444 results on '"United Kingdom"'
Search Results
2. The Impact of Emerging Technology in Physics over the Past Three Decades
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Binar Kurnia Prahani, Hanandita Veda Saphira, Budi Jatmiko, Suryanti, and Tan Amelia
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As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.
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- 2024
3. Twenty-Five Years Travelling the Publication Road: The 'Profile' Journal Life Story
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Melba Libia Cárdenas
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This article presents the life story of "Profile." The story is based on an ethnographic case study that aimed to understand the viewpoints of Profile's new writers and reviewers regarding the role of scientific journals in fostering communities in the knowledge society. To gather information, I relied on personal reflections from my experience as the creator and editor of the journal, along with documentary evidence (published issues, regularly collected statistics, editorial workflows, and communications with editorial teams and various bodies of Universidad Nacional de Colombia, which funds the publication). The story illustrates the inception, development, and primary challenges that need to be addressed to ensure its continuity.
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- 2024
4. Teachers' Experiences of Teaching during the COVID-19 Pandemic. Research Report
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Cambridge University Press & Assessment (United Kingdom), Carroll, Matthew, and Constantinou, Filio
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The COVID-19 pandemic caused unprecedented disruption to education around the world. There is much to learn from this period, to better understand what happened, to provide support to those affected, and to inform future responses to disruption. This research aimed to contribute to this field by recording teachers' experiences of teaching in the pandemic. The authors carried out a survey of teachers at schools that use Cambridge Centre for Evaluation and Monitoring (CEM) assessments, with the intention of sampling a wide range of experiences, from multiple countries, from primary and secondary schools, and from state and independent schools. In doing so, the authors hoped to engage with both the overall patterns and the variation in experiences. The survey asked questions about impacts on students, impacts on teachers, and teaching practices. Although findings were wide-ranging, several emerging themes were identified. These were: (1) learning loss was common but more complex than may be acknowledged; (2) wellbeing of both students and teachers is an important consideration; (3) lessons can be learned from experiences of remote teaching, both in terms of the challenges faced and the beneficial aspects experienced; (4) parents played a vital role in education during the pandemic, presenting potential opportunities for continued engagement; (5) experiences were variable within and between groups, and this should be explicitly considered when supporting affected students; (6) developing communities of practice and good quality training resources was beneficial and could continue to be so outside of the pandemic; and (7) despite the challenges faced, there are opportunities to change 'normal' practice as a result of what was learned during the period of disruption. This report is intended primarily as a description of the study background and methodology, and as a repository of results, whilst the emerging themes indicate where there is potential for further research or, indeed, action to support those affected.
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- 2023
5. Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape
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Bozkurt, Aras, Xiao, Junhong, Lambert, Sarah, Pazurek, Angelica, Crompton, Helen, Koseoglu, Suzan, Farrow, Robert, Bond, Melissa, Nerantzi, Chrissi, Honeychurch, Sarah, Bali, Maha, Dron, Jon, Mir, Kamran, Stewart, Bonnie, Costello, Eamon, Mason, Jon, Stracke, Christian M., Romero-Hall, Enilda, Koutropoulos, Apostolos, Toquero, Cathy Mae, Singh, Lenandlar, Tlili, Ahm, Lee, Kyungmee, Nichols, Mark, Ossiannilsson, Ebba, Brown, Mark, Irvine, Valerie, Raffaghelli, Juliana Elisa, Santos-Hermosa, Gema, Farrell, Orna, Adam, Taskeen, Thong, Ying Li, Sani-Bozkurt, Sunagul, Sharma, Ramesh C., Hrastinski, Stefan, and Jandric, Petar
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While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.
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- 2023
6. Authentic Questions as Prompts for Productive and Constructive Sequences: A Pragmatic Approach to Classroom Dialogue and Argumentation
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Rapanta, Chrysi and Macagno, Fabrizio
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Goal: The problem of the authenticity of teacher questions has not received sufficient attention from educational researchers interested in the intersection between dialogue and argumentation. In this paper, we adopt a definition of authentic questions as dialogical units that prompt teacher-student interactions that are both productive (i.e., several students participating) and constructive (i.e., students produce arguments of high complexity). Our goal is to analyze whether and how specific types of dialogue prompts can encourage students' engagement in more sophisticated argumentative interactions, as manifested through the construction of high-complexity arguments. Method: We describe the implementation of our analytical approach to a large corpus of classroom interactions from five European countries. The corpus was segmented into dialogical sequences, which were then coded according to the argumentation dialogue goal expressed in the sequence. We also coded students' arguments according to Toulmin's elements and distinguished between low- and high-complexity arguments from a structural point of view. Findings: Our findings show the predominance of the so-called Discovery questions as prompts that are both productive and constructive and Inquiry questions as prompts of argumentative constructive interactions. We discuss the importance of these findings for teacher professional development purposes.
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- 2023
7. A Bibliometric Analysis of Research on Self-Regulated Learning: From the Beginning to 2021
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Cobanoglu, Rahime, Büyükkidik, Serap, and Yurttas Kumlu, Gülfem D.
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The present study explores the self-regulated learning (SRL) research published in English or Turkish language journals included in the Web of Science database from the beginning to 2021 via bibliometric analysis. The 2197 articles that met the eligibility criteria were included in the study. The results reveal that the research on SRL has been carried out mostly by scholars from the USA and has gained increased attention since the 2000s. The three most influential scholars of self-regulated research are Chia-Wen Tsai, Philip H. Winne, and Roger Azevedo; however, the two top documents by local citations belong to Barry J. Zimmerman (2008) and Paul R. Pintrich (2004) in the study. The analyzed studies cited the Journal of Educational Psychology and Contemporary Educational Psychology most. The results reveal that motivation, metacognition, self-efficacy, and learning strategies are the keywords that most frequently occur and co-occur in the analyzed studies along with SRL. The trend topics of SRL research have been learning analytics, flipped classrooms, and MOOCs since 2018.
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- 2023
8. Instructors' Perspectives in Design and L-MOOCs: A Qualitative Look
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Diordieva, Cristina and Bonk, Curtis J.
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This qualitative phenomenological study investigates international instructors' perspectives and experiences in designing a successful language-based massive open online course (L-MOOC). Detailed information was gathered during Summer 2018 about the instructor's challenges and strategies through semi-structured interviews with seven participants in six different countries: Ireland, Italy, Norway, Spain, the United Kingdom, and the United States. The findings indicated that curating and facilitating a learning environment with a design team helps create an efficient L-MOOC delivery. Additionally, having multiple moderators per course and using forums helps with monitoring learners' progress. Moreover, according to these seven L-MOOC instructors, having a course platform with rigid structures prevents using multiple activities and assessment tools for language learning. Interviewees argued that it is important to implement a learner-centered approach in L-MOOC, where learners can interact with each other and construct their knowledge. Future research studies may include exploring L-MOOC to address the best instructional practices and contribute to expanding research in language education in massive open online course environment.
