scholarly journals Simulation-Based Learning in Higher Education: A Meta-Analysis

2020 ◽  
Vol 90 (4) ◽  
pp. 499-541 ◽  
Author(s):  
Olga Chernikova ◽  
Nicole Heitzmann ◽  
Matthias Stadler ◽  
Doris Holzberger ◽  
Tina Seidel ◽  
...  
Keyword(s):  
Higher Education ◽  
Prior Knowledge ◽  
Technology Use ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Effective Means ◽  
Positive Effects ◽  
Wide Range ◽  
Simulation Based ◽  
Complex Skills

Simulation-based learning offers a wide range of opportunities to practice complex skills in higher education and to implement different types of scaffolding to facilitate effective learning. This meta-analysis includes 145 empirical studies and investigates the effectiveness of different scaffolding types and technology in simulation-based learning environments to facilitate complex skills. The simulations had a large positive overall effect: g = 0.85, SE = 0.08; CIs [0.69, 1.02]. Technology use and scaffolding had positive effects on learning. Learners with high prior knowledge benefited more from reflection phases; learners with low prior knowledge learned better when supported by examples. Findings were robust across different higher education domains (e.g., medical and teacher education, management). We conclude that (1) simulations are among the most effective means to facilitate learning of complex skills across domains and (2) different scaffolding types can facilitate simulation-based learning during different phases of the development of knowledge and skills.

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

2020 ◽  
Vol 10 (4) ◽  
pp. 115 ◽  
Author(s):  
Hwan Young Jang ◽  
Hye Jeong Kim
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Effect Sizes ◽  
Medium Effect ◽  
Student Centered ◽  
Student Centered Learning ◽  
Positive Effects ◽  
Flipped Classrooms

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.

A meta-analysis of blended learning and technology use in higher education: from the general to the applied

2014 ◽  
Vol 26 (1) ◽  
pp. 87-122 ◽  
Author(s):  
Robert M. Bernard ◽  
Eugene Borokhovski ◽  
Richard F. Schmid ◽  
Rana M. Tamim ◽  
Philip C. Abrami
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Technology Use ◽  
Meta Analysis

scholarly journals Peculiarities of the higher education development in a blended learning environment

2021 ◽  
Author(s):  
Pavlo Chervonyi ◽  
Svitlana Alieksieieva ◽  
Nadiia Senchylo-Tatlilioglu ◽  
Oleksandr Chastnyk ◽  
Nataliia Diomidova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Environment ◽  
Blended Learning ◽  
Continuous Professional Development ◽  
Average Level ◽  
Ict Skills ◽  
Positive Effects ◽  
Ict Use ◽  
Wide Range

Since the early 2000s, the potential of blended learning has been recognized worldwide as a promising trend due to the active technology development and its integration into higher education. Blended learning in higher education is at the development stage, which explains the relevance of research into the problems of higher education transformation through the introduction of technology in pedagogy. This article aims to identify the peculiarities of the higher education pedagogy transformation through the blended learning model. The methodology was based on a statistical, correlational analysis by using The Teaching and Learning International Survey (TALIS) database containing the survey results of 7,823 educators in France and the Netherlands. Results. The study revealed an average level of teacher preparation for blended learning (50.5%) and preparation for ICT use in student learning (48.4%) components inclusion. A significant level of teachers' professional development of ICT skills was revealed (44% take courses). An average level of teachers' unpreparedness both for blended learning (28.9% not ready, 36.6% not prepared enough) and ICT use in practice was established (30.3% - almost not ready, 34.25 - not prepared enough). A positive correlation was established between the components of teachers' preparation for the blended learning environment and the subsequent passage of professional ICT skills development courses. It means that formal education does not guarantee the absence of the need for continuous professional development and the formation of a wide range of ICT skills. Teachers need continuous professional development and new ICT skills. The research identified a synergy of positive effects of ICT skills professional development (interaction of educators united by common problems related to blended learning, technology, etc.; borrowing new ideas, innovations, and practices during professional development; updating professional knowledge; using active shared learning; integrity of professional development structure). Teachers noted that professional development courses were specifically adjusted to their needs.

scholarly journals Academic Success: a student’s guide to studying at university

2019 ◽  
Author(s):  
Karen Hudson
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Prior Knowledge ◽  
Communicative Practices ◽  
Academic Knowledge ◽  
Disciplinary Discourse ◽  
Limited Experience ◽  
Wide Range ◽  
English Speaking

Aimed at students with limited experience of the culture and conventions of English-speaking universities, this book introduces readers to a wide range of academic communicative practices. It assumes no prior knowledge or experience of the (mostly) unwritten behaviours, attitudes and values required for academic success and provides a comprehensive breakdown of these, clarified throughout with examples, explanations and practical guidance.The book’s scope is broad, rather than deep, and therefore represents a useful and pragmatic introductory text for any student preparing for a transition or return to higher education. The text is underpinned throughout by two recurring themes that are directly transferable into LD practice. The idea that academic knowledge is developed and communicated via debate and argument is directly linked to the notion of ‘academic apprenticeship’ in which students are encouraged to begin participation in active and current disciplinary discourse.  

