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Although basing instruction on a learning trajectory (LT) is often recommended, there is little direct evidence to support the premise of a “LT approach”—that to be maximally meaningful, engaging, and effective, instruction is best presented one LT level beyond a child’s present level of thinking. The present report serves to address the question: Is it necessary to teach each contiguous level of a LT or can instruction be similarly or more effective when skipping levels, provided the necessary exemplars are made? In a multimethod research study that included individual teaching experiments embedded inside of a quasi-experimental research design, one group of 13 kindergartners received instruction based on an empirically-validated LT for addition and subtraction (the “LT” treatment). The counterfactual, “skip” treatment ( n  = 12), received instruction focused mainly on levels at least two levels above their present level for the same amount of time as the LT treatment. More children in the LT treatment exhibited greater addition and subtraction learning during sessions and from pretest to posttest than children in the skip treatment. Implications for future study are discussed.

Abstract— The learning process in vocational high schools is the decisive factor for being able to give birth to vocational secondary education graduates that are in accordance with their competencies. The learning process will determine whether the learning goals will be achieved. This study aims to develop a project-based learning device on the subject of Local Network Devices Installation. The method used is the Instructional Development Institute (IDI) with processed data sourced from 2 teachers and 29 students. The result of this study is practical that a value of 77.87%. It is concluded that this model is very helpful in learning Local Network Device Installation and as a reference model for other subjects.

This meta-analysis examined which classroom management strategies and programs enhanced students' academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom controlled intervention studies published in the past decade (2003–2013). Results showed small but significant effects (average g = 0.22) on all outcomes, except for motivational outcomes. Programs were coded for the presence/absence of four categories of strategies: focusing on the teacher, on student behavior, on students' social-emotional development, and on teacher–student relationships. Focusing on the students' social-emotional development appeared to have the largest contribution to the interventions' effectiveness, in particular on the social-emotional outcomes. Moreover, we found a tentative result that students' academic outcomes benefitted from teacher-focused programs.

Background Design thinking is a problem-solving framework that has been used to enhance patient experiences, improve clinical outcomes, and refine medical curricula. This study reviewed the use of design thinking in health professions education. Methods A search yielded 169 articles, which were excluded if they were: (1) not related to education; (2) lacking an application of design thinking; or (3) not associated with healthcare. The final review yielded 15 articles, which were analyzed using qualitative methods. Results All articles were published in 2009 or later and were diverse in their context, participants, and approach. Six studies emphasized the early stages of design thinking, with inspiration and ideation stages fostered through a variety of activities, such as lectures, small group discussions, and workshops. Studies examined a range of outcomes, including self-efficacy, perceptions, and solutions to a specific problem. Conclusions Our findings raise important considerations for health professions education, including the extent to which we should: 1) teach design thinking to students as a skill-based tool to prepare students for problem solving in complex healthcare environments; and 2) use design thinking to create, implement, and refine health professions curricula and educational programs. Despite the apparent benefits of design thinking, many questions for health professions education remain.

Microlearning has gained popularity in both the training industry and professional studies disciplines over the last several years. While substantial information exists in industry articles and commentaries on the definition of microlearning—along with how to create, develop, and implement it—a closer look at the existing research is important. Further study is needed to understand how to inform instructional design professionals of current trends and the effects of microlearning training on the enhancement of learner performance in both workplace and academic settings. Thus, this scoping review aims to examine the literature and identify noticeable trends, patterns, and evidence of how microlearning has been used and implemented in both academic learning and industry training settings.

In response to pedagogical challenges in higher education, blended learning has become a prevalent practice in colleges and universities. Flipped learning (FL) represents a newly emerging form of blended learning, where students individually watch online lectures prior to class and then engage in classroom learning activities interacting with peers and instructors. Although the conceptual framework of FL may be intuitively appealing, its design and implementation involve considerable intricacy. The purpose of this study was to develop a FL design model for higher education that could systematically guide instructors or designers in creating an appropriate blend of individualized online lectures and collaborative face-to-face learning activities. Using an established method for model development research, a theoretically constructed initial model was iteratively improved and underwent internal and external validation through model usability tests, expert review, and field evaluation. The implementation of an algebra class in a Korean university designed by the final model resulted in significant increases in the maturity of mathematical views, quality of reflections, and satisfactions of students. Features of the model are discussed, along with theoretical and practical implications and suggestions for further research.

