ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Effect of Directed Activity Related to Texts (DARTs) and Gender on Student Achievement in Qualitative Analysis in Chemistry
Author: Shamsulbahri, Mohamad Mahathir
Date: 2021-01-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Science Instruction,Chemistry,Scientific Concepts,Gender Differences,Science Achievement,Secondary School Students,Adolescents,Science Process Skills,Difficulty Level,Science Experiments,Teaching Methods,Reader Text Relationship,Foreign Countries

Purpose: The present study examined the effect of Directed Activity Related to Texts (DARTs) and gender on student achievement in qualitative analysis in chemistry. It focused on the qualitative analysis component of the Chemistry course, which for students has been perceived as being the most difficult aspect of their mastery of the subject. Methodology: The study involved 120 secondary four science stream students from two local fully residential schools. In a quasi-experiment, participants studied the topic of qualitative analysis of salt, using one of the following three instructional methods: Experiment, DARTs, and Combination of Experiment and DARTs. The participants in the three groups were then tested on their knowledge about salt. Findings: Results of a two-way independent ANOVA performed on the experiment data revealed a significant main effect corresponding to the type of instructional method that the three groups were treated to--the mean scores for the Combined method group was the highest, followed by the DARTs group, and then the Experiment group. Further analysis using an independent t-test showed that the difference in mean scores between the DARTs and Experiment groups was significant. It is argued that participants' learning in the Combined method group might have been enhanced by the DARTs instructional method. The effect of gender and the interaction effect between the variables were not significant. Significance: The findings of the study has provided clear experimental evidence regarding the role of the DARTs instructional method in enhancing qualitative analysis learning in chemistry. These findings also provided important insights to educators on DARTs as an alternative method of teaching and learning the topic on qualitative analysis in chemistry.
Fostering 21st Century Skills Using an Online Discussion Forum in an English for Specific Purpose Course
Author: Jamali, Mazura
Date: 2021-01-00
Type: Journal Articles
Subjects: 21st Century Skills,Skill Development,Discussion Groups,Computer Mediated Communication,Active Learning,Student Projects,Business Communication,English for Special Purposes,Second Language Instruction,Second Language Learning,Instructional Effectiveness,Undergraduate Students,Positive Attitudes,Electronic Learning,Foreign Countries

Purpose: This study explored English for Specific Purpose (ESP) students' utilisation of an online discussion forum (ODF) via the university Learning Management System to assist them in executing their group project task of constructing a Company Profile. Methodology: A case study was employed, guided by Socio-Constructivism theory and the Partnership for 21st Century Learning framework. A total of 26 undergraduates participated voluntarily in the ODF. The group project was carried out virtually among group members in three online sessions. Prior to the project, students were briefed by the instructor, who posted questions to students via the portal in stages to carry out the discussion online. Besides the online postings, students wrote about the ODF experience in their reflective journals and took part in interviews. The data were qualitatively analysed. Findings: Students valued the learning experience and perceived the ODF as beneficial in facilitating English language learning as well as fostering 21st century skills. The positive impact on English language learning was realised in students' &quot;linguistic attainment.&quot; Meanwhile, &quot;flexibility trait,&quot; &quot;reference for documentation,&quot; &quot;confidence increase&quot; and &quot;attentiveness provision&quot; were identified as factors that influenced the students' optimistic views on the use of the ODF. The students also saw the online environment as an inclusive venue for developing &quot;critical thinking,&quot; &quot;leadership,&quot; &quot;discipline,&quot; &quot;time management&quot; and &quot;digital skills.&quot; Significance: The study demonstrated the potential of ODF as a convenient and flexible platform that is able to promote linguistic improvement among students through discussions and knowledge sharing relative to the assigned group task. The non-threatening learning and the conducive atmosphere of their group discussion experience also supported active participation, giving passive students more opportunities to express their opinions confidently.
How Do Students Really Interact? An Investigation of Lithuanian Students&apos; Interactions via Smartphone Apps
Author: Annamalai, Nagaletchimee
Date: 2021-01-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Computer Software,Student Attitudes,Undergraduate Students,Teaching Methods,Cooperative Learning,Academic Achievement,Foreign Countries,Peer Relationship,Learning Activities,Technology Uses in Education

