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"Educational Trends"
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Teaching and learning in lower secondary schools in the era of PISA and TIMSS
\"Based on extensive video documentation from science, math and reading classrooms in Norwegian secondary schooling, this book explores teaching and learning in lower secondary classroomsin the three PISA domains science, mathematics and reading. It analyzes how offered and experienced teaching and learning opportunities in these three subject areas support students' learing\"-- Back cover.
Book
The national educational panel study (NEPS) and methodological innovations in longitudinal large-scale assessments
This editorial introduces a special issue of Large-Scale Assessments in Education (LSAE) that addresses key challenges in analyzing longitudinal data from large-scale studies. These challenges include ensuring fair measurement across time, developing common metrics, and correcting for measurement errors. The special issue highlights recent methodological innovations, particularly for studies like the National Education Panel Study (NEPS), providing approaches for improving the accuracy and robustness of longitudinal educational research. The papers in this issue present advances in methods for estimating trends, incorporating background information, and analyzing longitudinal relationships between constructs. Innovative approaches such as Bayesian modeling for borrowing historical information, continuous-time models for capturing developmental trends, and plausible value estimation provide practical solutions for researchers working with complex longitudinal data. In addition, the issue presents new software tools that facilitate the implementation of these advanced methodologies. Together, these papers contribute to both the theory and practice of educational assessment and provide valuable insights for those working with longitudinal data in national and international panel studies.
Journal Article
Two Decades of Artificial Intelligence in Education: Contributors, Collaborations, Research Topics, Challenges, and Future Directions
With the increasing use of Artificial Intelligence (AI) technologies in education, the number of published studies in the field has increased. However, no large-scale reviews have been conducted to comprehensively investigate the various aspects of this field. Based on 4,519 publications from 2000 to 2019, we attempt to fill this gap and identify trends and topics related to AI applications in education (AIEd) using topic-based bibliometrics. Results of the review reveal an increasing interest in using AI for educational purposes from the academic community. The main research topics include intelligent tutoring systems for special education; natural language processing for language education; educational robots for AI education; educational data mining for performance prediction; discourse analysis in computer-supported collaborative learning; neural networks for teaching evaluation; affective computing for learner emotion detection; and recommender systems for personalized learning. We also discuss the challenges and future directions of AIEd.
Journal Article
National Policies and Educational Technology: a Synopsis of Trends and Perspectives from Five Countries
There have been continued efforts in exploring how educational technology impacts human learning and performance. Through a synopsis of the trends and perspectives on educational technology in five countries by using the STEEP (social, technological, economic, environmental and political) framework, the authors discuss the direct influence of national policies on educational technology implementation and research, the constraints of the local STEEP elements of culture on the adoption of and research on innovation and change, and the strategies and reforms that different countries have adopted to prepare the next generation for the constantly changing, globalized twenty-first century. Limitations and future research following this work are discussed.
Journal Article
Artificial intelligence in higher education: the state of the field
This systematic review provides unique findings with an up-to-date examination of artificial intelligence (AI) in higher education (HE) from 2016 to 2022. Using PRISMA principles and protocol, 138 articles were identified for a full examination. Using a priori, and grounded coding, the data from the 138 articles were extracted, analyzed, and coded. The findings of this study show that in 2021 and 2022, publications rose nearly two to three times the number of previous years. With this rapid rise in the number of AIEd HE publications, new trends have emerged. The findings show that research was conducted in six of the seven continents of the world. The trend has shifted from the US to China leading in the number of publications. Another new trend is in the researcher affiliation as prior studies showed a lack of researchers from departments of education. This has now changed to be the most dominant department. Undergraduate students were the most studied students at 72%. Similar to the findings of other studies, language learning was the most common subject domain. This included writing, reading, and vocabulary acquisition. In examination of who the AIEd was intended for 72% of the studies focused on students, 17% instructors, and 11% managers. In answering the overarching question of how AIEd was used in HE, grounded coding was used. Five usage codes emerged from the data: (1) Assessment/Evaluation, (2) Predicting, (3) AI Assistant, (4) Intelligent Tutoring System (ITS), and (5) Managing Student Learning. This systematic review revealed gaps in the literature to be used as a springboard for future researchers, including new tools, such as Chat GPT.HighlightsA systematic review examining AIEd in higher education (HE) up to the end of 2022.Unique findings in the switch from US to China in the most studies published.A two to threefold increase in studies published in 2021 and 2022 to prior years.AIEd was used for: Assessment/Evaluation, Predicting, AI Assistant, Intelligent Tutoring System, and Managing Student Learning.
Journal Article
A Bibliometric Review of Research on Educational Administration: Science Mapping the Literature, 1960 to 2018
This systematic review used \"science mapping\" as a means of understanding the evolution of research in educational administration (EA). The review sought to document the size, growth trajectory, and geographic distribution of EA research, identify high impact scholars and documents, and illuminate the \"intellectual structure\" of the field. Although science mapping has been applied widely in science, medicine, and social sciences, it is still new in the field of education. The authors identified 22,361 peer-reviewed articles published in 22 Scopus-indexed EA journals between 1960 and 2018. The authors used VOSviewer, Excel, and Tableau software to analyze the data set. The review found that the E A knowledge base has grown dramatically since 1960 with an accelerating rate growth and increasing gender and geographic diversity during the past two decades. Using co-citation analysis, the review identified canonical documents, defined as highly influential documents whose impact has been sustained for a period of several decades. The review also identified four hey Schools of Thought that have emerged over time focusing on Leadership for Learning, Leadership and Cultural Change, School Effectiveness and School Improvement, and Leading Teachers. More broadly, our findings highlighted a paradigm shift from \"school administration\" to \"school leadership\" over the course of the six decades. Another significant finding identified \"leadership for student learning and development\" as the \"cognitive anchor\" of the intellectual structure of the EA knowledge base. The authors conclude that science mapping offers a new and useful means of unpacking the historical development of fields of study.
