Education 4.0 in the New Normal – Higher Education Goes Agile with E-Portfolio

In the past two years, the "New Normal” such as blended university, COVID-19 Campus, hybrid everything, remote proctoring, and online networking has increasingly become the norm for Higher Education Institutions, and they will need to adapt accordingly. The importance of reflective learning and teaching is given special significance in numerous empirical findings on professionalization. Therefore, concepts and instruments are needed to make development, qualification, and competencies accessible on the way to becoming a "reflective practitioner” [1]. The article presents the implementation and the use of E-Portfolio as a reflective tool in the existing structure based on a seminar developed and conducted at the University of Passau. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Self-efficacy in engineering design through peer review, self-review, and interactive online tutorials

Self-regulated learning is a key attribute in tertiary engineering education, and forms the basis of engineering judgement. The experience of remote learning during the COVID-19 era revealed particular challenges in self-regulated student learning practices, but also resulted in a number of systemic, technology-based interventions to enable improved student learning. Drawing on a 3rd-year electronic design course case study at a contact-based engineering faculty in South Africa, this paper presents an approach to bridging the gap between student perceptions and their actual assessment performance during independent, remote learning. Using scaffolded reflective and peer learning strategies, the research team sought to answer the question: What is the impact on self-efficacy of frequent self- and peer-assessment opportunities across a range of project-based learning tasks? Results were analysed using Bandura's four self-efficacy 'mastery' and experiential domains, and indicate an improvement in alignment between perceptions and actual performance. We suggest that a well-designed, scaffolded set of assignments with reflective and peer-learning opportunities can contribute significantly to the development of student confidence and mastery. © 2022 IEEE.

Bridging the gap between reflective learning and reflective practice through anticipatory reflection

Purpose>This paper aims to analyse student perspectives on the contribution that teaching anticipatory reflection can make to the development of their reflective practice. The project explores lived student experiences of anticipatory reflection and the value students attribute to these in helping them bridge the transfer gap between reflective learning and reflective practice.Design/methodology/approach>An interpretivist approach is taken whereby student reflections on the students' experiences of practicing anticipatory reflection in a workshop setting were analysed using template analysis to understand the value attributed to these. Students were guided through a series of exercises including visualisation of future events and the nature of future practice as well as reflective writing.Findings>Students identified multiple benefits of being taught and practising anticipatory reflection. Specifically, high levels of realism, personal relevance and engagement were reported, as well as increased confidence, self-efficacy and self-belief. In addition, the development of empathy and increases in self-awareness were common benefits of working through the process of anticipatory reflection.Originality/value>In contrast to existing retrospective approaches, here the authors focus on the future, using anticipatory reflection to inform pedagogical approaches enabling students to experience anticipatory reflection in a classroom setting. The positive value attributed to experiencing anticipatory reflection suggests that the temporal focus in teaching reflection should evolve to incorporate prospective approaches which have a valuable role to play in bridging existing transfer gaps between reflective learning and practice.

The Vision of Educational Actors: Normalist Practitioners, Tutors and Professional Practice Advisors in Times of Covid-19 in Mexico

In Mexico there is talk of making the world change, of new strategies and innovating in education. The Covid-19 abruptly engaged the teacher to do so in an unusual way. The implementation of virtuality to reach every corner, new ways of teaching, relating to parents, interaction with tutors and directors was complex. The challenge was to learn in virtual professional practice. Objectives of the study: 1) Identify the characteristics of the professional practice of the seventh and eighth semester students in virtuality, 2) Analyze the academic-disciplinary factors, personal reflection and technical-pedagogical factors that intervene in professional practice, 3) Verify the presence of challenges of their teaching performance that they face in the virtual classroom. The qualitative and descriptive approach is the basis of the research. 21 elementary schools in Nuevo León participated;76 teachers and 112 undergraduate students in Primary Education from the Miguel F. Martínez Normal School (ENMFM). Observations, Professional Practice Evaluation Rubric supported the research. It is concluded that the pedagogical practices fulfilled their mission, with innovative characteristics in the teaching practice;the academic-disciplinary factors were activated when planning, organizing, developing, intervening and evaluating the students;the personal-reflective factors were manifested in emotions of despair, helplessness, discouragement, expectations, new proposals, learning in their teacher training;advantages and disadvantages, areas of opportunity and strengths in the use of technology, face-to-face personalized attention and class times and in technicalpedagogical learning skills for real life. [ FROM AUTHOR] Copyright of Romanian Journal for Multidimensional Education / Revista Romaneasca pentru Educatie Multidimensionala is the property of Lumen Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Examining the Efficacy of Exam Wrappers in a Computer Science Course

