Reflective assessment is central to knowledge building, as it enables learners to evaluate and improve their collective ideas. In recent years, a wide range of analytic technologies have been developed to support this process, yet there is still a limited understanding of how these tools are designed, implemented, and connected to knowledge building principles. This study addresses this gap through a systematic review of the literature focused on analytic technologies that foster reflective assessment in knowledge building environments. Following a rigorous PRISMA methodology, a search in Web of Science was conducted. Studies that did not meet the inclusion criFteria were excluded, resulting in a final selection of 31 empirical studies. The analysis shows that most analytic tools (e.g., KBDeX, KCA, KBAT) are applied to data generated in Knowledge Forum, supporting students in visualizing, analyzing, and reflecting on the collective knowledge advancement process. The review highlights a growing diversity of tools designed to enhance processes such as idea improvement and epistemic agency. By mapping these contributions, the study provides a clearer understanding of how analytic technologies can be used to strengthen collaborative practices and reflective assessment in knowledge building contexts.

Knowledge Building is an educational model characterized by its emphasis on the collective responsibility of students to improve collective ideas. Previous studies have demonstrated the benefits of Knowledge Building in science education. This study implements this pedagogy in the field of educational research and pursues two objectives: i) to analyze the quality level of student contributions when participating in a collaborative space to enhance ideas, and ii) to analyze the scaffolding employed by teachers during the implementation. A mixed-method design (qualitative and quantitative) was employed to collect data. The participants consisted of 59 undergraduate social education students enrolled in an action-research course. Data on the quality of discourse were collected from the entries or notes created by students on the Knowledge Forum platform, while data on teacher scaffolding as perceived by the students was obtained through interviews. The results of this study demonstrate that most student contributions are of high quality, although participation shows a slightly uneven distribution. Furthermore, this study broadens our understanding of the teaching scaffolds that support students' knowledge construction in educational research and offers teaching scaffolds that can be applied in various constructivist learning contexts aimed at promoting student autonomy to collaborate in knowledge creation.

La tendencia observada en los últimos años, atendiendo a los cambios legislativos realizados en el sistema universitario español, vienen marcados por distintos contextos económicos y sociales. Las medidas adoptadas, tanto por la Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA) como por las Agencias autonómicas, pretenden mejorar el rendimiento docente, investigador, de innovación o de transferencia de conocimiento, así como garantizar principios de equidad en los procesos de acreditación del profesorado universitario español. El presente artículo presenta un enfoque de revisión, descriptivo y crítico, de la evolución de la situación del profesorado de la universidad española durante la última década, haciendo especial hincapié en los procesos de acreditación, dada la repercusión de los mismos en la promoción y desarrollo de la carrera docente. Se revisan las causas, además de las consecuencias de algunas variables como la categoría profesional, dedicación o evolución del número de profesorado universitario, que nos permiten conocer la representatividad real de cada una de las figuras existentes en el contexto estructural universitario español. Estas consideraciones dan lugar una reflexión sobre la situación actual de dichos procesos de las que se generan una serie de propuestas de mejora y de acciones que se están llevando a cabo de cara al futuro en el ámbito de la acreditación universitaria.

Educational research skills are a relevant issue to education professionals.Knowing how to investigate makes it possible to generate knowledge to guide educational interventions and evaluations/assessments.An important aspect is to decide on the focus of training to develop research skills, both specific (e.g.formulating a research problem, collecting data, analysing data), and cross-cutting (working collaboratively).Knowledge Building (KB) pedagogy is a coherent approach to teach resarch skill.KB encourages sutdent asume the responsability to carry out collaborative process to build conceptual artefacts.The purpose of this communication is to train students in educational research skills applying the Knowledge Building pedagogy supporting by Knowledge Forum (KF).This platform offers students and teachers a collaborative workspace where ideas supported by evidence can be shared, discussed, negotiated and improved.A comapartive pretest-posttest design was applied to analyse whether students perceived improvements in their educational research skills.Likert scale questionnaires were applied to collect the data.The participants were 51 students enrolled in a course about educational research in Higher Education.The results show positive changes in the student's perception between the beginning and the end of the course.Improvements in the teaching of educational research based on Knowledge Building Pedagogy are discussed.

The trend observed in recent years, taking into account the legislative changes made in the Spanish university system, is marked by different economic and social contexts. The measures adopted, both by the National Agency for Quality Assessment and Accreditation (ANECA) and by the regional Agencies, aim to improve teaching, research, innovation or knowledge transfer performance, as well as guarantee principles of equity in the processes of accreditation of Spanish university teaching staff. This article presents a review approach, descriptive and critical, of the evolution of the situation of the teaching staff of the Spanish university during the last decade, with special emphasis on the accreditation processes, given their repercussion in the promotion and development of the teaching career. The causes are reviewed, in addition to the consequences of some variables such as professional category, dedication or evolution of the number of university teaching staff, which allow us to know the real representativeness of each of the existing figures in the Spanish university structural context. These considerations give rise to a reflection on the current situation of these processes from which a series of proposals for improvement and actions that are being carried out for the future in the field of university accreditation are generated.

