Review Of Educational Research Research Articles

Ethics, publication andThe Clinical Teacher

Ethics, publication and<i>The Clinical Teacher</i>

Are contextual and designed student–student interaction treatments equally effective in distance education?

This systematic review draws from and builds upon the results of a meta-analysis of the achievement effects of three types of interaction treatments in distance education: student–student, student–teacher, and student–content (Bernard et al., Review of Educational Research, 79(3), 1243–1289, 2009). This follow-up study considers two forms of student–student interaction treatments, contextual interaction and designed interaction. Typical contextual interaction treatments contain the necessary conditions for student–student interaction to occur, but are not intentionally designed to create collaborative learning environments. By contrast, designed interaction treatments are intentionally implemented collaborative instructional conditions for increasing student learning. Our meta-analysis compared the effect of these two types of interaction treatments on student achievement outcomes. The results favored designed interaction treatments over contextual interaction treatments. Examples of designed interaction treatments and a discussion of study results and their potential implications for research and instruction in distance education and online learning are presented.

How has problem based learning fared in Pakistan?

To conduct a systematic review of primary research in undergraduate medical education in Pakistan in order to evaluate PBL programs, examine outcomes and competencies influenced by PBL, and compare them with conventional learning (lecture based learning, LBL). Qualitative content analysis. Rawalpindi Medical College, Rawalpindi, from June 2010 - February 2011. Literature was searched using online resources. Studies evaluating outcomes influenced by PBL, or comparing PBL with lecture based learning (LBL) were selected. Due to heterogeneity, a qualitative content analysis was performed in which studies were classified according to the methods of assessment; results were then summarized by outcome and frequencies were calculated. Eleven studies were included. Apart from knowledge acquisition, students gave high ratings to PBL in selected outcomes, alone, and in comparison with LBL. There was a disagreement among results of studies that evaluated knowledge acquisition alone. Based on student perceptions, PBL has many advantages. However, the results of this review are limited due to heterogeneity and methodological weakness of studies, specially the studies that compared exam scores to assess knowledge acquisition.

A framework for the ethics review of education research

Medical EducationVolume 46, Issue 8 p. 731-733 commentaries A framework for the ethics review of education research Jonneke I Eikelboom, Jonneke I Eikelboom Utrecht, the NetherlandsSearch for more papers by this authorOlle Th J ten Cate, Olle Th J ten Cate Utrecht, the NetherlandsSearch for more papers by this authorDebbie Jaarsma, Debbie Jaarsma Amsterdam, the NetherlandsSearch for more papers by this authorJanet A N Raat, Janet A N Raat Groningen, the NetherlandsSearch for more papers by this authorLambert Schuwirth, Lambert Schuwirth Adelaide, South Australia, AustraliaSearch for more papers by this authorJohannes J M van Delden, Johannes J M van Delden Utrecht, the NetherlandsSearch for more papers by this author Jonneke I Eikelboom, Jonneke I Eikelboom Utrecht, the NetherlandsSearch for more papers by this authorOlle Th J ten Cate, Olle Th J ten Cate Utrecht, the NetherlandsSearch for more papers by this authorDebbie Jaarsma, Debbie Jaarsma Amsterdam, the NetherlandsSearch for more papers by this authorJanet A N Raat, Janet A N Raat Groningen, the NetherlandsSearch for more papers by this authorLambert Schuwirth, Lambert Schuwirth Adelaide, South Australia, AustraliaSearch for more papers by this authorJohannes J M van Delden, Johannes J M van Delden Utrecht, the NetherlandsSearch for more papers by this author First published: 16 July 2012 https://doi.org/10.1111/j.1365-2923.2012.04293.xCitations: 18 Jonneke Eikelboom, University Medical Centre Utrecht, Julius Centre for Medical Ethics, Universiteitsweg 100, 3584 CG Utrecht, the Netherlands. Tel: 00 31 887 551348; Fax: 00 31 8875 5485; E-mail: j.i.dankerlui-eikelboom-2@umcutrecht.nl Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume46, Issue8August 2012Pages 731-733 RelatedInformation

