The Hidden Curriculum in Online Education Is Based on Systematized Review

Context: The set of learning and experiences gained by learners is not limited to formal and explicit curriculum, and there are inevitably other factors besides the explicit curriculum. These factors are valuable opportunities that can enrich the learning experience and, on the other hand, are threats that challenge the education system if ignored. Objectives: The purpose of this review was to summarize evidence on the hidden curriculum in online education. Data Sources: This study is a systematized review of scientific-research articles in the field of hidden curriculum in online education. For this purpose, databases of Scopus, Ovid, web of science, PubMed, Google Scholar, ProQuest, ERIC, and Science Direct were searched. No restrictions were placed on the year of publication. Results: Out of 487 articles after excluding irrelevant articles, nine articles were included in this study for full-text review. Of the nine studies reviewed, the hidden curriculum in online education has been improved in one study. Individual characteristics of the learning environment (self-esteem, vulnerability, social acceptance, stress) in two studies, learning environment in five studies, interaction in three studies, teaching and evaluation methods in one study, rules and regulations in two studies, and teaching time in one study have been identified as the main factors behind the formation of a hidden curriculum in online education. Conclusions: The hidden curriculum is a reflection of what students receive in the learning environment; so we need to pay attention to this environment. A review of studies in the hidden e-learning curriculum showed that the hidden curriculum is important because it has a strong influence on the learners in many ways. Online education, like traditional education, has latent learning that can affect education.

Retrosplenial cortex is necessary for spatial and non-spatial latent learning in mice

Latent learning occurs when associations are formed between stimuli in the absence of explicit reinforcement. Traditionally, latent learning in rodents has been associated with the creation internal models of space. However, increasing evidence points to roles of internal models also in non-spatial decision making. Whether the same brain structures and processes support the creation of spatially-anchored or non-spatial internal models via latent learning, is an open question. To address this question, we developed a novel operant box task that allows to test spatial and non-spatial versions of a flavour-based sensory preconditioning paradigm. We probed the role of the retrosplenial cortex, a brain area associated with spatial cognition and subjective value representation, in this task using precise, closed-loop optogenetic silencing during different task phases. We show that the retrosplenial cortex is necessary for both spatial and non-spatial latent learning in mice. We further demonstrate that the requirement of retrosplenial cortex is limited to the preconditioning phase of the task. Our results provide insight into the specific role of the retrosplenial cortex in latent learning, demonstrate that latent learning plays a general part in the creation of internal models, independent of spatial anchors, and provide a novel avenue for studying model-based decision making.

Dynamic assessment and its state of the art in the Czech Republic and Slovakia

This review introduces dynamic assessment and its state of the art in the Czech Republic and Slovakia. Mainstream static diagnostics focus on the current state of abilities. Current test performance can be misleading if an individual’s potential is not fully developed. It also does not provide information about the possibilities of effective intervention. The dynamic assessment focuses on the potential for further development. This text describes the essential characteristics of dynamic assessment and its types of use. Provided is a brief historical context of L. S. Vygotsky, who is, with R. Feuerstein, considered to be the founder of the field of dynamic assessment. The survey of the academic texts in the Czech and Slovak language is included. A substantial section introduces methods available in the Czech Republic and Slovakia: Feuerstein’s Learning Propensity Assessment Device (LPAD), Tzuriel’s methods, Lidz’s Application of Cognitive Functioning Scale (ACFS), Fabio’s Test of Intellectual Potential (TIP), and Džuka’s Dynamic Test of Latent Learning Abilities in 6-8-Year-Old Children (DTLUS 6-8). Dynamic assessment is an evolving and perspective field. Nevertheless, its potential is not entirely fulfilled, and it remains at the periphery of practice.