ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing an Online Course for Pharmacy Students: Case Study of Basics of Chemical Metrology
Author: Pushkarova, Yaroslava
Date: 2022-10-00
Type: Journal Articles
Subjects: Online Courses,Instructional Design,Pharmaceutical Education,Elective Courses,Distance Education,Foreign Countries,Medical Students,Instructional Effectiveness,Chemistry

This article discusses the design of the online elective course &quot;Basics of chemical metrology&quot; and experience of part-time second year students of study of the pharmaceutical faculty at Bogomolets National Medical University for academic years 2020-2021 and 2021-2022). The attitude of students to the online course was assessed by using quantitative post-course survey. Most of part-time students reported that they would recommend this elective course to other students. Overall, students felt that the course was well-organized with effective delivery of material and useful case studies. The pharmacy case studies presented in this work illustrated that the chemical metrology is the important section of analytical chemistry and gave the part-time pharmacy students an insight into the different roles of the chemical metrology in pharmacy industry. Course &quot;Basics of chemical metrology&quot; is useful and interesting for pharmacy students and can be recommended for learning. Case studies together with distance learning platform LIKAR_NMU and pre-recorded video lectures are effective online learning tools.
Higher Education in Times of Pandemic: An Exploration of Teachers and EFL Learners&apos; Perceptions of the Shift to Online Instruction Option
Author: Zaghar, Fatma
Date: 2022-07-00
Type: Journal Articles
Subjects: College Students,COVID-19,Pandemics,Language Teachers,College Faculty,English (Second Language),Student Attitudes,Teacher Attitudes,Electronic Learning,Web Based Instruction,Foreign Countries

E-learning is, for the time being, receiving significant attention in the literature on English as a foreign language (EFL) learning. It has emerged during the COVID-19 pandemic as a fundamental rescue attempt. This paper intends to contribute to this debate by highlighting some of the strong points and downsides obtained from this new learning initiative. It also discusses the main reasons behind the students' reluctance to learn via the internet and examines the impact of learning on both teachers and learners in the Algerian Higher Education Settings. The researcher focused on the teachers' and learners' perceptions of the new asynchronous online teaching mode and also tried to show how Moodle operated as a substitute for traditional courses. The author carried out a qualitative and quantitative study using questionnaires, and an interview to analyze students and teachers' perceptions and experiences with this instructional model. The findings provide insights into how students and instructors perceived and utilized this learning format. The suggested recommendations show that our awareness-raising approach, if taken into account, can enlighten learners, help teachers get more familiar with this type of learning and better engage in technology literacy, and urge the decision-makers to reconsider the utility of diversifying the teaching/learning modes of delivering knowledge in the area of tertiary education.
Creative Problem-Solving and Creativity Product in STEM Education
Author: Puchongprawet, Jakkrit
Date: 2022-10-00
Type: Journal Articles
Subjects: Creativity,Problem Solving,STEM Education,Junior High School Students,Creative Activities,Instructional Effectiveness

This research aims to study and compare students' creative problem-solving ability and the quality of students' creative products before, during and after the study in STEM education with the emphasis on the engineering design process. This research is an experimental One-Group Repeated Measures design, with the target groups being 72 junior high school students. The data collection tools used are (1) a creative problem solving competency test with a validity of 0.817 and (2) an evaluation form for the quality of creative products with a validity of 0.993. The data were analysed using arithmetic mean, standard deviation and repeated measures ANOVA. The research findings are as follows: (1) The difference between students' creative problem-solving ability measured after the study and their creative problem-solving ability measured during the first and second study as well as before the study was statistically significant at the level of 0.05, with the level of ability being high; and (2) the difference between the quality of students' creative products after the study and that during the first study and before the study was significantly significant at the level of 0.05. The quality of the products was good.
Developing Learning Resources Potential Analysis Textbook (APSB) Based on Research Results in the Scientific Field
Author: Susilo, Mohamad Joko
Date: 2022-10-00
Type: Journal Articles
Subjects: Textbook Preparation,Educational Resources,Research and Development,Textbook Evaluation,Instructional Effectiveness,Design,Educational Quality