Purpose: This mixed-method study investigated the ways smartphone applications (apps) promote students' interaction, collaboration and learning performance. Method: A total of 160 respondents from a Lithuanian university were identified using convenience sampling. A survey was conducted to explore the frequent activities involving interaction, collaboration and learning performance. Focus group interviews were also conducted to determine the apps used in their interactions. Findings: The quantitative results suggest that smartphone apps promote students' interaction, collaboration and improved learning performance. Qualitative results indicate three types of apps that are commonly used for interactions by the undergraduates in Lithuania, namely the educational, communication, and entertainment apps. Significance: The findings suggest that the instructions can play a constructive role in mediating the learners' interaction on smartphone apps. As such, the study creates space for instructors to further craft pedagogical practices to better account for learners' access to these apps. It is hoped that this study will provide a path for educational solutions for instructors and practitioners.
Crisis Management in Higher Education in the Time of COVID-19: The Case of Actor Training
Author: McNamara, Anna
Date: 2021-00-00
Type: Journal Articles
Subjects: Crisis Management,COVID-19,Pandemics,Theater Arts,College Administration,Administrator Attitudes,Role Perception,Metacognition,Resilience (Psychology),Burnout,Leadership Styles,Collegiality,Communication Skills,Organizational Culture,Values,Foreign Countries

The impact of COVID-19 placed Higher Education leadership in a state of crisis management, where decision making had to be swift and impactful. This research draws on ethea of mindfulness, actor training techniques, referencing high-reliability organisations (HRO). Interviews conducted by the author with three leaders of actor training conservatoires in Higher Education institutions in Australia, the UK and the USA reflect on crisis management actions taken in response to the impact of COVID-19 on their sector, from which high-frequency words are identified and grouped thematically. Reflecting on these high-frequency words and the thematic grouping, a model of mindful leadership is proposed as a positive tool that may enable those in leadership to recognise and respond efficiently to wider structural frailties within Higher Education, with reference to the capacity of leaders to operate with increased mindfulness, enabling a more resilient organisation that unlocks the locus of control.
On the Concept of Learning Transfer for Continuous and Online Training: A Literature Review
Author: Fauth, Fernanda
Date: 2021-00-00
Type: Journal Articles
Subjects: Transfer of Training,Interference (Learning),Teaching Methods,Online Courses,Faculty Development,Educational Strategies,Distance Education,Technological Literacy,Generalization,Work Environment,Research Reports,Teacher Education Programs,Learning Processes,Educational Technology

This work presents a bibliographic review of research related to the subject of learning transfer. Here, we seek to understand its concept, its dimensions, and the factors that influence its achievement. The review allowed us to verify empirical studies carried out that show which variables can facilitate or hinder transference, as well as the most suitable methodology to favor it and indicate considerations that should be taken into account in order to research learning transference in a continuous teacher training. The purpose of this review was to discuss the concept of learning transfer in order to propose a research on this subject in a context of continuous online training, once a lack of studies focused on this modality was detected. In order to analyze learning transfer in this context, we considered it necessary to confirm if the competences, skills, and knowledge acquired through e-learning could be applied in a pedagogical practice of participating teachers; this, in turn, would allow for the obtainment of guidelines for future educational strategies of continuous online training.
Investigating Pre-Service Biology Teachers&apos; Diagnostic Competences: Relationships between Professional Knowledge, Diagnostic Activities, and Diagnostic Accuracy
Author: Kramer, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Biology,Secondary Education,Teacher Competencies,Assessment Literacy,Pedagogical Content Knowledge,Diagnostic Teaching,Observation,Video Technology,Accuracy,Correlation,Foreign Countries

Teachers' diagnostic competences are essential with respect to student achievement, classroom assessment, and instructional quality. Important components of diagnostic competences are teachers' professional knowledge including content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK), their diagnostic activities as a specification of situation-specific skills, and diagnostic accuracy. Accuracy is determined by comparing a teacher's observation of classroom incidents with subject-specific challenges to be identified from scripted instructional situations. To approximate diagnostic situations close to real-life, the assessment of science teachers' diagnostic competences requires a situated context that was provided through videotaped classroom situations in this study. We investigated the relationship between professional knowledge (PCK, CK, PK) of 186 pre-service biology teachers, their diagnostic activities, and diagnostic accuracy measured with the video-based assessment tool DiKoBi &quot;Assess.&quot; Results of path analyses utilizing Rasch measures showed that both PCK and PK were statistically significantly related to pre-service teachers' diagnostic activities. Additionally, biology teachers' PCK was positively related to diagnostic accuracy. Considering higher effect sizes of PCK compared to PK, the findings support previous findings indicating the importance of PCK, thus demonstrating its importance in the context of subject-specific diagnosis as well.
A Random Controlled Trial to Examine the Efficacy of Blank Slate: A Novel Spaced Retrieval Tool with Real-Time Learning Analytics
Author: McHugh, Douglas
Date: 2021-00-00
Type: Journal Articles
Subjects: Randomized Controlled Trials,Learning Analytics,Coaching (Performance),Formative Evaluation,Feedback (Response),Retention (Psychology),Recall (Psychology),Educational Technology,Computer Software,College Students,Sequential Learning,Authentic Learning,Independent Study