Journal Article
The expansion of doctoral education and the changing nature and purpose of the doctorate
Doctorate level attainment has increased significantly in developed economies. In 2019, the average share of 25–64-year-olds with a doctorate across the OECD was around 1%. However, if current trends continue, 2.3% of today’s young adults will enter doctoral studies at some point in their life. This essay starts by describing the expansion of doctoral education. It then reflects on the causes of this growth and the consequences for the nature and purpose of the doctorate. This reflection is mostly based on published research in Higher Education in the last 50 years and the author’s work on policy analysis for the OECD on this topic. The paper finishes with a research agenda on doctoral education and the career of doctorate holders.
Journal Article
The Relation Between Family Socioeconomic Status and Academic Achievement in China: A Meta-analysis
Academic achievement is one of the most important indicators for assessing students’ performance and educational attainment. Family socioeconomic status (SES) is the main factor influencing academic achievement, but the relation between SES and academic achievement may vary across different sociocultural contexts. China is the most populous developing country with a large number of schooling students in the basic education stage. Chinese schools are unified and managed by the Ministry of Education, but the central and local governments in accordance with their responsibilities share the investment of educational funds. However, the strength of the relation between SES and academic achievement and possible moderators of this relation remain unclear. Therefore, we conducted a meta-analysis on the relation between SES and academic achievement based on 215,649 students from 78 independent samples in the basic education stage from mainland China. The results indicated a moderate relation between SES and academic achievement (
r
= 0.243) in general. Moderation analyses indicated that the relation between SES and academic achievement gradually decreased in the past several decades; SES has a stronger correlation with language achievement (i.e., Chinese and English) than science/math achievement and general achievement. These findings were discussed from the perspective of governmental policies on education.
Journal Article
Trends, Research Issues and Applications of Artificial Intelligence in Language Education
Artificial Intelligence (AI) plays an increasingly important role in language education; however, the trends, research issues, and applications of AI in language learning remain largely under-investigated. Accordingly, the present paper, using bibliometric analysis, investigates these issues via a review of 516 papers published between 2000 and 2019, focusing on how AI was integrated into language education. Findings revealed that the frequency of studies on AI-enhanced language education increased over the period. The USA and Arizona State University were the most active country and institution, respectively. The 10 most popular topics were: (1) automated writing evaluation; (2) intelligent tutoring systems (ITS) for reading and writing; (3) automated error detection; (4) computer-mediated communication; (5) personalized systems for language learning; (6) natural language and vocabulary learning; (7) web resources and web-based systems for language learning; (8) ITS for writing in English for specific purposes; (9) intelligent tutoring and assessment systems for pronunciation and speech training; and (10) affective states and emotions. The results also indicated that AI was frequently used to assist students in learning writing, reading, vocabulary, grammar, speaking, and listening. Natural language processing, automated speech recognition, and learner profiling were commonly applied to develop automated writing evaluation, personalized learning, and intelligent tutoring systems.
Journal Article
Medical education trends for future physicians in the era of advanced technology and artificial intelligence: an integrative review
Background
Medical education must adapt to different health care contexts, including digitalized health care systems and a digital generation of students in a hyper-connected world. The aims of this study are to identify and synthesize the values that medical educators need to implement in the curricula and to introduce representative educational programs.
Methods
An integrative review was conducted to combine data from various research designs. We searched for articles on PubMed, Scopus, Web of Science, and EBSCO ERIC between 2011 and 2017. Key search terms were “undergraduate medical education,” “future,” “twenty-first century,” “millennium,” “curriculum,” “teaching,” “learning,” and “assessment.” We screened and extracted them according to inclusion and exclusion criteria from titles and abstracts. All authors read the full texts and discussed them to reach a consensus about the themes and subthemes. Data appraisal was performed using a modified Hawker ‘s evaluation form.
Results
Among the 7616 abstracts initially identified, 28 full-text articles were selected to reflect medical education trends and suggest suitable educational programs. The integrative themes and subthemes of future medical education are as follows: 1) a humanistic approach to patient safety that involves encouraging humanistic doctors and facilitating collaboration; 2) early experience and longitudinal integration by early exposure to patient-oriented integration and longitudinal integrated clerkships; 3) going beyond hospitals toward society by responding to changing community needs and showing respect for diversity; and 4) student-driven learning with advanced technology through active learning with individualization, social interaction, and resource accessibility.
Conclusions
This review integrated the trends in undergraduate medical education in readiness for the anticipated changes in medical environments. The detailed programs introduced in this study could be useful for medical educators in the development of curricula. Further research is required to integrate the educational trends into graduate and continuing medical education, and to investigate the status or effects of innovative educational programs in each medical school or environment.
Journal Article