ethanporcaro/eric-fulltext-meta huggingface dataset:
From Discussion Forums to eMeetings: Integrating High Touch Strategies to Increase Student Engagement, Academic Performance, and Retention in Large Online Courses
Author: Gay, Glenda H. E.
Date: 2020-03-00
Type: Journal Articles
Subjects: Learner Engagement,Academic Achievement,School Holding Power,Class Size,Online Courses,Large Group Instruction,Cooperative Learning,21st Century Skills,Capstone Experiences,Computer Science Education,Foreign Countries,Authentic Learning,Distance Education,Teaching Methods,Computer Mediated Communication,Undergraduate Students,College Faculty,Teacher Student Relationship,Instructional Design

Student engagement and group work are critical to developing competencies, deeper learning, and attributes that align with 21st-century skills. In an increasingly competitive and dynamic workforce, the ability for employees to engage in collaborative workgroups is essential. A new capstone group-work assignment using Online Human Touch (OHT) strategies was integrated into an Information Systems course at a regional university in the Caribbean. The course typically enrolls 250-300+ students per semester with one instructor. The assignment simulated a real-world business 'eMeeting' to proactively increase student engagement and retention. This action research study collected quantitative and qualitative data three years prior to and three years after the integration of the new 'eMeeting' group-work assignment. Quantitative data showed improved academic performance, higher scores on the standardized final exam, and decreases in attrition while qualitative data showed significant increases in student engagement. Integrating the 'eMeeting' assignment into the large online course provided students with the opportunity to apply the knowledge, skills, and experience gained throughout the semester. It also enhanced key soft skills sought by employers including problem-solving, ability to work in teams, communication, leadership, and time management.
The Effect of Argumentation-Based Learning Environments on Pre-Service Science Teachers&apos; Conceptual Understanding and Decision Making Styles
Author: Bas, Özge
Date: 2020-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Preservice Teachers,Decision Making,Science and Society,Foreign Countries,Genetics,Knowledge Level,Food,Biotechnology,Comprehension,Health,Teaching Methods,Instructional Effectiveness

The aim of this study is to investigate the effect of making argumentation practices on the conceptual understanding level and decision making styles of pre-service science teachers on socio-scientific subject, genetically modified organisms (GMO). The sample of this study consists of 48 Pre-service science teachers studying in the 2nd grade of the science education department, Faculty of Education, in the 2018-1019 academic year. 24 of the pre-service science teachers are the experimental group and 24 of them are the control group. Case study was used in the study. In the experimental group; within the scope of 5E teaching model; with materials and animations containing Toulmin's argumentation model; the control group was processed with traditional teaching methods. Conceptual understanding levels of Pre-service science teachers, who constitute the experimental and control groups, about GMO before and after the teaching activities, were measured. As a data collection tool in the research; the open-ended question and Likert type scale consisting of 12 items, which are based on GMO, based on expert opinions and have scope validity, is the Knowledge Test on Genetically Modified Products of University Students (KTGMOUS), pre-test and post-test. It was applied as a test. In addition, a five-point Likert-type &quot;Decision-Making Styles Scale&quot; consisting of 24 items was applied to the experimental group in the form of pre-test and posttest. Findings obtained at the end of the study are presented.
Small Change Is Beautiful: Exploring Possibilities of Eco-San on School Garden for Transformative Pedagogy
Author: Acharya, Kamal Prasad
Date: 2020-00-00
Type: Journal Articles
Subjects: Gardening,Teaching Methods,Transformative Learning,Foreign Countries,Community Schools,Socialization,Student Attitudes,Parent Attitudes,Teacher Attitudes,Learner Engagement,Experiential Learning,Interpersonal Competence,Self Esteem,Interpersonal Relationship,Grade 5,Grade 6,Grade 7,Action Research,Participatory Research

This article explores the possibilities of the use of eco-san in the school garden in the Nepalese community school, focusing on transformative pedagogical impacts on the social learning environment of the school. In particular, the use of urine as a fertilizer in the school garden through eco-san and linking pedagogical alignment to provide a pleasant experience that has a positive impact on students' meaningful engagement, social connections, and developing confidence. The main finding for the research question came from qualitative data collected from students, parents, and teachers through in-depth interviews, focus group discussions, participant observations and informal conversations. This was supported by analyses of qualitative data on students' learning, collaborative inquiry, teachers' and parents' engagement and perceptions on the use of human urine as fertilizer from eco-san, and school gardening activities. Results showed that the gardening program attributes valued most highly by the parents and teachers included increased students' meaningful engagement, opportunities for experiential and integrated learning through dialogue conferences, collaborative inquiry, and building social skills like cooperation, sharing and argumentation. Future research should explore whether effects persist over time and if and how changes in students' positive attitude affect learning through school gardening activities applying human. Suggestions for applying results to future studies are provided.
Examining How Online Professional Development Impacts Teachers&apos; Beliefs about Teaching Statistics
Author: Lee, Hollylynne S.
Date: 2020-03-00
Type: Journal Articles
Subjects: Professional Development,Beliefs,Statistics,Mathematics Instruction,Online Courses,Reflective Teaching,Program Effectiveness,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Video Technology,Computer Mediated Communication,Data Interpretation,Discussion Groups

