Service learning in higher education: a systematic literature review

Asia Pacific Education Review - In the last few years, adoption of service learning in higher educational institutions has emerged as a modern teaching and learning strategy. This study is aimed to...     

Advantages and challenges associated with augmented reality for education: A systematic review of the literature

This study presents a systematic review of the literature on augmented reality (AR) used in educational settings. We consider factors such as publication year, learner type (e.g., K-12, higher education, and adult), technologies in AR, and the advantages and challenges of using AR in educational settings. The full range of SSCI journals was surveyed and a total of 68 research articles were selected for analysis. The findings reveal an increase in the number of AR studies during the last four years. The most reported advantage of AR is that it promotes enhanced learning achievement. Some noted challenges imposed by AR are usability issues and frequent technical problems. We found several other challenges and numerous advantages of AR usage, which are discussed in detail. In addition, current gaps in AR research and needs in the field are identified, and suggestions are offered for future research.     

A systematic review of the role of learning analytics in enhancing feedback practices in higher education

Learning analytics (LA) offers new opportunities to enrich feedback practices in higher education, but little is understood about the ways different LA can enhance feedback practices for educators and students. This systematic literature review maps the current state of implementation of LA to improve feedback practices in technology-mediated learning environments in higher education. We used strict inclusion criteria to select relevant studies that have investigated the role of LA on feedback practices. To identify common features of LA for feedback studies, we coded relevant publications using an analytical framework that identifies four key dimensions of LA systems: what (types of data), how (analytic methods), why (objectives), and how educators and students are served by LA (stakeholders). Based on findings, we propose a conceptual framework that can guide the implementation of LA for feedback systems and also suggest future empirical research in this area.     

Exploring learning and fit in the transition from higher education to the labour market: A systematic review

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

Assessing self-regulated learning in higher education: a systematic literature review of self-report instruments

The growing interest in the field of learning strategies has led to an increasing number of studies and, with that, the development of numerous instruments to measure the use of self-regulated learning (SRL) strategies. Due to the complexity of this research field, the types of assessment methods are diverse. For this reason, we conducted a systematic review of self-report instruments that measure SRL in higher education and highlight their main characteristics. In doing so, we applied the general principles of systematic reviewing—we conducted a systematic search of established psychological and educational databases with previously defined inclusion criteria and applied a multistage filtering process. In an additional step, we examined a subsample of nine established instruments in terms of their implementation characteristics, psychometric properties, and additional characteristics. The results illustrate the distribution of self-report instruments used in higher education and point to a growing use of course- or domain-specific questionnaires over the past decades as well as a lack of emotional and motivational regulation scales.     

A comparison study of augmented reality versus interactive simulation technology to support student learning of a socio-scientific issue

We investigated the impact of an augmented reality (AR) versus interactive simulation (IS) activity incorporated in a computer learning environment to facilitate students' learning of a socio-scientific issue (SSI) on nuclear power plants and radiation pollution. We employed a quasi-experimental research design. Two classes (a total of 45 ninth-grade students) were randomly assigned to either the AR or IS treatments. We compared three outcome variables of the AR and IS groups: knowledge of and attitude towards the SSI, and perceptions of the AR or IS feature. We also examined the interplay among the three variables within each of the two groups. The results indicated no significant differences in knowledge and attitude, but a significant difference in the perceptions between the two groups. Moreover, different patterns of correlations among the variables were identified. The implication includes educational impact of emerging AR technologies to support affective aspects of student learning of SSIs.     

Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education

Higher education institutions are trying to provide more flexibility and individualization, which is mainly realized through the use of new technologies and implemented in online or blended learning designs. This systematic review aims to investigate the impact of replacing classroom time with an online learning environment. The meta-analysis (k = 21 effect sizes) applied strict inclusion criteria concerning research design, measurement of learning outcomes and implementation of blended learning. The estimated effect size (Hedge's g) was positive, although not significantly different from zero and the confidence interval [-0.13, 0.25], suggesting that overall differences between blended and conventional classroom learning are small, and, at best, very small negative or moderate positive effects are plausible. This means that despite a reduction in classroom time between 30 and 79 per cent, equivalent learning outcomes were found. Consequently, blended learning with reduced classroom time is not systematically more or less effective than conventional classroom learning.     

