scholarly journals Mitigating the impacts of COVID-19: Lessons from Australia in remote education

2020 ◽  
Author(s):  
Anna Dabrowski ◽  
Yung Nietschke ◽  
Pauline Taylor-Guy ◽  
Anne-Marie Chase
Keyword(s):  
Literature Review ◽  
Best Practices ◽  
Empirical Research ◽  
International Research ◽  
Teaching And Learning ◽  
Learning Design ◽  
Design Models ◽  
Learning Contexts ◽  
Learning Practices ◽  
Effective Teaching And Learning

This literature review provides an overview of past and present responses to remote schooling in Australia, drawing on international research. The paper begins by discussing historical responses to emergency and extended schooling, including during the COVID-19 crisis. The discussion then focuses on effective teaching and learning practices and different learning design models. The review considers the available evidence on technology-based interventions and their use during remote schooling periods. Although this research is emergent, it offers insights into the availability and suitability of different mechanisms that can be used in remote learning contexts. Noting that the local empirical research base is limited, the discussion focuses on the ways in which Australia has drawn upon international best practices in remote schooling in order to enhance teaching and learning experiences. The paper concludes by discussing the conditions that can support effective remote schooling in different contexts, and the considerations that must be made around schooling during and post pandemic.

scholarly journals A Conversation between Learning Design and Classroom Observations: A Systematic Literature Review

2019 ◽  
Vol 9 (2) ◽  
pp. 91
Author(s):  
Maka Eradze ◽  
María Jesús Rodríguez-Triana ◽  
Mart Laanpere
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
A Priori ◽  
Physical Space ◽  
Classroom Observations ◽  
Learning Design ◽  
Multimodal Learning ◽  
Technological Support ◽  
Effective Teaching And Learning

Learning Design, as a field of research, provides practitioners with guidelines towards more effective teaching and learning. In parallel, observational methods (manual or automated) have been used in the classroom to reflect on and refine teaching and learning, often in combination with other data sources (such as surveys and interviews). Despite the fact that both Learning Design and classroom observation aim to support teaching and learning practices (respectively a priori or a posteriori), they are not often aligned. To better understand the potential synergies between these two strategies, this paper reports on a systematic literature review based on 24 works that connect learning design and classroom observations. The review analyses the purposes of the studies, the stakeholders involved, the methodological aspects of the studies, and how design and observations are connected. This review reveals the need for computer-interpretable documented designs; the lack of reported systematic approaches and technological support to connect the (multimodal) observations with the corresponding learning designs; and, the predominance of human-mediated observations of the physical space, whose applicability and scalability are limited by the human resources available. The adoption of ICT tools to support the design process would contribute to extracting the context of the observations and the pedagogical framework for the analysis. Moreover, extending the traditional manual observations with Multimodal Learning Analytic techniques, would not only reduce the observation burden but also support the systematic data collection, integration, and analysis, especially in semi-structured and structured studies.

Understanding Learners' Self-Expressed and Self-Professed Core Personal Values for Effective Teaching and Learning

2020 ◽  
pp. 1-20
Keyword(s):  
Instructional Design ◽  
Adult Learners ◽  
Literature Review ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
Personal Values ◽  
Cheap Talk ◽  
Core Values ◽  
Use Values ◽  
Effective Teaching And Learning

Adult learners, beyond being practical in their learning focus (based on andragogy), tend to use values (core and peripheral) to guide their attitudes, learning pursuits and behaviors, and other aspects. One approach to profiling learners may be based on learners' self-professed core personal values as those that cannot be contravened without causing offense and negative learner reactions. The professing of core values is not only by spoken/written/shared expressions (which can be “cheap talk”) but also by actions. Observing the actions of learners, one may infer underlying values (albeit in a noisy way). For effective teaching and learning, instructor and curricular alignments with learner core values may be integral to the success of the teaching and learning efforts. This work provides a literature review of learner values and learning and explores the implications of considering such values in instructional design and teaching and learning.

