Beitrag (Sammelband oder Tagungsband)
Andreas Gegenfurtner, D. Froehlich, C. Damşa
Reflections on empirical and methodological accounts of agency at work
Agency at work: An agentic perspective on professional learning and development, vol. Volume 20
D. Stoloff, Andreas Gegenfurtner, A. Naaji, M. Hammond, P.-O. Zander, N. Adedokun-Shittu, J. Foland, A. Al Saif, A. Moreira, L. Sujo-Montes, K. Kinley, M. Coto, K. Charalambous, V. Mbarika, M. Joy, J. Tondeur, S. Gregory, I. Venter, J. Elen, E. Mazzoni, Z. Zhang, López de la Madrid, M.C., M. Rocha Lucas, A. Oni, Y. Al-Saggaf, D. Vlachopoulos, C. Sanga, S. Padilla Partida, A. Gogus, M. Kalz, L. Teixeira Pombo, H. Lee, J. Balaban Sali, K. Oliver, Odeh Helal Jwaifell, M., K. Jordan, V. Padilla Vigil, M. Awshar, M.N.H.M. Said, N. Pinkwart, J. White, Y. Liu, J. Gerstein, B. Sbihi, P. Nleya, C. Tannahill, I. Erguvan, P. Jerry, M. Santally, T. Bushnaq, İ. Umit Yapici, R. Badosek, A. Al Lily, U. Sambuu, S. Schatz, P. Häkkinen, et al., S. Tobgay, S. Schön
Academic domains as political battlegrounds
A global enquiry by 99 academics in the fields of education and technology
Information Development, vol. 33, no. 3, pp. 270-288
This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political ‘actors’, just like their human counterparts, having ‘agency’ – which they exercise over humans. This turns academic domains into political (functional or dysfunctional) ‘battlefields’ wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain.
Andreas Gegenfurtner, K. Könings, M. Gebhardt, N. Kosmajac
Voluntary or mandatory training participation as a moderator in the relationship between goal orientations and transfer of training
International Journal of Training and Development, vol. 20, no. 4, pp. 290-301
Trainees can participate in organizational training programs voluntarily or mandatorily. To date, research has reported mixed evidence on the question whether voluntary or mandatory participation is associated with higher motivation and transfer of training. Grounded in the frameworks of participatory design, the notion of autonomy in basic psychological needs theory, and the 2 × 2 model of achievement goals, this meta-analysis examined the relationship between goal orientations and transfer of training in contexts of voluntary and mandatory training participation with a sample of N = 4729 trainees in k = 29 studies. Goal orientations were conceptualized in four dimensions: mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance. Results of the primary meta-analysis indicated that mastery-approach orientation had the most positive correlation with transfer of training, followed by performance-approach, mastery-avoidance and performance-avoidance goal orientation. Meta-analytic subgroup analysis examined the effects of two conditions for training participation: voluntary participation and mandatory participation. The findings indicated that training participation significantly moderated the correlation coefficients of mastery-approach and performance-avoidance goal orientation, with more positive estimates when training enrollment was voluntary. Contrary to expectations, the correlation coefficient between performance-approach goal orientation and transfer of training was more positive when entry into training programs was obligatory and mandated. Implications for future research and the practice of training design and delivery are discussed.
E. Kok, Andreas Gegenfurtner, K. van Geel, H. Jarodzka, J.J.G. van Merriënboer, A. Bruin, A. Szulewski
The challenges of studying visual expertise in medical image diagnosis
Medical Education, vol. 51, no. 1, pp. 97-104
Visual expertise is the superior visual skill shown when executing domain-specific visual tasks. Understanding visual expertise is important in order to understand how the interpretation of medical images may be best learned and taught. In the context of this article, we focus on the visual skill of medical image diagnosis and, more specifically, on the methodological set-ups routinely used in visual expertise research.
