Education Sciences

10 pages, 277 KiB

Open AccessEditor’s ChoiceArticle

Transversal Competencies for Employability: From Higher Education to the Labour Market

by Helena Belchior-Rocha, Inês Casquilho-Martins and Eduardo Simões

Educ. Sci. 2022, 12(4), 255; https://doi.org/10.3390/educsci12040255 - 03 Apr 2022

Cited by 14 | Viewed by 3305

Aligning learning goals with the needs of the labour market is a difficult task for universities, especially in the present day. Although organisations seek professionals with flexible and varied skills, universities often underestimate the importance of cross-curricular skills. Thus, this article aims to [...] Read more.

Aligning learning goals with the needs of the labour market is a difficult task for universities, especially in the present day. Although organisations seek professionals with flexible and varied skills, universities often underestimate the importance of cross-curricular skills. Thus, this article aims to identify the perception of recent graduates as to the importance of the transversal skills that they acquired and developed at university and the ways in which they are now applied in the work environment. In this exploratory study, we sent a questionnaire to recent graduates that allowed us to analyse the development and applicability of these competencies in organisations. The results are further discussed within the broader framework of how universities adapt to the strong socio-economic challenges that characterise current times and the integration of recent graduates into the labour market. Full article

(This article belongs to the Special Issue Transversal Competencies, Higher Education and Employment)

18 pages, 2811 KiB

Open AccessEditor’s ChoiceArticle

Teaching Innovation in STEM Education Using an Unmanned Aerial Vehicle (UAV)

by Madeleine M. Bolick, Elena A. Mikhailova and Christopher J. Post

Educ. Sci. 2022, 12(3), 224; https://doi.org/10.3390/educsci12030224 - 18 Mar 2022

Cited by 11 | Viewed by 6831

Abstract

The use of unmanned aerial vehicles (UAVs) has increased in the science, technology, engineering, and mathematics (STEM) professions. This means there is a growing need to integrate UAV training into STEM education. This study aimed to develop and evaluate a UAV education module [...] Read more.

The use of unmanned aerial vehicles (UAVs) has increased in the science, technology, engineering, and mathematics (STEM) professions. This means there is a growing need to integrate UAV training into STEM education. This study aimed to develop and evaluate a UAV education module and laboratory exercise for natural resource science students. The study used a series of reusable learning objects (RLOs) to assess students’ prior knowledge of remote sensing and UAVs. Students were taught the steps of UAV data acquisition and processing through lectures and UAV simulation videos. Students applied this knowledge by completing a laboratory exercise that used previously collected UAV data. Student knowledge retention and understanding were evaluated using an online quiz to determine the effectiveness of the education module. The average quiz score was 92%, indicating that the UAV laboratory exercise effectively taught students about UAV data acquisition and processing for natural resource research. Overall, students expressed positive opinions about the UAV education module. Student feedback indicated that the laboratory exercise was engaging, but some students would have preferred a hands-on experience for some parts of the exercise. However, in-person UAV instruction may not be accessible for all educators because of UAV cost or lack of instructor training. This study provides educators with crucial recommendations for designing UAV exercises to improve access to UAV-related educational content. This study indicates that online training can effectively introduce students to UAVs. Given the wide range of UAV uses across STEM fields, students in many STEM disciplines would benefit from UAV education. Full article

(This article belongs to the Special Issue Emerging Technologies for STEM Curriculum)

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15 pages, 288 KiB

Open AccessEditor’s ChoiceArticle

Online Teaching in COVID-19 Pandemic: Secondary School Teachers’ Beliefs on Teaching Presence and School Support

by Kleopatra Nikolopoulou and Manolis Kousloglou

Educ. Sci. 2022, 12(3), 216; https://doi.org/10.3390/educsci12030216 - 17 Mar 2022

Cited by 18 | Viewed by 5352

Abstract

The COVID-19 pandemic, with the consecutive lockdowns, has led schools around the world to transition suddenly from face-to-face education to online teaching. The purpose of this paper was to investigate secondary school teachers’ beliefs on online teaching presence and school support for online [...] Read more.

The COVID-19 pandemic, with the consecutive lockdowns, has led schools around the world to transition suddenly from face-to-face education to online teaching. The purpose of this paper was to investigate secondary school teachers’ beliefs on online teaching presence and school support for online learning during the pandemic. The sample was 238 teachers in Greece who are interested in e-learning and received some preparation to teach online courses. An online questionnaire was administered and three factors were revealed: instruction and organization, facilitation and cognitive activation, and school support. Teachers’ perceived online teaching presence was strong (over 63% expressed agreement), and the highest percentages of agreement were linked to clear instruction, communication of time frames and course topics, and facilitation and encouragement that could help students learn. On the other hand, perceived school support for online learning was weak (over 50% expressed disagreement and neutral views), and the highest percentages of disagreement regarded the existence of a professional development strategy and of clear objectives/vision towards online learning. Gender, years of teaching experience, and experience with online teaching had a small effect on teachers’ beliefs. Implications for teacher professional development, educational policy, and the design of educational technology applications are discussed. Full article

27 pages, 2080 KiB

Open AccessEditor’s ChoiceArticle

Access to Baccalaureate School in Switzerland: Regional Variance of Institutional Conditions and Its Consequences for Educational Inequalities

by Regula Julia Leemann, Andrea Pfeifer Brändli and Christian Imdorf

Educ. Sci. 2022, 12(3), 213; https://doi.org/10.3390/educsci12030213 - 16 Mar 2022

Cited by 6 | Viewed by 2945

Abstract

In Switzerland, baccalaureate school is still considered to be the royal road to a university education and the elite path for the social reproduction of the upper class. However, cantonal enrollment to baccalaureate school varies widely due to Swiss federalism. There is a [...] Read more.

In Switzerland, baccalaureate school is still considered to be the royal road to a university education and the elite path for the social reproduction of the upper class. However, cantonal enrollment to baccalaureate school varies widely due to Swiss federalism. There is a recurring debate on whether access to baccalaureate school is fair and equal among pupils who live in different cantons and who are of different social origin. This paper aims to analyze how the institutional conditions of cantons and municipalities impact a pupil’s probability of entering baccalaureate school and how the cantonal provisioning of places in baccalaureate school affects social inequality of access. For our theoretical foundation, we combine concepts of neo-institutionalism with mechanisms of social reproduction in education. Empirically, we analyze national longitudinal register data to model educational transitions from compulsory to baccalaureate school by using logistic regression models. Our results show that institutional structures at the cantonal and municipal levels influence the probability of transition beyond individual pupils’ characteristics. The degree of inequality varies between cantons, depending on the supply of baccalaureate school places. Inequality first increases with an increasing number of places (the scissors effect) and decreases only after the demand of more privileged families for places at baccalaureate school is saturated. Full article

(This article belongs to the Special Issue Regional Disparities in National Education: Origins, Governance, and Consequences)

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19 pages, 8907 KiB

Open AccessEditor’s ChoiceReview

Lessons Learned from 10 Experiments That Tested the Efficacy and Assumptions of Hypothetical Learning Trajectories

by Arthur J. Baroody, Douglas H. Clements and Julie Sarama

Educ. Sci. 2022, 12(3), 195; https://doi.org/10.3390/educsci12030195 - 10 Mar 2022

Cited by 11 | Viewed by 3468

Abstract

Although reformers have embraced learning trajectories (LT, also called learning progressions) as an important tool for improving mathematics education, the efficacy and assumptions of LT-based instruction are largely unproven. The aim of a recently completed research project was to fill this void. Fulfilling [...] Read more.

Although reformers have embraced learning trajectories (LT, also called learning progressions) as an important tool for improving mathematics education, the efficacy and assumptions of LT-based instruction are largely unproven. The aim of a recently completed research project was to fill this void. Fulfilling this aim was more challenging than many supporters of LT-based instruction might imagine. A total of 10 experiments were untaken, of which 5 demonstrated that LT-based instruction was significantly more efficacious than a counterfactual involving either a Teach-to-Target/Skip-Level approach (Assumption 1) or the same unordered activities (Assumption 2). The results of the remaining studies were non-significant either for theoretical (2) or methodological (3) reasons. In the five indicating LTs’ efficacy, we found that some LTs consists of levels that are facilitative conditions for the next higher level and, thus, may be helpful but perhaps not necessary for the subsequent level. Full article

(This article belongs to the Special Issue STEM in Early Childhood Education)

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14 pages, 327 KiB

Open AccessEditor’s ChoiceArticle

ICT Motivation in Sixth-Grade Students in Pandemic Times—The Influence of Gender and Age

by Pablo Dúo-Terrón, Antonio-José Moreno-Guerrero and José-Antonio Marín-Marín

Educ. Sci. 2022, 12(3), 183; https://doi.org/10.3390/educsci12030183 - 06 Mar 2022

Cited by 12 | Viewed by 6052

Abstract

Information and communication technology (ICT) is being immersed in people’s daily lives at an increasingly younger age. It has been key for adolescents to pursue distance education, and their use and mastery of technological means and tools with Internet access has increased. In [...] Read more.

Information and communication technology (ICT) is being immersed in people’s daily lives at an increasingly younger age. It has been key for adolescents to pursue distance education, and their use and mastery of technological means and tools with Internet access has increased. In this study, the motivation, specifically in the interest, digital competence, autonomy, and social interaction, generated by ICTs in the daily lives of adolescents during the pandemic caused by COVID-19 was analyzed. In the study, the objective was to study the motivation, use and commitment generated by ICTs in these students in relation to their gender and age after their confinement to the classroom caused by the first wave of incoming students. An experimental method of descriptive and correlative design was used along with a quantitative method to analyze the data. The data were obtained in the year 2020 through a validated questionnaire committed to the ICT scale used by PISA (Programme for International Student Assessment). A total of 924 students from the sixth grade of primary education in the autonomous city of Ceuta (Spain), aged between 10 and 13, participated in the sample. The results reveal that the motivation and commitment to ICT in these age groups were medium in relation to the total mean of results on a Likert-5 scale. Boys scored higher in all the variables analyzed, and both age and gender show correlations, in addition to the factor of prediction. In conclusion, students in the sixth year of primary education, after the confinement period, were medium-high in their use and engagement of ICT. In addition, gender and age affected ICT use and engagement. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

16 pages, 273 KiB

Open AccessEditor’s ChoiceArticle

Teacher Agency and Futures Thinking

by Jan Varpanen, Antti Laherto, Jaakko Hilppö and Tuulikki Ukkonen-Mikkola

Educ. Sci. 2022, 12(3), 177; https://doi.org/10.3390/educsci12030177 - 03 Mar 2022

Cited by 7 | Viewed by 4994

Abstract

Problems encountered in top-down school reforms have repeatedly highlighted the significance of teachers’ agency in educational change. At the same time, temporality has been identified as a key element in teachers’ agency, with teachers’ beliefs about the future and experiences of the past [...] Read more.

