Dialogic literary gatherings: A systematic review of evidence to overcome social and educational inequalities

More than a decade after publications on Dialogic Literary Gatherings in indexed peer-review journals started, a systematic review that gathered the findings was necessary to provide further insight for future educational research, practice, and policymaking. The purpose of the present systematic review was to gather the existing evidence on the social, educational, and learning impact of DLGs on children, adolescents and adults involved in different settings. It has reviewed 46 articles published between 2010 and 2021. The findings of this systematic review provide a better understanding on the DLG as educational and learning action that enables dialogue and exchange, overcoming stereotypes and cultural barriers, self-improvement through education, increasing one's self-esteem, creating a non-violent and supportive environment, bringing the community in, and taking the new learnings out, building new possible worlds in all ages and in very divers settings such as primary, secondary, high, special, and adult schools, family and community education, foster care centre for minors, and prisons. Implications of the evidence on the impact of DLG for practice and policymaking could be considered for the promotion of educational and learning actions aimed at both the improvement linguistic and reading skills and the enhancement of values that promote social cohesión.     

Measuring teacher perceptions of the “how” and “why” of student motivation

In the field of educational psychology, there is diverse and active research in motivation for learning and achievement. Many instruments exist for assessing students' motivation, primarily as self-report. Fewer instruments are available for assessing teachers' perceptions of their students' motivation, and fewer still for assessing teachers' perceptions of reasons for students' lack of motivation. Teachers' intervention strategies for motivation are linked to their causal perceptions. Therefore, it is important to assess those causal perceptions. In this paper, we offer evidence for the Perceptions of Student Motivation questionnaire, a new measure that offers evidence of validity and reliability for this purpose among high school teachers. It offers potential to increase efficiency and clarity of findings regarding teachers' perceptions of students' motivation.     

Practical independent research projects in science: a synthesis and evaluation of the evidence of impact on high school students

Practical independent research projects (IRPs) are a feature of school science in a number of countries. To assess the impact of IRPs on students, a systematic review of the literature was undertaken. Thirty-nine papers met the review inclusion criteria, reporting on work from twelve countries. The review indicates that IRPs are often associated with wider initiatives such as authentic science, problem-based learning, and project-based learning. There is considerable variability in the nature of IRP work in relation to focus, models of provision, assessment, the involvement of external partners such as universities and employers, and funding, and this diversity affects judgements on the quality of the evidence base on impact. The majority of the research reviewed explored areas such as conceptual understanding, motivation to study science once it is no longer compulsory and attitudes to science, and the development of practical skills. Benefits were identified in relation to the learning of science ideas, affective responses to science, views of pursuing careers involving science, and development of a range of skills. Studies focusing on traditionally under-represented groups indicated that such students felt more positive about science as a result of undertaking IRPs. The review findings indicate that further work is needed to enhance the quality of the available evidence, to consider the ways in which IRPs can be validly assessed, to explore more fully the potential benefits for traditionally under-represented groups, and to explore more fully the potential longer-term benefits of participation in IRPs at high school level.     

Testing to Destruction: A problem in a small state

This paper presents a review of assessment procedures in the small state of Macau, a Special Administrative Region of China under the 'one country two systems' policy. The situation of Macau is used as a critical case study of some questionable educational practices that can occur when testing runs without restraint. The paper presents quantitative and qualitative data from two empirical studies to argue that testing--largely, in this case, the testing of students' ability to repeat book knowledge and facts--if left unchecked, becomes part of a dependency culture, a hermetically sealed system in which curricula and testing mutually reinforce each other in producing a low-level, facts-driven curriculum, dangerously didactic pedagogy, rote learning, poor student motivation, and a powerful controlling mechanism on teachers and students. What is disturbing is that this is the very system which many participants in education in Macau seem to want.     

Learners and Learning in Environmental Education: A critical review of the evidence

