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Background: Over recent years, interest towards the use of immersive technologies has grown in parallel with the lowering of equipment costs: educators have started embedding them into their teaching practices at different levels of the educational system, from primary school to higher education. In general, immersive technologies are seen as suitable tools to live vicarious experiences, when the reality is hardly accessible, for instance due to safety issues. Objectives: In this paper, we focus on 360° videos with the aim of developing a more systematic and evidence informed approach to the understanding of the educational uses of 360° in different educational contexts. Methods: A scoping literature review approach has been adopted in order to obtain a comprehensive insight based on objective, replicable and transparent procedures. Results and conclusions: The review includes studies published from 2016 onwards. According to the findings, 360° videos are more suitable for disciplines requiring careful observation of how knowledge is transferred into practice and where practical scenarios are involved: 360° videos have positive effects on learning, especially referring to motivation, attentiveness, information retention and transfer of knowledge. However, as for learners' reactions, physical discomfort is reported, mainly associated with the use of HMD. In addition, challenges, and barriers to the educational use of 360° video should be further analysed, since up to now logistical constraints have limited the studies to a very small sample population, without the possibility of providing suggestions for a wider adoption at organisation and institution level. Implications: As 360° videos are reported to be promising in fostering learning processes, students' engagement, and information retention, further studies are recommend to cover the current gaps in the literature, particularly focusing on drawbacks and organizational challenges. Lay Description: What is currently known about the subject matter?: Immersive technologies are knowing increased use in recent years.Some evidence on their positive influence on learning emerged.Empirical research on the pedagogical affordances of 360° video is still limited. What the paper adds?: It identifies the most common teaching methods combined with 360° video.It provides a systematic understanding of 360° video learning gains.It helps catching possible drawbacks of 360° video. Implications of study findings for practitioners: It encourages an aware use of 360° video to increase students' engagement.It may inspire the design of effective learning experiences.It focuses on suitable solutions when physical experiences are not possible—as in a pandemic. [ABSTRACT FROM AUTHOR]

In recent years the concept of learning ecology has been interpreted in different ways to highlight its potential for learning and professional development. However, there are several aspects that still deserve to be understood such as, eg, the role that the different contexts come to play within a learning ecology. For this purpose, this paper presents and discusses the results of a study exploring the learning ecologies of educators in a blended programme delivered in higher education. The participants in the study were 85 professionals in the field of education aged between 28 and 58 years. The research design adopted here can be defined as a convergent mixed method where both quantitative and qualitative data were collected through an e‐portfolio. The study found that educators in the sample had different postures, of whom some more aware of their professional roles or Self than others. Moreover, different professional identities seemed to be linked to different learning ecologies, where elements like formal or informal education, cultural artefacts, personal experiences, colleagues or work experiences played a different role. Formal education emerged as having a questionable function, while colleagues came up as a crucial resource. [ABSTRACT FROM AUTHOR]

Nowadays the size of university classes along with the growing number of students to be tested for final examination raise unprecedented challenges relating to the management, monitoring and evaluation of learning. Technology may provide some solutions that deserve to be investigated. This paper explores the potentialities and limitations of Computer‐Based Testing (CBT), specifically BYOD e‐test, compared to traditional Paper‐Based Testing (PBT) to verify whether, and to what extent, an electronic mode of assessment can become a suitable alternative to PBT. It is based on a study carried out at the University of Florence during 2016/17. 606 students participated in the study, of whom 443 opted for CBT using their own devices, while 163 preferred PBT. Participants who experienced CBT also answered a survey on perceptions, self‐efficacy and satisfaction. The results show that students' performances were better with CBT, and that a positive relationship exists between the perceived level of self‐efficacy and the propensity to adopt digital tests. In addition, students greatly appreciated the electronic system, especially for the possibility of immediate feedback. Some critical issues emerged relating to on‐screen reading, which suggests the need for careful design of testing tools. [ABSTRACT FROM AUTHOR]