Problems encountered in top-down school reforms have repeatedly highlighted the significance of teachers’ agency in educational change. At the same time, temporality has been identified as a key element in teachers’ agency, with teachers’ beliefs about the future and experiences of the past shaping their agentic orientations. However, research on teachers’ future orientations is typically limited to short-term trajectories, as opposed to long-term visions of education. To address this, we draw on a futures studies perspective to give more explicit attention to teachers’ long-term visions of their work. We argue that the method of future narratives, already well-established in the field of futures studies, is a fruitful methodological framework for studying these long-term visions. In this paper, we first show that the futures studies approach is theoretically compatible with the ecological model of teacher agency. We then outline the method of future narratives to point out the possibilities it offers. Finally, we illustrate our approach with an exploratory analysis of a small set of future narratives where teachers imagine a future workday. Our analysis reveals that the narratives offer a rich view of teachers’ longer-term visions of education, including instances of reflecting on the role of education in relation to broader societal developments. Our study suggests that this novel approach can provide tools for research on teacher agency as well as practical development of teacher education, addressing long-term educational issues and policies. Full article

(This article belongs to the Special Issue Studies in Teacher Identity and Professional Development)

16 pages, 2716 KiB

Open AccessEditor’s ChoiceArticle

Similarities in Procedures Used to Solve Mathematical Problems and Video Games

by Juan Antonio Antequera-Barroso, Francisco-Ignacio Revuelta-Domínguez and Jorge Guerra Antequera

Educ. Sci. 2022, 12(3), 172; https://doi.org/10.3390/educsci12030172 - 01 Mar 2022

Cited by 6 | Viewed by 2983

Abstract

Video game use is widespread among all age groups, from young children to older adults. The wide variety of video game genres, which are adapted to all tastes and needs, is one of the factors that makes them so attractive. In many cases, [...] Read more.

Video game use is widespread among all age groups, from young children to older adults. The wide variety of video game genres, which are adapted to all tastes and needs, is one of the factors that makes them so attractive. In many cases, video games function as an outlet for stress associated with everyday life by providing an escape from reality. We took advantage of this recreational aspect of video games when investigating whether there are similarities between the procedures used to pass a video game level and those used to solve a mathematical problem. Moreover, we also questioned whether the use of video games can reduce the negative emotions generated by mathematical problems and logical–mathematical knowledge in general. To verify this, we used the Portal 2 video game as a research method or tool. This video game features concepts from the spatial–geometric field that the students must identify and relate in order to carry out the procedures required to solve challenges in each level. The procedures were recorded in a questionnaire that was separated into two blocks of content in order to compare them with the procedures used to solve mathematical problems. The first block pertains to the procedures employed and the second block to the emotions that the students experienced when playing the video game and when solving a mathematical problem. The results reveal that the recreational aspect of video games is more important than the educational aspect. However, the students were not aware of using the problem-solving procedures they learned at school to solve different challenges in the video games. Furthermore, overcoming video game challenges stimulates positive emotions as opposed to the negative emotions generated when solving mathematical problems. Full article

(This article belongs to the Special Issue Trends on Educational Gamification: Challenges and Learning Opportunities)

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18 pages, 10529 KiB

Open AccessEditor’s ChoiceArticle

Problem Solving and Digital Transformation: Acquiring Skills through Pretend Play in Kindergarten

by Lena Hollenstein, Stefanie Thurnheer and Franziska Vogt

Educ. Sci. 2022, 12(2), 92; https://doi.org/10.3390/educsci12020092 - 28 Jan 2022

Cited by 14 | Viewed by 5986

Abstract

One of the crucial 21st-century digital skills, in the context of digital transformation, is problem solving—equally so in the fields of science, technology, engineering, and mathematics (STEM). In the context of kindergarten, learning through play is central; therefore, pretend play, and particularly guided [...] Read more.

One of the crucial 21st-century digital skills, in the context of digital transformation, is problem solving—equally so in the fields of science, technology, engineering, and mathematics (STEM). In the context of kindergarten, learning through play is central; therefore, pretend play, and particularly guided pretend play, is suggested as an innovative way to foster skills for digital problem solving. As yet, the potential of pretend play for children’s learning about digital transformation and digital problem-solving processes has hardly been researched. The paper examines how children solve digital problems in guided pretend play. In an explorative intervention study “We play the future”, an information technology center (IT center) is introduced as one of the play corners for pretend play in kindergartens, together with other inputs such as a smart home corner (Internet of Things) or autonomous vehicles. Children’s play was video recorded. From the 15 participating kindergartens, 13 h of sequences involving the IT center were analyzed using content analysis. The findings indicate that children identify problems in a play situation and solve them using problem-solving strategies, such as devising new applications and installing software. Furthermore, the findings show that the kindergarten teacher’s participation in the pretend play is important for enabling longer and more complex problem-solving processes. Consequences for further teacher training to foster problem-solving skills during guided pretend play are discussed. Full article

(This article belongs to the Special Issue STEM in Early Childhood Education)

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25 pages, 1269 KiB

Open AccessEditor’s ChoiceArticle

Undergraduate Disabled Students as Knowledge Producers Including Researchers: Perspectives of Disabled Students

by Aspen Lillywhite and Gregor Wolbring

Educ. Sci. 2022, 12(2), 77; https://doi.org/10.3390/educsci12020077 - 21 Jan 2022

Cited by 8 | Viewed by 3230

Abstract

Knowledge influences policy development and policies impact disabled people. Scientific and technological advancements, including neuro-advancements and their governance, have social implications for disabled people. However, knowledge is missing on this topic. Although efforts are underway to increase the number of disabled academics, the [...] Read more.

Knowledge influences policy development and policies impact disabled people. Scientific and technological advancements, including neuro-advancements and their governance, have social implications for disabled people. However, knowledge is missing on this topic. Although efforts are underway to increase the number of disabled academics, the numbers remain low. Engaging undergraduate disabled students in knowledge production, especially research, could decrease the knowledge deficit and increase the pool of disabled students considering an academic career. We performed 10 semi-structured interviews of disabled students to understand the reality of undergraduate disabled students as knowledge producers, including researchers. Using a directed thematic content analysis, we found that participants felt that undergraduate disabled students were insufficiently exposed to and supported in the identity of being knowledge producers including researchers. Participants identified ethical, legal, and social implications of science and technology and argued that undergraduate disabled students and disabled people have a role to play in the discussions of these. Exposing disabled students at the undergraduate and high school level to knowledge production including researcher identity could increase the numbers of undergraduate disabled researchers, disabled academics, and disabled students doing research in the community after graduation and decrease the knowledge gaps around the social situation of disabled people. Full article

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19 pages, 360 KiB

Open AccessEditor’s ChoiceReview

A Model of Scientific Data Reasoning

by Amy M. Masnick and Bradley J. Morris

Educ. Sci. 2022, 12(2), 71; https://doi.org/10.3390/educsci12020071 - 20 Jan 2022

Cited by 4 | Viewed by 3692

Abstract

Data reasoning is an essential component of scientific reasoning, as a component of evidence evaluation. In this paper, we outline a model of scientific data reasoning that describes how data sensemaking underlies data reasoning. Data sensemaking, a relatively automatic process rooted in perceptual [...] Read more.

Data reasoning is an essential component of scientific reasoning, as a component of evidence evaluation. In this paper, we outline a model of scientific data reasoning that describes how data sensemaking underlies data reasoning. Data sensemaking, a relatively automatic process rooted in perceptual mechanisms that summarize large quantities of information in the environment, begins early in development, and is refined with experience, knowledge, and improved strategy use. Summarizing data highlights set properties such as central tendency and variability, and these properties are used to draw inferences from data. However, both data sensemaking and data reasoning are subject to cognitive biases or heuristics that can lead to flawed conclusions. The tools of scientific reasoning, including external representations, scientific hypothesis testing, and drawing probabilistic conclusions, can help reduce the likelihood of such flaws and help improve data reasoning. Although data sensemaking and data reasoning are not supplanted by scientific data reasoning, scientific reasoning skills can be leveraged to improve learning about science and reasoning with data. Full article

(This article belongs to the Special Issue Scientific Reasoning in Science Education: From Global Measures to Fine-Grained Descriptions of Students’ Competencies)

13 pages, 2627 KiB

Open AccessEditor’s ChoiceArticle

An Evidence-Based Study on Teaching Computer Aided Design in Higher Education during the COVID-19 Pandemic

by Andreas Dagman and Kristina Wärmefjord

Educ. Sci. 2022, 12(1), 29; https://doi.org/10.3390/educsci12010029 - 05 Jan 2022

Cited by 6 | Viewed by 3387

Abstract

The pandemic has had a major effect on engineering education, transforming both current and future teaching practice. The physical meetings between student and teacher have during the pandemic been replaced by online contact and recordings of lectures and demonstrations. In this paper, the [...] Read more.

The pandemic has had a major effect on engineering education, transforming both current and future teaching practice. The physical meetings between student and teacher have during the pandemic been replaced by online contact and recordings of lectures and demonstrations. In this paper, the focus is on computer aided design (CAD) teaching for first-year engineering students. CAD is a topic usually characterized by a close contact by student and teacher, with hands-on instruction at the computer using the CAD software. In the paper, the experiences and learnings from the rapid shift to on-line teaching in CAD are summarized and discussed, and learnings and takeaways for a redesign of future CAD teaching are discussed. Both the students’ learning and their mental wellbeing are evaluated. It is found that on a general level, the students were satisfied with the online teaching and rated it as better or equal to traditional teaching. However, there is still room for improvement, since some students found the situation stressful and pointed out the difficulty to ask questions online. The findings are based on a student survey, existing literature, and the authors own teaching practices during the pandemic. Full article

(This article belongs to the Special Issue Adapting to the Remote Science Lecture and Laboratory Instruction – Challenges and Lessons Learned)

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16 pages, 1435 KiB

Open AccessEditor’s ChoiceArticle

Critical Thinking and Effective Personality in the Framework of Education for Sustainable Development

by Gladys Merma-Molina, Diego Gavilán-Martín, Salvador Baena-Morales and Mayra Urrea-Solano

Educ. Sci. 2022, 12(1), 28; https://doi.org/10.3390/educsci12010028 - 05 Jan 2022

Cited by 5 | Viewed by 3219

Abstract

According to UNESCO, critical thinking (CT) is a strategic skill for the 21st century, as it is associated with attitudes of personal and social change and improvement. Based on this, the objectives of this study were (1) to find out the possible relationships [...] Read more.

