International journal of educational research open最新文献

Navigating the virtual landscape: A systematic review of approaches to cultivating a sense of community among distance learners in health and allied health disciplines 驾驭虚拟环境：对培养卫生和联合卫生学科远程学习者社区感的方法进行系统审查

International journal of educational research open Pub Date : 2024-11-14 DOI: 10.1016/j.ijedro.2024.100400

Fredrik Nyman

{"title":"Navigating the virtual landscape: A systematic review of approaches to cultivating a sense of community among distance learners in health and allied health disciplines","authors":"Fredrik Nyman","doi":"10.1016/j.ijedro.2024.100400","DOIUrl":"10.1016/j.ijedro.2024.100400","url":null,"abstract":"<div><div>Recent years have seen an increase of distance learning in higher education, particularly accelerated due the COVID-19 pandemic with necessary social distancing measures. The present study concerns a systematic review focused on how educators foster and maintain a sense of community among distance learners in health and allied health disciplines. It uses a theoretical framework of communities of practice, groups united by shared interests, learning, and pursuit enhancement. Allied health students need a supportive environment that fosters resilience and camaraderie, preparing them for the collaborative nature of their profession. For the analysis, thematic content analysis was used on the content of nine relevant studies. This stepwise procedure of content analysis revealed three interconnected themes: instructor presence, collaborative interactions, and the learning environment's impact on students' sense of community. The results highlight the need for community-building in distance learning education and emphasize the importance of collaborative learning in virtual learning platforms to foster allied health student engagement and persistence. This research provides valuable insights for allied health educators seeking to enhance distance learning practices and create a more connected and inclusive learning environment for their students.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100400"},"PeriodicalIF":0.0,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142658019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Approaching a substantive theory of moral reckoning in special education leadership: Innovative grounded theory methods using extant data on principals 在特殊教育领导力中接近道德清算的实质性理论：使用现有校长数据的创新基础理论方法

International journal of educational research open Pub Date : 2024-11-09 DOI: 10.1016/j.ijedro.2024.100398

William C. Frick , Barbara L. Pazey

引用次数: 0

An assessment of the Education Management Information System in Sierra Leone and potential for enhanced disability inclusiveness 评估塞拉利昂教育管理信息系统和提高残疾包容性的潜力

International journal of educational research open Pub Date : 2024-11-05 DOI: 10.1016/j.ijedro.2024.100399

Steven Kaindaneh , Julia de Kadt , Stevens Bechange , Emma Jolley , Nancy Smart , Elena Schmidt

{"title":"An assessment of the Education Management Information System in Sierra Leone and potential for enhanced disability inclusiveness","authors":"Steven Kaindaneh , Julia de Kadt , Stevens Bechange , Emma Jolley , Nancy Smart , Elena Schmidt","doi":"10.1016/j.ijedro.2024.100399","DOIUrl":"10.1016/j.ijedro.2024.100399","url":null,"abstract":"<div><div>Millions of children live with disabilities worldwide and many of them are at risk of being excluded from education, particularly in low- and middle-income countries (LMICs). For children with disabilities enrolled in schools, learning outcomes and completion rates are often lower compared to that of their peers without disabilities. The effective and equitable access to education for all requires robust education data systems to monitor potential inequalities. For this purpose, Education Management Information Systems (EMIS) have been deployed, with varying degrees of effectiveness. In Sierra Leone, EMIS was established in 2006 but the evidence on its effectiveness and inclusiveness remains limited. This study aimed to examine the strengths and weaknesses of the current EMIS and determine how it can be made more disability inclusive. Guided by the System Approach for Better Education Results (SABER) EMIS framework, the study collected data through a documentary review, interviews and focus group discussions with purposively selected education stakeholders. The study revealed that EMIS in Sierra Leone is at the emerging stage of development and while it is a major government priority, there are several weaknesses that need to be addressed in order to maximise its overall performance. At present, EMIS equates to the annual school census; it presents data on a number of indicators, including disability status, but only in the aggregate format. EMIS does not contain any individual student data making educational planning challenging. The study provides a number of recommendations for system strengthening.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"7 ","pages":"Article 100399"},"PeriodicalIF":0.0,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142586608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

AI chatbots: A disguised enemy for academic integrity? 人工智能聊天机器人：学术诚信的变相敌人？

International journal of educational research open Pub Date : 2024-10-30 DOI: 10.1016/j.ijedro.2024.100396