scholarly journals Bond, Bedenlier, Marin & Händel (2021) - ERT in HE pre-print

2021 ◽  
Author(s):  
Melissa Bond ◽  
Svenja Bedenlier ◽  
Victoria Marín ◽  
Marion Händel
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Undergraduate Students ◽  
Technology Use ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Research Field ◽  
Collaborative Tools ◽  
Mapping Review ◽  
Systematic Mapping Review

Due to the Covid-19 pandemic that spread globally in 2020, higher education courses were subsequently offered in fully remote, online formats. A plethora of primary studies began investigating a range of topics exploring teaching and learning in higher education, particularly during the initial semester. In order to provide an overview and initial understanding of this emerging research field, a systematic mapping review was conducted that collates and describes the characteristics of 282 primary empirical studies. Findings reveal that research has been carried out mostly descriptively and cross-sectionally, focusing predominantly on undergraduate students and their perceptions of teaching and learning during the pandemic. Studies originate from a broad range of countries, are overwhelmingly published open access, and largely focused on the fields of Health & Welfare and Natural Sciences, Mathematics & Statistics. Educational technology used for emergency remote teaching are most often synchronous collaborative tools, used in combination with text-based tools. The findings are discussed against pre-pandemic research on educational technology use in higher education teaching and learning, and perspectives for further research are provided.

scholarly journals Privacy nudges for disclosure of personal information: A systematic literature review and meta-analysis

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0256822
Author(s):  
Athina Ioannou ◽  
Iis Tussyadiah ◽  
Graham Miller ◽  
Shujun Li ◽  
Mario Weick
Keyword(s):  
Digital Libraries ◽  
Information Disclosure ◽  
Web Of Science ◽  
Personal Information ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Relative Effectiveness ◽  
User Privacy ◽  
Wide Range ◽  
Digital Nudging

Objective Digital nudging has been mooted as a tool to alter user privacy behavior. However, empirical studies on digital nudging have yielded divergent results: while some studies found nudging to be highly effective, other studies found no such effects. Furthermore, previous studies employed a wide range of digital nudges, making it difficult to discern the effectiveness of digital nudging. To address these issues, we performed a systematic review of empirical studies on digital nudging and information disclosure as a specific privacy behavior. Method The search was conducted in five digital libraries and databases: Scopus, Google Scholar, ACM Digital Library, Web of Science, and Science Direct for peer-reviewed papers published in English after 2006, examining the effects of various nudging strategies on disclosure of personal information online. Results The review unveiled 78 papers that employed four categories of nudge interventions: presentation, information, defaults, and incentives, either individually or in combination. A meta-analysis on a subset of papers with available data (n = 54) revealed a significant small-to-medium sized effect of the nudge interventions on disclosure (Hedges’ g = 0.32). There was significant variation in the effectiveness of nudging (I2 = 89%), which was partially accounted for by interventions to increase disclosure being more effective than interventions to reduce disclosure. No evidence was found for differences in the effectiveness of nudging with presentation, information, defaults, and incentives interventions. Conclusion Identifying ways to nudge users into making more informed and desirable privacy decisions is of significant practical and policy value. There is a growing interest in digital privacy nudges for disclosure of personal information, with most empirical papers focusing on nudging with presentation. Further research is needed to elucidate the relative effectiveness of different intervention strategies and how nudges can confound one another.

scholarly journals Levels of Reading Comprehension in Higher Education: Systematic Review and Meta-Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Cristina de-la-Peña ◽  
María Jesús Luque-Rojas
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Reading Comprehension ◽  
University Students ◽  
Data Extraction ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Total Sample ◽  
Organizational Level ◽  
Future Research

Higher education aims for university students to produce knowledge from the critical reflection of scientific texts. Therefore, it is necessary to develop a deep mental representation of written information. The objective of this research was to determine through a systematic review and meta-analysis the proportion of university students who have an optimal performance at each level of reading comprehension. Systematic review of empirical studies has been limited from 2010 to March 2021 using the Web of Science, Scopus, Medline, and PsycINFO databases. Two reviewers performed data extraction independently. A random-effects model of proportions was used for the meta-analysis and heterogeneity was assessed with I2. To analyze the influence of moderating variables, meta-regression was used and two ways were used to study publication bias. Seven articles were identified with a total sample of the seven of 1,044. The proportion of students at the literal level was 56% (95% CI = 39–72%, I2 = 96.3%), inferential level 33% (95% CI = 19–46%, I2 = 95.2%), critical level 22% (95% CI = 9–35%, I2 = 99.04%), and organizational level 22% (95% CI = 6–37%, I2 = 99.67%). Comparing reading comprehension levels, there is a significant higher proportion of university students who have an optimal level of literal compared to the rest of the reading comprehension levels. The results have to be interpreted with caution but are a guide for future research.

