教育学最新文献

{"title":"Discursive engagement for intersubjectivity: Investigating the verbal–visual relationship of productive classroom talk in synchronous online lessons","authors":"Pengjin Wang ,&nbsp;Chao Yang ,&nbsp;Yuyao Tong ,&nbsp;Gaowei Chen","doi":"10.1016/j.lcsi.2025.100892","DOIUrl":"10.1016/j.lcsi.2025.100892","url":null,"abstract":"<div><div>In synchronous online environments, lesson delivery is restricted mainly to verbal (oral or spoken interactions, e.g., speaking using microphones) and visual (e.g., sharing PowerPoint slides) modes. Considering that classroom talk and visual display are essential semiotic sources, we investigated the synergy created by the combination of productive classroom talk and visual prompts to understand how teachers interact with students in a fully online environment. Multiple sources of data from two teachers and their students (<em>n</em> = 54) were triangulated, including student questionnaires, classroom talk transcripts, and teachers' visual prompts. We used questionnaire results to understand students' perception of classroom discourse, visualizations to uncover patterns in classroom talk, and multimodal conversation analysis to delve into the discrepancies between teacher's and students' situation definitions when encountering visual prompts. We found that, to a certain extent, the teachers effectively used productive classroom talk, and the students were discursively engaged in online lessons. Further, teachers' strategic use of talk helped build intersubjectivity during online lessons. The results suggest that teachers can leave space for dialogues by attending to students' cognitive processes and using productive talk moves to invite elaboration and reasoning. Additionally, teachers can design constructive tasks while reducing direct instruction in online lessons.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"51 ","pages":"Article 100892"},"PeriodicalIF":2.0,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Systematic Review of the Recent Research on the Usefulness of Chatbots for Language Education","authors":"Aysel Şahin Kızıl,&nbsp;Blanka Klimova,&nbsp;Marcel Pikhart,&nbsp;Antigoni Parmaxi","doi":"10.1111/jcal.70001","DOIUrl":"https://doi.org/10.1111/jcal.70001","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The rise of intelligent chatbots powered by artificial intelligence and machine learning has ignited interest in their potential for revolutionising second language (L2) acquisition and foreign language learning (FLL). While their potential seems vast, understanding their actual impact on learning outcomes requires comprehensive analysis. Also required is the continuous evaluation of this technology due to the rapid pace of advancements in chatbots, highlighting the need for a fresh look using the latest research. This systematic review aims to address this need by investigating the effectiveness of modern chatbots in L2 learning and FLL, offering valuable insights for language educators and researchers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study systematically reviews existing research to assess the usefulness of chatbots in L2 acquisition and FLL, identifying key areas of improvement and future research directions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Following the PRISMA methodology, 33 relevant studies published between 2020 and May 2024 were analysed. Thematic analysis was employed to identify key themes related to chatbot applications, language skills impacted, and learning outcomes achieved.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings clearly reveal specific language skills (i.e., speaking) and language knowledge (i.e., vocabulary) that have a significant impact on enhancing students' learning outcomes by using chatbots, while pointing out insufficient research in this area. The results also show major benefits of chatbots for FLL, such as individualised learning, immediate feedback, enhancing willingness to communicate, and increased interaction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This systematic review highlights specific practical implications and suggestions that have a direct impact on the usefulness of chatbots in FLL and L2 acquisition, and a need to investigate further variables such as age, language skills, personality traits, or teacher's role with respect to the use of chatbots in foreign language classes. Further implications are also raised in terms of learning design considerations when such a technology is incorporated in the FLL classroom.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143248475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Going beyond hawks and doves - Measuring degrees of examiner misalignment in OSCEs.","authors":"Matt Homer","doi":"10.1080/0142159X.2025.2461561","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2461561","url":null,"abstract":"<p><strong>Background: </strong>Minimising examiner differences in scoring in OSCEs is key in supporting the validity of the assessment outcomes. This is particularly true for common OSCE designs where the same station is administered across parallel circuits, with examiners nested within these. However, the common classification of extreme examiners as 'hawks' or 'doves' can be overly simplistic. Rather, it is the difference in patterns of scoring across circuits that better indicates poor levels of agreement between examiners that can unfairly advantage particular groups of candidates in comparison with others in different circuits.