Trends and research outcomes of technology-based interventions for complex thinking development in higher education: A review of scientific publications.
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| Title: | Trends and research outcomes of technology-based interventions for complex thinking development in higher education: A review of scientific publications. |
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| Authors: | Patiño, Azeneth1 azeneth.patino@tec.m, Ramírez-Montoya, María Soledad1, Ibarra-Vazquez, Gerardo1 |
| Source: | Contemporary Educational Technology. Oct2023, Vol. 15 Issue 4, p1-25. 25p. |
| Subject Terms: | *Science education, *Educational technology, *Higher education, *Learning strategies, *Computer assisted instruction, *Concept mapping, Technological innovations |
| Abstract: | Complex thinking is a desired competency in 21st-century university students, so technology-based teaching and learning strategies must be carefully considered when training them in complex reasoning skills. This systematic review aims to map research on the use of teaching and learning strategies supported by technology to enhance complex thinking skills in university students. This review reports results according to PRISMA (preferred reporting items for systematic reviews and meta-analyses) guidelines. The search strategy was performed in June 2022 in Scopus and Web of Science databases. Of 151 records initially identified between 2018 and 2022, 32 papers were included in the final synthesis per the inclusion and exclusion criteria. The results of this review indicate that (1) tech-based strategies for complex thinking development are based on active learning approaches including problem-based learning, case-based learning, collaboration-driven and discussion-based learning, project-based learning, assessment- and feedback-oriented activities, and mind mapping techniques; (2) most of the documented strategies were implemented in hybrid contexts; (3) traditional instructional materials commonly used for promoting higher order thinking skills such as reading assignments, videos, and eliciting/reflexive questions are still effective in fostering complex thinking when delivered through technology; and (4) custom-built technological development for complex thinking development software that incorporates emerging technologies is scarce at present. Further research is needed to document the interventions that train students interactively in complex thinking skills using Education 4.0 technologies. [ABSTRACT FROM AUTHOR] |
| Copyright of Contemporary Educational Technology is the property of Bastas Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract 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 abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 173428880 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Trends and research outcomes of technology-based interventions for complex thinking development in higher education: A review of scientific publications. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Patiño%2C+Azeneth%22">Patiño, Azeneth</searchLink><relatesTo>1</relatesTo><i> azeneth.patino@tec.m</i><br /><searchLink fieldCode="AR" term="%22Ramírez-Montoya%2C+María+Soledad%22">Ramírez-Montoya, María Soledad</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Ibarra-Vazquez%2C+Gerardo%22">Ibarra-Vazquez, Gerardo</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Contemporary+Educational+Technology%22">Contemporary Educational Technology</searchLink>. Oct2023, Vol. 15 Issue 4, p1-25. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Concept+mapping%22">Concept mapping</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+innovations%22">Technological innovations</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Complex thinking is a desired competency in 21st-century university students, so technology-based teaching and learning strategies must be carefully considered when training them in complex reasoning skills. This systematic review aims to map research on the use of teaching and learning strategies supported by technology to enhance complex thinking skills in university students. This review reports results according to PRISMA (preferred reporting items for systematic reviews and meta-analyses) guidelines. The search strategy was performed in June 2022 in Scopus and Web of Science databases. Of 151 records initially identified between 2018 and 2022, 32 papers were included in the final synthesis per the inclusion and exclusion criteria. The results of this review indicate that (1) tech-based strategies for complex thinking development are based on active learning approaches including problem-based learning, case-based learning, collaboration-driven and discussion-based learning, project-based learning, assessment- and feedback-oriented activities, and mind mapping techniques; (2) most of the documented strategies were implemented in hybrid contexts; (3) traditional instructional materials commonly used for promoting higher order thinking skills such as reading assignments, videos, and eliciting/reflexive questions are still effective in fostering complex thinking when delivered through technology; and (4) custom-built technological development for complex thinking development software that incorporates emerging technologies is scarce at present. Further research is needed to document the interventions that train students interactively in complex thinking skills using Education 4.0 technologies. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Contemporary Educational Technology is the property of Bastas Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract 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 abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=173428880 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.30935/cedtech/13416 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 1 Subjects: – SubjectFull: Science education Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Higher education Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Computer assisted instruction Type: general – SubjectFull: Concept mapping Type: general – SubjectFull: Technological innovations Type: general Titles: – TitleFull: Trends and research outcomes of technology-based interventions for complex thinking development in higher education: A review of scientific publications. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Patiño, Azeneth – PersonEntity: Name: NameFull: Ramírez-Montoya, María Soledad – PersonEntity: Name: NameFull: Ibarra-Vazquez, Gerardo IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 1309517X Numbering: – Type: volume Value: 15 – Type: issue Value: 4 Titles: – TitleFull: Contemporary Educational Technology Type: main |
| ResultId | 1 |
