ethanporcaro/eric-fulltext-meta huggingface dataset:
The Digital Divide and Higher Education Challenge with Emergency Online Learning: Analysis of Tweets in the Wake of the COVID-19 Lockdown
Author: Azionya, Caroline M.
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Access to Computers,Educational Technology,Technology Uses in Education,Telecommunications,Online Courses,Barriers,Distance Education,Technological Literacy,Equal Education,At Risk Students,Socioeconomic Influences,Place of Residence,COVID-19,Pandemics,School Closing,Generational Differences,Disadvantaged Youth,Environmental Influences

While literature reveals the positive perception of online learning, this study examines the issues caused by the digital divide for students at South African universities during the 2020 academic year. The study reveals the perceptions and experiences of university students from historically marginalised and privileged universities. This research ventures into relatively unexplored territory by examining the digital divide in the wake of the COVID-19 pandemic and radical shift to online learning. Using netnography, 678 tweets were analysed using qualitative content analysis and the concept of &quot;digital divide,&quot; &quot;online learning&quot; and &quot;student voice.&quot; We argue that digital media in the digital divide suffuses socio-economic relationships between university students and management. The study provides insights into the role of 4IR, the technological, digital inequalities, environmental, situational and institutional barriers/disparities students faced during remote learning and assessment. Results reveal, online learning did not increase the accessibility of university education during the pandemic for students attending marginalised universities. Network coverage, device type, time of day, socio-economic status and digital competence negatively affect synchronous lecture participation and attendance. More inclusive and flexible pedagogy based on a university's resources and student profile is needed to mitigate digital and educational inequalities affecting students from rural and/ low-income households.
Visualization of Data Analysis for Evaluation of the Level of IT-Specialists Competencies&apos; Creation
Author: Gushchina, Oksana
Date: 2021-10-00
Type: Journal Articles
Subjects: Visualization,Data Analysis,Simulation,Curriculum,Competence,Graduates,Qualifications,Specialists,Information Technology,Mathematical Models

In the study the authors show how visualization and analysis of education data could be used in simulation and adjustment of education program curriculum for future evaluation of the formation levels the graduates competences as specified by educational standard. The authors suggest the scenario that demonstrate the possibility of automatic evaluation of graduate competences formation. This study is a viable teaching tool that can be used to simulation of the pedagogical activity scenario in order to eliminate all kinds of gaps in the training of the graduates and the evaluation of their professional competencies. The approach proposed in the study can be used to build a more result-oriented educational program by its redesigning to eliminate identified gaps in the consideration of important learning outcomes (the formation level of graduates' professional competencies) and evaluate the educational program using an updated visual model of evaluation activity. The relevance of this work is also based on its contribution to expanding the capabilities of multidimensional analysis and visualization of the results in relation to solving professional educational tasks.
Comparative Effects of Computer-Based Reading Programs on the Early Literacy Skills of At-Risk Students
Author: Pindiprolu, Sekhar S.
Date: 2021-12-00
Type: Journal Articles
Subjects: Outcomes of Education,Computer Assisted Instruction,Reading Instruction,Reading Difficulties,Reading Skills,Beginning Reading,Reading Programs,After School Programs,At Risk Students,Reading Fluency,Instructional Effectiveness,Emergent Literacy,Reading Tests,Elementary School Students

Students displaying reading difficulties/disabilities at the end of third grade are unlikely to succeed in content areas and graduate from high school. One alternative to meeting the learning needs of students is to provide explicit instructional support in basic literacy skills through computer-based reading programs via after-school programs. This study examined the effects of two computer-based reading programs on the reading skills of 71 randomly assigned at-risk students using a pre-post-test design. Furthermore, tutor and students' perceptions regarding the effectiveness and desirability of the programs were examined. The results indicated that there was a statistically significant difference between the programs on the Word Use Fluency measure and both computer-based programs were effective in facilitating the growth of basic early literacy skills of students at-risk for reading failure. A description of the computer programs, results, implications, and limitations of the study are discussed.
Student Perceived Benefits of Embedded Online Peer Tutors
Author: Mendoza, Dayra Fallad
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Support Services,Online Courses,Interdisciplinary Approach,Computer Assisted Instruction,Peer Teaching,Tutoring,Undergraduate Students,Educational Benefits,Student Attitudes,Learner Engagement

