ethanporcaro/eric-fulltext-meta huggingface dataset:
Learners&apos; Perceptions and Attitudes towards L2 Vodcasting Tasks in an E-Learning Project
Author: Faramarzi, Sajad
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Second Language Learning,English (Second Language),Video Technology,Computer Assisted Instruction,Teaching Methods,Electronic Learning,Listening Comprehension,Listening Comprehension Tests,Language Tests,Computer Assisted Testing,Curriculum Design,Language Fluency

The Vodcasting technology has thrived as an auxiliary tool to support learners with supplementary materials. The current study aimed at exploring the use of vodcasting technology and the learners' perceptions and attitudes towards practicing L2 vodcasting tasks. For this reason, a sample of 120 Iranian EFL learners were selected and they received twelve weeks of treatment which included working on five different genres of vodcasting tasks. Participants received vodcasting tasks via Telegram application and were asked to do them in specific stages. In order to measure the participants' attitudes and perceptions, a learner engagement questionnaire was electronically distributed. The results revealed that the learners viewed the experience as significantly positive and constructive. It is concluded that the vodcasting technology can be executed independently as it can change the studying habits of learners, facilitate the monitoring process and the assessment system, maximize cooperation among the learners, and improve the relationship between the learners and the instructor.
Attitude towards Computer-Assisted Language Learning: Do Gender, Age and Educational Level Matter?
Author: Dara Tafazoli, M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Cross Cultural Studies,Teacher Attitudes,Student Attitudes,Second Language Learning,Second Language Instruction,Teaching Methods,Gender Differences,Age Differences,Language Teachers,Foreign Countries,Delphi Technique,Graduate Students,Undergraduate Students,Masters Degrees,Doctoral Degrees,Bachelors Degrees,Educational Attainment

The purpose of the present cross-cultural study was to explore the relationships of second and foreign language teachers' and students' attitudes towards Computer-Assisted Language Learning (CALL) in terms of their gender, age group, and educational level in two countries, Spain and Iran. The study was based on a sample of 318 language teachers and 307 language students in Iran and Spain. Data collection was carried out through two online questionnaires (108 items) for both teachers and students. To make a sound decision, the researchers decided to utilize the Delphi methodology, which was originally established in order to diagnose the beneficiary of technologies. In the data analysis phase, descriptive, t test and one-way ANOVA analyses were performed to find the answers of the research questions. The findings of the study revealed that there is no difference between the attitudes of Iranian and Spanish towards CALL in terms of gender, age and educational matter. Finally, pedagogical implications and recommendations for further research are presented.
Certifying Business Students in Microsoft Office Specialist Certification Excel Core Exam: Lessons Learned
Author: Bakir, Nesrin
Date: 2019-12-00
Type: Journal Articles
Subjects: College Students,Business Administration Education,Student Certification,Spreadsheets,Specialists,Licensing Examinations (Professions),Technological Literacy,Integrated Curriculum,Educational Technology,Information Science,Introductory Courses,Curriculum Implementation,Educational Change,Outcomes of Education,Computer Assisted Testing

Data analytical skills are essential to compete in today's competitive economy. The ability to understand, use, codify, and manipulate data to make business decisions is an essential factor of information competence. One way to ensure that students are well-prepared in terms of their technological literacy is through the use of certifications in course offerings. This paper details the process of providing the Microsoft Office Specialist Excel Core Certification Exam to students in our Computer Information Systems program. We discuss how we integrated the certificate program into our curriculum, the necessary pedagogical changes, and technologies used. We also review our successes, pitfalls, and results.
Data Cleansing: An Omission from Data Analytics Coursework
Author: Snyder, Johnny
Date: 2019-12-00
Type: Journal Articles
Subjects: Data Analysis,Error Patterns,Data Collection,Spreadsheets,Data Use,Business Administration Education,Introductory Courses,Data Processing,Statistics

Quantitative decision making (management science, business statistics) textbooks rarely address data cleansing issues, rather, these textbooks come with neat, clean, well-formatted data sets for the student to perform analysis on. However, with a majority of the data analyst's time spent on gathering, cleaning, and pre-conditioning data, students need to be trained on what to look for when generating or receiving data. A critical scan of the data needs to be performed (at a minimum) to look for errors in the data set before data analysis can be performed.
Dotting i&apos;s and Crossing T&apos;s: Integrating Breadth and Depth in an Undergraduate Cybersecurity Course
Author: Yates, David J.
Date: 2019-12-00
Type: Journal Articles
Subjects: Information Security,Computer Security,Curriculum Design,Internet,Skill Development,Computer Networks,Student Projects,Computer Science,Technology Education,Business Schools,Certification,Knowledge Level,Course Descriptions,Undergraduate Students