Ahnaf Chowdhury Niloy , Reaz Hafiz , Bhuiyan Md．Tasnim Hossain , Farhana Gulmeher , Naznin Sultana , Khondokar Fardin Islam , Fabiha Bushra , Samiya Islam , Syed Irfanul Hoque , Md．Azizur Rahman , Sayma Kabir

{"title":"AI chatbots: A disguised enemy for academic integrity?","authors":"Ahnaf Chowdhury Niloy , Reaz Hafiz , Bhuiyan Md．Tasnim Hossain , Farhana Gulmeher , Naznin Sultana , Khondokar Fardin Islam , Fabiha Bushra , Samiya Islam , Syed Irfanul Hoque , Md．Azizur Rahman , Sayma Kabir","doi":"10.1016/j.ijedro.2024.100396","DOIUrl":"10.1016/j.ijedro.2024.100396","url":null,"abstract":"<div><div>The widespread popularity of ChatGPT and other AI chatbots has sparked debate within the scientific community, particularly regarding their impact on academic integrity among students. While several studies have examined AI's role in education, a significant gap remains concerning how AI chatbot usage affects students’ perceptions of academic integrity. This study aims to address this gap through rigorous quantitative techniques to explore the dynamics of student interactions with AI chatbots and assess whether this engagement diminishes academic integrity in higher education. Using a non-experimental design, the research investigates the causal relationship between AI chatbot usage and academic integrity, focusing on eight latent variables identified in the literature. A stratified sampling technique was employed to collect a representative sample of 594 participants via a 5-point Likert scale survey from four Southern Asian countries. The dataset underwent extensive statistical analysis using Structural Equation Modeling (SEM) techniques. The findings establish significant links between motivations for using AI chatbots and a decline in academic integrity. The study identifies a behavioral link between academic integrity and pedagogical limitations, highlighting traditional classroom-based pedagogy as the most impactful factor influencing students’ motivation to engage with AI chatbots. This research not only quantitatively addresses ethical concerns related to AI in academia but also offers insights into user behavior by assigning distinct weights to post-usage behavioral factors, differentiating it from earlier studies that treated these factors equally.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"7 ","pages":"Article 100396"},"PeriodicalIF":0.0,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The role of students’ perceived teacher support in student motivation: A longitudinal study of student motivation profiles 学生感知到的教师支持在学生学习动机中的作用：学生学习动机概况纵向研究

International journal of educational research open Pub Date : 2024-10-28 DOI: 10.1016/j.ijedro.2024.100395

Tanja Held , Julia Mori

引用次数: 0

Relationship between stressors with emotional exhaustion and coping strategies: The mediating role of academic stress symptoms in Peruvian adolescents 压力与情绪衰竭和应对策略之间的关系：秘鲁青少年学习压力症状的中介作用

International journal of educational research open Pub Date : 2024-10-25 DOI: 10.1016/j.ijedro.2024.100394

Cristian Ramos-Vera , Miguel Basauri-Delgado , Yaquelin E. Calizaya-Milla , Jacksaint Saintila

{"title":"Relationship between stressors with emotional exhaustion and coping strategies: The mediating role of academic stress symptoms in Peruvian adolescents","authors":"Cristian Ramos-Vera , Miguel Basauri-Delgado , Yaquelin E. Calizaya-Milla , Jacksaint Saintila","doi":"10.1016/j.ijedro.2024.100394","DOIUrl":"10.1016/j.ijedro.2024.100394","url":null,"abstract":"<div><div>The research was conducted with the aim of evaluating the direct and indirect effects of academic stress symptoms related to academic stressors, emotional exhaustion, and coping strategies in an academic context. The study had a cross-sectional predictive design, composed of 387 adolescents aged 13 to 17 years (<em>M</em> = 15.6, SD = 1.53, 56.8 % female) from different educational institutions in Lima, Peru. The results showed significant effects with a direct trend for each of the variables. In addition, academic stress symptoms had a stronger indirect effect on the relationship of academic stressors with emotional exhaustion (β = 0.392, <em>p</em> < .001), in contrast to the effect of academic stressors with coping strategies (β = 0.083, <em>p</em> < .05). It was also found by multigroup analysis that the proposed model was invariant as a function of sex. Therefore, it is concluded that adolescents who are exposed to greater academic stressors will perceive greater symptoms of academic stress, which in turn intensifies the occurrence of emotional exhaustion and the coping strategies. These results were equivalent in both men and women.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"7 ","pages":"Article 100394"},"PeriodicalIF":0.0,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142533804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the nature and scope of teacher research in higher education: A systematic scoping review 探索高等教育中教师研究的性质和范围：系统性范围界定审查

