Evidence Library – Open Development & Education - Custom feedEvidence Library – Open Development & Educationhttps://docs.opendeved.net/lib/2024-03-29T12:01:28.573759+00:00https://docs.opendeved.net/lib/atom.xml?creator=%22Bond,+Melissa%22KerkoSpeculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscapehttps://docs.opendeved.net/lib/YEY3L2MR2023-03-15T16:59:16Z2024-01-02T14:07:06ZWhile ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.Bozkurt, ArasXiao, JunhongLambert, SarahPazurek, AngelicaCrompton, HelenKoseoglu, SuzanFarrow, RobertBond, MelissaNerantzi, ChrissiHoneychurch, SarahBali, MahaDron, JonMir, KamranStewart, BonnieCostello, EamonMason, JonStracke, Christian M.Romero-Hall, EnildaKoutropoulos, ApostolosToquero, Cathy MaeSingh, LenandlarTlili, AhmedLee, KyungmeeNichols, MarkOssiannilsson, EbbaBrown, MarkIrvine, ValerieRaffaghelli, Juliana ElisaSantos-Hermosa, GemaFarrell, OrnaAdam, TaskeenThong, Ying LiSani-Bozkurt, SunagulSharma, Ramesh C.Hrastinski, StefanJandrić, Petar2023-03-111347-9008enCopyright (c) 2023 Asian Journal of Distance EducationSpeculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational LandscapeMapping research in student engagement and educational technology in higher education: a systematic evidence maphttps://docs.opendeved.net/lib/AQCZVJ862022-04-06T00:26:54Z2022-04-21T20:00:20ZDigital technology has become a central aspect of higher education, inherently affecting all aspects of the student experience. It has also been linked to an increase in behavioural, affective and cognitive student engagement, the facilitation of which is a central concern of educators. In order to delineate the complex nexus of technology and student engagement, this article systematically maps research from 243 studies published between 2007 and 2016. Research within the corpus was predominantly undertaken within the United States and the United Kingdom, with only limited research undertaken in the Global South, and largely focused on the fields of Arts & Humanities, Education, and Natural Sciences, Mathematics & Statistics. Studies most often used quantitative methods, followed by mixed methods, with little qualitative research methods employed. Few studies provided a definition of student engagement, and less than half were guided by a theoretical framework. The courses investigated used blended learning and text-based tools (e.g. discussion forums) most often, with undergraduate students as the primary target group. Stemming from the use of educational technology, behavioural engagement was by far the most often identified dimension, followed by affective and cognitive engagement. This mapping article provides the grounds for further exploration into discipline-specific use of technology to foster student engagement.Bond, MelissaBuntins, KatjaBedenlier, SvenjaZawacki-Richter, OlafKerres, Michael2020-01-22https://doi.org/10.1186/s41239-019-0176-82365-9440Mapping research in student engagement and educational technology in higher education: a systematic evidence mapGlobal emergency remote education in secondary schools during the COVID-19 pandemichttps://docs.opendeved.net/lib/RLYLQR4X2021-10-27T21:19:10Z2022-04-21T20:00:19ZGlobal emergency remote education in secondary schools during the COVID-19 pandemicBond, MelissaBergdahl, NinaMendizabal-Espinosa, RosaKneale, DylanBolan, FayeHull, PoppyRamadani, Fjolla2021-10-22enGlobal emergency remote education in secondary schools during the COVID-19 pandemicSchools and Emergency Remote Education during the COVID-19 Pandemic: A Living Rapid Systematic Reviewhttps://docs.opendeved.net/lib/RMI4JBYE2021-10-05T11:40:39Z2022-05-31T10:14:57ZThe COVID-19 pandemic in 2020 has had an unprecedented impact on education around the world. In order to understand and face this challenge, educators and researchers undertook a range of research, however the time that teachers have to undertake professional development and seek out such literature to inform their practice has been sorely lacking. Furthermore, literature exploring the wider variety of stakeholder experiences has been suggested to be missing. This living rapid systematic review synthesises K-12 research on teaching and learning during the COVID-19 pandemic, published in English and indexed in 5 international databases. 