Recent analyses of the field of environmental education research have highlighted its rapidly expanding size and increasingly diverse nature (e.g. Hart & Nolan, 1999). This article reports on a review of a particular part of this field - namely, recent empirical studies of learners and learning in primary or secondary school environmental education. The review focuses specifically on the nature and quality of the evidence generated by the work in this area. The concern with evidence is motivated by the tendency of previous reviews to focus on methodological trends more than research findings. Claims have also been made that environmental education theory and research have overlooked 'the children who are the subjects of environmental education' (Payne, 1998a, p. 20). This review contends that efforts to address such shortcomings need to be informed by a thorough and grounded understanding of what studies have, and have not, been undertaken on students and learning, and what is known, and not known, from the evidence that these studies have generated. In its methods, the review seeks to be systematic, comprehensive and analytical. Its findings are based on careful scrutiny of over 100 journal articles, books and reports, published between 1993 and 1999. It proposes that the current evidence base on learners and learning can be understood in terms of six concentrations or nodes of evidence. Three of these are well established (students' (i) environmental knowledge (ii) environmental attitudes and behaviours, and (iii) environmental learning outcomes), while three can be regarded as emerging (students' (i) perceptions of nature, (ii) experiences of learning, and (iii) influences on adults). The recent research evidence and key messages associated with each of these nodes are discussed in successive sections of the review. Overall, the review suggests that the evidence base on learners and learning, while considerable in size, is less diverse in terms of methodological and theoretical approaches than the wider environmental education research field within which it is situated. The evidence base also provides more information about students' environmental knowledge and attitudes than about their educational experiences and preferences, and more about learning outcomes than about learning processes . These characteristics, however, are not static. The research and evidence base on learners and learning is developing and changing as new foci emerge, bringing with them different methodological and conceptual approaches. The review identifies issues and challenges arising from the recent evidence on learners and learning for research users, researchers and future reviews of the field. As well as highlighting possible practical implications of the research, it makes a case for studies focused more explicitly on learning and the role learners play within this process. It also suggests a need for user reviews as well as academic reviews in the field of environmental education.     

Enhancing student self‐worth in the primary school learning environment: teachers' views and students' views

This paper reports the findings from a study of teachers and students' views regarding self‐worth in the primary school learning environment. The revised New Zealand curriculum recognises the importance of self‐worth in students' motivation and ability to learn. While the need to enhance self‐worth in the classroom has been well established in the literature, similarities and differences between teachers and students' understanding of the impact of various classroom interactions on self‐worth has not received the same attention. The purpose of the research reported on in this paper was to provide further insight for teachers, thereby enabling them to strengthen classroom relationships and their students' learning experiences in ways commensurate with enhancing students' feelings of self‐worth.     

The impact of FTP on commitment to career choices: situating within a social cognitive perspective

Future time perspective (FTP) is an important theoretical construct that may assist educators in their understanding of individuals' learning, motivation and decision-making. There is empirical evidence attesting to the predictive effects of anticipation of future goals on both cognitive and non-cognitive outcomes. The present study, based on previous conceptualizations, proposes the statistical testing of the impact of FTP on commitment to career choices and academic achievement in the subject educational psychology, via personal self-efficacy beliefs and effort expenditure. Two hundred and fifty-six first-year university students (151 women and 105 men) were administered a number of Likert-scale inventories and path analytical procedures were used to validate the hypothesized structural relations. The results yielded from a comparison of different a priori models indicate the impact of FTP on commitment to career choices and academic achievement indirectly, via personal self-efficacy. Personal self-efficacy is also found to exert positive effects on vocational exploration and academic achievement, highlighting the potency of social cognitive theory. In general, the findings obtained provide empirical grounding for applied educational practices and continuing research development.     

Technologically enhanced language learning in primary schools in England,France and Spain: developing linguistic competence in a technologically enhanced classroom environment

This paper reports on an EU-funded project (Ref: 134244-2007-UK-COMENIUS-CMP) that explored the impact of technology, notably video-conferencing, on primary school children's language learning in England, France and Spain. Data were gathered from the children in the project, their teachers and also from trainee teachers placed in the schools. The findings suggest that this technology offers real benefits in the development of intercultural understanding, increases motivation and has interesting implications for language learning processes.     

“自由”抑或“规制”能缓解“空心”？——高校学习环境对本科生目标感的影响机制研究

我国不少大学生存在学习意义感低下、未来规划迷茫等目标感缺失体验,高校学习环境的影响值得关注。基于对1010名本科生的问卷调查和对35名本科生的深度访谈,研究表明：第一,学习自由和学习规范环境均对目标感缺失有显著的负向预测作用,学习自由的影响力大于学习规范。学生的外部学习动机越强,学习规范对其未来迷茫感的负向预测作用越强。学习自由有利于学生形成长远目标,对其目标感发展具有深远价值。学习规范虽能缓解学生的目标感缺失体验,但维持的是短期目标。第二,学习压力环境对目标感缺失有显著的正向预测作用,容易导致学生在学业失败后懈怠或限制其自我探索。第三,学生在自我探索过程中的迷茫是建立长远目标的必经之路,但我国“高中-大学”教育的系统性脱节增加了学生从短期目标明确状态陷入懈怠而迷茫状态的风险。     

How comprehensive are research studies investigating the efficacy of technology‐enhanced learning resources in anatomy education? A systematic review

