ethanporcaro/eric-fulltext-meta huggingface dataset:
Technological Frames in Classroom: A Case Study for a Faculty Professional Development
Author: Basdogan, Merve
Date: 2022-00-00
Type: Journal Articles
Subjects: Case Studies,Faculty Development,Teaching Methods,Definitions,Technological Literacy,Pedagogical Content Knowledge,College Faculty,Active Learning,Universities,Teacher Attitudes,Intellectual Disciplines

Introducing new technologies to faculty members provides opportunities to reconstruct the ways they teach, evaluate, interact, and communicate. Yet, the personal and organisational perceptions regarding the nature of technology can filter, frame, and guide faculty's interactions with technology. In this case study conducted in a faculty professional development context, we carried out a thematic analysis to explore the technological interpretations in the faculty's definitions of technology. We analysed 32 definitions through Mitcham's technological frames categories, and it was observed that faculty attached various meanings to technology in terms of (1) object, (2) knowledge, (3) activity, and (4) volition perspectives. The role of self-interactions and social interactions in higher education has been discussed regarding the formation of technological understanding.
Twitter as a Potential Lifelong Learning Environment in Higher Education from Saudi Students&apos; Practices and Perceptions: A Case Study
Author: Aldulaijan, Asmaa Thaer
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Informal Education,Lifelong Learning,Females,Graduate Students,Masters Programs,Student Attitudes,Student Motivation,Barriers,Educational Technology

One of higher education's commitments is to provide students with the skills and knowledge needed for continued learning. Blending formal and informal learning approaches is the suggested approach to close the gap between learning in the real world and in classrooms. Social media is viewed as a bridge that can make learning seamless. This qualitative study aims to examine the use of Twitter as an educational environment in which to expand students' informal lifelong learning. The case study itself discusses female Saudi master's degree students engaged in learning activities on Twitter for a course at a university in Saudi Arabia. The study aimed to understand their perceptions of Twitter's integration with course activities and investigated whether the integration of Twitter motivated students toward lifelong learning. Three students from the course participated in in-depth interviews and a content analysis of their tweets. The results indicate that students receive benefits from the integration, such as self-confidence, but also drawbacks, such as lack of information literacy skills. Key results from the content analysis indicated that participants engaged with the course's Twitter account after the course formally finished. Formal learning hashtags in Twitter led some students to engage in a broader community. Suggestions for pedagogies were to be supported with necessary skills for lifelong learners and for the teacher to continue to engage with learners' communities informally.
Post-Secondary Education Options and the Rate of Persistence to Graduate Studies: Trend in a Minnesota Higher Institution between 2007 and 2019
Author: Akinde, Oluwatoyin Adenike
Date: 2022-00-00
Type: Journal Articles
Subjects: College Attendance,Academic Persistence,Academic Achievement,Graduate Students,Professional Education,Advanced Students,Program Evaluation,Private Colleges,Liberal Arts,Institutional Characteristics,Educational Attainment,Bachelors Degrees,High School Students,Dual Enrollment,Longitudinal Studies,Graduate Study,Comparative Analysis,Career Development,Research Needs

Earlier research on Post-Secondary Enrollment Options (PSEO) has produced insights on policies, with emphasis on legislating the enrollment of high-school students who are taking college credits through the program. Previous studies have focused on what are considered impediments to the program, improving governance, and assessment, with a view on academic performance in undergraduate programs, however, with limited attention to higher learning and lifelong learning. Based on the literature, PSEO has served as an early pathway to higher education for academically advanced students, which has also served as a good form of transition to higher education. Despite this, so much is unknown about various aspects of the success of the program. This current study focus specifically on the rate of PSEO participant who enters a graduate and or professional degree program after earning an undergraduate degree, based on admittance in a Mid-western private liberal art university between 2007 to 2019. The result shows that 13% are likely to persist to earn a graduate or professional degree after completing their undergraduate degree.
Self-Directed Learning through Computer-Aided Mathematics Instruction: First-Year Teacher Education Experience
Author: Adelabu, Folake Modupe
Date: 2022-00-00
Type: Journal Articles
Subjects: Independent Study,Computer Assisted Instruction,Mathematics Instruction,College Freshmen,Preservice Teachers,Student Experience,Teacher Education,Foreign Countries,Knowledge Base for Teaching,Technology Integration,Educational Technology

