TY - BOOK T1 - Distributed Learning Ecosystems. Concepts, Resources, and Repositories Y1 - 2023 A1 - Otto, Daniel A1 - Scharnberg, Gianna A1 - Michael Kerres A1 - Zawacki-Richter, Olaf KW - evaluation KW - OER KW - open education PB - Springer Nature CY - Berlin ER - TY - CHAP T1 - Introduction T2 - Distributed Learning Ecosystems. Concepts, Resources, and Repositories Y1 - 2023 A1 - Otto, Daniel A1 - Scharnberg, Gianna A1 - Michael Kerres A1 - Zawacki-Richter, Olaf JF - Distributed Learning Ecosystems. Concepts, Resources, and Repositories PB - Springer Nature CY - Berlin ER - TY - CHAP T1 - Lernpfade in adaptiven und künstlich-intelligenten Lernprogrammen: Eine kritische Analyse aus mediendidaktischer Sicht T2 - Künstliche Intelligenz in der Bildung Y1 - 2023 A1 - Michael Kerres A1 - Buntins, Katja A1 - Buchner, Josef A1 - Drachsler, Hendrik A1 - Zawacki-Richter, Olaf ED - de Witt, Claudia ED - Gloerfeld, Christina ED - Wrede, Silke E. AB -

Der Beitrag kontrastiert interaktive, adaptive sowie künstlich-intelligente Lernprogramme. Adaptive und KI-basierte Anwendungen erweisen sich in der Entwicklung als aufwändiger und haben sich bislang nicht durchsetzen können. Um die Chancen dieser Technologien abzuschätzen, werden ihre Möglichkeiten verglichen. Adaptive Lernprogramme eignen sich vor allem für den Erwerb von Fertigkeiten, KI-basierte Lösungen, wenn sich ein Expertisemodell nicht explizieren lässt. Benannt werden didaktische und pädagogische Herausforderungen, denen sich KI-basierte Lernanwendungen künftig stellen müssen.

JF - Künstliche Intelligenz in der Bildung PB - Springer VS CY - Wiesbaden UR - https://link.springer.com/book/10.1007/978-3-658-40079-8 ER - TY - JOUR T1 - Elements of Open Education: An Invitation to Future Research JF - International Review of Research in Open and Distributed Learning Y1 - 2020 A1 - Zawacki-Richter, Olaf A1 - Michael Kerres A1 - et al. AB -

Elements of Open Education: An Invitation to Future Research

authored by "The COER Group, Center for Open Education Research (COER), University of Oldenburg, Germany"


Olaf Zawacki-Richter1, Dianne Conrad2, Aras Bozkurt3, Cengiz Hakan Aydin3, Svenja Bedenlier4, Insung Jung5, Joachim Stöter6, George Veletsianos7, Lisa Marie Blaschke1, Melissa Bond8, Andrea Broens1, Elisa Bruhn1, Carina Dolch1, Marco Kalz9, Michael Kerres10, Yasar Kondakci11, Victoria Marin1, Kerstin Mayrberger12, Wolfgang Müskens1, Som Naidu13, Adnan Qayyum14, Jennifer Roberts15, Albert Sangrà16, Frank Senyo Loglo1, Patricia J. Slagter van
Tryon17, Junhong Xiao18

1University of Oldenburg, Germany, 2Athabasca University, Canada, 3Anadolu University, Turkey, 4Friedrich-Alexander- University Erlangen-Nürnberg, Germany, 5International Christian University, Tokyo, Japan, 6University of Oldenburg, Germany, 7 Royal Roads University, Canada, 8 University College London, UK, 9 Heidelberg University of Education, Germany, 10 University of Duisburg-Essen, Germany, 11 Middle East Technical University, Turkey, 12 University of Hamburg,
Germany, 13 The University of the South Pacific, The Republic of Fiji, 14 Penn State University, State College, USA, 15 University of South Africa, South Africa, 16 Universitat Oberta de Catalunya, Spain, 17 East Carolina University, USA, 18 Shantou Radio & Television University, China

 