According to UNESCO, critical thinking (CT) is a strategic skill for the 21st century, as it is associated with attitudes of personal and social change and improvement. Based on this, the objectives of this study were (1) to find out the possible relationships between CT and effective personality (EP) and (2) to determine the extent to which EP predicts the development of CT in children and adolescents. The research approach was quantitative, correlational and predictive. The sample consisted of 562 Spanish students. The measurement instruments were: (1) the Critical Thinking Disposition Inventory and (2) the Efficacy Personality Questionnaire. The main findings showed that there is a positive relationship between EP and CT, with the traits “being enthusiastic”, “developing positive self-esteem” and “having self-confidence” correlating most strongly with CT. The regression analysis shows that EP influences the development of students’ CT. There were no significant differences according to sex, and Primary Education students obtained higher CT scores. It is concluded that the better the promotion of EP, the greater the CT development will be. This suggests the need to design educational programmes for the improvement of EP, especially in adolescents. Full article

(This article belongs to the Special Issue Education for Sustainable Development and Teaching: Challenges, Practice and Research)

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15 pages, 1125 KiB

Open AccessEditor’s ChoiceArticle

Higher Education during the Pandemic: The Predictive Factors of Learning Effectiveness in COVID-19 Online Learning

by Jenny T. Y. Tsang, Mike K. P. So, Andy C. Y. Chong, Benson S. Y. Lam and Amanda M. Y. Chu

Educ. Sci. 2021, 11(8), 446; https://doi.org/10.3390/educsci11080446 - 20 Aug 2021

Cited by 58 | Viewed by 12776

Abstract

The global coronavirus disease (COVID-19) outbreak forced a shift from face-to-face education to online learning in higher education settings around the world. From the outset, COVID-19 online learning (CoOL) has differed from conventional online learning due to the limited time that students, instructors, [...] Read more.

The global coronavirus disease (COVID-19) outbreak forced a shift from face-to-face education to online learning in higher education settings around the world. From the outset, COVID-19 online learning (CoOL) has differed from conventional online learning due to the limited time that students, instructors, and institutions had to adapt to the online learning platform. Such a rapid transition of learning modes may have affected learning effectiveness, which is yet to be investigated. Thus, identifying the predictive factors of learning effectiveness is crucial for the improvement of CoOL. In this study, we assess the significance of university support, student–student dialogue, instructor–student dialogue, and course design for learning effectiveness, measured by perceived learning outcomes, student initiative, and satisfaction. A total of 409 university students completed our survey. Our findings indicated that student–student dialogue and course design were predictive factors of perceived learning outcomes whereas instructor–student dialogue was a determinant of student initiative. University support had no significant relationship with either perceived learning outcomes or student initiative. In terms of learning effectiveness, both perceived learning outcomes and student initiative determined student satisfaction. The results identified that student–student dialogue, course design, and instructor–student dialogue were the key predictive factors of CoOL learning effectiveness, which may determine the ultimate success of CoOL. Full article

(This article belongs to the Special Issue Remote Teaching, Learning and Assessment: Online Pedagogical Practices)

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17 pages, 3426 KiB

Open AccessEditor’s ChoiceArticle

Higher Education Students’ Perceptions of Online Learning during COVID-19—A Comparative Study

by Desireé J. Cranfield, Andrea Tick, Isabella M. Venter, Renette J. Blignaut and Karen Renaud

Educ. Sci. 2021, 11(8), 403; https://doi.org/10.3390/educsci11080403 - 04 Aug 2021

Cited by 88 | Viewed by 15992

Abstract

The pandemic and subsequent ‘lockdowns’ dramatically changed the educational landscape of higher education institutions. Before-COVID-19, traditional universities had choices in pedagogical practice, which included a variety of teaching delivery modes. Overnight, a single mode of delivery became the only option for traditional higher [...] Read more.

The pandemic and subsequent ‘lockdowns’ dramatically changed the educational landscape of higher education institutions. Before-COVID-19, traditional universities had choices in pedagogical practice, which included a variety of teaching delivery modes. Overnight, a single mode of delivery became the only option for traditional higher education institutions. All services migrated to digital platforms, leading to a period of “emergency eLearning”. The full impact of this sudden shift to digital platforms on all cohorts of students is still unclear. A measure of disruption to the normal student learning experience, especially for those attending traditional universities, was inevitable. Moreover, this disruption was varied depending on the University’s country and the country’s lockdown logistics. This international, comparative, quantitative research project investigated and explored higher education students’ perceptions of emergency eLearning during the COVID-19 pandemic. Experiences of students at universities in three countries were evaluated in terms of four dimensions: (1) home learning environment, (2) engagement, (3) participation preference, and (4) impact on learning skills. The research revealed significant differences between the participating universities students’ experiences. The most important differences were in the ‘home learning environment’, followed by ‘engagement’ and the perception of ‘impact on learning skills’. The differences in the ‘home learning environment’ can be attributed to the differing economic and digital development of the surveyed countries: South Africa, Wales, and Hungary. Finally, different cultural backgrounds suggest a noticeable difference in student engagement, participation, and learning skills. Full article

(This article belongs to the Special Issue Advanced Research and Innovation on Technology-Enhanced and Online Learning: Sustainable Education and Learning for All)

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15 pages, 3557 KiB

Open AccessEditor’s ChoiceArticle

Learning, Student Digital Capabilities and Academic Performance over the COVID-19 Pandemic

by Maria Limniou, Tunde Varga-Atkins, Caroline Hands and Marie Elshamaa

Educ. Sci. 2021, 11(7), 361; https://doi.org/10.3390/educsci11070361 - 20 Jul 2021

Cited by 58 | Viewed by 23644

Abstract

During the time of COVID-19 lockdown over spring 2020, universities shifted teaching from on-campus blended learning to an emergency remote fully online approach. The aim of this study was to compare Psychology and Veterinary Science undergraduate students’ academic performance with their responses on [...] Read more.

During the time of COVID-19 lockdown over spring 2020, universities shifted teaching from on-campus blended learning to an emergency remote fully online approach. The aim of this study was to compare Psychology and Veterinary Science undergraduate students’ academic performance with their responses on a self-reported questionnaire regarding their digital capabilities, individual’s characteristics, and the role of environment on their independent learning process over the first COVID-19 lockdown period. Social-Cognitive Theory was adopted to conceptualise students’ behaviour, individuals’ characteristics, and learning environment with their academic performance to a learning framework. A total of 303 students from both disciplines (133 Psychology and 170 Veterinary Science undergraduate students) participated in this study by completing an online questionnaire after following the teaching shift from blended learning to full remote online approach at a UK University during the 2019–2020 academic year. Differences between students’ responses were identified due to their discipline’s curricular structure, students’ study behaviours (i.e., being exposed to unrelated learning activities), and students’ cognitive effort to think critically in the search, evaluation and managing of digital information. Students with high level of self-regulation and digital capabilities were able to keep focused and engaged during the lockdown. Although universities and teachers were “forced” to shift their teaching approach due to the unfortunate disruption of the COVID-19 pandemic, most students have coped with the changed teaching delivery mode relatively easy with minimum guidance. However, teachers should further consider how digital technologies could enhance students’ learning flexibility promoting critical thinking. Full article

(This article belongs to the Special Issue Educative Technology and Measurement of Professional Digital Competence)

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8 pages, 212 KiB

Open AccessEditor’s ChoiceArticle

Are Inclusive Education or Special Education Programs More Likely to Result in Inclusion Post-School?

by Garry Hornby

Educ. Sci. 2021, 11(6), 304; https://doi.org/10.3390/educsci11060304 - 19 Jun 2021

Cited by 9 | Viewed by 6968

Abstract

The main goal of both special education and inclusive education for young people with learning or behavioral difficulties is their maximum inclusion in the community as adults. The question of which of these two approaches is more likely to achieve this goal is [...] Read more.

The main goal of both special education and inclusive education for young people with learning or behavioral difficulties is their maximum inclusion in the community as adults. The question of which of these two approaches is more likely to achieve this goal is addressed by considering the findings of three outcome studies of young people with moderate to severe levels of learning or behavioral difficulties who experienced either option, or some combination of the two. The overall findings indicate that students who left school from a special education setting had better outcomes than those who completed their education in mainstream schools. This is considered to be due to the vocational curriculum and work experience they gained in their final years of special education, which those in mainstream schools did not receive. This suggests that a policy of full inclusion, with the closure of special classes and special schools, will result in less inclusion in their communities post-school for young people with moderate to severe levels of learning or behavioral difficulties. Full article

(This article belongs to the Special Issue Special and Inclusive Education: Perspectives, Challenges and Prospects)

17 pages, 671 KiB

Open AccessEditor’s ChoiceArticle

Using PLS-SEM Model to Explore the Influencing Factors of Learning Satisfaction in Blended Learning

by Chun-Hsiung Huang

Educ. Sci. 2021, 11(5), 249; https://doi.org/10.3390/educsci11050249 - 20 May 2021

Cited by 53 | Viewed by 8284

Abstract

This research explores the influencing factors of learning satisfaction in blended learning. Three dimensions are proposed: perceived usefulness, perceived ease of use, and learning motivation. It studied how these variables affect students’ learning satisfaction. The research hypotheses are: (1) Perceived ease of use [...] Read more.