Didactic use of concept mapping in higher education: applications in medical education

This paper describes the use of concept mapping for didactic purposes in higher education at the university level, namely, in medical schools. The first study involved the use of concept mapping to evaluate students' self learned knowledge of subject matter during their clerkship in a department of surgery. The individually constructed cognitive maps facilitated learning by being used in group discussions with the tutor, to identify correct ideas as well as misconceptions, and to convey the tutor's view, and thereby facilitated learning. The second, unrelated study employed concept mapping to evaluate an inservice Orientation Workshop for medicine school faculty. The cognitive structure characteristics of the participants and their congruence with those of the workshop teachers were assessed. These provided evidence regarding the attainment of the workshop's objectives for different kinds of participant. For example, by using concept mapping in planning instruction or preparing materials for teaching, teachers become learners. Potential didactic uses in higher education are discussed in light of these studies.     

Learning to teach STEM disciplines in higher education: a critical review of the literature

ABSTRACT

Enrolments in STEM disciplines at universities are increasing globally, attributed to the greater life opportunities open to students as a result of a STEM education. But while institutional access to STEM programmes is widening, the retention and success of STEM undergraduate students remains a challenge. Pedagogies that support student success are well known; what we know less about is how university teachers acquire pedagogical competence. This is the focus of this critical review of the literature that offers a theorised critique of educational development in STEM contexts. We studied the research literature with a view to uncovering the principles that inform professional development in STEM disciplines and fields. The key finding of this critical review is how little focus there is on the STEM disciplines. The majority of studies reviewed did not address the key issue of what makes the STEM disciplines difficult to learn and challenging to teach.     

The use of augmented reality games in education: a review of the literature

This paper provides a review of the literature about the use of augmented reality in education and specifically in the context of formal and informal environments. It examines the research that has been conducted up to date on the use of those games through mobile technology devices such as mobile phones and tablets, both in primary and secondary education. The review of the relative literature was carried out in the period 2000 to early 2014 in ScienceDirect and ERIC. The outcomes of this review illustrated a set of studies that provide evidence of positive outcomes regarding student learning. These studies, which focused mainly on the natural sciences and took place within informal learning environments, used both qualitative and quantitative data collection methods. The earliest study that was conducted about this topic used personal digital assistants, while the more recent one used smart (mobile) phones and tablets. The services of augmented reality focused on markers/quick response codes, virtual items, global positioning system services as well as on platforms for game creation. The findings of the literature review are discussed in relation to research approaches that are needed for augmented reality games to be played either in formal or informal learning environments.     

虚拟现实与增强现实技术在实验室安全教育中的应用

介绍了虚拟现实与增强现实技术在实验室安全教育领域的开发和应用情况。在实验室的安全教育领域,虚拟现实技术和增强现实技术的应用方兴未艾。通过虚拟现实与增强现实技术可以进行实验室安全设备使用方法、化学撒漏处理、危险源识别等安全教育训练,不仅学生学习兴趣高,且显著提升了实验室安全教育效果。     

