@book {, title = {Distributed Learning Ecosystems. Concepts, Resources, and Repositories}, year = {2023}, publisher = {Springer Nature}, organization = {Springer Nature}, address = {Berlin}, keywords = {evaluation, OER, open education}, author = {Otto, Daniel and Scharnberg, Gianna and Michael Kerres and Zawacki-Richter, Olaf} } @inbook {, title = {Introduction}, booktitle = {Distributed Learning Ecosystems. Concepts, Resources, and Repositories}, year = {2023}, publisher = {Springer Nature}, organization = {Springer Nature}, address = {Berlin}, author = {Otto, Daniel and Scharnberg, Gianna and Michael Kerres and Zawacki-Richter, Olaf} } @inbook {, title = {Lernpfade in adaptiven und k{\"u}nstlich-intelligenten Lernprogrammen: Eine kritische Analyse aus mediendidaktischer Sicht}, booktitle = {K{\"u}nstliche Intelligenz in der Bildung}, year = {2023}, publisher = {Springer VS}, organization = {Springer VS}, chapter = {109-131}, address = {Wiesbaden}, abstract = {

Der Beitrag kontrastiert interaktive, adaptive sowie k\ünstlich-intelligente Lernprogramme. Adaptive und KI-basierte Anwendungen erweisen sich in der Entwicklung als aufw\ändiger und haben sich bislang nicht durchsetzen k\önnen. Um die Chancen dieser Technologien abzusch\ätzen, werden ihre M\öglichkeiten verglichen. Adaptive Lernprogramme eignen sich vor allem f\ür den Erwerb von Fertigkeiten, KI-basierte L\ösungen, wenn sich ein Expertisemodell nicht explizieren l\ässt. Benannt werden didaktische und p\ädagogische Herausforderungen, denen sich KI-basierte Lernanwendungen k\ünftig stellen m\üssen.

}, doi = {10.1007/978-3-658-40079-8}, url = {https://link.springer.com/book/10.1007/978-3-658-40079-8}, author = {Michael Kerres and Buntins, Katja and Buchner, Josef and Drachsler, Hendrik and Zawacki-Richter, Olaf}, editor = {de Witt, Claudia and Gloerfeld, Christina and Wrede, Silke E.} } @article {13035, title = {Elements of Open Education: An Invitation to Future Research}, journal = {International Review of Research in Open and Distributed Learning}, volume = {21}, year = {2020}, abstract = {

Elements of Open Education: An Invitation to Future Research

authored by \"The COER Group, Center for Open Education Research (COER), University of Oldenburg, Germany\"


Olaf Zawacki-Richter1, Dianne Conrad2, Aras Bozkurt3, Cengiz Hakan Aydin3, Svenja Bedenlier4, Insung Jung5, Joachim St\öter6, George Veletsianos7, Lisa Marie Blaschke1, Melissa Bond8, Andrea Broens1, Elisa Bruhn1, Carina Dolch1, Marco Kalz9, Michael Kerres10, Yasar Kondakci11, Victoria Marin1, Kerstin Mayrberger12, Wolfgang M\üskens1, Som Naidu13, Adnan Qayyum14, Jennifer Roberts15, Albert Sangr\à16, Frank Senyo Loglo1, Patricia J. Slagter van
Tryon17, Junhong Xiao18

1University of Oldenburg, Germany, 2Athabasca University, Canada, 3Anadolu University, Turkey, 4Friedrich-Alexander- University Erlangen-N\ürnberg, Germany, 5International Christian University, Tokyo, Japan, 6University of Oldenburg, Germany, 7 Royal Roads University, Canada, 8 University College London, UK, 9 Heidelberg University of Education, Germany, 10 University of Duisburg-Essen, Germany, 11 Middle East Technical University, Turkey, 12 University of Hamburg,
Germany, 13 The University of the South Pacific, The Republic of Fiji, 14 Penn State University, State College, USA, 15 University of South Africa, South Africa, 16 Universitat Oberta de Catalunya, Spain, 17 East Carolina University, USA, 18 Shantou Radio \& Television University, China

