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Students frequently utilize digital devices and applications to assist studying. Past research has yielded mixed results on their effectiveness, and scant research has compared portable technologies with each other or focused on smartphones specifically. We compared college students' learning of vocabulary on paper, laptop, and smartphone. Students were randomly assigned to one platform for reviewing vocabulary flashcards, and then they completed a memory quiz and answered questions regarding perceptions of these technologies. Results showed equivalency in students' learning across platforms, with the only exception being that students spent longer reviewing paper flashcards. Self-reported cognitive load and satisfaction were equal across platforms. Quantitative and qualitative data also suggested that, though students quickly label both laptops and smartphones as helpful for education, they see more educational value in laptops. This research suggests that smartphones present new ways of learning, but care must be taken with how smartphones are utilized in educational settings.

This paper started with the examination of the effect of mobile-based reading test on EFL test-takers of different attitudes from their perception of metacognitive strategy use and the knock-on impact on test results. Then other possible factors of such impact are explored and corresponding solutions are presented. Quantitative analysis of questionnaire and reading test data indicated that test-takers with low acceptance of mobile-based reading test might be adversely affected in their metacognitive strategy use of planning, monitoring, and evaluating, as well as their test results. Qualitative analysis of the relevant literature and the interview data, combined with the quantitative results, revealed that, besides the inferiority of metacognitive regulation on screen, the negative effects might also involve other complicated and intertwined factors, such as reading proficiency, psychology, attitudes, adaptability, habits, and personality, as well as text and question presentation form, which could, in turn, lead to poor performance in this new test form. Therefore, metacognitive training, psychological preparation, guided practice, elaborated feedback, constructive advice, personalized dynamic assessment, optimization of the text and question presentation form, and overcoming of screen inferiority are necessary for better assessment ecology so that test-takers could gain more benefit and convenience brought by this new assessment medium.

Drawing-to-learn is a specific learning/reading strategy studied across many domains. In response to gaps in our knowledge about drawing-to-learn, we conducted a systematic meta-analysis of the literature published since the influential 2005 Van Meter and Garner literature review. We analyzed the benefits of directed learner-generated visual representations such as sketching, drawing, or computer-assisted creation of a full or partial static image. Forty-one peer-reviewed articles were screened in, together with 9 dissertations and 2 other documents; published from 2005 to 2018, these included 53 studies and 166 effects based on 8111 participants. The overall effect of drawing-to-learn across all dependent variable types (factual, inferential, and transfer) and both types of effects--comparing different types of drawing and comparing drawing to non-drawing conditions--was a significant g = 0.69. The overall effect was significant but differed across outcomes (g = 0.85 for factual, g = 0.44 for inferential, and g = 0.22 for transfer). Analyses across 6 moderators are presented. Not only does the literature continue to show that drawing-to-learn is better than the status quo, but directed drawing improves factual as well as inferential and transfer learning. Finally, researchers have found ways to improve drawing-to-learn instruction so that it can be even more effective than the simple directive to make a drawing.

The Australian Science Teachers Association offers an innovative international professional development program for science teachers called the Science Teachers Exchange -- Japan. The program offers Australian and Japanese teachers an opportunity to travel to the corresponding country, allowing the teachers to grow in their knowledge of the culture and teaching practices of that country and potentially develop national and international networks. The article herein was written by Takeshi Tsuji, an elementary teacher from Tokyo, who participated in the 2017 Exchange program to Australia. As part of this program, Tsuji visited Mudgeeraba Creek State School on the Gold Coast, where he observed a fifth grade STEM lesson taught by STEM science teacher Megan Hayes, and later taught a lesson to the same class. On entering Hayes' classroom, Tsuji immediately noticed a large poster with the word 'FAIL' on it; an acronym standing for 'First Attempt In Learning'. It translates to "failure = first step in learning," meaning that learning starts from failure. This [unedited] translation of the article -- taken from a Japanese equivalent to "Teaching Science" -- takes on the theme of how students face failure and how teachers can deepen classroom learning with this acronym in mind.

The prevalence of plagiarism, cheating, and other acts of academic dishonesty may be as high as 80% in populations of high school and post-secondary students. Various educational interventions have been developed and implemented in an effort to educate students about academic integrity and to prevent academic misconduct. We reviewed the peer-reviewed research literature describing face-to-face workshops, e-learning tutorials, or blended approaches for promoting academic integrity and the effectiveness of these approaches. In general, the educational interventions were described as effective in terms of satisfaction with the intervention, and changes in students' attitudes and knowledge of academic integrity. Few studies provided evidence that the educational interventions changed student behaviour or outcomes outside the context of the intervention. Future research should explore how participation in educational interventions to promote academic integrity are linked to long-term student outcomes, such as graduate school admission, alumni career success, service to society, and personal stability.