Objective: The study investigates first-year teacher education students' self-directed learning through Computer-Aided Mathematics Instruction (CAMI). Methods: A total of 230 first-year mathematics teachers specialising in Further Education and Training (FET) phase teaching participated in the study, where responses from 50 student teachers were purposively and conveniently selected to report on in this paper. A qualitative research method approach was used and open--ended questionnaires were utilised to collect the data for first-year teacher education students' self-directed learning. The questionnaires were analysed using descriptive data analysis. Results: Results of the study revealed that CAMI was used to monitor students' learning, the time the learning takes place, the performance of the student within the duration of time, and to evaluate student performance. The results also revealed the skills that characterised self-directed learning and active learning where the student teachers were motivated to learn more and to solve difficult problems in mathematics. Conclusions: The study recommends technology integration, such as CAMI, in teacher education and teaching and learning in the Higher Education Institutions (HEIs), to promote self-directed learning and support effective learning for future learners.
Current Disciplinary Practices by Primary School Teachers in Eswatini: Implications for School Counselling
Author: Dlamini, Ruth N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Discipline Policy,Classroom Techniques,Educational Practices,Guidance,School Counseling,Student Behavior,Behavior Problems,Academic Achievement,Achievement Gains,Faculty Development,Educational Needs

This study explored current disciplinary practices by primary school teachers in Eswatini. A missed method design was employed using 48 primary teachers in the Hhohho region in the Kingdom of Eswatini. Instruments used were questionnaires and interviews. Data was collected and analyzed both quantitative and qualitatively. For analyzing data for questionnaires and observation, descriptive statistics such as frequencies and percentages were used and for analyzing data for interviews, thematic analysis was used. The findings of this study indicated that the participants are using guidance and counselling to discipline student as disciplinary measure. The study established that some disciplinary practises are not effective to curb students' misbehaviour in schools such as corporal punishment and suspension. Conclusions arrived at indicate that public primary schools have adopted the use of guidance and counselling services. Few disciplinary practices were also found to be detrimental to academic performance. Therefore, this study suggested that guidance and counselling training should be given to all teachers. This therefore necessitates further investigation on the use of disciplinary practises and their impact towards the learner behaviour in all the four regions of Eswatini, since this study focuses in one region.
Assessment of Female University Students&apos; Digital Competence: Potential Implications for Higher Education in Africa
Author: Ogegbo, Ayodele Abosede
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Females,Technological Literacy,Intellectual Disciplines,Barriers,Access to Computers,Internet,Cultural Differences,Foreign Countries,Age Differences

This study assessed the digital skills of female university students and the implications for higher education in Africa. A descriptive survey was used to sample 100 female university students from four African countries (Nigeria, Rwanda, South Africa, and Uganda). The instrument used was the digital competence survey. Two research questions and two hypotheses were postulated and tested. According to the study's findings, most female university students in Nigeria and South Africa have expert and advanced levels of information and digital literacy, communication and collaboration, digital content creation, and safety. Uganda was mainly found at the basic or no levels, whereas Rwanda was mostly found at the intermediate levels. The chi-square analysis reveals a significant difference between the ages of female university students and their DC levels (X[superscript 2] =0.000; p &lt; 0.05). A significant difference exists between female university students' program of study and their levels of DC (X[superscript 2] = 0.000; p &lt; 0.05). Students also faced challenges such as a lack of ICT tools, insufficient knowledge and skills, data issues, and poor internet connectivity. The implications of these findings for African higher education institutions suggest that female students, particularly in Rwanda and Uganda, require training to be digitally competent and compete globally with their peers. As a result, we recommend that students from different programs of study with less demand in technology be allowed to take compulsory electives in technology courses while older female students are given adequate support.
First-Year Students&apos; Perceptions of Learning and Connection to the University in the Coronavirus (COVID-19) Pandemic World
Author: Tribble, Dana J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Freshmen,COVID-19,Pandemics,Educational Change,Distance Education,Student School Relationship,Case Studies,Educational Experience,Student Experience,Ambiguity (Context),Barriers,Resilience (Psychology),Academic Persistence,Social Isolation,Preferences,Student Adjustment

We explored the challenges with the unplanned change of abruptly shifting to online learning that the COVID-19 pandemic mitigation had on first-year students' perceptions of learning, their connection to the university, and the general college experience. We used a cross-sectional method to gather quantitative and qualitative data using an online survey. More than 200 participating first-year college students indicated concerns with making connections, feeling challenged and unfulfilled with their educational experience, and struggling to adjust to the pandemic-mandated changes. Additionally, we found that students experienced challenges accepting ownership of their learning and navigating ambiguous situations.
The Challenge of Inequality in University Education: Is the District Quota Scheme Addressing Socio-Economic Disparities in Access to University Education in Uganda?
Author: Bagonza, Godfrey
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,Equal Education,Higher Education,Socioeconomic Influences,Rural Areas,Foreign Countries,Access to Education,Low Income Students,Gender Differences,Family Income,Geographic Location,Educational Policy,Rural Urban Differences,Family Characteristics,Educational Attainment

