Learning: Research and Practice最新文献

{"title":"Strategies for maintaining academic integrity in remote unproctored and proctored online assessments for engineering courses","authors":"R. Chouhan","doi":"10.1080/23735082.2023.2216198","DOIUrl":"https://doi.org/10.1080/23735082.2023.2216198","url":null,"abstract":"","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"1 6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90233411","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}

{"title":"Towards social generative AI for education: theory, practices and ethics","authors":"M. Sharples","doi":"10.1080/23735082.2023.2261131","DOIUrl":"https://doi.org/10.1080/23735082.2023.2261131","url":null,"abstract":"ABSTRACT This opinion paper explores educational interactions involving humans and artificial intelligences not as sequences of prompts and responses, but as a social process of conversation and exploration. In this conception, learners continually converse with AI language models and other human learners within a dynamic computational medium of internet tools and resources. Learning happens when this distributed human-AI system sets goals, builds meaning from data, consolidates understanding, reconciles differences, and transfers knowledge to new domains. Building social generative AI for education will require development of powerful AI systems that can converse with each other as well as humans, construct external representations such as knowledge maps, access and contribute to internet resources, and act as teachers, learners, guides and mentors. This raises fundamental problems of ethics. Such systems should be aware of their limitations, their responsibility to learners and the integrity of the internet, and their respect for human teachers and experts. We need to consider how to design and constrain social generative AI for education.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"4 1","pages":"159 - 167"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139370097","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}

{"title":"Inquiry-based approach to pandemics throughout history: understanding healthcare students’ learning experience","authors":"Sheba D.Mani, Prabakaran Shankar, Thulasimani Munohsamy","doi":"10.1080/23735082.2023.2199009","DOIUrl":"https://doi.org/10.1080/23735082.2023.2199009","url":null,"abstract":"","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88513277","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}

{"title":"Transgressing teacher education strategies for equity, opportunity, and social justice in urban teacher preparation and practice","authors":"Rezky Juniarsih Nur, N. Nurhaliza","doi":"10.1080/23735082.2023.2172201","DOIUrl":"https://doi.org/10.1080/23735082.2023.2172201","url":null,"abstract":"","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81831569","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}

{"title":"Reframing and redesigning learning, assessment, and teacher professional development in a post-pandemic era","authors":"Wenli Chen","doi":"10.1080/23735082.2023.2179187","DOIUrl":"https://doi.org/10.1080/23735082.2023.2179187","url":null,"abstract":"We are in a post-pandemic era with increasing emphasis on technology, interconnectedness, and problem solving. There are multidisciplinary efforts in re-envisioning and redesigning learning, assessment and teacher professional development by integrating theory, practice, pedagogy, and technology. This issue comprises six articles to contribute to this progress by addressing timely research gaps by building on learning theories and design principles and bringing innovative pedagogies and technologies to design opportunities for better learning experiences and environments. Cuong Huy Pham studied Vietnamese high school EFL students’ motivational constructions through their ongoing interaction with significant others such as teachers, peers, parents and extended family members in various social settings (Pham, 2022). The notion of significant others was from a social constructivist perspective which emphasises on the on-going interaction with the learner (Vygotsky, 1978). In Pham’s article, learning was considered to occur in multiple social settings including school and other informal contexts such as at home or other places. This is aligned with the notion of “seamless learning” (Looi et al., 2010) which views learning to happen through both individual and collective efforts, and across time and different contexts. Pham (2022) identified the mediating role of extended family members in students’ learning process. The study found four key themes entailing the role of significant others in making learners become more cognisant of the value of language learning, providing financial and academic support, arousing and sustaining their second language motivation, and imposing certain pressure on their academic performance. Piyawan Rungwaraphong (2022) analysed the implementation of Induction Helper, an online learning aid to facilitate and promote Thai EFL students’ inductive reasoning ability in online learning context during COVID-19 pandemic. The article analysed the advantages and disadvantages on online learning: on one hand, online learning promoted location-independent learning; on the other hand, certain instructional approaches were restricted in online learning contexts and students need to be supported with learning aid. The results revealed four features of the Induction Helper that need to be further improved to help students with their inductive reasoning. Mohamed Belamghari (2022) studied the experiences of Moroccan university students’ emergency remote learning (ERL) during the COVID19 lockdown period. The study identified the challenges of students’ online learning which including insecurity, the absence of intimacy, technical issues and unfairness. Despite the challenges, this study provided insights on how students learned to adapt and solve problems from the ERL experiences. This is what future ready learner about: being resilient in a VUCA (volatility, uncertainty, complexity, and ambiguity) world (Chen et al., 2023). LEARNING: RESE","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"43 1","pages":"1 - 3"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77046206","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}

