Frontline Learning Research最新文献

With sensitive eyes: ECEC teachers’ visual gaze and related reflections on pedagogical actions in toddler groups using eye-tracking glasses 敏感的眼睛：幼儿保育和教育中心教师的视觉凝视以及对使用眼动跟踪眼镜的幼儿小组教学行动的相关反思

Frontline Learning Research Pub Date : 2024-07-22 DOI: 10.14786/flr.v12i2.1153

Tuulikki Ukkonen-Mikkola, Susanna Isotalo, Saswati Chaudhuri, Jenni Salminen, Olli Merjovaara, Carita Lindén, N. Rutanen

{"title":"With sensitive eyes: ECEC teachers’ visual gaze and related reflections on pedagogical actions in toddler groups using eye-tracking glasses","authors":"Tuulikki Ukkonen-Mikkola, Susanna Isotalo, Saswati Chaudhuri, Jenni Salminen, Olli Merjovaara, Carita Lindén, N. Rutanen","doi":"10.14786/flr.v12i2.1153","DOIUrl":"https://doi.org/10.14786/flr.v12i2.1153","url":null,"abstract":"This study explored early childhood education and care (ECEC) teachers’ visual gaze and related reflections on pedagogical actions during pedagogical activities in groups of children under three years of age in Finland. The data were collected from play and teacher-guided activities using mobile eye-tracking glasses, the retrospective thinking aloud (RTA) method, and semi-structured interviews. The results showed that even though the teachers were surprised about some aspects of the visual gaze metrics, they reflected on and gave reasons for their visual gazes on children. When observing gaze data from play, teachers explained the high amount of gaze by citing children’s particular needs. When observing gaze data from guided activities, teachers reflected on children’s unpredictable behavior and noted that the children’s need for support in concentration was linked to more gazes by the teacher. The findings showed that both during play and guided activities, children seeking a gaze and the position of children in the classroom influenced the number of teachers’ gazes. In the teachers’ explanations of their visual gaze and related pedagogical actions, five categories were identified: protection; physical and emotional availability, teaching and learning; facilitation; and initiatives. This explorative study showed that teachers utilize their knowledge concerning children’s individuality, development, and learning when they explain their decisions concerning their visual gaze and pedagogical activities with toddlers. The use of mobile eye-tracking technology is relatively new; therefore, its applications to ECEC are pioneering for the development of the field in relation to the practices and research of toddlers’ groups and groups with older children in ECEC","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":"23 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141815558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fostering students’ systems thinking through futures education 通过未来教育培养学生的系统思维

Frontline Learning Research Pub Date : 2024-06-14 DOI: 10.14786/flr.v12i2.1301

Iina Hyyppä, Tapio Rasa, Antti Laherto

{"title":"Fostering students’ systems thinking through futures education","authors":"Iina Hyyppä, Tapio Rasa, Antti Laherto","doi":"10.14786/flr.v12i2.1301","DOIUrl":"https://doi.org/10.14786/flr.v12i2.1301","url":null,"abstract":"In an era of worsening environmental crises, students may not perceive themselves as able to impact and change the inevitably upcoming futures. Accordingly, a common goal of educational systems has been to increase students' agency and sensemaking in a complex world. Simultaneously, students are facing unprecedented levels of futures anxiety, and educational institutions undervalue the importance of future thinking. To take on a constructive approach on futures thinking, we examine how students’ systems thinking skills develop during a futures education course in which they write their own visions of a hopeful future. By looking at the thematic spheres of society, nature, and technology, we analyse how students develop systemic understandings of the complex system that is the context of the study: the city of the future. The study examines how students’ written futures visions develop throughout the course, and how those developments indicate development in systems thinking. The results show that the futures education course allowed students to improve their understandings of the interconnectedness of the topics they raised, fostering more holistic and active understandings of the futures, here shown through the multidimensional development of systems thinking. Students developed a deeper understanding of the interrelationships of society, nature, and technology, and developed understandings of the pathways to change and the agency and action needed to achieve their futures.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":"16 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141343160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing Scenarios for Exploring Teacher Agency in Universities: A Multimethod Study 为探索大学中的教师能动性开发情景：多方法研究