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- 2023
9. Examining the Relationship between TPACK and STEAM through a Bibliometric Study
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Karampelas, Konstantinos
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This research is a bibliometric study that focuses on publications containing both terms "technological pedagogical content knowledge" (TPACK or TPCK) and "science, technology, engineering, arts, and mathematics" (STEAM). The former addresses knowledge that teachers are expected to gain, whereas the latter addresses a new integrating subject field. Both terms dominate contemporary education research, especially in relation to technology and its impact on education. These two terms have been researched individually by bibliometricians. The aim of this research is to examine articles that combine these terms, as there seems to be a lack of such studies. With the help of the Scopus platform, 2,608 articles published since 2007 were collected and analyzed.
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- 2023
10. A Bibliometric Analysis of Literature on Attitudes in STEM Education in 2008-2022
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Ke Ma and Bei-He Hui
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This study employed a bibliometric analysis of research on attitudes in STEM education to identify patterns and themes within scholarly publications to address a research gap in the current literature. The publications indexed in the SCOPUS database on attitudes and STEM were analyzed to collect data. 173 articles were chosen for analysis. Bibliometric analysis revealed an upward trend in research publications between 2008-2022, with notable increases in 2013 and 2018 and between 2018 and 2022. Curtin University was the institution that contributed the most to the literature during this period. The results also showed that institutions from Australia, Taiwan, and the United States contributed equally to research on attitudes and STEM. Another finding is that the United States had the most publications on attitudes and STEM. The International Journal of Science Education was cited the most, followed closely by The Journal of Research in Science Teaching and Science Education. Barry J. Fraser and Jaquelynne S. Eccles are authors who were cited more than one hundred times in the publications. Based on the findings, implications for further studies are drawn.
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- 2023
11. The Research Status of Formative Assessment in Science Education
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Yulian Zhang, Weijun Wang, Yi Xian, Xianfeng Wang, and Jiabin Huang
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Although the number of publications on formative assessment in science education has long been high, there is no bibliometric analysis or scientific mapping in the literature to understand research trends in formative assessment research. This research aimed to examine the bibliometric results of articles on formative assessment in science education. Based on the criteria for inclusion and exclusion, 94 articles were selected for analysis. The results show that between 2015-2016 and 2020-2022, the number of publications on formative assessment increased substantially. Among the top ten institutions that contributed to the research are three institutions from the United States. The results also show that the United States had the most publications. Analysis of the co-citations showed that the "Journal of Research in Science Teaching," "Science Education," and the "International Journal of Science Education" were cited more than 100 times. The three most cited studies were published in "Assessment in Education: Principles, Policy, and Practice." The results show that the researcher used formative assessment, students, science education, teaching, education, engineering education, curricula, STEM, and e-learning in research on formative assessment. In light of the obtained results, practical suggestions for further studies are made in the conclusion.
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- 2023
12. The Development of Foreign Language Students' Intercultural Communicative Competence through Telecollaboration
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Di Sarno-García, Sofia
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Telecollaboration has proved to be an excellent means for the development of students' intercultural skills (O'Dowd & Dooly, 2012). Based on this presumption, a telecollaborative project was carried out between B2 level (CEFR) learners of English from Universitat Politècnica de València (Spain) and B1 level (CEFR) students of Spanish as a foreign language from the University of Bath (UK). The aim of the project was to help learners from both universities, Aerospace Engineering students in particular, to develop their intercultural communicative competence. Throughout a six-week period, students carried out asynchronous discussions focusing on two cultural topics in groups of four and participated in synchronous Zoom sessions in pairs. The topics at the core of the discussions were a) Catalan Independence b) Digital Education. Topic a) was conducted entirely in Spanish and topic b), in English. The social network used for students' written interaction was MeWe (www.mewe.com). To conclude the project, the participants completed a collaborative task with their overseas partners that was assessed by the instructor. Qualitative data was gathered through the students' posts on MeWe (which was then analysed following Byram's (1997) proposed objectives for the assessment of Intercultural Communicative Competence), analysis of transcripts from the Zoom sessions as well as a final project survey. The results from the qualitative analysis show traces and instances of all the objectives proposed by Byram (1997), while the findings from the final project questionnaire reveal that at the end of the course all participants felt they had learnt something about their partners' culture. The quantitative analysis further demonstrates a correlation between the number of videoconference sessions and spontaneous conversation about cultural topics, which suggests that, in order for a telecollaborative project to be successful, students should attend the scheduled sessions.
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- 2023
13. Research Trends and Patterns on Emotional Intelligence in Education: A Bibliometric and Knowledge Mapping during 2012-2021
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Mohamed Solih, Nasrulla Ahm, Visal Moosa, Mariyam Shareefa, and Walton Wider
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The increasing rate of publications on emotional intelligence, especially regarding student learning, underscores the need to study research trends in this domain. This research utilizes bibliometric and science mapping analyses to generate an overview of research on emotional intelligence in education, using data sourced from SCOPUS. The terms "emotional intelligence," "teaching," and "education" were used as keywords for data search and retrieval. Data were analysed using various bibliometric indicators such as the number of publications, citations, collaborations, co-citation, and keywords. While descriptive statistics were used to analyse bibliometric indicators, bibliometric network analyses using VOSviewer were carried out for science mapping analyses. The findings indicate that while publication counts surged between 2012 and 2021, average citations remained constant. Despite Western predominance, Asia significantly contributed to research output. Notable collaboration was seen among Asian, Balkan, and European nations, but limited among individual authors. The keyword analysis informed major themes such as leadership skills, training, medical education, entrepreneurship, personality, special needs, and psychosocial aspects. Summarily, emotional intelligence in education has emerged as a globally acknowledged research area, and this work elucidates its thematic knowledge, offering insights for prospective researchers.
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- 2024
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14. Impact of COVID-19 on Formal Education: An International Review of Practices and Potentials of Open Education at a Distance
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Stracke, Christian M., Sharma, Ramesh Chander, Bozkurt, Aras, Burgos, Daniel, Cassafieres, Cécile Swiatek, dos Santos, Andreia Inamorato, Mason, Jon, Ossiannilsson, Ebba, Santos-Hermosa, Gema, Shon, Jin Gon, Wan, Marian, Agbu, Jane-Frances Obiageli, Farrow, Robert, Karakaya, Özlem, Nerantzi, Chrissi, Ramírez-Montoya, María Soledad, Conole, Grainne, Cox, Glenda, and Truong, Vi
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In terms of scale, shock, and disenfranchisement, the disruption to formal education arising from COVID-19 has been unprecedented. Anecdotally, responses from teachers and educators around the world range from heightened caution to being inspired by distance education as the "new normal." Of all the challenges, face-to-face and formal teaching have been most heavily affected. Despite some education systems demonstrating resilience, a major challenge is sustaining quality and inclusiveness in formal education suddenly delivered at a distance. In probing these issues, this article profiles international perspectives on the role of open education in responding to the impact on formal school and higher education caused by the COVID-19 pandemic. We proceed by highlighting and analysing practices and case studies from 13 countries representing all global regions, identifying and discussing the challenges and opportunities that have presented themselves. Reports cover the period from the beginning of 2020 until 11 March 2021, the first anniversary of the COVID-19 outbreak as declared by the World Health Organization. In our comparative study, we identify seven key aspects of which three (missing infrastructure and sharing OER, open education and access to OER, and urgent need for professional development and training for teachers) are directly related to open education at a distance. After comparing examples of existing practice, we make recommendations and offer insights into how open education strategies can lead to interventions that are effective and innovative--to improve formal education at a distance in schools and universities in the future.
