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Data sharing is one of the cornerstones of modern science that enables large-scale analyses and reproducibility. We evaluated data availability in research articles across nine disciplines in Nature and Science magazines and recorded corresponding authors’ concerns, requests and reasons for declining data sharing. Although data sharing has improved in the last decade and particularly in recent years, data availability and willingness to share data still differ greatly among disciplines. We observed that statements of data availability upon (reasonable) request are inefficient and should not be allowed by journals. To improve data sharing at the time of manuscript acceptance, researchers should be better motivated to release their data with real benefits such as recognition, or bonus points in grant and job applications. We recommend that data management costs should be covered by funding agencies; publicly available research data ought to be included in the evaluation of applications; and surveillance of data sharing should be enforced by both academic publishers and funders. These cross-discipline survey data are available from the plutoF repository.

Tänapäeva maailm eeldab, et kõik professionaalid pööravad järjepidevalt tähelepanu oma teadmiste ja oskuste arendamisele. Hariduse valdkonnas rõhutatakse, et õpetaja pidev professionaalne areng on ühtlasi ka jätkusuutliku ja nüüdisaegse haridussüsteemi alus. Samas ei ole piisavalt uurimusi, et seletada, millised meetodid on õpetajate toetamiseks kõige sobivamad. Siinses artiklis uuritakse, kuidas tajuvad õpetajad professionaalse arengu eri etappidel suunatud refleksiooni protseduuri kasutegureid ja kitsaskohti. Uurimuses osales 21 õpetajakoolituse üliõpilast ja 80 õpetajat. Uurimuses keskenduti osalejate hinnangutele, mille kohta koguti andmeid grupiarutelude ja -intervjuudega ning mida analüüsiti temaatilist analüüsi kasutades. Kokkuvõttena tuuakse välja, kuidas rakendada suunatud refleksiooni protseduuri õpetajate toetamiseks professionaalse arengu eri etappidel. Summary

This study investigates meaningful events that student teachers identified from video recordings of their teaching practice that were used to improve their knowledge base. Data were collected from ...

There is a growing body of research recognizing the relationship between learner strategy use and learning proficiency. The need for life-long learners with advanced learning skills and the ability...

School effectiveness research (SER) and bi/multilingual education research have been largely developed as separate research paradigms. Hence, SER research does not facilitate clear conclusions on bi/multilingual (the term ‘multilingual’ is used henceforth) education and its effectiveness. Despite the intensification of multilingual education research over the last four decades, only a few authors and studies have focused on offering a compact overview of what factors need to be in place for the programs to be effective. These works are neither recent nor systematic. In this article, we aim to contribute to this research gap by systematically reviewing the research evidence on specific factors explaining multilingual student success in multilingual education programs. The findings of this systematic literature review integrate the current evidence regarding the critical factors conducive to student success in multilingual education. The results reveal that the reviewed studies mostly discussed school level factors and only occasionally talked about state/regional or individual level factors. We also underscore the critical role of leadership in making multilingual education successful. The implications of this review are twofold: by using a conceptual framework to discuss the success factors, the interdependence of the variables shaping multilingual education is highlighted, while the results collect the latest evidence for decision makers in multilingual education.

The open learner model (OLM) represents the knowledge or skill levels of learners in various ways, encouraging learners to actively participate in thinking about and crafting their own learning. Despite the important roles that OLMs play in higher education to support the learning process and self-regulated learning (SRL) in particular, there are few studies systematically reviewing OLM technology in higher education, and investigating their potential to foster self-regulated learning. Therefore, we carried out a systematic review of a 30-year sample of OLM studies in higher education and identified 64 articles that study the use of OLMs in supporting SRL. Our findings show that OLMs have been mainly used to support learners' cognition and a bit less metacognition and motivation; however, emotional support has been rarely provided. The most supported ones are Appraisal and Performance phases; Preparation of learning is enhanced by OLMs not so often. Although learners can edit or negotiate with their learning model in advanced ways, a simple inspectable OLM is more preferred. Reliance on unobservable nodes is less favored in modeling techniques in OLMs because such methods are highly dependent on expert authoring, thereby time-intensive and costly. Comparison and color-coding are two most-used features in OLMs, where the comparison feature is often used for enhancing learners’ engagement and motivation.

