| 1. |
- Petersson-Bloom, Linda, et al.
(författare)
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The Use of Professional Development to Enhance Education of Students with Autism : A Systematic Review
- 2023
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Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 13:9, s. 1-13
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Forskningsöversikt (refereegranskat)abstract
- The study objective in this article was to present the state-of-the-art on teachers’ professional development to enhance educational quality for students with autism spectrum disorders (ASD) in primary and secondary education. A systematic review was conducted, following the PRISMA guidelines. Quantitative, qualitative, and mixed-methods studies were eligible for inclusion. Fifteen studies were identified and summarized. To identify the eligibility criteria, we applied the SPIDER framework. Quality appraisal was applied using the MMAT. A thematic summary and narrative synthesis of the included studies was conducted to establish a comprehensive understanding of what makes a difference in preparation for teachers of autistic students. Two key factors were found regarding the design of professional development for teachers to enhance their skills to teach autistic students. Firstly, teachers’ developed autism-specific knowledge, and secondly, the need for practice-based training with a focus on the challenges teachers meet at their own schools. Multiple ways of addressing teachers’ need for professional development regarding autistic students may further contribute to inclusive values and actions.
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| 2. |
- Leijon, Marie, et al.
(författare)
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Formal learning spaces in higher education : a systematic review
- 2024
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Ingår i: Teaching in Higher Education. - : Routledge. - 1356-2517 .- 1470-1294. ; 29:6, s. 1460-1481
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Forskningsöversikt (refereegranskat)abstract
- Over the past ten years, there has been an increasing focus on physical learning spaces in higher education. By now, what do we really know about the relation between space and student learning? What does the research landscape look like, and how has it developed? A systematic review of peer-reviewed 108 articles on the physical learning space for the period 2009–2019 was performed. A broad and fragmented field emerged that is to some extent under-researched and under-theorized. Few articles contain theory sections, and very few authors refer to each other’s work in their articles. On the other hand, a diversity of themes, methods and perspectives can be seen. Overall, the review can contribute to an overview of what we know–and what we do not know–about the complex relationship between student learning and learning spaces.
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| 3. |
- Martin, Diana Adela, et al.
(författare)
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Pedagogical Orientations and Evolving Responsibilities of Technological Universities: A Literature Review of the History of Engineering Education
- 2023
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Ingår i: Science and Engineering Ethics. - : SPRINGER. - 1353-3452 .- 1471-5546. ; 29:6
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Forskningsöversikt (refereegranskat)abstract
- Current societal changes and challenges demand a broader role of technological universities, thus opening the question of how their role evolved over time and how to frame their current responsibility. In response to urgent calls for debating and redefining the identity of contemporary technological universities, this paper has two aims. The first aim is to identify the key characteristics and orientations marking the development of technological universities, as recorded in the history of engi- neering education. The second aim is to articulate the responsibility of contempo- rary technological universities given their different orientations and characteristics. For this, we first provide a non-systematic literature review of the key pedagogi- cal orientations of technological universities, grounded in the history of engineer- ing education. The five major orientations of technological universities presented in the paper are technical, economic, social, political, and ecological. We then use this historical survey to articulate the responsibilities of contemporary technologi- cal universities reflecting the different orientations. Technological universities can promote and foster the development of scientific, professional, civic, legal, or intra- and inter- generational responsibility. We argue that responsibility is not specific to any particular orientation, such that the concept is broadened to complement each orientation or mix of orientations of a technological university. Our contribution thus serves as a call for technological universities to self-reflect on their mission and identity, by offering a lens for identifying the orientations they currently foster and making explicit the responsibility arising from their current orientation or the ones they strive to cultivate.
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| 4. |
- Zhang, Yihua, 1993, et al.