Part of the research community that has followed the Early Algebra paradigm is currently delimiting the differences between arithmetic thinking and algebraic thinking. This trend could prevent new research approaches to the problem of learning algebra, hiding the importance of considering an arithmetico-algebraic thinking, a new approach which underpins the construction of a cognitive structure that links both types of thinking. This paper proposes a theoretical and practical framework for a learning approach that supports the construction of a cognitive structure which fosters arithmetico-algebraic thinking at the beginning of secondary school by means of cultural and technological activities relating to polygonal numbers.

Required undergraduate diversity courses often expose students to topics and worldviews which may push them out of their comfort zones and prompt dissonance and even resistance. This paper reports on interviews with 68 faculty members across 16 humanities and social science disciplines at five predominantly white institutions in the Southern United States, detailing how they navigated discussion of controversial topics in required diversity courses. Most instructors aimed to expose students to critical social issues yet were concerned that resistance could disturb the learning process. We identified 20 unique strategies for handling controversial topics in class that included proactively establishing community and safety and normalizing conflict, and reactively acknowledging and surfacing multiple perspectives, as well as connecting content to students' lived experiences. Some instructors also reported a lack of controversy or conflict in their classrooms, which they variously attributed to student characteristics or their own disinclination to promote heated discussion - which, we argue, calls into question the breadth and criteria of many institutionally defined diversity course requirements. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.

Many schools use computer-based testing to measure students' progress for end-of-the-year and statewide assessments. There is little research to support whether computer-based testing accurately reflects student progress, particularly among students with learning, performance, and generalization difficulties. This article summarizes an investigation of a reading strategy on comprehension of expository and narrative text; comprehension was assessed using both paper- and computer-based tasks. Results showed that students increased their learning strategy use and reading comprehension accuracy when using the strategy on computer-based assessments with expository text. Also students generalized their strategy use to paper-pencil assessments with narrative text. Reading comprehension of narrative passages also increased. The results suggest the value of teaching a reading strategy to students who struggle with both paper-pencil and computer-based assessments of comprehension.

First-year university students (n = 199) completed an online questionnaire that queried their purchase of paper books and eBooks for university study and personal interest. The questionnaire also required students to rate their learning characteristics including reading strategies, study self-regulation, learning control beliefs and achievement motivation. Self-reported student learning characteristic scores were associated with self-reported book purchases. For example, as student extrinsic motivation scores increased, number of paper books purchased for university study tended to increase. As student learning control belief scores increased, purchase of eBooks for university study tended to increase. Collectively, such results lend support to the conclusion that education students who embrace emerging technologies such as eBooks and who read for leisure perceive themselves as more able learners than students who do not embrace emerging technologies such as eBooks and who do not read for leisure.

Since the outset of the COVID-19 pandemic early in 2020, English language learners could no longer learn from face-to-face interactions and had to adapt to online lessons. This paper reports a study that investigated their learning strategies during their online sessions. To achieve the objective, a survey was conducted with 257 university students who were taking an English course as a compulsory subject. Several questions in a questionnaire were designed to elicit their cognitive, affective, sociocultural, and interactive strategies. The findings showed that taking notes, attending recorded lectures, quietly observing online interactions, doing the assignments, chatting with their classmates, and utilizing internet-based lessons were the most prominent strategies. Their seemingly passive attitude seems to stem from the Asian culture in which they were raised. A reliable internet connection was seen as vital for their learning, playing games, and watching movies, which were the ways to relieve stress and boredom while studying at home. Chatting with classmates could give them a sense of community which probably helped them relieve stress and boredom. Overall, the paper offers insights into how EFL learners coped with difficult learning circumstances. Some suggestions for English teachers that are related to the enhancement of online teaching are then proposed based on these findings.

This is the last of three studies designed to assess the interchange between the geography education community, the larger geography field, and other disciplines. Our previous studies have examined citation patterns between geography education journals and quantified whether a paradigm shift was occurring from a focus on strategies and methods towards understanding the learning and teaching process. Further, we wanted to know "who are we listening to?" The answer is that while we were listening to ourselves (geography education), our scholars were incorporating knowledge, ideas, and perspectives from the larger geography community and importantly from academicians and professionals trained in pedagogy and education theories. This study asks the question, "who is listening to us?" Our results indicate that education scholars are actually reading our publications. There were distinct lines of communication between those from geography education and the disciplines of education that permeate journals, books, conference proceedings, theses and dissertations, and other outlets (i.e. reports, blogs, wikis).