This research explores the influencing factors of learning satisfaction in blended learning. Three dimensions are proposed: perceived usefulness, perceived ease of use, and learning motivation. It studied how these variables affect students’ learning satisfaction. The research hypotheses are: (1) Perceived ease of use positively affects perceived usefulness; (2) Perceived usefulness and perceived ease of use will have a positive effect on learning motivation; (3) Learning motivation positively affects learning satisfaction; (4) Perceived usefulness has a positive intermediary effect on the relationship between perceived ease of use and learning motivation. Participants included 173 freshmen who took the first-year interactive game design course at Ling Tung University in Taichung, Taiwan. The questionnaire survey method is applied in this research to analyze the relationship between the variables and verify the hypothesis based on the collected 173 valid questionnaires. The partial least square method structural equation model (PLS-SEM) is used to carry out structural equation modeling to study the relationship between latent variables. It explains that the perceived ease of use affects the perceived usefulness. Perceived usefulness and perceived ease of use have a positive impact on learning motivation. Learning motivation has a positive impact on learning satisfaction. Perceived usefulness as an intermediary factor of perceived ease of use has an indirect impact on learning motivation. The contribution of this research is to provide empirical evidence and explain what factors may affect learning satisfaction. Some other related factors that may affect learning satisfaction should be taken as the factors that teachers should pay attention to when implementing blended learning. Full article

(This article belongs to the Special Issue Comparing Classroom and Online Learning)

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14 pages, 245 KiB

Open AccessEditor’s ChoiceArticle

Teachers’ Beliefs about the Role of Digital Educational Resources in Educational Practice: A Qualitative Study

by Ivan Alberola-Mulet, Marcos Jesús Iglesias-Martínez and Inés Lozano-Cabezas

Educ. Sci. 2021, 11(5), 239; https://doi.org/10.3390/educsci11050239 - 17 May 2021

Cited by 21 | Viewed by 5466

Abstract

Information and Communication Technologies and Digital Educational Resources have undergone a rapid evolution and have been swiftly introduced into educational contexts. Teachers play a key role in integrating these technological resources into the classroom. The objective of the present study was to determine [...] Read more.

Information and Communication Technologies and Digital Educational Resources have undergone a rapid evolution and have been swiftly introduced into educational contexts. Teachers play a key role in integrating these technological resources into the classroom. The objective of the present study was to determine the value that teachers attribute to digital resources in their educational practice. Based on a qualitative methodology, the necessary information was obtained via an open-ended interview, in which a Spanish school’s Early Childhood and Primary Education teachers participated. The results revealed that teachers value the integration of digital resources into the classroom, though no consensus was reached as to the suitable level of integration. Use satisfaction was mainly related to student motivation. Certain problems or limitations also came to light, however, linked to students’ digital training. An important conclusion according to the perception of teachers is that the integration of digital resources in their educational practice was significant and improved the quality of the educational process. Full article

(This article belongs to the Special Issue Educative Technology and Measurement of Professional Digital Competence)

14 pages, 258 KiB

Open AccessEditor’s ChoiceArticle

Exploring Feelings of Worry and Sources of Stress during COVID-19 Pandemic among Parents of Children with Disability: A Sample from Arab Countries

by Faisal Abdelfattah, Ahmad Rababah, Ibrahim Alqaryouti, Zaidan Alsartawi, Dareen Khlaifat and Abdullah Awamleh

Educ. Sci. 2021, 11(5), 216; https://doi.org/10.3390/educsci11050216 - 04 May 2021

Cited by 18 | Viewed by 3053

Abstract

The study sought to explore feelings of worry and sources of stress-affected parents of children with disabilities, as well as describing the negative feelings and how resources helped them overcome stress due to the outbreak of the Coronavirus. Furthermore, we sought to assess [...] Read more.

The study sought to explore feelings of worry and sources of stress-affected parents of children with disabilities, as well as describing the negative feelings and how resources helped them overcome stress due to the outbreak of the Coronavirus. Furthermore, we sought to assess the level of general satisfaction with the services they have obtained remotely. Methodology: A sample of 623 parents of children with disabilities filled out an electronic self-report questionnaire during the period June 4th to June 20th, 2020. Results: The parents reported a high level of worry regarding the possibility of their child getting infected. Parents continue to worry about losing their child’s care and treatment. Parents who hold a bachelor’s degree feel the sources of stress at a higher level compared to parents with lower than high school education. A proportion of 59% of parents reported not receiving services from special education centers during the pandemic, and 41% of parents were satisfied with the services provided by the center of special education. Parents with a bachelor’s degree or higher were less satisfied with the center’s services. Parents with a higher qualification than secondary school use several sources to overcome the pressure associated with educating a child with a disability. Conclusion: Mental health fears were associated with pandemic restrictions. The study recommends special education centers implement strategies that support parents with special education children. Full article

(This article belongs to the Special Issue Special Education Policy and Politics)

9 pages, 515 KiB

Open AccessEditor’s ChoiceConcept Paper

Beyond Transformational Giftedness

by Robert J. Sternberg, Aakash Chowkase, Ophélie Desmet, Sareh Karami, Jenna Landy and Jialin Lu

Educ. Sci. 2021, 11(5), 192; https://doi.org/10.3390/educsci11050192 - 22 Apr 2021

Cited by 35 | Viewed by 4462

Abstract

This article discusses kinds of transformational giftedness, or giftedness that makes a positive, meaningful, and possibly enduring difference to the world. We extend previous work by suggesting that there are two kinds of transformation that matter: self-transformation and other-transformation. Combining these two kinds [...] Read more.

This article discusses kinds of transformational giftedness, or giftedness that makes a positive, meaningful, and possibly enduring difference to the world. We extend previous work by suggesting that there are two kinds of transformation that matter: self-transformation and other-transformation. Combining these two kinds of transformation yields a 2 × 2 grid of four kinds of giftedness: non-transformational giftedness (no transformation), transformational giftedness (self- and other-transformation combined), self-realized giftedness (whereby one transforms oneself but not others), and other-realized giftedness (whereby one transforms others but not oneself). We open with a discussion of some of the history of conceptions of giftedness. Then we discuss transformational giftedness as it has been defined in the recent past. We then introduce our concepts of self- and other-transformation. We also describe two other kinds of giftedness—inert giftedness, which is giftedness in personal attributes that has not been realized in interactions with others and the world; and transactional giftedness, which is a give-and-take form of giftedness whereby one meets certain societal expectations in exchange for being identified as gifted. We finally conclude that the gifted movement needs to focus much more on developing transformational giftedness, or at least the potential for it, in our young people. Full article

(This article belongs to the Special Issue Gifted Education, Creativity and Leadership Development)

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10 pages, 435 KiB

Open AccessEditor’s ChoiceReview

Restorative Justice and the School-to-Prison Pipeline: A Review of Existing Literature

by Hani Morgan

Educ. Sci. 2021, 11(4), 159; https://doi.org/10.3390/educsci11040159 - 31 Mar 2021

Cited by 10 | Viewed by 13594

Abstract

Black students experience out-of-school suspensions at a higher rate than other students. The higher rate at which these students are suspended is believed to contribute to a school-to-prison pipeline. This review article is designed to enhance the understanding of this problem by focusing [...] Read more.

Black students experience out-of-school suspensions at a higher rate than other students. The higher rate at which these students are suspended is believed to contribute to a school-to-prison pipeline. This review article is designed to enhance the understanding of this problem by focusing on the factors that play a part in the school-to-prison pipeline. A purposeful sample of recently published literature by some of the leading scholars in this area was selected for analysis. Some studies indicate that school personnel may be biased in the ways they respond to Black students. The lack of teacher preparation and support has been documented to be one of the contributing factors as well. Researchers have also referred to the similarities between urban schools and other schools with high concentrations of Black students, arguing that these schools implement more punitive approaches to discipline. This review article enhances the understanding of a possible way to deal with this problem by including content about how implementing effective restorative discipline programs may alleviate the school-to-prison pipeline. Full article

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23 pages, 7104 KiB

Open AccessEditor’s ChoiceArticle

Application of Virtual Reality in Computer Science Education: A Systemic Review Based on Bibliometric and Content Analysis Methods

by Friday Joseph Agbo, Ismaila Temitayo Sanusi, Solomon Sunday Oyelere and Jarkko Suhonen

Educ. Sci. 2021, 11(3), 142; https://doi.org/10.3390/educsci11030142 - 23 Mar 2021

Cited by 42 | Viewed by 8630

Abstract

This study investigated the role of virtual reality (VR) in computer science (CS) education over the last 10 years by conducting a bibliometric and content analysis of articles related to the use of VR in CS education. A total of 971 articles published [...] Read more.

This study investigated the role of virtual reality (VR) in computer science (CS) education over the last 10 years by conducting a bibliometric and content analysis of articles related to the use of VR in CS education. A total of 971 articles published in peer-reviewed journals and conferences were collected from Web of Science and Scopus databases to conduct the bibliometric analysis. Furthermore, content analysis was conducted on 39 articles that met the inclusion criteria. This study demonstrates that VR research for CS education was faring well around 2011 but witnessed low production output between the years 2013 and 2016. However, scholars have increased their contribution in this field recently, starting from the year 2017. This study also revealed prolific scholars contributing to the field. It provides insightful information regarding research hotspots in VR that have emerged recently, which can be further explored to enhance CS education. In addition, the quantitative method remains the most preferred research method, while the questionnaire was the most used data collection technique. Moreover, descriptive analysis was primarily used in studies on VR in CS education. The study concludes that even though scholars are leveraging VR to advance CS education, more effort needs to be made by stakeholders across countries and institutions. In addition, a more rigorous methodological approach needs to be employed in future studies to provide more evidence-based research output. Our future study would investigate the pedagogy, content, and context of studies on VR in CS education. Full article

(This article belongs to the Special Issue Current Trends in Game-Based Learning)

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13 pages, 312 KiB

Open AccessEditor’s ChoiceReview

The Soft Skills of Special Education Teachers: Evidence from the Literature

by Patrícia Raquel da Silva Fernandes, Jacinto Jardim and Maria Celeste de Sousa Lopes

Educ. Sci. 2021, 11(3), 125; https://doi.org/10.3390/educsci11030125 - 16 Mar 2021

Cited by 23 | Viewed by 8860

Abstract

The special education teacher is a key element in the development of the process of inclusive education. In this setting, soft skills have proven to be determinant in teachers’ educational action. However, those that best qualify their profile have not yet been identified. [...] Read more.

