ethanporcaro/eric-fulltext-meta huggingface dataset:
Online Knowledge Construction for Teachers on Social Media: A Community Perspective for Practice
Author: Erdogdu, Fatih
Date: 2022-00-00
Type: Journal Articles
Subjects: Communities of Practice,Social Media,Internet,Learner Engagement,Electronic Learning,Educational Technology,Video Technology,Secondary School Teachers,Graduate Students,Student Attitudes

This study used the Communities of Practice (CoP) framework to analyze how social media helped build an online community in a collaborative process by carrying out exploratory research design. For eight weeks, data was collected from ten teachers enrolled in an educational technology graduate program. The data was collected by Facebook through likes and posts. In addition, semi-structured interviews were conducted with all participants. While content analysis was performed on all qualitative data, descriptive and social network analysis were performed in the analysis of quantitative data obtained from Facebook. The participants were asked to develop an authentic video for young students to increase their awareness on using the internet safely. Social media was offered to participants to share their knowledge and designs during the collaborative construction of the artifact exercises. The results showed that the features of social media helped build a community of practice in terms of engagement, fostering a sense of responsibility and mutual assistance. The most popular features such as like buttons, comments, posts, shares and reactions for students were used in a variety of ways to build an online community of practice for adult learners. They made it easier to create a common product, take responsibility, spread the effort for the product video, eliminate of the shortcomings, achieve a common result, help each other, expertise, high engagement and collective understanding. Some practical implications for a better learning experience within an online practice community via social media have also been included.
Teachers&apos; Views on Leadership in the New Normal
Author: Yildiz Sal, Seher
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Leadership,Teacher Attitudes,Foreign Countries,Leadership Qualities,Technological Literacy,Communication Skills,Educational Innovation,Public School Teachers

During the COVID-19 pandemic, there have been radical changes in people's habits. These changes have caused uncertainties and crises in organizations, many of which brought various leadership characteristics to the fore. This article examines teachers' opinions about leadership behaviors in these turbulent times. The study that formed the basis of this article is crucial since it reveals the leadership characteristics needed in educational organizations' management in the new normal. The researchers used phenomenological design, a qualitative research method. Twenty teachers working in public schools in southeast Turkey participated in this study during the 2020-2021 academic year. The participants were selected by the criterion sampling method. Research data were collected in a semistructured interview format. The views of the participants were analyzed using content analysis. According to the study's results, the qualities that a leader should have in the new normal are categorized under four themes: &quot;technological, transformational, agile, and human-centered management.&quot; To that end, thirty-eight leadership qualities are needed to adjust to the new normal. In this context, a leader's technological competence, foresight, openness to innovation, and communication skills come to the forefront. In addition, today's leaders should form a culture of learning in the digital age, take initiatives when required, and lead developments with collaboration and reflection.
Professional Teachers: Study of ICT Capabilities and Research Competencies in Urban and Rural?
Author: Syahrial, Syahrial
Date: 2022-00-00
Type: Journal Articles
Subjects: Technological Literacy,Research Skills,Professionalism,Urban Schools,Rural Schools,Teacher Competencies,Correlation,Elementary School Teachers,Foreign Countries

This study aims to examine ICT competencies, research competencies, and teacher professionalism. The research method used is a mixed method. This study was conducted on urban and rural residents. The instruments used are teacher competency questionnaires, research competency questionnaires, questionnaires that measure teacher professionalism and interview instruments. Based on the results of data analysis, it is known that there is a relationship between teacher professionalism, ICT competence and research competence. This finding is that there is a relationship between ICT competence and research competence simultaneously on teacher professionalism.
Methods of Forming the Creative Thinking and Learning Technology Competencies of Future Biology Teachers
Author: Nogerbek, Assem
Date: 2022-00-00
Type: Journal Articles
Subjects: Creative Thinking,Educational Technology,Preservice Teachers,Biology,Science Teachers,Foreign Countries,Student Attitudes