Anatomy education is at the forefront of integrating innovative technologies into its curricula. However, despite this rise in technology numerous authors have commented on the shortfall in efficacy studies to assess the impact such technology‐enhanced learning (TEL) resources have on learning. To assess the range of evaluation approaches to TEL across anatomy education, a systematic review was conducted using MEDLINE, the Educational Resources Information Centre (ERIC), Scopus, and Google Scholar, with a total of 3,345 articles retrieved. Following the PRISMA method for reporting items, 153 articles were identified and reviewed against a published framework—the technology‐enhanced learning evaluation model (TELEM). The model allowed published reports to be categorized according to evaluations at the level of (1) learner satisfaction, (2) learning gain, (3) learner impact, and (4) institutional impact. The results of this systematic review reveal that most evaluation studies into TEL within anatomy curricula were based on learner satisfaction, followed by module or course learning outcomes. Randomized controlled studies assessing learning gain with a specific TEL resource were in a minority, with no studies reporting a comprehensive assessment on the overall impact of introducing a specific TEL resource (e.g., return on investment). This systematic review has provided clear evidence that anatomy education is engaged in evaluating the impact of TEL resources on student education, although it remains at a level that fails to provide comprehensive causative evidence. Anat Sci Educ 11: 303–319. © 2017 American Association of Anatomists.     

高职院校学生在线学习投入与在线学习倦怠研究

基于对高职院校学生的随机抽样调查数据,通过描述性统计分析和结构方程模型进行研究。结果显示:在线学习投入对在线学习倦怠和在线学习满意有较大正向影响,在线学习倦怠对在线学习满意有较小的负向影响;学习动机和学习专注对在线学习满意有较大正向影响,学习精力对在线学习满意有很大的正向影响;情绪低落和行为不当对在线学习满意有很大的负向影响,低成就感对在线学习满意有较大正向影响。基于研究结果,从课程系统性改革、强化技能训练、参与技能大赛方面提出建议。     

Authentic assessment: creating a blueprint for course design

Authenticity has been identified as a key characteristic of assessment design which promotes learning. Authentic assessment aims to replicate the tasks and performance standards typically found in the world of work, and has been found to have a positive impact on student learning, autonomy, motivation, self-regulation and metacognition; abilities highly related to employability. Despite these benefits, there are significant barriers to the introduction of authentic assessment, particularly where there is a tradition of ‘testing’ decontextualised subject knowledge. One barrier may be the lack of conceptualisation of the term authentic assessment sufficient to inform assessment design at the individual course level. This article tackles that omission by a systematic review of literature from 1988 to 2015. Thirteen consistent characteristics of authentic assessment are identified leading to the classification of three conceptual dimensions: realism, cognitive challenge and evaluative judgement. These dimensions are elaborated and used to propose a step-based model for designing and operating authentic assessment in individual higher education subjects.     

An Investigation of the Profiles of Satisfying and Dissatisfying Factors in E‐Learning

ABSTRACT Various factors influence e‐learners' feelings of satisfaction and dissatisfaction with their e‐learning experience, but from an extensive search with six major academic research databases we did not find any research that demonstrated comprehensive profiles of satisfying and dissatisfying factors in e‐learning. We conducted a qualitative study to initiate the effort. We used Thorndike's law of effect and Herzberg's motivation‐hygiene theory as the conceptual frameworks for our study. Thorndike's law of effect applied to human psychology suggests that people would try to avoid annoying stimuli whereas they would try to preserve satisfying stimuli. Herzberg's motivation‐hygiene theory suggests that different factors influence extreme satisfaction and extreme dissatisfaction on the job. Using the two theories as the conceptual frameworks, we revealed profiles of satisfaction‐dissatisfaction factors in e‐learning by analyzing extant data of course evaluation obtained from 17 e‐learning courses. In this article, we provide recommendations on how other e‐learning institutions might utilize the research findings to optimize their e‐learning programs and we discuss the potential impact of such interventions on overall institutional outcomes such as learner retention.     

Internet‐based Science Learning: A review of journal publications

Internet‐based science learning has been advocated by many science educators for more than a decade. This review examines relevant research on this topic. Sixty‐five papers are included in the review. The review consists of the following two major categories: (1) the role of demographics and learners' characteristics in Internet‐based science learning, such as demographic background, prior knowledge, and self‐efficacy; and (2) the learning outcomes derived from Internet‐based science learning, such as attitude, motivation, conceptual understanding, and conceptual change. Some important conclusions are drawn from the review. For example, Internet‐based science learning is equally favorable, or in some cases more so, to learning for female students compared to male students. The learner's control is essential for enhancing students' attitudes and motivation toward learning in Internet‐based science learning environments. Nevertheless, appropriate guidance from teachers, moderators, or the Internet‐based learning environment itself is still quite crucial in Internet‐based science learning. Recommendations for future research related to the effects of Internet‐based science learning on students' metacognitive reflections, epistemological development, and worldviews are suggested.     

