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20240919.md

@@ -8,6 +8,10 @@
 
 ## Questions
 
+- What grade on a scale from 1 (worst) to 10 (best) would you give it?
+- How would you praise the paper?
+- How would you criticise the paper?
+- How would you summarize the paper in one line?
 - The paper reviews the literature from 2013-2019.
   Do you think it is still applicable, or is it outdated?
 - Do you believe the main finding of the paper is true?
@@ -18,39 +22,124 @@
 
 ```mermaid
 flowchart TD
-  corpus[Corpus]
-  n_studies[104 studies]
-  publication_year[Published 2013-2019]
-  curpus_themes[Corpus themes]
-  course_design_factors[Course design factors]
-  student_support[Student support]
-  faculty_pedagogy[Faculty pedagogy]
-  student_engagement[Student engagement]
-  student_success_factors[Student success factors]
-
-  corpus --> n_studies
-  corpus --> publication_year
-  corpus <--> curpus_themes
-  curpus_themes --> course_design_factors
-  curpus_themes --> student_support
-  curpus_themes --> faculty_pedagogy
-  curpus_themes --> student_engagement
-  curpus_themes --> student_success_factors
+
+  classDef effective_teaching_node fill:#fdd,color:#000,stroke:#f00
+  classDef effective_online_teaching_node fill:#dfd,color:#000,stroke:#0f0
+  classDef this_study_node fill:#ddf,color:#000,stroke:#00f
+  classDef bells_teaching_cycle_node fill:#ffd,color:#000,stroke:#dd0
+  classDef hattie_node fill:#fdf,color:#000,stroke:#d0d
+
+  this_corpus[This study's corpus]:::this_study_node
+  n_studies[104 studies]:::this_study_node
+  publication_year[Published 2013-2019]:::this_study_node
+  this_curpus_themes[This study's corpus's themes]:::this_study_node
+  course_design_factors[Course design factors]:::this_study_node
+  feedback_from_teacher[Feedback from teacher]:::this_study_node
+  student_support[Student support]:::this_study_node
+  faculty_pedagogy[Faculty pedagogy]:::this_study_node
+  student_engagement[Student engagement]:::this_study_node
+  student_success_factors[Student success factors]:::this_study_node
+
+  %% subgraph effective_teaching[Effective teaching]
+    %% subgraph effective_face_to_face_teaching[Effective face to face teaching]
+      multiple_pedagogies[Use of multiple pedagogies and learning resources]:::effective_teaching_node
+      high_instructor_presence[high instructor presence]:::effective_teaching_node
+      quality_of_faculty_to_student_interaction[quality of faculty-student interaction]:::effective_teaching_node
+      academic_support_outside_of_class[academic support outside of class]:::effective_teaching_node
+      promotion_of_classroom_cohesion_and_trust[promotion of classroom cohesion and trust]:::effective_teaching_node
+
+      multiple_pedagogies <---> 
+        high_instructor_presence <---> 
+        quality_of_faculty_to_student_interaction <---> 
+        academic_support_outside_of_class <---> 
+        promotion_of_classroom_cohesion_and_trust <---> 
+        multiple_pedagogies
+    %% end
+    %%subgraph effective_online_teaching[Effective online teaching]
+      all_effective_face_to_face_teaching[All of effective face to face teaching]:::effective_online_teaching_node
+      user_friendly_technology_tools[user-friendly technology tools]:::effective_online_teaching_node
+      orientation_to_online_instruction[orientation to online instruction]:::effective_online_teaching_node
+      opportunities_for_synchronous_class_sessions[opportunities for synchronous class sessions]:::effective_online_teaching_node
+      incorporation_of_social_media[incorporation of social media]:::effective_online_teaching_node
+
+      all_effective_face_to_face_teaching <--->
+        user_friendly_technology_tools <--->
+        orientation_to_online_instruction <--->
+        opportunities_for_synchronous_class_sessions <--->
+        incorporation_of_social_media <--->
+        all_effective_face_to_face_teaching
+    %%end
+
+    %% Bell's teaching cycle
+    bell_prior[Prior]:::bells_teaching_cycle_node
+    bell_present[Present]:::bells_teaching_cycle_node
+    bell_challenge[Challenge]:::bells_teaching_cycle_node
+    bell_feedback[Feedback]:::bells_teaching_cycle_node
+    bell_repeat[Repeat new skill]:::bells_teaching_cycle_node
+
+    bell_prior <--->
+      bell_present <--->
+      bell_challenge <--->
+      bell_feedback <---> 
+      bell_repeat <---> 
+      bell_prior
+
+    hattie_feedback[Feedback, 0.7]:::hattie_node
+    hattie_classroom_cohesion[Strong classroom cohesion, 0.44]:::hattie_node
+
+  %% end
+
+  this_corpus --> n_studies
+  this_corpus --> publication_year
+  this_corpus <--> this_curpus_themes
+  this_curpus_themes --> course_design_factors
+  course_design_factors --> |Evidence-based good practice| feedback_from_teacher
+  course_design_factors --> |Promising| promotion_of_classroom_cohesion_and_trust
+  course_design_factors --> |Promising| promotion_of_classroom_cohesion_and_trust
+  this_curpus_themes --> student_support
+  student_support --> |Promising| promotion_of_classroom_cohesion_and_trust
+  student_support --> |Promising| promotion_of_classroom_cohesion_and_trust
+  student_support --> |Promising| orientation_to_online_instruction
+  this_curpus_themes --> faculty_pedagogy
+  faculty_pedagogy --> |Evidence-based good practice| feedback_from_teacher
+  faculty_pedagogy --> |Promising| opportunities_for_synchronous_class_sessions
+  this_curpus_themes --> student_engagement
+  this_curpus_themes --> student_success_factors
+  
+  feedback_from_teacher <--->
+    quality_of_faculty_to_student_interaction <--->
+    bell_feedback <--->
+    hattie_feedback <--->
+    feedback_from_teacher
+
+  promotion_of_classroom_cohesion_and_trust <---> hattie_classroom_cohesion
 ```
 
