ethanporcaro/eric-fulltext-meta huggingface dataset:
Distance Education Quality: First-Cycle University Students&apos; Position
Author: Lamanauskas, Vincentas
Date: 2023-00-00
Type: Journal Articles
Subjects: Distance Education,Educational Quality,Student Attitudes,Foreign Countries,Content Analysis,Affordances,Barriers,Evaluation Methods,Educational Improvement,College Students,Learning Strategies

It is obvious that the COVID-19 pandemic has completely changed learning and study processes. It has become a serious test for university students. Although distance study organization, implementation, effectiveness, and the like are actively researched, it is not entirely clear which way of organization studies is the most appropriate and prospective. Too little attention is still paid to the model of distance studies, its implementation and improvement, especially in the future development of distance and mixed distance study organization and implementation. An empirical qualitative study was conducted, the aim of which was to analyze first-cycle (bachelor study) university students' position on the study quality issue. 132 students in the field of social sciences from three Lithuanian universities participated in the study conducted in January-May 2022. The verbal data obtained were analyzed using quantitative content analysis. The extracted semantic units were grouped into subcategories and categories. It was established that the main advantages of distance studies were convenience and cost-effectiveness, while disadvantages were the deterioration of the study organization and the deterioration of quality. The ways (directions) of quality distance study improvement can also be seen, i.e., the study process realization improvement (e.g., the content presentation improvement, an increase in interactivity), and study organization improvement (e.g., teacher competence improvement and optimization of the schedule). Despite the revealed shortcomings, more than two-thirds of students positively value the possibility of continuing the study process remotely after the pandemic. More detailed research is needed on the impact of the pandemic on university studies and the further organization and implementation of distance studies.
Exploring the Impact of Gamification on Skill Development in Special Education: A Systematic Review
Author: Hussein, Elham
Date: 2023-00-00
Type: Journal Articles
Subjects: Gamification,Skill Development,Special Education,Literature Reviews,Students with Disabilities,Instructional Effectiveness

Special education settings have experienced technological innovation that have advanced the development of various skills. Gamification is increasingly used to enhance the skills of individuals with special needs. There have been some studies and limited systematic reviews of gamification in general and special needs settings in particular, however, gamification design applied to special needs lacks a comprehensive systematic review. This article conducts a Literature review of gamification in special needs settings to investigate the effect of gamification in special needs as well as to identify gamification domains, groups and trends for individuals with special needs. Valuable data has been highlighted concerning the technology techniques used in enhancing the skills of individuals with a disability. However, further studies are still needed to examine areas, where research is lacking in the gamification field. The preferred reporting items for literature reviews and meta-analysis PRISMA standard was adopted for inclusion and exclusion criteria' in this study such as including, eligibility, screening, dentification, and inclusion and exclusion steps. The results revealed that gamification design facilitates the development of various skills among individuals with special needs. Additionally, gamification design was mostly used to enhance the learning skills of individuals with a disability.
Instructors&apos; Perspectives in Design and L-MOOCs: A Qualitative Look
Author: Diordieva, Cristina
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Instructional Design,Second Language Learning,MOOCs,Foreign Countries,Program Implementation,Student Centered Learning

This qualitative phenomenological study investigates international instructors' perspectives and experiences in designing a successful language-based massive open online course (L-MOOC). Detailed information was gathered during Summer 2018 about the instructor's challenges and strategies through semi-structured interviews with seven participants in six different countries: Ireland, Italy, Norway, Spain, the United Kingdom, and the United States. The findings indicated that curating and facilitating a learning environment with a design team helps create an efficient L-MOOC delivery. Additionally, having multiple moderators per course and using forums helps with monitoring learners' progress. Moreover, according to these seven L-MOOC instructors, having a course platform with rigid structures prevents using multiple activities and assessment tools for language learning. Interviewees argued that it is important to implement a learner-centered approach in L-MOOC, where learners can interact with each other and construct their knowledge. Future research studies may include exploring L-MOOC to address the best instructional practices and contribute to expanding research in language education in massive open online course environment.
Online Project-Based Learning for Teacher Education during the COVID-19 Pandemic: A Systematic Review
Author: Uyen, Bui Phuong
Date: 2023-00-00
Type: Journal Articles
Subjects: Electronic Learning,Student Projects,Active Learning,Teacher Education,COVID-19,Pandemics,Literature Reviews,Preservice Teachers,Instructional Effectiveness,Evaluation Methods,Outcomes of Education,Affordances,Barriers,Foreign Countries