Learner-centered coaching and feedback are relevant to various educational contexts. Spaced retrieval enhances long-term knowledge retention. We examined the efficacy of Blank Slate, a novel spaced retrieval software application, to promote learning and prevent forgetting, while gathering and analyzing data in the background about learners' performance. A total of 93 students from 6 universities in the United States were assigned randomly to control, sequential or algorithm conditions. Participants watched a video on the Republic of Georgia before taking a 60 multiple-choice-question assessment. Sequential (non-spaced retrieval) and algorithm (spaced retrieval) groups had access to Blank Slate and 60 digital cards. The algorithm group reviewed subsets of cards daily based on previous individual performance. The sequential group reviewed all 60 cards daily. All 93 participants were re-assessed 4 weeks later. Sequential and algorithm groups were significantly different from the control group but not from each other with regard to after and delta scores. Blank Slate prevented anticipated forgetting; authentic learning improvement and retention happened instead, with spaced retrieval incurring one-third of the time investment experienced by non-spaced retrieval. Embedded analytics allowed for real-time monitoring of learning progress that could form the basis of helpful feedback to learners for self-directed learning and educators for coaching.
Assessing L2 Listening at a Japanese University: Effects of Input Type and Response Format
Author: Pusey, Kerry
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English for Academic Purposes,Listening Comprehension Tests,Test Format,Video Technology,Audio Equipment,Multiple Choice Tests,Undergraduate Students,Performance Factors

The use of video lectures and authentic listening tasks (e.g., taking notes; responding to short answer questions) is common practice in EAP classrooms. However, many classroom-based tests of L2 listening comprehension continue to employ audio-only listening texts and a multiple-choice response format. The effect of these differences in input type and response format on test-taker performance remains elusive and begs the question as to which is the best option in terms of construct validity. Furthermore, the interaction between these test task characteristics and their potential joint effect on performance has not been sufficiently explored. To address this gap, a study was conducted at a Japanese university which investigated the effect of input type (audio-only vs. video) and response format (multiple-choice vs. short answer) on L2 listening test performance. Participants were divided into four groups to take an academic listening test with one of four combinations of input and response format: (1) audio-only with multiple-choice questions; (2) video with multiple-choice questions; (3) audio-only with short answer questions; and (4) video with short answer questions. Results of a 2 x 2 factorial ANOVA revealed a statistically significant effect of response format on test-taker performance. No significant effect for input type was found and no significant interaction among the variables was detected. Results suggest that visual input and audiovisual literacy need to be more clearly articulated within the construct definition of academic listening, if they are to be included at all.
Assessing Threshold Level of L2 Vocabulary Depth in Reading Comprehension and Incidental Vocabulary Learning
Author: Ehsanzadeh, S. J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Vocabulary Development,Incidental Learning,Second Language Learning,English (Second Language),Knowledge Level,Language Proficiency,Undergraduate Students,College Entrance Examinations,Protocol Analysis,Foreign Countries

This study measures the threshold level of depth of word knowledge in L2 incidental learning and reading comprehension. I administered the Word Associates Test (WAT; Read, 2004) to measure depth of word knowledge. Based on participants' scores on the WAT, they were divided into three proficiency groups: high proficiency (HP), intermediate proficiency (IP), and low proficiency (LP). As part of data collection, participants were also asked to read a short story and then complete items of the Vocabulary Knowledge Scale (VKS; Paribakht &amp; Wesche, 1997) for the 30 chosen target words. To rate incidental vocabulary acquisition, I administered the VKS test with a repeated measure design in a period of one month. Results indicate that (a) the HPs gained more vocabulary by comparison than the IPs and the LPs, (b) the probabilistic threshold level for L2 incidental learning is from 85 to 135 out of 160 on WAT, and (c) no significant role of depth in reading comprehension has been confirmed.
Beyond the Washback of the English National Exam on Learning: Subsequent Impact on Language Learning Strategies of First-Year English Majors
Author: Thanh, Minh Nguyen Huu
Date: 2020-00-00
Type: Journal Articles
Subjects: Testing Problems,Majors (Students),Second Language Learning,Second Language Instruction,English (Second Language),Undergraduate Students,Foreign Countries,Student Attitudes,College Second Language Programs,Grammar,Pronunciation,Vocabulary Skills,Reading Skills,Learning Strategies,Language Tests,Memorization,Test Preparation,Learning Processes,National Competency Tests