Evidence-Based Debriefing

2020 ◽  
Vol 39 (1) ◽  
pp. 129-148
Author(s):  
Kate J. Morse ◽  
Mary K. Fey ◽  
Susan Gross Forneris
Keyword(s):  
Nursing Education ◽  
Best Practices ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Learning Experience ◽  
Evidence Based ◽  
Metacognitive Skills ◽  
Outcomes Evaluation ◽  
Simulation Scenario ◽  
Effective Teaching And Learning

Ongoing shifts in the healthcare system require practitioners who possess metacognitive skills to evaluate their decisions and the thinking and rationale guiding those decisions. In an effort to design learning activities that support metacognition in nursing education, undergraduate and graduate faculty, are embracing simulation-based education (SBE) as an effective teaching and learning strategy. SBE includes prebriefing, the simulation scenario, and debriefing, all of which are supported by psychological safety. Prebriefing precedes the entire learning process and is integral to engagement in the simulation and to the effectiveness of the debriefing. Debriefing provides educators with the opportunity to explore and develop those metacognitive skills with learners. In this chapter on evidence-based debriefing, the authors will explore the evidence and theories surrounding best practices in SBE, specifically the prebriefing and debriefing components of the learning experience. The chapter explores the theoretical foundation of SBE and theory-based debriefing; educational best practices of prebriefing as an integral part of an effective debriefing; theory-based debriefing models; research evidence of debriefing outcomes; evaluation of the prebriefing and debriefing process; and finally, provides recommendations on the priorities for further research in debriefing. Within this chapter, the term educator is inclusive of undergraduate, graduate, and professional development nurse educators and reflects the educator role in SBE.

scholarly journals Conceptualizing Open Educational Practices through the Lens of Constructive Alignment

Open Praxis ◽  
2017 ◽  
Vol 9 (2) ◽  
pp. 125 ◽  
Author(s):  
Michael Paskevicius
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Educational Practices ◽  
Open Education ◽  
Learning Design ◽  
The Core ◽  
Learning Practices ◽  
Open Educational Practices

The act of instruction may be conceptualized as consisting of four elements: learning outcomes, learning resources, teaching and learning activities, and assessments and evaluation. For instructors in higher education, the way they manage the relationships between these elements is what could be considered the core of their instructional practice. For each of the elements, this paper seeks to identify open educational practices, their affordances, and evidence of their utility in supporting the work of teachers in shifting from existing teaching and learning practices to more open educational practices. The literature reviewed and model proposed may provide educational developers or proponents of open education a lens with which to discuss open educational practices with faculty specifically related to their teaching and learning design practices.

scholarly journals Model for Mathematics Teachers Development

2019 ◽  
pp. 1-8
Author(s):  
Evans Atteh ◽  
Emmanuel Appoh Andam
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Step Model ◽  
Teachers And Students ◽  
Effective Teaching And Learning

This paper identifies 3 – step model that can be adopted by every mathematics teacher and various training settings to effectively move teaching towards an active learning environment. This model which is built upon existing ideas proposed over the years in education and best practices concerning cognitive development and effective teaching and learning environment tends to equip teachers with very useful skills for classroom instructions. Ultimately, this model can aid teachers to move teaching and learning towards an active learning environment which is more effective and enjoyable for teachers and students for learning.

scholarly journals A Comprehensive Review of Seven Steps to a Comprehensive Literature Review

2018 ◽  
Author(s):  
Jan Williams
Keyword(s):  
Literature Review ◽  
Best Practices ◽  
Empirical Research ◽  
Educational Policies ◽  
Master's Level ◽  
Comprehensive Review ◽  
Doctoral Level ◽  
Strong Potential ◽  
Comprehensive Literature Review

Onwuegbuzie and Frels (2015) provide the framework for evaluating current research and present seven steps for developing a Comprehensive Literature Review. Today a significant dilemma of research involves the sparse number of rigorous, empirical research studies to guide development of best practices of writing. The authors describe the purpose of their book as “a tool and guide for master’s-level students, doctoral-level students, and new and experienced researchers” to approach writing a CLR in a through and investigative way. The thrust and challenge is for researchers to concentrate on improving their methods and practices when reviewing topics with strong potential for shaping long-term educational policies.

Game Mechanics Supporting a Learning and Playful Experience in Educational Escape Games

2022 ◽  
pp. 884-902
Author(s):  
Divya Menon ◽  
Margarida Romero
Keyword(s):  
Literature Review ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Approaches ◽  
Game Based Learning ◽  
Learning Methods ◽  
Learning Contexts ◽  
Game Mechanics

Globally, educators are striving to find innovative ways of engaging their learners and ensuring that they accomplish the desired learning outcomes. Among the various game-based learning approaches that have come up in recent years, escape games are being widely used in a variety of learning contexts. As an entertainment activity, these games seem to be popular among players of all ages and backgrounds. This chapter introduces escape games and provides a literature review on their possible benefits and limitations. The game mechanics and learning mechanics that enable these games to be a potentially playful activity for teaching and learning will be discussed. This chapter provides educators and researchers with the required information backed by various studies to consider the integration of educational escape games with their current learning methods.