With online learning becoming a more viable option for teachers to develop their expertise, our report shares one such effort focused on improving the teaching of statistics. We share design principles and learning opportunities in an online course developed specifically to serve as a widescale online professional development opportunity for educators, thus deemed as a massive open online course for educators (MOOC-Ed). In this report we focus on a subset of 412 participants who identified themselves as classroom teachers. We use multiple data sources, quantitative and qualitative, to characterize changes in teachers' beliefs and perspectives about statistics and identify triggers in the course that appear to influence teachers' sense making about issues related to teaching statistics. Implications about specific course experiences that served as triggers for critical reflection and change are discussed.
Effects of School Location and Teachers&apos; Quality on Students Performance in Business Studies Examination in Public Secondary Schools in Sapele Local Government Area of Delta State
Author: Akpomudjere, Ovwiroro
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Location,Teacher Effectiveness,Academic Achievement,Business Education,Secondary School Students,Exit Examinations,Teacher Qualifications,Rural Schools,Urban Schools,Scores

The purpose of the study is to find out the effects of school location and teachers' quality on students performance in Business Studies Examination in public secondary schools in Sapele Local Government Area of Delta State Nigeria. Four research questions guided the study, and the expost facto research design was used for the study. The population of the study was 2579 students that sat for Business Studies in the Basic Education Certificate Examination in public secondary schools in Sapele Local Government Area of Delta State for 2016/2017 Academic Session. No sampling was done population was used as sample for the study, as well, no instrument was develop for data collection, data were collected on request from Ministry of Primary and Basic Education, Sapele Field Office. Data collected were analysed using simple frequency count and percentage for the research questions. The results show that location does not have significant effects on students' performance. Also, the findings revealed that qualification of teacher has significant effects on students' performance. Based on the findings of this study, it was concluded that school location does not have significant effects on students' performance in Business Studies examination in secondary schools in Delta State. As well, teachers' qualification has significant effects on students' performance in Business Studies examination in secondary schools in Delta State. Hence, it was recommended amongst others that Delta State Ministry of Basic and Secondary Education should employ qualified teachers to teach Business Studies in secondary schools in Delta State.
Research on Cultivation and Development of Graduate Students&apos; Innovation and Entrepreneurship Consciousness
Author: Chen, Sirong
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Innovation,Entrepreneurship,Tourism,Business Administration Education,Intention,Student Attitudes,Self Efficacy

At present, it is a common phenomenon in colleges and universities all over the world to carry out innovation and entrepreneurship education. This article takes the graduate students of tourism management major as the research object, and explores the theory and practice of cultivating the innovative entrepreneurship consciousness of tourism management graduate students in colleges and universities through the method of literature and questionnaire. The purpose of the study is to put forward some opinions and suggestions on the innovative entrepreneurship education of graduate students in tourism management.
Facilitation Matters: Instructor Perception of Helpfulness of Facilitation Strategies in Online Courses
Author: Martin, Florence
Date: 2020-03-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Teacher Role,Facilitators (Individuals),Teacher Attitudes,Helping Relationship,Teacher Student Relationship,Learner Engagement,Responses,Feedback (Response),Group Activities,Student Projects,Synchronous Communication,Gender Differences,Teaching Methods,Video Technology,Student Role,Asynchronous Communication,Visual Aids