VL - 21 IS - 3 ER - TY - JOUR T1 - Facilitating student engagement in higher education through educational technology: A narrative systematic review in the field of education JF - Contemporary Issues in Technology and Teacher Education Y1 - 2020 A1 - Melissa Bond A1 - Bedenlier, Svenja A1 - Buntins, Katja A1 - Michael Kerres A1 - Zawacki-Richter, Olaf AB -

Developing, sustaining, and improving student engagement is of vital importance to higher education instructors. Educational technology has been linked to student engagement, and preservice and in-service teachers need to develop information communication and technology (ICT) skills and knowledge to apply them in the classroom as well as to develop ICT skills in students. Thus, further investigation of this link in the field of education is needed. This narrative systematic review is a synthesis of 42 peer-reviewed articles from across four international databases, published between 2007-2016 and is a subset of a larger systematic review. The results indicate that the majority of research has been undertaken within undergraduate preservice teacher education, predominantly in the US, Hong Kong, and the UK, with limited attention given to grounding research in theory. This review found educational technology supports student engagement, with behavioral and affective being the most prevalent dimensions. Social networking tools (SNT), knowledge organization and sharing tools, text-based tools, and website creation tools were the most effective at promoting engagement. However, caution is needed when employing SNT and assessment tools, as they were also more likely to lead to disengagement. Further research is needed on how educational technology affects disengagement, how tools are used in online teacher education programs, and how to effectively integrate SNT in education programs.

VL - 20 UR - https://citejournal.org/volume-20/issue-2-20/general/facilitating-student-engagement-in-higher-education-through-educational-technology-a-narrative-systematic-review-in-the-field-of-education IS - 2 ER - TY - JOUR T1 - Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities JF - Australasian Journal of Educational Technology, Y1 - 2020 A1 - Bedenlier, Svenja A1 - Melissa Bond A1 - Buntins, Katja A1 - Zawacki-Richter, Olaf A1 - Michael Kerres AB -

Understanding how educational technology can enhance student engagement is becoming increasingly necessary in higher education, and particularly so in arts and humanities, given the communicative nature of courses. This narrative systematic review synthesises 42 peer-reviewed arts and humanities articles published between 2007-2016, indexed in four international databases. The results indicate that the majority of research has been undertaken in language learning, predominantly in East Asian countries, with limited grounding of research in theory. This review found that educational technology supports student engagement, with behavioural engagement by far the most prevalent dimension. Affective engagement was the lowest observed dimension, with affective disengagement the most prevalent negative dimension. Blogs, mobile learning, and assessment tools were the most effective at promoting engagement. However, caution and education in how to use technology are needed, as any use not underpinned by effective and informed pedagogy can also lead to students feeling overwhelmed and disengaging from learning. Further research is needed on online collaboration, as well as international courses that offer cross-cultural opportunities for language use, and the increased use of qualitative methods is also advised.

VL - 36 UR - https://ajet.org.au/index.php/AJET/article/view/5477 IS - 4 ER - TY - CHAP T1 - Learning by Doing? Reflections on Conducting a Systematic Review in the Field of Educational Technology T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application Y1 - 2020 A1 - Bedenlier, Svenja A1 - Melissa Bond A1 - Buntins, Katja A1 - Zawacki-Richter, Olaf A1 - Michael Kerres AB -

Drawing on an example of a large systematic review that was conducted on the use of educational technology and student engagement in higher education, we provide practical insights into how we proceeded throughout the review phases. Readers and researchers embarking on a systematic review themselves might find the contents of this chapter useful, in order to better prepare themselves for issues that can arise when undertaking such an endeavour.

JF - Systematic Reviews in Educational Research: Methodology, Perspectives and Application PB - Springer Nature CY - Wiesbaden UR - https://doi.org/10.1007/978-3-658-27602-7_7 N1 -

https://plu.mx/plum/a/?doi=10.1007%2F978-3-658-27602-7_7

ER - TY - JOUR T1 - Mapping research in student engagement and educational technology in higher education: a systematic evidence map. JF - International Journal of Educational Technology in Higher Education Y1 - 2020 A1 - Melissa Bond A1 - Buntins, Katja A1 - Bedenlier, Svenja A1 - Zawacki-Richter, Olaf A1 - Michael Kerres KW - Educational technology KW - Evidence map KW - Higher education KW - Student engagement KW - Systematic review AB -