Online project-based learning (PjBL) is an increasingly popular teaching approach in higher education, especially in teacher education. Implementing online PjBL differs across subjects, bringing many benefits while posing challenges for educators and pre-service teachers. This systematic review aims to investigate the implementation, effectiveness and challenges of adopting PjBL in teacher education during the COVID-19 pandemic. The review provided a thorough overview of research on PjBL in teacher education during the COVID-19 pandemic, which was carried out using the systematic review methodology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Several relevant articles from five different databases (Google Scholar, Mendeley, ScienceDirect, Scopus, and Taylor &amp; Francis Online) were collected using the keywords &quot;project-based learning&quot; and &quot;teacher education&quot; along with their synonyms. A final list of 26 included articles to be reviewed in this study is produced after the titles and abstracts screening and full texts evaluation using inclusion and exclusion criteria. This systematic review reveals that PjBL has been applied in teaching various subjects in teacher education with different types of projects and assessment methods. More importantly, integrating PjBL in teaching has been proven to positively impact the development of pre-service teachers' knowledge, professional skills and learning attitudes. In addition, applying PjBL poses certain challenges for educators due to the requirements on teachers' and students' knowledge and skills as well as equipment and technology facilities. On the other hand, the COVID-19 pandemic, if viewed positively, contributes to boosting educators' motivation and facilitating the implementation of online PjBL. The study findings can be used as a reference for future PjBL research and contribute to the literature on PjBL in the context of teacher education.
Revolutionizing Education with AI: Exploring the Transformative Potential of ChatGPT
Author: Adiguzel, Tufan
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Educational Technology,Barriers,Man Machine Systems,Natural Language Processing,Program Effectiveness,Ethics

Artificial intelligence (AI) introduces new tools to the educational environment with the potential to transform conventional teaching and learning processes. This study offers a comprehensive overview of AI technologies, their potential applications in education, and the difficulties involved. Chatbots and related algorithms that can simulate human interactions and generate human-like text based on input from natural language are discussed. In addition to the advantages of cutting-edge chatbots like ChatGPT, their use in education raises important ethical and practical challenges. The authors aim to provide insightful information on how AI may be successfully incorporated into the educational setting to benefit teachers and students, while promoting responsible and ethical use.
Trends and Gaps in Empirical Research on Gamification in Science Education: A Systematic Review of the Literature
Author: Alahmari, Muteeb
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Research,Trend Analysis,Gamification,Science Education,Literature Reviews,Technology Uses in Education,Elementary Secondary Education,Higher Education,Skill Development

Digital technology development has led to the creation of various learning options in the science education field. Technology such as gamification has been used in several science areas, uncovering diverse benefits regarding its usage. However, more research is needed to understand how gamification enhances students learning in science fields. Therefore, this study review presented an overview of gamification usage in the science education field literature and focused on research indexed in several international databases. 31 studies were included for review. The results showed that most of the studies presented positive outcomes as gamification proved to be effective with science education students. The study also indicated that most gamification studies were mostly used to enhance students' learning skills in science education. The results of this study provide valuable data regarding technology techniques to enhance students' skills in science education. Further research is needed to cover areas that are not widely investigated in gamification literature.
Uncovering Patterns and Trends in Online Teaching and Learning for STEM Education
Author: Akhmedova, Muslimat G.
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Trends,Web Based Instruction,Electronic Learning,STEM Education,Bibliometrics,Art Education,Educational Research,Network Analysis,Foreign Countries

This article provides a bibliometric overview of publications on eLearning trends in STE(A)M teaching and learning to give readers a better understanding of the current state of research in the field. The main objective of this study is to provide bibliometric data on publications on online teaching and learning trends for science, technology, engineering, and mathematics education (STEM) teaching and learning purposes printed in journals included in the Scopus database in the years 2011-2023. For the bibliometric analysis, STEM learning, STEM teaching, online education, bibliometric review keywords were used, and 136 documents from the Scopus database were chosen. The collected data of the publications scanned and published in the parameters of the study were subjected to a bibliometric analysis based on seven categories: number of articles and citations per year, most influential countries, most prolific author, most prominent affiliations, funding institutions, publication source, and subject areas. Network diagrams and bibliometric analyses were created using the Scopus database analysis. Most of the articles were published between 2016 and 2022. The United States of America, the United Kingdom, and China were among the top-three most productive countries, and the United States of America produced the most publications. The number of citations to publications indexed in the Scopus database is growing steadily and reached its peak in 2022 (178 citations). The most prolific author on this subject is Minichiello, A., with four publications. In addition, Stanford University and Utah State University have maximum publishing partners. By funding 16 publications for online STEM teaching and learning, the National Science Foundation has shown leadership. The topic areas of the publications' distribution were looked at. The articles' respective fields of study were social sciences and computer science. This study offers a vision for future research as well as a worldwide view of online learning for STEM teaching and learning.
High School Students&apos; Knowledge of Nutrition and Physical Activity Guidelines
Author: Moore, Amy
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Knowledge Level,Nutrition,Physical Activity Level,Guidelines,Health Education,Private Schools,Physical Education

