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.





  • Technology-enhanced mathematics instruction: A second-order meta-analysis of 30 years of research
    Publication date: November 2017
    Source:Educational Research Review, Volume 22

    Author(s): Jamaal Young

    It is important to assess the cumulative effects of technology on student achievement captured in the last 30 years of technologyenhanced mathematics instruction. Synthesizing the thousands of articles and gray literature on this subject is necessary but would require a considerable commitment of academic resources. A second-order metaanalysis or meta-analysis of meta-analyses is an alternative that is reasonable and effective. Thus, a second-order meta-analysis of 19 prior meta-analyses with minimum overlap between primary studies was conducted. The results represent 663 primary studies (approximately 141,733 participants) and 1,263 effect sizes. The random effects’ mean effect size of .38 was statistically significantly different from zero. The results provide a historical and contextualized summary of 30 years of meta-analytic research, which supports meta-analytic thinking and better interpretation of future effect sizes. Results indicate that technology function and study quality are major contributors to effect size variation. Specifically, computation enhancement technologies were most effective, while studies that examine combinations of enhancements were least effective. Implications for technology-enhanced mathematics instruction and meta-analytic research are provided.





  • Researchers under the spell of the arts: Two decades of using arts-based methods in community-Based inquiry with vulnerable populations
    Publication date: Available online 14 August 2017
    Source:Educational Research Review

    Author(s): Sara Coemans, Karin Hannes

    In the last decade, we have witnessed a growing number of published articles featuring arts-based methods. These methods have been picked up by researchers interested in education in, through and for communities. This scoping review focuses on the use of arts-based methods in community-based research. It was undertaken to provide an overview of how these methods are applied in research practice. Different databases were systematically searched, covering literature published over twenty years (1993–2013). We identified different types of arts-based methods. We described the reported rationales, benefits and limitations, and presented a definition of arts-based methods as used in community-based inquiry. Four challenges were reported: the need to support researchers to explore alternative analytical approaches, the need for methodological reflections, the need to reflect on the voice-component in this work, and the need to push the boundaries of what counts as ‘the’ academic standard. Despite the challenges involved in working on the thin line between art and research, the learning curve it creates for researchers, its value in terms of creating understanding and its capacity to engage participants makes it a worthwhile endeavor to invest in.





  • The return of behaviourist epistemology: A review of learning outcomes studies
    Publication date: Available online 10 August 2017
    Source:Educational Research Review

    Author(s): Mari Murtonen, Hans Gruber, Erno Lehtinen

    Learning outcomes as a concept has encountered a revival since the beginning of the Bologna process in 1999. The concept itself has a longer history with its roots in the behaviourist tradition of the 1960s. The goal of this review is to study how the historical roots of learning outcomes are noted in current research articles since the launch of the Bologna process and whether the concept of learning outcomes is used critically or uncritically. The review of 90 articles shows that the behaviourist tradition is still evident in the 21st century research with 29% of the articles directly and 11% indirectly referring uncritically to the respective publications or to the behaviourist epistemology. Only a minority of the articles, i.e. 8%, was found to be critical towards the behaviourist meaning of learning outcomes.





  • Teaching creativity in art and design studio classes: A systematic literature review
    Publication date: Available online 26 July 2017
    Source:Educational Research Review

    Author(s): R. Keith Sawyer

    It is increasingly important for educators to help students develop as creative individuals, and to prepare graduates to think creatively at work, in personal life, and in society. Many countries are working to transform schooling to lead to creative learning outcomes. And yet, very little is known about how to teach for creativity. This review was motivated by the belief that effective models of creative teaching and learning would be found in art and design educational practice. The goal of this systematic review is to synthesize empirical studies of the pedagogy used in art and design studio classes, from early years to university. A keyword search, followed by a filter using inclusion criteria, identified 65 peer-reviewed journal articles. A grounded theory analysis of these 65 articles identified eleven themes characterizing art and design pedagogy, grouped in three clusters: Pedagogical practices (5 themes), learning outcomes (4 themes), and assessment (2 themes).





  • 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.





http://rss.sciencedirect.com/publication/science/1747938X

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