Digital technology has become a central aspect of higher education, inherently affecting all aspects of the student experience. It has also been linked to an increase in behavioural, affective and cognitive student engagement, the facilitation of which is a central concern of educators. In order to delineate the complex nexus of technology and student engagement, this article systematically maps research from 243 studies published between 2007 and 2016. Research within the corpus was predominantly undertaken within the United States and the United Kingdom, with only limited research undertaken in the Global South, and largely focused on the fields of Arts & Humanities, Education, and Natural Sciences, Mathematics & Statistics. Studies most often used quantitative methods, followed by mixed methods, with little qualitative research methods employed. Few studies provided a definition of student engagement, and less than half were guided by a theoretical framework. The courses investigated used blended learning and text-based tools (e.g. discussion forums) most often, with undergraduate students as the primary target group. Stemming from the use of educational technology, behavioural engagement was by far the most often identified dimension, followed by affective and cognitive engagement. This mapping article provides the grounds for further exploration into discipline-specific use of technology to foster student engagement.

VL - 17 IS - 2 ER - TY - Generic T1 - Student Engagement und digitales Lernen Kontextuelle Validierung eines Systematic Review mit E-Learning-Akteuren an Hochschulen T2 - 27. Tagung der Gesellschaft für Medien in der Wissenschaft Y1 - 2020 A1 - Vonarx, Anne A1 - Buntins, Katja A1 - Michael Kerres A1 - Stöter, Joachim A1 - Zawacki-Richter, Olaf A1 - Bedenlier, Svenja A1 - Melissa Bond ED - Müller-Werder, Claude ED - Erlemann, Jennifer KW - Student engagement KW - Systematic review AB -

Systematic Reviews und Metaanalysen gewinnen in den Bildungswissenschaft en zunehmend an Bedeutung. Mit dieser Entwicklung einher geht die Frage nach der Allgemeingültigkeit der Ergebnisse. Ein Grund hierfür kann ein wechselseitiger ScientistPractitioner Gap sein. In dieser Studie stellen wir die Ergebnisse einer kontextuellen Validierung mit E-Learning-Akteuren aus den Bildungswissenschaft en vor. Mit diesen wurden in einem Onlinefragebogen die Ergebnisse aus einem Systematic Review validiert. Das Systematic Review ging der Frage nach, inwieweit der Einsatz von Lerntechnologien das Student Engagement in bildungswissenschaft lichen Studienangeboten an Hochschulen beeinflusst. Die kontextuelle Validierung zeigt deutliche Unterschiede im Grad der Zustimmung. Bildungswissenschaft liche Erkenntnisse und Aussagen in Bezug auf die Medienkompetenz erlangen deutlich höhere Zustimmungswerte als Items im Bereich der Lerntechnologie selbst. Die Ergebnisse werden diskutiert.

JF - 27. Tagung der Gesellschaft für Medien in der Wissenschaft PB - Waxmann CY - Winterthur SN - 978-3-8309-4244-3 UR - https://www.waxmann.com/waxmann-buecher/?tx_p2waxmann_pi2%5Bbuchnr%5D=4244&tx_p2waxmann_pi2%5Baction%5D=show ER - TY - Generic T1 - Student Engagement und digitales Lernen: Kontextuelle Validierung eines Systematic Review mit E-Learning-Akteuren an Hochschulen T2 - Seamless Learning – lebenslanges, durchgängiges Lernen ermöglichen, Jahrestagung der Gesellschaft für Medien in der Wissenschaft Y1 - 2020 A1 - Vonarx, Anne A1 - Buntins, Katja A1 - Michael Kerres A1 - Stöter, Joachim A1 - Zawacki-Richter, Olaf A1 - Bedenlier, Svenja A1 - Melissa Bond ED - Müller Werder, Claude ED - Erlemann, Jennifer JF - Seamless Learning – lebenslanges, durchgängiges Lernen ermöglichen, Jahrestagung der Gesellschaft für Medien in der Wissenschaft PB - Waxmann CY - Winterthur VL - 77 SN - 978-3-8309-4244-3 UR - https://www.waxmann.com/waxmann-buecher/?no_cache=1&tx_p2waxmann_pi2%5Bbuch%5D=BUC127157&tx_p2waxmann_pi2%5Baction%5D=show&tx_p2waxmann_pi2%5Bcontroller%5D=Buch&cHash=0d52f9b15df860e06867301b87d87539 ER - TY - BOOK T1 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application Y1 - 2020 A1 - Zawacki-Richter, Olaf A1 - Michael Kerres A1 - Buntins, Katja A1 - Melissa Bond A1 - Bedenlier, Svenja AB -