The spread of coronavirus disease (COVID-19) challenges global society. COVID-19 disease control strategies, still precarious, have placed the limiting of social interaction as the main focal point. In the educational field, the circumstances have required the educational centres to assume the modality of remote education as the main educational route. Educational technology not only facilitates online interactions and communications between educational agents but also offers specific tools to evaluate students’ learning. Thus, learning analytics tools add concurrent evaluation into the online learning platform, making reflective learning possible for students and teachers. In this chapter, we present two new tools to facilitate reflective learning in the computer-supported knowledge building community (CSKBC). One of these tools allows users to analyze the profiles of the members of a community according to the recognition they obtain from their peers. The other tool allows users to analyze the value of the ideas that the members of a community believe can facilitate progressive discourse in a knowledge building community (KBC). To confirm the value of these learning analytics, an evaluation of their graphs according to possible stakeholders is proposed.

This paper implements a novel approach to analyzing the degree of Collective Cognitive Responsibility (CCR) in a Knowledge Building community, based on socioeconomic and scientometric measures. After engaging in Knowledge Forum (KF) discussions for one semester, 36 students identified impactful ideas in their portfolios, which were then used to develop their impact scores. These scores were then transformed and plotted along the Lorenz Curve and the Gini coefficient to visualize the degree of equidistribution of recognition in the community and, by extension, the degree of collective responsibility shared by members of the community. Additionally, students were classified into member roles based on the impact of their contributions, and we explored the flow of member roles across several discussion topics, based on Price’s model of scientific production. Our results show convergence between peers’ and teachers’ ratings of impactful contributions, which both point to medium levels of collective responsibility in the community. In short, on the one hand, this procedure shows its sensitivity to detect communities that could not comply with the CCR principle. On the other hand, we discuss the necessity of reflective evaluation to address the pedagogical challenge of fostering collective responsibility for knowledge advancement and empowering novel students to take charge of their knowledge work at the highest levels.

This study is a scientometric analysis of doctoral theses defended in Spain and Portugal during the 1977–2018 period related to the Roma. The search of doctoral theses has been carried out using the main databases and repositories of Higher Education institutions, of which 237 doctoral theses have been registered for the study period. Different scientific indicators have been considered related to diachronic productivity, directors, institutions, citation and content. The Bibliometrix R package has been used as an analysis tool in both scientometrics and bibliometrics. The findings highlight a growth in productivity of doctoral theses, a production characterized by directors, occasional universities, and a social network formed by the most productive directors in doctoral theses on the Roma.

La Construcción de Conocimiento (CC) es un marco teórico que promueve la indagación colectiva para resolver problemas del conocimiento relevantes en una comunidad educativa. Hay un número cada vez mayor de autores que buscan los beneficios de este enfoque, por lo que se necesita una visión general de las tendencias de la investigación. El objetivo de este estudio es proporcionar el estado del arte relacionado con la producción de investigación sobre la pedagogía de la Construcción de Conocimiento, incluidas las tendencias y temas relevantes. En este estudio se aplicó un diseño explicativo secuencial que combina los enfoques cuantitativos (análisis cienciométrico) y cualitativos (revisión sistemática). La muestra se seleccionó de las producciones más recientes publicadas en revistas indexadas en la base de datos Web of Science. El análisis cienciométrico muestra una dinámica de publicación típica de un campo de investigación emergente. En la fase cualitativa, el análisis revela las tendencias de investigación sobre la creación de conocimiento, así como los beneficios de ponerlo en práctica en una amplia gama de contextos, exponiendo que la tecnología es un componente relevante del aprendizaje basado en la pedagogía. Estos beneficios se refieren principalmente a la profundidad de pensamiento de los individuos y las habilidades de colaboración dentro de entornos de aprendizaje sostenidos por computadora.

Knowledge Building (KB) is a theoretical framework that promotes collective inquiry through the resolution of knowledge problems that are relevant for certain educational community. There is an increasing number of authors looking into benefits of this approach, thus an overview of the trends of research is needed. The aim of this study is to provide the state of the art concerning the research production on Knowledge Building pedagogy including trends and relevant issues. In this study a sequential explanatory design was applied. Both quantitative (scientometric analysis) and qualitative (systematic review) approaches were applied. The sample was selected from the most recent productions published in journals indexed in the Web of Science database. The scientometric analysis shows a publishing dynamics typical of an up and coming research field. In the qualitative phase, analysis reveals research trends on Knowledge Building as well as the benefits of putting it into practice in a wide range of contexts, exposing that technology is a relevant component of learning based on the pedagogy. These benefits mainly regard to individuals' depth of thinking and collaboration skills within computer supported environments.