Culturally responsive school leadership (CRSL) has become important to research on culturally responsive education, reform, and social justice education. This comprehensive review provides a framework for the expanding body of literature that seeks to make not only teaching, but rather the entire school environment, responsive to the schooling needs of minoritized students. Based on the literature, we frame the discussion around clarifying strands—critical self-awareness, CRSL and teacher preparation, CRSL and school environments, and CRSL and community advocacy. We then outline specific CRSL behaviors that center inclusion, equity, advocacy, and social justice in school. Pulling from literature on leadership, social justice, culturally relevant schooling, and students/communities of color, we describe five specific expressions of CRSL found in unique communities. Finally, we reflect on the continued promise and implications of CRSL.

This study investigated the relationships between self-efficacy, self-regulation, and teaching presence, cognitive presence, and learning engagement during the pandemic. A total of 1435 undergraduate students in Korea completed an online survey on their learning experiences during COVID-19. The findings indicate that self-efficacy had a positive relationship with teaching presence and cognitive presence as well as self-regulation. No direct relationship between self-efficacy on learning engagement was found; however, the relationship between self-efficacy and learning engagement was fully mediated by self-regulation, teaching presence, and cognitive presence. Self-regulation had a positive relationship with both cognitive presence and learning engagement. Teaching presence had a positive impact on cognitive presence, but not on learning engagement. However, cognitive presence fully mediated the relationship between teaching presence and learning engagement. In effect, this study lends support to the significance of the role of cognitive presence in online learning.

The increasing attention to Machine Learning (ML) in K-12 levels and studies exploring a different aspect of research on K-12 ML has necessitated the need to synthesize this existing research. This study systematically reviewed how research on ML teaching and learning in K-12 has fared, including the current area of focus, and the gaps that need to be addressed in the literature in future studies. We reviewed 43 conference and journal articles to analyze specific focus areas of ML learning and teaching in K-12 from four perspectives as derived from the data: curriculum development, technology development, pedagogical development, and teacher training/professional development. The findings of our study reveal that (a) additional ML resources are needed for kindergarten to middle school and informal settings, (b) further studies need to be conducted on how ML can be integrated into subject domains other than computing, (c) most of the studies focus on pedagogical development with a dearth of teacher professional development programs, and (d) more evidence of societal and ethical implications of ML should be considered in future research. While this study recognizes the present gaps and direction for future research, these findings provide insight for educators, practitioners, instructional designers, and researchers into K-12 ML research trends to advance the quality of the emerging field.

Purpose The purpose of this study is to determine what technological strategies were used within each of the phases of the ADDIE framework when developing content for professional training. The study also examined the affordances of those technologies in training. Design/methodology/approach A PRISMA systematic review methodology (Moher et al., 2015) was utilized to answer the four questions guiding this study. Specifically, the PRISMA extension Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Protocols (PRISMA-P, Moher et al., 2015) was used to direct each stage of the research, from the literature review to the conclusion. In addition, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA principles; Liberati et al., 2009) are used to guide the article selection process. Findings The findings reveal that the majority of the studies were in healthcare (36%) and education (24%) and used an online format (65%). There was a wide distribution of ADDIE used with technology across the globe. The coding for the benefits of technology use in the development of the training solution revealed four trends: 1) usability, 2) learning approaches, 3) learner experience and 4) financial. Research limitations/implications This systematic review only examined articles published in English, which may bias the findings to a Western understanding of how technology is used within the ADDIE framework. Furthermore, the study examined only peer-review academic articles from scholarly journals and conferences. While this provided a high level of assurance about the quality of the studies, it does not include other reports directly from training providers and other organizations. Practical implications These findings can be used as a springboard for training providers, scholars, funders and practitioners, providing rigorous insight into how technology has been used within the ADDIE framework, the types of technology, and the benefits of using technology. This insight can be used when designing future training solutions with a better understanding of how technology can support learning. Social implications This study provides insight into the uses of technology in training. Many of these findings and uses of technology within ADDIE can also transfer to other aspects of society. Originality/value This study is unique in that it provides the scholarly community with the first systematic review to examine what technological strategies were used within each of the phases of the ADDIE structure and how these technologies provided benefits to developing a training solution.