scholarly journals Visions for Teacher Education – Experiences from Finland [VISIONS 2011: Teacher Education]

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Sven-Erik Hansén ◽  
Liselott Forsman ◽  
Jessica Aspfors ◽  
Marina Bendtsen
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Global Level ◽  
Subject Specific ◽  
Characteristic Features ◽  
State Of Affairs ◽  
Constituent Elements ◽  
The Relationship

The study of teacher education in different countries reveals that many basic problems seem quite similar, although we might use different ways of categorizing and labeling the constituent elements. These differences can be specific to certain contexts, at least partly due to different traditions. To allow educationalists to understand and learn from each other on a global level, it is important to find ways of communicating these issues. The present article provides a meta-analysis of various empirical studies conducted by the authors and other Finnish researchers. The discussion entails exposing the plan and composition of characteristic features constituting Finnish teacher education. However, its ambition goes beyond describing the state of affairs: Despite a unanimous appreciation of its design, both nationally and abroad, Finnish teacher education is facing many kinds of tensions and challenges, which we in the following characterize as dilemmas. The overall aim of this article is to discuss some of these dilemmas, and also to suggest some possible ways of dealing with these. We will discuss four types of dilemmas: (1) the organization of teacher education in higher education institutions and its internal organization, (2) the relationship between general and subject-specific didactics, (3) a research-based approach versus practice-oriented approaches, and (4) the dilemma of the transition from education to work.

The impact of servitization on firm performance: a meta-analysis

2018 ◽  
Vol 38 (7) ◽  
pp. 1562-1588 ◽  
Author(s):  
Weijiao Wang ◽  
Kee-Hung Lai ◽  
Yongyi Shou
Keyword(s):  
Firm Performance ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Effective Means ◽  
Superior Performance ◽  
Future Research ◽  
Quantitative Review ◽  
Content Type ◽  
And Performance ◽  
The Impact

Purpose Servitization has been recognized as an effective means for manufacturers to achieve superior performance. However, the servitization-performance relationship is controversial since prior empirical studies have provided inconsistent and even contradictory results. Hence, the purpose of this paper is to provide a quantitative review on the servitization-performance relationship based on research findings reported in the extant literature. Design/methodology/approach Studies from 41 peer-reviewed journal articles were sampled and analyzed. A meta-analytic approach was adopted to conduct a quantitative review on the relationship between servitization and firm performance. Findings The results confirm a positive servitization-performance relationship. In addition, the results reveal that the observed servitization-performance relationship is influenced by the operationalization of constructs (servitization and performance) and control variables (industry and region). Originality/value As the first meta-analysis on the servitization-performance relationship, this study contributes to the servitization literature and provides future research directions.

scholarly journals Exploring the perceptions of dignity among patients and nurses in hospital and community settings: an integrative review

2021 ◽  
pp. 174498712199789
Author(s):  
Mandu Stephen Ekpenyong ◽  
Mathew Nyashanu ◽  
Chioma Ossey-Nweze ◽  
Laura Serrant
Keyword(s):  
Meta Analysis ◽  
Methodological Approach ◽  
Empirical Studies ◽  
Healthcare Delivery ◽  
Integrative Review ◽  
Flow Diagram ◽  
Community Settings ◽  
Wide Range ◽  
Community Environments ◽  
Constant Comparative Analysis

Background Patients have a right to be treated with dignity. However, reports have continually identified concerns regarding the quality of care and dignity in hospitals. Undignified care can have unfavourable impact on the patient’s recovery such as leading to depression and loss of will to live. The aim of this study was to explore dignity as perceived by patients and nurses within hospital and community environments. Methods An integrative review methodological approach was adopted. Nine databases including Medline, CINAHL plus with full text, Web of Science, Embase, Pubmed, Psycinfo, Scopus, Nursing and Allied Health Source, and Science Direct were systematically searched for relevant articles using a predetermined set of inclusion criteria. Articles were included if they were primary empirical studies, peer reviewed, published between 2008–2019, assessing patients’ or nurses’ perception of dignity outside the end-of-life context, conducted in one of the European countries and written in English. Included papers were analysed using constant comparative analysis. The preferred reporting system for systematic review and meta-analysis (Prisma) flow diagram was used for quality appraisal and review. Results Fourteen relevant articles were included in this review. Four overarching themes and 10 subthemes were identified as impacting on patient dignity. Overarching themes include autonomy, healthcare delivery factors, organisational factors and the meaning of dignity, whilst subthemes include dependence/independence, choice, staff attitudes, communication, privacy, structure of services, staff shortages, physical environment, respect and person-centred care. Conclusion There are a wide range of factors impacting on patient dignity. Adopting evidence-based interventions supported by adequate theoretical backing can help to enhance patient dignity in hospital and community settings.

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