So far, students still survive using one source that they consider relevant. Thus it is necessary to have an up to date book developed from the results of the research. The research aims to produce procedures in examining potential of learning resources; to test the quality of APSB book; and to find out the effectiveness of the operationalization of APSB book. This development research uses a 4-D model (define, design, development, &amp; disseminate). Preliminary testing was conducted on 12 students and field tests were conducted on 20 students. Product testing was carried out on 5 experts and product assessment by 21 students. Data collection techniques with documentation, questionnaires, and tests. Data analysis techniques were carried out in quantitative descriptive. The results show that: (1) the procedure for analyzing potential of learning resources consists of 5 stages: analyzing curriculum, determining material characteristics; ensure the relevance of the method; determine characteristics of students; and ensuring potential learning resources; (2) the quality of APSB book is based on expert's assessment of material aspects, presentation, and language, which is obtained as a good category, while display aspect is obtained very well. The results of student assessment of material aspects, presentation, and language were obtained very good categories, while display aspects were obtained good categories; and (3) the effectiveness operation of APSB book is indicated by an increase in the ability of student learning outcomes. The results of this study that the developed APSB book can be used as a reference in formulating potential learning resources from the research results.
Online Language Assessment the Exception, Not the Rule: For Inclusive Language Learning
Author: Sharma, Vipin K.
Date: 2022-07-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Tests,Computer Assisted Testing,Learning Management Systems,Universities,College Preparation,Undergraduate Students,Teacher Characteristics,Scores,Educational Improvement,Computer Security,Time Management,Internet,Ethics,Technological Literacy,Outcomes of Education,Information Technology,Barriers

The study investigates teachers' perceptions of the use of online language assessment (OLA) using technology and examines the scope of using online applications to validate the mode of assessment. It looks for EFL teachers' opinions of OLA to comprehend the many worries associated with the issues and improve the online assessment tools. The researchers included the teachers who taught and assessed their students online using the Blackboard application at Jazan University, Saudi Arabia. The study was descriptive, using an online survey for data collection. Participants were from different colleges and nationalities teaching English to students enrolled in the preparatory course. Descriptive analysis of the open-ended questionnaire and interview data illustrated the salient features of the online assessment were instant feedback, randomized question order, statistical description of the exam, and immediate scores on exam completion. Teachers reported the effectiveness of the online assessment system but with some remedial actions to further improve the online assessment systems. Also, quality prospects, in pandemic-like situations, should not be thought of as offline teaching and challenges in various domains like language assessment security, time limitation, internet accessibility, ethical aspects, digital literacy and expertise, technological failures, and learning outcomes. Finally, the article offers a roadmap for planning, developing, implementing, evaluating, and carrying on research in online language assessment in new and in crisis contexts.
Main Problems of Higher Education and Quests for Reform in Turkey
Author: Deniz, Ünal
Date: 2022-10-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Social Problems,Educational Development,College Faculty,Accountability,Access to Education,Institutional Autonomy,Global Approach,Foreign Students,Educational Change,Teacher Supply and Demand

When the higher education policies and practices of various countries in the world are examined, it is seen that higher education systems are open to innovations and improvements in order to meet the changing and developing needs of society. However, the problems experienced by higher education institutions in Turkey significantly limit both the solution of social problems and the provision of social development. From this point of view, this study aims to comprehensively address the existing problems that prevent higher education institutions from reaching the desired level in Turkey. In the current study, the main problematic areas in higher education in Turkey were determined by document analysis technique. In this context, the study deals with the problems of supply, demand, and imbalance in higher education; the problem of faculty members; autonomy and accountability; and internationalization in higher education are discussed. The results of the study show that higher education in Turkey is insufficient in many aspects to deal with the problems experienced. The study draws attention to some points that need to be addressed in the struggle with the problems experienced in higher education and ends with some regulation suggestions.
Teaching Stress on In-Service Teachers&apos; Motivation: Its Implication for Quality-Education in Ethiopian Secondary Schools
Author: Gobena, Gemechu Abera
Date: 2022-10-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Motivation,Educational Quality,Anxiety,Teacher Responsibility,Low Achievement,Teaching Load,Student Behavior,Class Size,Teacher Attitudes,Foreign Countries

The study aimed at assessing teaching stress on in-service teachers' motivation and its implication for quality education in Ethiopian Secondary Schools. A correlational research design was employed. The target population for this study was one higher learning institution's three college in-service teachers who attend their upgrading degree. 358 in-service teachers were sampled out of 1078 by stratified random sampling technique to collect pertinent information through a questionnaire. Firstly, about 69% of the in-service teachers were frustrated by teaching stress; secondly, about 70% of them failed to feel responsible for low results scored by students; thirdly, about 79% of them were poorly motivated in the teaching profession. Finally, it was found that there was statistically a significant strong negative relationship between teachers' level of motivation and causes of stress (workload, resources constraints, time pressure, students misbehavior and large class size), [rho] (354) = -0.75**, [rho] (354) = 0.73**, [rho] (354) = -0.72*, [rho] (354) = 0.72** and [rho] (354) = -0.80**, [rho] &lt; 0.05. Therefore, to sustain the quality education in Ethiopia, all education stakeholders should search for mechanisms to minimize teaching stress and increase teachers' motivation through providing professional training, incentives, and privileges in type and in kind.
Effectiveness of Guided Inquiry and Open Inquiry Instructionals Strategies in Improving Biology Students&apos; Achievement
Author: Owolade, Adeyinka Olayemi
Date: 2022-10-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Inquiry,Active Learning,Biology,Secondary School Students,Science Achievement,Foreign Countries,Standardized Tests

