ethanporcaro/eric-fulltext-meta huggingface dataset:
Conceptual Understanding and Application of Diffusion and Osmosis: An Assessment of Pre-Degree Students in a Nigerian University
Author: Oladipo, Adenike Julianah
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scientific Concepts,Biology,Concept Formation,Gender Differences,Majors (Students),Nonmajors,Science Instruction,College Science,Secondary School Science,Prior Learning,Knowledge Level

In this explorative study, a diagnostic test on diffusion and osmosis (DTDO) was developed and used to assess pre-degree students' conceptual understanding and application of diffusion and osmosis in biology. The 25-item DTDO is a two-tier test--adapted from Odom and Barrow's (1995) Diffusion Osmosis Diagnostic Test (DODT)--developed and validated with the Nigerian curricula of both senior secondary school and university pre-degree programme. Cronbach alpha was used to estimate the internal consistency of the items. The study adopted descriptive survey design. Homogenous clustered random sampling technique was used to get a sample size of 806 pre-degree students (476 biology majors and 330 non-biology majors) in a federal university in Nigeria. Data collected were analyzed using descriptive and inferential statistics. The findings revealed that only 27.02% of the students have conceptual understanding and application of diffusion and osmosis. Meanwhile, the students showed highest understanding and application in the concept of kinetic energy of matter (40.1%) and least were concepts of concentration and tonicity (12.8%) compared to other allied concepts. It is evident that both genders had a fairly similar conceptual understanding and application of diffusion and osmosis. Biology majors had a slightly higher conceptual understanding and application than non-biology majors, the difference is however not significant. It is recommended that prior understanding and application of diffusion and osmosis should not be assumed at tertiary level and that teaching of the concepts should be enhanced using contemporary approaches and technology for all categories of students.
The Relationship of Burnout with Workaholism Mediated by Work-Family Life Conflict: A Study on Female Academicians
Author: Ercan Demirel, Eda
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Women Faculty,Teacher Burnout,Work Ethic,Family Work Relationship,Conflict,Correlation,Faculty Development,Time Management,Stress Management

Along with the teaching, institutional, and administrative responsibilities, female academicians carry out some other roles such as motherhood, being a wife, having responsibilities related to household issues, as well. Researchers of the study--from the very inside of the academy as females with many different roles--had the urge to examine the case of female academicians. The study investigated the case of female academicians--the relationship of burnout with workaholism mediated by work-family life conflict. On quantitative research design, a questionnaire was conducted on 207 female academicians of a state university. Frequency distribution, explanatory factor analysis, confirmatory factor analysis, correlation analysis, and SEM were carried out. It was found out that 23% of work-family life conflict was related to workaholism; 32% of burnout was related to workaholism; 19% of burnout was related to work-family life conflict. Along with the purpose of the study, 11% of the female academicians' burnout was found to be resulting from the effect of workaholism mediated by work-family life conflict. As female academicians were found to be victims of burnout resulting from workaholism mediated by work-family life conflict; female academicians should be supported by seminars, trainings, and guidance on self-confidence, time and stress management, raising awareness towards workaholism, strategies to cope with burnout. Further studies should be on the underlying reasons of the issue.
Enacting the Educational World in Compassion: A Reflection and Positioning of How to Teach and Learn the Art of Compassion
Author: Parattukudi, Augustine
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Altruism,Caring,Teacher Characteristics,Teacher Student Relationship,Buddhism,Cognitive Processes,Educational Environment