The study aims to investigate washback of the English National Exam (ENE) on learning and how they impacted English language learning strategies of first-year English majors at University of Foreign Language Studies, The University of Danang (UFLS, UD). Data was collected from a questionnaire administered to 120 first-year English majors and an interview conducted with ten randomly-selected students from the focus group. The findings indicated that given the ENE 2018 as an objective test with emphasis on language knowledge (grammar, vocabulary, and pronunciation) and reading skills, previous learning practices of first-year English majors as the washback of ENE resulted in intense memorization of language knowledge to perform test-preparation exercises rather than concentrating on developing non-tested skills (listening, speaking, and writing). While some previous English learning practices have inherently benefited first-year English majors, they mainly exert negative effects and drive first-year English majors to develop and modify pre-existent strategies as well as adopt new ones for the development of all language skills. The study is instrumental in depicting potential effects of previous learning practices for the ENE on higher education specializing in English, thereby preparing first-year English majors to make adjustments and accommodate themselves with appropriate learning strategies at UFLS, UD.
English Writing Anxiety and Preservice Teacher&apos;s Written Corrective Feedback
Author: Xie, Qin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Apprehension,English (Second Language),Preservice Teachers,Language Teachers,Error Correction,Feedback (Response)

This study investigated the English writing anxiety experienced by preservice English [teachers] as second/foreign language teachers in Hong Kong, and its impact on their written corrective feedback (WCF). A total of 34 highly proficient preservice teachers responded to the Second Language Writing Anxiety Inventory (Cheng, 2004), which measured writing anxiety in three dimensions (i.e., cognitive, somatic and avoidance anxiety). Ten were selected to provide WCF to a sample student writing and receive an individual interview immediately afterwards. Over half of the 34 participants were found suffering from moderate or high levels of writing anxiety, especially in the cognitive dimension. Compared to their less apprehensive peers who adopted more indirect feedback, highly anxious student teachers had a clear preference to direct and comprehensive feedback. Their WCF practices were found affected by five factors, including their conception of English writing, concerns of teacher professional credibility and work ethics, concerns of student cognition and motivation, confidence in students' ability, and their feedback experience as students and student teacher during teaching practicum. These factors were synthesized into a grounded-theory model of four internal forces that drive student teachers towards either a focus-on-form, direct, comprehensive approach to WCF or a broad-based, indirect and selective approach. Suggestions were made for further research.
Students&apos; Knowledge of Climate Change, Mitigation and Adaptation in the Context of Constructive Hope
Author: Ratinen, Ilkka
Date: 2021-00-00
Type: Journal Articles
Subjects: Knowledge Level,Climate,Change,Environmental Influences,Coping,Psychological Patterns,Elementary School Students,Secondary School Students,Student Attitudes,Prediction,Measures (Individuals),Factor Analysis,Foreign Countries

Humanity is living in a climate emergency where climate change should be significantly mitigated; additionally, greater efforts should be made to adapt to it. To date, relatively little research has been carried out on young people's skills in terms of them mitigating and, in particular, adapting to the changes caused by climate change. The complex climate change issues of mitigation and adaptation are conceptually difficult for children because climate change is not directly evidenced in their daily lives. This study focuses on looking at mitigation and adaptation from the perspective of children. Meaning-making coping strategies enable the maintenance of constructive hope regarding climate change. In the present study, elementary and secondary students (n = 950) responded to an online questionnaire. Statistical methods were used to gather data on how students' general knowledge of climate change and their mitigation and adaptation knowledge predicted their constructive hope regarding climate change. This study reveals that the students had a relatively high level of constructive hope and that general climate change knowledge predicted students' constructive hope well.
Promoting Diversity and Belonging: Preschool Staff&apos;s Perspective on Inclusive Factors in the Swedish Preschool
Author: Karlsudd, Peter
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Diversity,Sense of Community,Preschool Children,Preschool Teachers,Teacher Attitudes,Teaching Conditions,Inclusion,Educational Resources,Values,Self Efficacy,Trust (Psychology),Parent Participation,Peer Relationship,Foreign Countries

This article reports the Swedish results and experiences from the survey study &quot;Educators' perspectives of belonging in early years education,&quot; which was part of the research project &quot;Politics of belonging: Promoting children's inclusion in educational settings across borders&quot;. The purpose of the survey study was to gain knowledge about the preschool staff's perspective on factors and pedagogical approaches that promote diversity and belonging. The research questions and study instruments were co-produced by researchers from Finland, Iceland, Norway, the Netherlands and Sweden. This Swedish part reports the answers from 180 respondents/staff from preschools. The experiences and the way the results are analysed and discussed are entirely from the investigation conducted in Sweden. The results show that the staff's work environment, values and working methods are important for an inclusive programme. Preschool children are a source of strength for building a sense of belonging for all children, and increased confidence in their ability provides better conditions for creating an inclusive preschool; that is, giving children more influence and trust promotes the sense of belonging. In addition to these results, the survey has provided important methodological experience and initiated a discussion on how the contact between academia and preschool programmes can be improved.