Between Purpose and Method: A Review of Educational Research on 3D Virtual Worlds

This study aims to enhance our holistic understanding of 3D virtual worlds by providing a detailed analysis of the research methods and research trends related to the research of 3D virtual worlds for educational environments. Data was collected by searching for the ubiquitous term, "virtual world," from databases. Snowball sampling was also employed. The researchers critically analyzed the literature as data focusing on how virtual worlds were applied in individual studies, what research methods were used, and what disciplines were examined in the studies. The results indicate that virtual worlds are mainly used for the simulation of space, and they are used in different ways depending on discipline and descriptive research methods were most used in research studies on the educational applications of virtual worlds, experimental approaches are increasingly being used by researchers. Based on these results, this study suggests an appropriate research direction for the application of virtual worlds in educational contexts in the future.

The development of distance education in the Russian Federation and the former Soviet Union

&lt;!-- @font-face { font-family: "Cambria Math"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0cm 0cm 0.0001pt; line-height: 200%; font-size: 12pt; font-family: "Times New Roman"; }p.Abstract, li.Abstract, div.Abstract { margin: 18pt 1cm 15pt 36pt; line-height: 150%; font-size: 11pt; font-family: "Times New Roman"; }p.AbstractCxSpFirst, li.AbstractCxSpFirst, div.AbstractCxSpFirst { margin: 18pt 1cm 0.0001pt 36pt; line-height: 150%; font-size: 11pt; font-family: "Times New Roman"; }p.AbstractCxSpMiddle, li.AbstractCxSpMiddle, div.AbstractCxSpMiddle { margin: 0cm 1cm 0.0001pt 36pt; line-height: 150%; font-size: 11pt; font-family: "Times New Roman"; }p.AbstractCxSpLast, li.AbstractCxSpLast, div.AbstractCxSpLast { margin: 0cm 1cm 15pt 36pt; line-height: 150%; font-size: 11pt; font-family: "Times New Roman"; }.MsoChpDefault { font-size: 10pt; }div.WordSection1 { page: WordSection1; } --&gt;&lt;p class="Abstract"&gt;Distance education in the present Russian Federation and former Soviet Union has a long tradition that prevails to this day. The majority of students in Russia are enrolled in distance learning programs. The numbers indicate the existence of a well-established system for distance education, of which little is known in Western literature. A review of distance education research in the Anglo-American sphere showed that within the past 10 years not a single article dealing with the Russian system was published. Consequently, within international DE research Russia remains uncharted territory. The following explorative study introduces the educational and tertiary educational system and presents current statistical data while emphasizing the historical perspective to further describe how the distance education system is embedded therein. In order to discuss current practice in this field, one of the biggest higher distance education institutions in Moscow with approximately 110,000 students is used as an example.&lt;/p&gt;

The importance of place in indigenous science education

In this issue of Cultural Studies of Science Education, Mack and colleagues (Mack et al. 2011) seek to identify the necessary components of science education in Indigenous settings. Using a review of current research in informal science education in Indigenous settings, along with personal interviews with American educators engaged in these programs, the authors suggest some effective practices to use Indigenous ways of knowing to strengthen science programming. For the past 4 years, we have been interested in the importance of place in culturally relevant science education. We have explored the role of place and have used Gruenewald’s critical pedagogy of place (2003) to examine the importance of place in a variety of Indigenous contexts. In response to Mack and colleagues, in this paper we explore the importance of place as a means to reinhabituate Indigenous youth who live in urban, First Nation, and rural Costa Rican contexts.