}, author = {Zawacki-Richter, Olaf and Michael Kerres and et al.} } @article {12823, title = {Facilitating student engagement in higher education through educational technology: A narrative systematic review in the field of education}, journal = {Contemporary Issues in Technology and Teacher Education}, volume = {20}, year = {2020}, abstract = {

Developing, sustaining, and improving student engagement is of vital importance to higher education instructors. Educational technology has been linked to student engagement, and preservice and in-service teachers need to develop information communication and technology (ICT) skills and knowledge to apply them in the classroom as well as to develop ICT skills in students. Thus, further investigation of this link in the field of education is needed. This narrative systematic review is a synthesis of 42 peer-reviewed articles from across four international databases, published between 2007-2016 and is a subset of a larger systematic review. The results indicate that the majority of research has been undertaken within undergraduate preservice teacher education, predominantly in the US, Hong Kong, and the UK, with limited attention given to grounding research in theory. This review found educational technology supports student engagement, with behavioral and affective being the most prevalent dimensions. Social networking tools (SNT), knowledge organization and sharing tools, text-based tools, and website creation tools were the most effective at promoting engagement. However, caution is needed when employing SNT and assessment tools, as they were also more likely to lead to disengagement. Further research is needed on how educational technology affects disengagement, how tools are used in online teacher education programs, and how to effectively integrate SNT in education programs.

}, url = {https://citejournal.org/volume-20/issue-2-20/general/facilitating-student-engagement-in-higher-education-through-educational-technology-a-narrative-systematic-review-in-the-field-of-education}, author = {Melissa Bond and Bedenlier, Svenja and Buntins, Katja and Michael Kerres and Zawacki-Richter, Olaf} } @article {12677, title = {Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities}, journal = {Australasian Journal of Educational Technology,}, volume = {36}, year = {2020}, pages = {126-150}, abstract = {

Understanding how educational technology can enhance student engagement is becoming increasingly necessary in higher education, and particularly so in arts and humanities, given the communicative nature of courses. This narrative systematic review synthesises 42 peer-reviewed arts and humanities articles published between 2007-2016, indexed in four international databases. The results indicate that the majority of research has been undertaken in language learning, predominantly in East Asian countries, with limited grounding of research in theory. This review found that educational technology supports student engagement, with behavioural engagement by far the most prevalent dimension. Affective engagement was the lowest observed dimension, with affective disengagement the most prevalent negative dimension. Blogs, mobile learning, and assessment tools were the most effective at promoting engagement. However, caution and education in how to use technology are needed, as any use not underpinned by effective and informed pedagogy can also lead to students feeling overwhelmed and disengaging from learning. Further research is needed on online collaboration, as well as international courses that offer cross-cultural opportunities for language use, and the increased use of qualitative methods is also advised.

}, issn = {2321 {\textendash} 2462}, doi = {https://doi.org/10.14742/ajet.5477}, url = {https://ajet.org.au/index.php/AJET/article/view/5477}, author = {Bedenlier, Svenja and Melissa Bond and Buntins, Katja and Zawacki-Richter, Olaf and Michael Kerres} } @inbook {12535, title = {Learning by Doing? Reflections on Conducting a Systematic Review in the Field of Educational Technology}, booktitle = {Systematic Reviews in Educational Research: Methodology, Perspectives and Application}, year = {2020}, note = {

https://plu.mx/plum/a/?doi=10.1007\%2F978-3-658-27602-7_7

}, pages = {11-127}, publisher = {Springer Nature}, organization = {Springer Nature}, address = {Wiesbaden}, abstract = {

Drawing on an example of a large systematic review that was conducted on the use of educational technology and student engagement in higher education, we provide practical insights into how we proceeded throughout the review phases. Readers and researchers embarking on a systematic review themselves might find the contents of this chapter useful, in order to better prepare themselves for issues that can arise when undertaking such an endeavour.