The importance of updating, expanding and improving what is taught in cybersecurity curricula is increasing as the security threat landscape becomes more dangerous, breaches become more frequent, and the number of deployed Internet of Things (IoT) devices, known for their security challenges, grows exponentially. This paper argues that a profile of &quot;T-shaped&quot; skills, which is known to be desirable in many consulting and design professions, is being reflected in the latest manifestations of cybersecurity curriculum design and accreditation. A model of learning that yields &quot;T-shaped&quot; professionals combines the ability to apply knowledge across domains (breadth) with the ability to apply functional and disciplinary skills (depth). We present the design of a junior- or senior-level cybersecurity course in which the horizontal stroke of the &quot;T&quot; (representing breadth) spans knowledge areas that cut across the people, process and technology triad. The vertical stroke of the &quot;T&quot; (representing depth) is provided by two aspects of the course design: first, learning the foundational principles of cybersecurity, including practical examples from cryptography and network security; and second, applying the principles of cybersecurity to a semester project, allowing students to expand the core &quot;T&quot; of the course to satisfy their own passions and interests. Our paper concludes with student and instructor reflections on the implementation of this cybersecurity course, as well as broader implications of the lessons learned after the initial offering of this course.
Intellectual Merit and Broader Impact: Collaborative Education toward Building a Skilled Software Verification and Validation Community
Author: Acharya, Sushil
Date: 2019-12-00
Type: Journal Articles
Subjects: Computer Science Education,Computer Software,Undergraduate Study,School Business Relationship,Partnerships in Education,Active Learning,College Curriculum,Curriculum Development

Software Verification and Validation (SV&amp;V) is proven to be an effective approach to ensure software quality. Yet it is not commonly deployed in industry practices. We started a project intent on building a sustainable community skilled in SV&amp;V. The fundamental objective is the transformation of undergraduate education in software engineering. The project involved collaborative partners in both industry and academia. Through the discussions in focus groups, the curriculum for SV&amp;V was vigorously reviewed, checking against the best practices in industry while identifying and prioritizing gaps. The project went on to develop new active learning tools along with outcomes assessment instruments, designed to enhance delivery and retention of knowledge in SV&amp;V, both theoretical and practical, specifically in the areas of requirements management, software reviews, configuration management and software testing. The project resulted in 44 delivery contact hours of teaching modules using these active learning tools: case studies, class exercises and case study videos. The deliverables of the project have been shared, refined and disseminated through training workshops attended by our academic and industry partners, and are now publicly available online. The paper presents the project, and sums up on how the project achieved the goals of intellectual merit and broader impact, which are the criteria based on which the supporting agency National Science Foundation evaluated the project proposal.
&quot;Plickers&quot; and the Pedagogical Practicality of Fast Formative Assessment
Author: Kent, David
Date: 2019-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Audience Response Systems,Teaching Methods,Second Language Learning,Second Language Instruction,Feedback (Response),Active Learning,Learner Engagement,Course Content,Reflection,Student Evaluation,English (Second Language),Telecommunications,Handheld Devices,Computer Software,Web Sites,Pedagogical Content Knowledge,Technological Literacy

Student Response Systems (SRS) can provide effective, immediate, and efficient feedback to students, particularly when undertaking formative assessment. Coupled with active learning approaches, the use of such systems can be beneficial for English language learners by providing opportunities for increased engagement with content and reflection on their knowledge gaps. These opportunities can then potentially lead to increased learner participation, motivation, and linguistic skill development. As an SRS system, the pedagogical practicality of using and developing content with the &quot;Plickers&quot; application is reviewed, with features of the application presented in detail. Methods of applying the application, determining how it aligns with technological frameworks, and presenting the potential of the application for use in the language teaching context are also presented. Ultimately as a tool that can be used to engage students of all ages in formative assessment, it is unique in that it can do this by taking technology out of learner hands while simultaneously assessing all students at once.
Process-Focused Approach to a Systems Analysis &amp; Design Group Project
Author: Mukherjee, Aditi
Date: 2019-12-00
Type: Journal Articles
Subjects: Group Activities,Undergraduate Students,Student Projects,Systems Analysis,Systems Development,Information Systems,Computer Science Education

