Educational Research Review

  • Four key challenges to the design of blended learning: A systematic literature review
    Publication date: November 2017
    Source:Educational Research Review, Volume 22

    Author(s): Ruth Boelens, Bram De Wever, Michiel Voet

    The design of blended learning environments brings with it four key challenges: (1) incorporating flexibility, (2) stimulating interaction, (3) facilitating students’ learning processes, and (4) fostering an affective learning climate. Seeing that attempts to resolve these challenges are fragmented across the literature, a systematic review was performed. Starting from 640 sources, 20 studies on the design of blended learning environments were selected through a staged procedure based on the guidelines of the PRISMA statement, using predefined selection criteria. For each study, the instructional activities for dealing with these four challenges were analyzed by two coders. The results show that few studies offer learners control over the realization of the blend. Social interaction is generally stimulated through introductory face-to-face meetings, while personalization and monitoring of students’ learning progress is commonly organized through online instructional activities. Finally, little attention is paid to instructional activities that foster an affective learning climate.





  • Editorial Board / Publication Information
    Publication date: June 2017
    Source:Educational Research Review, Volume 21









  • Systematically reviewing the potential of concept mapping technologies to promote self-regulated learning in primary and secondary science education
    Publication date: June 2017
    Source:Educational Research Review, Volume 21

    Author(s): Matt P. Stevenson, Rikke Hartmeyer, Peter Bentsen

    We systematically searched five databases to assess the potential of concept mapping-based technologies to promote self-regulated learning in science education. Our search uncovered 17 relevant studies that investigated seven different types of learning technologies. We performed a narrative analysis assessing how each technology affects self-regulated learning through cognitive, metacognitive, and motivation strategies, according to Schraw et al. (2006)’s model. We suggest concept mapping technologies may affect self-regulated learning through enhancing these strategies to varying degrees. Computer software was particularly useful for developing cognitive strategies through ease of use. Teaching agents were particularly useful for developing metacognitive strategies by coupling visualisation of knowledge patterns with performance monitoring, aided by a teaching metaphor. Finally, mobile devices and teaching agents were most effective in enhancing motivation. Effects on knowledge gains remain unclear due to small sample sizes.





  • Socialising Epistemic Cognition
    Publication date: June 2017
    Source:Educational Research Review, Volume 21

    Author(s): Simon Knight, Karen Littleton

    We draw on recent accounts of social epistemology to present a novel account of epistemic cognition that is ‘socialised’. In developing this account we foreground the: normative and pragmatic nature of knowledge claims; functional role that ‘to know’ plays when agents say they ‘know x’; the social context in which such claims occur at a macro level, including disciplinary and cultural context; and the communicative context in which such claims occur, the ways in which individuals and small groups express and construct (or co-construct) their knowledge claims. We frame prior research in terms of this new approach to provide an exemplification of its application. Practical implications for research and learning contexts are highlighted, suggesting a re-focussing of analysis on the collective level, and the ways knowledge-standards emerge from group-activity, as a communicative property of that activity.





  • Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis
    Publication date: June 2017
    Source:Educational Research Review, Volume 21

    Author(s): Grzegorz Szumski, Joanna Smogorzewska, Maciej Karwowski

    This article presents a meta-analysis that attempts to establish how the presence of students with special educational needs in the classroom impacts students without special educational needs. We meta-analyzed 47 studies that met the inclusion criteria, covering a total sample of almost 4 800 000 students. The overall effect was positive and statistically significant but weak, d = 0.12 (95% CI: 0.02, 0.23). A number of moderators, including the country of study, the manner of implementation (intervention studies versus regular school practice), the educational team composition, the level and type of disorders in students with special educational needs, and finally educational stage were examined. We discuss the findings in terms of assumptions and controversies surrounding the very concept of inclusive education.





  • Exploring the dimensions of electronic work integrated learning (eWIL)
    Publication date: June 2017
    Source:Educational Research Review, Volume 21

    Author(s): Lisa Schuster, Charmaine Glavas

    Work integrated learning (WIL) is a strategic priority for universities aiming to enhance graduate employability in an increasingly competitive labor market. Technology could improve access to WIL as student numbers grows and augment learning outcomes as more work occurs within digital spaces. This systematic literature review examines findings of studies employing and evaluating electronic WIL (eWIL) initiatives to develop a typology that considers the functions of technology which both support (administratively) and deliver (pedagogically) eWIL experiences. As the first systematic literature review in this domain, this study extends the literature through improved understanding of the scope and subsequent conceptualization of eWIL. Specifically, eWIL is a broad concept subsuming two functions: delivery of instruction and administrative functions. This should be taken into account in any attempts to evaluate the implementation of eWIL.





  • Exploring learning and fit in the transition from higher education to the labour market: A systematic review
    Publication date: June 2017
    Source:Educational Research Review, Volume 21

    Author(s): Ilke Grosemans, Liesje Coertjens, Eva Kyndt

    The transition from higher education to the labour market is an important period for youngsters, characterised by extensive changes which act as triggers for learning. Furthermore, students’ educational background and the (in)congruence with their work context is important. Accordingly, the aim of this systematic review is to explore the role of learning and fit in the transition process. Results indicate that most emphasis is put on theoretical knowledge, communication, problem-solving, and learning skills. Although the perception on what has to be learned differs for employers, educators, and graduates, each group valued generic competences most. Results show that transfer can be experienced in three ways and the need for learning at work is stressed. Concerning fit, four types of fit are distinguished: vertical, horizontal, competence, and person-environment fit. Several personal background characteristics are shown to influence fit and findings indicate that fit has an influence on career progress and personal resources.





  • Is mobile instant messaging (MIM) useful in education? Examining its technological, pedagogical, and social affordances
    Publication date: June 2017
    Source:Educational Research Review, Volume 21

    Author(s): Ying Tang, Khe Foon Hew

    Although the use of mobile communication services, commonly known as mobile instant messaging (MIM) has gained considerable attention in recent years, we lack a comprehensive understanding of how it can be used for teaching and learning. This study is the first to systematically review the use of MIM in educational settings. Our search procedure yielded 39 empirical studies from six major educational databases. Using Kirschner et al.’s (2004) conceptual framework, we reviewed these 39 studies in terms of the possible technological, pedagogical, and social affordances of MIM. Overall, analysis of previous studies revealed six technological affordances of MIM. The four most frequently mentioned technological affordances were temporal, user-friendly, minimal cost, and multi-modality features. Our analysis also revealed six specific ways in which MIM was used in education: journaling, dialogic, transmissive, constructionist with peer feedback, helpline, and assessment. The effect of MIM on improving student cognitive outcomes can be summarized as cautiously optimistic when it was used to supplement course content in dialogic activities. MIM appears to make the development of social presence easier than other forms of computer-mediated communications (e.g., discussion forum). Challenges exist, namely device ownership, internet access, improper language use and interference with private lives. This study concludes by discussing several implications of the current research and suggestions for future studies.





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