+> This study in context.
+> Red nodes: effective teaching according to the literature, according to the author.
+> Green nodes: effective online teaching according to the literature, according to the author.
+> Red nodes: this study.
+- Yellow: teaching cycle, from `[Bell, 2020]`.
+> Purple: influence with effect size, from [The Visible Learning website](https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/),
+> and `[Hattie, 2008]` and `[Hattie, 2023]`.
+
+## In text
+
 corpus:
 - years 2013-2019
 - 104 papers
 
 corpus themes:
 - course design factors
   - Effective in improving achievement and satisfaction
+    - feedback from instructor
     - incorporation of multiple pedagogies and learning resources
-    - feedback from the instructor and peers
+    - feedback from peers
     - user-friendly online tools
     - high instructor presence
     - promotion of socialization
-    - group trust 
+    - group cohesion
+    - trust 
     - face-to-face teaching (compared to online or hybrid)
   - Less effectivene:
     - groupwork
@@ -60,22 +149,24 @@ corpus themes:
     - orientation to online instruction prior to beginning coursework
     - quality of faculty-student interaction
     - academic support for students
-    - establishment of trust and a sense of community
+    - establishment of trust
+    - a sense of community
 - faculty pedagogy
   - a positive relationship between the number of student posts and course learning
+  - social media facilitated student-to-student interaction
+  - synchronous environments encourages active learning
+  - synchronous environments requires greater student motivation
+  - synchronous environments requires greater proficiency with the technology
+  - faculty feedback is more important to students than peer feedback, and timeliness and usefulness are qualities of effective feedback. 
+  - Given the student perception that feedback can feel threatening, findings from a few studies indicate that perception of instructor presence can mitigate these feelings and improve student motivation.
+  - metacognitive support improves student higher level thinking
+  - selection of learning partners in group activities is a factor in student success.
   - mixed results whether the number and quality of instructor posts are related to student participation on discussion forums and course achievement
   - mixed effectiveness from interventions designed to increase student participation in discussion forums – such as incorporation of orientation sessions, visual materials, and social media venues 
-  - students expressed a positive attitude toward viewing videos as preparation for in-class sessions and tests
   - no significant correlations between viewing videos as preparation for in-class sessions and tests and learning outcomes
+  - social media does not facilitate academic learning
   - viewing videos as preparation for in-class sessions and tests has no effect on course achievement
   - students are inconsistent in accessing videos
-  - social media facilitated student-to-student interaction but not academic learning
-  - synchronous environments encouraged active learning but required greater student motivation and proficiency with the technology.
-  - faculty feedback is more important to students than peer feedback, and timeliness and usefulness are qualities of effective feedback. 
-  - Given the student perception that feedback can feel threatening, findings from a few studies indicate that perception of instructor presence can mitigate these feelings and improve student motivation.
-  - instructors appreciate the importance of culturally responsive teaching but are not skilled in techniques that incorporate the valuing of diversity among students
-  - metacognitive support improves student higher level thinking
-  - selection of learning partners in group activities is a factor in student success.
 - student engagement
   - greater interaction with online course content is related to better course grades and satisfaction
   - peer and instructor interaction are not consistently related to course satisfaction
@@ -100,14 +191,17 @@ Effective online teaching:
 - incorporation of social media
 
 Evidence-based effective:
-
 - only faculty feedback
 
 
-
 ## References
 
+- `[Bell, 2020]` Bell, Mike. The fundamentals of teaching: A five-step model to put the research evidence into practice. Routledge, 2020.
+
 - `[Deenadayalan et al., 2008]`
   Deenadayalan, Yamini, et al. 
   "How to run an effective journal club: a systematic review." 
-  Journal of evaluation in clinical practice 14.5 (2008): 898-911.
+  Journal of evaluation in clinical practice 14.5 (2008): 898-911.
+
+- `[Hattie, 2008]` Hattie, John. Visible learning: A synthesis of over 800 meta-analyses relating to achievement. routledge, 2008.
+- `[Hattie, 2023]` Hattie, John. Visible learning: The sequel: A synthesis of over 2,100 meta-analyses relating to achievement. Routledge, 2023.