To date, little empirical research on professional use of social network sites has been conducted, particularly with reference to groups of teachers on Facebook. The paper presents the results of two surveys addressed to the founders of five Italian Facebook groups and their members ( n = 1107), with the aim of investigating mechanisms underlying group membership and reflecting on their implications for professional development. A number of hypotheses were tested in order to explore the nature of three dimensions (domain, network and practice) involved in these groups, assimilated by authors into networks of practice. The study investigated the mechanisms of group membership and their participatory dynamics in terms of group types (generic vs. thematic), duration of membership and the interplay between offline and online activities. Results showed that groups differing in terms of domain (generic or thematic) are characterized by particular mechanisms of affiliation and participation and that mechanisms of legitimation of the members, as well as of shared resources, are associated with the duration of membership. Further research should be conducted to investigate how social capital dynamics evolve over time, influencing the construction of group identity. Practitioner Notes What is already known about this topic The use of social network sites ( SNS), particularly Facebook, is growing in the educational field., To date, little attention has been given to the use of Facebook for professional development., Empirical research mainly refers to the higher education context and shows that the use of SNS has positive outcomes for social capital., What this paper adds An application of social capital theory with the networks of practice framework (Brown & Duguid, ) to the study of professional groups of teachers in SNS., An understanding of groups in terms of shared social capital, both bridging and bonding., An analysis of the interplay between online and offline activities in terms of professional benefits for teachers., Implications for practice and/or policy Participation in this kind of groups may have a positive impact on professional development., Social networks may afford different types of social capital for professionals., Policy makers should encourage and support the use of social networks for professional learning. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editors discuss topics appearing elsewhere in the issue, including a case study on the value of online social network Facebook as a teaching aid, professional teachers' use of Facebook, and professional development for teachers.

Literature review has found that despite the considerable attention focused on 'digital natives', few studies have carefully investigated the characteristics of this group. The purpose of this study is to contribute to the debate on digital natives by providing a 'piece of evidence' on the digital competence status of a group of Chinese teenagers (ninth grade students) randomly selected from the Jiangdong District in Ningbo City, Zhejiang Province. An Instant Digital Competence Assessment (iDCA) tool, developed by a research group from the University of Florence, was adopted as the measurement tool for the study. Quantitative research was employed and the research design for the study was descriptive in nature. Data analysis results found that the majority of the participating ninth grade students ( n = 317) had personal computers (PCs) and the Internet available at home and the average period of time owing a PC was about 5 years. The iDCA results indicated that (1) participants' overall performance in the iDCA was just 'pass' rather than 'good' or 'excellent', which might imply that digital natives in China are not necessarily digitally competent; (2) there were big disparities among participants as regards their digital competence; (3) participants' digital competence differed depending on their schools and their ages; (4) participants' digital competence was not significantly influenced by such factors as having a PC or not, having the Internet or not at home, frequency of computers and Internet use. On the basis of the findings, the study concluded by highlighting the role of education in improving teenagers' digital competence and by recommending the development of well-designed teaching and learning materials for the Chinese K-12 school system. [ABSTRACT FROM AUTHOR]

Online education based on small self-managing groups, with slight supervision by a professional tutor, is a strategically interesting methodology for lifelong learning. This solution may combine aspects of cost-effectiveness (reducing tutors' work) with the demands for active and engaging learning methods based on the exchange and sharing of experiences. In such a context, how can information on collaborative attitudes and behaviour be gathered? A typical tool for online learning activities is the threaded web forum. This study proposes a methodology for assessing effective collaborative interactions within the add-on module, Forum Plus, for the Moodle learning management system (LMS). The methodology here presented is able to supply an early overview of the level of effectiveness of the collaborative group and therefore it may provide a useful instrument to guide further qualitative observations conducted directly in the web forum. [ABSTRACT FROM AUTHOR]