Adam Kao-Wen Weng, Hsiao-Yun Chang, Kuei-Kuei Lai, Yih-Bey Lin
The advent of the digital era has catalyzed transformative shifts in educational paradigms, seamlessly integrating sustainable education with innovative pedagogical approaches that cater to a broader spectrum of learners and educators. As the academic landscape evolves into an information-dense environment, traditional models of one-on-one feedback often fall short, resulting in delays and a lack of diverse intellectual engagement. This shift underscores the growing importance of peer feedback and asynchronous post-lesson feedback mechanisms, which have emerged as vital, process-oriented educational activities. Such mechanisms not only address the immediacy and diversity of feedback but also foster a sustainable, collaborative, and engaging learning environment that bolsters student autonomy and interaction. This study conducts a mapping review and synthesis of the literature on peer interaction, assessment, and participatory innovations in online and mobile learning within higher education, covering the period from 1993 to 2022. By employing topic modeling techniques to analyze a corpus of 485 articles, the literature was initially segmented into 19 distinct issues. These were subsequently consolidated into three major thematic models, thereby highlighting significant themes, research focal points, and prospective trends. This analytical process not only enriches the understanding of peer dynamics in digital learning settings but also integrates sustainable educational practices by promoting resource efficiency and inclusivity. The findings serve as a robust reference for future researchers aiming to explore the intersections of technology, peer interaction, and sustainability in educational settings.
{"title":"Topic Modeling on Peer Interaction in Online and Mobile Learning of Higher Education: 1993–2022","authors":"Adam Kao-Wen Weng, Hsiao-Yun Chang, Kuei-Kuei Lai, Yih-Bey Lin","doi":"10.3390/educsci14080867","DOIUrl":"https://doi.org/10.3390/educsci14080867","url":null,"abstract":"The advent of the digital era has catalyzed transformative shifts in educational paradigms, seamlessly integrating sustainable education with innovative pedagogical approaches that cater to a broader spectrum of learners and educators. As the academic landscape evolves into an information-dense environment, traditional models of one-on-one feedback often fall short, resulting in delays and a lack of diverse intellectual engagement. This shift underscores the growing importance of peer feedback and asynchronous post-lesson feedback mechanisms, which have emerged as vital, process-oriented educational activities. Such mechanisms not only address the immediacy and diversity of feedback but also foster a sustainable, collaborative, and engaging learning environment that bolsters student autonomy and interaction. This study conducts a mapping review and synthesis of the literature on peer interaction, assessment, and participatory innovations in online and mobile learning within higher education, covering the period from 1993 to 2022. By employing topic modeling techniques to analyze a corpus of 485 articles, the literature was initially segmented into 19 distinct issues. These were subsequently consolidated into three major thematic models, thereby highlighting significant themes, research focal points, and prospective trends. This analytical process not only enriches the understanding of peer dynamics in digital learning settings but also integrates sustainable educational practices by promoting resource efficiency and inclusivity. The findings serve as a robust reference for future researchers aiming to explore the intersections of technology, peer interaction, and sustainability in educational settings.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"49 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141923942","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}
Marien Alet Graham, Guillaume Matthys Kruger, L. van Ryneveld
ICT integration in the classroom is viewed as a panacea towards resolving education challenges. A quantitative approach using South African Trends in International Mathematics and Science Studies (TIMSS) 2019 Grades 5&9 data with a positivist philosophical stance was used to explore ICT use. For a long time, most school research took the form of small-scale qualitative studies, such as case studies or critical policy studies; however, research in education has witnessed an increasing demand for high-quality, large-scale quantitative studies such as the current study. TIMSS utilised a two-stage stratified cluster sampling design, sampling schools by size and selecting intact classes. This study focusses on South Africa where 297 schools, 294 mathematics teachers, and 11,903 students were sampled at Grade 5 level, and, at Grade 9 level, the sample consisted of 519 schools, 543 mathematics teachers and 20,829 students. More than 50% of students attend schools lacking computers/tablets, a figure that rises to nearly 90% concerning their availability in classrooms. Less than half of students attend schools utilising online learning systems or providing digital resources. Principals in approximately half the schools indicated shortages/inadequacies in technologically competent staff, and audio-visual and computer technology/software resources. Approximately 80% of teachers expressed interest in future technology integration training for both grades when surveyed. Over half of the students lacked home internet access; however, the majority had access to cell phones and computers/tablets at home. In tailoring this study to the South African context, a novel model for ICT integration emerged which draws upon the Dynamic Model of Educational Effectiveness and the TIMSS curriculum model. Recommendations for improving policy and practice in ICT implementation in schools are structured around the new model.
