‘Follow the Moon’ Development: Writing a Systematic Literature Review on Global Software Engineering Education

This presentation reflects on method and practice in Computer Science Education Research, through introducing the process of conducting a Systematic Literature Review. While Systematic Literature Reviews are an established research method within the Software Engineering discipline, they are a relatively unfamiliar research approach within Computer Science Education. Yet research disciplines can be strengthened by borrowing and adapting methods from other fields. I reflect on the rationale and underlying philosophy behind Systematic Reviews, and the implications for conducting a rigorous study and the quality of the resulting outputs. This chronicle of the journey of an ITiCSE working group, outlines the process we adopted and reflects on the methodological and logistical challenges we had to overcome in producing a review titled Challenges and Recommendations for the Design and Conduct of Global Software Engineering Courses. I conclude by discussing how systematic literature reviews can be adapted to an undergraduate teaching setting

Educational anomaly analytics : features, methods, and challenges

Anomalies in education affect the personal careers of students and universities' retention rates. Understanding the laws behind educational anomalies promotes the development of individual students and improves the overall quality of education. However, the inaccessibility of educational data hinders the development of the field. Previous research in this field used questionnaires, which are time- and cost-consuming and hardly applicable to large-scale student cohorts. With the popularity of educational management systems and the rise of online education during the prevalence of COVID-19, a large amount of educational data is available online and offline, providing an unprecedented opportunity to explore educational anomalies from a data-driven perspective. As an emerging field, educational anomaly analytics rapidly attracts scholars from a variety of fields, including education, psychology, sociology, and computer science. This paper intends to provide a comprehensive review of data-driven analytics of educational anomalies from a methodological standpoint. We focus on the following five types of research that received the most attention: course failure prediction, dropout prediction, mental health problems detection, prediction of difficulty in graduation, and prediction of difficulty in employment. Then, we discuss the challenges of current related research. This study aims to provide references for educational policymaking while promoting the development of educational anomaly analytics as a growing field. Copyright © 2022 Guo, Bai, Tian, Firmin and Xia

Emerging trends on the topic of Information Technology in the field of Educational Sciences: a bibliometric exploration

The paper presents a bibliometric analysis on the topic of Information Technology (IT) in the field of Educational Sciences, aimed at envisioning the research emerging trends. The ERIC data base is used as a consultation source; the results were subjected to productivity by authors, journals, and term co-occurrence analysis indicators for the period 2009-2013. The productivity of Computers & Education, and Turkish Online Journal of Educational Technology-TOJET, as well as the preceding authors from Canada, have been emphasized. The more used terms are the following: Information technology, foreign countries, educational technology, technology integration, and student attitudes. Researches performed here seem to have a largely qualitative character, highlighting computers and internet as the mostly explored technological objects. The largest subject matter trend refers to the integration of IT in the higher education learning context, and its incidence over the teaching methods

Understanding Communication Patterns in MOOCs: Combining Data Mining and qualitative methods

Massive Open Online Courses (MOOCs) offer unprecedented opportunities to learn at scale. Within a few years, the phenomenon of crowd-based learning has gained enormous popularity with millions of learners across the globe participating in courses ranging from Popular Music to Astrophysics. They have captured the imaginations of many, attracting significant media attention - with The New York Times naming 2012 "The Year of the MOOC." For those engaged in learning analytics and educational data mining, MOOCs have provided an exciting opportunity to develop innovative methodologies that harness big data in education.Comment: Preprint of a chapter to appear in "Data Mining and Learning Analytics: Applications in Educational Research

Methodological challenges for collaborative learning research

Research on collaborative learning, both face-to-face and computer-supported, has thrived in the past 10 years. The studies range from outcome-oriented (individual and group learning) to process-oriented (impact of interaction on learning processes, motivation and organisation of collaboration) to mixed studies. Collaborative learning research is multi-disciplinary. This introduces a multitude of theoretical accounts for collaborative learning, accompanied by a broad spectrum of methods to study processes and outcomes of collaboration. This special issue will provide an overview of methods that are at the core of current research effort, but also identifies opportunities and problems to sensibly combine methods into mixed method approaches

Interventions to increase referral and uptake to pulmonary rehabilitation in people with COPD: a systematic review.

Pulmonary rehabilitation (PR) reduces the number and duration of hospital admissions and readmissions, and improves health-related quality of life in patients with COPD. Despite clinical guideline recommendations, under-referral and limited uptake to PR contribute to poor treatment access. We reviewed published literature on the effectiveness of interventions to improve referral to and uptake of PR in patients with COPD when compared to standard care, alternative interventions, or no intervention. The review followed recognized methods. Search terms included "pulmonary rehabilitation" AND "referral" OR "uptake" applied to MEDLINE, EMBASE, CINAHL, PsycINFO, ASSIA, BNI, Web of Science, and Cochrane Library up to January 2018. Titles, abstracts, and full papers were reviewed independently and quality appraised. The protocol was registered (PROSPERO # 2016:CRD42016043762). We screened 5,328 references. Fourteen papers met the inclusion criteria. Ten assessed referral and five assessed uptake (46,146 patients, 409 clinicians, 82 hospital departments, 122 general practices). One was a systematic review which assessed uptake. Designs, interventions, and scope of studies were diverse, often part of multifaceted evidence-based management of COPD. Examples included computer-based prompts at practice nurse review, patient information, clinician education, and financial incentives. Four studies reported statistically significant improvements in referral (range 3.5%-36%). Two studies reported statistically significant increases in uptake (range 18%-21.5%). Most studies had methodological and reporting limitations. Meta-analysis was not conducted due to heterogeneity of study designs. This review demonstrates the range of approaches aimed at increasing referral and uptake to PR but identifies limited evidence of effectiveness due to the heterogeneity and limitations of study designs. Research using robust methods with clear descriptions of intervention, setting, and target population is required to optimize access to PR across a range of settings

Content analysis: What are they talking about?

Quantitative content analysis is increasingly used to surpass surface level analyses in Computer-Supported Collaborative Learning (e.g., counting messages), but critical reflection on accepted practice has generally not been reported. A review of CSCL conference proceedings revealed a general vagueness in definitions of units of analysis. In general, arguments for choosing a unit were lacking and decisions made while developing the content analysis procedures were not made explicit. In this article, it will be illustrated that the currently accepted practices concerning the ‘unit of meaning’ are not generally applicable to quantitative content analysis of electronic communication. Such analysis is affected by ‘unit boundary overlap’ and contextual constraints having to do with the technology used. The analysis of e-mail communication required a different unit of analysis and segmentation procedure. This procedure proved to be reliable, and the subsequent coding of these units for quantitative analysis yielded satisfactory reliabilities. These findings have implications and recommendations for current content analysis practice in CSCL research

Sustainable eLearning in a Changing Landscape: A Scoping Study (SeLScope)

The report begins by exploring the concept of sustainable e-learning - defining it and establishing its characteristics in the context of Higher Education. To ensure a sound and systematic process, the review is informed by a five-phase methodological framework for scoping reviews by Arksey and O'Malley (2005). Examples and perspectives on the concept of sustainable e-learning are summarised and key factors impacting on sustainability are abstracted. highlights potential gaps and suggests directions for further research on the topic