In fall of 2017, the Center for Academic Program Support at the University of New Mexico revamped its Online Learning Assistant (OLA) Program, which focuses on embedding undergraduate peer tutors in multidisciplinary fully online courses. Students who had an OLA during the Spring 2020 and Fall 2020 semesters, were surveyed to better understand the perceived benefits of having this type of support in their courses. Survey results showed that by engaging with the OLA, students felt their coursework improved, they were more confident in the material, and engaged more in the course. This study should be of interest to learning center practitioners, faculty, and researchers focused on online academic support.
Supporting the Social Integration of Online Doctoral Students through Peer Mentoring
Author: Fraenza, Christy
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Integration,Social Support Groups,Social Media,Electronic Learning,Virtual Universities,Doctoral Students,School Holding Power,Academic Support Services,Mentors,Peer Relationship,Interaction,Sense of Community,Program Implementation,Program Evaluation

The problem of online doctoral student attrition has led institutions to explore solutions to support student completion. According to Tinto's model of institutional departure, learners' social and academic integration must be addressed to increase retention. At online institutions, learners' social integration can be challenging because of fewer personal interactions. Learning centers are in a unique position to create online peer mentoring programs to foster learners' social integration by offering opportunities to build community through social media and virtual events. In this article, the authors provide an overview of how such a program has been developed, implemented, and assessed.
Parents as Partners: Engaging Parents to Support Student Success
Author: Truschel, Jack
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,Parent Rights,Privacy,Student Records,Educational Legislation,Parent Participation,Parenting Styles,Enrollment Management,Parent School Relationship,Parent Education,Orientation,Parent Attitudes

In 2016, one university began discussions of how to use the Family Education Rights and Privacy Act (FERPA) to their advantage to address an adversarial position parents were taking with university personnel. These parents were termed &quot;helicopter parents&quot;--parents who take an &quot;overprotective or excessive interest in the life of their child or children&quot; (Swalboski, 2018). Given the reported influx of demanding parents/guardians seeking information about students, the Division of Enrollment Management at the university, began planning strategies to limit parent/guardian inquiry of student records through clever interpretation of FERPA. According to FERPA, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. Therefore, the goal of the Division of Enrollment Management was to limit conversations with parents as much as possible. At the same time university department housing academic success services for students noted that the support parents offer may complement university retention efforts if channeled appropriately. This department rallied against the planning strategies of the Division of Enrollment Management and developed a &quot;Parents as Partners&quot; orientation program presented to parents at summer orientation. The presentation familiarized parents with campus support systems and encouraged an alliance between the service providers on campus and parents in support of student success. This article describes the orientation program's presentation and shares results from evaluation forms given to the participanting parents.
Make a Note of It: Comparison in Longhand, Keyboard, and Stylus Note-Taking Techniques
Author: Shell, Madelynn D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Notetaking,Lecture Method,Keyboarding (Data Entry),Handwriting,Computer Peripherals,Academic Achievement,Grades (Scholastic),Performance Factors,Recall (Psychology),Student Participation,Undergraduate Students,Introductory Courses,Preferences,Affordances

This study investigated the influence of longhand (paper and pen), keyboard, and stylus note-taking on academic performance in college classes. Students attended mini-lectures and took notes using longhand, keyboard, or stylus. Students took quizzes after each mini-lecture and reported their engagement. Final course grades were recorded. Note-taking did not directly affect recall, but students performed better using their preferred note-taking method. Stylus and longhand note-taking conferred advantages in course grades and were associated with higher perceived recall and engagement. Although there may be advantages to longhand and stylus note-taking, it is important to allow flexibility for student note-taking preferences.
Recipe for Success: Teaching Students Metacognitive and Self-Regulatory Learning Strategies
Author: Lawson, Christie A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Reflection,Learning Strategies,Study Skills,Skill Development,Intervention,Program Effectiveness,Time Management,College Students,Academic Achievement

