While university change initiatives have become more common in the face of changing learner needs and higher education funding, many fail to produce desired effects, even when guided by organizatio...

/pdf/guiding-change-in-higher-education-an-emergent-iterative-2my3y4cma4.pdf

Guiding change in higher education: an emergent, iterative application of Kotter’s change model

This systematic review focuses on publications related to studies of the use of artificial intelligence (AI) for collaborative learning. The use of AI for collaborative learning is a recent phenomenon and a systematic review of such studies is lacking. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, 41 journal articles were shortlisted. These articles were analysed in terms of the contexts of study (year, group size, platforms of interaction, and types of learners). Using a thematic approach, two broad foci and five sub-categories of use of AI for collaborative learning were identified: (1) learning outcomes – (a) collective performances, and (b) content of learning; (2) social interactions and processes – (c) sentiments and emotions, (d) discourse patterns and talk moves, and (e) learner characteristic and behaviours. The AI techniques were coded according to three broad purposes (discovering, learning and reasoning) and nine techniques: clustering, ensemble, regression algorithms, deep learning, decision trees, natural language processing, instance-based, fuzzy logic, and agents. A Sankey diagram was used to depict the relationships among the nine AI techniques to the five sub-categories of how AI was used to support collaborative learning. The gaps in the selected articles and limitations of the current review were discussed to suggest future areas of study. 

A systematic review of artificial intelligence techniques for collaborative learning over the past two decades

This paper provides a research-based framework for promoting institutional change in higher education. To date, most educational change efforts have focused on relatively narrow subsets of the university system (e.g., faculty teaching practices or administrative policies) and have been largely driven by implicit change logics; both of these features have limited the success of such efforts at achieving sustained, systemic change. Drawing from the literature on organizational and cultural change, our framework encourages change agents to coordinate their activities across three key levels of the university and to ground their activities in the various change perspectives that emerge from that literature. We use our activities at CU-Boulder as part of the Association of American Universities' STEM Education Initiative to illustrate how our framework can be used as a basis for planning and implementing holistic change.

Sustainable Change: A Framework for Transforming Departmental Culture to Support Educational Innovation

This article systematically reviews how change theory has been used in STEM higher educational change between 1995 and 2019. Researchers are increasingly turning to theory to inform the design, implementation, and investigation of educational improvement efforts. Yet, efforts are often siloed by discipline and relevant change theory comes from diverse fields outside of STEM. Thus, there is a need to bring together work across disciplines to investigate which change theories are used and how they inform change efforts. This review is based on 97 peer-reviewed articles. We provide an overview of change theories used in the sample and describe how theory informed the rationale and assumptions of projects, conceptualizations of context, indicators used to determine if goals were met, and intervention design. This review points toward three main findings. Change research in STEM higher education almost always draws on theory about individual change, rather than theory that also attends to the system in which change takes place. Additionally, research in this domain often draws on theory in a superficial fashion, instead of using theory as a lens or guide to directly inform interventions, research questions, measurement and evaluation, data analysis, and data interpretation. Lastly, change researchers are not often drawing on, nor building upon, theories used in other studies. This review identified 40 distinct change theories in 97 papers. This lack of theoretical coherence in a relatively limited domain substantially limits our ability to build collective knowledge about how to achieve change. These findings call for more synthetic theoretical work; greater focus on diversity, equity, and inclusion; and more formal opportunities for scholars to learn about change and change theory.

/pdf/change-theory-in-stem-higher-education-a-systematic-review-3h9jjcunqf.pdf

Change theory in STEM higher education: a systematic review

The ‘long tail’ nature of rural special education (RSE) suggests that it simultaneously possesses the private nature of discreteness and the public nature of externalities, which can easily cause provision insufficiency. However, this mismatch may have a dynamic intertemporal correction mechanism impacted by different expenditures of supply sectors (governments and other social sectors). This paper uses different models and data from 30 provinces in China from 2003–2014 to analyze this dynamic correction mechanism. This research finds that different kinds of expenditures from different suppliers have divergent effects on this correction. Capital expenses (especially infrastructure construction) have significantly positive effects on the correction, but administrative expenses have significant dual effects on the correction. These effects may be caused by the various governance efficiencies and motivations of all stakeholders in RSE. This paper concludes that we should pay more attention to the accurate recognition and effective satisfaction of RSE affected by the governance efficiency and motivation of different suppliers to achieve this dynamic correction.

/pdf/latent-but-not-absent-the-long-tail-nature-of-rural-special-32pa5hpzgo.pdf

Latent but not absent: The 'long tail' nature of rural special education and its dynamic correction mechanism.

Research indicates the benefits of collaborative learning for supporting academic literacy in content classrooms, especially for diverse and exceptional students such as students with learning disa...

/pdf/enhancing-collaborative-group-processes-to-promote-academic-gvveajzr18.pdf

Enhancing Collaborative Group Processes to Promote Academic Literacy and Content Learning for Diverse Learners Through Video Reflection

https://journals.sagepub.com/doi/pdf/10.1177/0040059920901860

Using Video Self-Reflection to Support Collaborative Learning for Students with Learning Disabilities.

Reading comprehension models are being implemented in content-area settings to boost reading achievement. Yet, little research explores how such models are incorporated into teachers’ daily instruc...

Integrating evidence-based reading practices into middle-school content instruction: exploring a facet of sustainability

Systemic Issues in the Implementation of Response to Interventions in Culturally and Linguistically Diverse Schools

Principles drawn from the literature on higher education, organizational change, discipline-based education research, and design thinking can support sustained change efforts at the department level.

https://link.aps.org/pdf/10.1103/PhysRevPhysEducRes.15.010141

Designing for institutional transformation: Six principles for department-level interventions

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