ethanporcaro/eric-fulltext-meta huggingface dataset:
Fostering Rapid Institution-Wide Curricular Change in Response to COVID-19
Author: Werth, Eric
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Distance Education,Online Courses,Universities,College Students,Textbooks,COVID-19,Pandemics,Case Studies,Organizational Change,Undergraduate Students,Block Scheduling,Liberal Arts,Educational Innovation,Open Educational Resources,Strategic Planning,Costs

To aid students during COVID-19, the University of Pikeville transitioned all undergraduate classes to no-cost alternatives for course textbooks. Additionally, the academic calendar was modified for the first time in the institution's 130-year history from a traditional 16- week semester to 8-week block scheduling. This case study explores strategies, approaches to corresponding with constituents, and lessons learned in leading an institution through two major curricular changes in under six months in response to a global pandemic.
Improving Education Outcomes in Low- and Middle-Income Countries: Outcomes-Based Contracting and Early Grade Literacy
Author: Mawoyo, Monica
Date: 2020-00-00
Type: Journal Articles
Subjects: Outcome Based Education,Outcomes of Education,Emergent Literacy,Reading Skills,Outsourcing,Contracts,Accountability,Elementary School Students,Grade 4,Children,Educational Finance,Expenditure per Student,Intervention,COVID-19,Pandemics,Developing Nations,Foreign Countries,Achievement Tests,Reading Tests,Reading Achievement,International Assessment

Fifty-three percent of Grade 4 learners cannot read for meaning in low- and middle-income countries despite an investment of between 33-49% of education expenditure on primary education. Teaching children to read in the early grades is fundamental to building resilient education systems, as the ability to read early in life is a great predictor for education success, and will minimise learning loss during education emergencies similar to COVID-19 school closures, for children who can read for meaning can carry on learning outside of school buildings. Further, the predicted financing gaps in the next few years, as a result of COVID-19, will require governments to utilise limited financial resources effectively and efficiently by implementing literacy programmes proven to be impactful, using financial instruments like outcomes-based contracting that can mobilise and coordinate non-traditional educational finance and incentivise service providers to improve results by paying for achievement of agreed outcomes.
Is Blended Learning Better than Online Learning for B.Ed Students?
Author: Ranjan, Prabhas
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,Electronic Learning,Instructional Effectiveness,Undergraduate Students,Womens Education,Synchronous Communication,Integrated Learning Systems,Learning Strategies,Academic Achievement,Teacher Student Relationship,Student Motivation,Intelligence Quotient,Developing Nations,Foreign Countries,Preservice Teacher Education,Attitude Measures,Computer Attitudes,Likert Scales

Blended learning is a newly emerging area of research and practice in educational institutions. It is defined as a useful and reasonable combination of online and face-to-face learning and is acclaimed as a successful mode of teaching. The recent growth of online education, which is without classroom interaction, in a developing country like India therefore presents a reason to verify the relative effectiveness of these teaching modes. This study was an experimental study spread over two years, to compare the effectiveness of the blended learning mode and the online learning modes (including their specific teaching-learning strategies) for a B.Ed curriculum. A randomly selected sample of students with a comparable level of intelligence quotient (IQ) was subjected to both controlled (face-to-face) and experimental treatments (online and blended learning). The participants were the students of a predominantly face-to-face mode of a B.Ed Course. The researcher found that the average achievement scores of the blended learning mode were higher than the online learning mode. It appears that the interaction of the instructor and the learners was a critical factor for the better performance of blended learning. This research also suggests that blended learning resulted in better learning attainment and motivation. Blended learning has potential to support learner-centric teaching-learning endeavours. It is an important finding for the emerging trend towards online learning in India. It is also relevant in the context of the conditions created by the COVID-19 pandemic, which has put constraints on the face-to-face mode of teaching.
Is There Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence
Author: McBurnie, Chris
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Technology,Access to Education,Access to Computers,Educational Opportunities,Foreign Countries,Developing Nations,Well Being,Equal Education,Electronic Learning,Ownership,Low Income,Program Design,Handheld Devices,Caregiver Role,Home Schooling

Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.
They&apos;re Only Words: Teacher Candidate Perceptions of the Effects of Anti-Immigrant Rhetoric on the Education of Immigrant Students
Author: Giambo, Debra
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Immigrants,Social Bias,Rhetoric,Social Influences,Minority Group Students