In this open access edited volume, international researchers of the field describe and discuss the systematic review method in its application to research in education. Alongside fundamental methodical considerations, reflections and practice examples are included and provide an introduction and overview on systematic reviews in education research.

https://plu.mx/plum/a/?doi=10.1007/978-3-658-27602-7

PB - Springer Nature CY - Berlin SN - 978-3-658-27602-7 UR - https://link.springer.com/book/10.1007/978-3-658-27602-7 ER - TY - JOUR T1 - The position of Distance Education in a journal network JF - Distance Education Y1 - 2019 A1 - Zawacki-Richter, Olaf A1 - Buntins, Katja KW - citation analysis KW - distance education KW - impact KW - journal network KW - scientific communication AB -

On the occasion of the 40th anniversary of the journal Distance Education (DE), this study explores the position of this journal in a network of open and distance education, educational technology and learning design publications. A citation network analysis was undertaken to explore the scholarly communication network of distance education, using articles published in DE from 1980 onwards (n = 656), alongside references cited in those articles (n = 16,729), as well as articles (n = 6003) and associated references (n = 164,444) published in 22 leading journals indexed in the Web of Science between 2014 and 2019. A distinction is made between a narrower (intra-DE) and a wider (inter-journal) distance education network. The study reveals DE’s relationship to the wider educational technology community over time and identifies the most prolific journals and authors in this network.

ER - TY - CHAP T1 - Mediendidaktische Forschung aus Deutschland im Kontext der internationalen Diskussion. Eine Auswertung englischsprachiger Publikationsorgane von 2008 bis 2017 T2 - Digitalisierung und Hochschulentwicklung. Proceedings zur 26. Tagung der Gesellschaft für Medien in der Wissenschaft e.V. Y1 - 2018 A1 - Buntins, Katja A1 - Bedenlier, Svenja A1 - Melissa Bond A1 - Michael Kerres A1 - Zawacki-Richter, Olaf ED - Getto, Barbara ED - Patrik Hintze ED - Michael Kerres AB -

Der Beitrag geht der Frage nach, wie sich aus Deutschland stammende Forschung zu Fragen des Lernens mit digitalen Medien zum internationalen bzw. englischsprachigen Diskurs, der üblicherweise mit dem Label „Educa tional Technology “versehen wird, verhält bzw. welche Unterschiede und Gemein samkeiten bestehen. Vorgestellt werden Ergebnisse einer quantitativen Textanalyse und andere bibliometrische Analysen, die a) zentrale Forschungsthemen benennen und b) Unterschiede zwischen den Publikationen aus deutschen und anderen Forschungseinrichtungen identifizieren. Der Beitrag diskutiert dabei, welche Erkenntnisse aus solchen Analysen gewonnen werden können, und wo ihre Grenzen sind.

JF - Digitalisierung und Hochschulentwicklung. Proceedings zur 26. Tagung der Gesellschaft für Medien in der Wissenschaft e.V. PB - Waxmann CY - Essen VL - 74 ER - TY - CONF T1 - Systematic Reviews in Educational Technology Research: Potential and pitfalls T2 - EdMedia Y1 - 2018 A1 - Melissa Bond A1 - Bedenlier, Svenja A1 - Buntins, Katja A1 - Michael Kerres A1 - Zawacki-Richter, Olaf JF - EdMedia PB - AACE CY - Amsterdam UR - https://www.researchgate.net/publication/325987954_Systematic_Reviews_in_Educational_Technology_Research_Potential_and_Pitfalls ER -