Access to university education is one of the fundamental educational questions in contemporary educational debates. This is because university education is seen as having an array of benefits to individuals, their households, and their nations. However, the challenge of inequality in terms of gender, income, location, and socio-economic status has constrained some individuals and households to access quality university education. In 2005 the government of Uganda introduced the District Quota Scheme to address the social inequalities in accessing university education. This study examined how the District Quota Scheme is addressing the rural-urban divide in access to university; how the District Quota Scheme has increased access to university education for children with parents who have low levels of education; and whether the District Quota Scheme is improving access to university education for children from low-income families. Following the social constructivist research paradigm and integrating both quantitative and qualitative research methods, the study found a change in access to university education by students from rural areas, students whose parents have lower levels of education, and those from low-income families as a result of introducing the District Quota Scheme. The study recommends that the government of Uganda and other stakeholders in the higher education sector should address the structural challenges to ensure that mainly the socially disadvantaged students take the biggest advantage of this scheme.
Self-Identity Is a Function of a Good Motivational Model
Author: Silitshena, Petty
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Concept,Employee Attitudes,Motivation,Models,Self Actualization,Foreign Countries,Teacher Education Programs,Reflection,Thinking Skills,Teamwork,Creativity,Individual Needs,Integrity,Privacy,Critical Thinking

In this article, I argue for the position that self-identity is a function of a good motivational model. Employee motivational models have a bearing on organisational performance and growth. While I am aware that various motivational models influence employee performance in the workplace, my view is that not enough education has been provided for employees to understand how their performance can be further enhanced. This article therefore presents propositions of a self-identity motivational model as a theoretical model. The propositions were developed from a study that adopted a pragmatic paradigm and a mixed methods research approach and a case study research design. The main purpose of the study was to investigate employees' perceptions of their motivational models at selected government primary teacher-education colleges in Zimbabwe. Convenience and purposive sampling methods were used in selecting three primary teacher-education colleges and eleven lecturers. For triangulation purposes, document analysis, open-ended questionnaire, reflective journals, semi-structured face-to-face interviews and focus group discussion were used as data generation/production instruments. Emails and zoom platform were used since the study was carried out during COVID-19 era. Data that were gathered were analysed through guided analysis and a thematic approach. Furthermore, in order to ensure trustworthiness, issues of dependability, confirmability, credibility and transferability were considered in this study. In addition, ethical issues were employed, such as use of consent letters, anonymity and withdrawals. The study concluded that, employees ought to develop self-identity that would help them to become self-actualised; and become permanently motivated even beyond the workplace.
Double, Double Toil and Trouble: Using Interactive Qualitative Analysis to Understand Non-Major Accounting Students&apos; Learning
Author: Padayachi, Sasha
Date: 2022-00-00
Type: Journal Articles
Subjects: Nonmajors,Accounting,Business Administration Education,Qualitative Research,Fundamental Concepts,Tutorial Programs,Coding,Holistic Approach,Psychological Patterns,College Students,Foreign Countries

This study investigates the implementation of the methodology, Interactive Qualitative Analysis (IQA) (Northcutt &amp; McCoy, 2004) during the COVID-19 pandemic, to understand how non-major accounting students learn Accounting 101 in a threshold concepts-inspired tutorial programme. Even though IQA is a predominantly qualitative method, it incorporates quantitative data with qualitative data systematically. These data collection and data analysis procedures are a means of aiding participants in a focus group to describe their experiences with a phenomenon, to name these experiences and to then describe the relationships between these named experiences. The objective of the IQA methodology is to create a picture, a Systems Influence Diagram (SID), representative of the mind map of the focus group participants, with regard to the phenomenon outlined in the issue statements. A summary of theoretical codes used to capture the relationships between affinities named, an Inter Relationship Diagram (IRD), is used to draw the SID. IQA requires the researcher to document each step of the research process, whilst acting as a facilitator by teaching the participants the IQA process on how to generate and analyse the data that they have generated, thereby minimising the researcher influence. This study provides qualitative research conducted in the fields of education and accounting, with a qualitative methodological approach, being Interactive Qualitative Analysis (IQA).
Building an Excellence Capabilities Portfolio in Higher Education: A Case Study of Higher Colleges of Technology, UAE
Author: Ameri, Addel Al
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Technical Institutes,Portfolios (Background Materials),Capacity Building,Sustainability,Case Studies,Models,Standards,Educational Development,Educational Quality,Classification