Changing demographics in the United States have for many years pointed toward a developing minority-majority within the U.S. population. Projections from the U.S. Census (2015, 2016) signal that the aggregation of all minority groups will form a majority (i.e., a minority-majority) of the overall population by 2044. Despite making these many contributions to the U.S. economy, immigrants face significant opposition within the country. The number of hate groups has continued a steady rise that began in 2015 during the presidential campaign season and has continued under the Trump administration, increasing 13% between 2015 and 2018, with 1,020 groups recorded in 2018. Understanding teacher candidates' perceptions of the effects of anti-immigrant rhetoric, especially as such rhetoric becomes more publicly acceptable, can help to inform curriculum planning in teacher preparation programs. There is a need for an increase in the inclusion of concepts related to the effects of such rhetoric on immigrant students, documented and undocumented, as well as concepts related to the development of teacher candidates' advocacy skills on behalf of their immigrant students. The purpose of this study was to examine the perceptions of teacher candidates regarding the potential effects of anti-immigrant rhetoric on the education of immigrant students, documented and undocumented, and on the education of students in general.
Teaching and Learning Experiences in Medical Education During the COVID-19 Pandemic: The Case of Kilimanjaro Christian Medical University College (KCMUCo), Tanzania
Author: Ibrahim, Glory
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,College Students,College Faculty,Electronic Learning,Educational Technology,Student Attitudes,Teacher Attitudes,Costs,Internet,Foreign Countries,Intervention,Teacher Competencies,Student Characteristics,Teacher Characteristics,Videoconferencing,Access to Computers,Distance Education,Ownership,Barriers

Objective: The purpose of this paper was to share teaching and learning experiences during the COVID-19 pandemic and mandated university closure. Methods: A cross-sectional study was conducted among all eligible students and faculty members using voluntary anonymous questionnaires. To capture the attitudes and perceptions of respondents, five-point Likert scale questions were used. Results: A total of 865 (58%) students and 57 (51%) faculty members participated in the survey. Uptake of e-learning platforms increased by 15.4% for students, 43.0% for faculty and by 22.3% in courses. The overall students' strength of consensus measure of perception on accessibility of platforms was 65% and support entities 79%. About 70% of students owned a smartphone as a learning device. More than 67% of the students highlighted the cost of Internet bundles as a major challenge. Conclusion: Shifting from blended learning to online learning during the lockdown was feasible given the preplanned e-learning practices.
Role of School Administration in Providing an Attractive and Safe School Environment to Students under Vision 2030
Author: Obied Qaralleh, Thikryat Jibril
Date: 2020-09-00
Type: Journal Articles
Subjects: Administrator Role,Educational Environment,School Safety,Educational Policy,Foreign Countries,School Administration,Elementary Secondary Education,Teacher Attitudes,Gender Differences,Individual Differences

This study aimed to identify the role of school administration in providing an attractive and safe school environment for students as one of the requirements to achieve Vision 2030 in public schools in Al-Kharj. A random sample of (16%) of the study population was selected. The questionnaire was distributed to all the study sample. The study has reached several results including: the average response was much higher when asked about the role of school administration in providing an attractive and safe school environment for students. Statistically significant differences between the mean values were observed from the samples towards educational stage in favor of the primary and secondary levels. The results also showed that there were statistically significant differences between the mean values of the respondents according to the gender variable in the tool as a whole in favor of females. The researcher suggested several recommendations such as improving the level of students to be creative individuals in their community, encouraging educational initiatives that contribute to creating an attractive and safe school environment, and encouraging local community institutions to make donations to the schools and involve them in developing the students psychological, cognitive and physical health.
The Formation of Anti-Victim Personality in the Context of Sports
Author: Budyakova, T. P.
Date: 2020-09-00
Type: Journal Articles
Subjects: Athletes,Personality Traits,Victims,Psychological Patterns,Sportsmanship,Sport Psychology,Self Concept,Predictor Variables,Responses,Success,Failure