International journal of educational research open Pub Date : 2024-10-22 DOI: 10.1016/j.ijedro.2024.100393

Yating Lyu, Allen Thurston

{"title":"Exploring the nature and scope of teacher research in higher education: A systematic scoping review","authors":"Yating Lyu, Allen Thurston","doi":"10.1016/j.ijedro.2024.100393","DOIUrl":"10.1016/j.ijedro.2024.100393","url":null,"abstract":"<div><div>Despite the considerable engagement of university teachers in educational research, there have been no systematic, evidence-based investigations into teacher research in higher education. Therefore, a systematic scoping review on peer-reviewed teacher research articles published in academic journals from 2010 to 2019 was conducted to explore the nature and scope of teacher research in higher education. The review searched studies from eight electronic databases, including British Education Index, Education Abstracts, Eric (subscription version), ProQuest Education Journals, Scopus, Taylor and Francis Online Journals, Web of Science and ScienceDirect. The initial search generated 627 studies published in 2010–2019. After initial screening and full-text screening, 275 articles met the final inclusion criteria of the review, based on which a quantitative descriptive analysis was produced. A key finding from the review is that a significant volume of teacher research has been published by university teachers from various disciplines. However, very little of it was underpinned by solid theoretical frameworks which was a deficiency in the available literature. There is a clear need for university teachers who develop careers as academics specialising in teaching and educational research to understand the criteria of sound theory and design that facilitate publication in top-tier journals.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"7 ","pages":"Article 100393"},"PeriodicalIF":0.0,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142533806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluation of the gender-neutral academic climate on campus for women faculty in STEM fields 对科技、数学和工程学领域女教师在校园中性别的学术氛围进行评估

International journal of educational research open Pub Date : 2024-10-18 DOI: 10.1016/j.ijedro.2024.100390

Kaoru Tamada , Eriko Jotaki , Naoko Tsukamoto , Shoko Sagara , Junko N. Kondo , Masao Mori , Miwako Waga , Sandra Brown

{"title":"Evaluation of the gender-neutral academic climate on campus for women faculty in STEM fields","authors":"Kaoru Tamada , Eriko Jotaki , Naoko Tsukamoto , Shoko Sagara , Junko N. Kondo , Masao Mori , Miwako Waga , Sandra Brown","doi":"10.1016/j.ijedro.2024.100390","DOIUrl":"10.1016/j.ijedro.2024.100390","url":null,"abstract":"<div><div>The status of gender equity at universities is often evaluated via statistical data such as the proportions of women faculty members and students. However, given that women are still a minority in decision-making positions while gender parity has been achieved in most countries for students, simply increasing the proportion of women alone is not enough to ensure a truly gender-neutral (gender bias-free) academic climate on campuses, i.e., continuous efforts are required to create an environment that promotes the active participation of women. In particular, when the environment for cutting-edge advanced research in STEM fields is considered, despite the necessity for a gender perspective in science and technology innovation, the establishment of a gender-neutral academic climate has yet to be achieved. To solve this problem, a new indicator that accurately and quantitatively reflects the status of the gender-neutral academic climate on campuses is urgently needed.</div><div>On the basis of this idea, this paper proposes a new method for quantitatively assessing the gender-neutral academic climate at each school/division/department of a university by analyzing scholarly output by gender. We created a bubble chart called the Academic Gender Equity Index (Academic_GEI), which consists of scholarly output and the proportion and absolute number of women faculty members, and used it as an indicator of human resource initiatives for gender equality within disciplines. We conducted a survey using this methodology in several countries (Japan/USA/EU). The Academic_GEI, along with other existing indicators, can be used to foster a gender-neutral academic climate for the next generation.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"7 ","pages":"Article 100390"},"PeriodicalIF":0.0,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142533805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Conscientiousness vs. Cultural capital: Which matters more for academic achievement in the Hong Kong educational landscape? 自觉与文化资本：在香港的教育环境中，哪个对学业成绩更重要？

