Role of Big Data in Education

Big data has the variety of characteristics, such as real-time performance, timeliness short, and data mining analysis of large value generated. Application of big data in education can be reviewed in various aspects such as 1) providing students with appropriate teaching, 2) providing teaching support to teachers, and 3) providing information management for the administrations. This chapter can serve as a guide for the management of higher education institutions to recognize possible challenges in big data analytics and better prepare for them in future decision making.

Participation in OER Creation: A Trajectory of Values

This paper provides an analysis of interviews with seven faculty members who engaged in creating Open textbooks funded by government grants at a university in Canada in 2018. Using four values—access and equity, community and connection, agency and ownership, and risk and responsibility—identified by Sinkinson (2018), McAndrew (2018), and Keyek-Fransen (2018), we traced the ways in which university faculty members’ understanding of Open changed through the process of Open Educational Resource creation. As a teaching support-focused unit, we explore ways to provide our faculty and instructors with meaningful opportunities to develop their Open pedagogy. These findings reconceive the way that Open Educational Practice can be promoted at our University and others. Instead of focusing solely on OER creation, our faculty started engaging in thinking through the different conceptions of Open educational practice and identifying which concepts resonated with them. By reframing the ways in which faculty thought about Open Educational Practices, we have been better able to address the ways in which we support them.

Finland, A Package Deal: Disciplinary Climate in Science Classes, Science Dispositions and Science Literacy

Finland’s educational prowess, though tempered by recent international assessments, has remained intact. This report focused on lessons that could be learned regarding secondary-level science education from the Program for International Student Assessment (PISA) 2015, science-focused assessment. That PISA iteration included not only science literacy but also students’ science dispositions (epistemology, enjoyment, interest, and self-efficacy) and the schools’ science climate measures (disciplinary climate and teaching support). Due to the hierarchical nature of the PISA data, multilevel models were employed in this Finnish study, involving 5582 students from 167 schools. Science dispositions (as outcome measures) were differently associated with teaching support and disciplinary climate (epistemology with neither; enjoyment and interest, with both). Science literacy (as an outcome measure) was associated with all four science dispositions, whether modeled with each science disposition separately or all four simultaneously. Science literacy was also associated with the disciplinary climate in science classes for all tested models. We concluded that, in the Finnish context, science dispositions and the disciplinary climate were predictive of science literacy. Furthermore, we presented evidence from the literature indicating that these conclusions may well extend to other international contexts.

Brazilian Education, National Education Parameters and Quality for Education

Under emergency conditions in the Brazilian educational system, since the turn of the 21st century, the National Curriculum Parameters consist of guidelines elaborated by the Federal Government with the purpose of guiding education, being separated by discipline. It is understood that reflective practice and critical involvement, in the context of extracting recreations in teaching, support debates and the development of teachers' productions and educational projects at the school, encourage reflection not only on pedagogical practice, but also about the planning of classes. Therefore, the objective of this work is to re-discuss, under the spectacles of the dialogic approach, some national parameters of education that govern Brazilian education, considering the expansion and potentializing of studies already carried out on the subject.

Chinese University EFL Teachers' Perceived Support, Innovation, and Teaching Satisfaction in Online Teaching Environments: The Mediation of Teaching Efficacy

This study investigated the relationships between university EFL teachers' perceived teaching support, teacher innovation, and teaching satisfaction in online teaching environments, especially the mediating role of teaching efficacy. The results of an online questionnaire survey with 473 university EFL teachers revealed that although online peer support did not directly make any difference to teacher innovation and teaching satisfaction, greater perceived support in the form of teaching resources and teaching autonomy improved university EFL teachers' online teaching satisfaction. Online teaching efficacy significantly mediated the relationships between teaching support and teacher innovation and satisfaction. The results offer significant implications for improving the effectiveness of EFL teaching and promoting university EFL teachers' innovation and satisfaction in online teaching environments.

Does Emotional Labor Matter for University Teaching? Examining the Antecedents and Consequences of University Teachers' Emotional Labor Strategies

Following Grandey's integrative model of emotional labor and emotion regulation, this study examined the relationships between university teachers' reported use of various emotional labor strategies and some antecedents (i. e., perceived emotional job demands and teaching support) and teaching efficacy. A sample of 643 university teachers from 50 public higher education institutions in an East China province responded to a questionnaire survey. The data analysis based on descriptive statistics and structural equation modeling showed that surface acting impeded teaching efficacy in instructional strategy and learning assessment, while deep acting and expression of naturally felt emotions enhanced teaching efficacy in course design, instructional strategy, and learning assessment. For the antecedents of university teachers' emotional labor strategies, teachers perceived that the emotional job demands of teaching facilitated their use of surface and deep acting; in contrast, teachers' perceived teaching support decreased their use of surface acting and increased their use of expression of naturally felt emotions.

Deconstructing orchestration load: comparing teacher support through mirroring and guiding

Under the notion of “CSCL scripts”, different pedagogical models for structuring and supporting collaboration in the classroom have been proposed. We report on a practical experience with scripts based on the Pyramid collaborative learning flow pattern supported by a specific classroom tool and a teacher-facing dashboard that implements mirroring and guiding support. The input data of our analysis stems from recordings of classroom interactions guided by several teachers using the PyramidApp with different levels of teaching support. For the analysis, we introduce a specific coding scheme enabling a quantitative comparison and deeper analysis using epistemic network analysis. The results show that the guiding support enabled teachers to perform more orchestration actions, more targeted interactions and to make more announcements to the class (regarding time, phase transitions, and students’ activity participation) when compared to the mirroring support. Teachers’ actionable differences observed under the mirroring and guiding support directed us to deconstruct the notion of orchestration load into different facets and to discuss how different support provisions correspond to the different facets of orchestration load.

Online-Teaching Space Design Based on the Flow Theory

The development of educational information technology makes the construction and application of online teaching space more and more common. As a field and assistant system, the essential requirement of online-teaching space is to ensure that learners can continuously engage in learning. The goal of the application of flow theory in teaching is to stimulate learners' flow experience, so as to improve the learning effect and achieve the learning goal. Starting from the design of online teaching based on flow theory, this paper puts forward the design requirements and principles of its teaching links, including the analysis of individual chemical situation, hierarchical and classified teaching objectives and tasks, multi scene teaching links and teaching improvement, and then puts forward the corresponding online teaching space framework. This paper argues that online teaching space should be composed of intelligent guidance system, teaching support system, situational intervention system and flow support system. Under such conditions, teaching space is more conducive to the implementation of online instructional design based on flow theory, and can help space constructors and participants achieve continuous improvement of teaching effect.