Teaching and learning methodologies

Young children working together. Effects of cooperative learning on group work in first-grade children (2020). Learning and Instruction (United Kingdom, Q1)
The study examined whether cooperative learning within the Success for All (SfA) program led to improved group work behavior in first-grade students. A total of 168 students from six SfA schools and 144 students from four control schools participated. Positive and negative group work behaviors were observed during a group task, taking into account socioemotional ethos, group participation, and type of dialogue. A multilevel longitudinal analysis was used for the sequence of observed 20-second time intervals. The SfA groups showed more positive and less negative group work behavior compared to the control groups, while controlling for various group characteristics. The results suggest that negative group work behavior increased gradually throughout the task in the control groups, while in the SfA groups it only increased towards the end of the task. The results indicate that cooperative learning can improve the group work behavior of younger students (6–7 years old)

Improving critical thinking and problem-solving skills through a learning model based on complex scientific problems (2024). Multidisciplinary Journal of Educational Research (Spain, Q1)
Critical thinking and problem solving are fundamental skills that students must master. Various learning obstacles that have arisen during the COVID-19 pandemic have hindered the development of critical thinking and problem-solving skills. This study aimed to improve students' critical thinking and problem-solving skills through the complex science problem-based learning (CS-PBL) model. The research was a quasi-experimental study with a non-equivalent control group design before and after the test. The research sample consisted of 27 students in the CS-PBL experimental group, 29 students in the ABP group, and 26 students in the direct learning group. The instrument used in the research was a critical thinking test integrated with problem solving. The data were analyzed using ANCOVA followed by an LSD test. The results showed that the CS-PBL model improved students' critical thinking and problem-solving skills (p<0.05). Therefore, the CS-PBL model is applicable to facilitate the improvement of critical thinking and problem-solving skills in the post-COVID-19 pandemic.

Exploratory study on regulation profiles and satisfaction with the flipped classroom among university students (2024). Revista Española de Pedagogía (Spain, Q2)
In this study, based on the learning patterns model, the relationship between different regulation profiles and satisfaction with a flipped classroom teaching experience at university is analyzed. A profile of authentic self-regulation is identified, but also learning profiles based on external regulation and even passive regulation. A total of 178 university students voluntarily participated in the study, responding to the ILS inventory's regulation strategy subscales and a final questionnaire about their satisfaction with the flipped classroom and their perception of learning during this teaching experience. The results show a clear relationship between the self-regulation profile and satisfaction with the flipped classroom, although satisfaction was also found among students with an external regulation profile. However, the latter were not satisfied with their academic results. In addition, a less adaptive profile was identified due to their passivity towards regulation. The results are discussed, and the importance of designing personalized learning paths based on specific mastery of regulation strategies is highlighted. Thus, the design of training activities must consider the regulation profile to adapt to the specific characteristics of students and ensure the success of the teaching strategy.

Critical analysis and guidelines for improving ethical and civic competence assessment models in service-learning (2024). Revista Española de Pedagogía (Spain, Q2)
INTRODUCTION. The development of ethical and civic competence (ECC) promoted by service learning has attracted the interest of educational communities around the world in recent years, in line with the search for a comprehensive humanistic education that prepares learners for the challenges of living and coexisting in society. However, the assessment of this competence seems to be less developed in light of research related to the impact of the application of service-learning. Therefore, this study aims to critically analyze the most relevant assessment methods and instruments. The goal is to develop guidelines for improvement that will promote such assessment toward educational action and scientific knowledge about this central aspect of service-learning projects. METHOD. To achieve this objective, an evaluation tool was developed, and its content was validated by expert judgment. This tool was used to analyze the CEC evaluation methods selected for their relevance to the area studied according to criteria of identification, form, and content. RESULTS. In this analysis, we found methods that mostly come from the Spanish and US contexts and are generally designed for summative evaluation in questionnaire format. These methods focus mainly on the civic evaluation of CEC, specifically on the evaluation of the development of social responsibility and interpersonal skills. In the evaluation of the ethical dimension, the study of the development of reflexivity prevails. DISCUSSION AND CONCLUSIONS. We present some lines of improvement aimed at creating a mixed and multifocal assessment method that allows for the assessment of the dimensions of CEC in all their complexity. With this, we hope to contribute to the consolidation of service learning for the promotion of a comprehensive education committed to society and the well-being of people.

Phases of inquiry-based learning: Definitions and inquiry cycle (2015). Educational Research Review (United Kingdom, Q1)
Inquiry-based learning is gaining popularity in science curricula, international research and development projects, and teaching. One of the underlying reasons is that its success can be greatly enhanced by recent technical advances that enable the inquiry process to be supported by electronic learning environments. Inquiry-based learning is often organized into inquiry phases that together form an inquiry cycle. However, different variations of what is referred to as an inquiry cycle can be found in the literature. This article focuses on identifying and summarizing the main characteristics of inquiry-based learning through a systematic literature review and develops a synthesized inquiry cycle that combines the strengths of existing inquiry-based learning frameworks. The review was conducted using the EBSCO library; a total of 32 articles describing inquiry phases or complete inquiry cycles were selected based on specific search criteria. Analysis of the articles identified five general inquiry phases: Orientation, Conceptualization, Investigation, Conclusion, and Discussion. Some of these phases are divided into sub-phases. Specifically, the Conceptualization phase is divided into two (alternative) sub-phases, Questioning and Hypothesis Generation; the Investigation phase is divided into three sub-phases, Exploration or Experimentation leading to Data Interpretation; and the Discussion phase is divided into two sub-phases, Reflection and Communication. No framework has been found in the literature that brings together all these phases and sub-phases. Therefore, a synthesized framework was developed to describe an inquiry cycle in which all these phases and sub-phases are present. In this framework, inquiry-based learning begins with Orientation and flows through Conceptualization to Investigation, where several cycles are possible. Research-based learning usually ends with the Conclusion phase. The discussion phase (which includes communication and reflection) can be present at any point in research-based learning and is connected to all other phases, as it can occur at any point during learning (discussion in action) or after research-based learning (discussion in action).