In recent years, students' performance in Biology in the Senior Secondary Certificates Examination (SSCE) has not been encouraging. Studies have attributed fluctuating achievement of students in Biology to ineffective use of instructional strategies. If sustainable solution is not proffered to the issue of poor performance in Biology, it could hinder the fulfilment of educational goals for science, especially in the health sector. This study advocated the use of teaching strategies that will promote and encourage teachers to adopt learning strategies that will demand students to think critically and contribute effectively in class and the society at large. Therefore, this study was carried out to determined the effectiveness of guided and open inquiry instructional strategies on academic performance of secondary school students in Biology in Osun State. The non-equivalent pretest posttest quasi-experimental research design was used for the study. The population comprised all senior secondary school Biology students in Osun state. The sample consisted of Senior Secondary One (SS1) Biology students in their intact classes selected using multistage sampling procedure. Biology Achievement Test (BAT) was used to gather data for the study. Data collected were analysed using analysis of Covariance. From the study, the results showed that there was a significant difference between the experimental groups taught Biology using guided inquiry and open inquiry strategies, and the control group taught Biology using conventional method. Open inquiry strategy improve students' performance better than the other groups. Also, guided inquiry stimulate students' performance than conventional method. The study concluded that Open inquiry is a better teaching strategy; as it was more effective in improving the academic performance of students in Biology in the study area.
Investigating Critical Success Factors of E-Learning: Different Stakeholders&apos; Perspectives
Author: El-Ashry, Abdallah
Date: 2022-10-00
Type: Journal Articles
Subjects: Electronic Learning,Success,Models,Information Systems,Foreign Countries,Educational Quality,Intention,Student Satisfaction,Usability,Educational Indicators,Technology Uses in Education

The educational process has been hindered worldwide due to COVID-19 pandemic. Yet, the Egyptian government adopted E-learning to maintain the designed educational agenda. Consequently, recognizing E-learning benefits is imperative to link the E-learning system with its success drivers. Therefore, the aim of this study is detecting the main critical success factors that affect E-learning in Egypt. The study employed multiple information system success models as a basis for identifying aspects of E-learning success measured by net benefits, namely; technological factors, E-learning quality, user attitude, intention to use and user satisfaction. Online questionnaires were directed to two stakeholder groups of tertiary education, namely; learners and instructors. Using partial least squares structural equation modeling technique, the two models were statistically confirmed. The results indicate that the E-learning success models adequately demonstrate and predict the interdependency of the selected constructs. Moreover, the importance-performance map analysis was implemented to investigate the importance and performance of the constructs and indicators on E-learning success. This analysis identified user satisfaction and E-learning quality as the most crucial constructs for achieving higher success in both models. Furthermore, users' perceived usefulness, ease of use and information quality are indicators that should be improved to indirectly foster E-learning success.
Teaching in the K12 Science Spiral Curriculum: An Experiential Approach
Author: Degorio, Jovie Mariel L.
Date: 2022-10-00
Type: Journal Articles
Subjects: Foreign Countries,Science Curriculum,Science Teachers,Science Instruction,Secondary School Teachers,Teacher Attitudes,Alignment (Education),Curriculum Development

This research is aimed to investigate the current implementation of the Science Spiral Curriculum from the perspective of the Science Teachers in the city of Baybay, Leyte. Descriptive-evaluative research design was used. This study was conducted in five selected Secondary High Schools in Baybay City Division. The respondents of this study were science teachers in the secondary level who must be a graduate of Bachelor of Secondary Education specializing in Science or any science subjects and are teaching Science subjects. The past and present experiences and also difficulties of Science Teachers in teaching Science subjects using the old curriculum and the new K to 12 Science curriculum in terms of the subject content were identified utilizing a researcher-made questionnaire checked and evaluated by experts. The comments, suggestions, or feedback regarding the Science spiral curriculum content was also included. Based on the results, science teachers have experienced difficulties teaching the Science spiral curriculum because of the misalignment of contents in the new science spiral curriculum. This study concludes that the past and present experiences and difficulties of science teachers in teaching using the new and old curriculum, guide the science teachers in choosing their preferred arrangement of the content of the Science curriculum.
The Challenges of Providing Massive Online Extension Courses: A Case Study
Author: do Amaral, João Alberto Arantes
Date: 2022-10-00
Type: Journal Articles
Subjects: MOOCs,Extension Education,Problem Based Learning,Universities,Introductory Courses,Statistics Education,Foreign Countries,Educational Opportunities,Delivery Systems,Curriculum Development,Social Media,Enrollment,Dropouts,Student Characteristics,Disadvantaged