}, doi = {10.1007/978-3-658-27602-7_7}, url = {https://doi.org/10.1007/978-3-658-27602-7_7}, author = {Bedenlier, Svenja and Melissa Bond and Buntins, Katja and Zawacki-Richter, Olaf and Michael Kerres} } @article {12575, title = {Mapping research in student engagement and educational technology in higher education: a systematic evidence map.}, journal = {International Journal of Educational Technology in Higher Education}, volume = {17}, year = {2020}, abstract = {

Digital technology has become a central aspect of higher education, inherently affecting all aspects of the student experience. It has also been linked to an increase in behavioural, affective and cognitive student engagement, the facilitation of which is a central concern of educators. In order to delineate the complex nexus of technology and student engagement, this article systematically maps research from 243 studies published between 2007 and 2016. Research within the corpus was predominantly undertaken within the United States and the United Kingdom, with only limited research undertaken in the Global South, and largely focused on the fields of Arts \& Humanities, Education, and Natural Sciences, Mathematics \& Statistics. Studies most often used quantitative methods, followed by mixed methods, with little qualitative research methods employed. Few studies provided a definition of student engagement, and less than half were guided by a theoretical framework. The courses investigated used blended learning and text-based tools (e.g. discussion forums) most often, with undergraduate students as the primary target group. Stemming from the use of educational technology, behavioural engagement was by far the most often identified dimension, followed by affective and cognitive engagement. This mapping article provides the grounds for further exploration into discipline-specific use of technology to foster student engagement.

}, keywords = {Educational technology, Evidence map, Higher education, Student engagement, Systematic review}, issn = {2365-9440}, doi = {https://doi.org/10.1186/s41239-019-0176-8}, author = {Melissa Bond and Buntins, Katja and Bedenlier, Svenja and Zawacki-Richter, Olaf and Michael Kerres} } @proceedings {, title = {Student Engagement und digitales Lernen Kontextuelle Validierung eines Systematic Review mit E-Learning-Akteuren an Hochschulen}, year = {2020}, month = {08/2020}, pages = {15-25}, publisher = {Waxmann}, address = {Winterthur}, abstract = {

Systematic Reviews und Metaanalysen gewinnen in den Bildungswissenschaft en zunehmend an Bedeutung. Mit dieser Entwicklung einher geht die Frage nach der Allgemeing\ültigkeit der Ergebnisse. Ein Grund hierf\ür kann ein wechselseitiger ScientistPractitioner Gap sein. In dieser Studie stellen wir die Ergebnisse einer kontextuellen Validierung mit E-Learning-Akteuren aus den Bildungswissenschaft en vor. Mit diesen wurden in einem Onlinefragebogen die Ergebnisse aus einem Systematic Review validiert. Das Systematic Review ging der Frage nach, inwieweit der Einsatz von Lerntechnologien das Student Engagement in bildungswissenschaft lichen Studienangeboten an Hochschulen beeinflusst. Die kontextuelle Validierung zeigt deutliche Unterschiede im Grad der Zustimmung. Bildungswissenschaft liche Erkenntnisse und Aussagen in Bezug auf die Medienkompetenz erlangen deutlich h\öhere Zustimmungswerte als Items im Bereich der Lerntechnologie selbst. Die Ergebnisse werden diskutiert.

}, keywords = {Student engagement, Systematic review}, isbn = {978-3-8309-4244-3}, doi = {10.31244/9783830992448}, url = {https://www.waxmann.com/waxmann-buecher/?tx_p2waxmann_pi2\%5Bbuchnr\%5D=4244\&tx_p2waxmann_pi2\%5Baction\%5D=show}, author = {Vonarx, Anne and Buntins, Katja and Michael Kerres and St{\"o}ter, Joachim and Zawacki-Richter, Olaf and Bedenlier, Svenja and Melissa Bond}, editor = {M{\"u}ller-Werder, Claude and Erlemann, Jennifer} } @proceedings {12913, title = {Student Engagement und digitales Lernen: Kontextuelle Validierung eines Systematic Review mit E-Learning-Akteuren an Hochschulen}, volume = {77}, year = {2020}, pages = {15-26}, publisher = {Waxmann}, address = {Winterthur}, isbn = {978-3-8309-4244-3}, doi = {10.31244/9783830992448}, url = {https://www.waxmann.com/waxmann-buecher/?no_cache=1\&tx_p2waxmann_pi2\%5Bbuch\%5D=BUC127157\&tx_p2waxmann_pi2\%5Baction\%5D=show\&tx_p2waxmann_pi2\%5Bcontroller\%5D=Buch\&cHash=0d52f9b15df860e06867301b87d87539}, author = {Vonarx, Anne and Buntins, Katja and Michael Kerres and St{\"o}ter, Joachim and Zawacki-Richter, Olaf and Bedenlier, Svenja and Melissa Bond}, editor = {M{\"u}ller Werder, Claude and Erlemann, Jennifer} } @book {11583, title = {Systematic Reviews in Educational Research: Methodology, Perspectives and Application}, year = {2020}, publisher = {Springer Nature }, organization = {Springer Nature }, address = {Berlin}, abstract = {