International journal of educational research open Pub Date : 2024-10-13 DOI: 10.1016/j.ijedro.2024.100391

Jeremy Ko , Chun Kai Leung , Boris L.F. Pun , Justin Wu , Wallace Leung , Ryan H.W. Leung , Harry F. Lee , Wai Kit Ming

{"title":"Conscientiousness vs. Cultural capital: Which matters more for academic achievement in the Hong Kong educational landscape?","authors":"Jeremy Ko , Chun Kai Leung , Boris L.F. Pun , Justin Wu , Wallace Leung , Ryan H.W. Leung , Harry F. Lee , Wai Kit Ming","doi":"10.1016/j.ijedro.2024.100391","DOIUrl":"10.1016/j.ijedro.2024.100391","url":null,"abstract":"<div><div>This study examines the relative impact of conscientiousness and cultural capital on academic achievement among university students in Hong Kong, within the broader East Asian educational landscape. Focusing on objectified, embodied, and institutionalized forms of cultural capital, we use fixed-effect hierarchical regression analysis to assess their influence on students’ GPA, while controlling for academic effort, attitude, and socio-economic background. The findings reveal that objectified and embodied cultural capital have limited effects on academic success, indicating that traditional cultural assets such as classical literature or highbrow cultural practices play a minor role in this context. Conversely, institutionalized cultural capital, including recognized qualifications, shows a modest positive association with GPA, though its significance diminishes when other factors are considered. Most notably, the study underscores the dominant role of conscientiousness—reflected in students’ academic effort and attitude—as a stronger predictor of academic achievement. These results challenge conventional views on the primacy of cultural capital in education and advocate for policies that prioritize the cultivation of personal attributes like conscientiousness alongside cultural knowledge to enhance academic outcomes in East Asia.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"7 ","pages":"Article 100391"},"PeriodicalIF":0.0,"publicationDate":"2024-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142433797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enhancing mathematics learning with 3D augmented reality escape room 利用 3D 增强现实逃生室加强数学学习

International journal of educational research open Pub Date : 2024-10-11 DOI: 10.1016/j.ijedro.2024.100389

Mireya Zapata , Carlos Ramos-Galarza , Kevin Valencia-Aragón , Lidia Guachi

{"title":"Enhancing mathematics learning with 3D augmented reality escape room","authors":"Mireya Zapata , Carlos Ramos-Galarza , Kevin Valencia-Aragón , Lidia Guachi","doi":"10.1016/j.ijedro.2024.100389","DOIUrl":"10.1016/j.ijedro.2024.100389","url":null,"abstract":"<div><div>Learning mathematics is a challenge for many students, especially because of the traditionalist method with which its contents are taught. To a large extent, mathematics classes generate little motivation in students, so in this research, a novel technological method based on augmented reality is applied to improve the mathematics learning process, particularly the techniques of solving systems of linear equations. The research design used was a two-phase mixed sequential confirmatory type. The research worked with a sample of 65 students (<span><math><mrow><msub><mi>M</mi><mrow><mi>a</mi><mi>g</mi><mi>e</mi></mrow></msub><mo>=</mo><mn>17.72</mn></mrow></math></span>, <span><math><mrow><mi>S</mi><mi>D</mi><mo>=</mo><mn>0.65</mn></mrow></math></span>; 58.5% female and 41.5% male). In the first phase, a quasi-experimental study was designed with an experimental group <span><math><mrow><mo>(</mo><mi>M</mi><mo>=</mo><mn>32</mn><mo>)</mo></mrow></math></span> and a control group <span><math><mrow><mo>(</mo><mi>M</mi><mo>=</mo><mn>33</mn><mo>)</mo></mrow></math></span>. The experimental group received a mathematics teaching and learning intervention based on augmented reality vs. the control group, which received a traditional educational process. The experimental group showed improvements in acquired knowledge and motivation compared to the control group students. In the qualitative phase, two focus groups were conducted with students from their respective groups. In the experimental group, the following categories were identified: interesting, fun, innovative, and entertaining. The control group identified the following categories: little attention, low interest in learning, tired knowledge, and lack of motivation. The results are discussed in relation to the need to generate educational processes that benefit mathematics learning.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"7 ","pages":"Article 100389"},"PeriodicalIF":0.0,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142422505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0