An exam wrapper is a guided reflection activity that students undertake following an exam. Students are typically asked to reflect on their preparation, performance, and plans for preparing for the next exam. The efficacy of exam wrappers for reflective learning has been established in STEM disciplines such as physics, biology, chemistry, and math. Very little research in using exam wrappers in engineering and computing courses has been conducted to date. Two contributions of this paper are (1) a characterization of the recent findings in engineering and computing education literature on the efficacy of exam wrappers, and (2) an analysis of the question types used on those exam wrappers. A third contribution of the paper is an examination of the efficacy of exam wrappers in an upper-level computer science course. The study investigates the relationship between student performance on two midterm exams before and after introducing exam wrappers. Student responses about study habits and reasons for losing points on exams are examined as well. We perform quantitative and qualitative analysis over performance and perception data, respectively. We conclude that exam wrappers can benefit students in both learning gains (as measured by exam performance) and by employing metacognition to improve study habits and behaviors. The paper also contributes to the study of student performance and engagement during the COVID-19 pandemic;in the term under study, the course was taught in a synchronous, remote learning format with an active learning component and online exams. © American Society for Engineering Education, 2021

TRACEABILITY OF REFLECTIVE LEARNING IN THE VIRTUAL ENVIRONMENT DURING THE COVID-19 PANDEMIC

The social isolation caused by Covid-19 had a sudden impact on education. Educational institutions were forced to suspend face-to-face attendance and replace it with virtuality. Reflective processes could create potential and complex learning opportunities. The aim of the study is to carry out a traceability analysis of reflective learning (RA) in virtuality, identifying its main trends in scientific production during the pandemic and to analyze the orientations at the formative level for this new situation. The meta-analytical methodology based on the Prisma method allowed the identification, selection, eligibility and inclusion of scientific articles from Scopus and Web of Science. The results end in the inclusion of 11 articles for qualitative analysis, 9 of which belong to higher education and 2 to basic schooling. There is a trend towards empirical studies that determine that it is possible to apply RA as a strategy in the digital environment. The quantitative analysis carried out on the 95 articles -of identification -shows that there is a multidisciplinary scientific productivity base during the pandemic, not exclusive to the educational level. However, access and publication of completed articles is reduced, with a greater preponderance in Scopus than in WOS.

The Next Pandemic: Supporting COVID-19 Frontline Doctors Through Film Discussion.

This paper describes an innovative just-in-time health humanities programme to educate and provide support to COVID-19 frontline doctors-in-training. The programme incorporates small-group screening of the Netflix documentary, The Next Pandemic from the Explained series, followed by a one-hour facilitated discussion to explore themes surrounding the current pandemic and its impact on frontline doctors in a tertiary paediatric hospital in Singapore. Themes derived from the film included preparedness, blame, and the impact on healthcare workers and public, which were further discussed to include concerns regarding current local readiness levels given global connectivity, the need for international cooperation, and the effects of blame such as racism and prejudice. The association with culture; the current impact on healthcare workers, physician-patient relationships, and the public including the role of social media, the government and associated public reactions were also explored. These rich discussions demonstrate the pivotal role health humanities has in times of uncertainty such as an emerging infectious disease outbreak by providing timely pandemic education and supporting reflective learning.