Online course facilitation is critical to the success of online courses. Instructors use various facilitation strategies in online courses to engage students. One hundred instructors were surveyed on their perception of helpfulness of twelve different facilitation strategies used in online courses to enhance instructor presence, instructor connection, engagement, and learning. Instructors' timely response to questions and instructors' timely feedback on assignments/projects were rated the highest in three of four constructs (instructor presence, engagement, and learning). For instructor connection, ability to contact the instructor in multiple ways was rated the highest. Interactive visual syllabi of the course were rated the lowest in all four constructs. In the open-ended comments, group projects and synchronous sessions were rated helpful. Descriptive statistics for each of the construct by gender, delivery method, and course level taught are presented. Significant differences were found between gender but analysis of variance failed to detect differences between primary delivery method or course level taught.
The Change of Secondary School Students&apos; Environmental Consciousness, Attitude and Behaviors with Nature Education Project
Author: Sevim, Serkan
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Attitude Change,Consciousness Raising,Student Behavior,Program Effectiveness,Foreign Countries,Positive Attitudes,Ecology,Environmental Education,Biodiversity,Conservation (Environment),Grade 8,Early Adolescents,Summer Programs,Animals,Plants (Botany),Outdoor Education

The purpose of this study is to determine the effect of the nature education project on the attitudes and awareness levels of secondary school students towards the environment. The research is based on an experimental model which is a type quantitative research approaches and the population consisting of the students studying at a secondary school in Denizli. The sample of the study consists of 24 students participating in the project selected from Denizli. The first criterion for the selection of the students was determined as the participation of a 4006 science fair before, and other criteria were some variables such as academic achievement, gender, absence of health problems, and high communication skills. The data of the study collected with the journal form was used to gather the opinions and thoughts of the participants through an &quot;Environmental Affect Scale&quot; (EAS) consisting of 15 questions in type of five point likert scale along with another &quot;Environmental Behavior Scale&quot; (EBS) consists of 12 questions in type of seven point likert scale that were both developed by Sontay, Gökdere &amp; Usta (2014). SPSS 22 program is used in the analysis of the data.When the results obtained are evaluated in general, it is evident that nature education program significantly contributes to both the environmental consciousness and environmental attitudes of the participants. In addition, in the evaluation made according to the sub-dimensions of the attitude scale, it is clearly seen that the program increases students' positive attitudes towards the environment as well as ensuring their permanence. However, no significant differences were found in the environmental perception scores of the students.
Designing for Complexity in Mother Tongue or First Language (L1)-Based Multilingual Education Programs
Author: Blankenbeckler, Corrie
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Design,Difficulty Level,Native Language,Multilingualism,Emergent Literacy,Sociolinguistics,Psycholinguistics,Foreign Countries,Bilingual Education,African Languages,Portuguese,Language of Instruction,Oral Language,Elementary School Students,Reading Tests

Mother-tongue or first language (L1)-based multilingual education programs are necessarily complex and may require a more nonlinear approach to program design. These programs operate within and act upon a range of psycholinguistic, sociolinguistic, and sociopolitical issues that include language structure and literacy assessment, language policy and politics, and cultural and social behavior change linked to literacy expansion. The broad use of one-size-fits-all outcomes-based design approaches for L1-based multilingual education programs often result in designs that are retrofitted to new country settings and ill-suited to the context in which they are implemented. This paper looks at some of the many features that can be used to inform the development of L1-based multilingual education in the context of early literacy programming. Specifically, it examines the use of alternative approaches in the development of flexible theory of change design that integrate early literacy and L1-based multilingual education program design frameworks to more suitably address the sociolinguistic, sociopolitical, and psycholinguistic assumptions underpinning multilingual education approaches.
Factors Influencing Programming Expertise in a Web-Based E-Learning Paradigm
Author: Rafique, Wajid
Date: 2020-03-00
Type: Journal Articles
Subjects: Programming,Expertise,Web Based Instruction,Electronic Learning,Computer Science Education,College Seniors,Student Attitudes,Intention,Self Efficacy,Foreign Countries,Virtual Universities,Learning Motivation,Integrated Learning Systems,Instructional Effectiveness

Modern internet technologies have revolutionized traditional education by providing flexible and resourceful e-learning opportunities in all fields of life. Programming is an integral part of the undergraduate curriculum in computer sciences where an adequate level of programming expertise is expected from the graduates. In this paper, we explore and examine the key factors that contribute to developing programming skills among undergraduate students in e-learning. We propose that programming education follows the Technology Acceptance Model (TAM), which affects the students' attitude toward learning. We extend the TAM by integrating the factors of teaching practices, intrinsic factors, perceived usefulness, and efficacy problems with the learning intentions in our research framework. This research involves the responses of the 460 final year students studying for a Bachelor of Computer Science and Software Engineering at an e-learning institution. Structural Equation Modelling (SEM) and Confirmatory Factor Analysis (CFA) have been employed to evaluate the relationship between factors of the model. Experimental results demonstrate that teaching practices, intrinsic factors, and perceived usefulness play a key role in endorsing learning intentions in the students. Further analysis reveals that learning intentions positively influence the programming expertise whereas an adverse impact has been observed from the efficacy problems. The results proclaim that perceived usefulness, teaching practices, and intrinsic factors develop adequate learning intentions in the students which overcome the efficacy problems and lead to better programming expertise. This research provides critical implications for policymakers to effectively implement computer science programs in an e-learning paradigm.
Cyber Bulling among Learners in Higher Educational Institutions in Sub-Saharan Africa: Examining Challenges and Possible Mitigations
Author: Makori, Andrew
Date: 2020-00-00
Type: Journal Articles
Subjects: Bullying,Internet,Higher Education,Foreign Countries,College Students,Intervention,Mental Health,Handheld Devices,Student Attitudes,Incidence

