TY - JOUR TI - Schools and Emergency Remote Education during the COVID-19 Pandemic: A Living Rapid Systematic Review AU - Bond, Melissa T2 - Asian Journal of Distance Education AB - The 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. DA - 2020/// PY - 2020 DP - ERIC VL - 15 IS - 2 SP - 191 EP - 247 LA - en SN - 1347-9008 ST - Schools and Emergency Remote Education during the COVID-19 Pandemic UR - https://eric.ed.gov/?id=EJ1285336 Y2 - 2021/10/05/11:40:39 KW - Bibliometrics KW - COVID-19 KW - Distance Education KW - Educational Change KW - Educational Environment KW - Educational Research KW - Educational Technology KW - Electronic Learning KW - Elementary Secondary Education KW - Faculty Development KW - Family Influence KW - Foreign Countries KW - Learner Engagement KW - Literature Reviews KW - Pandemics KW - Peer Influence KW - Research Methodology KW - School Closing KW - Teacher Influence KW - Technology Uses in Education KW - _genre:LR-literature_review KW - ⛔ No DOI found ER - TY - CHAP TI - Learning by Doing? Reflections on Conducting a Systematic Review in the Field of Educational Technology AU - Bedenlier, Svenja AU - Bond, Melissa AU - Buntins, Katja AU - Zawacki-Richter, Olaf AU - Kerres, Michael T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - Drawing 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. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 111 EP - 127 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Learning by Doing? UR - https://doi.org/10.1007/978-3-658-27602-7_7 Y2 - 2020/11/26/15:49:34 ER - TY - BOOK TI - Systematic Reviews in Educational Research: Methodology, Perspectives and Application [Book] A3 - Zawacki-Richter, Olaf A3 - Kerres, Michael A3 - Bedenlier, Svenja A3 - Bond, Melissa A3 - Buntins, Katja CY - Wiesbaden DA - 2020/// PY - 2020 DP - DOI.org (Crossref) LA - en PB - Springer Fachmedien Wiesbaden SN - 978-3-658-27601-0 978-3-658-27602-7 ST - Systematic Reviews in Educational Research UR - http://link.springer.com/10.1007/978-3-658-27602-7 Y2 - 2020/11/26/15:51:26 ER - TY - JOUR TI - Mapping research in student engagement and educational technology in higher education: a systematic evidence map AU - Bond, Melissa AU - Buntins, Katja AU - Bedenlier, Svenja AU - Zawacki-Richter, Olaf AU - Kerres, Michael T2 - International Journal of Educational Technology in Higher Education AB - Digital 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. DA - 2020/01/22/ PY - 2020 DO - 10.1186/s41239-019-0176-8 DP - BioMed Central VL - 17 IS - 1 SP - 2 J2 - International Journal of Educational Technology in Higher Education SN - 2365-9440 ST - Mapping research in student engagement and educational technology in higher education UR - https://doi.org/10.1186/s41239-019-0176-8 Y2 - 2022/04/06/00:26:54 KW - Educational technology KW - Evidence map KW - Higher education KW - Student engagement KW - Systematic review KW - _genre:LR-literature_review ER - TY - JOUR TI - Digital transformation in German higher education: student and teacher perceptions and usage of digital media AU - Bond, Melissa AU - Marín, Victoria I. AU - Dolch, Carina AU - Bedenlier, Svenja AU - Zawacki-Richter, Olaf T2 - International Journal of Educational Technology in Higher Education AB - Digitalization 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. DA - 2018/12/28/ PY - 2018 DO - 10.1186/s41239-018-0130-1 DP - BioMed Central VL - 15 IS - 1 SP - 48 J2 - International Journal of Educational Technology in Higher Education SN - 2365-9440 ST - Digital transformation in German higher education UR - https://doi.org/10.1186/s41239-018-0130-1 Y2 - 2021/03/07/18:07:14 KW - Digital media usage KW - Digitalization KW - Educational technology KW - Germany KW - Higher education KW - Student perceptions KW - Teacher perceptions KW - University professors KW - University students KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Israel ISR KW - _C:Luxembourg LUX KW - _C:New Zealand NZL KW - _C:Spain ESP KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - _genre:LR-literature_review ER - TY - CHAP TI - Ethical Considerations of Conducting Systematic Reviews in Educational Research AU - Suri, Harsh T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - Ethical 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. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 41 EP - 54 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Systematic Reviews in Educational Research UR - https://doi.org/10.1007/978-3-658-27602-7_3 Y2 - 2020/11/26/15:48:46 ER - TY - CHAP TI - Reflections on the Methodological Approach of Systematic Reviews AU - Hammersley, Martyn T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - The 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). CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 23 EP - 39 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Systematic Reviews in Educational Research UR - https://doi.org/10.1007/978-3-658-27602-7_2 Y2 - 2020/11/26/15:49:34 ER - TY - CHAP TI - Teaching Systematic Review AU - Nind, Melanie T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - This 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. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 55 EP - 68 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Systematic Reviews in Educational Research UR - https://doi.org/10.1007/978-3-658-27602-7_4 Y2 - 2020/11/26/15:49:34 ER - TY - CHAP TI - Systematic Reviews on Flipped Learning in Various Education Contexts AU - Lo, Chung Kwan T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - This 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. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 129 EP - 143 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Systematic Reviews in Educational Research UR - https://doi.org/10.1007/978-3-658-27602-7_8 Y2 - 2020/11/26/15:49:34 ER - TY - CHAP TI - Systematic Reviews in Educational Research: Methodology, Perspectives and Application [Chapter] AU - Newman, Mark AU - Gough, David T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - This 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. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 3 EP - 22 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Systematic Reviews in Educational Research UR - https://doi.org/10.1007/978-3-658-27602-7_1 Y2 - 2020/11/26/15:49:34 ER - TY - CHAP TI - The Role of Social Goals in Academic Success: Recounting the Process of Conducting a Systematic Review AU - Goagoses, Naska AU - Koglin, Ute T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - This 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. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 145 EP - 161 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - The Role of Social Goals in Academic Success UR - https://doi.org/10.1007/978-3-658-27602-7_9 Y2 - 2020/11/26/15:49:35 ER - TY - RPRT TI - Global emergency remote education in secondary schools during the COVID-19 pandemic AU - Bond, Melissa AU - Bergdahl, Nina AU - Mendizabal-Espinosa, Rosa AU - Kneale, Dylan AU - Bolan, Faye AU - Hull, Poppy AU - Ramadani, Fjolla AB - Global emergency remote education in secondary schools during the COVID-19 pandemic DA - 2021/10/22/ PY - 2021 DP - DOI.org (Crossref) LA - en M3 - preprint PB - Open Science Framework UR - https://osf.io/7k59g Y2 - 2021/10/27/21:19:10 KW - _genre:LR-literature_review KW - stress ER - TY - CHAP TI - Why Publish a Systematic Review: An Editor’s and Reader’s Perspective AU - Dowd, Alicia C. AU - Johnson, Royel M. T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - Systematic 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. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 69 EP - 87 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Why Publish a Systematic Review UR - https://doi.org/10.1007/978-3-658-27602-7_5 Y2 - 2020/11/26/15:49:34 ER - TY - CHAP TI - Conceptualizations and Measures of Student Engagement: A Worked Example of Systematic Review AU - Tai, Joanna AU - Ajjawi, Rola AU - Bearman, Margaret AU - Wiseman, Paul T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - This 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. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 91 EP - 110 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Conceptualizations and Measures of Student Engagement UR - https://doi.org/10.1007/978-3-658-27602-7_6 Y2 - 2020/11/26/15:49:34 ER - TY - JOUR TI - Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape AU - Bozkurt, Aras AU - Xiao, Junhong AU - Lambert, Sarah AU - Pazurek, Angelica AU - Crompton, Helen AU - Koseoglu, Suzan AU - Farrow, Robert AU - Bond, Melissa AU - Nerantzi, Chrissi AU - Honeychurch, Sarah AU - Bali, Maha AU - Dron, Jon AU - Mir, Kamran AU - Stewart, Bonnie AU - Costello, Eamon AU - Mason, Jon AU - Stracke, Christian M. AU - Romero-Hall, Enilda AU - Koutropoulos, Apostolos AU - Toquero, Cathy Mae AU - Singh, Lenandlar AU - Tlili, Ahmed AU - Lee, Kyungmee AU - Nichols, Mark AU - Ossiannilsson, Ebba AU - Brown, Mark AU - Irvine, Valerie AU - Raffaghelli, Juliana Elisa AU - Santos-Hermosa, Gema AU - Farrell, Orna AU - Adam, Taskeen AU - Thong, Ying Li AU - Sani-Bozkurt, Sunagul AU - Sharma, Ramesh C. AU - Hrastinski, Stefan AU - Jandrić, Petar T2 - Asian Journal of Distance Education AB - While 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. DA - 2023/03/11/ PY - 2023 DP - www.asianjde.com LA - en SN - 1347-9008 ST - Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI) UR - http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/709 Y2 - 2023/03/15/16:59:16 KW - _r:ImportedToMyEducationEvidence KW - artificial intelligence (AI) KW - artificial intelligence in education (AIEd) KW - future educational perspectives KW - generative pre-trained transformer (GPT) KW - natural language processing KW - speculative methodology KW - ⛔ No DOI found ER - TY - JOUR TI - A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis AU - Bozkurt, Aras AU - Jung, Insung AU - Xiao, Junhong AU - Vladimirschi, Viviane AU - Schuwer, Robert AU - Egorov, Gennady AU - Lambert, Sarah AU - Al-Freih, Maha AU - Pete, Judith AU - Don Olcott, Jr AU - Rodes, Virginia AU - Aranciaga, Ignacio AU - Bali, Maha AU - Alvarez, Abel Jr AU - Roberts, Jennifer AU - Pazurek, Angelica AU - Raffaghelli, Juliana Elisa AU - Panagiotou, Nikos AU - Coëtlogon, Perrine de AU - Shahadu, Sadik AU - Brown, Mark AU - Asino, Tutaleni I. AU - Tumwesige, Josephine AU - Reyes, Tzinti Ramírez AU - Ipenza, Emma Barrios AU - Ossiannilsson, Ebba AU - Bond, Melissa AU - Belhamel, Kamel AU - Irvine, Valerie AU - Sharma, Ramesh C. AU - Adam, Taskeen AU - Janssen, Ben AU - Sklyarova, Tatiana AU - Olcott, Nicoleta AU - Ambrosino, Alejandra AU - Lazou, Chrysoula AU - Mocquet, Bertrand AU - Mano, Mattias AU - Paskevicius, Michael T2 - Asian Journal of Distance Education DA - 2020/06/06/ PY - 2020 DP - www.asianjde.org VL - 15 IS - 1 SP - 1 EP - 126 LA - en SN - 1347-9008 ST - A global outlook to the interruption of education due to COVID-19 pandemic UR - http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/462 Y2 - 2020/06/07/07:41:26 KW - Author:OpenDevEd KW - COVID-19 KW - Coronavirus Pandemic KW - _C:Algeria DZA KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Belize BLZ KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Congo, Democratic Republic COD KW - _C:Egypt EGY KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Guatemala GTM KW - _C:India IND KW - _C:Ireland IRL KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea (Republic of) KOR KW - _C:Korea XKOR KW - _C:Mexico MEX KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saudi Arabia SAU KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 KW - _genre:LR-literature_review KW - _r:ImportedToMyEducationEvidence KW - distance education KW - docs.opendeved.net KW - emergency remote education KW - online learning KW - ⛔ No DOI found ER -