This reflective position paper explores teaching and learning of compassion in educational institutions following the theory of enaction proposed by Varela, Thompson, and Rosch (2016). In the enactive view, information processing and cognition are situated in the dynamic relationship between the embodied organism and its environment. Following such a theoretical premise, the paper reviews the stories of two compassionate educators to propose that they enact their teaching space, indirectly transforming it into a learning space of universal compassion. A new model of teaching and learning of compassion, namely, the enactive modelling through non-egocentric responsiveness-embedded stories is suggested through the paper. The study utilizes the multimodal discourse analysis methodology for the investigation of the proposed model.
Experimental Studies of the Affordances of Assistive Multimodal Learning Designs: Universal Design for Learning in Modern Language Classrooms
Author: Kasch, Henrik
Date: 2019-00-00
Type: Journal Articles
Subjects: Affordances,Assistive Technology,Access to Education,Technology Integration,Scaffolding (Teaching Technique),Self Management,Learner Engagement,Instructional Design,Public Schools,Foreign Countries,English (Second Language),Self Efficacy,Reading Strategies,Vocabulary Development,Repetition,Indo European Languages,Multimedia Materials,Early Adolescents

This paper presents the data from two empirical studies of the learning affordances of a novel sui-generis language learning material, whose design is guided by universal design for learning (UDL) principles. Excepting a pilot study, the two studies appear to be the first outside the US to explore UDL principles and technology integration in language classrooms. The author conducted 9 + 14 interviews of stratified respondents from experimental studies in two year-seven language classrooms after a series of three interventions. In the interventions, three ebook prototypes with UDL-guided digital scaffolds were used in regular teaching, collaboratively planned, implemented, and evaluated by the teacher in question and the author. The paper in part supports earlier findings from previous UDL empirical studies in language learning but elaborates individual learners' learning experiences interacting with individual scaffolds, studying how lexical acquisition and competence and self-regulated learning can be scaffolded in a componential UDL design.
Views on General Knowledge Elective Courses of ELT Departments: Suggested Syllabus for Diction Course
Author: Akbay, Ahu
Date: 2019-00-00
Type: Journal Articles
Subjects: Elective Courses,English (Second Language),Course Descriptions,Preservice Teacher Education,Teacher Education Curriculum,Foreign Countries,Pronunciation Instruction,Preservice Teachers,English Teachers,Student Attitudes,Teacher Attitudes,Teacher Educators,Curriculum Development

Turkish Council of Higher Education (CoHE) has updated the curriculums of teaching programmes recently by increasing the percentage of the elective courses. This change became the focus of this study. The study aims to find out the four most preferred General Knowledge (GK) elective courses among English language teachers and the criteria that determine their preferences and to design a syllabus for the most preferred course. It incorporated two phases and in the first phase, mixed method sequential exploratory research design was carried out. Having reviewed the curriculums of ELT departments of all 45 state universities, the researchers made a document analysis on the GK electives and developed a questionnaire which was conducted to 1093 participants online. The data were analyzed by Microsoft Excel and SPSS 21.0. Mixed method sequential transformative research design was used in the second phase. Having done a document analysis, a questionnaire was developed, and administered to 114 English language teacher educators online. The data were analyzed by Microsoft Excel and SPSS 21.0. The findings of the first phase indicated that the four most preferred GK elective courses were 'Diction', 'Presentation Skills', 'Human Relations and Communication' and 'Language and Culture', and 'personal needs and interests' was the most important criterion. From the results of the second phase of the study, 18 topics were specified to suggest a topic-based syllabus for 'Diction'. Based on the findings of the study, some implications for ELTPs and for further research were presented at the end of the study.
Washback Effect of Turkish Foreign Language Proficiency Exam YDS: A Scale Development Study
Author: Polat, Murat
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Tests,Language Proficiency,Attitude Measures,College Faculty,Teacher Attitudes,Second Languages,Test Reliability,Foreign Countries,Gender Differences,Age Differences,Intellectual Disciplines,Employment Level,Objectives,Test Validity