The decision to explicitly teach students learning strategies and skills and how to think reflectively about their learning process is framed theoretically by the literature on self-regulation, metacognition, and social-cognitive theory. Interventions for self-regulation and metacognitive strategies can optimize the student learning process and teaching metacognitive strategies in higher education is known to improve subject matter comprehension and course performance. This article offers a theoretical framework for explicitly teaching study strategies and skills, reviews literature on the efficacy of implementing study strategy and skills interventions, and then provides a detailed example for teaching a self-regulatory time-management strategy with embedded metacognition.
The Impact of Developmental Course Enrollment on Self, Identity, and College Success
Author: May, Tammie B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,College Freshmen,Remedial Instruction,Enrollment,Self Concept,Academic Persistence,Academic Achievement,First Generation College Students

A typical pattern occurs in community colleges where students must enroll in developmental coursework before beginning college-level classes. As a result, these students often struggle and face a lack of academic success. To better understand the experience of first-year college students enrolled in developmental courses at community colleges, this discussion examines the impact of enrollment in developmental courses and the long-term effect this enrollment has on the student's perception of self and their persistence and college success. Practical implications and recommendations for future research are also included.
Reflections on 7 Years of Strategy Instruction
Author: Graves, Michael F.
Date: 2021-10-00
Type: Journal Articles
Subjects: Literacy Education,Vocabulary Development,Learning Strategies,Reading Instruction,Teaching Methods,Morphemes,Cues,Dictionaries,Time Factors (Learning),Curriculum Evaluation,Teacher Education,Teaching Guides

Most investigations of literacy programs are relatively short-term endeavors. Here, we reflect on what we have learned in 7 years of studying a program to teach word-learning strategies. The program was developed with a 3-year Institute of Education Sciences (IES) Small Business Innovation Research (SBIR) grant and is currently being studied in a 4-year IES Efficacy grant. Here, we describe our choice of a topic; describe the curriculum, instruction, and teacher preparation in the program; and reflect on positive aspects of the program and aspects of it that could be improved. We believe that much of what we discuss is relevant to various types of instruction.
Lexical Thresholds and Alleged Threats to Validity: A Storm in a Teacup?
Author: Laufer, Batia
Date: 2021-10-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Vocabulary Development,Inferences,Course Descriptions,Reading Comprehension,Correlation,Reading Research,Incidental Learning,Readability,Mastery Learning,Reading Instruction,Reading Materials,Validity,Language Tests,English (Second Language),English Literature,Scores,Morphology (Languages),Morphemes

In the late 1980s Batia Laufer worked with teachers who believed that to understand a text it was enough to understand 80% of the text's word tokens. In response, Laufer set out to calculate the minimal text coverage, i.e., percentage of running words in a text the reader should understand to comprehend it reasonably well. In 1992, she explored the second facet of lexical threshold, the number of words learners should know receptively to reach reasonable comprehension. Two decades later, Laufer examined the relationship between text coverage, vocabulary size of the learners, and reading comprehension, by combining the three variables into one design. Based on the combined evidence, the current suggestion is that an optimal coverage for reading of any text is 98% of word tokens and that the minimal coverage is 95%. Recently (Laufer, 2020), Laufer found that 95% coverage could be reached with an initial knowledge of 90% words in the text and inferring an additional 5%. The findings regarding the lexical thresholds, in terms of coverages and learners' vocabulary size, can be used in planning lexical syllabi, grading reading texts in terms of lexical difficulty, matching particular texts to particular learners, dividing learners by lexical knowledge, and researching comprehension, inferencing and incidental acquisition. Based on her findings, Laufer presents her arguments (specifically responding to Stuart McLean's 2021 article) in three sections: (1) Coverages, thresholds, and comprehension: Incorrect assumptions? (2) Matching texts to learners' level: A need for rigid mastery levels? and (3) The lexical load of texts and the lexical knowledge of learners: An inappropriate word counting unit? She concludes that it is rewarding to see that issues pertaining to lexical difficulty of texts, and learners' lexical knowledge necessary to comprehend them continue generating interest and discussion three decades after she started working on them. Scholarly activity involves revisiting and refining existing concepts and tools and applying different approaches to the same issue. However, older, and newer approaches do not have to be either right or wrong, appropriate or inappropriate, valid or invalid. They are complementary, not mutually exclusive. [For McLean's article, &quot;The Coverage Comprehension Model, Its Importance to Pedagogy and Research, and Threats to the Validity with Which It Is Operationalized,&quot; see EJ1296462.]
Relationship between Enabling School Structure, Teachers&apos; Social Network Intentions and Professional Learning Community
Author: Sahin, Fatih
Date: 2021-00-00
Type: Journal Articles
Subjects: Communities of Practice,Faculty Development,Social Networks,Correlation,Intention,Structural Equation Models,Teacher Attitudes,Teacher Surveys,Educational Environment,Foreign Countries,Measures (Individuals),Public School Teachers,Elementary Secondary Education