(författare)
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Considering the Community of Inquiry Framework in Online Engineering Education : A Literature Review
- 2023
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Ingår i: Journal of Higher Education Theory and Practice. - 2158-3595. ; 23:6
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Forskningsöversikt (refereegranskat)abstract
- The Community of Inquiry (CoI) framework has gained considerable attention as a theoretical and methodological means to understand and facilitate online learning experiences. Following calls for more studies investigating disciplinary differences and blended learning environments, this semi-systematic literature review summarizes and synthesizes CoI’s application in online engineering education, to provide a base for informed judgments about its potential for educational research and practice in this particular context. Based on 22 reviewed articles, we show that CoI is a promising framework not only as an evaluation tool for online and blended learning environments in engineering education but also for the design of online engineering courses that want to build their learning design on a collaborative constructivist view of learning. However, compared to the richness of the general literature on CoI and in other fields, the utilization of CoI in engineering education is still very new and appears to still be in a junior state. Accordingly, we suggest several directions for improvement and further research.
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| 5. |
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| 6. |
- Nordén, Birgitta, Dr. 1952-, et al.
(författare)
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Global Learning for Sustainable Development : A Historical Review
- 2021
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Ingår i: Sustainability. - Basel : MDPI. - 2071-1050. ; 13:6
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Forskningsöversikt (refereegranskat)abstract
- Despite continued efforts by educators, UN declarations and numerous international agreements, progress is still limited in handling major global challenges such as ecosystem collapse, accelerating climate change, poverty, and inequity. The capacity to collaborate globally on addressing these issues remains weak. This historical review of research on global learning for sustainable development (GLSD) aims to clarify the diverse directions that research on GLSD has taken, to present the historical development of the research area, and highlight emerging research issues. The review summarizes key findings of 53 peer-reviewed publications, published in English in the period 1994-2020 identified with the search terms "global learning" and "sustainable development", sustainability or GLSD, respectively. The review documented a gradually growing knowledge base, mostly authored by scholars located in the global North. Conclusions point to what we might achieve if we could learn from one another in new ways, moving beyond Northern-centric paradigms. It is also time to re-evaluate core assumptions that underlie education for sustainable development more generally, such as a narrow focus on formal learning institutions. The review provides a benchmark for future reviews of research on GLSD, reveals the emerging transformative structure of this transdisciplinary field, and offers reference points for further research.
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| 7. |
- Sagberg, Fridulv, et al.
(författare)
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A Review of Research on Driving Styles and Road Safety
- 2015
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Ingår i: Human Factors. - : SAGE Publications. - 1547-8181 .- 0018-7208. ; 57:No. 7, November 2015, s. 1248- 1275
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Forskningsöversikt (refereegranskat)abstract
- Objective: To outline a conceptual framework for understanding driving style and, based on this, review the state-of-the-art research on driving styles in relation to road safety.Background: Previous research has indicated a relationship between the driving styles adopted by drivers and their crash involvement. However, a comprehensive literature review of driving style research is lacking. Method: A systematic literature search was conducted, including empirical, theoretical and methodological research on driving styles related to road safety. Results: A conceptual framework was proposed where driving styles are viewed in terms of driving habits established as a result of individual dispositions as well as social norms and cultural values. Moreover, a general scheme for categorising and operationalizing driving styles was suggested. On this basis, existing literature on driving styles and indicators was reviewed. Links between driving styles and road safety were identified and individual and socio-cultural factors influencing driving style were reviewed. Conclusion: Existing studies have addressed a wide variety of driving styles, and there is an acute need for a unifying conceptual framework in order to synthesise these results and make useful generalisations. There is a considerable potential for increasing road safety by means of behaviour modification. Naturalistic driving observations represent particularly promising approaches to future research on driving styles. Application: Knowledge about driving styles can be applied in programmes for modifying driver behaviour and in the context of usage-based insurance. It may also be used as a means for driver identification and for the development of driver assistance systems.
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| 8. |
- Dolling, Ann, et al.
