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While studies have examined the effects of schools offering in-person learning during the pandemic, this study provides analysis of student enrollment decisions (remote versus in-person) in response to schools providing in-person learning opportunities. In Connecticut during the 2020-21 school year, we find that student take-up of in-person learning opportunities was low with students on average enrolled in-person for only half of the days offered, and take-up was even lower in schools with larger shares of disadvantaged students. The provision of in-person learning opportunities has been previously shown to mitigate pandemic learning losses. By exploiting data on actual enrollment, we show that the protective benefits of in-person learning are twice as large as previously estimated once we account for the low rates of student take-up. Finally, we provide evidence suggesting that a key mechanism behind the benefits of in-person learning is alleviating the burden faced by schools and teachers in delivering remote education. First, we show that the benefits to individual students of their in-person learning are substantially smaller than the overall benefits a student receives from their school average level of in-person enrollment. Second, we show that a combination of remote and in-person learning (hybrid) with a full-time on-line presence of students when at home was worse than hybrid learning with students never or only partially online. This second finding is consistent with qualitative evidence showing that teachers found hybrid learning especially challenging when having to manage both in-person and remote students for the entire class period. [ABSTRACT FROM AUTHOR]

This study explored students' perceptions and behaviors of public wiki use during a collaborative Wikipedia assignment in a graduate technology and literacy education course. Results confirmed that the majority of students had an overall positive experience posting content on Wikipedia. Students learned how to use Wikipedia through collaborative practice, including, how to adhere to its standards and cite work properly, the importance of critically evaluating online information, and the value of publishing work to an authentic audience. Students (prospective and current teachers) reported numerous ways in which collaboration on Wikipedia could be integrated into their K-12 classrooms in order to promote higher order thinking and foster meaningful knowledge construction. Pedagogical practices for the effective integration of public wiki assignments in higher education and K-12 settings are recommended. (Contains 2 tables.)

In large measure the authors agree with Tobias and Fletcher's (2012) comments stating that clearer operational definitions of game features are needed to enable research on games and learning. The authors cannot accept that games are a subset of simulations, preferring to identify instances when games and simulations overlap and when they do not. The authors caution that research focused solely on cognitive processes risks missing fundamental environmental dynamics and their rich interactions with the intentional dynamics of situated cognition. The authors point out that their specific review of games and academic achievement is complemented by the broader survey of dependent variables reviewed by Tobias and Fletcher.

This study analyzes the user chat logs and other artifacts of a virtual world, "Quest Atlantis" (QA), and proposes the concept of Negotiation for Action (NfA) to explain how interaction, specifically, avatar-embodied collaboration between native English speakers and nonnative English speakers, provided resources for English language acquisition. Iterative multilayered analyses revealed several affordances of QA for language acquisition at both utterance and discourse levels. Through intercultural collaboration on solving content-based problems, participants successfully reached quest goals during which emergent identity formation and meaning making take place. The study also demonstrates that it is in this intercultural interaction that pragmatics, syntax, semantics, and discourse practices arose and were enacted. The findings are consistent with our ecological psychology framework, in that meaning emerges when language is used to coordinate in-the-moment actions.

This paper draws upon a range of ideas and concepts developed by the British sociologist Basil Bernstein to examine recent challenges and changes encountered by members of professional occupations, including those who teach and research in higher education. The paper discusses and seeks to develop Bernstein's analysis of how particular structurings of knowledge may be related to the formation of occupational identities centred in what Bernstein refers to as "inwardness" and "inner dedication". It then examines a range of challenges to such identities--particularly those arising from the "regionalisation" of knowledge and from "genericim". The paper concludes by assessing the prospects for perpetuating such identities in an era of increasing marketization and managerialism.

From an ecological psychology perspective, a full analysis of any learning context must acknowledge the complex nonlinear dynamics that unfold as an intentionally-driven learner interacts with a technology-based purposefully designed learning environment. A full situation model would need to incorporate constraints from the environment and also from the individual and most precisely from the specific interaction at the moment of an occasion. (AEF)

Describes what a methodology for situated action should do for students given problem solving in school settings. Proposes that a methodology for understanding situated action should afford the instructional designer, the methodologist, and the problem solver opportunities to co-construct coupling dynamics that operate on multiple space and time scales including "real time." Proposes the use of the Jasper Planning Assistant (JPA), an online learning and assessment system. (Author/MM)

Argues that the key distinction of a situated approach to studying intelligent behavior is not the method used but the focus of the investigation, specifically the unit of analysis. Discusses contemporary approaches to assessment, collaborative problem solving as an assessment context, situated assessment, intentional dynamics, and interaction as a unit of analysis, and describes the problem-solving process. (PEN)

The study examined learning while using a linear text, navigational hypertext, or a generative hypertext system. In Experiment One, students were assigned either the linear or navigational hypertexts and expected to learn the information to solve a posed problem, while students in Experiment Two learned the information to pass a reading comprehension test. Results from Experiment One revealed that the Navigational group scored significantly higher on self-determination (SD) and problem-solving (PS) measures, while the Linear group had significantly higher reading comprehension (RC) scores. Results from Experiment Two revealed no significant differences among treatments for either the SD or RC measures. In Experiment Three, we examined the effect of carrying out generative activities on problem-solving and reading comprehension. Results found that the number of generative activities explained a significant amount of the variance in PS and RC scores. Qualitative grouping of log-file data using Pathfinder illuminated patterns of user's navigational processes., HYPERTEXT AND LEARNER CONTROL In these times of rapidly expanding technology, hypermedia instructional programs are becoming commonplace in the educational and business markets. Learners of all ages have increasing access [...]

This article presents opinion on information technology and the sociology of education. My own interest in what might be called a sociology or politics of technology relates to earlier attempts to develop a sociological analysis of school science. We started the Technology and Education Project, recognizing on the one hand the need to explore the problems and possibilities of the so-called new technologies and also to remain aware that the issues were not new or specific to particular technologies, but part of those more general processes of specialization, the hierarchies and forms of power relation associated with industrialization. Many teachers are aware of the shortages of available software, of the constraints imposed by local authority funding policies, and by the inappropriateness of the available programming languages for educational purposes. All these are important issues for both teachers and sociological research, but a concentration of them would in my view pre-empt discussion about more basic issues that have yet to be considered at least within education. Again it is important to stress that this is not an argument against the possible use of expert systems in education, which might broaden pupils' access to opportunities to realize their own purposes. It is rather to cause us to be much more explicit about those purposes and the extent to which particular divisions of labor and particular dependencies may become enshrined and mystified in software even more than in people.

Stroke is one of leading causes of mortality and morbidity in the world with limited availability of therapeutic intervention. Exercise has been shown to improve stroke functional outcome in different preclinical and clinical setup. Exercise preconditioning induced neuroprotection in preclinical stroke models is believed to be mediated through its ability to restore brain vasculature and blood brain barrier integrity, promote neurogenesis, and help fight against neuroinflammation and excitotoxicity. In this short review, we will summarize the molecular mechanisms of exercise preconditioning described in preclinical stroke studies. We will also discuss the neuroprotective effects of pre-ischemic exercise.