学习动机对大学生创新行为的影响机制——课外活动参与的中介作用

本研究基于3825份问卷调查数据,分析学习动机、课外活动参与以及大学生创新行为之间的关系。结果表明：第一,在不区分高校类型的情况下,内部学习动机对大学生创新行为具有显著正向影响,外部学习动机通过课外活动对创新行为产生影响。第二,在研究型大学中,学生个体内在的科研兴趣对创新行为具有显著正向影响,求利心理没有促进学生的创新行为;在应用型院校中,学生通过参与课外社会性活动将内外部学习动机转化为创新行为,课外社会性活动参与的作用机制明显;在高职院校中,学生需要借助课外活动参与经历展现创新素质。高等教育普及化带来学生心理状态的多样性,不同类型高校资源配置情况致使竞争规则具有极大差异,应正视外部学习动机的潜在正效应,深思“个人-环境匹配”在提高课外活动实效上的作用。     

工科专业本科生学习性投入的性别差异分析

本研究使用华中地区一所理工科院校的调查数据,分析工科专业本科生在学习性投入和学业收获中存在的性别差异,检验工科专业本科生学习性投入对其学业收获的影响是否因性别而存在不同。研究发现：工科专业女生在学习努力程度、课外拓展学习、学习意义感、学习动力及感知到的学术环境和人际关系等因素上均显著高于男生,但在生师交流互动、专业兴趣上显著低于男生;工科专业女生在校期间学习性投入程度更高,学习成绩更好,但对自我学习收获的评价相对较低;学习性投入各因素对工科专业男女生学业收获的正向促进作用也有所不同。对此,本文提出工程教育改革应重视工科专业女生的专业自信心和归属感的建立,以消除单一的男性主导的工科学习环境对女生学习及发展的潜在影响。     

Research Matters: a call for the application of empirical evidence to the task of improving the quality and impact of environmental education

This paper argues for an increase in the application of empirical evidence to the task of improving the quality and impact of environmental education. Whilst the global scene in environmental education appears to portray optimism and great endeavour, there remain key issues to resolve. Such issues include the apparent lack of impact of formal educational programmes on individual's environmental awareness and concern. The paper argues that an empirical research base can illuminate significant findings relating to human motivation and cognition which may help to resolve such issues. It provides an overview and discussion of some of the findings of one particular substantial international research project in order to illustrate the underpinning case for using research to inform both policy and practice and gives some examples of how the evidence generated from this research programme is being used to shape educational policy and practice.     

Useful interactive teaching tool for learning: clickers in higher education†

Many university lecturers are encouraged to implement innovative teaching tools and methodologies such as clickers in order to create an interactive learning environment and improve student learning, but its performance must be evaluated. The aim of this paper is to test empirically the impact of the use of clickers on students' learning processes. The teaching experience applied to the subject of Financial Accounting is specifically described. The total sample size is 77 students from a Business Administration and Economics Degree, taught in English and in Spanish. The analysis, using multivariate techniques, of the questionnaire responses, students' grades and a reflexive experience of the lecturer conclude that learning with clickers is effective. There is a positive relationship between grades and intrinsic motivation through clickers. Consequently, the students' marks are related to its intrinsic motivation, feedback to understanding, students' discussion and its negative aspects but not gender nor age.     

Motivation matters? The relationship among different types of learning motivation,engagement behaviors and learning outcomes of undergraduate students in Taiwan

The purpose of this study is to understand predictors of different learning outcomes among various student background characteristics, types of learning motivation and engagement behaviors. 178 junior students were surveyed at a 4-year research university in Taiwan. The scales of motivation, engagement and perceived learning outcomes were adapted from the Motivated Strategies for Learning Questionnaire and the National Survey of Student Engagement College Student Report. Multiple hierarchical regression analysis was used in data analysis. Findings confirm that different student background characteristics and learning motivation can predict different learning outcomes. However, student engagement behaviors cannot significantly predict different types of learning outcomes when student background and learning motivation variables are included. This study also finds that student’s majors play an important role in explaining learning outcomes. Overall, the findings highlight the importance of learning motivation and suggest that instructors can provide students with more successful learning experiences to ensure more confidence in their learning abilities.     

An overview of game-based learning in building services engineering education

To ensure proper competence development and short graduation times for engineering students, it is essential that the study motivation is encouraged by new learning methods. In game-based learning, the learner's engagement is increased and learning is made meaningful by applying game-like features such as competition and rewarding through virtual promotions or achievement badges. In this paper, the state of the art of game-based learning in building services engineering education at university level is reviewed and discussed. A systematic literature review indicates that educational games have been reported in the field of related disciplines, such as mechanical and civil engineering. The development of system-level educational games that realistically simulate work life in building services engineering is still in its infancy. Novel rewarding practices and more comprehensive approaches entailing the state-of-the-art information tools such as building information modelling, geographic information systems, building management systems and augmented reality are needed in the future.