ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Digital Technology Competencies for Use in Distance Education in Schools
Author: Alomari, Akram Mahmoud
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Foreign Countries,Distance Education,Teacher Competencies,Electronic Learning,Information Technology,Educational Technology,Training,Teacher Education,Transfer of Training,Computers,Online Courses,Internet

Educators used distance education to respond to the Corona pandemic. The research question focuses on teachers' perceptions toward the use of ICT competencies in distance education, taking training courses into account. The study included 206 primary school teachers from Jordan's northern schools. A questionnaire designed specifically for this study was used, and its validity and reliability coefficient of 0.82 was confirmed. The findings revealed statistically significant variations in the sign of the training courses variable in favor of the teachers who got training. It is frequently regarded as insufficient by teachers' perspectives on the application of ICT competencies. As a result, respondents understand the necessity for and importance of using ICT for distance preparation and teaching and consider it a vital component of their professional development. The findings recommended incorporating competencies linked to teaching online (electronic course management, computer applications, networking, and educational materials creation), into training programs.
Understanding the Relevance of Digital Media in Higher Education
Author: Klein, Christian
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Media,Handheld Devices,Telecommunications,Video Technology,COVID-19,Pandemics,Literature Reviews,Higher Education

In higher education, new teaching and learning behaviors have been observed over the past few years, mainly driven by digital transformation. The COVID-19 crisis has accelerated this process, with higher education institutions as well as students often having to change their behavior virtually from one day to the next. Digital media is a widely used term in the academic literature. It can refer to components such as social media, smartphones or tablets, videos, wikis, and search engines. Online-based technologies and the consumption of digital media content became more prevalent during the COVID-19 crisis. The present study reviewed scholarly databases in an attempt to ascertain current knowledge of the use and relevance of digital media in higher education. Several studies have discussed the advantages of using digital media in higher education institutions, but a framework supporting the application of digital media components is lacking. The present study used content analysis to examine these studies. It recommends that examination preparation, instructional content assistance, and student self-study enhancement would benefit most from the use of digital media.
Building an Inclusive Pedagogy in Synchronous Online Learning Environments Focused on Social Justice Issues: A Case Study
Author: Schreder, Karen A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Inclusion,Synchronous Communication,Electronic Learning,Technology Uses in Education,Social Justice,COVID-19,Distance Education,Learner Engagement,Teaching Methods

In the spring of 2020, a global pandemic caused an immediate transition to online, synchronous learning platforms in much of the world. In discussion-based classrooms, where students construct learning from the material and their interactions with each other, the shift posed new challenges to educators and students. This mixed methods action research case study focused on the challenges and successes of teaching a university class about sensitive issues in the area of educational equity using a web-based platform. Over the course of two semesters, forty-eight pre-credential teacher education students were surveyed regarding their experiences taking part in equity-focused discussions over a synchronous Zoom platform. Semi-structured interviews with four instructors and five student volunteers were conducted to add depth to the survey data. A key finding is that Students of Color were significantly less comfortable discussing issues of race, gender, and equity with their cameras on than were White students. Additional findings pointed to race- and gender-based preferences in modes of engagement with the class material; the use of a multi-component pedagogy including anonymous discussion boards, chat posts, and group breakouts are suggested approaches for reaching all students when engaging an online class in discussions about race, gender, and sexuality.
IoT as Assistive Technology: Applications in Education as a Tool for Inclusion
Author: Rodrigues, Igor Santos
Date: 2023-00-00
Type: Journal Articles
Subjects: Internet,Assistive Technology,Inclusion,Students with Disabilities,Barriers,Equal Education,Educational Technology,Relevance (Education)

Education based on the Internet of Things (IoEdT) emerges as a new conceptual paradigm to define the use of wireless technology as a collaborative tool in teaching-learning processes. Based on this concept, this study explored the potential of the IoEdT as a response to the problems of social inclusion of students with disabilities. In this way, the applicability of the IoEdT as an assistive technology was examined and the challenges faced in the implementation of this tool in the socio-educational context were analyzed. Therefore, this study aims to analyze whether the use of new technologies can become a propelling subject of inclusive transformation or an obstacle to achieving educational equity. For this, an investigation will be carried out with a quantitative, descriptive, and documentary approach. The work presented, as a result, a sampling of available assistive technologies that use the internet of things in the teaching and communication of people with disabilities and the main challenges faced in the availability of this technology.
The Effects of Instant Messages on Distance Education Students&apos; Perception of Transactional Distance
Author: Onat, Oguz
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Vocational Education,Adult Students,College Freshmen,Distance Education,Personal Autonomy,Electronic Learning,Foreign Countries,Online Courses,Telecommunications,Student Attitudes,Curriculum Design,Dialogs (Language),Technology Uses in Education,Handheld Devices

