The next SIG 27 Conference 2022 will be held in Southhamptom
The theme of the 2022 SIG 27 conference is “Online measures at the crossroad of ethical and methodological challenges”. Many researchers using online measures are facing ethical challenges in collecting data and methodological challenges in analysing data. During this conference we would like to focus on these challenges and as a community we can further try to tackle these challenges through discussion and collaboration. The conference will yield a great platform for discussion and exchange of experience with different online measures such as multimodal and multichannel process measures, eye-tracking, brain-imaging methods, psychophysiological measures such as EDA and heart rate variability, video data, log data, observational data and the challenges that come along with them.
The conference will be jointly organized by the SIG 27 and the University of Southampton, England.
Jochem E. J. Aben – Dealing with errors while providing and processing peer-feedback on writing: A mixed-method approach
Florence van Meenen – Medical education students’ processing and use of (discrepant) peer feedback
Bertram Opitz – Feedback in the brain: the challenging case of the feedback-related negativity
Invited SIG symposium
SIG8 goes SIG27: Research on motivation and emotions in learning from a process-oriented perspective
Organiser: Hanna Järvenoja Chair: Hanna Järvenoja Discussant: Roger Azevedo
Jason Harley – Identifying and Addressing Gaps in Emotion Measurement: The Role of Theory and Multimodal Process Data
Tiina Törmänen – Utilizing multimodal process data to track students’ affect and regulation in collaborative learning
Thomas Martens – Data Granularity and Time Frame in Motivational Processes: Connecting Methods and Theories
Advancing SRL Research with Artificial Intelligence (AI)
Organiser: Andy Nguyen Chair: Inge Molenaar Discussant: Kshitij Sharma
Rick Dijkstra – Clustering students’ learning behaviour to measure Self-Regulated Learning
Muhterem Dindar – Exploring facial emotions synchrony within collaborative groups at dyadic and whole-group levels
Andy Nguyen – Exploring regulatory activities for socially shared regulation with AI machine learning
Interactive poster session
Sanna Järvelä – Researching socially shared regulation – Experimental and control group multimodal data study Anouk Bakker – A World of (Mis)Information Within a Mouse-Click’s Reach: Comprehending Multiple Digital Texts José Janssen – Evidence-based design guidelines for multimedia in assessment
Marcella Hoogeboom – How a combination of sensory data and process measures helps to understand (team) learning processes Jonna Malmberg – Capturing Children’s’ Metacognitive Thinking in Wicked Collaborative AI Task
Rianne Kooi – Self-regulated learning support in adaptive learning technologies
Aurora Troncoso-Ruiz – Online reading behavior and readers’ attention to source reliability in multiple digital texts Dorothy Duchatelet – How practice relates to performance in an online programming course
Parallel session 2
Paper – Eye-tracking in the classroom
Mandy Klatt – I see you – Expertise differences in the perception of classroom disruptions via mobile eye-tracking
Saswati Chaudhuri – Teacher-student relationship quality associates with teachers’ visual focus of attention in Grade 1
Vanda Capon-Sieber – Attention trajectories during a lesson
Markku Hannula – Reflections on research methods and ethics of mobile eye-tracking
Paper – Process data in digital learning tasks
Christin Lotz – Everything at once? – Orchestration of mono- & polytelic behavior while controlling complex problems
David Galbraith – The relationship between writing processes and the development of understanding
Kevin Ackermans – Development and Validation of an Instrument for Measuring ICT Skills for Personalized Learning
Jochanan Veerbeek – Using digital process data from a computerized CBM maze reading task
NoNSPD – Learning Analytics
Olaf Spittaels – Identifying learning analytics dashboards preferences in higher education
Systematic Reviews in Educational Research – an Open Acess Handbook
This new and Open Access Handbook of Systematic Reviews in Educational Research covers different aspects of a systematic review: methodical considerations, reflections as well as practical examples and applications. For example in Chapter 2 section 4 a reflection on Transparent Methodological Assessment of Studies is provided.