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- 2022
15. How Is Computational Thinking Assessed in European K-12 Education? A Systematic Review
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Babazadeh, Masiar and Negrini, Lucio
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Computational thinking (CT) is seen as a key competence of the 21st century and different countries have started to integrate it into their compulsory school curricula. However, few indications exist on how to assess CT in compulsory school. This review analyses what tools are used to assess CT in European schools and which dimensions are assessed. We analysed 26 studies carried out in K-12 between 2016 and 2020 in Europe. The results indicate that 18 different tools have been used and they can be categorized into five groups: questionnaires, tests/tasks, observations, interviews and analysis of products. From the tools we analysed, more than 50 dimensions were assessed and the vast majority of those were closer to programming skills rather than CT per se. Based on these results it seems that a common operational definition of CT, a competence model that indicates which competences students should reach at which age, and a tool that allows all different facets of CT to be assessed are currently missing.
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- 2022
16. A Bibliometric Analysis of Articles on Realistic Mathematics Education Published between 2000-2021
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Aslanci, Seher and Bayrak, Alp
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Realistic Mathematics Education (RME) is one of the topics that was introduced about fifty years ago and has been studied continuously since then. The purpose of this study is to bibliometrically analyze the articles on the subject ofRME. Using the keyword "realistic mathematics education," 1056 articles were found related to the subject area of RME, which were scanned in the Scopus database in the "Social Science" publication type between 2000-2021. Retrieved articles were analyzed through the web interface page directed by bibliometrix, the R-Studio program package. With the analysis made, the following sub-titles were found: the number of articles produced by years, the authors and journals that published the most articles on the subject area, the most cited articles on a global basis, the annual average number of citations, the productivity of the authors over time, the citation burst values of the authors, the countries of the responsible authors and collaboration tendencies of these countries in terms of articles, word cloud, word tree map, collaboration network of authors, and joint citation network of journals. The results revealed that researchers' interest in the subject increased after 2012, and articles on RME were mostly published by three major journals, including Journal on Mathematics Education, Journal of Mathematical Behavior and Educational Studies in Mathematics. In addition, it has been determined that the authors with the most articles on RME were Zulkardi Z., Suparman S. and R. I. I. Putri, and the countries that published the most articles were USA, Indonesia and Netherlands. As a result of the relevant results, inferences were made for RME.
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- 2022
17. Promoting Professionalism, Innovation and Transnational Collaboration: A New Approach to Foreign Language Teacher Education
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Research-publishing.net (France), Schwab, Götz, Oesterle, Mareike, Whelan, Alison, Schwab, Götz, Oesterle, Mareike, Whelan, Alison, and Research-publishing.net (France)
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This volume is based on an ERASMUS+ project that ran from 2017 to 2020. It aimed at empowering both prospective teachers and teacher educators to actively become agents of their own continuing professional development. It further intended to cooperatively establish a culture of self-reflection, as well as an intercultural network of professionals who creatively use mobile technologies and innovative ways of teaching and learning in the field of foreign language teaching. All contributions were provided by our partners from Germany, Sweden, Spain, and the UK and give an excellent insight into all the manifold aspects dealt with in this project -- including voices of participating students. [This content is provided in the format of an e-book. Individual chapters are indexed in ERIC.]
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- 2022
18. The Role of Studying Abroad in Attitudes toward Immigration: A European Context
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Öz, Yakup and Gök, Enes
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International student mobility has been rising as a global phenomenon in the last few decades, while its impact could be various in different contexts. For the European Union (EU), studying in another EU member country could be regarded as an important factor for the solidarity and integrity of the Union. The current study elaborates on the role of studying abroad regarding the attitudes of people toward immigration in the EU. It shows that people who are studying in an EU member country, belonging to higher social classes and from EU15 countries, are more likely to have positive attitudes toward immigration. But after controlling several socio-demographic variables studying abroad still contributes positively to the attitudes of EU citizens toward immigration. Accordingly, current study provides promising pieces of evidence on the social contribution of studying abroad for both future research and policymakers.
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- 2022
19. Bibliometric Analysis of Game-Based Researches in Educational Research
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Ekin, Cansu Cigdem and Gul, Abdulmenaf
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This research aims to conduct a bibliometric study to describe how game-based educational research is structured and how it has evolved over time. For this purpose, bibliometric analysis has been used to analyze 4980 publications indexed by the Elsevier SCOPUS database between 1967 and May 2021. The related publications were evaluated by analyzing co-authorship, co-occurrence, and citation by considering author, keyword, country, journal, university, and publication variables. As a result of the bibliometric analysis, it was concluded that the United States was leading the field and significantly publishing more studies. Top performing organizations were in Taiwan and the United States. According to the keyword co-occurrence analysis, "game-based learning" was the most used keyword followed by "serious games" and "gamification". Co-authorship status results show that collaboration between researchers in the field was not high and the number of researchers in co-author groups was small. It was found that the most influential research was related to literature review on games and the effectiveness of games on motivation or learning and Computers & Education was the most published and cited journal in game-based educational research.
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- 2022
20. Science Mapping for Nutrition Education in Sports Recovery Research: A Bibliometric Analysis
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Bahri, Samsul, Adnyana, I. Ketut, Hasan, Muhamad Fahmi, Ray, Hamidie Ronald Daniel, and Paramitha, Sandey Tantra
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This study aims to conduct a bibliometric analysis of the literature on sports nutrition as recovery published between 1964 and 2022. This study illustrates the structure and trends in sports nutrition publications by using scientific mapping and analyzing publication performance. This study identified the contributions of authors, journals, countries, and widely cited articles. While there was no massive expansion in the first year of publication, the results show that high growth emerged in the 2010s. Several countries have made significant contributions to recovery research in sports nutrition. European countries account for the majority of publications on this subject. Latin American and Asian countries are also keeping an eye on the study's growth. Another finding is that various multidisciplinary publishers publish articles about sports nutrition. The International Journal of Sports Nutrition and Exercise Metabolism, on the other hand, is the journal that publishes the most articles. Burke L.M. has established himself as a prolific writer in this field, producing many documents and total citations. Several keywords have large nodes associated with their frequency of occurrence. The keyword relationship provides information about the relationship between keywords frequently appearing in one study. Visualizations of research trends are presented to provide an up-to-date reference guide for academics, revealing critical research gaps and potential research avenues for future studies to advance the discipline's consolidation.
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- 2022
21. Over Three Decades of Data Envelopment Analysis Applied to the Measurement of Efficiency in Higher Education: A Bibliometric Analysis
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Pham Van, Thuan, Tran, Trung, Trinh Thi Phuong, Thao, Hoang Ngoc, Anh, Nghiem Thi, Thanh, and La Phuong, Thuy
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The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.
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- 2022
22. Is Flipped Approach a Panacea?: A Systematic Review of Trends, Conceptions, and Practices of a Decade of Research
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ElGamal, Hebatullah
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Recently, the flipped learning approach has been widely endorsed as an effective active learning alternative that responds to some of today's educational challenges, such as learner engagement. Flipped learning is a movement coping with the global rise of hybrid and digital learning, not just a teaching model. Although this review covers studies published before the COVID-19 pandemic, the findings of this review were analyzed during the lockdown witnessing the escalation of digital approaches. This review systematically revealed patterns, trends, conceptions, and practices in research into the flipped approach in higher education published from (2010-2019). It employed a descriptive analysis of 169 empirical studies in three highly indexed databases while focusing on authorship, subjective definitions, methods, theoretical frameworks, the role of media, and video in practice. Accordingly, the review provides an exhaustive summary of studies capturing the evolution of the flipped approach not restricted to a specific subject area or a study group. The findings revealed that the disciplines of education and medicine led the flip research. While the faculty was almost silent, students were the prominent participants in the investigation. Most studies employed the mixed-method research design, while they didn't employ a theory to guide the research. Furthermore, this review recommends using enhanced classification frameworks to contextually define key concepts addressing the gap of a unified framework defining this tangled and rich approach. Finally, this review suggests a better understanding of the flipped approach focusing on its value more than its modality.
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- 2022
23. Investigating Research Trends on Digital Storytelling: A Bibliometric and Visualized Analysis
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Özkaya, Perihan Gülce
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Digital storytelling is a method often preferred in the education process in terms of its appeal to different senses by creating a multimedia environment, and it may also be used in the development of language skills as it often includes both textual and audio elements. The current study investigates the research trends of digital storytelling, which is one of the methods recently preferred for education and for Turkish language skills development, through an examination of the Web of Science (WoS) database. The study was designed as a descriptive study. Data obtained from 545 academic works published within the context of the study were subjected to bibliometric analysis according to six categories; number of articles and citations, most-cited articles, most-used keywords, most influential countries, most influential institutions, and most influential journals. The study also presents bibliometric network maps of the most-cited articles, most-used keywords, as well as the most influential countries, institutions, and journals. The bibliometric analyses and network maps were performed using the VOSviewer_1.6.16 program. The results of the study show that digital storytelling is a method currently preferred in education. It is thought that examining the global trends of studies undertaken on digital storytelling in education will help to guide researchers looking to work on this subject in Turkish language education or in other fields of education.
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- 2022
24. Trend Analysis of Augmented Reality Studies in Sports Science
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Imamoglu, Mehmet, Erbas, Cagdas, and Dikmen, Cemal Hakan
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The purpose of this study was to examine the studies related to augmented reality applications in sports science and to discuss the results based on this. Articles selected for analysis were found through searches journals in the Web of Science database from 1975 to 2018 were examined and searched using the keywords ("physical education" or "physical activity" or "sport$") and ("augmented reality"). As a result of the search, 44 articles were reached, and 11 articles were excluded from the research because they were not related to augmented reality applications or sports science. The publication classification form consists of the titles "Years, Authors Number, Country, Journals, Age, Sample Size, Variables, Sample Method, Research Method, Data Collection Method and Data Analysis Method." There are a limited number of studies where sports and augmented reality technology are used and interacted together. With the spread of the use of augmented reality and similar technologies in the field of sports sciences, it is thought that such fields as health and education will be positively affected.
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- 2022
25. Helping Aerospace Engineering Students Develop Their Intercultural Communicative Competence
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Di Sarno-García, Sofia
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This paper presents a six-week telecollaborative project carried out between B2 (Common European Framework of Reference for languages -- CEFR) level learners of English from the Universitat Politècnica de València (UPV), Spain, and B1 (CEFR) level students of Spanish as a foreign language from the University of Bath (UK). The aim of the project was to help Spanish-speaking students develop their Intercultural Communicative Competence (ICC). Students carried out asynchronous discussions focusing on two cultural topics in groups of four through the social network MeWe and participated in synchronous Zoom sessions in pairs. To conclude the project, students completed a collaborative task with their overseas partners. Qualitative data was gathered through the analysis of the transcripts of the Zoom sessions, the students' posts on MeWe, as well as a final project questionnaire. Results revealed that the students who engaged the most in the synchronous sessions and felt curiosity about their partners' culture were also the same ones who contributed the most to the cultural discussions on MeWe. At the end of the course all participants felt they had learnt something about their partners' culture. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]
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- 2021
26. Virtual Exchange Facilitated by Interactive, Digital, Cultural Artefacts: Communities, Languages, and Activities App (ENACT)
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Dodds, Colin B., Whelan, Alison, Kharrufa, Ahm, and Satar, Müge
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This chapter is based on a workshop at IVEC 2020 which presented a model of Virtual Exchange (VE) facilitated by interactive, digital, and cultural artefacts created using a progressive web app developed by the EU-funded ENACT project team. The model offers an innovative approach to online intercultural exchange through the opportunity to create, share, appropriate, and re-create cultural artefacts. Drawing on Thorne's (2016) concept of cultural artefacts, the app is designed to enable artefacts as catalysts for intercultural exchange while "artifacts and humans together create particular morphologies of action" (p. 189). The ENACT project aims to develop Open Educational Resources (OER) that will foster intergenerational and intercultural understanding within and between communities; promote opportunities for intergenerational, intercultural interaction; and offer a real-world, immersive learning experience that brings culture to life. The web app is built on the well-established H5P.org interactive media engine tailored for the creation of, and engagement with interactive digital media for task-based exchange of cultural activities promoting linguistic, digital, and intercultural communication skills development. This chapter outlines how the ENACT app can be implemented in VE at higher education to facilitate deeper, immersive, virtual intercultural exchange experiences that go beyond talking about culture and that offer hands-on cultural experiences based on learning by doing to ensure equitable experiences to all students. [For the complete volume, "Virtual Exchange: Towards Digital Equity in Internationalisation," see ED614868.]
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- 2021
27. The Impact of Feedback on Student Attainment: A Systematic Review
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Education Endowment Foundation (EEF) (United Kingdom), Newman, Mark, Kwan, Irene, Schucan Bird, Karen, and Hoo, Hui-Teng
- Abstract
Meta-syntheses have reported positive impacts of feedback for student achievement at different stages of education and have been influential in establishing feedback as an effective strategy to support student learning. However, these syntheses combine studies of a variety of different feedback approaches, combine studies where feedback is one of a number of intervention components and have several methodological limitations (for example, the lack of quality appraisal of the included studies). There is also still more research needed to investigate the impact of different types of feedback on different students in different settings. This systematic review was conducted at the request of the Education Endowment Foundation to provide more precise estimates of the impact of different types of feedback in different contexts for different learners aged between 5 and 18. The review analysis sought to explore potential variations in the impact of feedback through subgroup analysis of the characteristics of the feedback, the educational setting, the learners and the subject. The results of the review may be considered broadly consistent with claims made on the basis of previous synthesis and meta-synthesis, suggesting that feedback interventions, on average, have a positive impact on attainment when compared to no feedback or usual practice. Findings were further interpreted by a panel of expert practitioners and academics to produce the Education Endowment Foundation's (EEF's) "Teacher Feedback to Improve Pupil Learning. Guidance Report" (ED615988).
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- 2021
28. The Coming of 'Age': Educational and Bureaucratic Dimensions of the Classification of Children in Elementary Schools (Western Europe, 19th Century)
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Caruso, Marcelo
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Age-classes are a salient feature of modern schooling. Yet how did age-grouping come to prevail in entire school systems? And how was this form of grouping related to educational and pedagogic discussions at the time of its emergence? The article addresses these issues by looking at the historical context within which age classes came to a dominant position: the European nineteenth century. From the perspective of a governmental theorising of modern schooling, the article reconstructs the pace of their imposition and the main arguments in their favour through the analysis of a sample of 125 manuals of school management and organization of teaching. Against the usual description of age classification as a clear sign of the bureaucratic nature of modern schooling, the manuals show a concern about educational issues such as (de)motivation, encouragement and intelligence when discussing the role of age for the organization of elementary schools. The general idea of the modern school as an 'assembling' calls for more nuanced historical analyses of different combinations of the pastoral and the bureaucratic as techniques defining this institution.
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- 2023
- Full Text
- View/download PDF
29. Demand for MBA and Business Master's Programs: Insights on Candidate Decision Making. Summary Report. mba.com Prospective Students Survey 2021. Market Intelligence
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Graduate Management Admission Council (GMAC)
- Abstract
Each month, the Graduate Management Admission Council (GMAC) surveys a random sample of individuals who three months prior registered on mba.com--the GMAC™ website for prospective graduate business students. Their survey responses provide an inside look into the decision-making process of people currently considering applying to a graduate business school program. The findings detailed in this report are based on responses from a total of 8,430 individuals surveyed between January and December 2020. Survey respondents represent demand for various MBA and business master's "program categories," including full-time MBA, professional MBA, executive MBA, and business master's programs. Each program category contains specific "program types." For example, full-time MBA programs include full-time one-year and full-time two-year MBA programs. Professional MBA programs include part-time, flexible, and online MBA programs. Business master's programs include Master in Management, Master of Finance, Master of Data Analytics, and Master of Accounting, among others. [The following individuals made significant contributions to the publication of this report: Alexandria Williams, Devina Caruthers, and Tacoma Williams. For the 2020 Summary Report, see ED626970.]
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- 2021
30. Career Aspirations. mba.com Prospective Students Survey 2021. Market Intelligence
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Graduate Management Admission Council (GMAC)
- Abstract
Each month, the Graduate Management Admission Council (GMAC) surveys a random sample of individuals who three months prior registered on mba.com--the GMAC™ website for prospective graduate business students. Their survey responses provide an inside look into the decision-making process of people currently considering applying to a graduate management education (GME) program. The findings detailed in this report are based on responses from a total of 8,430 individuals surveyed between January and December 2020, as well as responses from more than 144,000 individuals surveyed between the years 2009 and 2020. Prospective students who responded represent those interested in various MBA and business master's program categories, including full-time MBA, professional MBA, executive MBA, master's in management and international management, and specialized business master's programs. [Contributors of the report include: Alexandria Williams, Devina Caruthers, and Tacoma Williams. For the 2020 report, see ED627001.]
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- 2021
31. A Half Century of Progress in U.S. Student Achievement: Ethnic and SES Differences; Agency and Flynn Effects. Program on Education Policy and Governance Working Papers Series. PEPG 21-01
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Harvard University, Program on Education Policy and Governance, Shakeel, M. Danish, and Peterson, Paul E.
- Abstract
Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.
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- 2021
32. Technology of Forming a Multicomponent Organizational Structure of a Continuous Pedagogical Education System
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Sergeeva, Marina Georgiyevna, Sokolova, Aleksandra Sergeevna, Karavanova, Lyudmila Zhalalovna, Skudnyakova, Elena Vladimirovna, and Ishchenko, Elena Nikolaevna
- Abstract
Successful results of all types of professional activities largely depend on the quality of training. At present, however, the acquired knowledge does not guarantee a university graduate stability of success throughout his/her career. Thus, the concept of lifelong education was gradually formed. From the previously established stereotype "education for life", society is moving to the "education throughout life". The traditional division of a person's active life into the period of professional activity and study is blurring. There is a need for a transition to continuing professional education throughout life. One of the most important tasks for the management is to ensure the continuous development and survival of the organizations. Such a task is also vital for the institutions of additional professional education. With the transition to the newly established market relations, in the Russian Federation, the conditions for the operation of the system of additional professional education have changed significantly. First of all, a market for services in the field of additional professional education has emerged, where a large number of organizations of various forms of ownership operate, creating strong competition. In these conditions, the maximum consideration of different factors influencing on the additional professional education institutions, as well as the choice of a management strategy, is an important condition for their successful development and competitiveness. The demand of society for an effective system of additional vocational education determines its place and role in the state policy in relation to the development of human resources. At the same time, it is necessary to take into account the challenges of the labor market, the increasing needs of production, the real sector of the economy, the non-production sphere in qualified workers, specialists, managers, as well as training and re-training of unemployed citizens.
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- 2021
33. Higher Education Institutions and Development: Missions, Models, and Challenges
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Olo, Daniela, Correia, Leonida, and Rego, Conceição
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Interest in higher education institutions (HEIs) as instruments for development has increased in recent years. The main objective of this paper is to address the contribution of HEIs to development through their missions, models, and challenges. With this purpose, we perform a historical analysis and characterise higher-education systems through the perspective of university models and missions, noticing relevant aspects regarding the evolution of this institution over time, as well as the transformations undergone. We also consider the main challenges that current higher education systems face in the 21st century. As methodological approaches, we carry out a literature review complemented by a comparative analysis based on data from the higher education systems of ten European countries. The findings show that HEIs can contribute to development through their missions, which are related to the models of higher education. Their first mission (teaching) contributes to improving human capital and attracting highly qualified people to their regions; the second mission (research) improves scientific knowledge which can foster innovative activities; and the third mission (community service) acts as a link between research and business, including patents, business incubators, and collaboration agreements. We also conclude that the challenges of higher education in the 21st century can be categorised essentially in three main areas: (1) globalisation and massification of higher education, as well as the internationalisation of HEIs' missions and diversification of the educational supply to attract new students; (2) new technologies related to the digitalisation of teaching and distance learning; and (3) higher education entrepreneurship, showing the importance of university-company relationships. This paper provides a global setting for a reflection on the role of HEIs in the 21st century, given their connection with society and the need for a more effective contribution to socio-economic development.
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- 2021
34. A Descriptive Analysis of the Literature on Educational Games Published between 1965 and 2019
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Yasar, Hüseyin and Kiyici, Mubin
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In the present study, the studies conducted on educational games between 1965 and 2019 were analyzed to determine the trends in research based on the year of publication, topic, publication type, country, target audience and the concepts included in the study title. In the study, 7141 studies that were accessed with "educational games" keyword on the ERIC (Education Resources Information Center) database were analyzed. The abstract data were classified by a software developed by the authors for analysis and the analysis was conducted in two stages. First, the studies on educational games were examined as a group, and then the most studied topics were analyzed separately. The study findings demonstrated that the number of studies on educational games was the highest in 2016 and the prominent topics included instructional methods, learning activities, simulations, and classroom activities. It was determined that digital games were investigated as a type of educational games extensively in studies conducted since 2000, the major type of publication was journal articles, and Australia was the leading country in publications. It was determined that practitioners were the major audience until 2000, and the studies on teachers were prominent since. It was determined that the most frequent concepts in study titles included learning, instruction, simulation, school, game-based, design, computer, science, and mathematics and games, respectively.
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- 2021
35. Exploring the Emerging COVID-19 Research Trends and Current Status in the Field of Education: A Bibliometric Analysis and Knowledge Mapping
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Karakose, Turgut and Demirkol, Murat
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Background/purpose: The current study aims to analyze the thematic structures and trends of scientific publications that examine the relationship between the COVID-19 pandemic and education, while presenting a roadmap for future research on this topic. Materials/methods: The data were obtained from the Web of Science Core Collection (WoSCC) bibliographic database by identifying the publications that examine the relationship between the COVID-19 pandemic and education, then were analyzed using bibliometric methodology and content analysis. VOSviewer, GraphPad softwares, and visualization maps were used to analyze the data and to present the findings. Results: The results of the study show that publications examining the relationship between the COVID-19 pandemic and education focused on "online education" and "teacher education," while the countries that contributed the most to publications on this issue were USA, United Kingdom, Canada, and Spain. It was determined that most publications preferred the "theoretical model" and the majority of the research data were obtained through "scale/interview forms." Furthermore, the findings of this study revealed that during the COVID-19 pandemic period, the editorial/refereeing processes of the articles submitted to academic journals were carried out very quickly and the articles were published unusually quickly. Conclusion: This study indicated that the majority of scientific studies on COVID-19 are focused on the field of health, and that there is limited edition research on COVID-19-related education. To the best of the authors' knowledge, the current study is the first research article in the international literature to examine the thematic structures and trends of scientific publications on the relationship between solely education and COVID-19 through bibliometric and content analysis; and contributes to the knowledge base on COVID-19-related education by mapping the existing knowledge.
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- 2021
36. A Bibliometric Analysis of Articles on Text Simplification: Sample of Scopus Database
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Özcan, Halil Ziya and Batur, Zekerya
- Abstract
Literacy is a term generally used for adults and young people. Basically, it is an acquisition that includes the process of reading, writing and understanding symbols in any language. While this concept, whose definition and scope has expanded over time, refers to people who can only say their names in the past, today it refers to individuals who can perform more functional skills. What is expected from today's literacy, which is also referred to as functional literacy, is not just saying the name, but also understanding what you read and harmonizing these information with the environment. It is critical to create texts that are easier to interpret, especially for poor readers and individuals learning foreign languages, in today's world where reading comprehension and correct use of information have become extremely important. In this context, the text simplification method, which is one of the text modification methods, comes to the fore. In accordance with these information, this current study aims to presents the bibliometric analysis of articles on text simplification, which are published in journals indexed in Scopus database in the field of social sciences. The data set of the study consists of 194 articles on text simplification published in journals scanned in the field of social sciences and scopus database. These 194 articles were examined in terms of different variables. The research is generally a descriptive study and document analysis method was used as a method. In the data analysis stage of the research, VOSviewer visualization software version 1.6.16 was used. According to the results obtained from the study, the most articles on text simplification were written in 2020 (f: 21), most cited article is "Interpretation as Abduction" (f: 363) written by J.R Hobbs, M.E Stickel, D.E. Appelt and P. Martin. Findings obtained from the research were shared in the form of tables, graphs and figures. The most common keywords that preffered by authors is "Simplification" (f: 18). The most cited institution is "Artifical Intelligence Center" (f: 363). The most cited journal is "Artifical Intelligence" (f: 363). The most published country is United States of America (f: 30). The most cited country is United States of America (f: 863). All findings obtained from the research were shared as tables and figures in the findings section.
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- 2021
37. Scoping Review on Research at the Boundary between Learning and Working: A Bibliometric Mapping Analysis of the Last Decade
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Gessler, Michael, Nägele, Christof, and Stalder, Barbara E.
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Context: The research field at the boundary between learning and working is multidimensional, fuzzy, dynamic, and characterized by high growth. A study that comprehensively maps and aggregates this research field is missing. Approach: Using tools of bibliometric analysis (bibliographic coupling, co-citation analysis and co-occurrence analysis), we map the research at the boundary between learning and working in a scoping review study. Our study considers peer-reviewed articles published between 2011 and 2020 and recorded in Scopus. In total, 5,474 articles are included in our analysis. Findings: Focusing on the intellectual structure of the research field, we identified the most publishing and most cited countries, journals, and authors, as well as latent collaborative networks among countries, journals, and authors. Furthermore, we used references and keywords to identify the conceptual structure of the research field and distinguished four types of conceptual clusters: motor clusters, highly developed and isolated clusters, emerging or declining clusters, and basic and transversal clusters. Conclusions: Research at the boundary between learning and working is highly parcelled out internationally. This scientific parcelling represents a disadvantage for exchanging ideas and accumulating knowledge. In addition to forming a parcelled field, a dividing line runs between centre, periphery and excluded countries and scientists. Especially scientists from developing countries and nations, economies in transition and those from post-conflict situations are excluded from the international discourse. This situation is more than just a disadvantage for the exchange of ideas and the accumulation of knowledge. Instead, there is a systematic bias in the research landscape here.
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- 2021
38. Occupational Stress, Coping Strategies, Health, and Well-Being among University Academic Staff--An Integrative Review
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Shen, Panshuo and Slater, Paul
- Abstract
Occupational stress has been constantly rising among academics in universities globally, which affects their health and well-being. Although some studies reviewed occupational stress in academics, there has been less systematic evidence reviewed occupational stress of academic staff through the lens of the Transactional Model of Stress and Coping (TTSC). This integrative review aims to search, extract, appraise and synthesise recent evidence relating to occupational stress, coping strategies, health, and well-being of university academic staff. The Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) methodology provides a structure for searching and reporting the search outcomes. Primary studies relating to occupational stress, coping strategies, health, and well-being of academics in university published from 2010 onwards were selected from five databases, CINAHL, ERIC, PsycINFO, SCOPUS, and Web of Science in June 2020. Keywords included "stress", "coping strategy", "health", "well-being", "academics" and "university" in various combinations. The boolean operators "AND" and "OR" were also used. 17 out of 682 articles were included in this review. Most studies reported academics experienced moderate to high level of stress, and the heavy workload was one of the main stressors. Both positive and negative coping methods were used by academics to cope with stress. Occupational stress can contribute to poor mental health and decreased well-being of academics. This review can help to understand the work phenomenon of university academics and improve their health and well-being, which in turn can contribute to satisfaction and productivity within the educational institutes.
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- 2021
39. The Continuity of Students' Disengaged Responding in Low-Stakes Assessments: Evidence from Response Times
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Bulut, Hatice Cigdem
- Abstract
Several studies have been published on disengaged test respondents, and others have analyzed disengaged survey respondents separately. For many large-scale assessments, students answer questionnaire and test items in succession. This study examines the percentage of students who continuously engage in disengaged responding behaviors across sections in a low-stakes assessment. The effects on calculated scores of filtering students, based on their responding behaviors, are also analyzed. Data of this study came from the 2015 administration of PISA. For data analysis, frequencies and percentages of engaged students in the sessions were initially calculated using students' response times. To investigate the impact of filtering disengaged respondents on parameter estimation, three groups were created, namely engaged in both measures, engaged only in the test, and engaged only in the questionnaire. Next, several validity checks were performed on each group to verify the accuracy of the classifications and the impact of filtering student groups based on their responding behavior. The results indicate that students who are disengaged in tests tend to continue this behavior when responding to the questionnaire items in PISA. Moreover, the rate of continuity of disengaged responding is non-negligible as can be seen from the effect sizes. On the other hand, removing disengaged students in both measures led to higher or nearly the same performance ratings compared to the other groups. Researchers analyzing the dataset including achievement tests and survey items are recommended to review disengaged responses and filter out students who are continuously showing disengaged responding before performing further statistical analysis.
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- 2021
40. Returns to Workplace Training for Male and Female Employees and Implications for the Gender Wage Gap: A Quantile Regression Analysis
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Icardi, Rossella
- Abstract
Context: Existing studies have explored the association between workplace training and wages suggesting that training participation may have a positive association with wages. However, we still know very little about whether this association varies between men and women. Through its potential positive association with wages, training may balance wage differences between men and women. In addition, the gender wage gap varies across the wage distribution. Differences in the association between training participation and wages for men and women across the earnings spectrum may offer an explanation as to why the discrepancy in female/male earnings is larger at some point of the wage distribution compared to others. Approach: Using data from the Programme for International Assessment of Adult Competencies (PIAAC) and unconditional quantile regression, this paper examines whether the association between workplace training and wages differs between men and women at different points of the wage distribution across 14 European countries. To partly control for endogeneity in training participation, detailed measures of cognitive skills have been included in the models. Findings: Findings show gender differences in the association between training and wages across the wage distribution. In most countries, results indicate larger training coefficients for women than men at the lower end of the wage spectrum whereas they are larger for men at the top. This pattern holds across most countries with the only exception of Liberal ones, where women benefit less than men across the entire wage spectrum. Conclusions: The findings of this work reveal that distributional variations in returns to workplace training follow a similar pattern across industrialized countries, despite their different institutional settings. Moreover, differences in training coefficients of men and women at different parts of the wage distribution suggest that training could reduce gender wage differences among low earners and potentially widen the gap in wages among individuals at the top of the wage distribution.
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- 2021
41. Industry's Role in VET Governance -- Using International Insights to Inform New Practices
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National Centre for Vocational Education Research (NCVER) (Australia), Siekmann, Gitta, and Circelli, Michelle
- Abstract
Australia's system of vocational education and training (VET) is based on the principle of partnerships between key stakeholders: governments (Commonwealth, state and territory), training providers, employers and employees. Industry representation and governance in the VET sector in Australia has undergone several transformations in the past, and continues to do so, reflecting changes in the economy but also the continuing challenges in embedding an industry presence in VET leadership and governance. This summary brings together findings from, primarily, international country comparisons on industry's role in VET over the last decade, identifying the key characteristics of industry's successful engagement in VET governance. Although some work referenced may appear outdated, governance structures have not substantially changed in the countries investigated. At the time of writing this summary, the COVID-19 pandemic was causing disruption to all sectors of society, including education and training, paradoxically providing a further opportunity for new perspectives on industry representation, leadership and governance in the VET sector.
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- 2021
42. The Development of Fair Play in Physical Education and School Sports: A Systematic Review
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Domínguez, Benjamín Navarro, Cerrada Nogales, José Antonio, Abad Robles, Manuel Tomás, and Giménez Fuentes-Guerra, Francisco Javier
- Abstract
In today's society, values are already an important part of any social and educational project. Physical activity and sport are excellent instruments to promote the conveyance of values resulting in personal and social development. However, an increasing number of authors state that the mere practice of physical activity in itself does not develop morality. The aims of this study were: 1) to conduct a systematic review of the effects of those research studies related to fair play where intervention programmes were implemented; 2) to describe and review these interventions. For this purpose, a systematic search was undertaken, in accordance with the PRISMA Declaration guidelines, in the Web of Science, Scopus, and SportDiscus databases. A total of 13 studies which met the inclusion criteria were selected. The results showed that the Sport Education Model, with the implementation of a fair play system, obtained a statistically significant increase in the level of respect for social conventions, respect for rules and referees, full commitment, and respect for opponents. On the other hand, the application of the Personal and Social Responsibility model led to improvements in fair play, rough play and the importance of winning. The main practical application of this systematic review is to help teachers and coaches in the development of fair play, as well as to identify those methodologies which provide the best results for the development of fair play in students and athletes during the sports training stage.
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- 2021
43. COVID-19 on YouTube: Debates and Polarisation in the Digital Sphere
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Luengo, Óscar, García-Marín, Javier, and de-Blasio, Emiliana
- Abstract
Social media has significantly transformed how political discussions and deliberations occur, mainly by providing a digital realm for the public sphere. This study aims to analyse the extent of polarised opinions across Spain, Italy and the United Kingdom regarding COVID-19 during 2020 within social media. To do this, we examined YouTube comments (n=111,808) using automatic analysis and machine-learning techniques based on algorithms. This methodological strategy denoted an innovative and unique quantitative approach for this field of study. In line with previous research, the hypothesis was that the degree of polarization does not crystallize in the same manner in different countries' digital spheres. Therefore, it could be said that higher levels of polarization occur amongst Southern European countries like Spain and Italy (both countries adhering to a polarised pluralism model), compared to other countries ascribing to the liberal model (the United Kingdom in our study), which provides evidence supporting previous research studies. The results confirmed the hypothesis that the polarization of digital deliberation between Spain and Italy is higher than in the United Kingdom. But, also, the findings based on more disaggregated analysis suggest that the most polarized attitudes are even rewarded by other users in Mediterranean countries.
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- 2021
44. Bibliometric Analysis of the Research on Seamless Learning
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Talan, Tarik
- Abstract
Seamless learning has a significance that has been increasing in recent years, and an increasing number of studies on the subject in the literature draws attention. This study aimed to examine the research on seamless learning between 1996 and 2020 with the bibliometric analysis method. The Scopus database was used in the collection of the data. After various screening processes, a total of 389 publications were included in the analysis. Descriptive analysis and bibliometric analysis were used in the analysis of the data. The distribution of publications by years, types of publications, sources, and languages were analyzed in the research. Additionally, visual maps were created with analyses of co-author, cocitation, and co-word. At the end of the study, it was seen that there has been an increase in the number of publications from the past to the present, articles and papers were predominant, and that most of the studies were carried out in English. As a result of bibliometric analysis, it was concluded that the most efficient countries in seamless learning were the United Kingdom, the United States, and Singapore. Also, it has been determined that the National Institute of Education, Center for International Education and Exchange, and Kyushu University institutions are dominant. The most frequently mentioned authors cited in studies in many different fields are M. Sharples, L.-H. Wong, and H. Ogata. According to the co-word analysis, the keywords seamless learning, mobile learning, ubiquitous learning, and mobile-assisted language learning stand out in the field of seamless learning.
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- 2021
45. A Systematic Review of Research on Creative Thinking in Primary Education: Focus on Empirical Methodologies
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Smare, Zaina and Elfatihi, Moham
- Abstract
This article reviews the methodologies used in 76 empirical studies conducted on creative thinking in primary school education and published between 2011 and 2021. The studies were analysed for their context, foci of investigation and the methodologies used. Each study was coded and analysed quantitatively and qualitatively. The findings are discussed in reference to research on creative thinking and to previous relevant methodological reviews. The results showed that the country which produced the highest number of publications is China followed by the US. Most studies focused on investigating the educational factors that affect the development of creative thinking in primary education. The majority of these studies were based on quantitative approaches, with questionnaires being the most preferred data collection instrument. Based on these results, suggestions are made for future research on creative thinking in primary education.
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- 2023
46. The Role of the Welfare State for NEETs: Exploring the Association between Public Social Spending and NEET in European Countries
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Minjong Youn and Chungseo Kang
- Abstract
This study explores the role of the welfare state in reducing young people not being in education, employment, or training (NEET)s across 15 European countries. Using data from the Survey of Adult Skills in the Program for the International Assessment of Adult Competencies (PIAAC) in combination with the Social Expenditure Database, we conducted cross-national analysis to reveal whether the increase in public social spending moderates the risk of being NEET at a young adult age, especially for socially disadvantaged young people. Our results highlighted that the rise of one percentage point of public social spending per gross domestic product, including social expenditure on education, active labor market, and unemployment, is significantly associated with decreasing the odds of being NEET. Furthermore, these social expenditures appeared to lower the NEET risk given socially disadvantaged backgrounds suggesting that young people with low educational levels, whose parents have low educational attainment levels, non-immigrant families, and females are likely to benefit given the robust social protection system. These findings suggest that public social spending may be an effective investment in promoting the social involvement of young people from socially disadvantaged background.
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- 2023
- Full Text
- View/download PDF
47. e-Tandem Jitters: A Study of Online Learners' Foreign Language Anxiety
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Appel, Christine and Cristòfol Garcia, Blanca
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Due to the increasing use of technology to enhance Foreign Language (FL) education, research on learners' emotions in new learning environments is calling for more attention (Beirne, Mac Lochlainn, Nic Giolla, & Mhichíl, 2018). In this study, we focus on Foreign Language Anxiety (FLA), a debilitating emotion; and e-Tandem learning, a telecollaborative Foreign Language Learning (FLL) practice. e-Tandem has a vast potential to foster learners' FL skills (Cziko, 2013), although it might trigger learners' FLA as well. Since little research has been carried out, hitherto, on FLA in e-tandem learners, this investigation aims to gain new insights into this topic. First, we want to analyze the appropriateness of the Foreign Language Classroom Anxiety Scale (FLCAS) ( Horwitz, Horwitz, & Cope, 1986) to assess e-tandem learners' FLA. Second, we want to observe to what extent e-tandem contributes to reduce learners' FLA over time. Descriptive statistics are carried out and results are discussed. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]
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- 2020
48. Designing and Implementing Virtual Exchange -- A Collection of Case Studies
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Research-publishing.net (France), Helm, Francesca, Beaven, Ana, Helm, Francesca, Beaven, Ana, and Research-publishing.net (France)
- Abstract
Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
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- 2020
49. Educational Practices during the COVID-19 Viral Outbreak: International Perspectives
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International Society for Technology, Education and Science (ISTES) Organization, Sahin, Ismail, Shelley, Mack, Sahin, Ismail, Shelley, Mack, and International Society for Technology, Education and Science (ISTES) Organization
- Abstract
The collection of chapters in this special book examines educational practices during the COVID-19 viral outbreak. This special book brings together a variety of studies and scholars in an effort to exemplify how the COVID-19 shapes the learning and teaching processes in different countries. The twelve chapters selected for this special book present diverse vantage points on the circumstances that influence students, teachers, parents, and schools. The focus of this book is on education, but in the context of broader global effects. Education processes, practices, and outcomes in the time of COVID-19 do not occur in a vacuum. Disruptions to the normal processes and practices of education associated with the novel coronavirus are directly tied, among other considerations, to the societal risk of having students congregating in close quarters, the economic problems encountered by their families, difficulties of food availability, and loss of family cohesion due to death, illness, and lack of proximity and diminished support structures due to social distancing. Any return to "normal" education opportunities and the hope for improving (or at least sustaining) positive student outcomes likely will be impossible without a vaccine that is available worldwide at low or no cost, together with effective repair of the global economy, and the ability of students and adults to engage in larger-group activities. Until that situation becomes reality, many children will be unable to learn effectively and will not be equipped to realize their potential. In summary, the twelve chapters cover the topic of educational practices during the COVID-19 viral outbreak. The chapters are authored by scholars from 10 different countries: the United States, Turkey, the United Kingdom, Spain, Bhutan, Indonesia, Morocco, India, Oman, and the United Arab Emirates. The chapters provide readers with a wide range of international perspectives on educational practices during the COVID-19 pandemic. The reported studies involve research findings from students, teachers, parents, and school administrators at different levels of students' education experience.
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- 2020
50. Educational Practices during the COVID-19 Viral Outbreak: International Perspectives
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International Society for Technology, Education and Science (ISTES) Organization, Sahin, Ismail, Shelley, Mack, Sahin, Ismail, Shelley, Mack, and International Society for Technology, Education and Science (ISTES) Organization
- Abstract
The collection of chapters in this special book examines educational practices during the COVID-19 viral outbreak. This special book brings together a variety of studies and scholars in an effort to exemplify how the COVID-19 shapes the learning and teaching processes in different countries. The twelve chapters selected for this special book present diverse vantage points on the circumstances that influence students, teachers, parents, and schools. The focus of this book is on education, but in the context of broader global effects. Education processes, practices, and outcomes in the time of COVID-19 do not occur in a vacuum. Disruptions to the normal processes and practices of education associated with the novel coronavirus are directly tied, among other considerations, to the societal risk of having students congregating in close quarters, the economic problems encountered by their families, difficulties of food availability, and loss of family cohesion due to death, illness, and lack of proximity and diminished support structures due to social distancing. Any return to "normal" education opportunities and the hope for improving (or at least sustaining) positive student outcomes likely will be impossible without a vaccine that is available worldwide at low or no cost, together with effective repair of the global economy, and the ability of students and adults to engage in larger-group activities. Until that situation becomes reality, many children will be unable to learn effectively and will not be equipped to realize their potential. In summary, the twelve chapters cover the topic of educational practices during the COVID-19 viral outbreak. The chapters are authored by scholars from 10 different countries: the United States, Turkey, the United Kingdom, Spain, Bhutan, Indonesia, Morocco, India, Oman, and the United Arab Emirates. The chapters provide readers with a wide range of international perspectives on educational practices during the COVID-19 pandemic. The reported studies involve research findings from students, teachers, parents, and school administrators at different levels of students' education experience.
- Published
- 2020
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