ethanporcaro/eric-fulltext-meta huggingface dataset:
Leading in Higher Education with Emotional Competence
Author: Beytekin, Osman Ferda
Date: 2021-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Knowledge Level,Skill Development,Competence,Emotional Intelligence,Department Heads,Leadership Effectiveness,Listening Skills,Inclusion,Trust (Psychology),Positive Attitudes,Public Colleges,Administrator Characteristics,Foreign Countries

The aim of this interpretative study was to find out how higher education administrators thought about emotional competence and what emotional competence ideas and skills they thought were essential for success. Specifically, the aim of this study was to get a better understanding of how administrators in departments of higher education may use their emotional skills to their benefit in their professions. In-depth interviewing takes one step further by focusing in considerable detail on the life experiences and social behavior of selected individual respondents in qualitative research. An in-depth interview was conducted for this qualitative research with eight experienced heads of departments who shared their experiences for a number of reasons. In order to get meaning from the narratives, certain techniques and templates were used. Purposive sampling was used in the 2019-2020 academic year for eight heads of departments at a public university in Izmir, Turkey, with an emphasis on phenomena relevant to the topic and at least four years of administration experience in selecting criteria. The key insight from the study's findings is that participants interpreted emotional competence to entail the ability for university administrators to develop connections by generating trust in order to lead their department. Having an open mind, having an optimistic attitude, being respectful, being inclusive, listening actively were all regarded as key subthemes by higher education administrators. Longitudinal or mixed methods studies, as well as demographic variations in leaders' use of emotional competencies, might be explored in future research.
Predictors of Graduate Students&apos; Research Performance in the Philippine State-Run Higher Education Institution
Author: Casanova, Venessa Sualog
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Research,Foreign Countries,Predictor Variables,Student Attitudes,Barriers,Coping,Performance,Masters Programs,Value Judgment,Anxiety

This descriptive study determined the predictors of research performance of the graduate students in Occidental Mindoro State College, San Jose, Occidental Mindoro, Philippines. This research specifically looked into the graduate students' level of research performance, attitude towards research, challenges encountered, and the strategies employed to cope with the research challenges. A total of 41 completely enumerated students enrolled in Methods of Research and Thesis Writing during the second semester of Academic Year 2018-2019 served as respondents of the study. The study found that the graduate students' level of research performance is high, specifically in writing the statement of the problem, hypothesis, significance of the study, and definition of terms. They have a positive attitude towards research in terms of usefulness and predispositions. They have negative research anxiety. Challenges encountered include insufficient funds, developing interest, inability to select researchable topics, and limited related literature. Coping strategies employed were frequent consultations with the adviser, seeking help from other competent faculty and students, using technology, and giving material appreciation. Attitude and challenges encountered were found to be predictors of the graduate student's research performance. A positive attitude towards research and the moderate challenges encountered could affect the graduate student's research performance.
A Study on the Impact of the Sudden Change to Online Education on the Motivation of Higher Education Students
Author: Al-Hashmi, Salim
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Student Attitudes,College Freshmen,Online Courses,Electronic Learning,Distance Education,Emergency Programs,COVID-19,Pandemics,Influences,Psychological Needs,Internet,Family Relationship,Group Activities,Teaching Styles,Foreign Countries

This study investigates the extent to which students' motivation has changed following the decision to offer all courses entirely online as an emergency remote teaching (ERT). Many scholars describe online learning as the future of education. This mode will soon replace on-campus instruction; thus, such a study is important for higher education institutions (HEIs) that decide to use technology platforms at the times of unpredicted crises. Recent research has focused attention on student motivation in online learning contexts. However, this project results from the sudden transformation to remote online learning caused by COVID-19. The study involved 20 students from an Omani university who participated in four focused group discussions. The findings revealed that students' motivation in remote online learning is impacted by several academic factors (e.g., teachers and lack of group work) and non-academic factors (e.g., internet connectivity and family obligations).
What Determines Student Satisfaction in an E-Learning Environment? A Comprehensive Literature Review of Key Success Factors
Author: James, Phillip C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Satisfaction,College Students,Electronic Learning,Distance Education,COVID-19,Pandemics,Student Motivation,Learning Readiness,Predictor Variables,Academic Achievement,Online Courses,Educational Research