Purpose: The present study examined the health and nutrition knowledge of current high school students to evaluate if adequate education is being taught to reflect the health education guidelines set forth by the Missouri Department of Elementary and Secondary Education (DESE). Methods: Participants were high school students from grades 9 through 12 from a private school in the Midwest. Thirteen participants completed this study. Participants were given a 29-question survey asking questions on nutrition and physical activity. Results: The average score on the survey was found to be 16 correct out of 29. Eight out of the 13 participants scored between a 70% and 79% with the highest score being a 19 out of 24 or a 79%. Conclusions: The main findings of the study were indicative that the students completing the survey did not score high on the content question leading to a conclusion that more health and nutrition information can be beneficial for this population. Recommendations: Getting the survey out to a larger population group would bring in a larger amount of completed surveys, allowing for more information to be collected. [Note: The volume number (12) shown in the header on the PDF is incorrect. The correct volume number is 13.]
A Cartography of Digital Literacy: Conceptual Categories and Main Issues in the Theorization and Study of Digital Literacies
Author: Samaniego, José Miguel
Date: 2023-06-00
Type: Journal Articles
Subjects: Cartography,Digital Literacy,Classification,Network Analysis,Educational Technology,Concept Mapping,Visualization

This paper presents a cartography of the digital literacy academic field. Such cartography is comprised of two sections: a categorization of the field through literature review and analysis, and an exploration of its main issues through thematic and network analysis. On the one hand, five conceptual categories of digital literacies are found: functional, sociocultural, critical, transformative, and sociomaterial. On the other, main issues are described with 21 recurring themes of digital literacy and a few networks depicting its most salient matters of concern, concluding with an interpretation of these in the composition of 8 encompassing issue spaces: digital literacies conceptions and practices, digital literacy in education, access and digital divide, digital texts and literacy, websites and social networks, digital technologies at the workplace and healthcare, digital technologies users and uses, and information issues. Finally, a few paragraphs are dedicated to the limitations of categorizing and issue mapping.
Influence of the Arabic Script and Language on Acehnese Manuscript &quot;Kitab Tauhid&quot;
Author: Mukhamdanah
Date: 2023-00-00
Type: Journal Articles
Subjects: Arabic,Indonesian Languages,Classification,Cultural Maintenance,Written Language,Islam,Religious Factors,Notetaking,Translation,Language Research,Language Variation,Linguistic Borrowing,Distinctive Features (Language),Vocabulary,Phonemes,Phrase Structure,Foreign Countries

Manuscripts are known to transmit cultural heritage across generations along with thoughts, knowledge, customs, and people's behaviors. The current study aimed to examine the influence of Arabic manuscripts on the Malay and the Acehnese tradition with the spread of Islam. For this purpose, an Acehnese manuscript, &quot;Kitab Tauhid&quot; (KT), was sampled as the primary data to find out the orthography of Acehnese and the Malay language, a domain that has so far been underrated and understudied. This qualitative study used a descriptive research design and note-taking method, i.e., transcribing and translating for retrieving the absorption of the Malay language and the Jawi orthography. The objective was to obtain a deep analysis of the sampled text and classify the Jawi Script and Malay language into the description. The retrieved data was analyzed by classifying them into different types of loanwords and to examine the Jawi script's orthography and the variety of Malay used in the KT manuscript. The results revealed that after Islam's arrival in Nusantara, the Jawi scripts were influenced by the Malay language. This influence included using diacritical marks or &quot;harakat&quot; as vowel markers being removed and replaced with &quot;alif,&quot; &quot;wau,&quot; and &quot;ya.&quot; The implications include evidence of the Arabic vocabulary and the influence of Arabic phonemes and phrases in the KT manuscript.
Transforming Initial Teacher Education Program with Mobile Technologies. A Synthesis of Qualitative Evidences
Author: Ngao, Ayubu
Date: 2023-06-00
Type: Journal Articles
Subjects: Educational Change,Preservice Teacher Education,Educational Technology,Handheld Devices,Affordances,Models,Preservice Teachers,Student Attitudes,Instructional Effectiveness,Technical Support,Motivation,Communities of Practice,Teacher Collaboration