Frontline Learning Research Pub Date : 2024-06-13 DOI: 10.14786/flr.v12i2.1419

Max Kusters, Arjen de Vetten, Wilfried F. Admiraal, R. M. van der Rijst

{"title":"Developing Scenarios for Exploring Teacher Agency in Universities: A Multimethod Study","authors":"Max Kusters, Arjen de Vetten, Wilfried F. Admiraal, R. M. van der Rijst","doi":"10.14786/flr.v12i2.1419","DOIUrl":"https://doi.org/10.14786/flr.v12i2.1419","url":null,"abstract":"Lecturers who are actively engaged in shaping their teaching and teaching practices demonstrate agency. Teacher agency has increasingly been described as a key factor in educational development at universities. Lecturers are expected to innovatively develop courses and continuously improve their teaching practices to respond to, for example, student needs and labor market demands. In this multimethod study, we examined the process of developing and validating scenarios for measuring teacher agency in universities. We conducted four studies to create 23 scenarios that capture the complex nature of teacher agency. First, we interviewed university lecturers to identify bumpy moments in their teaching practice, and so found scenarios based on real-life experiences. Then, we employed two expert panels, to evaluate and refine the scenarios, which enhanced their validity. Finally, we used a pilot study to standardize the data collection procedures. Our multimethod study has established reliability by triangulating methods and researchers, involving multiple stakeholders, and providing detailed descriptions of the research process. This project holds implications for research and practice. The scenarios can be used in professional academic development programs for the collection of research data and to promote self-reflection, peer consultation activities, and professional growth and agency among university lecturers.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":"57 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141349181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Revisiting the Three Basic Dimensions model: A critical empirical investigation of the indirect effects of student-perceived teaching quality on student outcomes 重新审视三个基本维度模型：学生感知的教学质量对学生成绩间接影响的重要实证调查

Frontline Learning Research Pub Date : 2024-03-08 DOI: 10.14786/flr.v12i1.1349

Ayşenur Alp Christ, Vanda Capon-Sieber, Carmen Köhler, E. Klieme, Anna-Katharina Praetorius

{"title":"Revisiting the Three Basic Dimensions model: A critical empirical investigation of the indirect effects of student-perceived teaching quality on student outcomes","authors":"Ayşenur Alp Christ, Vanda Capon-Sieber, Carmen Köhler, E. Klieme, Anna-Katharina Praetorius","doi":"10.14786/flr.v12i1.1349","DOIUrl":"https://doi.org/10.14786/flr.v12i1.1349","url":null,"abstract":"The Three Basic Dimensions model, theorizes three mediators for the effect of teaching quality dimensions on student outcomes. However, the proposed mediating paths and their effects have largely not been empirically tested. This study investigated the mediating role of depth-of-processing, time-on-task, and need satisfaction between student-perceived teaching quality and student mathematics achievement and interest, expanding the TBD model to include mediation paths suggested by theories of motivation, cognition, and effort. Data from the TALIS Video Study for Germany, comprising 958 secondary school students in 41 classrooms, were used to run multilevel longitudinal and correlational mediation analyses. The results only found mediation effects at the student level; there were no mediating effects at the classroom level. Not all of the hypothesized relationships thought to exist between the mediators and achievement and interest outcomes were confirmed. The conceptual sequence of the variables, the choice of correlational vs. longitudinal evidence, and the level of analysis were all shown to have an impact on the results. The study thus confirms some of the assumptions of the TBD model, identifies new paths between teaching quality and student outcomes, and provides suggestions for how to proceed with further investigation of a model which should be expanded and more thoroughly empirically tested.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140257973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

New perspectives on civic engagement as outcome of higher education: an exploratory case study 公民参与作为高等教育成果的新视角：探索性案例研究

Frontline Learning Research Pub Date : 2024-02-27 DOI: 10.14786/flr.v12i1.951

Oscar van den Wijngaard, Simon Beausaert, Wim Gijselaers, M. Segers

{"title":"New perspectives on civic engagement as outcome of higher education: an exploratory case study","authors":"Oscar van den Wijngaard, Simon Beausaert, Wim Gijselaers, M. Segers","doi":"10.14786/flr.v12i1.951","DOIUrl":"https://doi.org/10.14786/flr.v12i1.951","url":null,"abstract":"This study explores the potential of a new perspective on research into the impact higher education has on the civic engagement of students. We propose a shift from viewing engagement itself as the key dependent variable to two ‘fundamental constituents’, political interest and agency. Both constituents have been presented as either static or determined entirely by factors external to education such as maturation, but also as dynamic and affected by various aspects of the educational experience in higher education. Furthermore, as analyses of these effects based on sample means do not account sufficiently for the intersectionality of background variables that define the student experience, we propose that data are explored through cluster analysis. Employing this type of analysis, a case study conducted at a small international liberal arts college in the Netherlands showed four distinctly different patterns in the development of both constituents of civic engagement. Based on further data obtained from the same sample, we offer suggestions for specific foci in further research about the impact of higher education on the development of civic engagement.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140424658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student teachers’ opportunities to learn through observation, own practice and feedback on the practice while in field practice placements: a graphical model approach 学生教师在实地实习时通过观察、自身实践和对实践的反馈进行学习的机会：一种图形模型方法

