ethanporcaro/eric-fulltext-meta huggingface dataset:
Effectiveness of Gamification Elements in Blended Learning Environments
Author: Mese, Can
Date: 2019-07-00
Type: Journal Articles
Subjects: Blended Learning,Inquiry,Academic Achievement,Student Motivation,Communities of Practice,Educational Technology,Technology Uses in Education,Web Based Instruction,Games,Problem Solving,Teaching Methods,Instructional Effectiveness,College Freshmen,Foreign Countries

The purpose of this study was to determine the effectiveness of blended learning environments enriched with the use of gamification elements. The study was carried out using the convergent parallel mixed design, in which the qualitative and quantitative data were integrated. The study was conducted with 63 participants who were randomly divided into control and experimental groups. In the experimental group, the activities were enriched in the environment by using the gamification elements but not in the control group. The data were collected by Community of Inquiry data collection tool, academic achievement test, Instructional Materials Motivation Survey, experience activity, and interviews. According to the results, no difference was observed between the groups in terms of community of inquiry model, academic achivement, motivation. These findings are supported by qualitative data. According the findings, it could be stated that learning occurred in the form of latent learning in the experimental group.
An Evaluation of Content Creation for Personalised Learning Using Digital ICT Literacy Module among Aboriginal Students (MLICT-OA)
Author: Mat Salleh, Nor Syazwani
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Technological Literacy,Indigenous Populations,Minority Group Students,Secondary School Students,Individualized Instruction,Teaching Methods,Program Effectiveness

ICT in the Malaysian education system serves as a tool to accomplish the National Education Blueprint 2015-2025. Under this blueprint, privileged groups such as the aborigines or Malaysian aboriginals will be given equal opportunity in education. However, a specific classroom teaching method is required to maintain the aboriginal students' focus and attention on their learning experiences due to their unique paradigm of learning. This study used the Partial Least Square (PLS) and Structural Equation Modelling (SEM) tool to examine the factors influencing personalised learning and digital self-learning ICT literacy module. It also measured the impact of personalised learning and digital ICT literacy module among secondary aboriginal students. This study involved 92 aboriginal students who participated in a transferable skills and ICT programme held in a public university in Malaysia. Results show that personalised learning positively supported the use of a digital ICT literacy module as a teaching and learning approach. Therefore, this study suggests that the digital ICT literacy module is an adaptive educational resource for personalised learning to meet the learning needs of aboriginal students.
Operational Indicators of the Learning Management System in Virtual Spaces Supported by ICT
Author: Capacho, Jose
Date: 2019-07-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Information Technology,Electronic Learning,Decision Making,Teacher Education,Computer Science,Administrator Education,Evaluation Methods,Quality Assurance,Accreditation (Institutions),Educational Quality,Comparative Education,Academic Standards

The paper presents the conceptual framework and operational indicators of the Learning Management System in virtual spaces supported by ICT. The framework of the management system has three layers that are operational, management-operative, and management-decision. The conceptual foundation of the system is related to the Science of Education, the Science of Computing and the Science of Administration, and takes into account the representative model of the teaching-learning process of the student in virtual spaces supported by ICT. The dimensions, characteristics, variables, and indicators of the management system are assembled on the model in question. The indicators presented in the article correspond to 153 indicators of the operational layer. These were evaluated internationally with a confidence level of more than 90%. The operative indicators are contained in the dimensions of identification, academic, pedagogical-didactic, formative, of assessment of the virtual learning, and technological of the system of management of the virtual learning. The importance of the indicators presented ensures the success of the operational phase of the management system. Therefore, once the operation of the system is guaranteed, the success of the management-operative and management-decision layers of the system is assured. The correct fulfillment of the layers above guarantees the achievement of both the student's learning in the virtual course and the institution that offers virtual teaching through virtual learning platforms supported by ICT.
A Drama of Selves: Investigating Teacher Identity Development from Dialogical and Complexity Perspectives
Author: Henry, Alastair
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Identity,Language Teachers,Resilience (Psychology),Case Studies,Second Language Instruction,Second Language Learning,English (Second Language),Preservice Teachers,Practicums,Self Concept,Student Attitudes,Foreign Countries,Imagination,Teaching Experience