In recent years, computer-mediated collaborative learning has been used as a coherent approach to the development of transformative competencies from a socio-constructivist perspective. Through it, students learn to investigate collaboratively to solve cognitively complex problems. Computer-mediated learning is often carried out from hybrid learning modalities where computers allow students to collaborate outside the classroom. This implies a certain instructional challenge when students have not internalized teamwork skills. The objective of this chapter is to explain how to carry out an educational proposal for hybrid environments. In particular, the proposal explains how to implement learning sequences using the knowledge building pedagogy, a pedagogical proposal based on the use of computer programs to expand educational opportunities. First, this chapter presents the knowledge building proposal and its pedagogical principles. Then, the learning sequence proposed by the authors is developed. Finally, a case is described where this sequence of learning in higher education was carried out. Participants were 55 university students enrolled in the second course of a social science degree programme from the University of Granada (Spain). Data were collected through questionnaires to know participants' perception of their abilities of shared regulation and self-efficacy of knowledge creation at the beginning and at the end of the course. The results indicate that this sequence has led to an improvement in shared regulation and self-efficacy knowledge creation to improve Collective Cognitive Responsibility (CCR).

The aim of this study is to analyze the effect of different conditions of face-to-face learning on the participation and learning of students in the virtual community. In particular, we analyze the effect of collaboration vs intergroup competition learning on interdependence, regulation of socio-cognitive conflict, participation, and the quality of the contributions in a virtual learning platform. This study took place in an educational research course. The participants in the full investigation were 36 (94.44% females) undergraduates enrolled in the subject of educational research, which was part of a 4-year social education degree program. A Latin Squares design was applied to carry out the full investigation. The results show that conditions of collaboration without competition in face-to-face environments facilitate better quality of learning to a greater extent. In addition, there are no benefits of intergroup competition over individual competition learning. Thus, in this study, collaborative learning designs without any competition could be considered more consistent with the goal that underpins the main right to education: Each student is able to achieve what he has to achieve, taking advantage of the abilities of each and every agent in the learning community (teacher and students) to do so. These results are not consistent with previous studies. We suggest that characteristics of the sample could explain these differences between studies.

Introducción: Se revisa la evolución, situación actual y perspectivas de las revistas de investigación sobre educación, haciendo énfasis sobre las publicadas en español. Metodología: Se utiliza la estructura de la metodología DAFO (debilidades, amenazas, fortalezas y oportunidades), que ha demostrado ser una técnica muy eficaz para analizar y formular estrategias de acción que conduzcan a la mejora de un producto o servicio. Resultados: Se identifican las principales debilidades, amenazas, fortalezas y oportunidades de las revistas de investigación en educación, señalando los elementos fundamentales, internos y externos, que influyen sobre su desarrollo y calidad. Discusión: Se presentan conclusiones sobre el futuro de las revistas de investigación educativa como instrumento de comunicación científica, señalando opciones de mejora y propuestas para aprovechar mejor este potente recurso de comunicación y difusión del conocimiento científico. El ámbito de las revistas iberoamericanas se revela como un campo dinámico y complejo, con múltiple problemas pero también con retos y grandes posibilidades.

Introduction: This review analyze the evolution, the present-day situation and the perspectives of research journals on education, putting emphasis on those published in Spanish. Methodology: The structure of the SWOT methodology (Strengths, Weaknesses, Opportunities and Threats) is used, which has proven to be a very effective technique to analyze and formulate implementation strategies that arrive at the best possible outcomes for a given product or service. Results: We identify the principle weaknesses, threats, strengths and opportunities of the education research journals, pointing to the fundamental elements, both internal and external, that influence their development and quality. Discussion: We will draw conclusions about the future of the educational research journals as an instrument of scientific communication, as future improvements/advancements and proposals to better utilize this potent resource of communication and scientific knowledge are made. The scope of Ibero-American journals show that it is a dynamic and complex field, with assorted problems but also with challenges and great possibilities.

The field of education is not immune to advances in sophisticated information and communication technology (ICT). Going beyond the ICT-hype, the objective of this paper is to examine to what extent and how technology-enhanced teaching and learning (TEL) can enhance teaching and learning and, hence, turn them into levers of sustainable socio-economic growth and development. To address these questions, a multidimensional survey was developed and distributed internationally to lecturers/professors active in the field of higher education. The initial point of departure for this study was consistent with the well-referenced in the literature thesis that TEL has profound value added in view of enhancing the teaching and learning process. Yet, as the outcomes of the survey underpinning the discussion in this paper suggest, there is much more is at stake than that. Indeed, it is argued that several conditions need to be fulfilled if technology is to serve as a benefit, and not an obstacle to teaching and learning, and thus boost the delivery of quality education. This paper outlines them.