The purpose of this study is to investigate the influences of a six-stage story structure (4S) approach on elementary students' story production. To this end, the 4S approach was developed and realized in the form of paper-based and digital storybooks based on scaffolding theory. Specifically, the students learned the six-stage story structure (i.e. setting, theme, attempt, consequence, climax, and resolution) from a number of stories in the dual tasks (i.e. the use of digital storybook after the use of paper-based storybook) and then applied this structure to create their own stories. To address the influence of the 4S approach, forty-nine fifth-grade students participated in a quasi-experimental study for seven 40-minute sessions over 2 weeks. The students in the Experimental Group using the 4S approach were compared with those in the Control Group without the 4S approach. The findings revealed that the 4S approach helps students' story quality, interests, and attitudes. Some implications and limitations are also discussed in this paper.

How can instructors help students adopt effective learning strategies? In this study, students in a large introductory psychology class completed a "learning how to learn" assignment in which they read one of four randomly assigned empirical articles about the utility of a learning strategy (i.e., distributed practice, rereading, practice testing, or forming mental images) and wrote a paper summarizing, analyzing, and applying the article's findings. Students relied significantly less on low-utility strategies and significantly more on moderate and high-utility strategies at the end of the semester than at the beginning. Furthermore, students who completed this assignment outperformed their peers in a control semester of the same course, improving by about one-third of a letter grade. Suggestions for effective implementation of a similar assignment are presented.

Adaptive learning technologies are closely related to learners' self-regulatory processes in individual and collaborative learning. This study presents the outcomes of a systematic literature review of empirical evidence on adaptive learning environments to foster self-regulation and shared regulation of learning in collaborative settings. We provide an overview of what and how adaptive technologies have been used to understand and promote self-regulated learning in collaborative contexts. A search resulted in 38 papers being analysed. Specifically, we identified the seven main objectives (feedback and scaffolding, self-regulatory skills and strategies, learning trajectories, collaborative learning processes, adaptation and regulation, self-assessment, and help-seeking behaviour) that the adaptive technology research has been focusing on. We also summarize the implications derived from the reviewed papers and frame them within seven thematic areas. Finally, this review stresses that future research should consider developing a converging theoretical framework that would enable concrete monitoring and support for self-regulation and socially shared regulation of learning. Our findings set a baseline to support the adoption and proliferation of adaptive learning technology within self-regulated learning research and development.

The architecture, engineering, and construction (AEC) education communities are increasingly facing challenges caused by social, technological, economic, environmental, and political changes. Addressing these issues requires AEC educators and practitioners to systematically rethink and reform many of their current practices. Anecdotal evidence in AEC education already exists with respect to pedagogical improvements made by individual technologies such as immersive computing, artificial intelligence, robotics, big data, cyberinfrastructure, and photogrammetry. However, an effective learning-centered environment is more complex than what any single technology can accomplish. In addition, the relationship between technology-intensive learning and digital inequity in AEC education remains, to the most extent, unclear. We envision the next-generation learning-centered environment for AEC education to be technology-intensive, interdisciplinary, industry-linked, and equitable. This paper aims to present a shared vision of the next-generation learning-centered environment for AEC education. To achieve this goal, two interrelated workshops were organized with the participation of different stakeholders, including researchers, educators, and professionals from multiple disciplines of architecture, engineering, construction, computer science, learning science, education, and social sciences. This paper is based on the combined outcomes of the two workshops, organized in four themes: (1) AEC curricula and industry practice, (2) technology and learning, (3) interdisciplinary education, and (4) digital inequity. This paper contributes to the body of knowledge by creating a pathway to timely reflect on new learning strategies, new technologies, and future industry and societal needs in AEC curricula, thus producing a more adaptive AEC workforce for the 21st century. The findings of this work can be adopted by educators to develop a roadmap for creating the shared vision of the next-generation learning-centered environment for AEC education.

The mathematical construct of dimension is one of the fundamental ideas for developing a sound understanding of two-dimensional (2D) and three-dimensional (3D) shapes. Yet, research in mathematics education has rarely explored children's understanding of dimension in primary education. This paper explores how year 5/6 (9 to 11 years old) children construct and negotiate their meanings about dimension while engaging in classroom interactions about 2D and 3D shapes during geometry lessons in a New Zealand (NZ) English-medium multilingual primary classroom. Transcribed data of two key moments selected from six audiovisually recorded geometry lessons are presented. The findings suggest that children may use different discursive constructions--"another world", "different ways to go", and "flat vs fat"--to display their meanings about dimension. The findings also suggest that children and teacher participants may use prosodic features of their languages to interactionally construct the meanings of these discursive constructions. The paper discusses these findings in light of current research literature and offers a few implications for curriculum development and future research.