Proliferation of technology in the form of internet, mobile phone and social media access and usage is exposing many youths to cyber bullying activities. Cyber bullying activities are viewed as negative consequences of growth and development in technology. Many of the victims of cyber bullying include those that have been trapped in the technology through obsessive and addictive behaviours. The study was conducted in order to understand cyber bullying in educational institutions in Sub- Saharan Africa. The study is guided by the following five objectives: understanding cyber bullying and its manifestations among learners in education institutions; explore contributing factors in education institutions; determine the prevalence of cyber bullying in education institutions; examine the effects of cyber bullying among learners in education institutions and determine ways of dealing with cyber bullying among learners in education institution. The study adopted a case study approach and involved 123 respondents with a response rate of 64% (n=192). A survey questionnaire was used to collect data. Resulting data was analysed using statistical package for social sciences (SPSS). Evidence suggests that cyber bullying has serious psychological harm on the victims some leading to suicidal thoughts and suicide, among others. The study concludes that the effects of cyber bullying are far reaching and devastating to the learners and the institutional safety as well. The study recommends that more research and awareness are needed in an effort to control this menace and make outreaching and learning institutions safe.
A Dramaturgical Examination of Online University Student Practices in a Second Year Psychology Class
Author: Gilmore, Dawn Marie
Date: 2020-03-00
Type: Journal Articles
Subjects: Online Courses,Psychology,Management Systems,Social Networks,Computer Mediated Communication,Foreign Countries,Drama,Peer Relationship,Case Studies,Student Attitudes,Role,Cooperative Learning,Undergraduate Students,Universities,Learning Experience,Cognitive Style,Teaching Methods

This study employs dramaturgical analysis, the study of social interaction in terms of theatrical performance, in examining online student interactions. Region-specific activity--front stage (the course LMS) versus backstage (Facebook)--was examined to determine where students spend their time doing class-related tasks. The context for this case study is a second-year online psychology class at an Australian university. Data were collected concerning students' course-related activities in the two venues. Over a 12-week semester, 126 students were observed in the LMS. Twenty-one students completed fortnightly questionnaires about where they spent their time and with whom. At the end of the semester, 14 students participated in online interviews. Findings suggest that the audience in each setting, as well as the timing of communication and duration within each setting, appear to have contributed to shaping students' learning experiences. Awareness of these contributing factors may aid online teachers in understanding students' learning preferences, and the roles of social networking tools in supporting learning collaborations.
Academics&apos; Opinions on Organizational Democracy and the Perception of Academic Freedom and the Appropriate Level in Turkey
Author: Bozkurt, Süheyla
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Democracy,Academic Freedom,Teacher Attitudes,College Faculty,Higher Education,College Administration,Administrator Role,Participative Decision Making,Governance,Barriers

The study aimed to determine how lecturers have adopted organizational democracy and academic freedom in Turkish state universities, as well as to find out their views on its appropriation for Turkey. A correlative descriptive survey model is used in this study. The study sample was included 418 academics working at state universities in Ankara. For this research, an &quot;Organizational Democracy Scale? and an &quot;Academic Freedom Scale? were developed and employed by the researcher, and the obtained data were analyzed using SPSS statistical software. The arithmetic mean and the standard deviation were calculated for the answers provided by the academics. Regression analysis was conducted to find out the effect of organizational democracy on academic freedom. In the qualitative phase of the study, face-to-face interviews were conducted with 20 academics. NVivo 10 software was used to analyze the content of the interviews. At the end of the study, it was found that university administrations should avoid discriminative attitudes; should account for their decisions and implementations; deans and faculty boards should be elected democratically; all stakeholders (apart from academics), including students, should take part in both elections and be involved in management processes; and finally, the election system should be more democratic.