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Advancing peer learning with learning analytics and artificial intelligence
No full textPeer learning is a promising instructional strategy, particularly in higher education, where increasing class sizes limits teachers’ abilities to effectively support students’ learning. However, its use in a traditional way is not always highly effective, due to, for example, students’ lack of familiarity with strategies such as peer feedback. Recent advancements in educational technologies, including learning analytics and artificial intelligence (AI), offer new pathways to support and enhance peer learning. This editorial introduces a special issue that examines how emerging educational technologies, specifically learning analytics, AI, and multimodal tools, can be thoughtfully integrated into peer learning to improve its effectiveness and outcomes. The six studies featured in this issue present key innovations, including the successful application of AI-supported peer assessment systems, multimodal learning analytics for analyzing collaborative gestures and discourse, gamified online platforms, social comparison feedback tools and dashboards, group awareness tools for collaborative learning, and behavioral indicators of peer feedback literacy. Collectively, these studies show how these technologies can scaffold peer learning processes, enrich the quality and uptake of peer feedback, foster engagement through gamification, promote reflective and collaborative learning, and address peer feedback literacy. However, the issue also identifies underexplored gaps, such as the short-term nature of many interventions, insufficient focus on the role of teachers, limited cultural and equity considerations, and a need for deeper theoretical integration. This editorial argues for a more pedagogically grounded, inclusive, and context-sensitive approach to technology-enhanced peer learning—one that foregrounds student agency, long-term impact, and interdisciplinary collaboration. The contributions of this special issue provide insights to guide future research, design, and practice in advancing peer learning through educational technologies.<br/
Towards valid and reliable measurement of sustainability knowledge
No full textAs sustainability is increasingly integrated into higher education, being able to assess the level of learners’ sustainability-related knowledge is critical to understand where potential gaps are and how curricula can be (re)designed to foster higher levels of attainment. Research on measuring knowledge of sustainability is sparse due to the contested nature of the construct and the lack of valid and reliable measurement tools. In this research, we aim to address these barriers. We consider how different conceptualizations of sustainability could lead to different manifestations of the latent construct and thematic structure of measurement tools. We introduce The Assessment of Sustainability Knowledge (TASK) which employs an “embedded” conceptualization of sustainability to measure the knowledge of the interrelatedness of ecological and social systems (of which economic systems are embedded). Regarding the reliability of sustainability knowledge measurement tools, we posit that the assumption of unidimensionality should be rejected, given the interrelatedness of sustainability as a concept. We describe the use of Multidimensional Item Response Theory employed in TASK and demonstrate the strong psychometric properties such an approach offers. We contribute novel insights regarding sustainability knowledge assessments garnished through developing and piloting TASK to further theoretical and practical discussions of sustainability knowledge assessments
Trends in expertise studies in the domain of teaching
No full textEducation permeates the entire society and without doubt what teachers do matters. Therefore, it is no surprise that researchers, practitioners, and policy makers share an interest in understanding outstanding performance and are eager to learn more about possibilities to support expertise development in the domain of teaching. Since the very beginning, expertise research is intrigued by the extraordinary cognitive processing of experts. In this contribution, we revisit the roots of expertise research and identify challenges when transferring this paradigm to the teaching profession. A literature review including 40 empirical studies is presented aiming at providing a historical overview and identifying trends in expertise research. Several commonalities, systematic differences and trends are apparent regarding the selection of participant groups, the role of the domain, the authenticity of setting and task, macro- and micro-level measurement, the development of tools and methods, and dynamics in research goals including merging of research paradigms. The discussion of the findings includes a plea for future directions of expertise research
Opening up?:Exploring motives and needs of students and staff of a Dutch university on disclosing mental health issues to inform decision aid development
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Post Data Breach Strategies Formation: A Multi-case study on Post Data Breach Strategy Formation Process in Public and Private Organizations
No full textWhat do you do when your career script runs out?:How older workers decide whether and how to sustain their careers
No full textThe association of fatigue and cognitive complaints with work-related outcomes and cancer-related anxiety among employees 2–10 years after cancer diagnosis
No full textThis study investigated the association of fatigue and cognitive complaints among employees post-cancer diagnosis, with work-related outcomes, and moderation by cancer-related anxiety. A survey was carried out among workers 2–10 years after cancer diagnosis. Employees without cancer recurrence or metastases were selected (N = 566). Self-reported fatigue and cognitive complaints were classified into three groups. ANOVA’s and regression analyses were used, controlling for age. Group 1 (cognitive complaints, n = 25, 4.4%), group 2 (fatigue, n = 205, 36.2%), and group 3 (cognitive complaints and fatigue, n = 211, 37.3%) were associated with higher burnout complaints and lower work engagement, and group 2 and 3 with lower work ability. Cancer-related anxiety positively moderated the association of group 3 with higher burnout complaints. Employees with both fatigue and cognitive complaints report less favorable work functioning. Cancer-related anxiety needs attention in the context of burnout complaints.</p
Trajectories of job resources and the timing of retirement
No full textAbstractJob resources benefit and motivate workers and, therefore, facilitate longer working lives. Yet, little is known about how job resources develop over time and how, in turn, trajectories of job resources are associated with retirement timing. Accordingly, this study examines job resource trajectories of older workers and to what extent these trajectories are related to when people retire. Using data from the Survey of Health, Ageing and Retirement in Europe (SHARE), growth mixture models are conducted to examine the trajectory of three job resources, namely autonomy, skill development opportunities and recognition, from age 50 until workers retired or dropped out of the survey. Four trajectories of job resources are found: stable high resources, stable low skill development opportunities, stable low recognition and stable low resources. The results of the subsequent event history analysis of retirement timing show that older workers with trajectories of job resources characterized by stable low recognition and stable low resources are at higher risk of earlier retirement compared to those with other trajectories. The findings shed light on the importance of job resource trajectories for promoting longer working lives