Even though studies have shown that the impact of professional development on inquiry-based learning (IBL) tends to remain limited when it fails to consider teachers’ beliefs, there is little known ...about how these beliefs influence teachers’ adoption of IBL. In answer to this issue, the present study offers a framework that explains teachers’ use of IBL through three constitutive dimensions of beliefs systems, covering the constructs of education, the self, and the context. This framework is empirically investigated through a survey study with 536 secondary school history teachers. The resulting data are used to estimate a structural equation model (SEM), which indicates that the framework is able to explain a relatively large portion (38%) of the variance in teachers’ decision to implement IBL. Based on the findings, the implications for professional development and research on teachers’ use of IBL in general, and within history education in particular, are discussed.
Richtlijnen adviseren het voorschrijven van een maagbeschermer naast een NSAID of salicylaat in geval van risicofactoren voor gastro-intestinale complicaties (GIC). In het Catharina Ziekenhuis ...Eindhoven maakt men gebruik van een geautomatiseerd medicatiebewakingssysteem ofwel “computerized clinical decision support system” (CCDSS) Dit systeem alarmeert wanneer een maagbeschermer ontbreekt bij klinische patiënten, die hiervoor wel een indicatie hebben. In deze studie analyseerden we welke risicofactoren voor GIC het vaakst voorkwamen in de door de CCDSS gegenereerde meldingen bij patiënten van 60 jaar en ouder die in 2019 opgenomen waren en welk deel van deze meldingen leidde tot toevoeging of dosisaanpassing van een maagbeschermer.In totaal werden 762 meldingen geïncludeerd, waarvan 334 (44%) NSAID gebruikers betrof en 428 (56%) salicylaat gebruikers. In de NSAID groep was een hoge dosering (van NSAID) de meest voorkomende additionele risicofactor (59%) en in de salicylaat groep leeftijd ≥70 in combinatie met duale trombocytenaggregatieremming (38%). 81% van de meldingen leidde tot toevoeging of dosisophoging van een maagbeschermer, 18,5% werd verworpen met een gedocumenteerde reden en slechts 0,5% werd verworpen zonder gedocumenteerde reden.Concluderend draagt een CCDSS bij aan het voorschrijven van aanbevolen maagbeschermer bij patiënten die een NSAID of salicylaat gebruiken.
The implementation of blended learning in higher education is increasing, often with the aim to offer flexibility in terms of time and place to a diverse student population. However, specific ...attention for the diversity of this group, and how to cater individual needs, is still scarce. Therefore, this study explores instructors' strategies for and beliefs about differentiated instruction in blended learning, together with how the differences between instructors can be explained. A total of 20 instructors working in two adult education centers participated in semi-structured interviews focusing on their (a) use of strategies for differentiated instruction, and (b) beliefs about designing blended learning to address student diversity. The findings reveal that the most commonly used differentiated instruction strategy in a blended learning context was providing students with additional support throughout product development. In addition, three instructor profiles about designing blended learning to address student diversity emerged from the data: (1) disregard: instructors considered no additional support in the blended learning arrangements to match students' needs, (2) adaptation: instructors believed that increased support in the existing blended learning arrangements was sufficient to match students' needs, and (3) transformation: instructors thought that blended learning arrangements should be designed in a completely different way, and be tailored to the characteristics of the students. The results show that half of the instructors considered a transformation of their blended learning arrangements in response to student diversity. Furthermore, instructors' beliefs appear to be strongly connected to the organization and trajectory in which they work. A major implication of these findings is that professional support focusing on instructors' beliefs is of crucial importance to unlock blended learning's full potential. As such, it is important for organizations to develop a clear stance on this issue, which pays explicit attention to responding to learners' needs in blended learning contexts.
•Some differentiated instruction strategies were commonly used, whereas others were not.•Three types of instructors' beliefs about blended learning were found.•Half of the participants considered to transform their blended learning arrangement.•Differences between instructors were mainly related to the organizational level.
The design of blended learning environments brings with it four key challenges: (1) incorporating flexibility, (2) stimulating interaction, (3) facilitating students' learning processes, and (4) ...fostering an affective learning climate. Seeing that attempts to resolve these challenges are fragmented across the literature, a systematic review was performed. Starting from 640 sources, 20 studies on the design of blended learning environments were selected through a staged procedure based on the guidelines of the PRISMA statement, using predefined selection criteria. For each study, the instructional activities for dealing with these four challenges were analyzed by two coders. The results show that few studies offer learners control over the realization of the blend. Social interaction is generally stimulated through introductory face-to-face meetings, while personalization and monitoring of students’ learning progress is commonly organized through online instructional activities. Finally, little attention is paid to instructional activities that foster an affective learning climate.
•This review identifies four challenges to the design of blended learning.•Few studies offer learners control over the realization of the blend.•Social interaction is often encouraged during an in-class meeting.•The online learning environment is often used to monitor students' learning process.•More attention should be paid to fostering an affective learning climate.