Straddling the Fence: Implementing Best Practices in an Age of Accountability

2002 ◽  
Vol 25 (3) ◽  
pp. 30-33 ◽  
Author(s):  
Catherine M. Brighton
Keyword(s):  
Public Schools ◽  
Best Practices ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
State Testing ◽  
High Stakes ◽  
State Tests ◽  
High Stakes Tests ◽  
Age Of Accountability ◽  
Effective Teaching And Learning

Educators in contemporary public schools face tremendous challenges: implementing classroom practices aligned with their beliefs about effective teaching and learning while still balancing the need to prepare students for success on state-mandated, high-stakes tests. Teachers, attempting to straddle the fence between what they believe to be the most sound curricular and instructional practices and test-focused experiences for learners struggle to find a path that balances these seemingly contradictory demands. However, increased pressure to meet state testing goals appears to directly affect teachers' instructional and assessment behaviors, as they increasingly provide students with experiences that closely resemble, if not directly mimic state tests (McNeil, 2000; McNeil & Venezuela, 2000; Moon, 2001; Quality Counts, 1999; Shepard, 2000).

scholarly journals BLENDED LEARNING: SUPPORTING STUDENTS’ LEARNING AND ENHANCING THEIR EXPERIENCE — A LITERATURE REVIEW

2019 ◽  
pp. 45-51
Author(s):  
Gulbaxor ABDUKADIROVA ◽  
Gulrukh KHAMROEVA
Keyword(s):  
Literature Review ◽  
Best Practices ◽  
Online Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Review Article ◽  
Journal Articles ◽  
Effectiveness And Efficiency ◽  
Broad Generalization ◽  
Innovative Concept

This review article provides an analysis of the researches conducted during the last two decades on the topic of blended learning in teaching and learning process. Some studies which highlighted the benefits of blended learning had been analyzed in order to develop new features of effectiveness and efficiency of this innovative concept. As a result, 15 journal articles, 6 published books and several commentaries were identified, read, evaluated, and synthesized. Some general principles regarding best practices in online education and blended learning will be shared with cautions against broad generalization. Маколада сўнгги йигирма йилда таълим ва ўкув жараёнида аралашган таълим мавзуси бўйича ўтказилган тадқиқотлар таҳлили тақдим этилган. Ушбу инновацион концепциянинг самарадорлиги ва самарадорликнинг янги хусусиятларини ишлаб чикиш мақсадида аралаш таълим тадқиқ этилган бир қанча илмий ишлар ўрганилган. Ўн бешта илмий мақола, олтита китоб ва кўплаб тақризлар ўрганилди, баҳоланди ва умумий хулосалар чиқарилди. Онлайн таълим ва аралаш таълимнинг шу пайтгача маълум бўлган энг яхши амалиётларига оид айрим умумий принциплар кенг умумлаштиришдан ҳоли тарзда изоҳланди. В данной обзорной статье приводится анализ исследований, проведенных в течение последних двух десятилетий по теме смешанного обучения в процессе преподавания. Некоторые исследования, в которых подчеркивалось преимущество смешанного обучения, были проанализированы с целью разработки новых характеристик эффективности и действенности этой инновационной концепции. В результате было проанализировано 15 журнальных статей, 6 опубликованных книг и несколько комментариев. Некоторые общие принципы, касающиеся практики в области онлайн-образования и смешанного обучения, будут изложены с предостережением от широкого обобщения.

scholarly journals Introducing 360-Degree Video in Higher Education: An Overview of the Literature

2020 ◽  
pp. 345-353
Author(s):  
Maria Ranieri ◽  
Isabella Bruni ◽  
Damiana Luzzi
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Literature Review ◽  
Systematic Literature Review ◽  
International Research ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Education Sector ◽  
Education Quality ◽  
Immersive Environments

According to international research and institutions, the Higher Education sector needs to deeply innovate his didactic methodologies. In this sense, the integration and use of ICTs have been seen as a possible driver for the improvement of education’ quality, and showed good affordances for teaching and learning in terms of engagement, communication and collaboration. New emerging technologies are now under experimentation, especially as for immersive environments from augmented to virtual reality. In this paper we will focus on 360-degree video, offering a first overview of its potential in educational contexts, as they emerge from a systematic literature review.

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