89 studies were included for synthesis in the present article, and the results are discussed against a bioecological model of student engagement. The results indicate that the majority of research was conducted in Europe and Asia, predominantly focused on teachers, with more studies undertaken in high schools. Online surveys were the most used method, although future research must include all study design information. Recommendations from the literature include providing further funding for professional development and equipment, prioritising equity, designing collaborative activities, and using a combination of synchronous and asynchronous technology. Gaps in the literature are highlighted and practical tips for teachers are provided.Bond, Melissa2020/00/001347-9008enSchools and Emergency Remote Education during the COVID-19 Pandemic: A Living Rapid Systematic ReviewDigital transformation in German higher education: student and teacher perceptions and usage of digital mediahttps://docs.opendeved.net/lib/WU3RAAUR2021-03-07T18:07:14Z2022-04-21T20:00:18ZDigitalization in Higher Education (HE) institutions is an issue that concerns many educational stakeholders. ICT skills are becoming increasingly relevant in every context, especially in the workplace, therefore one of the prime objectives for universities has become preparing future professionals to be able to deal with problems and search for solutions, including digital competence as a vital skill set. Different policies, initiatives and strategies are currently being proposed in Germany, addressing educational technology innovations in HE. The University of Oldenburg is presented as an example, in an endeavour to gain an understanding of what is being proposed and what is actually happening in teaching and learning in German university classrooms. Two datasets were examined regarding the use and perceptions of students (n = 200) and teachers (n = 381) on the use of digital tools. Findings reveal that both teachers and students use a limited number of digital technology for predominantly assimilative tasks, with the Learning Management System being perceived as the most useful tool. In order to support the broader use of educational technology for teaching and learning purposes, strategies for HE institutions are suggested.Bond, MelissaMarín, Victoria I.Dolch, CarinaBedenlier, SvenjaZawacki-Richter, OlafDecember 28, 2018https://doi.org/10.1186/s41239-018-0130-12365-9440Digital transformation in German higher education: student and teacher perceptions and usage of digital mediaSystematic Reviews in Educational Research: Methodology, Perspectives and Application [Book]https://docs.opendeved.net/lib/4A6ZX2I62020-11-26T15:51:26Z2023-03-28T17:44:36ZZawacki-Richter, OlafKerres, MichaelBedenlier, SvenjaBond, MelissaBuntins, Katja2020978-3-658-27601-0 978-3-658-27602-7enSpringer Fachmedien WiesbadenCreative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)Systematic Reviews in Educational Research: Methodology, Perspectives and Application [Book]Learning by Doing? Reflections on Conducting a Systematic Review in the Field of Educational Technologyhttps://docs.opendeved.net/lib/BN3PRFKA2020-11-26T15:49:35Z2023-03-28T17:42:36ZDrawing on an example of a large systematic review that was conducted on the use of educational technology and student engagement in higher education, we provide practical insights into how we proceeded throughout the review phases. Readers and researchers embarking on a systematic review themselves might find the contents of this chapter useful, in order to better prepare themselves for issues that can arise when undertaking such an endeavour.Bedenlier, SvenjaBond, MelissaBuntins, KatjaZawacki-Richter, OlafKerres, MichaelZawacki-Richter, OlafKerres, MichaelBedenlier, SvenjaBond, MelissaBuntins, Katja2020978-3-658-27602-7enSpringer FachmedienCreative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)Learning by Doing? Reflections on Conducting a Systematic Review in the Field of Educational TechnologyWhy Publish a Systematic Review: An Editor’s and Reader’s Perspectivehttps://docs.opendeved.net/lib/ZTXUKUHJ2020-11-26T15:49:35Z2023-03-28T17:45:15ZSystematic reviews provide more than just a summary of the research literature related to a particular topic or question--rather they offer clear and compelling answers to questions related to the ”who,” "why," and "when" of studies. In this chapter, the authors draw on their experiences with systematic reviews—one as an editor of a highly regarded educational research journal, the other as a researcher and review author—to trace the