August 2022 - EduTec Science

Aug292022 by Ioana JivetNo Comments

New Pub: Tools Designed to Support Self-Regulated Learning in Online Learning Environments: A Systematic Review

Higher Education, Journal, Learning Analytics, Self-Regulation

Self-regulated learning (SRL) is a crucial higher-order skill required by learners of the 21st century, who will need to become lifelong learners to adapt to the continually changing environments. Literature provides examples of tools for scaffolding SRL in online environments. In this study, we provide the state-of-the-art concerning tools that support SRL in terms of theoretical models underpinning development, supported SRL processes, tool functionalities, used data and visualizations. We reviewed 42 articles published between 2008 and 2020, including information from 25 tools designed to support SRL. Our findings indicate that (1) many of the studies do not explicitly specify the SRL theoretical model used to guide the design process of the tool; (2) goal setting, monitoring, and self-evaluation are the most prevalent SRL processes supported through functionalities such as content…

Aug262022 by Prof. Dr. Hendrik DrachslerNo Comments

New Pub: Toward learning progression analytics — Developing learning environments for the automated analysis of learning using evidence-centred design

Computational Psychometrics, Journal, Learning Analytics, Learning Design, Open access, Project, Publication, School

[caption id="attachment_4319" align="alignright" width="450"] A procedure for developing digital learning environments that allow for the automated assessment of learning.[/caption] National educational standards stress the importance of science and mathematics learning for today’s students. However, across disciplines, students frequently struggle to meet learning goals about core concepts like energy. Digital learning environments enhanced with artificial intelligence hold the promise to address this issue by providing individualized instruction and support for students at scale. Scaffolding and feedback, for example, are both most effective when tailored to students’ needs. Providing individualized instruction requires continuous assessment of students’ individual knowledge, abilities, and skills in a way that is meaningful for providing tailored support and planning further instruction. While continuously assessing individual students’ science and mathematics learning is challenging, intelligent tutoring systems show that it…

Aug242022 by Dana KubeNo Comments

New Pub: Gendered differences versus doing gender: a systematic review on the role of gender in CSCL

Gender, Higher Education, Journal, Literature review, Meta-study, Open access, Publication, Special Issue, Team

How has CSCL research been treating the topic of Gender? Our systematic review on this topic is now published in Unterrichtswissenschaft and available online here. Gender equity in education is an essential UN sustainable development goal. However, it is unclear what aspects of gender are important to consider in regard to research outcomes as well as how findings can be interpreted in the context of gender stereotypes and bias. This lack of clarity is particularly salient in the STEM field. Computer-supported collaborative learning (CSCL) is a group learning method where learners work together on group tasks that aim at the sharing and co-construction of knowledge. Aside from the cognitive learning gains, the literature reports that CSCL can bring social and psychological benefits, such as fostering positive mutual relationships and increased understanding of equity and…

Aug192022 by Joshua WeidlichNo Comments

EARLI EFG Grant awarded

Award

The European Association for Research on Learning and Instruction (EARLI) offers an Emerging Field Group (EFG) funding scheme. The goal of the EFG initiative is to support the development of a research group focused on exploratory, innovative, and risk-taking research. EARLI supports the EFG over the course of a two-year period. See the following video for a short intro about EFG funding: [embed]https://youtu.be/P3ErXQdLU2U[/embed] This year, the EARLI EFG committee awarded funding to the "Social- and Telepresence in Online Social Learning" emerging field group, which consists of Emmy Vrieling Teunter (Open University, Netherlands), Kamakshi Rajagopal (KU Leuven, Belgium), Karel Kreijns (Open University, Netherlands), Maartje Henderikx (Open University, Netherlands), Derya Orhan Göksün (Adiyaman University, Turkey), and Joshua Weidlich (DIPF, Germany). The group will explore how perceptions of social-and telepresence are fostered in…