The special education teacher is a key element in the development of the process of inclusive education. In this setting, soft skills have proven to be determinant in teachers’ educational action. However, those that best qualify their profile have not yet been identified. Therefore, this study aims to carry out a review of scientific production between the years 2010 and 2020. To this end, articles were selected using the following databases: ERIC, Scopus, Web of Science, and PsycINFO. Studies have been included in the review that point out as soft skills: resilience, reflexibility, empathy, collaborative work, self-efficacy, creativity, and effective communication. Only studies that presented such criteria were included in the analysis. After the application of the eligibility criteria, seven articles were considered. From the analysis, it emerges that effective communication, collaborative work, and reflexibility stand out. There are gaps in this area in the specialized training of these teachers. Thus, it is suggested that there should be investment in this area in the training programs of the schools that certify them; and that, at the research level, instruments should be developed to evaluate the model emerging from this review. Full article

(This article belongs to the Special Issue New Research and Trends in Higher Education)

14 pages, 1247 KiB

Open AccessEditor’s ChoiceArticle

Incidence of Gender in the Digital Competence of Higher Education Teachers in Research Work: Analysis with Descriptive and Comparative Methods

by Francisco D. Guillén-Gámez, María J. Mayorga-Fernández and José A. Contreras-Rosado

Educ. Sci. 2021, 11(3), 98; https://doi.org/10.3390/educsci11030098 - 02 Mar 2021

Cited by 25 | Viewed by 3583

Abstract

The purpose of this study is to analyse and compare the level of digital competence of higher education teaching staff in research work through the use of ICT resources. For this purpose, an ex post facto design was employed together with an instrument [...] Read more.

The purpose of this study is to analyse and compare the level of digital competence of higher education teaching staff in research work through the use of ICT resources. For this purpose, an ex post facto design was employed together with an instrument composed of 30 items classified into seven dimensions: digital skills, digital ethics, digital flow, anxiety towards ICT, quality of ICT resources, intention to use ICT, and ICT integration. The sample consisted of a total of 1704 higher education teachers from all over Spain. The results showed that, overall, there were no significant differences in the level of digital competence of teaching staff between the two genders. However, significant differences were found in the following dimensions: digital skills, digital ethics, ICT anxiety, quality of ICT resources, and intention to use ICT. These findings highlight the urgent need for university institutions to propose training plans to improve the digital competences of their teaching and research staff in those dimensions that have been found to be deficient. Full article

(This article belongs to the Special Issue Educative Technology and Measurement of Professional Digital Competence)

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19 pages, 2344 KiB

Open AccessEditor’s ChoiceArticle

Challenges and Experiences of Online Evaluation in Courses of Civil Engineering during the Lockdown Learning Due to the COVID-19 Pandemic

by Marcos García-Alberti, Fernando Suárez, Isabel Chiyón and Juan Carlos Mosquera Feijoo

Educ. Sci. 2021, 11(2), 59; https://doi.org/10.3390/educsci11020059 - 03 Feb 2021

Cited by 63 | Viewed by 13241

Abstract

As a consequence of the global health emergency in early 2020, universities had to tackle a sudden shift in their teaching–learning strategies so that the preset competences could be fulfilled. This study presents the learning outcomes of the implemented tasks, student experiences, and [...] Read more.

As a consequence of the global health emergency in early 2020, universities had to tackle a sudden shift in their teaching–learning strategies so that the preset competences could be fulfilled. This study presents the learning outcomes of the implemented tasks, student experiences, and feedback, as well as some reflections from the instructors with a holistic perspective of the courses due to the adopted measures and adaptations. Six courses taught at civil engineering degrees of three universities, two from Spain and one from Peru, were analyzed. The teaching and evaluation strategies are described, and some reflections are made by comparing the student’s performance with the previous course. Though the shift to online learning had to be made from day to day, with no time for preparation, the experience has proved that online learning can be beneficial in some aspects and has probably come to stay, although some other aspects are difficult to replace with respect to face-to-face learning, especially students’ engagement and motivation. The significance of this study relies on a description of the challenges that arose due to the global public health and an assessment of the results of the implemented strategies to account for both teaching and evaluation in modules of civil engineering. After the acquired experience, new questions have arisen, e.g., what type of content is (and what is not) adequate or suitable for online exams? What features have come to stay? Has higher education taken a step forward to tomorrow’s education? Full article

(This article belongs to the Special Issue Online and Distance Learning during Lockdown Times: COVID-19 Stories)

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16 pages, 3426 KiB

Open AccessEditor’s ChoiceArticle

Teaching Sentiment in Emergency Online Learning—A Conceptual Model

by Domingos Martinho, Pedro Sobreiro and Ricardo Vardasca

Educ. Sci. 2021, 11(2), 53; https://doi.org/10.3390/educsci11020053 - 30 Jan 2021

Cited by 12 | Viewed by 2710

Abstract

Due to the COVID-19 pandemic, higher education institutions with a face-to-face model have found themselves in the contingency of migrating to online learning. This study explores the perspective of all the lecturers at a Portuguese private higher education institution who were invited to [...] Read more.

Due to the COVID-19 pandemic, higher education institutions with a face-to-face model have found themselves in the contingency of migrating to online learning. This study explores the perspective of all the lecturers at a Portuguese private higher education institution who were invited to participate, regardless of their research area, in this questionnaire. It aims to propose and test a conceptual model that combines attitudes, preferred activities, and technological experience with the sentiment about the impact of this experience on students’ learning process, on their teaching activity, and on the strategy of higher education institutions. An online questionnaire was conducted to 65 lecturers engaging in emergency online lecturing. The obtained results showed that lecturers reveal a positive attitude towards online lecturing, tend to prefer activities in which they feel most comfortable in face-to-face lecturing, and consider having technological experience useful for online activities. Lecturers have a positive sentiment about the impact of online learning on students’ learning, their faculty career, and the strategy of higher education institutions. The proposed conceptual model test shows that the model has well-fitting conditions. The results confirm the hypotheses formulated: namely, the predictive effect of attitude, preferred activities, and technological experience on sentiment. Faculty engagement in emergency online lecturing shows that the members are available to participate in the changing process, and the proposed conceptual model can be used to assess this readiness. Full article

(This article belongs to the Special Issue New Research and Trends in Higher Education)

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8 pages, 321 KiB

Open AccessEditor’s ChoiceBrief Report

Changes in Students’ Achievement Motivation in the Context of the COVID-19 Pandemic: A Function of Extraversion/Introversion?

by Jonathan Smith, Fanny-Alexandra Guimond, Julie Bergeron, Jérôme St-Amand, Caroline Fitzpatrick and Mathieu Gagnon

Educ. Sci. 2021, 11(1), 30; https://doi.org/10.3390/educsci11010030 - 15 Jan 2021

Cited by 41 | Viewed by 16792

Abstract

Students’ mental health has been an increased concern since the outbreak of the COVID-19 pandemic. However, academic outcomes have received very little attention. In this study, changes in students’ achievement motivation are investigated using an expectancy–value framework. Participants (n = 90) were [...] Read more.

Students’ mental health has been an increased concern since the outbreak of the COVID-19 pandemic. However, academic outcomes have received very little attention. In this study, changes in students’ achievement motivation are investigated using an expectancy–value framework. Participants (n = 90) were high school students (grades 9 and 10) who reported on their expectancy and value perceptions in regard to learning before and during the pandemic (i.e., January and November 2020). Changes over time and as a function of extraversion/introversion were analyzed using repeated measures multivariate analyses of variance (MANOVAs). Most perceptions were found to be stable with the exception of interest in learning, which increased as a function of extraversion. Results are discussed in light of relevant pre-pandemic evidence. Full article

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18 pages, 780 KiB

Open AccessEditor’s ChoiceArticle

Emergency Online Learning in Low-Resource Settings: Effective Student Engagement Strategies

by Victoria Abou-Khalil, Samar Helou, Eliane Khalifé, MeiRong Alice Chen, Rwitajit Majumdar and Hiroaki Ogata

Educ. Sci. 2021, 11(1), 24; https://doi.org/10.3390/educsci11010024 - 08 Jan 2021

Cited by 89 | Viewed by 16604

Abstract

We aim to identify the engagement strategies that higher education students, engaging in emergency online learning in low-resource settings, perceive to be effective. We conducted a sequential mixed-methods study based on Moore’s interaction framework for distance education. We administered a questionnaire to 313 [...] Read more.

We aim to identify the engagement strategies that higher education students, engaging in emergency online learning in low-resource settings, perceive to be effective. We conducted a sequential mixed-methods study based on Moore’s interaction framework for distance education. We administered a questionnaire to 313 students engaging in emergency online learning in low-resource settings to examine their perceptions of different engagement strategies. Our results showed that student–content engagement strategies, e.g., screen sharing, summaries, and class recordings, are perceived as the most effective, closely followed by student–teacher strategies, e.g., Q and A sessions and reminders. Student–student strategies, e.g., group chat and collaborative work, are perceived as the least effective. The perceived effectiveness of engagement strategies varies based on the students’ gender and technology access. To support instructors, instructional designers, and researchers, we propose a 10-level guide for engaging students during emergency online classes in low-resource settings. Full article

(This article belongs to the Special Issue Online and Distance Learning during Lockdown Times: COVID-19 Stories)

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13 pages, 260 KiB

Open AccessEditor’s ChoiceReview

Academic and Social Effects of Inclusion on Students without Disabilities: A Review of the Literature

by Ayse Kart and Mehmet Kart

Educ. Sci. 2021, 11(1), 16; https://doi.org/10.3390/educsci11010016 - 01 Jan 2021

Cited by 34 | Viewed by 25688

Abstract

In many countries, educational practices are changing to inclusive education. Inclusive education is educating students with disabilities in general education classrooms with their peers without disabilities. If inclusive education is spreading, research needs to investigate the effects of inclusion not only for students [...] Read more.

In many countries, educational practices are changing to inclusive education. Inclusive education is educating students with disabilities in general education classrooms with their peers without disabilities. If inclusive education is spreading, research needs to investigate the effects of inclusion not only for students with special needs but also for typically developing students. However, there is more research on the outcomes of inclusion for students with disabilities and less for students without disabilities in inclusive settings. Research shows academic and social gains for students with disabilities, but there is less clarity regarding the influence of inclusion on general education students. Therefore, the purpose of this review is to summarize and organize the literature on the academic and social outcomes of inclusion on students without disabilities. Academic effects of inclusion on students without disabilities are mixed, and the levels of schooling may have a differential impact on the achievement of students without disabilities. The literature indicates mostly positive or neutral effects of inclusion on the academic achievement of typically developing students in the lower grades, whereas neutral or negative influence is indicated for later grades. Additionally, students without disabilities have socially benefited from being in inclusive classrooms with students with disabilities. Mainly, the social effects of inclusion are reduction of fear, hostility, prejudice, and discrimination as well as increase of tolerance, acceptance, and understanding. Full article

(This article belongs to the Special Issue Inclusion and Disability: Perspectives on Theory, Research, and Practice)

20 pages, 2513 KiB

Open AccessEditor’s ChoiceArticle

The Continuous Intention to Use E-Learning, from Two Different Perspectives

by Rana Saeed Al-Maroof, Khadija Alhumaid and Said Salloum

Educ. Sci. 2021, 11(1), 6; https://doi.org/10.3390/educsci11010006 - 25 Dec 2020

Cited by 56 | Viewed by 9872

Abstract

During the recent vast growth of digitalization, e-learning methods have become the most influential phenomenon at higher educational institutions. E-learning adoption has proved able to shift educational circumstances from the traditional face-to-face teaching environment to a flexible and sharable type of education. An [...] Read more.