The purpose of this research is to determine the creative thinking and learning technology competencies of biology teacher candidates and to get their opinions on the methods of creating these competencies. The mixed method, in which quantitative and qualitative methods are used together, was preferred as a research model. The study group of the quantitative part of the research consists of 482 biology teacher candidates studying at various universities in Kazakhstan in the 2021-2022 academic year, and the study group of the qualitative part consists of 25 biology teacher candidates. Two different measurement tools were used in the study. In collecting the quantitative data of the research, the scale of creative thinking and learning technology competencies, and a semi-structured interview form in collecting the qualitative data were prepared by the researchers. As a result of the research, the creative thinking and learning technology competencies of the biology teacher candidates participating in the research were found to be moderate. The creative thinking and learning technology competencies of the biology teacher candidates participating in the research did not show a significant difference according to the gender and the class they are studying in. Considering the qualitative findings of the research, the majority of biology teacher candidates mentioned the importance of giving importance to personal development and participating in creative thinking activities such as courses, seminars and conferences in order to develop creative thinking. Biology teacher candidates stated that in order to use learning technologies effectively in education, it is necessary to be interested in technology and to use technology in education. The vast majority of biology teacher candidates, on the methods of constructing creative thinking and learning technology competencies, suggested creating course content and organising creative thinking and technology seminars in universities.
The Influence of Socio-Demographic Variables on Teachers&apos; Job Performance
Author: Kotherja, Ortenca
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Predictor Variables,Job Performance,Rural Urban Differences,Teaching Experience,Foreign Countries

Performance is a concept that indicates the importance of work. The purpose of this article is to highlight the influence of socio-demographic characteristics on teachers' job performance. This study is conducted in the pre-university system. In this study, the quantitative method is used and the empirical data were collected using questionnaires. The main findings of the study show that there are no significant differences in the relationship between demographic factors, such as seniority in education and experience in education. There is, however, a meaningful relationship between performance and education level where teachers teach and the area (rural/urban) where they teach. It is suggested that there is a need for more studies, trainings or focus groups, which would help to identify the factors that have an impact on teachers' job performance.
An Analysis of Synchronous and Asynchronous Online Undergraduate Motivation during the COVID Pandemic
Author: Al-Areibi, Iman
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Synchronous Communication,Asynchronous Communication,Online Courses,Undergraduate Students,Student Motivation,School Closing,Business Administration Education,Foreign Countries,Learner Engagement,Electronic Learning,Student Attitudes

In response to the COVID pandemic, university classes across the world were forced online. The literature on online learning has traditionally focused on students who choose online learning. In light of recent shifts in education, online learning continues to increase its prevalence in the education of all students, including those who would not have traditionally chosen this medium. In this research, we explore students' experiences in emergency online learning in two undergraduate business classes. Through the use of the learning platform metadata and student survey responses, this research examines the impact of various pedagogical techniques used in the online classroom and their ability to maintain high student motivation to engage with the learning content. Ultimately, we conclude that providing multiple opportunities for engagement through the use of both synchronous and asynchronous tools is crucial to promoting student motivation, learning, and course success. Implications for classroom instruction and further research is also discussed.
Education as a Community Affair: Digitally Designing Knowledge
Author: Leslie, Paul
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Educational Environment,Online Courses,Group Discussion,Computer Mediated Communication,Communities of Practice,Inquiry,Teacher Role,Metacognition,Graduate Students,Foreign Countries,Student Attitudes

Distance learning is becoming increasingly prevalent. If education is a community affair, how do we digitally design the conditions for learning at a distance for our students? This research examines a distance learning environment within a Master's Degree course created using online discussion forums, based upon the Community of Inquiry model (Garrison, Anderson &amp; Archer, 2000). A structural analysis of the discussion forums, a quantitative analysis of social, teaching, and cognitive presence using a ten-factor model (Dempsey &amp; Zhang, 2019), and a qualitative analysis of individual interviews with community members, found that the role of the instructor is critical in providing metacognitive direction to the community. This direction includes encouraging students towards 'cwelelep', or the pursuit of uncertainty and cognitive dissonance, thus opening the way for the relational construction of knowledge. To help students embrace uncertainty, they require explicit metacognitive knowledge of the processes that allow a community of inquiry to function.
Online but Not Alone: Teachers&apos; Perceptions of Effective Online School Leadership (OSL)
Author: Robertson, Joanne
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Blended Learning,Instructional Leadership,Teacher Attitudes,Leadership Effectiveness,Secondary School Teachers,Leadership Styles,Leadership Qualities,Educational Environment,Teamwork,Interpersonal Relationship,Empowerment,Professional Development,Reflection,Expertise,Trust (Psychology),Advocacy