growing popularity of systematic reviews in education literature and to pose a series of challenges to aspiring review authors to motivate and enliven their work. In particular, the authors stress the importance of melding scientific and rigorous review procedures with 'stylish' academic writing that engages its audience through effective storytelling, attention to context (the people, places, policies, and practices represented in the studies under review), and clear implications for research and practice.Dowd, Alicia C.Johnson, Royel M.Zawacki-Richter, OlafKerres, MichaelBedenlier, SvenjaBond, MelissaBuntins, Katja2020978-3-658-27602-7enSpringer FachmedienCreative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)Why Publish a Systematic Review: An Editor’s and Reader’s PerspectiveThe Role of Social Goals in Academic Success: Recounting the Process of Conducting a Systematic Reviewhttps://docs.opendeved.net/lib/R3DUK9SW2020-11-26T15:49:35Z2023-03-28T17:45:02ZThis chapter provides a reflective description of the steps taken in conducting a systematic review about the role of social goals in academic success. Through methodological reflections and explicit descriptions, we hope to provide guidance and inspiration to researchers who wish to conduct a systematic review in educational research. In our example, we illustrate the process of keyword selection, setting selection criteria, conducting the study selection and data extraction.Goagoses, NaskaKoglin, UteZawacki-Richter, OlafKerres, MichaelBedenlier, SvenjaBond, MelissaBuntins, Katja2020978-3-658-27602-7enSpringer FachmedienCreative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)The Role of Social Goals in Academic Success: Recounting the Process of Conducting a Systematic ReviewTeaching Systematic Reviewhttps://docs.opendeved.net/lib/IKZS24WN2020-11-26T15:49:35Z2023-03-28T17:44:56ZThis chapter is about teaching systematic review; it is not, however, the product of a systematic review. It combines and builds on insights from two sets of research experiences: being taught about how to conduct systematic reviews ahead of doing this myself, and more recently, conducting study of the Pedagogy of Methodological Learning for the National Centre for Research Methods in the UK. The latter engaged teachers and learners in the process of building capability and capacity in the co-construction of understandings of what is important in teaching and learning advanced social science research methods, including systematic review. The chapter advocates teaching systematic review in ways that support critical thinking, utilising deep knowledge of the method and a willingness to be reflexive and open about its messy realities.Nind, MelanieZawacki-Richter, OlafKerres, MichaelBedenlier, SvenjaBond, MelissaBuntins, Katja2020978-3-658-27602-7enSpringer FachmedienCreative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)Teaching Systematic ReviewSystematic Reviews on Flipped Learning in Various Education Contextshttps://docs.opendeved.net/lib/BZZ9R2S22020-11-26T15:49:35Z2023-03-28T17:44:43ZThis chapter shares the author's experiences of and reflections on conducting systematic reviews of flipped classroom research. The author first discusses the rationale for conducting systematic reviews and how the reviews contribute to the flipped learning field. After that, he lighlights some possible strategies, regarding literature search, article selection, and research synthesis, to improve the quality of systematic reviews.Lo, Chung KwanZawacki-Richter, OlafKerres, MichaelBedenlier, SvenjaBond, MelissaBuntins, Katja2020978-3-658-27602-7enSpringer FachmedienCreative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)Systematic Reviews on Flipped Learning in Various Education ContextsSystematic Reviews in Educational Research: Methodology, Perspectives and Application [Chapter]https://docs.opendeved.net/lib/Z8JQALXV2020-11-26T15:49:35Z2023-03-28T17:44:23ZThis chapter explores the processes of reviewing literature as a research method. The logic of the family of research approaches called systematic review is analysed and the variation in techniques used in the different approaches explored using examples from existing reviews. The key distinctions between aggregative and configurative approaches are illustrated and the chapter signposts further reading on key issues in the systematic review