As Accessible as a Book on a Library Shelf: The Imperative of Routine Simulation in Modern Health Care

As Accessible as a Book on a Library Shelf: The Imperative of Routine Simulation in Modern Health Care

Review of doctoral research in English language education in the Philippines, Singapore and Malaysia (2007–2010)

This review highlights recent doctoral research in English language education and related areas completed between 2007 and 2010 in three countries in Southeast Asia: Singapore, Malaysia and the Philippines. Out of sixty dissertations initially chosen from major universities in these countries, five from the Philippines, four from Malaysia and three from Singapore were selected for review, the selection being based mainly on their quality of work and representation of key areas of intellectual work in the field in these countries. This review shows how the shared postcolonial identities of these countries and their unique sociohistorical locations help explain the coalescing and diverging agendas and trajectories in English language education doctoral research in the region. Much of the work affirms the dominant intellectual position of the West as the producer of knowledge, so there is a need to reposition the intellectual stance of research in English language education in the region within and emerging from its multilingual but unequally globalizing landscapes. Thus, there is an urgent need for more nuanced attention to socio-cultural factors that impact on English language education in the three countries under review, which, in turn, can help scholars produce new knowledge that can contribute to academic conversations in the field.

Review of the Meta-Analysis Research in Special Education and Related Field

Review of the Meta-Analysis Research in Special Education and Related Field

Deconstructing Quality in Education Research

Deconstructing Quality in Education Research

We’re Creative on a Friday Afternoon: Investigating Children’s Perceptions of their Experience of Design &amp; Technology in Relation to Creativity

In the last 15 years there has been an increased emphasis in both educational research and curriculum development upon investigating children’s perspectives of their experience of learning. Children naturally have very particular and important insights to offer in helping us to develop our understanding of teaching and learning. However, research into children’s perceptions in the field of primary Design & Technology education is still at a very early stage (Lunt in International handbook of research and development in technology education, Sense Publishers, Utrecht, 2009a). For example, in three reviews of educational research in Design & Technology (Kimbell in A guide to educational research, The Woburn Publishers, London, 1996; Eggleston in Teaching and learning design and technology: a guide to recent research and its applications, Continuum, London, 2000; Harris and Wilson in Designs on the curriculum? A review of the literature on the impact of design and technology in schools, Department for Education and Skills, London, 2003) there are only passing references made to eliciting and considering pupils’ views and, in the studies where it does occur, it is used as a supplementary method of data collection rather than as a focus of research. The work which exists is small-scale and the majority of studies relate to secondary-aged pupils. The research that we have recently undertaken has tried to redress this gap. It has focused on primary children’s (aged 9–11 years) perceptions of Design & Technology in general (Benson and Lunt in PATT 18 international conference on design and technology educational research: teaching and learning technological literacy in the classroom, University of Glasgow, Glasgow, 2007) and latterly creativity in Design & Technology. It has been claimed by many that Design & Technology is a ‘creative’ subject which develops children’s creative abilities. This is a bold claim and one that needs careful consideration. This paper sets out a framework for thinking about creativity drawn from a review of the literature and uses evidence of children’s perceptions of their experience of Design & Technology to compare practice with theory in an attempt to raise questions and issues relevant to both policy and practice.

Errata

Condron, D. J. (2011). Egalitarianism and Educational Excellence: Compatible Goals for Affluent Societies? Educational Researcher, 40(2), 47–55. (Original DOI: 10.3102/0013189X11401021) The wrong source was given for the International Database Analyzer. The Analyzer is provided by the International Association for the Evaluation of Educational Achievement (IEA). It can be downloaded by visiting http://www.iea.nl/fileadmin/user_upload/IEA_Software/IDBAnalyzer_PISA_Setup.exe . Proctor, C. P., &amp; Silverman, R. D. (2011). Confounds in Assessing the Associations Between Biliteracy and English Language Proficiency. Educational Researcher, 40(2), 62–64. (Original DOI: 10.3102/0013189X11403138) In Table 2, the sample mean (SD) for English Language should have been 91.9 (15.4), and the sample mean (SD) for English Reading should have been 90.7 (17.26). Editors Appointed for Review of Research in Education. (2011). Educational Researcher, 40(2), 67. (Original DOI: 10.3102/0013189X11403997) Christian Faltis’s journal editorships were described incorrectly. He has served as editor of the TESOL Journal and of Educational Researcher’s Research News and Comment section and is editor of Teacher Education Quarterly.

