ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of 12-Week Passive Aquatic Bodywork on Sympathovagal Balance of Obese Youth
Author: Tufekcioglu, Ertan
Date: 2018-02-00
Type: Journal Articles
Subjects: Obesity,Aquatic Sports,Computer Software,Control Groups,Statistical Analysis,Body Composition,Randomized Controlled Trials,Physiology,Measurement,Comparative Analysis,Therapy,Body Height,Correlation,Intervention,Outcomes of Treatment,Foreign Countries

Background: Obesity has been identified as a global epidemic that is associated with numerous comorbidities such as type 2 diabetes, hypertension, cancer, cardiovascular disease. We have investigated the effects of Watsu® therapy and Immersion on HRV parameters of obese male subjects. Methods and Results: Volunteer 34 obese subjects with BMI above 30 without any other chronic health issues were included (age, 18.30 ± 0.31, height, 166.02 ± 29.60, BMI, 36.54 ± 5.96). Randomized controlled trial was conducted with Watsu and Immersion protocols whereas control group received no therapy in water or on land for 12 weeks. A baseline HRV was recorded 5 minutes in four different circumstances. Polar H7 heart rate sensor and digital standardized HRV signal processing software were used to record the R-R intervals in millisecond. The repeated measures were used to compare the conditions between the therapies. The HRV analyses were performed using three-way Mixed ANOVA. Multiple comparisons were done with a Bonferroni adjustment of the alpha level (0.05). The collective results of HF showed significant negative effect (13.01 ± 1.36, 9.99 ± 1.11) and HF laying supine value (20.62 ± 2.22) was the highest (p&lt;0.05). Conclusion: A significant inverse correlation was found between HRV values and both therapeutic interventions. Counterintuitively, 12-week of watsu and immersion therapies decreased LF and HF.
Teen Videos on YouTube: Features and Digital Vulnerabilities
Author: Montes-Vozmediano, Manuel
Date: 2018-00-00
Type: Journal Articles
Subjects: Adolescents,Social Media,Video Technology,Content Analysis,Sexuality,Bullying,Pregnancy,Drug Abuse,Language Usage,Risk,At Risk Persons,Privacy,Safety,Authors,Foreign Countries

As a mechanism for social participation and integration and for the purpose of building their identity, teens make and share videos on platforms such as YouTube of which they are also content consumers. The vulnerability conditions that occur and the risks to which adolescents are exposed, both as creators and consumers of videos, are the focus of this study. The methodology used is content analysis, applied to 400 videos. This research has worked with manifest variables (such as the scene) and latent variables (such as genre or structure). The results show that there are notable differences in style among the videos according to the producer of the message, and indicate that the most consumed videos are located around four thematic axes (sex, bullying, pregnancy and drugs) and that the referents as audiovisual content creators are the YouTubers. Everything points to problems in using the same language, including audiovisual language, as adolescents. This paper provides evidences of the convenience of using their codes so that this sector of the population see risks and conditions of vulnerability that they seem not to perceive according to their audiovisual creations in which they do not protect their identity, among other features.
The Evaluation of Conceptual Learning and Epistemological Beliefs on Physics Learning by Think-Pair-Share
Author: Gok, Tolga
Date: 2018-00-00
Type: Journal Articles
Subjects: Epistemology,Beliefs,Science Instruction,Educational Strategies,Cooperative Learning,Teaching Methods,Introductory Courses,College Science,College Freshmen,Experimental Groups,Control Groups,Quasiexperimental Design,Pretests Posttests,Scientific Attitudes,Student Attitudes,State Surveys,Foreign Countries,Mechanics (Physics)

The purpose of the research was to investigate the effects of think pair share (TPS) instructional strategy on students' conceptual learning and epistemological beliefs on physics and physics learning. The research was conducted with two groups. One of the groups was the experimental group (EG) and the other group was the control group (CG). 35 students in the experimental group were instructed with think pair share instructional strategy while 36 students in the control group were instructed with conventional, teacher-centered teaching. Data were collected using &quot;Mechanics Baseline Test (MBT)&quot; which is used to monitor the conceptual learning of the students, &quot;Colorado Learning about Science Survey (CLASS)&quot; which is used to search for the epistemological beliefs on physics and physics learning of the students and students' opinions about think pair share instructional strategy. The results of the research revealed that think pair share instructional strategy had more positive effect on students' conceptual learning and epistemological beliefs on physics learning than conventional teacher-centered teaching. The students in the experimental group also changed their perspective on conceptual learning and found the instructional strategy enjoyable. Besides, some suggestions based on the findings were presented at the end of research.
Ubiquitous Learning Ecologies for a Critical Cyber-Citizenship
Author: Díez-Gutiérrez, Enrique
Date: 2018-00-00
Type: Journal Articles
Subjects: Access to Education,Electronic Learning,Blended Learning,Lifelong Learning,Citizenship Education,Learning Processes,Skill Development,Case Studies,Questionnaires,Interviews,Participant Observation,Discussion Groups,Diaries,Semantics,Individual Development,Self Actualization,Cooperative Learning,Ecology,Social Change,Discourse Analysis,Foreign Countries,Adults