During the recent vast growth of digitalization, e-learning methods have become the most influential phenomenon at higher educational institutions. E-learning adoption has proved able to shift educational circumstances from the traditional face-to-face teaching environment to a flexible and sharable type of education. An online survey was conducted, consisting of 30 teachers and 342 students in one of the universities in the United Arab Emirates. The results show that teachers’ and students’ perceived technology self-efficacy (TSE), ease of use (PEOU), and usefulness (PU) are the main factors directly affecting the continuous intention to use technology. Instructors’ technological pedagogical content knowledge (TPACK) and perceived organizational support (POS) positively affect the intention to use the technology, whereas students’ controlled motivation (CTRLM) has a greater influence on their intention to use the technology, due to the type of intrinsic and extrinsic motivation that they have and which they can develop throughout the process of learning. The findings support the given hypotheses. In addition, they provide empirical evidence of a relationship between perceived organizational support and perceived pedagogical content knowledge. In fact, they are considered the key factors that support the use of technology continuously. Full article

(This article belongs to the Special Issue Assessment and Evaluation in Higher Education)

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14 pages, 277 KiB

Open AccessEditor’s ChoiceArticle

Fostering Critical Reflection in Primary Education through STEAM Approaches

by Marcel Bassachs, Dolors Cañabate, Lluís Nogué, Teresa Serra, Remigijus Bubnys and Jordi Colomer

Educ. Sci. 2020, 10(12), 384; https://doi.org/10.3390/educsci10120384 - 16 Dec 2020

Cited by 26 | Viewed by 6929

Abstract

This paper describes a quantitative study that explores teaching practices in primary education to sustain the hypothesis that students’ critical thinking may be activated through individual and group reflection. The study examines the quality of the reflections from primary school students during group [...] Read more.

This paper describes a quantitative study that explores teaching practices in primary education to sustain the hypothesis that students’ critical thinking may be activated through individual and group reflection. The study examines the quality of the reflections from primary school students during group processing when participating in Science, Technology, Engineering, Arts, and Math (STEAM) instructional approaches. The project’s core methodology lies in scientific (physics) and artistic (dance) instructional activities which were executed in a continuous reflective and cooperative learning environment. The educational approach was refined by analyzing the reflective discussions from focus groups where descriptive, argumentative, reflective and critical reflective knowledge about acquired knowledge, competences, beliefs, attitudes and emotions were considered. While the educational intervention proved that 1st-year (K-7) students essentially reflected at the level of description, 3rd-year (K-9) and 5th-year (K-11) students, however, attained higher levels of individual critical reflection development than initially anticipated. The STEAM approaches were found to produce significant use and understanding of both science and artistic concepts and to increase a sense of competence readiness and a perception of modes of cooperation such as individual responsibility and promotive interaction. Full article

15 pages, 266 KiB

Open AccessEditor’s ChoiceArticle

Distance Learning Perceptions from Higher Education Students—The Case of Portugal

by Sónia P. Gonçalves, Maria José Sousa and Fernanda Santos Pereira

Educ. Sci. 2020, 10(12), 374; https://doi.org/10.3390/educsci10120374 - 10 Dec 2020

Cited by 61 | Viewed by 6208

Abstract

This research study examines the attitudes of Portuguese higher education students regarding compulsory digital and distance learning university courses during the second semester of the academic year 2019–2020 during the COVID-19 pandemic. The methodology was quantitative, being the undergraduate and postgraduate students surveyed [...] Read more.

This research study examines the attitudes of Portuguese higher education students regarding compulsory digital and distance learning university courses during the second semester of the academic year 2019–2020 during the COVID-19 pandemic. The methodology was quantitative, being the undergraduate and postgraduate students surveyed to find their perceptions about distance and online education in Portugal. The findings of the study highlighted the relationship between distance and online learning. The key concern of the respondents is related to the formal and contextual dimensions of the online class regime. The values examined, taken as a whole, allow us to conclude that with this teaching regime, in terms of awareness, there is acceptance and benefit. The sense of ambiguity in which this transformation took place, as well as the climate surrounding this phase, are worth noting. The teaching and evaluation methodologies used have been embraced and show a very wide range of choices on the part of the teaching teams and the students’ various interests, just as in the teaching regime of the classroom. The fact that students feel the need for face-to-face classes, however, is of great importance for practical and laboratory classes. This reality, which is a challenge to face in the future, is hard to overcome. Full article

(This article belongs to the Special Issue New Research and Trends in Higher Education)

11 pages, 240 KiB

Open AccessEditor’s ChoiceArticle

Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers’ Perspective

by Nadezhda Almazova, Elena Krylova, Anna Rubtsova and Maria Odinokaya

Educ. Sci. 2020, 10(12), 368; https://doi.org/10.3390/educsci10120368 - 07 Dec 2020

Cited by 155 | Viewed by 19052

Abstract

The COVID-19 pandemic has tremendously affected higher education systems in Russia and all over the world, forcing to transform curriculum into an online format, which is a challenge for all the educational process participants. The current study discusses the implementation of online learning [...] Read more.

The COVID-19 pandemic has tremendously affected higher education systems in Russia and all over the world, forcing to transform curriculum into an online format, which is a challenge for all the educational process participants. The current study discusses the implementation of online learning amid the COVID-19 pandemic in the Russian higher education context and investigates the challenges experienced by university teachers during this period to define their readiness for online education. To address the above-mentioned issues, a study was conducted in Peter the Great St. Petersburg Polytechnic University. A variety of methods of scientific and pedagogical research were used including systematic structural analysis, synthesis, work with research papers, the generalization of experience and experimental work, observation, surveys, etc., with 87 university teachers asked to respond to several sets of questions describing their online teaching experience after the launch of online education amid the COVID-19 pandemic. The analysis of the participants’ answers helped to identify the following main challenges experienced by university teachers: computer literacy level, the university electronic environment and support, academic staff readiness and students’ readiness for online learning, the last two being the most important hindering the implementation of the efficient online education process. It was also underlined by most respondents that methodological work of a teacher in a digital educational environment differs from conventional teaching methods. Thus, psychological, technological, methodological support and teachers’ professional development programs are of vital importance to minimize the negative impact of the rapid changes of the educational process and to ensure efficient online education. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

15 pages, 783 KiB

Open AccessEditor’s ChoiceArticle

University Students’ Readiness for Using Digital Media and Online Learning—Comparison between Germany and the USA

by Julian Küsel, Florence Martin and Silvija Markic

Educ. Sci. 2020, 10(11), 313; https://doi.org/10.3390/educsci10110313 - 31 Oct 2020

Cited by 41 | Viewed by 8092

Abstract

The year 2020 brought many changes to our everyday life but also our education system. Universities needed to change their teaching practices due to the COVID-19 pandemic. Words like “digital media”, “online teaching” and “online learning” were present in all of the discussions. [...] Read more.

The year 2020 brought many changes to our everyday life but also our education system. Universities needed to change their teaching practices due to the COVID-19 pandemic. Words like “digital media”, “online teaching” and “online learning” were present in all of the discussions. The main issues here were the technical infrastructure of students and universities all over the world. However, to have good technical infrastructure does not mean that everybody is also ready to use it. Thus, the present study focused on the issue of university students’ readiness for online learning. The quantitative research goal was to evaluate German university students’ readiness for using digital media and online learning in their tertiary education and compare them with students from the United States. Overall, 72 students from the researchers’ university in Germany and 176 students from multiple universities in the United States completed the Student Readiness of Online Learning (SROL) questionnaire. Results show substantial differences between the two groups of students, with U.S. students being more ready for online learning. The results and limitations were discussed, and practical implications and further ideas were provided. Full article

(This article belongs to the Section Higher Education)

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23 pages, 573 KiB

Open AccessEditor’s ChoiceArticle

Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19

by Laura A. Gelles, Susan M. Lord, Gordon D. Hoople, Diana A. Chen and Joel Alejandro Mejia

Educ. Sci. 2020, 10(11), 304; https://doi.org/10.3390/educsci10110304 - 28 Oct 2020

Cited by 150 | Viewed by 20249

Abstract

The global pandemic of COVID-19 brought about the transition to Emergency Remote Teaching (ERT) at higher education institutions across the United States, prompting both students and the faculty to rapidly adjust to a different modality of teaching and learning. Other crises have induced [...] Read more.

The global pandemic of COVID-19 brought about the transition to Emergency Remote Teaching (ERT) at higher education institutions across the United States, prompting both students and the faculty to rapidly adjust to a different modality of teaching and learning. Other crises have induced disruptions to academic continuity (e.g., earthquakes, hurricanes), but not to the same extent as COVID-19, which has affected universities on a global scale. In this paper, we describe a qualitative case study where we interviewed 11 second-year Integrated Engineering students during the Spring 2020 semester to explore how they adapted to the transition to remote learning. Our results revealed several student challenges, how they used self-discipline strategies to overcome them, and how the faculty supported students in the classroom through a compassionate and flexible pedagogy. Faculty members showed compassion and flexibility by adjusting the curriculum and assessment and effectively communicating with students. This was especially important for the women participants in this study, who more frequently expressed utilizing pass/fail grading and the personal and gendered challenges they faced due to the pandemic. During this unprecedented crisis, we found that a key element for supporting students’ well-being and success is the faculty members communicating care and incorporating flexibility into their courses. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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24 pages, 567 KiB

Open AccessEditor’s ChoiceArticle

Online Delivery and Assessment during COVID-19: Safeguarding Academic Integrity

by Kelum A.A. Gamage, Erandika K. de Silva and Nanda Gunawardhana

Educ. Sci. 2020, 10(11), 301; https://doi.org/10.3390/educsci10110301 - 25 Oct 2020

Cited by 137 | Viewed by 20850

Abstract

Globally, the number of COVID-19 cases continues to rise daily despite strict measures being adopted by many countries. Consequently, universities closed down to minimise the face-to-face contacts, and the majority of the universities are now conducting degree programmes through online delivery. Remote online [...] Read more.