Identity is of increasing interest in teacher education. Crucial for resilience, the development of a coherent professional identity has been characterized as emerging from tensions between multiple and sometimes conflicting conceptions of what it means to be someone who teaches (Akkerman &amp; Meijer, 2011). While light is being shed on these often antagonistic relations, less is known about the dynamics of identity formation and transformation. Providing a contribution to work on language teacher identity, in this single case study Hermans' (2008) concept of the dialogical self is combined with complexity principles in an investigation of changes in the emerging professional identity of a pre-service English teacher during a practicum. Drawing on intra- and inter-personal data, experiences of learning to become a person who teaches English are conceptualized as a drama that is played out between different and sometimes unaligned selves. Analyses show how this inner drama maps onto the landscape of an emerging teacher identity, how tensions can be understood systemically, and how a teacher identity system can have a signature dynamic.
Arabic Language-Learning Strategy Preferences among Undergraduate Students
Author: Brosh, Hezi Y.
Date: 2019-00-00
Type: Journal Articles
Subjects: Semitic Languages,Arabs,Student Attitudes,Undergraduate Students,Second Language Learning,Learning Strategies,Relevance (Education),Teacher Student Relationship,Speech Communication,Visual Aids,Language Skills,Language Proficiency

This study elicited Arabic students' perceptions regarding their language-learning strategy preferences (LLSPs). A sample of 120 undergraduate Arabic students participated. Data were collected through a questionnaire and interviews. The findings reveal that students tend to adopt a holistic view of the learning task and relate it to real-life, personal experience. Participants selected interaction with the teacher, speaking, and flashcards as their most preferred application-directed learning strategies. These selections demonstrate that Arabic students desire to be proactive in order to make the language more concrete for them, to enhance their performance, and to develop language skills that will last a lifetime. Whereas advanced level participants preferred interaction with the teacher, speaking, flashcards, and working individually, beginner level participants preferred learning grammar and group work. The empirical evidence from this study could have implications regarding theoretical models of effective Arabic language instruction, Arabic teacher education programs, and curriculum development.
&apos;Not yet &quot;Uhuru&quot;&apos;: Interpreting the Education System in Post-Independence South Sudan
Author: Kuyok, Kuyok Abol
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Curriculum,Secondary Schools,Secondary Education,Arabs,Semitic Languages,Educational Policy,Foreign Policy,Cultural Influences,Political Issues,African Culture

South Sudan's independence in July 2011 came with a euphoric promise to break with the Sudan's cultural domination, epitomised by the latter's education system. Yet, despite the introduction of the national curriculum, South Sudan, as a part of the modern Sudan for decades, is struggling to rid itself of the colonial education system. This article examines the persistence of foreign education in post-independence South Sudan. The complexities of the foreign education are intertwined with the concurrent political and economic upheavals that have bedevilled the world's youngest nation. The national curriculum is encumbered by government underfunding of education-associated with a poorly performing economy exacerbated by conflict. Underinvestment in education has wider implications for the provision of learning resources and teacher training. South Sudan's continuous reliance on foreign schooling curricula implies that its education system is not yet 'free' and independent. Most importantly, in the context of the renewed conflict, the lack of the national curriculum is critical for South Sudan's nation-building agenda. The evidence in this article has implications for improving educational policy and practice in South Sudan and other similar post-conflict African countries.
Factors Influencing Learners&apos; Self-Regulated Learning Skills in a Massive Open Online Course (MOOC) Environment
Author: Albelbisi, Nour Awni
Date: 2019-07-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Self Control,Independent Study,Student Characteristics,Correlation,Student Attitudes,Educational Quality,Undergraduate Students,Foreign Countries,Access to Information,Technological Literacy,Difficulty Level,Teacher Characteristics,Study Habits

The importance of self-regulation in a MOOC has been extensively discussed in research studies that provide evidence about the significant relationship between self-regulated learning and success in an e-learning environment. Learners with high self-regulated learning are more independent in regulating their learning and have a greater probability of success in their online courses. This study identifies factors that influence self-regulated learning and determines relationships between these factors and self-regulated learning. A conceptual model is proposed for combining success factors for self-regulated learning in a MOOC environment. A research instrument based on the model was designed and administered to six hundred and twenty-two MOOC students enrolled in five universities. Relationships between relevant factors and self-regulated learning were examined using a Partial Least Squares Structural Equation Modeling (PLS-SEM) technique, and the statistical findings revealed that three factors - service quality, attitude, and course quality - influence self-regulated learning in a MOOC.
Metalinguistic Knowledge about the Native Language and Language Transfer in Gender Assignment
Author: Vanhove, Jan
Date: 2019-00-00
Type: Journal Articles
Subjects: Metalinguistics,Native Language,Indo European Languages,German,Contrastive Linguistics,Grammar,Nouns,Sociolinguistics,Adults,Second Language Learning,Foreign Countries