Online school leadership (OSL) is of particular interest given the growing number of online education opportunities. As school districts develop more online and blended learning programs, particularly for secondary students, the need to examine leadership in these programs is paramount. The literature suggests that while there are many studies that focus on effective leadership in brick and mortar schools, research that focuses specifically on leadership in online programs is limited. In this study, we aimed to explore teachers' perceptions of leadership in online secondary schools in two districts. Our questions focused on secondary teachers' experiences with leaders in their online schools and their perceptions of what makes for effective leadership practices. Using phenomenology, we interviewed six teachers, analyzed for descriptive codes and clustered these codes into three categories to represent teachers' perceptions of effective OSL: sense of community, organizational learning, and empowerment. Based on these results, we suggest that OSL consists of both foundational and contextualized leadership practices, and that both are necessary for effective OSL. This research has implications for educational leadership broadly, but specifically for leadership in online and virtual schools.
Towards Safeguarding Users&apos; Legitimate Rights in Learning Management Systems (LMS): A Case Study of Blackboard at Sorbonne University Abu Dhabi
Author: Kabata, Victor
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Integrated Learning Systems,Higher Education,Computer Security,Information Security,School Role,Privacy,Student Rights,Student Records,Intellectual Property,College Faculty,Teacher Rights

This paper sought to establish the extent to which users' legitimate rights are safeguarded in Learning Management Systems (LMS); specifically, on the Blackboard system used for teaching at Sorbonne University, Abu Dhabi (SUAD). First, the users' legitimate rights that required protection were identified. Second, the security and privacy guarantees afforded by Blackboard were assessed. Finally, policy gaps and technological deficiencies that undermine the protection of users' legitimate rights were identified. The study adopted a qualitative research approach and a case study research design. Data was collected through content analysis, document review and interviews. The research revealed that to a large extent the &quot;Blackboard&quot; LMS safeguarded most of the users' legitimate rights. However, the system is silent on some legitimate rights, such as storage limitation and data sharing arrangements. Further, information emerged that revealed &quot;Blackboard's&quot; privacy practices are largely informed by educational institutions using its products. The study concluded that safeguarding user's legitimate rights is a collective responsibility between the learning management services providers and the educational institutions. As such, there is need for educational institutions using &quot;Blackboard&quot; and other learning management systems to craft robust data protection regimes.
Determination of Theoretical and Methodological Aspects of the Development of a Sense of Distance in the Technical Training of Boxers of Initial Qualification
Author: Yerbulovich, Ibragimov Asset
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Athletes,Training,Athletics,Well Being,Mental Health,Physical Health,Trainers,Experience,Incidence,Motivation,Skill Development,Adolescents,Young Adults,Physical Fitness,Interpersonal Relationship

The aim of this research is to reveal the boxers' views in order to determine the theoretical and methodological aspects of the development of the sense of distance in the technical training of the first proficiency boxers. This research was conducted with the phenomenology pattern, one of the qualitative research designs. Study data were collected with semi-structured interview forms prepared for first qualification boxers. The sample of the study consisted of the first proficiency boxers who received boxing training for at least 1 year in Kazakhstan. As a result of the research, among the answers given to the question about the benefits of sports were physical well-being, psychological well-being and, and the majority of the participants answered the question as physical well-being. Among the answers given to the question asked about the reasons for the first qualification boxers to choose boxing were active sport, health and bodybuilding answers, and the majority of participants gave the answer health. Among the answers to the question asked about the technical training of the first qualification boxers were the physical structure of the training area, experience of the trainer, frequency of training and personal motivation responses. Answers to the question asked to determine the theoretical and methodological aspects of the development of the sense of distance in the technical training of first qualification boxers were fist distance, distance between two opponents and tactical development themes.
A Critical Incidents Analysis -- Children&apos;s School Readiness
Author: Klasnic, Irena
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Incidents Method,School Readiness,Children,Elementary School Students,Kindergarten,Classification,Focus Groups,Expectation,Child Behavior,Parent Teacher Cooperation,Parent Child Relationship,Interpersonal Communication

Children's school readiness implies their ability to adjust to the requirements imposed by school, to meet the teachers' criteria, to show progress in learning and to their abilities in general. The purpose of this research is to identify the critical incidents relating to children's school readiness. In the context of children's entry into obligatory primary education, there are numerous issues of key importance for a harmonious transition from the kindergarten environment to primary school. The data were collected during group discussions between kindergarten teachers (n = 12) and primary education teachers (n = 12), who were divided into four focus groups. The qualitative content analysis was performed, and the critical incidents were classified into four categories. Furthermore, focus groups were used as a method of designing questionnaires to examine the expectations of parents, kindergarten teachers and primary education teachers regarding children's readiness for primary school.
The Use of Flipped Learning in EFL Grammar Instruction
Author: Dincer, Nazmi
Date: 2022-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Teaching Methods,Grammar,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Pretests Posttests,Comparative Analysis,Student Attitudes,Instructional Design,Active Learning,Learning Strategies,State Universities,Undergraduate Students,Learner Engagement,Multimedia Materials,Animation,Video Technology,Academic Achievement,Foreign Countries