In this study, effects of instant messages that are sent on a regular basis to the distant education students on how they perceive transactional distance were investigated. These text messages are designed to have either an informative or a remindful nature. Participants were undergraduate students that were randomly assigned to four groups (N=99). Participants in this study who attended distance education classes online regularly received instant messages. The impact of these text messages on students' perceptions of transactional distance was assessed using Perceived Transactional Distance Scale in Distance Education Environments (Horzum, 2011). Dialogue, Structure Flexibility, Content Organization, Control, and Learner Autonomy were the five subscales that made up the survey. The instant messages were intended to have little to no effect on the dynamics and content of the class. The students received all of the texts over WhatsApp. The hypothesis which those students receive instant messages periodically will have lower score of perception of transactional distance was largely supported.
The Letter-Naming Benchmarks, Growth Profiles, and the Efficacy of an Interactive Learning App on Uppercase Letter-Name Learning for Preschool Children
Author: Chen, Jennifer J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Alphabets,Naming,Benchmarking,Computer Oriented Programs,Technology Uses in Education,Preschool Education,Preschool Children,Handheld Devices,Low Income Students,Educational Technology,Emergent Literacy,Knowledge Level,Reading Instruction,Educational Benefits,Constructivism (Learning),Instructional Effectiveness

While mobile devices are becoming increasingly ubiquitous (even in low-income families in the United States) and are being used for educational purposes, it is unclear how these technological tools may benefit letter learning (a foundational precursor to early literacy achievement) in preschool children. To contribute clarity, this study tested the efficacy of an app intervention on letter learning. Participants consisted of 16 children (13 Hispanics and three African Americans) from two classrooms in a U.S. preschool serving children from low-income backgrounds. Using an experimental research design, the research team randomly assigned children to either the intervention condition (involving the use of an uppercase letter-matching game app on an iPad for 10 minutes daily in the classroom for five weeks) or the control condition. It was revealed that only a few children in either condition knew 10 or more uppercase letters on the pretest but most did meet this 10-letter benchmark and some even achieved or continued to achieve the 18-letter benchmark on the posttest, demonstrating varied growth in letter-name knowledge (LNK). Accordingly, the children's LNK evidenced the three profiles: (1) the &quot;High Initial,&quot; (2) the &quot;High Growth,&quot; and (3) the &quot;Low Growth.&quot; Importantly, the paired sample t-test showed that the mean differences in gain of uppercase letters between the pretest and the posttest among children within the intervention condition was statistically significant, suggesting that the letter-learning app seemed effective for learning more uppercase letters. However, the two-sample t-test did not show significant mean differences in gain of uppercase letters between children in the two conditions.
On Intuition of the Concept of Limit: Real-Life Examples Given by Secondary Mathematics Teachers
Author: Rathnayake, Rovini
Date: 2023-00-00
Type: Journal Articles
Subjects: Intuition,Mathematics Instruction,Concept Formation,Mathematical Concepts,Secondary School Teachers,Vignettes,Mathematics Teachers,Teaching Methods,Figurative Language,Pedagogical Content Knowledge,Misconceptions,Advanced Courses,Mathematics Curriculum,Private Schools,Public Schools,Video Technology,Foreign Countries

In Sri Lankan advanced level mathematics curriculum, teachers are required only to provide the intuitive idea of the concept of limit. The purpose of this study is to explore the strategies used by mathematics teachers to achieve this. Twelve in-service secondary mathematics teachers working in government and private schools participated in the study. Data was collected through lesson observations and field notes. Video recorded lessons were transcribed and qualitatively analyzed. Teaching-With-Analogy model was used as a guiding framework to evaluate how teachers integrate real-life examples in classrooms. The analysis revealed few appealing approaches as well as various flaws and misconceptions. In fact, seven teachers took deliberate efforts to link the concept to real-life and among them, four teachers gave an intuition on how x approaches a specific value, through real-life scenarios. However, many were not successful in mapping features of the real-life example to the features of the concept. Few teachers superficially and negligently applied irrelevant metaphors, analogies and colloquial terms. There were gaps in teacher knowledge when incorporating real-life connections to the limit concept. We emphasize the importance of teachers being mindful when using real-life examples in fostering intuition since inappropriate choices of examples could contribute to misconceptions.
The Effect of Coding Education on Analytical Thinking of Gifted Students
Author: Kocaman, Berrak
Date: 2023-00-00
Type: Journal Articles
Subjects: Programming,Computer Science Education,Thinking Skills,Academically Gifted,Gender Differences,Student Attitudes,Secondary School Students,Foreign Countries,Individual Differences