Whereas Standard Dutch only distinguishes between two adnominal grammatical genders, substandard varieties of Belgian Dutch distinguish between three such genders. German, too, distinguishes between three genders. Nevertheless, when assigning gender to German nouns with Dutch cognates, speakers of Belgian Dutch are strongly influenced by Standard Dutch gender but to a much lesser degree (if at all) by substandard gender. On the hypothesis that a lack of metalinguistic knowledge about L1 substandard gender decreases its use as a source for transfer, I experimentally manipulated the metalinguistic knowledge about L1 substandard gender of 45 speakers of substandard Belgian Dutch varieties. I then assessed how strongly this manipulation affected the participants' reliance on substandard gender distinctions when they assigned gender to L2 German nouns with Dutch cognates. Results confirm the strong influence of Standard Dutch, hint at a weak influence of substandard Dutch, and show no appreciable effect of the experimental manipulation.
Data Mining for the E-Learning Risk Management
Author: Gushchina, Oksana
Date: 2019-07-00
Type: Journal Articles
Subjects: Data Analysis,Information Retrieval,Electronic Learning,Risk Management,Research Methodology,Classification,Brainstorming,Concept Mapping,Probability,Evaluation Methods,Multivariate Analysis

The article shows the role of data mining methods at the stages of the e-learning risk management for the various participants. The article proves the e-learning system fundamentally contains heterogeneous information, for its processing it is not enough to use the methods of mathematical analysis but it is necessary to apply the new educational methods of data mining. It determines the basic types of e-learning risks for the elimination or minimization of which proactive manners are applied that aimed at testing and planning other actions. The article gives the rationales for the use of various data mining methods at the different stages of the risk management: 1) for quality authentication of the risks the classification based on using the method called &quot;decision tree&quot; is applied; 2) for making the analysis of risks the brainstorm method for mind map creation is used. The mind map displays the e-learning risk groups that are then rated on the prioritization criteria with the help of expert evaluation method; 3) for the assessment of probability of risk impact on organization of e-learning the expert evaluation method, cluster analysis and bow-tie analysis are used. The article shows that the data mining methods are able to not only classify educational risks but also identify the causes and anticipate possible impacts on the final outcome. Having a great deal of information obtained through the process of the e-learning risk management and using it in data mining, it is possible to determine the reasons and the taken actions depend more the minimization of risks and strengthen the effectiveness of the e-learning.
The Roles of Material Prototyping in Collaborative Design Process at an Elementary School
Author: Yrjönsuuri, Varpu
Date: 2019-00-00
Type: Journal Articles
Subjects: Design,Elementary School Students,Student Projects,Teaching Methods,Cooperative Learning,Video Technology,Models,Foreign Countries,Active Learning,Workshops,Technology Education,Teamwork,Thinking Skills

Co-invention projects in elementary school engage pupils in complex, open-ended design tasks in a practical, hands-on way. Physical materials are an intrinsic part of design, involving trasformation of conceptual ideas into material forms, such as prototypes. These tangible objects mediate embodied thinking and act as material-social mediators of knowledge creation processes. However, the material properties of the designed artifact and pupils' varying skills and levels of material knowledge constrain the design process. While previous studies of materiality in design have mainly focused on adults, this study aims to analyze and describe the different roles of material prototyping in an elementary school collaborative design process. A co-invention process was conducted in a Finnish elementary school during spring 2017, with the task of designing solutions for everyday problems. The data consisted of six video recorded design sessions, where small teams of 5th graders prototyped their inventions. We analyzed the video data across macro-, intermediate-, and micro-levels. The results revealed that pupils used prototypes as mediators for ideation and collaboration. They tested their ideas with prototyping, and material manipulation occurred during collaborative ideation. Material representations supported the verbalization and demonstration of ideas. Some challenges also emerged; prototype construction was a slow and laborious process, the division of labor tended to be unevenly distributed, and the model took a dominant role over the designed artifact. We conclude that support from the teacher and the learning environment is critical for utilizing the full potential of material manipulation in an elementary school setting.
Science, Technology, Engineering and Mathematics (STEM): Liberating Women in the Middle East
Author: Islam, Samira Ibrahim
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Womens Education,Females,Geographic Regions,Civil Rights,Feminism,Gender Discrimination,Equal Opportunities (Jobs),Foreign Countries,Islamic Culture,Gender Bias,Higher Education,Access to Education,Careers,Researchers