Investigating the possible washback effect of Foreign Language Proficiency Exam called YDS could provide valuable data regarding how test-takers feel about taking this exam. This study aims to design a scale and collect data regarding the possible washback effect of YDS. In the initial phase, with the help of 6 academicians from ELT and testing disciplines, a preliminary draft of an attitude scale was developed. Secondly, the scale was piloted in order to carry out exploratory and confirmatory factor analyses. Thirdly, the newly developed scale's psychometric qualities (validity and reliability) were measured. After it was confirmed that the scale which had 4 factors and 13 items was a valid and reliable tool, the data including the views of Turkish academicians were gathered focusing on the washback effect of the YDS via this scale in the final phase. The overall data of this study were collected from 84 state universities with the contribution of 2683 academicians from different disciplines. The findings revealed that YDS has negative backwash effect on Turkish academicians in terms of certain subcategories including test strategy, motivation, perception and test taker's psychology.
Impact of Adizes&apos;s Team Roles on Collaboration, Disagreements, and Success in Student Enterprises -- Teamwork Pedagogy in Higher Education
Author: Valand, Ida Ulrikke
Date: 2019-00-00
Type: Journal Articles
Subjects: Teamwork,Undergraduate Students,Group Dynamics,Student Role,Cooperation,Ownership,Foreign Countries,Entrepreneurship,Food,Nutrition,Athletics,Success

This study examines Adizes's management model implemented in student enterprise teams among undergraduate students at the University of Agder, Norway, exploring factors that affect the collaborative process. As Adizes's model claims four team roles (integrator, administrator, producer, entrepreneur) are required for effective and targeted collaboration, the researchers hypothesized that student enterprises with four roles present would collaborate better than teams with fewer roles present. Prior to commencing the student enterprise, each student categorized themselves according to these four roles. Eleven student enterprise teams were interviewed regarding their collaborative process. The four roles were represented to different extent in each team. Students reported collaborative benefits when having all four roles represented in the group. Most students ranked collaboration and ownership to business idea high and reported fruitful team discussions with only a few teams experiencing conflicts. Due to limited variance, further research is needed to investigate the hypothesis.
Can First Exam Grades and Mathematical Preparedness Predict Success in Managerial Finance?
Author: Guidry, Krisandra
Date: 2020-01-00
Type: Journal Articles
Subjects: Scores,Grades (Scholastic),Business Administration Education,College Mathematics,Readiness,Algebra,Calculus,Predictor Variables,Academic Achievement,College Students,Tests

This study examines whether the first exam grade in a managerial finance course is a significant predictor of a student's final course grade. Mathematical preparedness, measured by grades and number of times required to pass college algebra and business calculus, was also investigated. The data include observations from 214 students from a medium-sized AACSB accredited school of business over the 2016-2017 academic year. Using a measure of pass/fail, the first exam score correctly predicted the course outcome for 87% of the students. Regression analysis confirmed that Exam 1 (administered one month after the start of the semester) was statistically significant as a predictor of final course grade. Performance in prior mathematical courses was also deemed a significant predictor of success.
The Impact of an Inclusive Post-Secondary Course on Pre-Service Teachers
Author: Scheef, Andrew R.
Date: 2020-01-00
Type: Journal Articles
Subjects: Inclusion,Postsecondary Education,Intellectual Disability,Developmental Disabilities,Students with Disabilities,Access to Education,Self Efficacy,Familiarity,Preservice Teachers,Preservice Teacher Education,Student Attitudes

Opportunities for inclusive postsecondary education for students with intellectual and developmental disabilities are becoming increasingly common at institutions of higher education in the United States. Although inclusive postsecondary opportunities benefit the entire campus, this may be especially true for students enrolled in teacher education programs. This research used qualitative methods to better understand how participation in an inclusive postsecondary course impacts pre-service teachers. Four primary themes emerged from the data, including (a) &quot;Self-Efficacy in Teaching,&quot; (b) &quot;Comfort with People with Disabilities,&quot; (c) &quot;Inclusion,&quot; and (d) &quot;Acceptance.&quot; Implications for practice and research are discussed.
E-Sports Analytics: A Primer and Resource for Student Research Projects and Lesson Plans
Author: Rubleske, Joseph
Date: 2020-01-00
Type: Journal Articles
Subjects: Computer Games,Athletics,Data Collection,Data Analysis,Occupational Information,Programming Languages,Computer Software,Competition,Labor Market,Information Needs