The general goals of education have changed in the 21st century. The contemporary learning approach aims at achieving better self-fulfillment, openness and lifelong learning opportunities for every learner. This presents new demands on technologies. Technological advancements are often ahead of their use in educational settings, but nowadays we can also see that the contemporary learning approach sets unmet demands to technology developers. This paper introduces the objectives of the contemporary learning approach and discusses how 11 existing advanced technologies could help achieve the objectives of the contemporary learning approach. The review shows that educational technologies are mainly designed to improve subject knowledge and skills and can be quite often used to support collaboration and self-regulation as well. However, learning skills and especially subjective well-being are less in focus.

Recent reforms in higher education have provided material for researching different aspects of doctoral studies in a variety of ways. Much of the current literature concentrates on characteristics of effective supervision and doctoral students’ experiences. Less attention has been paid to the study experiences of non-completers – former doctoral students who dropped out of doctoral programmes prior to graduation. In the current study, we explore doctoral studies experiences from the perspective of non-completers and aim to identify factors that were related to dropping out. Data were collected with semi-structured interviews from 14 former doctoral students in the field of education, and qualitative thematic data analysis techniques were employed for data analysis. The results indicate that dropping out from doctoral studies is associated with different factors: for example, (with) students’ personal factors, supervisory arrangements, as well as factors related to institution and the wider learnin...

It is a worldwide problem that although many students are highly interested in Information and Communications Technology (ICT), they do not study it at the higher education level, or if they do then many of them eventually dropout. We studied the reasons student candidates choose to study ICT, in order to gather data that can be used for improving future ICT recruitment and retention. During the admissions procedure to three higher education institutions in Estonia, 1,464 student candidates were asked what reasons influenced them to apply to Informatics or Information Technology. On average, 2.6 candidates competed per available position at the institutions. Qualitative content analysis was used to code the candidates’ open-ended answers and resulted inductively in 14 distinguishable categories. The most frequent reasons for studying ICT were general interest in ICT, previous experience in the field, need for personal professional development, and importance of the field in the future. Interestingly, only a few candidates expressed as a reason the importance of high salaries. Chi-square analysis showed that candidates were accepted with higher probability if they found ICT to be suitable for them, or expressed good opportunities in the labour market. These results are useful for planning effective admission procedures to recruit ICT students.

Background. The problems and benefits of a multicultural society are actively discussed in many countries. FOUNTAINS is a table-top simulation game designed as a study aid to enhance comprehension of cultural integration processes. The game was developed for use in regular classroom settings and has been successfully tested with several groups of participants. The design of the game is based on the bi-dimensional model of acculturation that focuses on the joint issues of maintaining one’s culture and involvement in decision making. It also introduces the dilemma of cooperation and competition in a situation of limited resources. Participants must find ways to preserve their own comprehensive culture and at the same time provide other groups access to resources. Aim. The article examines the dynamics of the game and describes its basic design. The rules of the game and suggestions for debriefing are provided in an accompanying article – this issue. The purpose of the study was to evaluate the game’s validity and to assess the potential educational value and usability of the game. Method. FOUNTAINS was piloted with several groups, and a brief post-game questionnaire was conducted to evaluate learning outcomes. Experts of both integration and gaming were asked to evaluate the game; their feedback on the usability of the game referred to the face value of the game as an educational tool. After piloting the game was introduced to teachers, the majority of whom expressed willingness to use the game in their classes. Conclusion. The article concludes with the basic results of the evaluation. In spite of some limitations it can be said that FOUNTAINS is an efficient learning aid that works well with different age groups.