The Higher Colleges of Technology (HCT) has developed and deployed a set of distinctive and dynamic capabilities in alignment with the UAE national agenda. These capabilities drive an ambitious strategy that anticipates and ensures future readiness; creates student-centric value; enables and empowers human capital; exploits the full potential of digital enablement; leverages through smart partnerships and resource optimization; builds capacity for knowledge exchange; and synergizes through collaboration, co-creation, and stakeholder orientation. This study presents HCT's methodology as a case study to develop its capabilities portfolio, structure, main connectors (internal and external forces), and business operational model and capabilities dynamics that support HCT's continuous transformation and leading position. The study proposes a model and practices to develop and unify standards for higher education institutions (HEIs) in their journey towards building distinctive and dynamic capabilities and achieving excellence maturity.
Post-Corporal Punishment Challenges Facing Eswatini Primary School Teachers When Disciplining Learners and the Necessary Counselling Services
Author: Dlamini, Ruth N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Punishment,Elementary School Teachers,Elementary School Students,Discipline,Barriers,Student Rights,Principals,Teacher Attitudes,Administrator Attitudes,Student Behavior,Teacher Competencies,Behavior Problems,Parent Role,Parent Attitudes

The purpose of this study was to explore post-corporal punishment challenges facing Eswatini primary school teachers when disciplining learners and the necessary counselling services. The research employed embedded research design using 48 primary teachers in the Hhohho region in the Kingdom of Eswatini. A purposive sampling was used to select the most accessible research participants. Instruments used were questionnaires and one-on-one interviews. Sixteen schools were selected. Data was collected and analyzed both quantitative and qualitatively. For analyzing data for questionnaires and observation, descriptive statistics such as frequencies and percentages were used and for analyzing data for interviews, thematic analysis was used. Findings show that teachers are facing challenges regarding learner discipline in post corporal punishment in primary schools. Teachers are confused and afraid of infringing learners' rights. Given the findings, some notable recommendations were highlighted.
Preservice Teachers&apos; Pedagogical Mobility: A Case Study about Classroom Preparedness and Flexibility in a Disrupted Professional Placement Context
Author: Du Plessis, Anna Elizabeth
Date: 2022-00-00
Type: Journal Articles
Subjects: Case Studies,Teaching Methods,Preservice Teachers,COVID-19,Pandemics,Pedagogical Content Knowledge,Educational Change,Teacher Education Programs,Standards,Professional Identity,Foreign Countries,Barriers,Student Placement,Teacher Effectiveness,Personal Narratives,In Person Learning,Online Courses

The COVID-19 pandemic has shifted the contextual matters of education at all levels, for example, geographic location, community engagement in education and socioeconomic factors, to mention some contextual matters. Awareness of these matters stimulates critical reflections on the depth of preservice teachers' pedagogical content and pedagogical knowledge. This paper examines preservice teachers' pedagogical mobility in periods that rely on disruptive innovation. Preservice teachers' placement settings changed rapidly because of COVID-19 regulations which impacted face-to-face and online teaching and learning environments. This investigation focused on professional learning under the ambit of teacher education, which up to now has been focused on face-to-face teaching pedagogies. The rapidly changing context has made the classroom the pedagogical anchor of education theory and practice. Using a reflective case study approach, we investigated (a) preservice teachers' pedagogical challenges, (b) the meaning of pedagogical flexibility and innovative pedagogical mobility, and (c) the application of teacher performance and teaching standards in a teaching and learning environment affected by COVID-19. The critical self-reflective narratives offer insight into lived experiences and multiple contextual challenges that raise questions about well-prepared preservice teachers.
Training Kuwaiti Teachers to Lead: A Case Study of Competitive Debate at the Basic Education College
Author: Al-Rubaie, Reem
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Case Studies,Foreign Countries,Teacher Education Programs,Constructivism (Learning),Teaching Methods,Ideology,Cooperative Learning,Transformative Learning,Student Attitudes,Thinking Skills,College Faculty,Debate,English (Second Language),Leadership Training,Second Language Learning

This paper presents a case study of a competitive debate program designed for teachers-in-training at the Basic Education College in Kuwait. Stakeholders at different levels have expressed an interest in introducing more constructivist-based pedagogies into the Kuwaiti national education system, but institutional and ideological challenges have hindered implementation. Teachers at the college designed and implemented a debate program based on constructivist principles of authenticity, student meaning-making, collaboration, and high performance expectations. Survey data suggest that participants experienced debate as a transformative experience, changing their perception of themselves, of the world, and of their ability to effect change in it. Participants came to imagine themselves as future system leaders preparing future generations with higher-order skills involving complex solving, which an increasingly complex social reality demanded. From 2015 to 2018, a group of professors formed debate teams at the Kuwait University National English Debate League. This endeavour formed the empirical research presented here as evidence to support a move from instructivist teaching to constructivist learning for future teachers in Kuwait.