This book is edited by Olaf Zawacki-Richter, Michael Kerres, Svenja Bedenlier, Melissa Bond and Katja Buntins.
The full book can be downloaded from Springer for free as PDF or as EPUB.
All chapters can also be dowonloaded separately as PDF here.
Target Groups Researchers, instructors, and students in the field of education and related disciplines ISBN: Print ISBN 978-3-658-27601-0 Online ISBN 978-3-658-27602-7 DOI: https://doi.org/10.1007/978-3-658-27602-7 Licence: CC BY
Part 1: Methodological Considerations
Systematic Reviews in Educational Research: Methodology, Perspectives and Application
Mark Newman, David Gough
Reflections on the Methodological Approach of Systematic Reviews
Ethical Considerations of Conducting Systematic Reviews in Educational Research
Why Publish a Systematic Review: An Editor’s and Reader’s Perspective
Alicia C. Dowd, Royel M. Johnson
Part 2: Examples and Applications
Conceptualizations and Measures of Student Engagement: A Worked Example of Systematic Review
Joanna Tai, Rola Ajjawi, Margaret Bearman, Paul Wiseman
Learning by Doing? Reflections on Conducting a Systematic Review in the Field of Educational Technology
Svenja Bedenlier, Melissa Bond, Katja Buntins, Olaf Zawacki-Richter, Michael Kerres
Systematic Reviews on Flipped Learning in Various Education Contexts
Chung Kwan Lo
The Role of Social Goals in Academic Success: Recounting the Process of Conducting a Systematic Review
Naska Goagoses, Ute Koglin
The next JURE Conference 2018 will be held at the University of Antwerp, Belgium. JURE are the JUnior REsearcher (JURE) of the European Association for Learning and Instruction (EARLI).
The theme of the JURE Conference 2018 is “Learning and instruction with an impact – scaling up the skill, will and thrill of learning”. The conference presentations, workshops and keynotes will showcase the newest findings about the cognitive, motivational and emotional aspects of learning and highlight the practical implications for practice and policy.
JURE Conference 2018 Dates:
Conference: 02 – 06 July 2018
Submission NEW Second Roound Deadline (Expanded): 15.04.2018
Registration Open: 01.02.2018
Early Bird Deadline: 03.05.2018
Call for Papers – Frontline Learning Research – Special Issue
New measurements of learning: Emerging chances and challenges of process measures.
Deadline: April 15th, 2018
Over the recent years, research within EARLI increasingly focuses on studying learning as a process (how and why does the learning take place?) rather than just the outcomes of learning. As a consequence, process measures, so far used mainly in fundamental research (e.g., eye tracking, EEG), are increasingly being applied to educational science. Process measures make it possible to measure and visualize learning processes as they happen. This application requires the development of novel methodological approaches. The current special issue aims at critically discussing these methods with respect to their explanatory power for researching learning. In research practice, these measures offer researchers many opportunities, but they also raise many challenges. These include combining process measures of different levels of granularity synchronizing measures, capturing the sequential nature of learning processes and defining reasonable epochs for analyses. Often, these challenges go by unnoticed as there is rarely any room to discuss them in traditional empirical study papers. Due to this lack of exchange, researchers often re-invent the wheel.
The contributions to this special issue should include studies on learning that apply these new measurements and put their findings up for discussion. The aim of this special issue is that all contributions reflect on the strengths and limitations of their measures and provide a statement on how informative their data can be for researching learning. The discussants will address these statements and relate the papers to the current state of learning research.
This special issue is based on the initiative of EARLI SIG 14 and EARLI SIG 27. However, all interested researchers are invited to contribute to this special issue. All articles will be thoroughly reviewed according to standards of Frontline Learning Research, an official EARLI journal.
If you are interested in contributing to this call, please send a 300-word abstract to Ellen Kok (email@example.com) before December 20th, 2017.
The guest editors,
Dr. Christian Harteis
Dr. Halszka Jarodzka
Dr. Ellen Kok