COVID-19 has significantly changed the teaching-learning process and it may indeed be a permanent change. Schools, colleges and universities have had to switch to remote/e-learning in an attempt to continue their operations during the pandemic. Institutions have struggled to identify the key success factors necessary for effective e-learning. While there have been some studies that have identified a few key factors, there has not been a comprehensive review of the key success factors for effective e-learning. This paper fills that gap by presenting a detailed examination of the critical success factors required for effective e-learning. The results show that success in e-learning is a complex combination of key factors such as institutional/administrative support, systems configuration and technical design, the level of computer skills among learners, learners' interpersonal behavior, e-learning readiness, learner motivation, computer anxiety, self-efficacy, instructors' characteristics, environmental factors and the demand it imposes on learners of varying age and cognitive maturity.
Teens Challenged to Re-Think the Concept of European Identity in the Museum
Author: Trouli, Sofia
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Museums,Self Concept,Art,Critical Thinking,Reflection,Multimedia Materials,Program Descriptions,Foreign Countries,Dialogs (Language),Adolescents,Video Technology

Museums seek to be places for democratization, inclusion and polyphony. In this paper we present the multimodal conversations of the participating adolescents in the course of a museum pedagogical program in the Museum of Contemporary Art of Crete. The program's topic is Europe and the concept of European identity. Firstly, we prepare the ground through creating an environment of safety and confidence, and next, together with our groups we study the selected artworks, following the routines of 'Artful Thinking', which propose the development of critical thinking through specific questions. This process reinforces reflective thinking and skills of participating in a dialogue. Our aim is to describe and share how a museum through its collections and programs can constitute a space where democratic dialogue and healthy debate are cultivated. In this space, everybody is invited to participate in inquiring, reflecting on self, answering, sharing, with and through the art.
Impacts of COVID-19 on International Students in the U.S.
Author: Alaklabi, Mohammed
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Students,School Closing,College Students,Educational Technology,Electronic Learning,Online Courses,Travel,Educational Finance,Economic Impact,College Admission,Emotional Response,Barriers

COVID-19 is a recent pandemic that has affected all sectors of the economy, including higher education. The magnitude of the pandemic in the education sector has been diverse, with many disruptions being evidenced. The pandemic has particularly disrupted learning across the world due to the closure of schools. The international students have been adversely affected owing to their precarious situation. This literature review study explored how COVID-19 affected international students in the US. The study identified that the closure of on-site educational instructions coupled with international travel restrictions left international students in precarious situations where they were not learning but the international students could not travel back home. This had trickle-down negative effects on their finances/budget and emotions. The move to e-learning put the international students at a disadvantage as it amplified inequality in the education sector. Based on these devastating impacts, the study recommends the need for policy and practice changes to protect international students from such devastating impacts in the future.
Transformation of Higher Education into New Normal
Author: Beytekin, Osman Ferda
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Higher Education,College Faculty,Teacher Attitudes,Educational Trends,Futures (of Society),Web Based Instruction,COVID-19,Pandemics,Online Courses,Teaching Styles,Blended Learning,Internet,Sustainability,Instructional Design

The purpose of this qualitative study was to get a better understanding of faculty members' views on the future of higher education by their first-time online teaching experiences during the Fall 2021 academic semester, which was impacted by the COVID-19 pandemic. Due to the outbreak's rapid and widespread dissemination, it created a unique phenomenon that had a significant impact on faculty members who had no prior experience teaching courses entirely online. In order to conduct this qualitative research, purposive sampling was used to choose ten faculty members from a variety of disciplines who had at least ten years of experience teaching in a traditional classroom setting at a public university in Izmir, Turkey. Faculty members were asked about the future of higher education in the aftermath of the COVID-19 pandemic. Apart from that, each faculty member was asked to discuss how the mandatory shift to online education altered their teaching style and how institutional help impacted their experiences throughout the pandemic. As a consequence of their observations and statements of their perspectives on events they witnessed and personally experienced, the key issue of &quot;transformation of higher education with hybrid perspective&quot; developed as a central theme. The data analysis revealed the following subthemes: &quot;educators on the internet,&quot; &quot;sustain and evolve,&quot; and &quot;university support&quot;. These findings may be applied in a variety of contexts, including educational leadership and the design of hybrid and online courses, among other applications in higher education.
The Digital Etiquette Enhancing to Global Citizenship of Social Studies Teachers in a New Normal Society
Author: Mangkhang, Charin
Date: 2021-00-00
Type: Journal Articles
Subjects: Global Approach,Citizenship,Social Media,Intercultural Communication,Social Responsibility,Social Behavior,Behavior Standards,Computer Mediated Communication,Social Studies,Ethics,Safety,Bullying,Social Networks,Decision Making,Teacher Role,Technological Literacy