Frontline Learning Research Pub Date : 2024-01-25 DOI: 10.14786/flr.v12i1.1347

Tine Nielsen

{"title":"Student teachers’ opportunities to learn through observation, own practice and feedback on the practice while in field practice placements: a graphical model approach","authors":"Tine Nielsen","doi":"10.14786/flr.v12i1.1347","DOIUrl":"https://doi.org/10.14786/flr.v12i1.1347","url":null,"abstract":"Field practice placement is a crucial part of teacher education, as it affords a real-life context, where teacher and teacher-related skills can be enacted and trained. The present study examined the associations between student teacher opportunities to learn through observation, own practice and the receiving of feedback of said practice, while in field practice placements through a teacher education programme. Chain graph models were used to analyse data from 560 Danish student teachers who had just completed field practice at one of three levels. Results showed that opportunities to learn through observation of fellow students and other teachers was negatively associated with level of field practice, and thus was reported less and less the further along students were in the programme, while opportunities to learn through own practice was positively associated with level of field practice. Opportunities to learn through receiving feedback on own practice was associated with level of field practice only via opportunities to learn through own practice. Results did not reveal gender or age-wise inequity in the opportunities to learn afforded in the field practice. Teacher education programmes could benefit from placing additional focus on opportunities to learn through observation in the later field practice placements. ","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":"3 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139597941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The development of visual expertise in a virtual environment: A case of maritime pilots in training 在虚拟环境中发展视觉专业知识：海上飞行员培训案例

Frontline Learning Research Pub Date : 2024-01-12 DOI: 10.14786/flr.v12i1.1217

Charlott Sellberg, Elin Nordenström, R. Säljö

{"title":"The development of visual expertise in a virtual environment: A case of maritime pilots in training","authors":"Charlott Sellberg, Elin Nordenström, R. Säljö","doi":"10.14786/flr.v12i1.1217","DOIUrl":"https://doi.org/10.14786/flr.v12i1.1217","url":null,"abstract":"This study connects to an ongoing discussion about the limits and affordances of simulators as realistic and relevant contexts for professional learning, in this case in the development of visual expertise. Earlier studies of simulator-based maritime pilot training conclude that there are risks associated with so-called negative skills transfer due to a lack of photorealism in simulator environments. The aim of this study is to carefully examine how visual expertise develops in and through training in a simulated environment. Through a practice-based approach to the development of visual expertise, and by using qualitative interaction analysis of video recorded training sessions, the analytical focus is directed towards maritime pilot trainees’ talk about imperfections and inconsistencies in the virtual environment during exercises in a high-fidelity bridge simulator. Considering the multi-layered nature of the maritime pilot’s visual expertise, findings show that the maritime pilots in training noticed and adapted to the specific methodological and technological challenges when manoeuvring a simulated vessel. During such reflection-in-action, they also commented on and explored the differences between, navigating in a simulator, on the one hand, and, on the other hand, navigating on board a ship. Instead of concluding that there is a risk for negative skills transfer that follows from the differences between the two contexts of navigating, we argue that the challenges introduced by representations encountered when training in a virtual environment may add to the expertise of the trainees and lead to enriched conceptual, methodological, and technical knowledge regarding the specificities of visually demanding and ambiguous navigation situations. In this way, this study contributes to advance our understanding of learning in virtual environments to the frontline of learning research.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":"51 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139531658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Towards an Integrated Perspective of Teachers’ Technology Integration: A Preliminary Model and Future Research Directions 实现教师技术整合的综合视角：初步模型和未来研究方向

