Perspectives on University Students’ Self-Regulated Learning, Task-Avoidance, Time Management and Achievement in a Flipped Classroom Context

Peer reviewe

Transforming Higher Education Teaching and Learning Environments – Introduction to the Special Issue -Editorial

Non peer reviewe

Key Components of Learning Environments in Creating a Positive Flipped Classroom Course Experience

Peer reviewe

Students’ self-efficacy in self-regulation together with behavioural and emotional strengths: investigating their self-perceptions

Students’ self-perceptions are a foundation for educational and psychosocial development. In order to investigate self-perceptions, we need to recognise the preconceptions (e.g. doubts and confidence) students hold about themselves. In this study, we examined 10–16-year-old students’ (N=599) self–perceptions from the viewpoints of the sources of self-efficacy in self-regulation and behavioural and emotional strengths. Specifically, we used descriptive analyses to examine whether students’ ages or received pedagogical support played a role in how they perceived themselves, and whether these viewpoints are related to each other. Our results indicate that, in general, primary school students perceived their sources of self-efficacy in self-regulation and strengths more positively than did lower secondary school students. However, the experience of stress and anxiety in task situations did not differ between the groups. Further, pedagogical support did not play a significant role in how primary school students perceived themselves, whereas in lower secondary school, significant differences were found in several areas. Finally, we found that the sources of self–efficacy in self-regulation and strengths were related in both primary and lower secondary school settings

More than fabricated news reports: Children’s perspectives and experiences of fake news

This study aims to explore what kinds of social media services children use in their everyday lives, how children describe their strategies for spotting fake news, and what kinds of fake news they report having encountered in their lived experiences. The article is based on an online questionnaire conducted in Finnish comprehensive schools with children and young people (N = 167) aged 12–15. The results show that children are active users of various social media services and that they accessed social media every day. Children perceived the fake news as much more than fabricated news reports and weaved them together with ordinary lies, rumors, and false information shared in the form of links, videos, posts, messages, and stories. Children recognized that fake news can be produced and shared by anyone with various intentions, including financial and ideological gains, but also personal gains of digital capital, causing confusion, cheating, pranking, and bullying. Children also provided examples of various kinds of myths, rumors, and false information spreading in their online communities. Notably, children typically described fake news in terms of its believability and intentions, but deeper-level evaluation strategies, such as the evaluation of the quality and consistency of evidence, were much less discussed. The results contribute to the body of literature by providing children’s perspectives regarding the complex problem of fake news and signal the need to develop pedagogical approaches that help children to better understand the basic mechanisms of machine learning, including tracking and profiling, behavior/attention engineering, and psychometrics-based advertising

Differences in preservice teachers’ readiness to use ICT in education and development of TPACK

Education for the 21st century society requires the use of Information and Communication Technology (ICT) in education. This presents challenges for preservice teacher education. Thus, more cognate understanding about preservice teachers’ readiness to use ICT in education, coupled with knowledge related to ICT in education, is needed. Furthermore, it is important to understand that preservice teachers have various levels of readiness to use ICT in education, thereby creating a demand to investigate sub-groups within preservice teachers. This study focuses on differences of readiness and development of knowledge between preservice teachers’ based on two theoretical constructs: Theory of Planned Behavior and TPACK. Results indicate differences in readiness of preservice teachers’ sub-groups. Still, positive development trends in terms of knowledge of ICT in education can be found during the first two years of preservice teacher education. Limitations and future research are discussed

NE STEM 4U afterschool intervention leads to gains in STEM content knowledge for middle school youth

Afterschool interventions in STEM are linked to learning gains during the school day. These opportunities engage and excite students about STEM concepts since they observe a more hands-on, project-oriented approach. Often these opportunities for afterschool interventions are infrequent in nature and leave gaps for students in their maturation and understanding. Herein we describe the first report of an afterschool intervention, named NE STEM 4U, targeting socioeconomically disadvantaged middle school youth via a twice weekly, year-long intervention, studied across two years. We assessed the impact of this program on i.) short-term, individual student gains in STEM content knowledge and ii.) delivery of the program in terms of appropriateness for age group and content using the DoS observation tool. We observed statistically significant gains in STEM content knowledge over short-term assessment using a multiple-group, pre-test post-test research design comparing scores in content before and after the intervention. In this report, we highlight the impact of this nascent program in Omaha Public Schools

Students’ perspectives on the functionality of the flipped classroom approach in master’s thesis seminar

Research studies are an important part of educational sciences curricula in Finland. However, these studies are challenging to conduct, given the teacher-led activities, lack of social presence, engagement, collaborative working with and time management of students, and large-entity writing process management comprising this environment. Here, our aim was to develop a program of master’s thesis seminar higher education pedagogy that employed a flipped classroom (FC) approach. While the FC approach has been investigated in several contexts of higher education, it has only been minimally explored in the master’s thesis seminar. Participating students’ views and mixed-methods were used. Based on the quantitative results, students considered guidance and satisfaction high, and difficulty low. Moreover, the FC approach was seen as well-suited to, and preferred by, the students, while not being significantly straining. Based on the qualitative and mixed-methods results, FC was seen as functional, goal-oriented, and flexible, and team spirit and supervisor’s presence were considered to be positive. However, negative experiences were also identified, such as the amount of peer feedback possibilities and time usage. The results, discussion, limitations, and implications are presented in terms of research-based development work on FC approach-grounded master’s thesis seminars in higher education