This case study describes an alternative process-focused approach to a group project assignment in an undergraduate Systems Analysis and Design (SAD) course. This approach more closely reflects the incremental and iterative nature of Information Systems Development Projects (ISDP) through expanded scope, modified instructions, and reallocation of class time. This approach enables students to select their own real-world ISDP and apply a wider breadth of course concepts in that context, while gaining experience in critical thinking and decision making within a group setting.
A Comparison of the Effect of Textual, Audio and Textual-Pictorial and Audio-Pictorial Annotations on Enhancing Reading Comprehension among Iranian EFL Learners
Author: Karbalaei, Alireza
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Reading Comprehension,Visual Aids,Audiovisual Aids,Vocabulary Development,Hypermedia,Technology Uses in Education,College Students,Language Tests

This study aimed to investigate the interaction between L2 readers and the reading text equipped with four different annotations or glosses including text-only, audio-only, text-picture and audio-picture annotations. The participants in the study were selected from four intact classes consisting of 100 students studying English at intermediate level in Kish Institute of Science &amp; technology (olom va fonon), in Iran. After they were given a reading comprehension text, the four experimental groups were given the same reading comprehension texts with different annotations. Then, they were asked to take the same reading test as posttest. The results of the study demonstrated that text-only and audio-only were more effective than other kinds of annotation. The results suggested that providing the new words whether in audio or text annotation during reading comprehension can help students to comprehend reading in an effective way. Educational implications suggest that provision of different kinds of glosses is beneficial for L2 students although they need some scaffolding for utilizing glosses in a beneficial way.
School Culture and Its Effect on Extracurricular Participation in Hong Kong
Author: Wu, Melissa
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Culture,Extracurricular Activities,Student Participation,High School Students,Influences

Extracurricular participation has displayed positive effects on student development; it is, therefore, worthwhile to investigate the factors that influence students' willingness and ability to participate in extracurricular activities held by the school. Through a qualitative research design, this study hopes to reveal how school culture and other factors influence extracurricular participation among local high school students in Hong Kong. Focus groups were conducted with students from three local schools, and teachers and administrative staff were interviewed when available. The study focused on four main themes: school and student profile, participation requirements, activity availability, and school mission and academic emphasis. Hand coding and data analysis suggest that principal and school attitudes influenced the activities available, while timing and activity arrangement significantly affected student participation. Overall, there were mixed opinions toward extracurricular activities.
The Impact of Asynchronous Computer-Mediated Instruction (CAI) on EFL Learners&apos; Vocabulary Uptake across Different Proficiency Levels
Author: Ajabshir, Zahra Fakher
Date: 2019-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Computer Mediated Communication,Computer Assisted Instruction,Second Language Instruction,Second Language Learning,English (Second Language),Vocabulary Development,Language Proficiency,Hypermedia,Conventional Instruction,Outcomes of Education,Word Recognition,Computer Software,Educational Technology,College Freshmen,Foreign Countries,Language Tests,Pretests Posttests,Scores

This study investigated the effect of computer-assisted instruction (CAI) on adult second language (L2) learners' vocabulary recognition and production across high and low proficiency levels. Seventy-four participants were assigned to experimental (CAI) and control groups. All participants in the CAI group were categorized into high and low proficiency levels, based on their L2 vocabulary knowledge. The treatment lasted for one semester, 16 sessions, during which 16 passages were covered. While the CAI group individually worked on the passages uploaded on the CALL software, enhanced with hypertext annotations, the control group read the same passages through traditional teacher-directed instruction. The comparison of vocabulary recognition and production pretest and post-test scores revealed the significant effect of CAI on L2 learners' vocabulary uptake in the immediate and delayed post-tests. While no significant differences were found between the high and low proficiency participants in terms of their improvement from production pretest to the post-test, lower-level participants revealed more vocabulary recognition gains. The findings have pedagogical implications for L2 teachers, practitioners, and courseware designers in that they can rely on CALL software as a viable scaffolding tool for L2 vocabulary growth.
Teachers&apos; Professional Development Needs Regarding Inclusive Education in Ghana
Author: Chitiyo, Morgan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Faculty Development,Educational Needs,Students with Disabilities,Special Education Teachers,Regular and Special Education Relationship,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Preschool Teachers