In sports pedagogy, there is the problem of the formation of an athlete's personality, resistant to various factors of victimization. In the framework of the present study, the author applied the case method and interviews with elite athletes along with the method of victimological analysis. Totally, 20 interviews were processed and 40 cases were analyzed by means of qualitative and quantitative content analyses. It was revealed that both victim and anti-victim personalities of elite athletes have almost the same basic substructures (clusters). However, the content of these clusters is different. The personality structures of the athletes that demonstrate the phenomenon of victim personality include such personal affective complexes as the authority complex, the superiority complex and the guilt complex. The structure of anti-victim personality comprises a system of personality attitudes that do not allow athletes to treat themselves as victims, namely to move forward despite obstacles; to regard defeats as valuable experience, etc. It has been proven that unsportsmanlike behavior is a predictor of victim personality among elite athletes. Manifestations of unsportsmanlike behavior testified the athlete's victim complex that stimulated such incorrect behavior. It was reasoned that high-performance sport is a predictor of the anti-victim personality of the winner only under certain conditions. Anti-victim personality does not allow itself to be perceived as a victim, using psychological attitudes to overcome the difficulties of a sports life, including defeats.
Improving Postgraduate Students&apos; Scientific Literacy and Self-Efficacy Using International Collaborative Research Workshops: An Exploratory Case Study in a Chinese University
Author: Zhang, Qing
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Scientific Literacy,Self Efficacy,Research Training,Research Skills,Workshops,Mastery Learning,Observation,Program Effectiveness,Business Administration Education,Economics Education,Self Evaluation (Individuals),Foreign Countries,Cooperative Programs,International Education,Institutional Cooperation

Postgraduate education in China bears the dual mission of &quot;high-end talent supply&quot; and &quot;scientific and technological innovation&quot; as delegated by the Ministry of Education of China (2017). Improve the quality of postgraduate student training and management is essential for Chinese universities to meet this requirement. This paper investigates the practical effectiveness of using a specially designed, internationally collaborative research training workshop to enhance new Chinese postgraduate students' scientific literacy and self-efficacy. The research results show that the workshop, which integrates seminar presentations and both individual and group-based student activities, is of practical significance for improving the experiences of first-year postgraduate students. The findings indicate the application of enactive mastery and vicarious learning strategies in research training workshop effectively boost students' motivation, confidence and feeling of accomplishment at their early research career, and can provide ongoing benefits to support Chinese students to further develop research skills and capabilities. The positive findings in this exploratory study can inform future research projects to examine the transferability of this research training workshop model in the broader Chinese higher education context.
Student Satisfaction with Feedback in a Third Year Nutrition Unit: A Strategic Approach
Author: Milne, Lisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Satisfaction,Undergraduate Students,Feedback (Response),Student Evaluation,Nutrition Instruction,Online Courses,College Faculty,Teacher Attitudes,Outcomes of Education,Writing Assignments,Evidence Based Practice,Urban Universities,Formative Evaluation,Foreign Countries

The feedback received by students on assessment tasks is a major source of their dissatisfaction with feedback generally, explaining why models of assessment continue to evolve to prioritise provision of useful feedback. Boud's notion of sustainable assessment is an example. We argue for conceptualising the sustainability of assessment practices from teachers' point of view as well. Assessment is a major component of teaching academics' workloads. The time and effort required to support particular practices should be considered &quot;relative&quot; to how well these are evidenced to support student learning outcomes and enhance their satisfaction with feedback. We report on a trial of this approach, from the second phase of action research examining student and staff experiences of targeted feedback on a draft assessment in a large, final year Nutrition unit. The aim of our intervention was primarily to improve student &quot;satisfaction&quot; with the extent to which feedback in the unit assisted them to achieve learning outcomes, but also to support student learning. Our findings indicate that, in some contexts, impactful practices like providing feedback on drafts alone may not enhance student satisfaction with feedback. Reflection on our findings led us to reframe the next phase of the project more strategically, by advocating for collaboration on course-wide, programmatic assessment, as a sustainable teaching practice and to support sustainable assessment. We call for models of assessment in higher education and course and unit evaluation to be strengthened through further research examining the sustainability of assessment practices for academics, relative to learner outcomes.
Student Perceptions of Technological Tools for Flipped Instruction: The Case of Padlet, Kahoot! and Cirrus
Author: Dianati, Seb
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Technology,Technology Uses in Education,Flipped Classroom,Cooperative Learning,Undergraduate Students,Foreign Countries,Computer Mediated Communication

