fee-charging (e.g., annually), the number of subjects taught per tutor, and tutoring locations. The study brings the topic out of the shadows for clearer analysis of the phenomenon and thus for assessment of its implications. The study makes a methodological contribution to the wider picture by demonstrating the need for greater clarity and precision in the national and international comparative literatures. It also underscores shortcomings of predetermined categories in questionnaires and the value of qualitative interviews.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42819281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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