{"title":"Developing a Novel Model for ICT Integration in South African Education: Insights from TIMSS","authors":"Marien Alet Graham, Guillaume Matthys Kruger, L. van Ryneveld","doi":"10.3390/educsci14080865","DOIUrl":"https://doi.org/10.3390/educsci14080865","url":null,"abstract":"ICT integration in the classroom is viewed as a panacea towards resolving education challenges. A quantitative approach using South African Trends in International Mathematics and Science Studies (TIMSS) 2019 Grades 5&9 data with a positivist philosophical stance was used to explore ICT use. For a long time, most school research took the form of small-scale qualitative studies, such as case studies or critical policy studies; however, research in education has witnessed an increasing demand for high-quality, large-scale quantitative studies such as the current study. TIMSS utilised a two-stage stratified cluster sampling design, sampling schools by size and selecting intact classes. This study focusses on South Africa where 297 schools, 294 mathematics teachers, and 11,903 students were sampled at Grade 5 level, and, at Grade 9 level, the sample consisted of 519 schools, 543 mathematics teachers and 20,829 students. More than 50% of students attend schools lacking computers/tablets, a figure that rises to nearly 90% concerning their availability in classrooms. Less than half of students attend schools utilising online learning systems or providing digital resources. Principals in approximately half the schools indicated shortages/inadequacies in technologically competent staff, and audio-visual and computer technology/software resources. Approximately 80% of teachers expressed interest in future technology integration training for both grades when surveyed. Over half of the students lacked home internet access; however, the majority had access to cell phones and computers/tablets at home. In tailoring this study to the South African context, a novel model for ICT integration emerged which draws upon the Dynamic Model of Educational Effectiveness and the TIMSS curriculum model. Recommendations for improving policy and practice in ICT implementation in schools are structured around the new model.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"32 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924506","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}
Alejandra Bedoya-Guerrero, Andrea Basantes-Andrade, Francisco Orlando Rosales, Miguel Naranjo-Toro, Rocio León-Carlosama
In the current context, with the growing influence of Artificial Intelligence, soft skills emerge as a crucial and distinctive factor for professionals. This research focuses on assessing the relationship between soft skills and their importance in the employability of online graduate students. A mixed methodological, non-experimental and explanatory level approach was used; a sample of 192 online graduate students from a university in northern Ecuador was analyzed. Data collection was carried out through an online survey, validated with a Cronbach’s Alpha coefficient of 93.2%. The survey addressed socioeconomic data and the evaluation of soft skills through a 30-question questionnaire with a five-point Likert scale. According to the students’ perception, the soft skills most in demand for employability are leadership and teamwork. After the reduction of dimensions using multiple correspondence analysis (MCA), respondents were classified into three clusters. Individuals in clusters one and three developed soft skills such as self-regulation, effective communication, leadership and innovation.