(författare)
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Nature-based integration of immigrants in Europe: A review
- 2019
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Ingår i: Urban Forestry & Urban Greening. - : Elsevier BV. - 1618-8667 .- 1610-8167. ; 43
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Forskningsöversikt (refereegranskat)abstract
- The European Commission has promoted revisiting and developing approaches for the successful integration of migrants all over Europe. One possible response to address this challenge is using nature as an arena for social integration of newcomers. In this study, we review European research on the relationship between nature and integration of immigrants. The aim is to contribute to the theoretical understanding of nature-based integration of immigrants as well as to reveal the possible contribution of nature and green spaces to the integration of immigrants in Europe. Based on a systematic review, we identified 11 European papers that linked nature to the integration of the immigrants. The relationship between nature and integration can be understood in terms of: 1) Structural integration describing access to common resources and main institutions of society, 2) cultural integration with aquisition of knowledge and competences, cultural aspects, common practices, general rules of behaviour, 3) interactive integration describing friendships and social interactions, 4) identificational integration with emotional bonds to other groups and places. According to the results, nature can be understood as a means to integration but also as a resource that should be equally accessible to all. This study concludes that in order to respond to the need for new solutions to the successful integration of immigrants, researchers should turn attention from describing and analyzing immigrants' perceptions and use of nature into developing and analyzing nature-based solutions and interventions for the purposes of integration.
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| 9. |
- Bjereld, Ylva, 1984-, et al.
(författare)
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Measuring the prevalence of peer bullying victimization : Review of studies from Sweden during 1993–2017
- 2020
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Ingår i: Children and youth services review. - : Elsevier. - 0190-7409 .- 1873-7765. ; 119
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Forskningsöversikt (refereegranskat)abstract
- Research into the prevalence of bullying is important to enable the correct allocation of resources to prevent and end bullying. One problem when gathering knowledge in how prevalent bullying is, is the considerable variation in percentage points in research studies. The aim of this study was to analyze how the estimated prevalence in Swedish national population-based studies of peer bullying victimization is related to how it is defined and measured.The analysis focused on national population-based studies in Sweden, in order to ensure that the sampling and cultural aspects of data collection were similar throughout the period. Data came from three sources: 1) a scoping review of peer bullying victimization in Sweden, 2) reports from Swedish government agencies and non-government organizations that were not included in the scoping review, and 3) data from the Health Behaviour in School-aged Children (HBSC) Sweden 1993–2017 study.The results showed that although the estimated levels of bullying victimization depend on the measurement method, they all followed a similar pattern over time with a higher prevalence of bullying in recent years. The study raised conceptual inconsistencies between bullying, peer aggression, and peer victimization, which are further discussed in relation to prevalence and measurement.
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| 10. |
- Bond, Melissa, et al.
(författare)
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A Meta Systematic Review of Artificial Intelligence in Higher Education : A call for increased ethics, collaboration, and rigour
- 2024
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Ingår i: International Journal of Educational Technology in Higher Education. - Heidelberg : SpringerOpen. - 2365-9440. ; 21:1, s. 1-41
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Forskningsöversikt (refereegranskat)abstract
- Although the field of Artificial Intelligence in Education (AIEd) has a substantial history as a research domain, never before has the rapid evolution of AI applications in education sparked such prominent public discourse. Given the growing AIEd literature base in higher education, it is important to ensure that the field has a solid research and conceptual grounding as AI adoption increases. This review of reviews is the first comprehensive meta review to explore the scope and nature of AIEd in higher education (AIHEd) research, by synthesising secondary research (e.g., systematic reviews), indexed in the Web of Science, Scopus, ERIC, EBSCOHost, IEEE Xplore, ScienceDirect and ACM Digital Library, or captured through snowballing in OpenAlex, ResearchGate and Google Scholar. Reviews were included if they synthesised applications of AI solely in formal higher or continuing education, were published in English between 2018 and July 2023, were journal articles or full conference papers, and if they had a method section. 66 publications were included for data extraction and synthesis in EPPI Reviewer, which were predominantly systematic reviews (66.7%), published by authors from North America (27.3%), conducted in teams (89.4%) in mostly domestic-only collaborations (71.2%). Findings show that these reviews mostly focused on AIHEd generally (47.0%) or Profiling and Prediction (28.8%) as thematic foci, however key findings indicated a predominance of the use of Adaptive Systems and Personalisation in higher education. Research gaps identified suggest a need for greater ethical, methodological, and contextual considerations within future research, alongside interdisciplinary approaches to AIHEd application. Suggestions are provided to guide future primary and secondary research. © 2024, The Author(s).
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