The world is transforming into a post-digital society, as a result, people gain the freedom to communicate, share values and knowledge in a society without borders. The virtual world has become a social interaction space while being integrated to enhance the life quality of citizens in many organizations, such as online class management, health management, and poverty alleviation. From the current circumstances, numerous online users still lack responsibility in handling social media which can cause widespread impact. The study of the digital etiquette of world citizens in a new normal society will provide good practice for effective use of the online space in the digital world of global citizens.
Methodology of Teaching Graphic Methods for Solving Problems with Parameters as a Means to Achieve High Mathematics Learning Outcomes at School
Author: Zakirova, Venera G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Problem Solving,Mathematical Concepts,Graphs,Equations (Mathematics),Instructional Effectiveness,Computer Software,Visualization,Foreign Countries

The introduction of new standards of mathematical education requires to stop understanding of the learning process as the transfer of ready-made knowledge and experience. Educational activity built on the principle of self-construction of knowledge by schoolchildren is highly demanded in new environment. Tasks with parameters have high learning, development, research and diagnostic potential. It allows to identify and in the process of teaching mathematics to prepare students who possess subject knowledge at the highest level, corresponding to the trends of the time. The urgency of the problem under study is determined by the need for students to form the ability to solve problems with parameters in order to achieve high results in mathematical, intellectual and personal development. The aim of the research is to develop a methodology for teaching students how to solve problems with parameters as an effective means of high-quality mathematical studies. The authors have identified main methods for solving problems with parameters and approaches to their study, and proved the theoretical basis for the application of these methods in the learning process. Therefore, they have shown the role of the propaedeutic stage of teaching graphic methods for solving problems with parameters, its goals, objectives and content. The authors suggest a methodology for designing a system of tasks that contributes to achieving high learning outcomes, which has passed multi-stage approbation. Moreover, they prove the need to use the Live Mathematics software as an effective visualization tool for studying graphic methods for solving problems with parameters. The methodology described in the article can be used by teachers at school and extracurricular mathematics classes, by the authors of textbooks for students and teachers, and it can also be the basis for a special course for students of pedagogical universities.
STEM in Fashion Design: The Roles of Creative Self-Efficacy and Epistemic Curiosity in Creative Performance
Author: Hong, Jon-Chao
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Clothing,Creativity,Self Efficacy,Personality Traits,Factor Analysis,Foreign Countries,College Students,Technical Institutes

Integrated learning of STEM (science, technology, engineering, and mathematics) has become a challenge in the field of technical education. To understand the effect of STEM learning, in this study, we first identified the components of STEM in relation to bag design, then asked students to learn STEM knowledge as they designed bags. In this context, we explored how learners' creative self-efficacy (CSE) related to two types of epistemic curiosity (EC) (i.e., interest type and deprivation type) and reflected the STEM knowledge they acquired and their creative performance (i.e., novelty, utility, and aesthetics). The data were subjected to confirmatory factor analysis with structural equation modeling. The results revealed that CSE was positively related to two types of EC, and knowledge acquired was positively related to creative performance. The indirect correlates between CSE and knowledge acquired, EC and creative performance, and CSE and creative performance were positively mediated by other constructs. The implication of this research is that integrating STEM into the study of fashion design can improve students' creative performance.
Teacher-Related Challenges Affecting the Integration of Ethnomathematics Approaches into the Teaching of Geometry
Author: Sunzuma, Gladys
Date: 2019-00-00
Type: Journal Articles
Subjects: Ethnography,Geometry,Mathematics Instruction,Foreign Countries,Teaching Methods,Mathematics Teachers,Teacher Attitudes,Knowledge Level,Pedagogical Content Knowledge,Teacher Competencies,Educational Change,Resistance to Change,Mathematics Curriculum,Curriculum Design,Inservice Teacher Education,Interdisciplinary Approach

