Education Thinking, ISSN 2778-777X – Volume 1, Issue 1 – 2021
Sacha Kiffer, Éric Bertrand, Jérôme Eneau, Jean-Marie Gilliot, Geneviève Lameul
This article considers how e-portfolios improve learner autonomy in higher education, especially when using open learner models (OLMs). OLMs are artificial-intelligence-built representations of interactions between learners and instructional environments, where learners have access to data about their interaction patterns. The analysis is based on a review of 24 research articles. Results suggest that e-portfolios improve learner autonomy, especially by strengthening self-reflection capabilities. The review also identifies areas of e-portfolio and OLM research that require further investigation.
Lesly R. Krome
The COVID-19 pandemic stunned the world in 2020 resulting in governmental lockdowns bringing a halt to traditional face-to-face classes in the field of education (Czeisler et al., 2020). Institutions of higher education scrambled to find a means to remotely instruct students and the Zoom Video Communications conferencing tool was found to be a valuable piece of technology with which to do this. Following the transition to online classrooms, a wide array of research has been published regarding the experiences of teaching and learning during the COVID-19 pandemic through Zoom and similar conferencing software.
methodology of literature reviews
Susan M. Drake, Joanne L. Reid, Michael J. Savage
As a team of diverse researchers, we sought a method to write a substantive literature review that could influence policy on integrated/interdisciplinary curriculum (IC). Simultaneously we engaged in action research during this process to improve as researchers. In two attempts to conduct a rigorous systematic literature review, we encountered numerous obstacles: multiple and amorphous definitions; dependency on authors’ keyword choices; the challenge of consistent application of inclusion criteria; our reluctance to include overlapping studies and to exclude respected qualitative studies; determining if the studies reflected true curriculum integration; and finally, measurement and validity issues.
Simulation is a teaching method that has been insistently promoted in France over the recent period, in particular for the training of health students. Simulation training assigns the students an active role which is intended to strengthen their motivation. Thus, the more motivated students would be during the lessons, the more they would engage in their training, take up challenges, persevere, raise their performance level, and pass exams. Motivation therefore represents a powerful driver of learning that training systems cannot afford to ignore.
Kane Bradford, Donna Pendergast, Peter Grootenboer
The notion of ‘teacher quality’ is a concept that has dominated education research and policy for decades. While the terminology is widely accepted and used in the literature, it lacks a clear and consistent understanding and application in the field. Furthermore, the underpinning factors relating to ‘teacher’ and ‘teaching’ quality are regularly used interchangeably and often unintentionally. As a result, while the concept of ‘teacher quality’ is widely used and forms the basis of critical policy reform in Australia and internationally, its foundations are compromised due to this lack of clear definition and common intent.