The aim of this study was to analyze the possibilities for performance-based evaluation of student teachers’ teaching skills in their field practice using learning analytics (LA)—a computer-based instructional system for documenting assessment results, and providing specified feedback on the achievement of expected objectives and suggestions for corrective and further learning activities. The research literature on LA applications in pre-service teacher education reveals that its application at this level of sophistication calls for reliable specific performance-based indicators of teaching to model teaching competences. Such defined indicators should allow for the statistical modeling of teachers’ progression in teaching skills. Our analysis of the literature regarding defining teaching and teacher competence standards and identifying performance-based indicators for assessing progress in teaching skills, led us to conclude there was no formal procedure for deducting performance-based indicators of teaching competence, except expert ratings coordinated by the general ideas of teaching quality. The available performance-based assessment matrices (representing performance levels by teaching tasks) of teaching competence that are used by teacher educators tend to be context-sensitive and call for adaptation when used in the conditions of another country. Also, the reporting of teaching activities (typically using a portfolio format) and quantifying the entries using performance indicators for LA requires a highly formalized coding system to preserve the semantics of the initial data in the models of progress in teaching skills. For avoiding the risk of introducing too many atomic indicator behaviours of student teachers, focusing only on essential teaching competencies via the application of the emerging concept of core practices is suggested.

The aim of the study is to develop and validate a model for supporting music students’ reflection processes in the context of music instrument studies. The model identifies the processes of reflection and specifies, based on the challenges of each process, how to support reflection in this context. Expert validation of the model was carried out through focus group interviews with twelve instrument teachers in three different institutes in Estonia. Findings suggest that with minor modifications, the model, developed based on the findings of supporting reflection in various contexts of higher education, is suitable for implementing in music instrument studies.

This article discusses some of the ambiguities related to the concept of reflection in education, and presents an alternative approach for determining the focus and quality of students’ reflection. Accordingly, the focus of reflection can vary from a concrete technical aspect of an experience to the broader societal context of that experience, and the quality of reflection can be described through successive stages of argumentation: describing, justifying, evaluating and discussion. The developed coding schema for determining the focus and quality of reflection was pilot tested on reflection fragments written by a small sample of tertiary dance students.

The aim of the current study was to support beginning dance teacher's reflection on their teaching and student's learning. We designed a methodical instruction for guided core reflection (Korthagen & Vasalos, 2005; Husu et al., 2009), and aimed to find out: How do beginning dance teachers reflect following the guided core reflection procedure and which levels of teacher activity are reached with guided core reflection instruction? Data (840 units of reflection) was collected from nine dance students studying at a university in Estonia. The findings suggest that the developed instruction seems to be successful in supporting beginning dance teacher's reflection.

Despite its relevance to and inclusion in pedagogical practices, reflection is a challenging activity for students in tertiary dance education according to teachers. The aim of the current study was to further explore the challenges encountered in the pedagogical practice of reflection. Data on the difficulties of reflection were collected from 14 dance teachers using semi-structured interviews. The results revealed four categories of difficulty: general difficulties, difficulties describing an experience, difficulties evaluating an experience and difficulties relating to multiple perspectives. The reflection difficulties described in this study correspond to the reflection difficulties reported in other domains of higher education, and illuminate how reflection activities could be facilitated more effectively.

The three different perspectives on reflection in education are embedded in the philosophical traditions of pragmatism, critical social theory and Kant. We aimed to describe the pedagogical practices of reflection, and to develop a descriptive model of the practices of reflection in tertiary dance education which can be used by dance educators to support their students' reflection activities. Data about the reflection practices were collected from 13 dance teachers in the Netherlands. The developed model of pedagogical practices consists of five types of reflection based on the Kantian and pragmatists' notions of reflection.

Self-directed (SDL) and self-regulated learning (SRL) skills are important, increasingly in e-learning, but the terms are not clearly distinguished in literature having led to tangled understandings and complications measuring SDL and SRL. The aim of the study is to further explore the similarities and differences between the terms and their usage. Consequently, two research questions were posed: whether and how are SDL and SRL distinguished in empirical studies? What kind of research methods and instruments are used for studying SDL and SRL in e-learning context? To answer the questions the literature review of 30 empirical studies was conducted to compare them on SDL and SRL in the context of e-learning to find overlappings and differences between the concepts and research methods. The studies were compared on the basis of the use of terms, approaches, methods, instruments and analysis.