Globally, the number of COVID-19 cases continues to rise daily despite strict measures being adopted by many countries. Consequently, universities closed down to minimise the face-to-face contacts, and the majority of the universities are now conducting degree programmes through online delivery. Remote online delivery and assessment are novel experiences for many universities, which presents many challenges, particularly when safeguarding academic integrity. For example, invigilated assessments, often considered as more secure, are not an option given the current situation and detecting any cheating would be significantly challenging. This paper reviews assessment security in the digital domain and critically evaluates the practices from different universities in safeguarding academic integrity, including associated challenges. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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14 pages, 1266 KiB

Open AccessEditor’s ChoiceArticle

Digital Escape Room, Using Genial.Ly and A Breakout to Learn Algebra at Secondary Education Level in Spain

by Cristina Jiménez, Nuria Arís, Ángel Alberto Magreñán Ruiz and Lara Orcos

Educ. Sci. 2020, 10(10), 271; https://doi.org/10.3390/educsci10100271 - 01 Oct 2020

Cited by 40 | Viewed by 9267

Abstract

One of the main objectives in mathematics education is to motivate students due to the fact that their interest in this area is often very low. The use of different technologies, as well as gamification in the classroom, can help us to meet [...] Read more.

One of the main objectives in mathematics education is to motivate students due to the fact that their interest in this area is often very low. The use of different technologies, as well as gamification in the classroom, can help us to meet this goal. In this case, it is presented the use of two techniques, which are a digital escape room, using Genial.ly and a breakout, for learning algebra in the third course of secondary education. To carry out the experience, a comparison of the course 2018/2019 and the course 2019/2020 is made. Students of both courses completed an exam of algebraic fractions and then an equations exam; the exams were done in the course 2019/2020 taken after having used the techniques. The results show that there are low significant differences between both courses in the algebraic fractions exam qualifications, but those of the equations exam were significant, with a difference of almost two points, which led us to conclude that the use of this techniques improved the qualifications of students. Finally, the perception that students had of the experience was very positive, as shown by the data obtained and allowed them to improve their knowledge as well as their motivation and teamwork. Full article

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14 pages, 884 KiB

Open AccessEditor’s ChoiceArticle

Education for Sustainable Development Goals (ESDG): What Is Wrong with ESDGs, and What Can We Do Better?

by Helen Kopnina

Educ. Sci. 2020, 10(10), 261; https://doi.org/10.3390/educsci10100261 - 23 Sep 2020

Cited by 21 | Viewed by 7249

Abstract

This article will discuss social, environmental, and ecological justice in education for sustainable development (ESD) and Education for Sustainable Development Goals (ESDG). The concept of sustainable development and, by extension, the ESD, places heavy emphasis on the economic and social aspects of sustainability. [...] Read more.

This article will discuss social, environmental, and ecological justice in education for sustainable development (ESD) and Education for Sustainable Development Goals (ESDG). The concept of sustainable development and, by extension, the ESD, places heavy emphasis on the economic and social aspects of sustainability. However, the ESD falls short of recognizing ecological justice, or recognition that nonhumans also have a right to exist and flourish. An intervention in the form of an undergraduate course titled Politics, Business, and Environment (PBE) will be discussed. As part of this course, students were asked to reflect on the three pillars of sustainable development: society, economy, and environment, linking these to the fourth concept, ecological justice or biospheric egalitarianism. Biospheric egalitarianism is characterized by the recognition of intrinsic value in the environment and is defined as concern about justice for the environment. Some of the resulting exam answers are analyzed, demonstrating students’ ability to recognize the moral and pragmatic limitations of the anthropocentric approach to justice. This analysis presents ways forward in thinking about the role of “ecological justice” as the ultimate bottom line upon which both society and economy are based. Full article

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17 pages, 241 KiB

Open AccessEditor’s ChoiceArticle

Inclusion and Special Education

by Marian Patricia Bea Francisco, Maria Hartman and Ye Wang

Educ. Sci. 2020, 10(9), 238; https://doi.org/10.3390/educsci10090238 - 07 Sep 2020

Cited by 28 | Viewed by 40836

Abstract

The purpose of this paper is to trace the historical trajectory of special education and how societal perspectives influenced the special education movement. It aims to answer if special education and inclusion have achieved their goals for all individuals, especially those with disabilities. [...] Read more.

The purpose of this paper is to trace the historical trajectory of special education and how societal perspectives influenced the special education movement. It aims to answer if special education and inclusion have achieved their goals for all individuals, especially those with disabilities. A review of historical trends, special education laws, and key constructs showed that there were both positives and negatives aspects. It also revealed that the absence of a clear definition, standards, and objectives for inclusion and least restrictive environment is just one of the roots of the problem. Moreover, the lack of empirical studies on the effectiveness of inclusion and the lack of knowledge and awareness of the provisions of special education laws by stakeholders contribute to the issues surrounding inclusion implementation. Recommendations include that all stakeholders should have historical awareness and discriminative ability, in-depth comprehension of special education laws, and adapting the same definition, standards and clear objectives in implementing inclusion programs. Full article

(This article belongs to the Special Issue Inclusion and Disability: Perspectives on Theory, Research, and Practice)

13 pages, 2911 KiB

Open AccessEditor’s ChoiceArticle

COVID-19 Outbreak: Insights about Teaching Tasks in a Chemical Engineering Laboratory

by Sergio Nogales-Delgado, Silvia Román Suero and José María Encinar Martín

Educ. Sci. 2020, 10(9), 226; https://doi.org/10.3390/educsci10090226 - 30 Aug 2020

Cited by 23 | Viewed by 4708

Abstract

Apart from the evident tragedy that the COVID-19 outbreak has meant regarding both personal and economic costs, the normal functioning of the academic year has been drastically altered at all educational levels. Regarding Spain, the state of alert implemented by the government from [...] Read more.

Apart from the evident tragedy that the COVID-19 outbreak has meant regarding both personal and economic costs, the normal functioning of the academic year has been drastically altered at all educational levels. Regarding Spain, the state of alert implemented by the government from mid-March to June has affected traditional face-to-face sessions at universities, as they were forbidden and replaced by online lessons. The aim of this work was to explain our own experience during the COVID-19 outbreak in a chemical engineering laboratory at the University of Extremadura, concerning the university teaching and the final degree project follow-up, whose method of teaching was active and participatory, based on constructivism and focused on the student as the center of the learning process. Thus, the confinement affected both the teachers and students differently, depending on the degree of completion of their main tasks and their previous skills with computing and virtual tools, among other factors. The existence of an operating virtual campus and an online library has made the transition to total e-learning and telework easier for teachers and students. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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13 pages, 384 KiB

Open AccessEditor’s ChoiceArticle

From Theory to Practice of Promoting Student Engagement in Business and Law-Related Disciplines: The Case of Undergraduate Economics Education

by Rabindra Nepal and Ann M. Rogerson

Educ. Sci. 2020, 10(8), 205; https://doi.org/10.3390/educsci10080205 - 10 Aug 2020

Cited by 34 | Viewed by 6214

Abstract

Higher education is experiencing a paradigm shift from passive learning towards active learning. The COVID-19 pandemic has further presented an opportunity for education providers to enhance teaching that includes non-campus modes. However, concerns regarding student engagement lie at the heart of the transition [...] Read more.

Higher education is experiencing a paradigm shift from passive learning towards active learning. The COVID-19 pandemic has further presented an opportunity for education providers to enhance teaching that includes non-campus modes. However, concerns regarding student engagement lie at the heart of the transition to active learning environments in the context of the increased demand for online education. Therefore, promoting student engagement has become an educational priority since greater student engagement translates into valued student experiences, higher academic performance, and increased retention rates. This paper semi-systematically reviews the literature on student engagement in undergraduate economics education. Close emphasis is also paid to the relationships between the direct measures of disengagement such as absenteeism on student performance in economics. The student engagement framework developed by Frederiks, Blumenfeld, and Paris (2004) is used to classify the dimensions of student engagement and the factors that influence the different dimensions of engagement. The literature reviewed is predominately occupied with behavioral aspects of engagement with little attention towards capturing the cognitive and emotional aspects of student engagement. Three key recommendations are noted from the study in order for business school educators and higher education policy makers to promote student engagement in economics education. Future research on student engagement in undergraduate business education should focus more on capturing the cognitive and emotional aspects of student engagement to inform policymaking in promoting student engagement. Full article

(This article belongs to the Special Issue Current Trends and Practices in Business and Law Education: Lessons from the Pandemic and Ways Forward)

11 pages, 211 KiB

Open AccessEditor’s ChoiceArticle

COVID-19 and the Digital Transformation of Education: What Are We Learning on 4IR in South Africa?

by David Mhlanga and Tankiso Moloi

Educ. Sci. 2020, 10(7), 180; https://doi.org/10.3390/educsci10070180 - 09 Jul 2020

Cited by 187 | Viewed by 45838

Abstract

The study sought to assess the influence of the COVID-19 pandemic in motivating digital transformation in the education sector in South Africa. The study was premised on the fact that learning in South Africa and the rest of the world came to a [...] Read more.

The study sought to assess the influence of the COVID-19 pandemic in motivating digital transformation in the education sector in South Africa. The study was premised on the fact that learning in South Africa and the rest of the world came to a standstill due to the lockdown necessitated by COVID-19. To assess the impact, the study tracked the rate at which the Fourth Industrial Revolution (4IR) tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote (online) learning. These observations reflect that South Africa generally has some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, it has presented an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access. Full article

(This article belongs to the Special Issue Remote Teaching, Learning and Assessment: Online Pedagogical Practices)

13 pages, 2048 KiB

Open AccessEditor’s ChoiceArticle

COVID-19 School Closure-Related Changes to the Professional Life of a K–12 Teacher

by Ute Kaden

Educ. Sci. 2020, 10(6), 165; https://doi.org/10.3390/educsci10060165 - 19 Jun 2020

Cited by 207 | Viewed by 41491

Abstract

The COVID-19 pandemic forced K–12 school closures in spring 2020 to protect the well-being of society. The unplanned and unprecedented disruption to education changed the work of many teachers suddenly, and in many aspects. This case study examines the COVID-19 school closure-related changes [...] Read more.