We offer a critique of commonly used methods and propose three challenges for future research to open up new avenues for studying characteristics of visual expertise in medical image diagnosis. The first challenge addresses theory development. Novel prospects in modelling visual expertise can emerge when we reflect on cognitive and socio-cultural epistemologies in visual expertise research, when we engage in statistical validations of existing theoretical assumptions and when we include social and socio-cultural processes in expertise development. The second challenge addresses the recording and analysis of longitudinal data. If we assume that the development of expertise is a long-term phenomenon, then it follows that future research can engage in advanced statistical modelling of longitudinal expertise data that extends the routine use of cross-sectional material through, for example, animations and dynamic visualisations of developmental data. The third challenge addresses the combination of methods. Alternatives to current practices can integrate qualitative and quantitative approaches in mixed-method designs, embrace relevant yet underused data sources and understand the need for multidisciplinary research teams.
Embracing alternative epistemological and methodological approaches for studying visual expertise can lead to a more balanced and robust future for understanding superior visual skills in medical image diagnosis as well as other medical fields.
Andreas Gegenfurtner, J.J.G. van Merriënboer, D. Howes, M. Sivilotti, A. Szulewski
Measuring physician cognitive load: Validity evidence for a physiologic and a psychometric tool
Advances in Health Sciences Education - Theory and Practice, no. October, pp. 1-18
In general, researchers attempt to quantify cognitive load using physiologic and psychometric measures. Although the construct measured by both of these metrics is thought to represent overall cognitive load, there is a paucity of studies that compares these techniques to one another. The authors compared data obtained from one physiologic tool (pupillometry) to one psychometric tool (Paas scale) to explore whether they actually measured the construct of cognitive load as purported. Thirty-two participants with a range of resuscitation medicine experience and expertise completed resuscitation-medicine based multiple-choice-questions as well as arithmetic questions. Cognitive load, as measured by both tools, was found to be higher for the more difficult questions as well as for questions that were answered incorrectly (p < 0.001). The group with the least medical experience had higher cognitive load than both the intermediate and experienced groups when answering domain-specific questions (p = 0.023 and p = 0.003 respectively for the physiologic tool; p = 0.006 and p < 0.001 respectively for the psychometric tool). There was a strong positive correlation (Spearman's ρ = 0.827, p < 0.001 for arithmetic questions; Spearman's ρ = 0.606, p < 0.001 for medical questions) between the two cognitive load measurement tools. These findings support the validity argument that both physiologic and psychometric metrics measure the construct of cognitive load.
Andreas Gegenfurtner, M. Gebhardt, M. Krammer, S. Schwab
General and special education teachers' perceptions of teamwork in inclusive classrooms at elementary and secondary schools
Journal of Educational Research Online, vol. 7, no. 2, pp. 129-146
In inclusive classrooms teamwork and collaboration between general teachers and special education teachers are among the most important factors for stu-dent achievement. Yet, to date, little evidence exists on how teacher collaboration is implemented and whether general and special education teachers value their collaboration equally. The current study analyzes teacher collaboration in inclusive classrooms at elementary and secondary school levels. Participants were 191 general teachers and 130 special education teachers. The results suggest that all teachers were satisfi ed with their teamwork; differences between general and special education teachers were non-significant. Elementary school teachers had more positive perceptions than secondary school teachers. These findings are discussed in terms of their theoretical significance and their practical relevance for teacher education in inclusive classrooms.
Beitrag (Sammelband oder Tagungsband)
Transitions of expertise
Transitions in vocational education, Opladen
Beitrag (Sammelband oder Tagungsband)
Andreas Gegenfurtner, C. Quesada Pallarès, M. Knogler
Social design in digital simulations: Effects of single versus multi-player simulations on efficacy beliefs and transfer
To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale (Proceedings of the 10th International Conference on Computer Supported Collaborative Learning [CSCL], University of Wisconsin - Madison, June 15th-19th 2013), vol. Vol. 2
Andreas Gegenfurtner, K. Veermans, M. Vauras
Effects of computer support, collaboration, and time lag on performance self-efficacy and transfer of training: A longitudinal meta-analysis
Educational Research Review, vol. 8, no. 1, pp. 75-89