{"title":"Soft Skills and Employability of Online Graduate Students","authors":"Alejandra Bedoya-Guerrero, Andrea Basantes-Andrade, Francisco Orlando Rosales, Miguel Naranjo-Toro, Rocio León-Carlosama","doi":"10.3390/educsci14080864","DOIUrl":"https://doi.org/10.3390/educsci14080864","url":null,"abstract":"In the current context, with the growing influence of Artificial Intelligence, soft skills emerge as a crucial and distinctive factor for professionals. This research focuses on assessing the relationship between soft skills and their importance in the employability of online graduate students. A mixed methodological, non-experimental and explanatory level approach was used; a sample of 192 online graduate students from a university in northern Ecuador was analyzed. Data collection was carried out through an online survey, validated with a Cronbach’s Alpha coefficient of 93.2%. The survey addressed socioeconomic data and the evaluation of soft skills through a 30-question questionnaire with a five-point Likert scale. According to the students’ perception, the soft skills most in demand for employability are leadership and teamwork. After the reduction of dimensions using multiple correspondence analysis (MCA), respondents were classified into three clusters. Individuals in clusters one and three developed soft skills such as self-regulation, effective communication, leadership and innovation.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"53 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141923618","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}
S. Kharroubi, Iman Tannir, Rasha Abu El Hassan, Rouba Ballout
Background: The expansion of artificial intelligence (AI) across diverse sectors worldwide demands an understanding of its impact on future generations. The studies of its influence on university students’ behavior and application in Lebanon are still limited. The present study aimed to explore the knowledge, attitudes, and practices (KAPs) of university students regarding AI and to identify factors affecting these dimensions. Methods: An online questionnaire (n = 457) was distributed to university students who were at least 18 years of age across Lebanon. Results: The results revealed that a significant majority (97.2%) of the participants were familiar with AI, from which 43% demonstrated a high level of knowledge. Furthermore, attitude toward AI role and integration in academic and professional paths was moderately satisfactory (43%), although it was reportedly used by 75% of students throughout their university years. There was a significant association between knowledge levels and sociodemographic factors such as age, sex, source of AI-related information, and knowledge rating (p < 0.05), whereas the academic major and knowledge rating affected attitudes toward AI (p < 0.05). Conclusion: These findings support the incorporation of AI education within the curriculum to increase acceptance of AI as a modern tool enhancing various sectors and serving as a facilitator for teaching and learning processes.
{"title":"Knowledge, Attitude, and Practices toward Artificial Intelligence among University Students in Lebanon","authors":"S. Kharroubi, Iman Tannir, Rasha Abu El Hassan, Rouba Ballout","doi":"10.3390/educsci14080863","DOIUrl":"https://doi.org/10.3390/educsci14080863","url":null,"abstract":"Background: The expansion of artificial intelligence (AI) across diverse sectors worldwide demands an understanding of its impact on future generations. The studies of its influence on university students’ behavior and application in Lebanon are still limited. The present study aimed to explore the knowledge, attitudes, and practices (KAPs) of university students regarding AI and to identify factors affecting these dimensions. Methods: An online questionnaire (n = 457) was distributed to university students who were at least 18 years of age across Lebanon. Results: The results revealed that a significant majority (97.2%) of the participants were familiar with AI, from which 43% demonstrated a high level of knowledge. Furthermore, attitude toward AI role and integration in academic and professional paths was moderately satisfactory (43%), although it was reportedly used by 75% of students throughout their university years. There was a significant association between knowledge levels and sociodemographic factors such as age, sex, source of AI-related information, and knowledge rating (p < 0.05), whereas the academic major and knowledge rating affected attitudes toward AI (p < 0.05). Conclusion: These findings support the incorporation of AI education within the curriculum to increase acceptance of AI as a modern tool enhancing various sectors and serving as a facilitator for teaching and learning processes.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"52 36","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141923639","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}
The Community of Inquiry (CoI) has increased in popularity in almost 25 years due to its adaptability which has spanned from asynchronous text-based environments up to a wide range of different settings. The CoI identifies the mutual interaction of three dimensions named presences. The survey to detect the perception of presences is a Likert-scale survey based on 34 items arranged in 10 subscales which are assigned as follows: 4 to teaching presence, 3 to social presence, and 3 to cognitive presence. Several studies identified alternative arrangements of the main components as a result of EFA and CFA. Consequently, the exploration of alternative settings keeps on revealing variations in the way presences interact with each other. The ongoing debate about whether to add a fourth dimension, specifically learning presence, has produced numerous publications but no definitive revised version of the survey. This study suggests an extension of the classical survey by incorporating a supplementary set of 12 items related to learning presence inspired by the theory of heutagogy (or self-determined learning). The sample for the experimental four-dimensional CoI framework comprised 55 university students. The analysis investigated the internal correlations of this extended survey, revealing positive expectations and opportunities for further adaptations.