process.Newman, MarkGough, DavidZawacki-Richter, OlafKerres, MichaelBedenlier, SvenjaBond, MelissaBuntins, Katja2020978-3-658-27602-7enSpringer FachmedienCreative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)Systematic Reviews in Educational Research: Methodology, Perspectives and Application [Chapter]Reflections on the Methodological Approach of Systematic Reviewshttps://docs.opendeved.net/lib/TV5YJ6CE2020-11-26T15:49:35Z2023-03-28T17:44:12ZThe concept of systematic reviewing of research literatures became influential in the second half of the 20th century, in the context of the longstanding, and challenging, issue of how to ‘translate’ research findings into reliable guidance for practical decision-making—to determine which policies, programs, and strategies should (and should not) be adopted (Hammersley 2014; Nisbet and Broadfoot 1980).Hammersley, MartynZawacki-Richter, OlafKerres, MichaelBedenlier, SvenjaBond, MelissaBuntins, Katja2020978-3-658-27602-7enSpringer FachmedienCreative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)Reflections on the Methodological Approach of Systematic ReviewsConceptualizations and Measures of Student Engagement: A Worked Example of Systematic Reviewhttps://docs.opendeved.net/lib/4L2S6KIT2020-11-26T15:49:35Z2023-03-28T17:41:44ZThis chapter provides a commentary on the potential choices, processes, and decisions involved in undertaking a systematic review. It does this through using an illustrative case example, which draws on the application of systematic review principles at each stage as it actually happened. The chapter firstly introduces the topic of ‘student engagement’ and explains why a review was decided appropriate for this topic. The chapter then provides an exploration of the methodological choices and methods we used within the review. Next, the issues of results management and presentation are discussed. Reflections on the process, and key recommendations for undertaking systematic reviews on education topics are made, on the basis of this review, as well as the authors’ prior experiences as researchers and authors of review papers.Tai, JoannaAjjawi, RolaBearman, MargaretWiseman, PaulZawacki-Richter, OlafKerres, MichaelBedenlier, SvenjaBond, MelissaBuntins, Katja2020978-3-658-27602-7enSpringer FachmedienCreative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)Conceptualizations and Measures of Student Engagement: A Worked Example of Systematic ReviewEthical Considerations of Conducting Systematic Reviews in Educational Researchhttps://docs.opendeved.net/lib/4QHX9CG32020-11-26T15:48:46Z2023-03-28T17:41:52ZEthical considerations of conducting systematic reviews in educational research are not typically discussed explicitly. However, systematic reviews are frequently read and cited in documents that influence educational policy and practice. Hence, ethical issues associated with what and how systematic reviews are produced and used have serious implications. It becomes imperative for systematic reviewers to reflexively engage with a variety of ethical issues associated with potential conflicts of interest and issues of voice and representation. This chapter discusses how systematic reviewers can draw upon the philosophical traditions of consequentialism, deontology or virtue ethics to situate their ethical decision-making.Suri, HarshZawacki-Richter, OlafKerres, MichaelBedenlier, SvenjaBond, MelissaBuntins, Katja2020978-3-658-27602-7enSpringer FachmedienCreative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)Ethical Considerations of Conducting Systematic Reviews in Educational ResearchA global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisishttps://docs.opendeved.net/lib/QXHI373Z2020-07-05T12:47:57Z2024-01-02T14:07:06ZBozkurt, ArasJung, InsungXiao, JunhongVladimirschi, VivianeSchuwer, RobertEgorov, GennadyLambert, SarahAl-Freih, MahaPete, JudithDon Olcott, JrRodes, VirginiaAranciaga, IgnacioBali, MahaAlvarez, Abel JrRoberts, JenniferPazurek, AngelicaRaffaghelli, Juliana ElisaPanagiotou, NikosCoëtlogon, Perrine deShahadu, SadikBrown, MarkAsino, Tutaleni I.Tumwesige, JosephineReyes, Tzinti RamírezIpenza, Emma BarriosOssiannilsson, EbbaBond, MelissaBelhamel, KamelIrvine, ValerieSharma, Ramesh C.Adam, TaskeenJanssen, BenSklyarova, TatianaOlcott, NicoletaAmbrosino, AlejandraLazou, ChrysoulaMocquet, BertrandMano, MattiasPaskevicius, Michael2020/06/061347-9008enCopyright (c) 2020 Asian Journal of Distance EducationA global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis