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Initial Teacher Education (ITE) Programmes comprise campus-based teaching sessions and school practice. This article carries out a systematic review from the context of Initial Teacher Education programmes in Higher Education, using the term 'nexus' to summarise the various ways research is integrated into campus-based teaching, and the various forms of research-informed teaching in school placement within ITE programmes. The review focused on empirical studies, written in either English or Spanish between 2015 to 2022, that report on this nexus--17 articles written in English met all the inclusion criteria, but none written in Spanish. The nexus is manifested on three levels: the intended level (related to courses), the implemented level (concerning campus-based teaching), and the impact level (among pre-service teachers). The nexus appears on the intended level through how courses and associated focal points for pedagogical practice are engineered and systematically designed to integrate research and teaching. On the implemented level, the nexus emerges in teacher educators' emphasis on epistemic connections between research and current school practice, and this highlights the identities of teacher educators and their professional development needs. On the impact level, the nexus means achieving harmony between, on the one hand, what pre-service teachers have learnt from researching and, on the other, real social contexts--cognitively, affectively and self-efficaciously. Discussion of these results provides a working definition of the research-teaching nexus: for both teacher educators and pre-service teachers to use the products and processes of research to enhance the effectiveness of teaching, either in campus-teaching or school placement practice. [ABSTRACT FROM AUTHOR]

Educational technologies have experienced unprecedented prominence on university agendas with many institutions motivated to keep the lessons learned from the COVID‐19 sparked transition with regard to online teaching. In response to this renewed interest in ensuring the longevity of educational technologies in higher education, this systematic review analysed the various organisational factors—for example, leadership, infrastructure, strategy—considered essential in the literature for the successful implementation of educational technologies. Specifically, we reviewed 1614 papers published in five prominent educational technology journals in the last decade. From this sample, we identified 47 papers that discussed organisational factors. Drawing on these studies, we constructed an organisational framework, which outlines the different organisational factors, actors and processes involved in implementing educational technologies. The identified organisational factors are structured into three main categories: (1) Leadership and Strategy, (2) Infrastructure and Resources and (3) Recognition and Motivation. Our aim was to further the scholarly understanding of the organisational layer involved in digital change as well as provide concrete recommendations for practitioners. Practitioner notesWhat is already known about this topic Previous research has stressed the importance of taking organisational factors such as infrastructure, leadership, strategy and staff commitment into account when implementing educational technologies.However, review papers have failed to systematically organise these studies to create a comprehensive understanding of the organisational factors involved in implementing educational technologies and ensuring their longevity at an institution.There is currently a high level of interest in how educational technologies can be implemented in the higher education landscape, as many institutions are facing the question of what lessons they can learn from the crisis and how they can continue on their path of digitalisation.What this paper addsThis review paper addresses a gap in our scholarly understanding of the organisational layers involved in the implementation of educational technologies in higher education institutions (HEIs).This paper provides a framework on organisational factors, which influence the implementation of educational technologies in HEIs.This review paper demonstrates that bottom‐up and opinion leadership, support structures tailored to the need and time of faculty as well as recognition and incentives have the largest impact on a sustainable implementation of educational technologies in HEIs.Implications for practice and/or policyUniversities should create structures that enable innovation and creativity by promoting bottom‐up and opinion leadership as well as shared decision‐making processes as they are important for the successful implementation of educational technologies in HEIs.Besides providing a reliable and suitable infrastructure, institutional support and resources in terms of technical advice and training tailored to specific needs, should be in place when planning the implementation of educational technologies in HEIs.The additional workload instructors face when implementing digital teaching should be recognised and incentivised as it strengthens instructor engagement which is crucial for the implementation of educational technologies in HEIs. [ABSTRACT FROM AUTHOR]

The internationalization of students in tertiary education has increased worldwide for the past 20 years. International students (IS) are considered consumers of Higher Education (HE) in host countries and are often a significant contributor to many countries' economies. This paper explores the push and pull factors that influence international Gulf Cooperation Council (GCC) students to select Higher Education in the UK as a preferred destination of choice and the potential implications this may have for the wider international student body. The authors utilized face‐to‐face interviews and purposive sampling of 40 undergraduate students from a university in the UK North West. The sample was nationals from Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, and the United Arab Emirates. NVivo11 software was utilized by the researchers to facilitate data management and analysis. Analysis revealed six main push factors that led those sampled to depart their home country and pursue their university education in the UK. Alternatively, there were 10 pull factors that encouraged GCC students to pursue their university education in the UK. It is imperative that UK Higher Education institutions/universities are cognizant of the push/pull factors that boost GCC international students' intake at their institutions since there is an observable decline in international student numbers in recent years that can negatively impact the said universities and the wider UK economy. [ABSTRACT FROM AUTHOR]

The technical skills of using geographical information systems (GIS) are often taught in different higher education disciplines apart from geocapabilities or geographic disciplinary expertise. Theorised to include capabilities such as spatial thinking, geographical imagination and structured ways to explore places, the concept of geocapabilities has been developed from educator perspectives but student perspectives have yet to be empirically examined. Drawing upon recommendations that students can better acquire geocapabilities through research and authentic problem‐solving, this study examines how 27 higher education students' perceptions of geocapabilities evolved as they learnt technical skills of web mapping through investigating real‐world issues with ArcGIS StoryMaps. Content analyses of students' pre‐ and post‐class reflections suggest that students' perceptions aligned with existing theorisations of geocapabilties in areas such as spatial thinking and geographical imagination. However, students also perceived that geographers need curiosity, interest, enthusiasm, and love for geography, and generic skills for working and living in the world that are not geography‐related. Through making story maps with GIS, students' perceptions of geocapabilities shifted significantly in the areas of geographical practice and application, geographical imagination and interdisciplinarity. The implications of these findings for higher education teaching of GIS and how it informs the theorisation of geocapabilities are discussed. Practitioner notesWhat is already known about this topicWalkington et al. conceptualized geocapabilities from educator perspectives, characterizing it by geographical imagination, ethical subject‐hood, integrative thinking about society and environment, spatial thinking, and structured exploration of place. This has not been investigated empirically from students' perspectives.There is preponderant evidence that the use of geographical information systems (GIS) such as ArcGIS Online and other geospatial technologies can improve students' spatial thinking skills and subject knowledge but how it may develop other geocapabilities have not been examined.What this paper addsThere were shifts in undergraduates' conceptions of geocapabilities as they learnt ArcGIS StoryMaps by researching and producing story maps about real‐world issues through flipped classrooms.Like Walkington et al., students conceived geocapabilities to include spatial thinking and geographical imagination but they perceived the other geocapabilities as interdisciplinarity and geographical practice and application. Students also perceived geographers as needing curiosity, interest, enthusiasm and love for geography, and generic capabilities to manoeuvre different tools and skills for working, ways of thinking and ways of working.Implications for practice and/or policyStudents' and educators' view could be synthesized and better defined to create a more comprehensive and inclusive framework of geocapabilties.Students can better develop insights about different geocapabilities when they learn GIS technologies through researching real‐world issues.GIS teachers can use flipped classrooms to synthesize teaching and learning about GIS and teaching and learning with GIS. [ABSTRACT FROM AUTHOR]

The current popularity of flipped learning may be attributed to its reported successes in bringing about enhanced learner engagement and positive learning outcomes. This study aims to improve our understanding of flipped learning (FL) outcomes by examining factors of learner engagement, academic capability, and epistemological beliefs. Data were collected and statistically analyzed from 231 undergraduate students enrolled in a general biology or general chemistry course at a Korean university implemented with the FL model. The results indicated that learners' epistemological beliefs influenced neither pre‐class nor in‐class engagement, but that academic capability did affect both pre‐class and in‐class engagement. Only content/learning‐related outcomes, not generic competencies or satisfaction, were affected by both academic capability and epistemological beliefs. Both pre‐class and in‐class engagement levels affected most types of FL outcomes except generic competencies, which were only affected by the extent of in‐class engagement. Learners' affective engagement was not influenced by epistemological beliefs, but directly and indirectly affected FL outcomes via behavioral and cognitive engagement. Theoretical and practical implications are discussed along with recommendations. [ABSTRACT FROM AUTHOR]

COVID‐19 has radically changed the higher education sector in Australia and beyond. Restrictions on student movement (especially for international students) and on gatherings (which limited on‐campus sessions) saw universities transition to fully online teaching modes almost overnight. In this commentary, we reflect on this transition and consider the implications for teaching the disciplines of geography and planning. Reflecting on experiences at the Department of Geography and Planning at Macquarie University, we explore a series of challenges, responses and opportunities for teaching core disciplinary skills and knowledge across three COVID‐19 moments: transition, advocacy, and hybridity. Our focus is on the teaching of core disciplinary skills and knowledge and specifically on geographical theory, methods, and fieldwork and professional practice skills. In drawing on this case from Macquarie University, we offer insights for the future of teaching geography and planning in universities more broadly. [ABSTRACT FROM AUTHOR]

For higher education, the question of how in‐class activities can be supported in large lectures is of great relevance. This paper suggests a gamified flipped classroom approach to address this challenge. In an experimental study, N = 205 educational science students performed either gamified in‐class activities using a gamified quiz with points and a team leaderboard, or non‐gamified in‐class activities using exercise sheets. In line with the theory of gamified learning, the results show a positive indirect effect of gamification on application‐oriented knowledge that is mediated by learning process performance. Furthermore, based on a self‐determination theory framework, the results show positive effects of gamified in‐class activities on intrinsic motivation and social relatedness, but no significant effect on competence need satisfaction. The study provides insights into a particular casual construct of game design elements (points and team leaderboards) triggering specific mechanisms (immediate task‐level feedback and team competition) affecting a mediator (learning process performance) that in turn affects a learning outcome (application‐oriented knowledge). [ABSTRACT FROM AUTHOR]

Background: The flipped classroom has become more widely used in engineering education. However, a systematic and quantitative assessment of its achievement outcomes has not been conducted to date. Purpose: To address this gap, we examined the findings from comparative articles published between 2008 and 2017 through a meta‐analysis to summarize the overall effects of the flipped classroom on student achievement in engineering education. Scope/Method: We searched and analyzed journal and conference publications on flipped classroom studies in engineering education in K‐12 and higher education contexts. Twenty‐nine comparative interventions were included in a meta‐analysis involving 2,590 students exposed to flipped classroom and 2,739 students exposed to traditional lectures. A content analysis was also conducted to determine how the flipped engineering classroom benefits student learning. Conclusions: The meta‐analysis comparing these 29 traditional—flipped interventions in relation to student achievement showed an overall significant effect in favor of the flipped classroom over traditional lecturing (Hedges' g = 0.289, 95% CI [0.165, 0.414], p < .001). A moderator analysis showed that the effect of the flipped classroom was further enhanced when instructors offered a brief review at the start of face‐to‐face classes. Our qualitative findings suggest that self‐paced learning and more problem‐solving activities were the two most frequently reported benefits that promoted student learning. Based on quantitative and qualitative support, several implications are identified for future practice, such as offering a brief in‐class review of preclass materials. Some recommendations for future research are also provided. [ABSTRACT FROM AUTHOR]

Anyone involved in teaching the principles and applications of geographic information science and technology (GIS&T) understands the challenges of effective instruction within an environment subject to nearly constant change. Indeed, the dynamic nature of GIS&T introduces both new paradigms and increasingly powerful tools for exploring spatial relationships. However, while past efforts among educators and practitioners have identified knowledge and competencies important to GIS&T learning, less attention has been directed at methods used to teach GIS&T. For example, while some instructors employ traditional approaches such as lectures and structured laboratory exercises, others have shifted to active learning strategies such as "flipped classrooms" and collaborative, project‐oriented assignments. In this article, we assess the pedagogical approaches used to teach GIS&T courses through an Internet‐based survey of 318 college and university faculty. Our findings demonstrate that active learning pedagogies are becoming more firmly established, supplementing or replacing traditional teaching approaches. Contrary to our assumptions, age and teaching experience are not factors that influence the adoption of active learning strategies. Along with assessing instructional approaches, our survey identifies the challenges associated with teaching GIS&T, as identified by survey respondents. [ABSTRACT FROM AUTHOR]

Flipped classroom is an approach that has been increasingly used in K‐12 and higher education. Many studies on the flipped classroom have focused on student behaviors, with inadequate attention to student thinking, which is crucial to learning. Meanwhile, prior studies have examined the effects of visualization tools, such as concept map, on improving student learning through in‐depth thinking. Another related approach is knowledge graph, which presents a set of entities and their relationships in a graph as well as in a machine language for further processing and reasoning. It has a potential to support collaborative knowledge construction by automatic combination of individual knowledge graphs. To compare the effects of knowledge graph and concept map on student learning in a flipped classroom, we conducted an experimental study in fifth grade class at an elementary school. Students in the experimental group used a knowledge graph tool in the Learning Cell System, while those in the control group used a concept map tool, XMind, to support their learning of ancient Chinese poetry. The results showed that learning with knowledge graph resulted in better performance in the breadth and depth of subject knowledge as reflected in the students' learning products (ie, concept maps or knowledge graphs). Practitioner NotesWhat is already known about this topic The flipped classroom can improve student learning by enabling active participation and interactions.The concept map is an effective learning tool that can foster meaningful understanding and higher order thinking in both traditional and flipped classrooms.The knowledge graph is a related tool that presents a set of entities and their semantic relationships in a graph as well as in a machine language to support further processing.The knowledge graph can support collaborative knowledge construction by automatic combination of individual knowledge graphs.What this paper adds We conducted an experimental study to compare the effects of knowledge graph and concept map on student learning in a flipped classroom.Compared with concept map, learning with knowledge graph resulted in better performance in the breadth and depth of subject knowledge as reflected in the students' learning products (ie, concept maps or knowledge graphs).Implications for practice and/or policy Learning with knowledge graph fosters more cognitive engagement in exploring the relationships between concepts represented in both individual and converged knowledge graphs.The converged knowledge graph offers the teacher a big picture of the entire class in student understanding.Relevant training should be provided to students and teachers for effective use and learning with the knowledge graph tool. [ABSTRACT FROM AUTHOR]

This ethnographic study of a beginning‐level German course at an Australian university examined the student experience of learning second language (L2) grammar in a flipped classroom. Students accessed explicit grammar instruction and completed grammar exercises prior to attending face‐to‐face classes; during class, the structures were briefly reviewed by the students and then applied in interactive task‐based activities focused on meaningful use of the L2. In surveys and interviews, learners reported that the opportunity to manage the pace and depth of their interaction with online grammar modules facilitated their learning and increased their confidence. Linking these outcomes to research that has shown that flipped teaching models reduce or assist in the management of cognitive load, the study presents a compelling case for flipping the L2 classroom. The Challenge: Although most second language classes emphasize interactive activities, the common practice of delivering explicit grammar instruction in class effectively incorporates instructor‐centered "mini‐lectures" into this space. If grammatical structures are presented in videos accessed online prior to class, what happens? To what extent can flipping instruction ease cognitive load and increase students' confidence using the language? [ABSTRACT FROM AUTHOR]

Blended learning (BL) is a popular e‐Learning model in higher education that has the potential to take advantage of learning analytics (LA) to support student learning. This study utilized LA to investigate fourth‐year undergraduates' (n = 157) use of self‐regulated learning (SRL) within the online components of a previously unexamined BL discipline, Music Teacher Education. SRL behaviors were captured unobtrusively in real time through students' interaction with course materials in Moodle. Categorized by function: (1) activating—online access location, day‐of‐the‐week, time‐of‐day; (2) sustaining—online frequency; and (3) structuring—online regularity and exam review patterns, all six SRL behaviors were revealed to have weak to moderate significant relationships with academic achievement. Results indicated access day‐of‐the‐week and access frequency as the strongest predictors for student success. Findings regarding access regularity when viewed through results from previous SRL‐LA research may suggest the importance of this SRL behavior for successful students within several BL discipline areas. In addition, the role of learning design (eg, flipped instruction) in potentially scaffolding students' choices toward specific SRL behaviors, was revealed as an important context for future researchers' consideration. [ABSTRACT FROM AUTHOR]

Abstract: As technological advancements continue to revolutionize teaching, the use of technology in both college/university and K‐12 classrooms is making flipped learning a trending instructional model. “Flipping” the classroom reverses a traditional model of in‐class lecture followed by practice and homework. The roles and responsibilities of instructors and students often require a new or enhanced skill set where the instructor designs intentional learning experiences to engage students outside of the classroom. The learner is accountable for exploring materials outside of class in a self‐directed manner, attempting to gain foundational knowledge before class, and then actively applying it in the classroom. This review analyses the research on flipped learning and flipped classrooms in higher education from a variety of aspects including implementation, efficacy, and quality. [ABSTRACT FROM AUTHOR]

Abstract: This paper reports on a study that investigated whether a flipped classroom approach enhanced perceptions of levels of engagement and skill performance among students enrolled in a Blackboard course at a Saudi university. Fifty‐eight participants were divided into control and experimental groups, which were taught using a traditional and a flipped approach respectively. To determine the effect of the approach on participants' perceived levels of engagement and skill performance, questionnaires were administered and student performance was examined in terms of quantitative descriptive analysis. The results revealed that participants in the experimental group were more active and engaged compared with those in the control group. In terms of classroom engagement specifically, participants in the experimental group exhibited greater behavioral and emotional engagement. Through the flipped approach, participants were able to study course content at home first, thereby preparing themselves to participate in relevant class activities, pose questions and engage in problem solving with peers. In addition, unlike in a traditional lecture, the instructor was able to move freely through the classroom, providing direct assistance to participants on a case‐by‐case basis. [ABSTRACT FROM AUTHOR]

Abstract: In recent years, the flipped classroom has become prevalent in many educational settings. Flipped classroom adopts a pedagogical model in which short video lectures are viewed by students at home before class so that the teacher can lead students to participate in activities, problem‐solving, and discussions. Yet the design or use of technology that employs planned instructional strategies with sustainable support of self‐regulation is scant. We propose a technology‐enhanced flipped language learning system (Flip2Learn) that provides facilitation and guidance for learning performance and self‐regulation. A quasi‐experimental study was carried out to examine whether Flip2Learn could enhance college students' self‐regulatory skills and later contribute to the learning performance in the flipped classrooms. The results showed that Flip2Learn not only better prepared students for flipped classrooms but also better promoted learning performance compared to the conventional flipped classrooms. The results of this research advanced our understanding of the dynamics of flipped classrooms and represented a revolutionary new approach to the technology‐enhanced learning for flipped classrooms. [ABSTRACT FROM AUTHOR]

Background Given that the ultimate academic goal of many education systems in the developed world is for students to graduate from college, grades have a considerable bearing on how effective colleges are in meeting their primary objective. Prior academic performance informs predominantly the selection and retention of teacher candidates. However, there remains a dearth of evidence linking academic performance with outcomes in teacher preparation or the workplace. Aim This study examined pre-service teachers' trajectories of academic growth during teacher preparation. Sample The sample comprised 398 pre-service teachers - 282 (70.8%) males and 116 (29.1%) females. Method Academic growth was measured across eight time points over the course of 4 years. Pre-service teachers' academic growth was analysed using linear and nonlinear latent growth models. Results Results indicate that academic growth was quadratic and, over time, decelerated, with no evidence of the Matthew effect or the compensatory effect. There was evidence of a connection between prior academic attainment and current grades. Conclusion Greater attention to academic growth during the college years, and particularly among pre-service teachers, may enable greater achievement support for students. [ABSTRACT FROM AUTHOR]

Context There are inconsistent claims made about the effectiveness of the flipped classroom ( FC) in medical education; however, the quality of the empirical evidence used to back up these claims is not evident. The aims of this review are to examine the scope and quality of studies on the FC teaching approach in medical education and to assess the effects of FCs on medical learning. Methods A literature search was conducted using the major electronic databases in 2016. Peer-reviewed papers were screened and reviewed according to explicit inclusion criteria. The scope and quality of all resultant studies were evaluated. Studies identified as using controlled designs were further synthesised to assess the effects of FCs on learning. Results A total of 118 articles were obtained. Full texts of 82 articles were reviewed. Nine of the included 46 articles used a controlled design when examining the effects of the FC. There were generally positive perceptions of the FC approach. However, the effects of FCs on changes in knowledge and skills were less conclusive as the effect sizes ranged from d = −0.27 to 1.21, with a median of 0.08. The varying direction and magnitude of the effect sizes, together with their 95% confidence interval, which contained zero, suggested the lack of strong evidence for the effectiveness of FCs in promoting knowledge acquisition above and beyond the traditional learning methods. Conclusions There has been a recent increase of research rigor and variety in measures of effectiveness in studies on the FC in medical education. The FC is a promising teaching approach to increase learners' motivation and engagement. More solid evidence on its effect on changes in knowledge and skills are warranted. Further studies should also examine the long-term effects of FCs with regard to knowledge retention and transfer of knowledge to professional practice and patient care. [ABSTRACT FROM AUTHOR]