In this open access edited volume, international researchers of the field describe and discuss the systematic review method in its application to research in education. Alongside fundamental methodical considerations, reflections and practice examples are included and provide an introduction and overview on systematic reviews in education research.

https://plu.mx/plum/a/?doi=10.1007/978-3-658-27602-7

}, isbn = {978-3-658-27602-7}, doi = {https://doi.org/10.1007/978-3-658-27602-7}, url = {https://link.springer.com/book/10.1007/978-3-658-27602-7}, author = {Zawacki-Richter, Olaf and Michael Kerres and Buntins, Katja and Melissa Bond and Bedenlier, Svenja} } @article {12513, title = {The position of Distance Education in a journal network}, journal = {Distance Education}, year = {2019}, abstract = {

On the occasion of the 40th anniversary of the journal Distance Education (DE), this study explores the position of this journal in a network of open and distance education, educational technology and learning design publications. A citation network analysis was undertaken to explore the scholarly communication network of distance education, using articles published in DE from 1980 onwards (n = 656), alongside references cited in those articles (n = 16,729), as well as articles (n = 6003) and associated references (n = 164,444) published in 22 leading journals indexed in the Web of Science between 2014 and 2019. A distinction is made between a narrower (intra-DE) and a wider (inter-journal) distance education network. The study reveals DE\’s relationship to the wider educational technology community over time and identifies the most prolific journals and authors in this network.

}, keywords = {citation analysis, distance education, impact, journal network, scientific communication}, doi = { 10.1080/01587919.2019.1692766}, author = {Zawacki-Richter, Olaf and Buntins, Katja} } @inbook {12539, title = {Mediendidaktische Forschung aus Deutschland im Kontext der internationalen Diskussion. Eine Auswertung englischsprachiger Publikationsorgane von 2008 bis 2017}, booktitle = {Digitalisierung und Hochschulentwicklung. Proceedings zur 26. Tagung der Gesellschaft f{\"u}r Medien in der Wissenschaft e.V.}, volume = {74}, year = {2018}, month = {09/2018}, pages = {246-263}, publisher = {Waxmann}, organization = {Waxmann}, address = {Essen}, abstract = {

Der Beitrag geht der Frage nach, wie sich aus Deutschland stammende Forschung zu Fragen des Lernens mit digitalen Medien zum internationalen bzw. englischsprachigen Diskurs, der \üblicherweise mit dem Label \„Educa tional Technology \“versehen wird, verh\ält bzw. welche Unterschiede und Gemein samkeiten bestehen. Vorgestellt werden Ergebnisse einer quantitativen Textanalyse und andere bibliometrische Analysen, die a) zentrale Forschungsthemen benennen und b) Unterschiede zwischen den Publikationen aus deutschen und anderen Forschungseinrichtungen identifizieren. Der Beitrag diskutiert dabei, welche Erkenntnisse aus solchen Analysen gewonnen werden k\önnen, und wo ihre Grenzen sind.

}, doi = {10.25656/01:17132}, author = {Buntins, Katja and Bedenlier, Svenja and Melissa Bond and Michael Kerres and Zawacki-Richter, Olaf}, editor = {Getto, Barbara and Patrik Hintze and Michael Kerres} } @conference {11283, title = {Systematic Reviews in Educational Technology Research: Potential and pitfalls}, booktitle = {EdMedia}, year = {2018}, publisher = {AACE}, organization = {AACE}, address = {Amsterdam}, url = {https://www.researchgate.net/publication/325987954_Systematic_Reviews_in_Educational_Technology_Research_Potential_and_Pitfalls}, author = {Melissa Bond and Bedenlier, Svenja and Buntins, Katja and Michael Kerres and Zawacki-Richter, Olaf} }