Facilitating flexible learning by replacing class time with an online learning environment: A systematic review of blended learning in higher education (2021). Educational Research Review (United Kingdom, Q1)
Higher education institutions are seeking to provide greater flexibility and individualization, which is mainly achieved through the use of new technologies and the implementation of online or blended learning designs. This systematic review aims to investigate the impact of replacing class time with an online learning environment. The meta-analysis (k = 21 effect sizes) applied strict inclusion criteria regarding research design, measurement of learning outcomes, and implementation of blended learning. The estimated effect size (Hedge's g) was positive, although not significantly different from zero and the confidence interval [-0.13, 0.25], suggesting that the overall differences between blended learning and conventional face-to-face learning are small and, at best, plausible very small negative or moderate positive effects. This means that, despite a reduction in class time of between 30% and 79%, equivalent learning outcomes were achieved. Consequently, blended learning with reduced class time is not systematically more or less effective than conventional classroom learning.

Simulation-based learning in higher education: a meta-analysis (2020). Review of Educational Research (United States, Q1)
Simulation-based learning offers a wide range of opportunities to practice complex skills in higher education and implement different types of scaffolding to facilitate effective learning. This meta-analysis includes 145 empirical studies and investigates the effectiveness of different types of scaffolding and technologies in simulation-based learning environments to facilitate complex skills. Simulations had a large overall positive effect: g = 0.85, SE = 0.08; CI [0.69, 1.02]. The use of technology and scaffolding had positive effects on learning. Students with high prior knowledge benefited most from reflection phases. Students with little prior knowledge learned best when supported by examples. The findings were robust across different domains of higher education (e.g., medical and teacher education, management). We conclude that (1) simulations are among the most effective means of facilitating complex skill learning across domains and (2) different types of scaffolding can facilitate simulation-based learning during different phases of knowledge and skill development.

Effectiveness of flipped classroom technology in universities. A systematic review (2024). Educación XX1 (Spain, Q2)
The flipped classroom (FC) is a methodological approach that reverses the traditional teaching model by placing the active focus on the student. It is a dynamic methodology in which the teacher facilitates student learning by providing appropriate material for prior preparation of classes and accompanying students in the deepening of content and resolution of situations or problems related to the topic of study within the classroom. For this reason, it is considered a methodology for teaching innovation. The overall objective of this study is to analyze the scientific evidence on the effectiveness of FI in the university setting. Following the PRISMA recommendations, a systematic review of the literature published in the Web of Science, Scopus, and ERIC databases between 2016 and 2022 was conducted, analyzing a total of 27 experimental or quasi-experimental studies that met the defined selection criteria. Descriptive and design variables were analyzed, as well as the assessment of effectiveness, student evaluation, and the factors that influence the effectiveness of AI. The results show a higher number of publications in Asia and the Americas and in the fields of science and education. Eighty-seven percent of the articles study the university degree level, and more than 81% use a control group in their study design. The evidence shows the effectiveness of AI in relation to students' academic results at different levels, as well as in the acquisition of skills considered cross-cutting in the university environment. Student satisfaction with the methodology is good, and improvements in its effectiveness are related to aspects that depend on the students themselves, the teachers, and the university.

Let's talk about evidence: arguments for combining direct and inquiry-based instruction (2023). Educational Research Review (UK, Q1)

Over the years, numerous studies have been published investigating inquiry-based learning in science. Throughout this period, inquiry-based learning has been regularly criticized by scholars who favor direct instruction over inquiry-based learning. In this regard, Zhang, Kirschner, Cobern, and Sweller (2022) recently claimed that direct instruction is, in general, superior to inquiry-based instruction and reproached policymakers for ignoring this fact. In this article, we respond to this claim and the premises on which it is based. We review the evidence and argue that a more complete and accurate interpretation of the literature shows that inquiry-based instruction produces better overall results in conceptual knowledge acquisition than direct instruction. We demonstrate that this conclusion holds true for controlled, correlational, and program-based studies. We then argue that inquiry-based instruction and direct instruction each have their specific strengths and weaknesses and that the effectiveness of each approach depends on moderating factors such as the learning objective, the domain involved, and students' prior knowledge and other characteristics. Furthermore, inquiry-based instruction is most effective when supplemented with guidance that can be tailored to these moderating factors and may even involve the provision of direct instruction. We therefore postulate that a combination of inquiry and direct instruction may often be the best approach to support student learning. We conclude that policymakers are right to advocate for inquiry-based teaching, especially when student investigations are supplemented with direct instruction at appropriate times.