The present study provides a comprehensive picture of history teachers' conceptions of inquiry-based-learning (IBL), based on interviews with 22 secondary school teachers. The results indicate that, ...although most teachers' beliefs about the nature of history were conducive to teaching historical reasoning, their conceptions of IBL often remained limited to critically evaluating information, instead of using the available information to conduct inquiries into the past. Furthermore, teachers' conceptions of IBL appeared to be strongly connected to the context in which they worked. Based on these findings, several implications for supporting history teachers' adoption of IBL are discussed.
•Most history teachers' held beliefs that stressed history's interpretative nature.•Yet, student inquiry was often misconstrued as a critical evaluation of sources.•Only a few considered full investigations of a problem statement about the past.•Teachers' epistemological beliefs partly influenced their conceptions of inquiry.•These conceptions could also be linked to the context in which teachers worked.
Adopting a differentiated and domain‐specific view of educational technology, the present study focuses on the case of school history. It argues that, in this particular context, one of technology's ...main assets is its ability to support inquiry‐based learning activities, during which students interpret the past through historical reasoning. As little is known about how history teachers use technology in the classroom, an exploratory study was carried out with 22 teachers in fourth grade of secondary education in Flanders (Belgium). Semi‐structured interviews were used to investigate beliefs about technology, ways in which technology was implemented, and factors influencing the adoption process. The results suggest that most teachers held positive beliefs about technology, and that use of technology was driven by several rationales. Although a significant group of teachers was thoughtful of how their own use of technology could support students’ learning, student use remained limited to instances where technology served as a resource for the task, rather than a tool for supporting cognitive or social activity. It appears that teachers were not yet aware of technology's ability to scaffold inquiry activities. Furthermore, limitations in school infrastructure often prevented them from experimenting with more pervasive student uses of technology.
The present study investigates a training program aimed at preparing pre-service history teachers for organizing inquiry-based learning (IBL) in class. This program consisted of a workshop and an ...assignment during the teaching internship period. Pre- and posttests indicate that the workshop had a significant effect on self-efficacy and attitude toward IBL, but also that most student teachers' attitudes had again changed after the assignment. Related to this, student teachers' lesson plans revealed three different templates, representing distinct interpretations of ‘inquiry’. An analysis of reflection papers and interviews describes how the context of the teaching internship further shaped student teachers' thinking.
•A training introduced pre-service history teachers to inquiry-based learning (IBL).•This training had a significant effect on self-efficacy and attitudes toward IBL.•Attitudes changed again after giving an IBL-lesson during a teaching internship.•Lesson plans revealed three templates, with distinct interpretations of ‘inquiry’.•Influences within the teaching context further modified student teachers' thinking.
Professional development on inquiry-based learning (IBL) generally draws heavily on the principle of providing instruction in line with what teachers are expected to do in their classroom. So far, ...however, relatively little is known about how this impacts teachers' educational beliefs, even though these beliefs ultimately determine their classroom behavior. The present study therefore investigates how immersion in inquiry-based learning affects student teachers' beliefs about knowledge goals, in addition to their self-efficacy for inquiry. In total, 302 student history teachers participated in a 4-h long inquiry activity designed within the WISE learning environment, and completed a pre- and posttest right before and after the intervention. Multilevel analyses suggest that the intervention had a significant positive effect on the value that student teachers attributed to procedural knowledge goals, or learning how historical knowledge is constructed, and on student teachers' self-efficacy for conducting inquiries. Despite these general positive results, however, the results also show that the impact of the intervention differed significantly across students. In particular, it appears that immersion in IBL had little effect on a subgroup of 25 student-teachers, who held largely content-oriented beliefs. Based on these findings, the present study discusses a number of implications for professional development on IBL.
As a growing number of educational institutions are offering online programs, teachers need to be competent in this new way of teaching. This is especially the case for synchronous online learning ...through videoconferencing technology, an emergent and so far understudied form of online education. Based on a systematic literature review of 30 studies, this study identifies 24 competence clusters, which can be grouped into 5 teacher roles associated with synchronous online teaching through videoconferencing: the instructional, managerial, technical, communicational, and social role. This framework can act as a starting point for future research on this understudied topic and can also provide directions to support teachers’ professionalization and practice.
•The systematic literature review shows that synchronous online teaching through videoconferencing requires specific competences.•We present a framework for clarifying teachers' roles and competences that are required for synchronous online teaching.•The research synthesis offers directions for professional development initiatives and for teachers to optimize their teaching.
The present study explores secondary school history teachers’ knowledge of inquiry methods. To do so, a process model, outlining five core cognitive processes of inquiry in the history classroom, was ...developed based on a review of the literature. This process model was then used to analyze think-aloud protocols of 20 teachers’ reasoning during an inquiry task. It was found that less than half of the teachers used all cognitive processes during the inquiry. Based on the results, a distinction can be made between an integral, fragmentary, and cursory approach to inquiry. Further analysis suggests that there exists no clear pattern in the relation between teachers’ beliefs about the subject of history and their approach to inquiry. The implications for teacher training are discussed and outline how the process model could serve as an instructional tool that can contribute to a comprehensive training program for history teachers.
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