Electronic sports (e-sports) can be defined as digital games played competitively for an audience (Hodge et al., 2017). With a global consumer base of roughly 450 million people and projected 2019 revenues of US$1.1 billion, the e-sports industry continues to grow (Pannekeet, 2019). Behind this growth is a thriving ecosystem which includes e-sports game publishers, e-sports players and coaches, e-sports content producers, e-sports consumers, and more. As this ecosystem flourishes, so too flourishes an e-sports labor market, a portion of which comprises e-sports analytics jobs. Demand for e-sports analytics is expected to increase significantly in the coming years in the same way that demand for sports analytics increased after the 2004 publication of Michael Lewis's Moneyball (Davenport, 2014). Given current and anticipated demand for e-sports analytics, some universities might do well to prepare students for e-sports analytics careers. To this end, this article serves as a primer and resource for student research projects and lesson plans around e-sports performance analytics. This objective is served through four main sections. In the first section, the intelligence needs that fuel the growth of e-sports performance analytics are described. The second and third sections provide practical and detailed information about e-sports data collection. The fourth section draws from the authors' analysis of postings for e-sports analytics jobs to discuss two broad areas of e-sports analytics work: attribute creation for visualizations and dashboards; and machine learning modeling. The article concludes with a brief discussion of popular programming languages and software applications for e-sports analytics.
Using Mobile Augmented Reality to Enhancing Students&apos; Conceptual Understanding of Physically-Based Rendering in 3D Animation
Author: Hiranyachattada, Tiantada
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Simulation,Telecommunications,Handheld Devices,Concept Formation,Spatial Ability,Animation,Light,College Students,Educational Technology,Technology Uses in Education,Foreign Countries,Teaching Methods

Physically-based rendering (PBR) concept is widely use nowadays in 3D rendering works, this concepts interested in the ray of light for describes the interaction of light and materials. Understanding the principles of PBR can be easier to adjust shader parameters to be realistic, react correctly to changes in lighting condition and also giving the same results even in different 3D rendering software. In Shading lighting and rendering (SLR) subject which PBR concepts become important concept instead the 'old style rendering' it was found that students are unable to clearly understand concepts of PBR. According to the problem, in this research bringing mobile augmented reality (AR) to be a media for demonstrate PBR concepts for students. The sample were 35 students from Department of Animation and Digital Media, Bansomdejchaopraya Rajabhat University. The results found that students understand the PBR concepts and can adjust the PBR shader paremeters to be realistic assess from students pre-test, post-test scores and students homework. The mobile AR application media were usable for students and suitable to be a learning media in 3D animation assess form students' response.
The Impact of Inquiry-Based, Group-Work Approaches to Instruction on Both Students and Their Peer Leaders
Author: Bodner, George
Date: 2020-00-00
Type: Journal Articles
Subjects: Inquiry,Teaching Methods,Peer Teaching,Cooperative Learning,Chemistry,Science Instruction,Elementary Secondary Education,Higher Education,Student Leadership,Teamwork,Motivation,Active Learning,Communities of Practice

Discipline-based educational research (DBER) has shown that three instructional techniques--Supplemental Instruction (SI), Process-Oriented Guided Inquiry Learning (POGIL), and Peer-Led Team Learning (PLTL)--can be effective ways of improving student performance in chemistry courses at the K-12 or college/university levels. The goal of this paper is to use an analysis of the literature to compare and contrast these instructional techniques and, when possible, to determine &quot;best practices&quot; for their implementation. Particular attention will be paid to four themes related to the impact of PLTL on students, impact on peer-team-leaders, how to motivate peer leaders, and impact of peer leaders on the instructors who implement PLTL in their classroom.
Putting Theory to Practice: Teaching the 5E Learning Cycle through Immersive Experiences for Pre-Service Teachers
Author: Kazempour, Mahsa
Date: 2020-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Preservice Teacher Education,Preservice Teachers,Models,Learner Engagement,Elementary School Teachers,Science Teachers,Learning Processes,Inquiry,Constructivism (Learning),Science Instruction,Discussion (Teaching Technique)