This study was designed to explore the professional development needs of both general and special education teachers in Ghana regarding students with disabilities in an inclusive environment. Unlike the traditional top-down approach, where professional development for teachers is designed from the top and thrust upon them, this study sought to do the opposite by letting the teachers identify their own professional development needs. The study also sought to explore the teachers' perceptions regarding educating students with disabilities together with their peers without disabilities. A sample of 232 teachers selected through convenience, purposeful, and simple random sampling techniques participated in the study by completing a survey instrument comprising of both Likert type and open-end questions. Data were analyzed using both quantitative and qualitative thematic analysis methods. The results indicated that the teachers felt inadequately prepared to teach students with disabilities in inclusive classrooms. Almost all the participants indicated that professional development was important. In addition to the teachers identifying all the topics presented to them as important, they were able to rank order the topics thereby identifying what they considered most important. Also, a slight majority of the teachers were in favor of educating students with disabilities together with their peers. Implications of these results are discussed. Implications of the results are discussed.
Let&apos;s Power Our Future
Author: Rimm-Kaufman, Sara
Date: 2019-08-00
Type: Journal Articles
Subjects: Science Instruction,Skill Development,Interpersonal Competence,Emotional Development,Energy,Persuasive Discourse,Science Process Skills,Teaching Methods,Elementary School Students,Interpersonal Communication,Perspective Taking

The authors share a sequence of lessons that teachers thought were especially useful to produce effective science discourse and promote student understanding. The first lessons teach social and emotional skills. The later lessons focus on energy sources and systems, requiring students to apply their social and emotional skills to conversations about energy sources. Taken together, students learn about different energy sources, how these sources can be used to produce electricity, and the advantages and disadvantage of each source. The lessons create the opportunity for students to Engage in Argument From Evidence and Obtain, Evaluate, and Communicate Information. The authors also highlight a few main features of these lessons so science teachers can picture how they can work in their classrooms.
Challenges of the Implementation of Integrated Functional Adult Education (IFAE) in Ethiopia: A Case of Oromiya National Regional State
Author: Negassa, Tolera
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Adult Literacy,Program Implementation,Barriers,Functional Literacy,Integrated Activities,Access to Education,Educational Facilities,Educational Administration,Administrative Organization,Coordination,Leadership,Adult Educators,Educational Planning,Educational Attitudes

The purpose of this study was to demonstrate the challenges of the implementation of Integrated Functional Adult Education (IFAE) in the Oromiya National Regional State. This study employed a qualitative study and few quantitative data type. The qualitative data was collected from participants of regional education office, district education office heads, experts at different education offices, facilitators of the adult literacy program and adult literacy learners through the interview, literacy classroom observation and FGD methods. The study used a purposive sampling method to include participant. After collecting the data, qualitative data processing was made (editing, classification, and thematic formation). The interpretation is a narrative analysis of relevant incident of the respondents' responses. The results reveal that the program implementation is hampered by access to adults learning the program, lack of organized structure, coordination, and commitment to improving the IFAE program. The literacy classroom observation results reveal that some of the contents like counting and adding numbers are more liked by participants. On the other hand, writing names, constructing words and sentences found to be a challenge for the learners. The curriculum is not implemented as it was stipulated in the textbook of the learners, only literacy facilitators in the form of intergenerational learning modality run the program, without the involvement of the agriculture and health extension facilitators. The study result shows that the current model, used to implement IFAE, could not bring a change as the right way to escape from illiteracy problem. In the region, despite the growth of formal education, adult education has been impeded and the program handling system becomes at the verge of dying. Hence, the government has to restructure the &quot;fragmented system of the program that could minimize the gap between the policy implementers and the end users.&quot;
Analysis of Secondary School Students&apos; Digital Game Addiction and Sportsmanship Behavior Levels According to Various Variables
Author: Hazar, Kürsat
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Students,Computer Games,Video Games,Addictive Behavior,Sportsmanship,Physical Education,Age Differences,Gender Differences,Certification,Correlation,Early Adolescents,Play,Violence,Competition

The purpose of this research is to investigate the relationship between digital game addiction and fair play-sportsmanship behavior exhibited in physical education and sports lesson and to reveal the relationship between these two concepts. The research was designed according to the quantitative research model and correlational scanning method was used. Sample: In this research, &quot;typical case&quot; method, one of the purposeful sampling methods, was used. In this context, 500 students (240 females, 260 males) who played digital games every day at least 30 min. and agreed to participate voluntarily in the research were interviewed using face-to-face interviews. Data Collection Personal Information Form, Sportspersonship Behavior Scale in Physical Education Course (SBSPEC), Digital Game Addiction Scale for Children (DGASC) &quot;there&quot; was used. The data were evaluated in SPSS 24 Package program and subjected to Independent Groups t-Test, ANOVA and Pearson Correlation analyzes. According to the results of the analysis, it was found that there were significant differences in the variables of gender, age, athlete's license and game type. However, there was a positive correlation between the scale scores. Although there is no similar research on the subject when the literature is examined, the findings of the research on the variables discussed in the scope of the research will contribute significantly to the literature in terms of revealing the differences and relationships between the variables.