The aim of this research is to identify and analyse the ubiquitous learning acquired through blending education settings devoted to the &quot;lifelong training of trainers&quot; and how these contribute to the development of a conscious, critic and engaged citizenship. Through active exploration of the learning process, the study analyses the &quot;soft skills&quot; acquired which enhance performance in work and daily life, with the purpose of detecting the process of ubiquitous learning often overlooked in formal education. To this end, the study case presented here draws upon a data triangulation of qualitative and quantitative multisource information (questionnaires, interviews, participant observation, discussion groups, individual and collective diaries) which includes the study of the semantic networks consisting of learners' own utterances. The results obtained indicate that the soft skills related to the capacity of self-development, the use of innovative resources, the enhancement of social cooperation, the ability to meet cognitive and social challenges, and the functional learning as produced though expanded learning, have the potential to pave the way for the empowerment of peoples, communities and social movements. But this form of expanded learning, as open, collaborative, democratic and committed learning, must be actively supported if future generations are not only to be consumers but also cooperative producers in a socially shared world.
Personal Professional Development Efforts of Science and Technology Teachers in Their Fields
Author: Bilgin, Aysegul
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Development,Science Education,Technology Education,Science Teachers,Foreign Countries,Laboratory Equipment,Comparative Analysis,Statistical Analysis,Communication Skills,Universities,Teacher Surveys

The aim of this study is to examine the personal professional development efforts of science and technology teachers in their fields with regard to some variables. These variables were determined as gender, year of seniority and sufficiency level of the laboratory equipment. Moreover, the relation between the actual efforts exerted by science and technology teachers and the ideal level of efforts to be exerted by them for personal professional development in their fields was examined. In this study, survey model was applied. Research population was composed of science and technology teachers working in the central district of Eskisehir, a province in Turkey. Sampling was not made and it was attempted to get in contact with all 189 teachers covered in the population. However, data could not be obtained from some teachers and therefore, sampling of the study consisted of 130 teachers. As a data collection tool, &quot;Scale of the Personal Professional Development Efforts of Science and Technology Teachers in their Fields&quot; developed by the researchers was utilised in the research. In the comparison by gender, independent samples t-test was utilised while Anova was used in the comparison by the year of seniority and sufficiency level of the laboratory equipment. When the results of the research are examined, it is seen that female teachers use communication skills more effectively than male teachers. Also, as the senior years of teachers increased, the frequency of using and updating the technology decreased.
Promoting Preservice Teachers&apos; Attitudes toward Socioscientific Issues
Author: Yerdelen, Sundus
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Science and Society,Science Instruction,Science Teachers,Social Sciences,Statistical Analysis,Foreign Countries,Scientific Attitudes,Measures (Individuals),Preservice Teacher Education,Teacher Education Programs

In this study, we aimed to improve preservice teachers' attitudes toward socioscientific issues through socioscientific issue course. Moreover, we investigated whether this course influences preservice teachers studying in a science education and non-science education in a similar way. For this purpose, a semester-long socioscientific issues course was designed and implemented. Data were collected from a science education group (preservice science teachers) and a non-science education group (preservice social-science teachers). In order to evaluate participants' attitudes towards socioscientific issues, Attitudes towards Socioscientific Issues Scale was utilized before and after the course. This scale evaluates attitudes under three themes: liking of socioscientific issues, interest and usefulness of socioscientific issues, and anxiety towards socioscientific issues. The result revealed that socioscientific issues course provided similar gains for both preservice science teachers and preservice social-science teachers on interest and usefulness of socioscientific issues, liking of socioscientific issues, and anxiety towards socioscientific issues. That is both groups derived a similar benefit from the socioscientific issues course. Specifically, socioscientific issues course contributed to preservice teachers' interest and usefulness of socioscientific issues, and liking of socioscientific issues positively. On the other hand, their anxiety scores did not change significantly after the course. These findings imply that, regardless of majors, socioscientific issues course has potential to favor preservice teachers' attitudes toward socioscientific issues.
The Impact of Leisure Participation on Social Adaptation of International Students
Author: Zerengok, Devrim
Date: 2018-02-00
Type: Journal Articles
Subjects: Leisure Time,Foreign Students,Study Abroad,College Students,Student Adjustment,Cultural Differences,Student Personnel Services,Student Participation,Psychological Patterns,Student Attitudes,Foreign Countries,Qualitative Research,Semi Structured Interviews,Student Characteristics,Coding,Acculturation,Socialization