In this article we present our findings regarding the challenges of offering a massive university's free-of-charge online course. The online course &quot;Introduction to data science (with R)&quot; was offered by one professor at the Federal University of Sao Paulo, Osasco Campus, Brazil, from 11 to 28 of January of 2022, to 680 students from all over the country. This course had the goal of providing educational opportunities for those who otherwise would not be able to afford one. The course followed a problem-based learning approach. In addition to delivering the course content on data science, we wanted to investigate the challenges involved in structuring and delivering the course. Data was collected by means of questionnaires and from the professor's notes. Our findings were as follows: 1) the process of creating an online extension courses can be complex, time-consuming and laborious; 2) handling multiple social media applications and communication tools in order to publicize the extension courses is challenging; 3) the drop-out rate can be high and the completion rate can be low; 4) obtaining the participation of students living in disadvantaged conditions is challenging; and 5) the use of problem-based learning approach facilitated the learning.
The Importance of Mini Research Projects for Accelerating Thesis Writing
Author: Susilo, Mohamad Joko
Date: 2022-10-00
Type: Journal Articles
Subjects: Research Projects,Writing (Composition),Acceleration (Education),Masters Programs,Graduate Students,Masters Theses,Foreign Countries,Active Learning,Student Attitudes,Action Research

Writing a thesis is often an obstacle for final semester students. A myriad of problems become the reason for every student for not being on time to complete a thesis. This study aims to determine the contribution of mini research projects in supporting thesis writing and the usefulness of mini research projects. This action research was carried out after the end of the 2021/2022 odd semester, in the master's study program of Islamic religious studies, the Islamic University of Indonesia as many as two classes in the education research methodology course. Data collection techniques using a questionnaire. The data analysis technique was carried out descriptively, through the stages of data reduction, data display, and drawing conclusions. The results showed that the writing of a thesis proposal draft was proven by 72% of mini research reports that supported the preparation of student thesis proposals; the value of benefits obtained by students include adding 18% experience, increasing 39% understanding, and speeding up 43% thesis proposal writing. Suggestions from students that strategies like this need to be maintained and improved by making interactive learning videos during learning and the implementation of supervisors so that they can be accessed at any time, especially for the students concerned.
Pre-Service Mathematics Teachers&apos; Web of Knowledge Recalled for Mathematically Rich and Contextually Realistic Problems
Author: Sevinc, Serife
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Preservice Teacher Education,Middle School Teachers,Mathematics Skills,Problem Solving,Pedagogical Content Knowledge,Foreign Countries

This study aimed to elicit middle school preservice mathematics teachers' self-reported web of knowledge recalled in generating mathematically rich and contextually realistic problems. We designed this study as multi-tier design research incorporated into two teacher education courses in which 40 preservice teachers enrolled in total. Preservice teachers worked in small groups and recorded the characteristics of mathematically rich and contextually realistic problems. They were also asked to produce webs of knowledge recalled in this process. Preservice teachers' individual reflection papers, audio records of their group discussions and interviews were analyzed to understand how different types of knowledge in their web of knowledge function in relation to the mathematical richness and contextual realness aspects of the problems. The findings indicated that preservice teachers could identify various characteristics for mathematical richness and contextual realistic aspects of the problems. In relation to those characteristics, the preservice teachers' self-reported web of knowledge produced three core knowledge types for ensuring mathematical richness (i.e., knowledge of content, curriculum, and pedagogy) and two aspects of realistic contexts (i.e., real life knowledge and interdisciplinary knowledge). Furthermore, although they included common knowledge types, the webs of knowledge were in different shapes and indicated various relationships (i.e., hierarchical, categorical, influential, and holistic.). Considering the various relations indicated by the webs of knowledge, we claimed that teachers needed an interconnected knowledge base for mathematically rich and contextually realistic problems, the implications of which we discussed for mathematics teacher education.