This paper presents a comprehensive survey of knowledge graphs in education. It covers the patterns and prospects of research in this area. A total of 48 relevant publications between 2011 and 2023 were collected from the Web of Science, Scopus, and ProQuest for review. The findings reveal a sharp increase in recent years in the body of research into educational knowledge graphs which was mainly conducted from institutions in China. Most of the relevant research work adopted a quantitative method, such as performance evaluation, user surveys, and controlled experiments, to assess the effectiveness of knowledge graph approaches. The findings also suggest that knowledge graph approaches were primarily researched and implemented in higher education institutions, with a focus on computer science, mathematics, and engineering. The most frequently addressed objectives included enhancing knowledge representation and providing personal learning recommendations, and the most common applications were concept instruction and educational recommendations. Diverse data resources, such as course materials, student learning behaviours, and online encyclopaedia, were processed to implement knowledge graph approaches in different scenarios. Relevant technical means employed for the implementation of knowledge graphs dealt with the purposes of building knowledge ontology, achieving recommendations, and creating knowledge graphs. Various pedagogies such as personalised learning and collaborative learning are supported by the knowledge graph approaches. The findings also identified key limitations in the relevant work, including insufficient information for knowledge graph construction, difficulty in extending applications across subject areas, the restricted scale and scope of data resources, and the lack of comprehensive user feedback and evaluation processes.

This paper presents a study on the evaluation of hybrid learning and teaching practices by academics. A mixed research method involving a questionnaire survey and a focus group interview was employed to gather academics’ feedback on their experience in delivering hybrid instruction in a synchronous manner in which on-site and remote students attended classes simultaneously, their students’ hybrid learning effectiveness, and their suggestions for improvement. The questionnaire was administered to 76 academics from a university in Hong Kong where hybrid learning and teaching were implemented, and the focus group interview involved 10 academics. The findings reveal that the participating academics perceived themselves as having an overall high degree of readiness to handle technical issues. They expressed that the students from their hybrid classes had lower levels of interaction, engagement, and motivation than those from traditional face-to-face classes. The participants also reported their challenges regarding hybrid learning and teaching, including heavy workload for lesson preparation and face-to-face and online classroom management, unfamiliarity with interactive teaching design suitable for hybrid classes, and difficulties in monitoring students’ learning process. They provided suggestions for the improvement of hybrid classes, ranging from the provision of technological support to professional development for enhancing students’ online interaction and engagement. These findings contribute to revealing academics’ experience in practising hybrid learning and teaching and identifying ways to address their challenges.

This paper presents a longitudinal study analysing the literature on the hybrid and flexible mode of learning (HyFlex learning) in terms of its research and practice over the past decade. A total of 84 articles published between 2013 and 2022 were collected from Scopus for analysis, covering their changes in publication patterns, research issues, features of practices, benefits, and challenges, as well as the recommendations given in the articles along the years. The results show a sharp increase in publications since 2018. Relevant work was primarily carried out at the tertiary level of education, with an emphasis on issues in respect of teachers’ and students’ perceptions, experiences, and behaviours in HyFlex learning. Most of the practices were mediated by technologies, which were primarily used for course delivery, course management, and in-class/off-class communication. The recommendations made in the literature cover the roles of teachers and institutions as well as relevant support, which are noted to have an impact on the effective implementation of HyFlex learning. The findings contribute to providing an overview of the longitudinal development and current state of HyFlex learning as well as insights into its future development in both research and practice.