近 25 年来，"探究社区"（Community of Inquiry，CoI）因其适应性强，从基于文本的异步环境到各种不同的环境，越来越受欢迎。CoI 确定了名为 "存在 "的三个维度的相互影响。检测存在感的调查采用李克特量表调查，基于 10 个分量表中的 34 个项目：教学临场感为 4 分，社会临场感为 3 分，认知临场感为 3 分。有几项研究根据 EFA 和 CFA 的结果确定了主要组成部分的替代安排。因此，对其他设置的探索不断揭示出临场感相互作用方式的变化。关于是否增加第四个维度（特别是学习临场感）的争论一直没有停止过，虽然发表了许多文章，但却没有对调查问卷进行明确的修订。本研究建议对经典调查进行扩展，在 heutagogy（或自决学习）理论的启发下，增加与学习临场感相关的 12 个补充项目。实验性四维 CoI 框架的样本包括 55 名大学生。分析调查了这一扩展调查的内部相关性，揭示了积极的期望和进一步调整的机会。
{"title":"Measuring Learning Presence as Fourth Dimension in the Community of Inquiry Survey: Defining Self-Regulation Items and Subscales through a Heutagogical Approach","authors":"Salvatore Nizzolino, A. Canals","doi":"10.3390/educsci14080862","DOIUrl":"https://doi.org/10.3390/educsci14080862","url":null,"abstract":"The Community of Inquiry (CoI) has increased in popularity in almost 25 years due to its adaptability which has spanned from asynchronous text-based environments up to a wide range of different settings. The CoI identifies the mutual interaction of three dimensions named presences. The survey to detect the perception of presences is a Likert-scale survey based on 34 items arranged in 10 subscales which are assigned as follows: 4 to teaching presence, 3 to social presence, and 3 to cognitive presence. Several studies identified alternative arrangements of the main components as a result of EFA and CFA. Consequently, the exploration of alternative settings keeps on revealing variations in the way presences interact with each other. The ongoing debate about whether to add a fourth dimension, specifically learning presence, has produced numerous publications but no definitive revised version of the survey. This study suggests an extension of the classical survey by incorporating a supplementary set of 12 items related to learning presence inspired by the theory of heutagogy (or self-determined learning). The sample for the experimental four-dimensional CoI framework comprised 55 university students. The analysis investigated the internal correlations of this extended survey, revealing positive expectations and opportunities for further adaptations.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"21 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141925200","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}
(1) Background: The number of university students experiencing mental health problems has been a growing concern over recent decades, and support for them is now considered an inevitable part of the role of an academic. Research into the role of the academic reveals ambiguous expectations and weak support regarding their pastoral responsibilities, leading to a lack of confidence when dealing with student mental health concerns. (2) Methods: Following previous research, the present preliminary study employed an online survey (N = 43) in three schools at a university in the East of England to identify academics’ current confidence in supporting student mental health. This addressed four subscales: (i) identifying mental health concerns in students, (ii) approaching and discussing mental health concerns with students, (iii) academics’ knowledge concerning the central support services available within the university, and (iv) academics’ skills in providing ongoing support for student mental health and wellbeing. (3) Results: Female respondents scored higher than males on their knowledge concerning the central student mental health support services within the university, and 60+-year-old lecturers were least confident in identifying mental health concerns compared to 40–49- and 50–59-year-olds. (4) Conclusions: Recommendations for interventions include mental health awareness training, policy development, and a precise and nuanced description of an academic’s pastoral role and responsibilities to ensure that students receive appropriate and sufficient psychological support.
{"title":"Staff Confidence in Supporting Student Mental Health: Outcomes from a Survey","authors":"Ellice Whyte, Helen Payne, Bruce Hajilou","doi":"10.3390/educsci14080869","DOIUrl":"https://doi.org/10.3390/educsci14080869","url":null,"abstract":"(1) Background: The number of university students experiencing mental health problems has been a growing concern over recent decades, and support for them is now considered an inevitable part of the role of an academic. Research into the role of the academic reveals ambiguous expectations and weak support regarding their pastoral responsibilities, leading to a lack of confidence when dealing with student mental health concerns. (2) Methods: Following previous research, the present preliminary study employed an online survey (N = 43) in three schools at a university in the East of England to identify academics’ current confidence in supporting student mental health. This addressed four subscales: (i) identifying mental health concerns in students, (ii) approaching and discussing mental health concerns with students, (iii) academics’ knowledge concerning the central support services available within the university, and (iv) academics’ skills in providing ongoing support for student mental health and wellbeing. (3) Results: Female respondents scored higher than males on their knowledge concerning the central student mental health support services within the university, and 60+-year-old lecturers were least confident in identifying mental health concerns compared to 40–49- and 50–59-year-olds. (4) Conclusions: Recommendations for interventions include mental health awareness training, policy development, and a precise and nuanced description of an academic’s pastoral role and responsibilities to ensure that students receive appropriate and sufficient psychological support.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"34 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924824","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}
Within this integrative review, cognitive load theory (CLT) is asserted as a powerful framework for conceptualizing human cognitive processes within learning. The relationship between cognition and emotion is then examined and further integrated within the scope of CLT. Emotion regulation strategies are discussed and adaptive strategies are proposed as being of particular relevance to broadening the theoretical and practical impacts of CLT. Central to the argument of this review is the use of cognitive reappraisal as a potential mitigator of cognitive load. Cognitive reappraisal involves reframing or reassessing understandings or beliefs that underlie an emotional response, which may mitigate cognitive load imposed by maladaptive emotion. It is proposed that effectively integrating adaptive emotion regulation strategies such as cognitive reappraisal in our pursuit of more effective cognitive functioning will aid in the development of a more integrated model of cognition and emotion within CLT.