This research aims to examine the effect of coding education on the analytical thinking skills of gifted students. The participants are 18 students, 11 to 12 years old. An embedded experimental mixed design was used in the research. The data collection was carried out with the Analytical Thinking Skill Scale to determine the difference in the analytical thinking skills of the study group before and after the coding training; the Analytical Thinking Skill Observation Form to determine the analytical thinking skill levels during the implementation process; and the semi-structured interview form to get their opinions on the coding training. The data were analyzed with a pre-test-post-test quasi-experimental design, descriptive analysis, and content analysis. The results show that coding education developed the participants' analytical thinking skills. The difference in the analytical thinking skills of the study group was not statistically significant in terms of gender. According to the students' views on the coding education application process, there was an improvement in the sub-dimensions of sorting, classification, comparison, and evaluation in analytical thinking skills; coding education developed problem-solving and thinking skills, was useful, encouraged students to choose a profession, and was entertaining, as well as negative opinions such as being difficult, boring, and requiring a lack of time.
The Effectiveness of Hybrid Learning in Enhancing Academic Mindfulness and Deeper Learning of University Students
Author: Essa, Eman Khaled
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Blended Learning,Metacognition,Instructional Effectiveness,Artificial Intelligence,Intelligent Tutoring Systems,Foreign Countries,Skills

With the escalation of the COVID-19 crisis, many educational institutions have turned to distance education, especially universities and higher education institutions, which may affect the quality of learning outcomes especially those related to deeper learning and academic mindfulness. The present study aimed at investigating the effectiveness of hybrid learning in developing academic mindfulness and enhancing deeper learning of a sample of university students, in addition to shedding the light on the relationship among the study variables. The research sample consists of 350 university students from both humanities and scientific majors at two faculties in a university in Egypt during the academic year 2021\2022. A quasi-experimental research design was used in this study to investigate the relationship among the variables of the study and to answer the proposed questions. As shown through the obtained results hybrid learning is considered one of the effective teaching and learning approaches, especially in recent years. During the COVID-19 pandemic using online learning was the most effective and available way to continue learning, however after this situation ends hybrid learning should be the basic method of learning especially for university students. The present study shows a positive significant correlation among the variables of the study including academic mindfulness, deep learning competencies levels, and hybrid learning, which stresses the importance of applying hybrid learning to have a high-quality outcome of the educational process.
Involvement of Stakeholders in the Transformation of Educational Services via Taking Advantage of Extra-Curriculum Educational Activities in the Settings of Education Reform
Author: Bobrytska, Valentyna I.
Date: 2023-00-00
Type: Journal Articles
Subjects: Higher Education,Extracurricular Activities,College Curriculum,Educational Change,Stakeholders,Investment,Grants,Educational Finance,Budgeting,Participative Decision Making,Trust (Psychology),Efficiency,Barriers

The purpose of the study is to explore the ways of involving university stakeholders specifically in updating educational services. It combined exploratory and observational research methods which relied on qualitative or quantitative data gathered through the researcher-designed and validated tools which were the empirical and methodological contributions to the previous research. The five most frequent choices that might encourage the stakeholders to donate or invest in an educational institution were as follows: a portfolio of the use of donations, investments, or grants, having a stake in the educational services of more than 7%, having access to budgeting and cost reporting, having a share in the institutions' profit and being one of the decision-makers. The factors that discouraged investors from investing in education were as follows: distrust of the activity of the educational institutions in terms of addressing the stakeholders' needs or interests, lack of engagement or cooperation, institutional and governmentimposed barriers between them and the institutions, uncertainty concerning the efficiency of the institutions and inefficient use of the resources by the institutions. The initiative was complimentarily perceived by stakeholders in terms of collaboration and investment opportunities. It was also found beneficial by the sampled students.
Mathematical Creativity: Student Geometrical Figure Apprehension in Geometry Problem-Solving Using New Auxiliary Elements
Author: Muzaini, Muhammad
Date: 2023-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Problem Solving,Creativity,Grade 12,Intervention,High School Students,Institutional Characteristics,Academic Ability,Correlation,Cognitive Ability,Creative Thinking,Thinking Skills,Skill Development,Visualization,Teaching Methods,Mathematics Skills,Foreign Countries

