Kirkpatrick’s four-level training evaluation model assumes that a positive correlation exists between satisfaction and learning. Several studies have investigated levels of satisfaction and learning in synchronous online courses, asynchronous online learning management systems, and synchronous face-to-face classroom instruction. The goal of the present meta-analysis was to cumulate these effect sizes and test the predictive validity of Kirkpatrick’s assumption. In this connection, particular attention was given to a prototypical form of synchronous online courses – so called “webinars”. The following two research questions were addressed: (a) Compared to asynchronous online and face-to-face instruction, how effective are webinars in promoting student learning and satisfaction? (b) What is the association between satisfaction and learning in webinar, asynchronous online and face-to-face instruction? The results showed that webinars were descriptively more effective in promoting student knowledge than asynchronous online (Hedges’ g = 0.29) and face-to-face instruction (g = 0.06). Satisfaction was negligibly higher in webinars compared to asynchronous online instruction (g = 0.12) but was lower in webinars to face-to-face instruction (g = -0.33). Learning and satisfaction were negatively associated in all three conditions, indicating no empirical support for Kirkpatrick’s assumption in the context of webinar, asynchronous online and face-to-face instruction.

/pdf/learning-and-satisfaction-in-webinar-online-and-face-to-face-2paecn17hb.pdf

Learning and Satisfaction in Webinar, Online, and Face-to-Face Instruction: A Meta-Analysis

Challenges and Prospects of Virtual Reality and Augmented Reality Utilization among Primary School Teachers: A Developing Country Perspective

Science, Technology, Engineering and Mathematics (STEM) education garnered significant attention in recent years and has emerged as a key field of research globally. The goal of this article is to ...

/pdf/transdisciplinarity-in-stem-education-a-critical-review-1ioxhr4dcs.pdf

Transdisciplinarity in STEM Education: A Critical Review.

What are the reactions of training participants toward digital webinar-based training programs? Webinars are digital tools to deliver training and education through synchronous audiovisual communication among remotely located training instructors and participants. A webinar is a special case of web conferencing that serves the educational function of learning and teaching. Because the previous literature underemphasized the webinar process and qualitative learner experiences, the present study aimed to explore the reactions of 419 trainees toward 48 webinars in the four content areas supply chain management, industrial management, early childhood education and mathematics, the present study used a sequential mixed methods research design. The quantitative part of the study employed a multi-item online questionnaire to measure satisfaction and reactions toward the webinar trainer; survey responses were analyzed to estimate mean differences across webinars. The qualitative part of the study employed narrative interviews with 23 trainees; interview transcripts were analyzed with qualitative content analysis to identify how the instructional design, webinar content and implementation can be improved for future web conferences.

https://onlinelibrary.wiley.com/doi/pdf/10.1111/ijtd.12167

Evaluating webinar-based training: a mixed methods study of trainee reactions toward digital web conferencing

Eye tracking is an increasingly popular method in mathematics education. While the technology has greatly evolved in recent years, there is a debate about the specific benefits that eye tracking offers and about the kinds of insights it may allow. The aim of this review is to contribute to this discussion by providing a comprehensive overview of the use of eye tracking in mathematics education research. We reviewed 161 eye-tracking studies published between 1921 and 2018 to assess what domains and topics were addressed, how the method was used, and how eye movements were related to mathematical thinking and learning. The results show that most studies were in the domain of numbers and arithmetic, but that a large variety of other areas of mathematics education research was investigated as well. We identify a need to report more methodological details in eye-tracking studies and to be more critical about how to gather, analyze, and interpret eye-tracking data. In conclusion, eye tracking seemed particularly beneficial for studying processes rather than outcomes, for revealing mental representations, and for assessing subconscious aspects of mathematical thinking.

/pdf/eye-tracking-methodology-in-mathematics-education-research-a-5bjez7z9kf.pdf

Eye-tracking methodology in mathematics education research: A systematic literature review

Previous studies have pointed out that schools play a central role in students’ orientation towards science, technology, engineering, and mathematics (STEM). However, studies use a variety of theor...

Encouraging a career in science: a research review of secondary schools’ effects on students’ STEM orientation

In the present meta-analysis, we examine how secondary school characteristics – such as schools’ academic press, school climate, material resources, personnel resources, classroom climate, instruct...

A meta-analysis on the relationship between school characteristics and student outcomes in science and maths – evidence from large-scale studies

/pdf/the-role-of-pictures-in-reading-mathematical-proofs-an-eye-2mnzvdb1w4.pdf

The Role of Pictures in Reading Mathematical Proofs: An Eye Movement Study.

Abstract Mathematical argumentations and proofs cause difficulties for secondary school students (Healy and Hoyles, 2000). Teachers’ diagnostic skills are essential for adapting their teaching to students’ specific needs in order to facilitate students’ understanding of proofs (Südkamp and Praetorius, 2017). We developed a video-based simulation to investigate and promote pre-service teachers’ diagnostic skills. Participants encountered a diagnostic task with short, scripted video clips showing simulated students working on a geometry proof with a teacher. Observing student-teacher interactions served as the basis for the pre-service teacher participants’ diagnoses of students’ individual argumentation skills. This simulation is first used to investigate pre-service teachers’ diagnostic performance and the quality of their diagnoses and diagnostic processes. In a second step, the simulation will be expanded into a learning environment to investigate how pre-service teachers’ diagnostic skills can be supported through different kinds of scaffolds. 

/pdf/diagnosing-mathematical-argumentation-skills-a-video-based-294ib69m.pdf

Diagnosing Mathematical Argumentation Skills: A Video-Based Simulation for Pre-Service Teachers

Technical and interpersonal competences are essential characteristics that engineers need to obtain nowadays Prior studies suggest that empathy and care are important skills in engineering within an increasingly global and innovative work environment However, there is still limited literature about engineers‘ perceptions of empathy and care particularly when developing curricular approaches to strengthen engineers‘ empathic competences Thereby, the current study aimed first to validate the factor structure of the US-American Empathy and Care Questionnaire (ECQ), by Hess, Strobel, Pan, and Wachter Morris (2017), regarding German engineers‘ perceptions of empathy and care at their workplaces Second, the study sought to investigate the differences of perceived empathy of German engineers concerning engineers‘ years of work experience Results suggest the five-factor model fit was acceptable and that German engineers with more professional experience perceived empathy and care as a more important aspect of their work in comparison to those with less professional experience

Engineers’ job-related perceptions of empathy in Germany

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

Sarah Reinhold

Author Tools

Chat about Author