Mobile technologies have increasingly been used in education for enhancing teaching and learning among students. The authors reviewed qualitative studies that focused on approaches towards transforming initial teacher education programs with mobile technologies. With the use of meta-ethnography approach, we compared, contrasted and interpreted the synthesis of qualitative evidences across numerous studies. This review analyzed 13 eligible studies from Web of Science conducted in different countries from 2012 to 2022. The findings were divided into three sections: (1) theme related to conceptions about the use of mobile technologies at micro-level (e.g., perceptions and affordances); (2) themes related to institutional approaches at the meso-level (e.g., professional training, technical supports, motivating and collaborative environment); and (3) theme related to policies and financial supports at the macro-level. Based to these findings, the model for transforming initial teacher education programs with mobile technologies was developed. By intensive discussions of the results, feasible conclusions were derived and future directions for further research on mobile technologies were provided.
Research on Language Migration and Russian Teaching Practice in the Acquisition of Russian Preposition Structure by Chinese Students
Author: Gao, Yanrong
Date: 2023-00-00
Type: Journal Articles
Subjects: Russian,Form Classes (Languages),Second Language Learning,Second Language Instruction,Foreign Countries,Native Language,Cultural Influences,Teaching Methods,Instructional Design,Outcomes of Education,Phrase Structure,College Students

Language migration and Russian teaching practice highlights the need to consider both cultural and linguistic factors in teaching Russian preposition structure to Chinese students. The present study examined the impact of language migration on Chinese students' ability to acquire Russian preposition structure, and whether the acquisition of Russian preposition structure mediates this relationship. Additionally, this study investigated whether Russian teaching practices moderate the negative effect of language migration on Chinese students' ability to acquire Russian preposition structure. Data were collected from 287 Chinese students in colleges in Harbin city, China, and analyzed using PLS-SEM 4. The results indicated that language migration has a significant negative effect on Chinese students' ability to acquire Russian preposition structure, while also having a significant positive effect on their acquisition of Russian preposition structure. Furthermore, the acquisition of Russian preposition structure has a significant positive effect on Chinese students' ability to acquire Russian preposition structure, and it mediates the relationship between language migration and Chinese students' preposition structure learning performance. However, Russian teaching practices did not moderate the negative effect of language migration on Chinese students' ability to acquire Russian preposition structure. This study contributes to the current body of literature by providing evidence of the impact of language migration on Chinese students' ability to acquire Russian preposition structure and the mediating role of the acquisition of Russian preposition structure in this relationship. Additionally, the study highlights the importance of considering language migration and Russian teaching practices when designing language acquisition programs for Chinese students. The study's findings can be used to improve language learning outcomes for Chinese students and inform language education policies.
The Legacy of Ancient Cultures: Rational Concepts in Ancient Chinese and Ancient Greek Mythology and Their Significance in Modern Literature
Author: Wang, Xiao Yu
Date: 2023-00-00
Type: Journal Articles
Subjects: Mythology,Chinese,Greek,Primary Sources,Ethics,Altruism,Religion,Cultural Differences,History,Greek Civilization,Asian Culture,Authors,Historians,Literature,Literary Genres,Cultural Relevance

This study examines the legacy of ancient cultures by comparing the logical principles of Chinese and Greek mythology. Using the structural analysis method of Levi-Strauss and a narrative literature review methodology (based on a review of 69 articles), we identified seven factors, including fate, heroism, gods, nature, ethics, symbolism, and allegory. Our findings suggest that, despite cultural differences, ancient Chinese and Greek mythology share similarities that continue to influence contemporary writing. These issues have both practical and theoretical ramifications for authors, historians, and consumers interested in the connection between mythology and literature. However, this study has several shortcomings, including a lack of primary sources and an emphasis on Chinese and Greek civilizations. Future research could examine the legacies of other ancient societies as well as the impact of mythology on various literary genres. This study contributes to the ongoing discussion regarding the significance of historical and cultural legacies and their continued relevance in contemporary society.