Although grammar has been central to L2 research and methodology over the years, the approaches to teaching grammar have long been a controversial topic in teaching English as a foreign language (EFL) even today when we are introduced with innovative methods especially with technology. Considered as an innovative and effective instructional approach, Flipped Learning (FL) might have the potential to transform the instructional design of the traditional teacher-led classes through the integration of technology and active learning strategies. To explore the role of flipped learning in the EFL context, the researchers investigated the impact of flipped learning on students' development of grammar proficiency and their attitudes towards the new instructional model. A total of 37 students (19 subjects in the experimental group, 18 subjects in control group), who learn English as a foreign language at a state university in East Europe, participated in this study. The study employed a quasi-experimental mixed-methods research design using a variety of data collection instruments including pre-and post-tests on grammar proficiency, a questionnaire (Flipped Grammar Class Attitude Questionnaire) and semi-structured interviews. The results showed that learners trained through FL considerably surpassed the non-flipped group in terms of their success in English grammar. Furthermore, FL was found to have notably enhanced the students' involvement, engagement, and performance. The results provide insights into the implementation of FL in the EFL context. Further studies might investigate the efficiency of multimedia materials, including animations or video lectures in the use of flipped instruction.
Distance Education during the COVID-19 Pandemic: Metaphorical Beliefs of Turkish Teachers
Author: Sipahioglu, Mete
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,COVID-19,Pandemics,Teacher Attitudes,Beliefs,Figurative Language,Foreign Countries,Emergency Programs

This is one of the first studies to look at beliefs through metaphors created by teacher working at Turkish schools about the concept of &quot;distance education during Covid-19 pandemic&quot;. The study sample consisted of 120 teachers who were currently working in 27 different provinces of Turkey. Participants were recruited using convenience sampling. The current study utilizes an interpretative phenomenological approach to gain insights into distance education period. The data were collected through a semi-structured form and qualitative content analysis was used to analyze the data. Teachers produced 44 different metaphors (85 in total). These metaphors were grouped under categories according to common qualities. The conceptual categories were ranked based on their frequency. The findings indicated that the categories for distance education were &quot;Distance education as one-way activity, distance education as a simulation, distance education as temporary service, distance education bad experience, distance education as a survivor, distance education as a vain activity, distance education as transition, distance education as mutual activity.&quot; The following suggestions are based on the results: Teachers' metaphoric perceptions of distance education should be used to develop better policies to implement during emergency times. Possible causes of negative metaphors should be addressed to reform distance education policies. To investigate the principles of distant education, future studies should employ diverse research methodologies and recruit larger groups of participants from other places. Future studies should focus on mainly students' perceptions or other stakeholders to attain larger audiences.
Using Appreciative Approaches to Explore New Zealand Youth Perspectives of Online Learning Support during COVID-19
Author: Trask, Suzanne
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Distance Education,COVID-19,Pandemics,Educational Change,Foreign Countries,School Closing,Student Attitudes,Teacher Student Relationship,Organizational Communication,Public Policy,Resilience (Psychology),Student Experience,Secondary School Students,Undergraduate Students

COVID-19 lockdowns and interruptions have necessitated large scale, immediate transitions to remote education. The influence of school and university closures on educational progress and achievement is not to be underestimated. This study contributes a New Zealand perspective to discussions and learning from these exceptional circumstances. The study focuses on findings from qualitative analysis of open-text survey responses from youth (aged 16-24). The young people were reporting on their perspectives of remote learning support during the four-week COVID-19 lockdown in New Zealand in March 2020 (n=2,014). Three overarching categories corresponding to individual support, teacher and institute communication, and affordances of online learning were identified. Appreciative approaches provided a conceptual and analytical framework for interpreting the data in terms of national policy and institute-level support, teacher support and practice, and individual youth resilience. At individual student level, it is important to develop their capabilities to learn online. Exploring Appreciative Intelligence with young people as a concept and quality could support them to identify and take positive steps to support their own learning online in challenging circumstances.