To discuss person-centred care in nursing education and the role of online pedagogy to facilitate meaninful learning. The core principles and values of person-centred care are at the centre of national and international healthcare education. Person-centred care recognises partnerships and relationships between nurses, healthcare practitioners and individual patients, carers and their families and part of the training of healthcare professionals. However, the literature on how person-centred care is taught to facilitate meaningful learning in nursing education particularly in the context of online pedagogy is limited. A critical discussion paper. A critical discussion of person-centred care and online pedagogy that can facilitate teaching practices are presented, drawing on authors' positionality and case exemplars. Teaching person-centred care using online pedagogy appears to have a promising impact on undergraduate and postgraduate nursing students' experiences. Engaging students in critical examination and reflection on the complexities of person-centred care in practice creates meaningful experiential learning for both students and educators. Evidence suggests that the use of online pedagogy is a beneficial and effective way to incorporate the teaching of person-centred care into nursing education, yet more evidence is needed to evaluate its impact on nursing practice. [ABSTRACT FROM AUTHOR]

Point-of-care sonography is a precondition in acute and emergency medicine for the diagnosis and initiation of therapy for critically ill and injured patients. While emergency sonography is a mandatory part of the training for clinical acute and emergency medicine, it is not everywhere required for prehospital emergency medicine. Although some medical societies in Germany have already established their own learning concepts for emergency ultrasound, a uniform national training concept for the use of emergency sonography in the out-of-hospital setting is still lacking. Experts of several professional medical societies have therefore joined forces and developed a structured training concept for emergency sonography in the prehospital setting. The consensus paper serves as quality assurance in prehospital emergency sonography. [ABSTRACT FROM AUTHOR]

What motivates and demotivates students in their engagement in at-home work for high-stakes assignments, such as test preparation and writing and revising papers? This paper outlines a student-centered method to identify learning strategies students actually use and obstacles students actually face compared to what is reported in the literature. This method provides awareness and agency of strategies and obstacles to attempt to change student behavior and perceptions. The three research goals were 1) identifying learning strategies and obstacles with a user-centered design method, 2) mapping the strategies and obstacles to the Expectancy-Value-Cost Model (EVC Model) of motivation theory, and 3) noting the effectiveness of those strategies and obstacles and reporting the results to students in between major class assessments. Our results show that that across Science, Technology, Engineering, and Mathematics (STEM) disciplines and student levels, students use and encounter similar strategies and obstacles.

Despite the proliferation of massive open online courses (MOOCs) and the impressive levels of enrolment they attract, many participants do not complete these courses. High drop-out has been identified as one of the major problems with existing MOOC formats. Our work addresses two factors relating to non-completion. Firstly, MOOCs require a high degree of self-regulated learning (SRL) skills but most do not adequately develop such skills, thus making them inaccessible in practice to many. Related to this is the inflexibility and passivity of many current MOOC formats, preventing individuals from setting their own learning objectives and directing their own learning. This paper presents preliminary findings from an investigation into MOOC learners' SRL skills and the relationship to how participants learn. Following a design science methodology, we have developed a novel MOOC platform to support learner choice and to assist participants in defining learning goals and developing individual study paths. This paper describes the architecture of the system and presents findings from a pilot MOOC developed on the platform. Our results indicate that there is a high demand for more flexible, self-directed learning but that MOOC learners exhibit deficiencies in specific SRL skills including help seeking and task strategies. The contextualised nature of SRL skills means that even learners with a strong background of formal education may not deploy the best strategies for MOOC learning. This work is of significance to MOOC development in general as it highlights the need for targeted strategies to encourage SRL in MOOC platforms and innovation.

This article aims to present learning strategies that can be applied to OpenWHO online courses to primarily increase learning retention and nudge behavior change where applicable. This paper draws on existing research on learning strategies and takes an innovative approach to recommend how these strategies could be applied to learning design to support online learners. Thus, by examining recent cognitive science literature, this critical reflection paper presents approaches to design effective online courses that improve learning retention or nudge changes in behavior where necessary.

This paper answers a call from Nordic colleagues for new strategies in education to meet the needs of a new generation of bachelor nursing students regarding the development of clinical skills. We, as they, believe that educational models targeting the development of clinical skills must be customised to meet the learning style of the current and future generations of bachelor nursing students. In this paper we put forward that using a comprehensive, collaborative, student-centred approach will assist younger generations' learning processes. We describe a pedagogical model of peer learning that combines collaboration, reflection and assessment aligned with learning outcomes. Such an approach, we believe, is likely to be in line with expectations, needs and preconditions of the current and future generations of nursing students. [ABSTRACT FROM AUTHOR]