{"title":"Cognitive Reappraisal: The Bridge between Cognitive Load and Emotion","authors":"Rebecca Brockbank, David F. Feldon","doi":"10.3390/educsci14080870","DOIUrl":"https://doi.org/10.3390/educsci14080870","url":null,"abstract":"Within this integrative review, cognitive load theory (CLT) is asserted as a powerful framework for conceptualizing human cognitive processes within learning. The relationship between cognition and emotion is then examined and further integrated within the scope of CLT. Emotion regulation strategies are discussed and adaptive strategies are proposed as being of particular relevance to broadening the theoretical and practical impacts of CLT. Central to the argument of this review is the use of cognitive reappraisal as a potential mitigator of cognitive load. Cognitive reappraisal involves reframing or reassessing understandings or beliefs that underlie an emotional response, which may mitigate cognitive load imposed by maladaptive emotion. It is proposed that effectively integrating adaptive emotion regulation strategies such as cognitive reappraisal in our pursuit of more effective cognitive functioning will aid in the development of a more integrated model of cognition and emotion within CLT.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"54 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141923988","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}
There is a growing demand for advanced education from mature learners who seek postgraduate qualifications whilst maintaining career and family responsibilities, but recent research has identified concerns regarding their well-being. This study assesses students’ emotional well-being and examines how well-being is associated with the way students learn and the grades they receive. In a survey of 206 part-time postgraduate students who worked for 30 or more hours a week, we assessed activated aspects of affective well-being (in the form of self-reported anxiety and enthusiasm), learning behaviour, and grades. We observed positive relationships between anxiety, enthusiasm, and learning behaviour and grades. Our results suggest that learning behaviour mediates the relationship between positively activated well-being (enthusiasm) and grades and that negatively activated emotional well-being (anxiety) moderates the effect of lifelong learning on grades. The implications for theory and practice are discussed.
{"title":"An Exploration of the Relationships between Emotional Well-Being, Learning Behaviour, and Academic Success in Postgraduate Students Who Combine Work with Study","authors":"S. Geertshuis, Qian Liu","doi":"10.3390/educsci14080868","DOIUrl":"https://doi.org/10.3390/educsci14080868","url":null,"abstract":"There is a growing demand for advanced education from mature learners who seek postgraduate qualifications whilst maintaining career and family responsibilities, but recent research has identified concerns regarding their well-being. This study assesses students’ emotional well-being and examines how well-being is associated with the way students learn and the grades they receive. In a survey of 206 part-time postgraduate students who worked for 30 or more hours a week, we assessed activated aspects of affective well-being (in the form of self-reported anxiety and enthusiasm), learning behaviour, and grades. We observed positive relationships between anxiety, enthusiasm, and learning behaviour and grades. Our results suggest that learning behaviour mediates the relationship between positively activated well-being (enthusiasm) and grades and that negatively activated emotional well-being (anxiety) moderates the effect of lifelong learning on grades. The implications for theory and practice are discussed.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"2 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141922090","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}
Rebecca Elizabeth Vieyra, Colleen Megowan-Romanowicz, Kathi Fisler, Benjamin S. Lerner, J. Politz, S. Krishnamurthi
Teaching computation in science courses can enhance science education, but doing so requires that teachers expand the vision of their discipline beyond the traditional view of science presented in most curricula. This article describes a design-based research (DBR) program that included collaboration among high school teachers and professional development leaders in physics and computer science education. Through three years of professional development and teacher-led development, field testing, and refinement of integrated curricular resources, we have combined instructional modeling practices, physical lab materials, and computer programming activities. One of the outcomes is a co-created framework for the integration of computational modeling into physics that is sensitive to teachers’ interests and expressed needs in addition to learning goals. This framework merges two evidence-based approaches to teaching: Bootstrap:Algebra, a web-based computing curriculum that emphasizes using multiple representations of functions and scaffolds that make the programming process explicit, and Modeling Instruction in physics, an approach that emphasizes the use of conceptual models, modeling practices and representational tools. In doing so, we uncover the need to balance teachers’ visions for integration opportunities with practical instructional needs and emphasize that frameworks for integration need to reflect teachers’ values and goals.