</p><p><strong>Methods and materials: </strong>In this paper, a new measure of differences in examiner scoring is presented that quantifies the different combined patterns of scoring in global grades and checklist/domain scores for pairs of examiners assessing in the same station but in different circuits. Based on calculating the area between separate examiners' individual borderline regression lines, this measure can be used as a <i>post hoc</i> metric to provide a broad range of validity evidence for the assessment and its outcomes.</p><p><strong>Results and conclusions: </strong>In challenging the 'hawks'/'doves' paradigm, this work presents a detailed empirical analysis of a new misalignment metric in a particular high-stakes context and gives a range of evidence of its contribution to overall OSCE quality control processes and of improved fairness to candidates over time. The paper concludes with comments on developing the metric to contexts where there are multiple parallel circuits which will allows its practical application to a broader set of OSCE contexts.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-7"},"PeriodicalIF":3.3,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143190004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial Board and Table of Contents","authors":"","doi":"10.1002/ase.2439","DOIUrl":"https://doi.org/10.1002/ase.2439","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 2","pages":"1-4"},"PeriodicalIF":5.2,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2439","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143248564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and Validity of the Adult Reading History Questionnaire (ARHQ) for Chinese","authors":"Yuxiao He,&nbsp;Jiuqing Tang,&nbsp;Xinyan Yang,&nbsp;Zujun Song,&nbsp;Ning Ding,&nbsp;Yao Jia,&nbsp;Li Liu,&nbsp;Jingjing Zhao","doi":"10.1002/dys.1802","DOIUrl":"10.1002/dys.1802","url":null,"abstract":"<p>The Adult Reading History Questionnaire (ARHQ) is a popular instrument for screening dyslexia in adults. Yet, there is no evidence suggesting its applicability in Chinese. The present study aims to develop a Chinese Adult Reading History Questionnaire (Chinese-ARHQ) and to assess its validity among Chinese adults. A total of 2439 Chinese adults completed the questionnaire of Chinese-ARHQ with 2234 questionnaires valid for further analysis (<i>N</i>_males = 825, <i>M</i>_age = 26.29 years, SD_age = 9.12). Among these participants, 184 completed the questionnaire twice and 221 completed reading-related tests. Results showed that the Chinese-ARHQ had good internal consistency reliability (Cronbach's <i>α</i> = 0.88), and the test–retest reliability was 0.81. Three factors (current reading, dyslexia symptoms and memory) were extracted through exploratory factor analysis. The scores of Chinese-ARHQ and its factors were both related to reading and phonological skills, revealing the good criterion validity of the questionnaire. Receiver operating characteristic (ROC) analysis revealed that the optimal threshold for the Chinese-ARHQ was 0.36 with a sensitivity of 83.3% and a specificity of 75.9%. Additionally, adults screened by the Chinese-ARHQ (&gt; 0.36) performed worse in reading and phonological awareness, further validating the Chinese-ARHQ as a reliable screening tool for Chinese dyslexia in adults.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1802","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143190853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering pre-service teachers' classroom management knowledge, self-efficacy, and professional vision: The effect of different expert feedback and pre-service teachers’ feedback perceptions during online video analysis","authors":"Christopher Neil Prilop ,&nbsp;Tijs Rotsaert ,&nbsp;Ruben Vanderlinde","doi":"10.1016/j.tate.2025.104949","DOIUrl":"10.1016/j.tate.2025.104949","url":null,"abstract":"<div><div>This study examines how concise (CG) versus elaborate expert feedback (IG) in online video analysis impacts pre-service teachers' knowledge, self-efficacy, and professional vision of classroom management. CG participants showed greater improvement in professional vision than IG participants. Participants’ knowledge only improved in the IG. Feedback perceptions fully mediated the association between feedback content and self-efficacy development. Findings suggest that concise and elaborate feedback can differently influence cognitive, meta-cognitive, and motivational outcomes. These results highlight the complexity of feedback content and perception, emphasizing the importance of further research to refine feedback strategies in teacher education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104949"},"PeriodicalIF":4.0,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Applying the Purpose, Autonomy, Confidence, Engrossment Model of Motivational Design to Support Motivation for Continuing Professional Development.","authors":"Adam G Gavarkovs, Danielle Glista, Robin O'Hagan, Sheila Moodie","doi":"10.1097/CEH.0000000000000595","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000595","url":null,"abstract":"<p><strong>Abstract: </strong>Health professionals' motivation is a key determinant of their continuing professional development (CPD) outcomes. Therefore, CPD providers must ensure that they design CPD activities to support health professionals' motivation; this process is referred to as motivational design. The aim of this article is to introduce CPD providers to the PACE (purpose, autonomy, confidence, engrossment) model of motivational design, and describe how we applied the PACE model to create two online modules for an interprofessional audience. The PACE model builds on other available models of motivation design by offering theoretically informed strategies to support autonomous motivation, a specific quality of motivation that is associated with more effective learning processes and outcomes. Our experience suggests that CPD providers can use the PACE model to guide their motivational design efforts. We also encourage CPD researchers to test the theoretical assumptions that inform the PACE model.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143190985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Qualitative assessment of the view of academic honesty among freshmen in a physiology-based program.","authors":"Emily Ryan, Lori Sherlock, Edward Ryan, Miriam Leary","doi":"10.1152/advan.00109.2023","DOIUrl":"https://doi.org/10.1152/advan.00109.2023","url":null,"abstract":"<p><p>Academic dishonesty is becoming more common in university students in STEM-based programs. This is concerning because these students hold positions of responsibility in their professional careers. The purpose of this qualitative study was to examine if a student's academic standing and/or first-generation status would affect their views of academic integrity and dishonesty within their academic coursework. Freshmen completed reflections at the start and end of their first semester of college. Qualitative responses from their reflections were reviewed and organized into common themes. Students were grouped based upon university matriculation criteria (high school GPA, SAT and/or ACT scores and parental higher education status).The primary findings of the study demonstrated that the students responded similarly with their views of academic honesty, but some themes were more prevalent across the groups(First-Gen, Honors and Pre-Math). This study identified several areas to help STEM students in a physiology-based program gain a better understanding of academic integrity and dishonesty.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143191293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Elected versus appointed rectors in top Turkish research universities: Profiles and performance impacts","authors":"Nihan Demirkasımoğlu ,&nbsp;Pelin Taşkın","doi":"10.1016/j.ijedudev.2025.103223","DOIUrl":"10.1016/j.ijedudev.2025.103223","url":null,"abstract":"<div><div>This research examines the academic performance and university rankings under elected and appointed rectors in Turkish research universities, aiming to offer valuable insights into governance dynamics and their effects impact on institutional outcomes. We compare the publication and citation metrics, as well as university rankings, during the tenures of elected and appointed rectors across 19 public universities and their 38 rectors in Türkiye using document analysis and descriptive approach. The findings highlights that while appointed rectors show more diversity, including significant representation from the social sciences and humanities, elected rectors are notably from the medical area, with engineering coming in second. Despite differences in academic backgrounds and disciplinary specializations, the comparison reveals no significant divergence in publication and citation performances between elected and appointed rectors. However, the trajectory of university rankings shows a stark contrast, during times when rectors are appointed. A drop in rankings, which is especially noticeable during contentious appointments, emphasizes how crucial legitimacy and stakeholder trust are in determining institutional performance. This study advances our understanding of governance dynamics and how they affect research universities' institutional reputation.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103223"},"PeriodicalIF":2.8,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"In-service teachers' perceptions of board games in teaching: Impact of the level of seriousness of the games and teachers’ characteristics","authors":"Nathalie Jobert ,&nbsp;Mylène Sanchiz","doi":"10.1016/j.tate.2025.104951","DOIUrl":"10.1016/j.tate.2025.104951","url":null,"abstract":"<div><div>Board games have become popular for teaching practices. Yet, factors of teachers' acceptance of board games remain unknown. In the present mixed-method cross-sectional survey study, 255 in-service French teachers were surveyed to examine the impact commercial-off-the-shelves and serious of board games, prior gaming experience, norms, and attitudes. Findings showed that teachers perceived more opportunities to learn for serious than for commercial-off-the-shelf board games. Attitudes had a positive impact on all variables and exerted a stronger impact than norms. Prior personal and professional gaming experience affected differently teachers' acceptance of board games. Educational implications for teachers’ training programs are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104951"},"PeriodicalIF":4.0,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}