The definition of creativity among professional mathematicians and the definition of mathematical creativity in the classroom context are significantly different. The purpose of this study was to investigate the relationship between students' mathematical creativity (i.e., cognitive flexibility) and figure apprehension when solving geometric problems with novel auxiliary features such as straight lines and curved lines. In other words, this study determined if geometry knowledge influenced mathematical creativity (cognitive flexibility) in problem-solving. Grade-12 students participated in the intervention. The high school that is the research topic attempts to equip students with academic abilities and is, except for vocational schools, the most popular form of high school among all other types. Such a school was chosen for the study so that a significant proportion of students in Makassar could be represented. In this study, we discovered a relationship between cognitive flexibility and the geometric ability of pupils while solving problems involving auxiliary lines. This indicates that the usage of auxiliary lines as a reference for developing pupils' creative thinking skills must be advocated. In addition, good geometric abilities (e.g., visual thinking, geometrical reasoning) will encourage pupils to generate various problem-solving concepts. This finding contributes significantly to future research by focusing on auxiliary lines.
Teachers&apos; Awareness of Students&apos; Learning Situations during Distance Learning: Implications for Students&apos; Academic Performance
Author: Capinding, Andie Tangonan
Date: 2023-00-00
Type: Journal Articles
Subjects: Distance Education,Academic Achievement,Foreign Countries,Teacher Attitudes,Student Attitudes,Educational Environment,College Students

This study focused on teachers' awareness of students' learning situations during distance learning. It took place at the Nueva Ecija University of Science and Technology (NEUST) -- Gabaldon Campus during the academic year 2021-2022. The study employed descriptive-comparative and descriptive-correlational designs. The 249 students were selected using a stratified sampling technique, whereas the 25 teachers were selected using a purposive sampling technique. Findings revealed that teachers are aware of their students' situations. The students believe that they faced learning challenges during distance learning. There is a significant difference between male and female teachers in terms of student learning environment awareness, but no statistically significant difference in the teacher's awareness of the student's learning situation across age groups, service years, and academic rank. There is a significant difference in the learning anxiety of male and female students but not in the learning environment and blended learning readiness. The learning environment and readiness for blended learning do not differ significantly across age groups of students, but anxiety does. A statistically significant difference in student readiness in blended learning was observed based on students' courses but not on the learning environment or anxiety. There is no significant difference in students' learning situations based on family income or parental educational attainment. There was no significant difference in student achievement based on the teachers' level of awareness. Achievement is positively correlated with learning environment and readiness but negatively associated with anxiety. In addition, the study discussed its theoretical and practical implications.
Meta-Analysis: The Influence of Local Wisdom-Based Learning Media on the Character of Students in Indonesia
Author: Yusuf, Furtasan Ali
Date: 2023-00-00
Type: Journal Articles
Subjects: Meta Analysis,Values Education,Instructional Materials,Indigenous Knowledge,Foreign Countries,Classification,Research Reports

This research aims to prove and find out the influence of local wisdom-based learning media on the character of students in Indonesia. This research uses a quantitative method with a meta-analysis approach. The research data were analyzed using the 0.8.5 version of JASP software. The eligibility criteria used include: (a) The publications must be searchable in search databases such as Google Scholar, ERIC, DOAJ, Research Gate, and or ScienceDirect; (b) The publications are reputable indexed; (c) The publications must relate to learning media based on local wisdom and student character; (d) The publications must be in the range of 2015 to 2023; (e) The articles are worth (r), (t), or (F); (6) N = 30. The results of the analysis of 30 studies showed that there was a significant effect of learning media on the character of students in Indonesia (z = 9.700; p &lt; 0.001; 95% CI [0.987; 1.487]). This effect is categorized as very strong (rRE = 1.237). This meta-analysis study is the result of accurate, valid, and representative research reviewed because publication bias was not detected. Thus, it can be concluded that learning media based on local wisdom has a big influence on student character.