{"title":"Expanding Models for Physics Teaching: A Framework for the Integration of Computational Modeling","authors":"Rebecca Elizabeth Vieyra, Colleen Megowan-Romanowicz, Kathi Fisler, Benjamin S. Lerner, J. Politz, S. Krishnamurthi","doi":"10.3390/educsci14080861","DOIUrl":"https://doi.org/10.3390/educsci14080861","url":null,"abstract":"Teaching computation in science courses can enhance science education, but doing so requires that teachers expand the vision of their discipline beyond the traditional view of science presented in most curricula. This article describes a design-based research (DBR) program that included collaboration among high school teachers and professional development leaders in physics and computer science education. Through three years of professional development and teacher-led development, field testing, and refinement of integrated curricular resources, we have combined instructional modeling practices, physical lab materials, and computer programming activities. One of the outcomes is a co-created framework for the integration of computational modeling into physics that is sensitive to teachers’ interests and expressed needs in addition to learning goals. This framework merges two evidence-based approaches to teaching: Bootstrap:Algebra, a web-based computing curriculum that emphasizes using multiple representations of functions and scaffolds that make the programming process explicit, and Modeling Instruction in physics, an approach that emphasizes the use of conceptual models, modeling practices and representational tools. In doing so, we uncover the need to balance teachers’ visions for integration opportunities with practical instructional needs and emphasize that frameworks for integration need to reflect teachers’ values and goals.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"42 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141929417","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}
A. Gorbunova, C. Lange, Alexander Savelyev, Kseniia Adamovich, J. Costley
Learner control allows for greater autonomy and is supposed to benefit learning motivation, but it might be more advantageous for students with specific learner characteristics. The current study looks into the relationships between self-regulated learning, cognitive load, and performance within learner-controlled environments. The research was conducted in an asynchronous online setting, allowing for learner control. Cognitive load and self-regulated learning were measured using self-report questionnaires. Performance was assessed through case solutions. The participants were 97 graduate law students studying the civil code. Analysis based on structural equation modeling showed that both prior knowledge and self-regulated learning skills significantly contribute to the increase in germane cognitive load and are positively correlated with performance. The implications of these findings underscore the critical role of prior knowledge and self-regulated learning skills in shaping the cognitive processes involved in learning, ultimately impacting academic achievement. These results emphasize the need for careful consideration of learner-control options in asynchronous online environments.
{"title":"The Interplay of Self-Regulated Learning, Cognitive Load, and Performance in Learner-Controlled Environments","authors":"A. Gorbunova, C. Lange, Alexander Savelyev, Kseniia Adamovich, J. Costley","doi":"10.3390/educsci14080860","DOIUrl":"https://doi.org/10.3390/educsci14080860","url":null,"abstract":"Learner control allows for greater autonomy and is supposed to benefit learning motivation, but it might be more advantageous for students with specific learner characteristics. The current study looks into the relationships between self-regulated learning, cognitive load, and performance within learner-controlled environments. The research was conducted in an asynchronous online setting, allowing for learner control. Cognitive load and self-regulated learning were measured using self-report questionnaires. Performance was assessed through case solutions. The participants were 97 graduate law students studying the civil code. Analysis based on structural equation modeling showed that both prior knowledge and self-regulated learning skills significantly contribute to the increase in germane cognitive load and are positively correlated with performance. The implications of these findings underscore the critical role of prior knowledge and self-regulated learning skills in shaping the cognitive processes involved in learning, ultimately impacting academic achievement. These results emphasize the need for careful consideration of learner-control options in asynchronous online environments.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"120 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141926147","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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