Geometry and culture are interrelated, making school geometry closely connected to the environment as well as culture in which it is taught. With regard to this connectedness, the Zimbabwean mathematics syllabus indicates that geometry should be connected to the learners' environment and culture. This article explores teacher-related challenges to the integration of ethnomathematics approaches into the teaching of geometry. Findings are based on feedback received from questionnaires and focus-group discussions in which 40 in-service mathematics teachers expressed their views on the challenges that affect the integration of ethnomathematics approaches into the teaching of geometry. Major challenges included lack of knowledge on ethnomathematics approaches and how to integrate these approaches into the teaching of geometry; teachers' lack of geometry content knowledge, teachers' views of geometry taught in schools, teachers' competence in teaching geometry, teaching and professional experience as well as resistance to change by teachers. The study recommends that teacher training institutions need to redesign their curricula to include ethnomathematics approaches and that there is need for in-service training on ethnomathematics approaches.
Comparison of the Physical Education &amp; Sports Teachers&apos; Educational Research Attitudes with Other Teachers
Author: Özgül, Fatih
Date: 2021-08-00
Type: Journal Articles
Subjects: Comparative Analysis,Physical Education Teachers,Educational Research,Teacher Attitudes,Foreign Countries,Age Differences,Gender Differences,Intellectual Disciplines

The aim of this research was to compare the attitudes of physical education and sports teachers and other branch teachers towards educational research. The sample group of the study was determined by convenient sampling method. The data of the study were collected from 304 teachers in different fields (152 Female, 152 Male; 102 of them are in 23-29 age group, 131 of them are in 30-36 age group and 71 of them are above 37 years). In the research, &quot;Attitude Scale for Educational Researches&quot; was used. The Cronbach Alpha value of the scale was calculated as 0.87. In the analysis of the data, SPSS (ver.22.0) program was used. Since the data were normally distributed (Kolmogorov-Smirnov), t test, ANOVA and Tukey test were applied and level of significance taken as 0.05. The total scores of the teachers were compared according to some variables in the study. As a result that the teachers' attitudes towards educational researches found to be a high level in the study. The female teachers' attitudes were found to be higher than the male teachers' towards educational research. The attitudes of the teachers were compared in terms of the branches towards educational researches and there was not found any significant difference between them. [This study was presented in the International Balkan Conference in Sport Sciences held on 21-23 May 2017 in Bursa, Turkey.]
Perspectives of Thai Educators toward 21st Century Instruction
Author: Prachagool, Veena
Date: 2021-08-00
Type: Journal Articles
Subjects: Teacher Attitudes,Foreign Countries,Teaching Methods,Problem Solving,Creative Thinking,Outcomes of Education,Technology Uses in Education

The rapidly changed in our society and education may influence to nature of learning and learning behaviors in young new generation. The 21st century learning is requiring educators to prepare our children by quality of learning and teaching. Teachers are key change agent to help learners live and learn with new learning environments. The study aimed to explore perspective of Thai educators toward 21st century learning and teaching by surveying method. The study investigated 41,991 educators who have responsibility or concerns in teaching and learning. Data were collected through online questionnaire and then analyzed by statistical package in terms of frequency and percentage. Finding revealed that 21st century learning and teaching in classroom should be conducted in appropriate ways, but a few misunderstand in support system and learning environment were reported. Educators should be discussed and prepared both teachers and learners to modern classroom.
Who Are Their Leaders? College Students Perceptions of and Engagement with Campus Leaders and Administrators
Author: Rizzo, Stephanie
Date: 2021-00-00
Type: Journal Articles
Subjects: College Freshmen,Student Attitudes,College Administration,Leadership Role,Leadership Qualities,Leaders,Campuses,Employees,Social Support Groups,Help Seeking,Anxiety,Faculty Advisers,School Holding Power,Interaction,State Universities,Community Colleges

College students' interactions with campus leaders is critical to their success, particularly in situations of distress. Yet, little is known about college students' knowledge, perceptions, and identification of campus administrators, faculty members, and staff as leaders and their interactions with these campus leaders. To fill the gap in the literature, we applied a cross-sectional methodology to gather a combination of quantitative and qualitative data using an online survey. We had 60 first-year students participate in our exploratory research by fully completing our survey. We found that students identified their advisors as leaders on campus. We also found most of our participants avoided campus administrators in fear of judgment, intimidation, and feelings of anxiety. Our results have implications for campus leadership, college administrators, student retention, and campus climate. Following our results, we discuss implications for practice and offer additional recommendations for future research.