Frontline Learning Research Pub Date : 2024-01-11 DOI: 10.14786/flr.v12i1.1179

A. Lachner, Iris Backfisch, Ulrike Franke

{"title":"Towards an Integrated Perspective of Teachers’ Technology Integration: A Preliminary Model and Future Research Directions","authors":"A. Lachner, Iris Backfisch, Ulrike Franke","doi":"10.14786/flr.v12i1.1179","DOIUrl":"https://doi.org/10.14786/flr.v12i1.1179","url":null,"abstract":"Technology integration is regarded as a crucial and complex endeavour to enhance students’ learning and prepare them to participate in a digital society. Although the research landscape on teachers’ technology integration is vivid and stimulating, an analytical model which synthesises different strands of research to model antecedents (i.e., teachers’ professional competences), processes and outcomes of technology integration in an integrated manner is missing. That said, previous research was often rather product-oriented and ignored potential effects on students’ learning processes and their achievement. To fill this gap, in this paper, we outline a preliminary model, the TPTI-model (teachers’ professional competence for technology integration), in which we deliberately link different research perspectives on teachers’ professional competences, professional vision and students’ learning (processes) to model technology integration during teaching. Based on the preliminary TPTI-model, we propose future research directions, which may allow to gain a better understanding of the teacher- and student-related conditions as well as processes of technology integration and their effects on students’ learning.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139626165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning analytics for academic paths: student evaluations of two dashboards for study planning and monitoring 学习路径分析：学生对两个学习规划和监测仪表板的评价

Frontline Learning Research Pub Date : 2023-12-05 DOI: 10.14786/flr.v11i2.1277

Anni Silvola, Amanda Sjöblom, Piia Näykki, Egle Gedrimiene, H. Muukkonen

{"title":"Learning analytics for academic paths: student evaluations of two dashboards for study planning and monitoring","authors":"Anni Silvola, Amanda Sjöblom, Piia Näykki, Egle Gedrimiene, H. Muukkonen","doi":"10.14786/flr.v11i2.1277","DOIUrl":"https://doi.org/10.14786/flr.v11i2.1277","url":null,"abstract":"An in-depth understanding of student experiences and evaluations of learning analytics dashboards (LADs) is needed to develop supportive learning analytics tools. This study investigates how students (N = 140) evaluated two student-facing LADs as a support for academic path-level self-regulated learning (SRL) through the concrete processes of planning and monitoring studies. Aim of the study was to gain new understanding about student perspectives for LAD use on academic path-level context. The study specifically focused on the student evaluations of the dashboard support and challenges, and the differences of student evaluations based on their self-efficacy beliefs and resource management strategies. The findings revealed that students evaluated dashboard use helpful for their study planning and monitoring, while the challenge aspects mostly included further information needs and development ideas. Students with higher self-efficacy evaluated the dashboards as more helpful for study planning than those with lower self-efficacy, and students with lower help seeking skills evaluated the dashboards as more helpful for study monitoring than those with higher help seeking skills. The results indicate that the design of LAD can help students to focus on different aspects of study planning and monitoring and that students with different beliefs and capabilities might benefit from different LAD designs and use practices. The study provides theory-informed approach for investigating LAD use in academic path-level context and extends current understanding of students as users of LADs.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":"72 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138600448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Primary and lower secondary students’ learning agency and social support 小学生和初中生的学习动力和社会支持

Frontline Learning Research Pub Date : 2023-11-21 DOI: 10.14786/flr.v11i2.983

T. Soini, J. Pietarinen, Sanna Ulmanen, H. Anttila, K. Pyhältö

{"title":"Primary and lower secondary students’ learning agency and social support","authors":"T. Soini, J. Pietarinen, Sanna Ulmanen, H. Anttila, K. Pyhältö","doi":"10.14786/flr.v11i2.983","DOIUrl":"https://doi.org/10.14786/flr.v11i2.983","url":null,"abstract":"Making initiatives and having ownership over one’s learning is a key for applying and creating knowledge, acquiring new abilities, actively steering one’s life and the engaging in change in society. Understanding the preconditions for such learning should be in the core of designing learning environments and the primary interest of frontline learning research. This study focuses on exploring students’ sense of their learning agency in studying and the role of teacher and peer support in cultivating it. We examined how primary (grades 1-6) and lower secondary school students (grades 7-9) perceive their learning agency (LA), its relationship with the experienced teacher and peer support in studying. Also, differences between the girls and boys, and schools located in low and high SES neighborhoods was examined. We assessed the structure and level of learning agency by using a new measurement and explorative structural equation modeling (ESEM). Results show that learning agency consists of interdependent elements of motivation to learn, self-efficacy beliefs about learning and strategies for learning in meaning making, problem solving and scaffolding in studying. The experienced learning agency was related to social support experienced in several ways. Also differences in learning agency and social support in terms of grade level, gender and SES were detected. Results indicate that meaning making especially calls for intentional support from teachers in lower secondary grades and that girls and boys have partly different support needs in terms of cultivating strong sense of learning agency.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":"27 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139254262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0