International students, often a noteworthy group, constitute about 10 per cent of the student population on many campuses throughout the world (OECD, 2009). At any time, there are likely to be over a million students and scholars attending institutions of higher learning abroad, and recent estimates have set the figure at about 4.5 million (Çetinsaya, G.2014). A significant portion of the contemporary literature has dealt with the problems of international students. Owing to the importance of international students to culturally diverse blend of colleges and universities, higher education institutions must develop support services to assist international students with a series of special needs ranging from adjusting to the academic requirements, to dealing with cultural factors of being drown in new community settings (Cho &amp; Yu, 2015). Leisure, in the meanwhile, is an important experience for university students since it is a functional tool to create socially accommodating environments for this population. However, how active leisure participation impact on social adjustment has not been studied extensively in qualitative studies. Therefore, this qualitative study intended to examine the benefits and impacts of active leisure participation on social adjustment of international students in a mid-size metropolitan university in Manisa, Turkey. Overall, students demonstrated gains in social adjustment and reported psychological and physical benefits when they actively participated in leisure time activities. Study showed that international students have demands and expectations from the university in terms of leisure time activities.
Wikipedia in Higher Education: Changes in Perceived Value through Content Contribution
Author: Soler-Adillon, Joan
Date: 2018-00-00
Type: Journal Articles
Subjects: Encyclopedias,Electronic Publishing,Collaborative Writing,Higher Education,College Students,Editing,Reliability,Student Attitudes,Attitude Change,Foreign Countries,Writing Exercises,Questionnaires,Pretests Posttests,Statistical Analysis,Usability,Learner Engagement,Feedback (Response),Likert Scales

Wikipedia is a widely used resource by university students, but it is not necessarily regarded as being reliable and trustworthy by them, nor is it seen as a context in which to make content contributions. This paper presents a teaching and research project that consisted in having students edit or create Wikipedia articles and testing whether or not this experience changed their perceived value of the platform. We conducted our experience at Universitat Pompeu Fabra (Barcelona, Spain) and University of Niš (Niš, Serbia) with a total number of 240 students. These students edited articles and answered two questionnaires, one before and one after the exercise. We compared the pre- and post-experience answers to the questionnaires with a series of paired samples t-tests, through which our data showed that students did significantly change their perception of reliability and usefulness, and of likeliness of finding false information on Wikipedia. Their appreciation of the task of writing Wikipedia articles, in terms of it being interesting and challenging also increased. They did not significantly change, however, their judgement on the social value of the platform, neither in the university nor in the general context. In addition, the open questions and informal feedback allowed us to gather valuable insights towards the evaluation of the overall experience.
Using Inquiry-Based Strategies for Enhancing Students&apos; STEM Education Learning
Author: Lai, Ching-San
Date: 2018-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,STEM Education,Computer Science Education,Instructional Effectiveness,Likert Scales,Statistical Analysis,Qualitative Research,Student Satisfaction,Feedback (Response),College Faculty,Undergraduate Students,Foreign Countries

The major purpose of this study was to investigate whether or not the inquiry-based method is effective in improving students' learning in STEM (Science, Technology, Engineering, and Mathematics) education. Both quantitative and qualitative methods were used. A total of 73 college students studying Information Technology (IT) were chosen as participants. The instructional strategy used in this study was inquiry-based instruction. Participants were asked to answer a course satisfaction survey which utilized a 5-point Likert-type scale (a grade of 1 for least satisfied and 5 for highly satisfied); data obtained underwent means analysis. In addition, qualitative data including students' learning feedback and instructors' teaching feedback were collected and analyzed. The findings of this study includes: (1) students were highly satisfied on the STEM education learning program used in this study; (2) students' learning feedback also showed that they approved inquiry-based learning; and (3) instructors' teaching feedback showed that they preferred inquiry-based instruction as a teaching method. It can be concluded that the use of inquiry-based instruction can improve college students' STEM education learning.
The Lack of Interdisciplinarity in Undergraduate Geography Teaching in Turkey
Author: Bilgili, Münür
Date: 2018-02-00
Type: Journal Articles
Subjects: Foreign Countries,Interdisciplinary Approach,Undergraduate Study,Geography Instruction,Teaching Methods,Human Geography

