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Background: Since about 2010 e-learning has been embedded in educational practice and has become, surely due to the COVID-19 pandemic, increasingly important. Objectives: Although much has been written about e-learning, little is known about crucial didactic and pedagogical design principles for e-learning. This review tried to fill that gap. Methods: Based on a systematic literature review, 42 studies (out of 1857 unique hits) were included that address e-learning design in higher education. Open and axial coding was used for analysis. Results and conclusions: There were two continuums distinguished as important for e-learning: (1) the active learning continuum and (2) the authentic learning continuum. Those continuums appear to be useful to give a visual representation of included studies through an active and authentic learning continuum. This resulted in four clusters with (slightly) different properties. These properties vary from a relatively low to a high level of authenticity, and from teacher to student centred. Analysis also revealed four crucial aspects for e-learning design: (1) content scaffolding, (2) process scaffolding, (3) peer-to-peer learning, and (4) formative strategies. In general, most of the e-learning approaches demand an educational design that facilitates authentic learning and self-regulation. Takeaways: To help practitioners in realizing e-learning design, this paper will provide some concrete suggestions and tips for e-learning design. Furthermore, this research shows that more well-founded research is necessary to gain more insight in didactic and pedagogical design principles for e-learning.

Preservice teachers (PSTs) often experience professional anxiety when managing their classrooms. These feelings of anxiety can be reduced, and their feelings of self-efficacy increased by training PSTs' interpersonal competence. This study used authentic learning experiences combining theoretical lectures and 360-degree videos watched with virtual reality headsets, to train their interpersonal competence. Participants of this study were 141 first year PSTs of a teacher education institute in the Netherlands. Results showed that the video-lecture combination led to a reduced professional anxiety and increased self-efficacy. PSTs' self-perceptions of their own expected interpersonal behaviour indicated that PSTs thought they would be more in control in the actual classroom after the intervention. PSTs attributed these results to exemplary teacher behaviour shown in the 360-degree videos.

Noticing and interpreting classroom events (professional vision) is an important element of preservice teachers' (PSTs) interpersonal competence. This paper presents a mixed-method study about a classroom simulation using 360-degree videos combined with theoretical lectures in teacher education, intended to improve PSTs' interpretations of noticed events. Furthermore, this study examined how PSTs evaluate technological and educational affordances of 360-degree videos. Results indicate that participating PSTs improved in noticing classroom events and in applying a more theory-based terminology to describe these events. PSTs perceived observing other teachers teach as an educational affordance for mastering theory and for developing insights about interpersonal teacher behaviour. Concerning technological affordances, mainly physical discomforts and technical hindrances, was reported by PSTs. The results of this study imply that 360-degree videos can be useful for teacher education to improve PSTs' interpretation of noticed events.

The rapid development of artificial intelligence and large language models (LLMs) has led to significant advancements in applying machine learning techniques across diverse disciplines, including educational science research. This study investigates the potential of LLMs like ChatGPT for qualitative data analysis, focusing on open, axial, selective coding, theme or pattern identification, and inter-rater reliability. Our findings indicate promising capabilities of ChatGPT in open coding, demonstrating accurate categorization of qualitative data. However, axial coding posed challenges due to the model's limited understanding, which was partially addressed by refining prompts based on ChatGPT's interpretation. ChatGPT also showed competence in selective coding and theme or pattern identification, providing additional insights. For inter-rater reliability, ChatGPT's performance varied across datasets, with improvements observed when providing contextual information. It is important to note the limitations and variability of LLMs such as ChatGPT, which is in public beta and subject to potential limitations in usage and reliability. Our study demonstrates ChatGPT's potential for coding and inter-rater reliability. Improved results are achieved with refined prompts and utilising ChatGPT's own definitions. The adoption of LLMs for qualitative analysis requires further exploration, including addressing algorithmic bias and the potential for inaccurate responses. Validation techniques are crucial in mitigating these risks. [ABSTRACT FROM AUTHOR]

Preservice teachers (PSTs) often experience professional anxiety when managing their classrooms. These feelings of anxiety can be reduced, and their feelings of self-efficacy increased by training PSTs' interpersonal competence. This study used authentic learning experiences combining theoretical lectures and 360-degree videos watched with virtual reality headsets, to train their interpersonal competence. Participants of this study were 141 first year PSTs of a teacher education institute in the Netherlands. Results showed that the video-lecture combination led to a reduced professional anxiety and increased self-efficacy. PSTs' self-perceptions of their own expected interpersonal behaviour indicated that PSTs thought they would be more in control in the actual classroom after the intervention. PSTs attributed these results to exemplary teacher behaviour shown in the 360-degree videos. [ABSTRACT FROM AUTHOR]