Studies focusing on pre-service teachers have shown that the inclusion of the learning cycle model in a methods course result in improvement in understanding of and attitude toward the learning cycle model of inquiry. However, pre-service teachers' understanding and beliefs about the learning cycle model may remain varied and inaccurate and their implementation may be inhibited due to their beliefs about teaching and learning and roles as teachers. In this article, we will discuss our extended 5E learning cycle model introduction approach consisting of active engagement and immersion of pre-service teacher in the process of learning about the 5E model.
The Relevance of Learning Quantum Physics from the Perspective of the Secondary School Student: A Case Study
Author: Moraga-Calderón, Tania S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Quantum Mechanics,Relevance (Education),Physics,Science Education,Attitude Change,Intervention,Science and Society,Foreign Countries,Field Trips,Science Laboratories,Science Interests,Gender Differences,Outreach Programs,College School Cooperation

Studying quantum physics in upper secondary school is now a standard practice (Stadermann et al., 2019). But given the context of science education, with low recruitment numbers in higher education and poor attitudes towards science, it remains a question whether students find the learning of quantum physics relevant. In this study, we explore how students perceive the importance of quantum physics and technology and whether their perception changes after an intervention, namely the &quot;Quantum Rules!&quot; visit. We also aim to understand if they overall feel that learning quantum is relevant or not. In order to answer these questions, we followed a mixed-methods approach, combining both questionnaires and interviews. The quantitative analysis showed that the 'Quantum Rules!' intervention has a positive effect on students' perception of the relevance of quantum physics and technology, especially regarding how important they feel quantum science is for society. Nevertheless, the qualitative information revealed that although students may find quantum physics and technology important for society, that does not necessarily mean that they find learning quantum physics relevant. We found that students believe the latter is relevant to them only if they find it interesting. We therefore rediscover the common expression &quot;important, but not for me&quot;, and we further propose that this perception derives from students not seeing the societal relevance of learning quantum physics.
From Syndication to Misinformation: How Undergraduate Students Engage with and Evaluate Digital News
Author: Evanson, Cara
Date: 2019-00-00
Type: Journal Articles
Subjects: News Reporting,College Freshmen,Information Literacy,Social Media,Access to Information,Deception,Credibility,Evaluative Thinking,Information Sources,Private Colleges,Student Behavior,Young Adults,Trust (Psychology),Media Literacy,Web Sites

To determine how undergraduate students engage with digital news, researchers at Davidson College surveyed 511 incoming first-year students on their news consumption habits and asked them to evaluate screenshots of news stories. The researchers found that a high percentage of the students were accessing news through social media platforms and that syndication and fake URLs posed challenges for them in making accurate evaluations. Additionally, students indicated they would share a tweet containing an impostor URL at higher rates than they would share the other news story examples. The findings have implications for how educators teach students to evaluate misinformation.
Academic Librarians&apos; Experiences as Faculty Developers: A Phenomenographic Study
Author: Flierl, Michael
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Libraries,Librarian Teacher Cooperation,Faculty Development,Librarians,College Faculty,Information Literacy,Student Centered Learning,Communities of Practice,Curriculum Design,Consultants,Librarian Attitudes,Expertise

Academic libraries are integral to the teaching and learning missions of colleges and universities. Yet, libraries continue to face substantial challenges in their work to advance student learning, especially regarding the sustainability and scalability of their instructional efforts. This paper describes a phenomenographic research project that investigated the varied experiences of Purdue University Libraries faculty members participating in the IMPACT faculty development program. The findings suggest that academic librarians are capable of acting as faculty developers who can engage faculty in conversations, which may or may not relate to information literacy, to advance student-centered teaching and learning environments.