Blended learning at pre-service teacher education in Turkey: A systematic review

The literature shows an increase in blended learning implementations (N?=?74) at faculties of education in Turkey whereas pre-service and in-service teachers’ ICT competencies have been identified as one of the areas where they are in need of professional development. This systematic review was conducted to find out the impact of blended learning on academic achievement and attitudes at teacher education programs in Turkey. 21 articles and 10 theses complying with all pre-determined criteria (i.e., studies having quantitative research design or at least a quantitative aspect conducted at pre-service teacher education programs) included within the scope of this review. With regard to academic achievement, it was synthesized that majority of the studies confirmed its positive impact on attaining course outcomes. Likewise, blended learning environment was revealed to contribute pre-service teachers to develop positive attitudes towards the courses. It was also concluded that face-to-face aspect of the courses was favoured considerably as it enhanced social interaction between peers and teachers. Other benefits of blended learning were listed as providing various materials, receiving prompt feedback, and tracking progress. Slow internet access, connection failure and anxiety in some pre-service teachers on using ICT were reported as obstacles. Regarding the positive results of blended learning and the significance of ICT integration, pre-service teacher education curricula are suggested to be reconstructed by infusing ICT into entire program through blended learning rather than delivering isolated ICT courses which may thus serve for prospective teachers as catalysts to integrate the use of ICT in their own teaching.     

Intersectionality in higher education research: a systematic literature review

ABSTRACT

This paper presents a systematic structured review of recent research that explicitly adopts intersectionality as a theoretical framework to interrogate how tertiary institutions manage, cater for, include, exclude and are experienced in ways that produce advantage and disadvantage. The analysis addresses the following questions: Within research that uses intersectionality, what aspects of the HE context are the focus? What methodologies are employed and how do these contribute to the production of knowledge? What vectors of identity are included? We find that gender appeared as the primary identity with which other dimensions of difference were combined to produce intersectional positions. Furthermore, case study and auto-ethnographic designs were primary approaches. This systematic literature review of 50 papers demonstrates that, when considering the workings of multiple systems of (dis)advantage, academic participation is intertwined with social and personal aspects of the HE experience. While intersectionality challenges the dominant instrumental view of HE, our review concludes that there is considerable work to be done to actively address the workings of intersecting systems of inequity impacting on participation and outcomes of students and faculty.     

A study of performance support in higher education

Successful performance improvement efforts are closely tied to the strength and integrity of the performance analysis process. During a time when higher education institutions are facing increasing budget cuts, the ability to recruit and retain students is extremely important. For some institutions, web‐based courses have been viewed as a way to attract new students, as well as to provide more convenient education options for students currently enrolled. While the occurrence of e‐learning has continued to increase, concerns with the quality and availability of faculty support to design and deliver such programs still exist. This study surveyed chief academic affairs officers to gather information about institutional priorities and practices that relate to web‐based learning, with the goal of identifying opportunities to improve instructional performance. The findings include evidence that institutions are offering a variety of means of instructional supports; however, there are specific areas where institutions are consistently delinquent.     

Digitalisation in higher education: mapping institutional approaches for teaching and learning

This paper explores the digitalisation of teaching and learning understood as external processes, influenced by government and international trends and as internal processes within the institutions, in Denmark and Norway. These are countries with similarities regarding digitalisation and educational systems. In the internal processes, there was some use of digital technology in teaching and learning when initiated from administration including IT-staff, in collaboration with academic leaders. There was little or only limited reported use of technology for teaching and learning, when the processes were initiated by administration together with enthusiasts among faculty staff, who did not have leadership roles or influence on change. There was more reported use of technology in teaching and learning in Denmark than Norway. The paper discusses possible explanations for these findings and thus illuminates how processes of digitalisation are influenced by broader governance arrangements, institutional maturity and academic and administration staffs.     

A systematic review of research on the flipped learning method in engineering education

The purpose of this article is to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners by critically appraising and summarizing existing research. This article is a qualitative synthesis of quantitative and qualitative research investigating the flipped learning approach in engineering education. Systematic review was adopted as the research methodology and article selection and screening process are described. Articles published between 2000 and May 2015 were reviewed, and 62 articles were included for a detailed analysis and synthesis. The results indicated that flipped learning gained popularity amongst engineering educators after 2012. The review revealed that research in engineering education focused on documenting the design and development process and sharing preliminary findings and student feedback. Future research examining different facets of a flipped learning implementation, framed around sound theoretical frameworks and evaluation methods, is still needed to establish the pedagogy of flipped learning in teaching engineering.