Middle East Region is home to more than 400 million people, representing 5% of world population, and boasts a workforce of 103 million scattered across 22 countries (Lord, 2016). Sixty five percent of the populations are young aged 25 or under, which puts growing stress on educational, health and social systems. Over the last decade, most Middle East countries put into action many reforms for women's rights and sensitivity toward gender issues. Currently, almost all Middle East countries have ratified the Convention on the Elimination of all Forms of Discrimination against Women (CEDAW). Many nations in the Region shown strong commitment to uplift education and make them accessible to all eligible women. There was also substantial increase in the allocation of funds for education in nearly all Middle East nations. For a balanced national development, women are needed in the various areas where their functions are most suitable. In principle, there are equal opportunities for both genders but social perception and prejudice determine which types of employment are particularly suitable for women or men. Several renowned Middle Eastern women are Physicians, Chemist, Physicist, Engineers, Doctors, Judges, Lawyers, Journalist, Poets, Novelist and even Legislatives (Islam, 2017).
Influence of an Instructional Strategy on the Attitudes of University Professors toward Distance Education
Author: Villarruel, Juan Ignacio Barajas
Date: 2019-00-00
Type: Journal Articles
Subjects: Influences,Educational Strategies,Teacher Attitudes,College Faculty,Distance Education,Foreign Countries,Online Courses,Information Technology,Computer Uses in Education,Computer Software,Computer Attitudes,Integrated Learning Systems

The purpose of the study was to determine the influence of an instructional strategy for the use of DOKEOS, Course Management System (CMS) on the attitudes of professors toward distance education. The study was carried out in the Faculty of Accounting and Administration of a Mexican Public University. The research design was non-experimental with a group of twenty-five professors who were selected through purposive sampling. A questionnaire, which was an attitude scale toward the use of an administration system of online courses, was administered to participants before and after the implementation of an instructional strategy on the use of DOKEOS. Afterwards, usage statistics was examined between weeks three and six. Data analysis included calculation frequency, median, mode and standard deviation. The significant differences between the median of the pre-tests and post-tests were analysed, and then the t-test was administered. Results showed that the instructional strategy contributed to a more positive attitude of professors toward distance education.
The Comparison of Trust Development in Virtual and Face-to-Face Collaborative Learning Groups
Author: Baturay, Meltem Huri
Date: 2019-07-00
Type: Journal Articles
Subjects: Comparative Analysis,Trust (Psychology),Cooperative Learning,Virtual Classrooms,Conventional Instruction,Computer Mediated Communication,Foreign Countries,Synchronous Communication,Electronic Learning,Graduate Study,Web Based Instruction,Online Courses,Information Systems,Group Activities

The study investigates the effect of delivery types of (virtual and face-to-face) collaborative learning environments on the development of trust among group members in a graduate course. For this aim, a quasi-experimental, non-equivalent group comparison was used. It comprised a total of 64 participants -- 21 in the face-to-face group, and 43 in the virtual group. Study participants were comprised of students registered in a course entitled 'Web-based Education: Principles of Design and Implementation' in the spring semester as part of either a virtual or traditional face-to-face graduate program in Information Systems at an institute of higher education in Turkey in 2010. Trust levels were measured at two different occasions, namely in the beginning and end of the semester, for both study groups. The participants completed a web-based course material design project as a collaborative group activity. The results indicate that trust increases over time among virtual participants, but declines among face-to-face participants. While levels of trust among virtual course participants are lower than those of face-to-face course participants in the beginning of the semester, trust levels of virtual participants surpass those of faceto-face participants by the end of the semester. This study demonstrates that trust can develop in virtual learning environments. The initial level of trust should be taken into consideration by instructors or managers before forming groups.
The Effectiveness of a Cognitive-Behavioral Counseling Program in Modifying the Negative Behavior among Students of Aqabat Jaber School Camp in the Governorate of Jericho
Author: Salameh, Kamal A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Behavior Modification,Cognitive Restructuring,Counseling Services,Program Effectiveness,Negative Attitudes,Camps,Foreign Countries,Males,Early Adolescents,Counseling Techniques,Hypothesis Testing,Pretests Posttests,Experimental Groups,Control Groups,Group Counseling,School Counselors,Behavior Problems

The objective of this study is to investigate the effectiveness of a counseling program in modifying the negative behavior of male students aged 11-15 years. The researcher used the semi-empirical approach with two measurements, pre and posttest measurements. A purposive sample of 52 students was selected and divided into two groups, experimental and control groups. Each group comprised a number of 26 male students respectively. The researcher developed the behavioral modification and counseling program questionnaire. The study showed that there were statistically significant differences in reducing the level of negative behavior in the experimental group attributed to the counseling program. The experimental group mean reached a score of 87.08 and the control group's mean was 227. The results also indicated that the experimental group has a statistically significant difference for the minimum permissible level of negative behavior (110), where the mean for negative behavior reached 87.08, a decrease of 22.92. The effect of the independent factor on the dependent factor was significant, given that the d-value was 2.07, which is greater than the value 0.8. The study recommended for the group counseling program to be employed and circulated due to its positive results in modifying behavior.