The aim of this study is to understand and explore interdisciplinarity in geography and undergraduate geography courses in geography teaching departments in Turkey. There is a growing literature in science underscoring the importance of interdisciplinary approach and its beneficial outcomes. Increasing body of knowledge on social theory, on philosophical and theoretical movements and paradigms have made easier communication among disciplines which give rise to more perceptible interdisciplinarity specifically in social sciences and humanities. At the second part of the present study we focused on relationships between geography courses, interdisciplinary approach and course selection. Because in the study course selection is seen as the most important point to analyze and understand the extent to which whether interdisciplinarity finds a place in geography teaching. Lastly, it is given some conclusions by making suggestions.
Learners&apos; Attitudes toward &quot;English-Only&quot; Institutional Policies: Language Use outside the Classroom
Author: Shvidko, Elena
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,English Language Learners,Immersion Programs,Language Skills,English Only Movement,Student Attitudes,College Students,Student Surveys,Interviews,Focus Groups,Language Proficiency,Language Usage,Language of Instruction,Likert Scales

It is commonly believed that intensive English programs (IEP) are designed to immerse learners in an English-speaking environment to help them effectively develop their language skills. Therefore, despite countless studies on the importance of a learner's first language (L1) in second language learning, some IEPs enforce English-only policies that prohibit L1 use both in and beyond the classroom. Knowing students' attitudes toward such policies is essential; however, research says very little to help us understand students' perspectives. Thus, in this study, IEP students of various proficiency levels and L1 backgrounds described their attitudes toward the institutional English-only policy at an intensive English program associated with a large U.S. university. Data were collected through a survey (n = 158), interviews (n = 6), and focus groups (n = 4). Positive attitudes included feeling that the English-only policy helped students to improve their English proficiency, prepare them for the high demands of using English proficiency in real-world interaction, and demonstrate respect for other students and teachers who cannot understand their first language, as well as for other students' learning goals and efforts. Nevertheless, several aspects of the policy were perceived negatively, including the ways teachers dealt with students speaking their L1 outside the classroom, methods of punishment that could impact students' grades, the unconditional character of the policy that denied learners their agency, and the lack of systematic implementation. Based on these findings, suggestions are provided for designing institutional environments that could more effectively maximize target language use rather than demoralize learners.
The Ins and Outs of ESL in Canada: How the Past Can Inform the Future
Author: Derwing, Tracey M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,History,Immigration,Public Policy,Language Usage,Curriculum,Standards,Financial Support,Advocacy,Adult Education

For some people, nothing sounds duller than the word &quot;history.&quot; And yet history can be fascinating; it can afford us a chance to see the world through others' eyes; in comparing historical events with the current state of affairs, we can sometimes perceive our realities in a new light. Landmarks in the history of English as a second language (ESL), including patterns of immigration, language policies, funding, curriculum choices, standards, and advocacy, are chronicled in this article. These issues are the lifeblood of our field and go back further than many people recognize. They are all influenced by personalities, ethics, and circumstances. In 1899, Frontier College started sending labourer-teachers to work camps, where they taught not only literacy but also ESL to immigrant workers in mines and on railroads. A century ago, handbooks were developed for instructors of &quot;new Canadians.&quot; Since those early days, Canada has developed the most comprehensive system of adult ESL training in the world, and has produced internationally recognized research on second language acquisition. Furthermore, ESL teachers created professional organizations at the provincial/territorial and national levels. Some of the developments of TESL Canada will be examined here. In looking back, we can see how far we have come, and also get some sense of where the future will take us.
Evaluating the Network: A Workflow for Tracking Twitter Interactions Using Social Networking Analysis
Author: Goodier, Sarah
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Networks,Network Analysis,Computer Mediated Communication,Electronic Publishing,Web Sites,Telecommunications,Handheld Devices,Interaction,Research Projects,Social Media,Learner Engagement,Shared Resources and Services,Technology Uses in Education

Networking plays an important role in research projects to build a community and audience around a research area. Using social media is popular in project communication as it provides the ability to engage with a group of followers daily. Such online networking tools provide the advantage of providing nearrealtime data, which can be used to evaluate communication and networking success. This does, however, present a problem of what data can be collected in a reasonable timeframe to usefully feed back into the project's strategies. This paper presents the evaluation approach the Research on Open Educational Resources for Development in the Global South (ROER4D) project has applied to understanding the project's reach and engagement on the social networking site Twitter. This evaluation considered: 1) To what extent has ROER4D built a network of OER scholars? and 2) Which of ROER4D's actions have been most effective at growing the network? Using a Utilization Focused Evaluation framework, this evaluation established a workflow through which the project's Twitter network growth and snapshots of key online interactions could be tracked over time. Systematic measuring systems were set up to collect, select and analyse the most useful data to inform the project from three sources: Twitter analytics, Twitter Archiving Google Spreadsheet, and NodeXL. The social networking analysis shows the extent to which the project is building a network of scholars and what may have contributed to this growth. The feasibility of this networking evaluation approach for use by other projects, especially in the Global South, as well as the considerations when analysing Twitter data and metrics from accounts that would generally appeal to, in this case, the open education and OER communities, are highlighted.