{"title":"An exploratory analysis of implementing an inductive-learning aid in online EFL writing classes: critical reflections for pedagogical implications and practices","authors":"Piyawan Rungwaraphong","doi":"10.1080/23735082.2022.2145344","DOIUrl":"https://doi.org/10.1080/23735082.2022.2145344","url":null,"abstract":"ABSTRACT This paper presents an exploratory analysis of the implementation of Induction Helper, which is a learning aid created to facilitate and promote Thai students’ inductive reasoning ability. Participants were three Thai lecturers of English writing and 45 Thai students. Data was collected through in-depth interviews, projective techniques, and observations of the online training cohorts. Results revealed four features of the Induction Helper that created drawbacks and need further improvement. These include its traditional format, lack of media richness, low interactivity, and inability to facilitate students’ conceptualisation of the core principles of business writing. The study recommends modifications to improve these weak features. The results of the study indicate that the Induction Helper has inherent potential and can be upgraded to become a suitable learning resource for online learning.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"2010 1","pages":"23 - 38"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86283619","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}

{"title":"Teachers’ Ontology-based Reasoning for Assessment in Student-centered Learning Environments","authors":"Yoav Bergner, Ofer Chen","doi":"10.1080/23735082.2022.2134577","DOIUrl":"https://doi.org/10.1080/23735082.2022.2134577","url":null,"abstract":"ABSTRACT We present an exploratory study on the use of ontologies for student assessment during a focus group with teachers in student-centred learning environments. The work is framed by a theoretical argument about coherence between instructional values and assessment systems, and how this may be achieved through a “community of judgment” with teachers at the centre. The purpose of the study was to understand the process and perceived usefulness of collaborative ontology development, at a narrative and conceptual level without grades or detailed probabilistic relationships. Findings of two kinds are discussed. First, we identified a set of framework-building moves used by teachers during ontology-based reasoning. Second, we present evidence that participants perceived the ontology development process to be useful and empowering in sharpening their ability to communicate nuanced assessment arguments.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"15 1","pages":"73 - 92"},"PeriodicalIF":0.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72676412","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}

{"title":"The role of agency in the construction and development of professional identity","authors":"Jorge Chávez, Jaime Fauré, Juan Pablo Barril Madrid","doi":"10.1080/23735082.2022.2134575","DOIUrl":"https://doi.org/10.1080/23735082.2022.2134575","url":null,"abstract":"ABSTRACT The aim of this article is to achieve greater understanding of the relationship between professional teacher identity and agency. From our perspective, agency is a necessary consequence of the process of construction and development of professional teacher identity. On this basis, we conducted a qualitative study involving analysis of the subjective learning experiences of three future teachers engaged in their final year of training. We analysed these experiences using a previously published analytical model based on the positional changes that occur as a consequence of the evaluation of certain objects that are key to professional identity. Our results allow us to confirm that in the case of subjective learning experiences involving positional changes, agency is key to the consolidation of an enabling professional identity.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"39 1","pages":"93 - 108"},"PeriodicalIF":0.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85516773","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}

{"title":"Examining the role of significant others in Vietnamese high school EFL students’ motivational constructions","authors":"C. Pham","doi":"10.1080/23735082.2022.2134574","DOIUrl":"https://doi.org/10.1080/23735082.2022.2134574","url":null,"abstract":"ABSTRACT Contemporary research has reiterated the complexity of motivation as shaped by an array of personal and contextual elements. Drawing on a person-in-context relational view, the present study aims to explore learners’ motivational constructions through their ongoing interaction with significant others such as teachers, peers, parents and extended family members in various social settings. Data from three Vietnamese high school students were obtained through interviews as social practice, observations, casual conversations, and visual materials. Findings reveal the scaffolding role of significant others in instilling the value of education, providing financial and language support, igniting and sustaining L2 motivation, and, rather negatively, exerting certain academic pressures. This study calls for more collaboration among significant others in providing ample opportunities for language learning and fostering learners’ motivation.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"39 1","pages":"4 - 22"},"PeriodicalIF":0.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81197512","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}

{"title":"Emergency remote learning in Morocco as a response to the Covid-19 pandemic: students’ perspectives","authors":"Mohamed Belamghari","doi":"10.1080/23735082.2022.2115107","DOIUrl":"https://doi.org/10.1080/23735082.2022.2115107","url":null,"abstract":"ABSTRACT Covid-19 questioned the flexibility and readiness of countries’ educational systems to deal with unforeseen global crises. In March 2020, schools were closed to contain the spread of the virus amongst populations of the world. Distance learning replaced the traditional teacher-centred mode of education, thereby leaving students, perhaps for the first time in their life, to take up their own learning at a distance. While inspired from the undergraduate course of Public Speaking, this article adopted a qualitative case study approach and a comprehensive sample of 165 university students to explore the experience of Moroccan university students with emergency remote learning (ERL) during the COVID19 lockdown. The findings from this study pointed out that insecurity, the absence of intimacy, technical issues and unfairness were the main hurdles that negatively influence participants’ online learning process. Despite such challenges, other participants in this study confirmed that they learned how to adapt and solve problems during their online experience. Based on the results of this study, implications for future research and practice are discussed.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"41 1","pages":"39 - 56"},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75313348","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}