Review of open and distance education research in Asia

Cet article presente l’Asian Journal of Distance Education (AJDE), et offre un panorama et une analyse critique de la recherche sur l’enseignement a distance en Asie. L’AJDE est la seule revue scientifique accreditee pour toute l’Asie – dans une large acception geographique – et a publie des travaux emanant pratiquement de la cinquantaine de pays concernee. L’objectif de cette analyse est d’identifier ce que la recherche exprime aujourd’hui, et ce qui devrait faire l’objet de nouvelles recherches, notamment dans l’Asie rurale. La conception et la qualite des supports d’enseignement devraient a present beneficier de temps et de financements : de toutes les interactions impliquees ce sont celles entre l’etudiant et les supports d’enseignement qui priment.DOI:10.3166/DS.9.13-26 © Cned/Lavoisier 2011

Editors Appointed for Review of Research in Education

Editors Appointed for <i>Review of Research in Education</i>

Erratum

The wrong abbreviation was used to represent the Review of Research in Education, for which Kathryn M. Borman, Arnold B. Danzig, and David R. Garcia were appointed as coeditors of the 2012 and 2014 editions, with Terrence G. Wiley to join as coeditor for 2014. The correct abbreviation is RRE.

Leonardo and Worrell Incoming Editors of the Review of Educational Research

Leonardo and Worrell Incoming Editors of the <i>Review of Educational Research</i>

One chairperson’s experience of ethical review: balancing principle, convention, relationship and risk in educational research

The author’s experience of ethical review over six years as an academic member and chairperson of a university human ethics committee has been largely positive and educative. The account brings together archival records and personal experience to create a ‘transactive’ account of the practical experience of doing ethical review in one university setting. The first part briefly considers the limitations in some common criticisms made of human ethics committees; the second gives a brief personal biography of committee membership; the third uses trend data to exemplify the range of activity in one institutional human ethics committee; and the fourth part uses selected incidents to illustrate discursive tensions of ethical principle, discipline, relationship and risk specific to educational research. The conclusion tentatively suggests some utilitarian steps toward a more informed view of the work of institutional human ethics committees in the review of educational research.

Cooperation and Integration: Recommendations for Transatlantic Energy Security

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Development of Disruptive Open Access Journals

Open access (OA) publication has emerged, with disruptive effects, as a major outlet for scholarly publication. OA publication is usually associated with on-line distribution and provides access to scholarly publications to anyone, anywhere–regardless of their ability to pay subscription fees or their association with an educational institution. The article overviews the growth and impact of OA publication in Canada and elsewhere. The article also presents a case study of the evolution over its first nine years of the International Review of Research in Open and Distance Education (IRRODL). IRRODL has become the most widely read and widely cited journal in the distance education and open learning community, yet it continues to struggle for recognition by some academics, funding, and rating organizations.&#x0D; In this article IRRODL’s editors document the challenges involved in leading the charge for equal support for open access journals from Canada’s research funding organizations and for review and accreditation from commercial and non-commercial review services. In its literature review section the article looks at scholarly works documenting and comparing on-line journals to ones that publish in paper only, or in which access is restricted behind the walls of licensed use.&#x0D; &#x0D; The article also documents issues related to various innovations, including production of articles in both text and audio formats, and the challenges of incorporating more interactive media into a scholarly, peer- reviewed journal. Data is produced demonstrating the ways in which 72 CJHE / RCES Volume 39, No. 3, 2009 influence and impact for open access journals can be measured, including hit rates and citations reference data from Google Scholar. The article concludes with a description and discussion of the advantages and challenges of using review and publication management tools such as Open Journal System in the production of open access journals.&#x0D;