Technological tools used in teaching and learning have been reported to influence their satisfaction, engagement and their continued effort in learning (Roach, 2014). The present study, therefore, investigated students' perceptions of technological use in a flipped classroom at university level through evaluation of three different web-based tools, using the lens of the Technology Acceptance Model (TAM) (Davis, 1989; Venkatesh &amp; Davis, 2000). These tools include a collaborative canvas tool (&quot;Padlet&quot;), a live polling platform (&quot;Kahoot!&quot;) and an annotation tool (&quot;Cirrus&quot;). Results from focus group interviews show that most of the students had positive perceptions of the three technological tools targeted in this study. Nevertheless, using the TAM model that draws on two indexes, namely usefulness and perceived ease of use, the findings revealed students' mixed perceptions towards the three tools. Particularly, &quot;Padlet&quot; was perceived to be useful for both independent and collaborative learning, but less easy to use when there was too much content. &quot;Kahoot!&quot; was considered the most useful and easy to use for revision of learnt concepts. Finally, &quot;Cirrus&quot; was easy to use, but less useful for creative tasks. The results are discussed in terms of the role of technological tools in flipped learning, and implications for technologically enhanced flipped instruction are suggested.
TLABs: A Teaching and Learning Community of Practice -- What Is It, Does It Work and Tips for Doing One of Your Own
Author: Beatty, Shelley
Date: 2020-00-00
Type: Journal Articles
Subjects: Communities of Practice,Teacher Collaboration,Beginning Teachers,Beginning Teacher Induction,College Faculty,Faculty Development,Teacher Attitudes,Collegiality,Program Implementation,Program Effectiveness,Perspective Taking,Foreign Countries

Communities of Practice are an increasingly common tool used to support novice academics in higher education settings. Initiated in 2015 at a Western Australian University, TLABs is an acronym for 'Teaching and Learning for Level A and B' academic staff and was designed to build a community of practice to mentor junior academics; help them develop their teaching skills; and enhance academic careers. The paper describes the nature of TLABs; how it is experienced from the perspective of participants and provides recommendations for implementing a successful teaching and learning community of practice in a higher education setting.
Features of Digital Socialization of Primary School Students in the Context of Different Levels of Internet Involvement
Author: Pronina, Angelina N.
Date: 2020-09-00
Type: Journal Articles
Subjects: Socialization,Elementary School Students,Internet,Addictive Behavior,Student Behavior,Information Technology,Environmental Influences,Parents,Child Behavior,Standards,Cultural Influences,Peer Relationship,Social Media,Computer Mediated Communication,Emotional Response

Nowadays, human life is greatly influenced by digitalization and informatization, which requires the reinterpretation of the matter of social formation and human development in the context of ontogenesis. From the moment of birth, a child lives in a mixed social and digital environment, which influences traditional socialization in one way or another. The researchers identify both positive and negative aspects of digital socialization of the younger generation. The authors of the present research analyzed the features of digital socialization of primary school students with different levels of Internet involvement. The experiment on the identification of Internet addiction involved 540 parents. The sample on the study of digital socialization included 316 primary school students aged 7 to 9. On the one hand, the results showed the preservation and demonstration of the content and methods of traditional socialization among younger students of all levels of Internet involvement in terms of digital socialization. This fact indicates the integration and combination of digital and traditional socialization. On the other hand, the increase in the levels of Internet involvement contributes to the replacement and transition from traditional socialization to a digital one.
Formation of an Education Digitalization Strategy in Present-Day Conditions
Author: Vasilyevich Lobanov, Ivan
Date: 2020-09-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Internet,Technology Integration,Technological Literacy,Educational Change,Foreign Countries,Higher Education

The article is devoted to the formation of a strategy for the digitalization of education in present-date conditions. It is established that the very structure of training and the organization of the educational process change fundamentally in the course of digitalization. These changes will require both the selection of material for creating courses and organizing them, as well as for the management of the educational institution. It is proved that the resulting educational environment can be implemented according to several algorithms, of which each has the priority of existence. Cost-free developments of specialized Internet resources, as well as paid platforms are among the most significant options to implement educational content. It is revealed that the use of new information and communication technologies is only an initial condition for the further development of digital learning, whose assessment criterion is its usefulness for students in the current context.