The COVID-19 pandemic forced K–12 school closures in spring 2020 to protect the well-being of society. The unplanned and unprecedented disruption to education changed the work of many teachers suddenly, and in many aspects. This case study examines the COVID-19 school closure-related changes to the professional life of a secondary school teacher in rural Alaska (United States), who had to teach his students online. A descriptive and explanatory single case study methodology was used to describe subsequent impacts on instructional practices and workload. Qualitative and quantitative data sources include participant observations, semi-structured interviews, artifacts (e.g., lesson plans, schedules, online time), and open-ended conversations. The results of this study demonstrate an increase and change in workload for the teacher and that online education can support learning for many students but needs to be carefully designed and individualized to not deepen inequality and social divides. The forced move to online learning may have been the catalyst to create a new, more effective hybrid model of educating students in the future. Not one single model for online learning will provide equitable educational opportunities for all and virtual learning cannot be seen as a cheap fix for the ongoing financial crisis in funding education. Full article

(This article belongs to the Special Issue Online and Distance Learning during Lockdown Times: COVID-19 Stories)

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15 pages, 4766 KiB

Open AccessEditor’s ChoiceArticle

Children’s Augmented Storying in, with and for Nature

by Kristiina Kumpulainen, Jenny Byman, Jenny Renlund and Chin Chin Wong

Educ. Sci. 2020, 10(6), 149; https://doi.org/10.3390/educsci10060149 - 26 May 2020

Cited by 23 | Viewed by 4854

Abstract

Drawing on a relational ontology and scholarship of new literacies, we investigate the materiality and performativity of children’s augmented storying in nature. Our study is situated in a Finnish primary school in which a novel, augmented reality application (MyAR Julle) was [...] Read more.

Drawing on a relational ontology and scholarship of new literacies, we investigate the materiality and performativity of children’s augmented storying in nature. Our study is situated in a Finnish primary school in which a novel, augmented reality application (MyAR Julle) was utilized as a digital storytelling tool for children (n = 62, aged 7–9), allowing them to explore, interact, and imagine in nature and to create/share their stories. The data corpus consists of their narrations of their augmented stories in nature, their augmented story artefacts, and video/observational data from their construction of such stories in nature. Narrative analysis reveals how the children’s augmented storying in nature was performed through playful, affective, and sensuous, identity, cultural, and critical literacies, which were imaginatively constructed into being at the nexus of their sensed reality and fantasy. These literacies make visible human–material–spatial–temporal assemblages during which the children played with/through the augmented character Julle, felt and sensed with/through Julle, and re-storied their experiences, cultural knowledge, and identities with/through Julle. They also engaged in critical thinking with/through Julle. The study contributes to knowledge on the meaning of materiality in children’s storying in, with, and for nature and the educational possibilities of augmented storying for children’s (eco)literacies. Full article

(This article belongs to the Special Issue Young Children, Maker Literacies and Social Change)

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16 pages, 901 KiB

Open AccessEditor’s ChoiceArticle

A Meta-Analysis of the Cognitive, Affective, and Interpersonal Outcomes of Flipped Classrooms in Higher Education

by Hwan Young Jang and Hye Jeong Kim

Educ. Sci. 2020, 10(4), 115; https://doi.org/10.3390/educsci10040115 - 20 Apr 2020

Cited by 23 | Viewed by 5701

Abstract

This paper aims to quantify the effects of flipped classrooms in higher education by reviewing 43 empirical studies of students’ cognitive, affective, and interpersonal outcomes. The innovative pedagogy of a flipped classroom in higher education fosters a sustainable, interactive, and student-centered learning environment [...] Read more.

This paper aims to quantify the effects of flipped classrooms in higher education by reviewing 43 empirical studies of students’ cognitive, affective, and interpersonal outcomes. The innovative pedagogy of a flipped classroom in higher education fosters a sustainable, interactive, and student-centered learning environment (as opposed to the traditional lecture style, in which there is little room for interaction). This study’s results show the positive effects of flipped classrooms and highlight the improvement in students’ educational outcomes between 2012 and 2017. Overall, effect sizes were medium—effect size (ES) = 0.35, 95% confidence interval (CI) = 0.24 to 0.47—across three outcome domains using a random effects model. In the outcomes, affective (ES = 0.59), interpersonal (ES = 0.53), and cognitive (ES = 0.24) domains were of a higher order than the effect sizes. However, the results indicated that flipped classrooms benefitted students studying chemistry, engineering, mathematics, and physics less than they did students studying other subjects. Full article

(This article belongs to the Section Higher Education)

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16 pages, 754 KiB

Open AccessEditor’s ChoiceCommentary

Applications of Network Science to Education Research: Quantifying Knowledge and the Development of Expertise through Network Analysis

by Cynthia S. Q. Siew

Educ. Sci. 2020, 10(4), 101; https://doi.org/10.3390/educsci10040101 - 08 Apr 2020

Cited by 19 | Viewed by 5247

Abstract

A fundamental goal of education is to inspire and instill deep, meaningful, and long-lasting conceptual change within the knowledge landscapes of students. This commentary posits that the tools of network science could be useful in helping educators achieve this goal in two ways. [...] Read more.

A fundamental goal of education is to inspire and instill deep, meaningful, and long-lasting conceptual change within the knowledge landscapes of students. This commentary posits that the tools of network science could be useful in helping educators achieve this goal in two ways. First, methods from cognitive psychology and network science could be helpful in quantifying and analyzing the structure of students’ knowledge of a given discipline as a knowledge network of interconnected concepts. Second, network science methods could be relevant for investigating the developmental trajectories of knowledge structures by quantifying structural change in knowledge networks, and potentially inform instructional design in order to optimize the acquisition of meaningful knowledge as the student progresses from being a novice to an expert in the subject. This commentary provides a brief introduction to common network science measures and suggests how they might be relevant for shedding light on the cognitive processes that underlie learning and retrieval, and discusses ways in which generative network growth models could inform pedagogical strategies to enable meaningful long-term conceptual change and knowledge development among students. Full article

(This article belongs to the Special Issue Networks Applied in Science Education Research)

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14 pages, 1619 KiB

Open AccessEditor’s ChoiceArticle

Uncovering Types of Knowledge in Concept Maps

by Ian M. Kinchin, Aet Möllits and Priit Reiska

Educ. Sci. 2019, 9(2), 131; https://doi.org/10.3390/educsci9020131 - 13 Jun 2019

Cited by 33 | Viewed by 11731

Abstract

Concept maps have been shown to have a positive impact on the quality of student learning in a variety of disciplinary contexts and educational levels from primary school to university by helping students to connect ideas and develop a productive knowledge structure to [...] Read more.

Concept maps have been shown to have a positive impact on the quality of student learning in a variety of disciplinary contexts and educational levels from primary school to university by helping students to connect ideas and develop a productive knowledge structure to support future learning. However, the evaluation of concept maps has always been a contentious issue. Some authors focus on the quantitative assessment of maps, while others prefer a more descriptive determination of map quality. To our knowledge, no previous consideration of concept maps has evaluated the different types of knowledge (e.g., procedural and conceptual) embedded within a concept map, or the ways in which they may interact. In this paper we consider maps using the lens provided by the Legitimation Code Theory (LCT) to analyze concept maps in terms of semantic gravity and semantic density. Weaving between these qualitatively, different knowledges are considered necessary to achieve professional knowledge or expert understanding. Exemplar maps are used as illustrations of the way in which students may navigate their learning towards expertise and how this is manifested in their concept maps. Implications for curriculum design and teaching evaluation are included. Full article

(This article belongs to the Special Issue Concept Mapping and Education)

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11 pages, 523 KiB

Open AccessEditor’s ChoiceArticle

Developing and Piloting a Pedagogy for Teaching Innovation, Collaboration, and Co-Creation in Secondary Education Based on Design Thinking, Digital Transformation, and Entrepreneurship

by Athanassios Androutsos and Vasiliki Brinia

Educ. Sci. 2019, 9(2), 113; https://doi.org/10.3390/educsci9020113 - 23 May 2019

Cited by 39 | Viewed by 11594

Abstract

In Secondary Education, students need innovative skills and competences that the current education system does not sufficiently offer. Also, educators need pedagogical support to develop teaching to respond to 21st century skills requirements. In order to achieve these goals, an experimental culture of [...] Read more.

In Secondary Education, students need innovative skills and competences that the current education system does not sufficiently offer. Also, educators need pedagogical support to develop teaching to respond to 21st century skills requirements. In order to achieve these goals, an experimental culture of learning needs to be implemented in practice. The aim of this paper is to introduce and pilot a pedagogy for teaching innovation, collaboration, and co-creation in secondary education. The proposed pedagogy is based on a designerly way of thinking, digital competences, and entrepreneurial spirit, together with an experimental culture of creating, making, and collaborating in order to improve students’ innovative, co-creative and collaborative way of thinking and making. The main finding is that the proposed pedagogy enhanced innovative, collaborative and co-creative student competences. Moreover, digital and entrepreneurial skills gave the ability to the students to create new valuable products and services. Full article

(This article belongs to the Special Issue Innovative Methods in Teaching in Secondary Education)

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15 pages, 2385 KiB

Open AccessEditor’s ChoiceArticle

Educational Robotics in the Stage of Secondary Education: Empirical Study on Motivation and STEM Skills

by Nuria Arís and Lara Orcos

Educ. Sci. 2019, 9(2), 73; https://doi.org/10.3390/educsci9020073 - 10 Apr 2019

Cited by 66 | Viewed by 8683

Abstract

Educational robotics (ER) is increasingly present in secondary education classrooms and has acquired greater projection, especially with the appearance of championships, such as FIRST^® LEGO^® League. These competitions are based on a globalizing focus of the different areas of the curriculum, [...] Read more.

Educational robotics (ER) is increasingly present in secondary education classrooms and has acquired greater projection, especially with the appearance of championships, such as FIRST^® LEGO^® League. These competitions are based on a globalizing focus of the different areas of the curriculum, therefore, we consider that it directly links with the achievement of STEAM (science, technology, engineering, arts, and mathematics) skills. We present a research study that provides objective data based on the opinions of teachers and students that participated in this championship during the course 2017/2018 about its impact in the learning process. To this end, Spanish students and teachers answered questionnaires to collect their perceptions and assessments just after their participation. The results obtained allow us to conclude that both teachers and students believe this project promotes interest and scientific curiosity, as well as social skills through teamwork. Full article

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