This study aims to determine the relationships between enabling school structure, teachers' social network intentions and the professional learning community. This study used a structural equation modelling approach to investigate the relationships and implemented the appropriate sampling method. Survey data were obtained from 302 teachers working in the capital city of Turkey. Results show that teachers' perceptions of enabling school structure and social networking intentions among their colleagues are high, and their evaluations of forming a professional learning community are relatively low. When we examined the relationships between variables, we found a positive and moderate relationship between the enabling school structure and teachers' social network intentions; a positive and high relationship between the enabling school structure and the professional learning community. However, a positive but low level of a significant relationship is found between teachers' social network intentions and the professional learning community. Another significant result of the study is that the social network intentions of teachers increase with the enabling school structure. With the increase in social network intentions, the tendency to form a professional learning community also increases. Some suggestions were made for researchers and school communities in the research, both on becoming professional learners and creating better social networks. [This study has been orally presented at 14th Congress of Educational Administration, on 2-4 May, 2019, Cesme, Izmir, Turkey.]
Training of Undergraduate Preschool Teachers in Montessori Education in Slovakia and the Czech Republic
Author: Slovacek, Matej
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Preservice Teachers,Preservice Teacher Education,Preschool Education,Kindergarten,Montessori Method,Inservice Teacher Education,Comparative Education,Universities,Preschool Teachers,Foreign Countries

The paper presents a description and comparison of the undergraduate student teacher training and kindergarten teacher continuing education in the Montessori Method of Education encompassed in formal education in Slovakia and the Czech Republic. The theoretical part of the paper aims at depicting Montessori education, still an attractive pedagogical direction in both countries, in a thorough, unconventional and innovative way. Even though Montessori education has been rooted worldwide for centuries, in Slovakia and the Czech Republic it presents relatively new alternative education, considering that an integrated school system, introduced in these countries in 1948 and lasting almost to the end of20thcentury, did not allow the use of other alternatives in addition to the mainstream education. A description of (preschool) education in both countries and an analysis of kindergarten teacher's personality and his/her lesson plans are included in the theoretical part of the paper. The empirical part contains pedagogical research of qualitative design, conducted in Slovakia and the Czech Republic in order to identify and map the current state, level and possibilities of formal education of pre-service and in-service teachers in Slovak and Czech kindergartens.
A WIHIC Exploration of Secondary School Science Classrooms -- A Case Study from Trinidad &amp; Tobago
Author: Maharaj-Sharma, Rawatee
Date: 2021-00-00
Type: Journal Articles
Subjects: Interaction,Classroom Communication,Classroom Environment,Questionnaires,Teacher Student Relationship,Peer Relationship,Cooperation,Student Attitudes,Secondary School Students,Suburban Schools,Adolescents,Science Instruction,Foreign Countries

In this work the WIHIC (What is Happening In this Classroom) instrument was used to assess the types of interactions, from students' perspectives, that occur in two science classrooms in Trinidad &amp; Tobago. It was the first attempt to use the WIHIC instrument in the research context. An exploratory case study research design in the quantitative paradigm was employed in the assessment. The findings reveal that classroom interactions were dominated by student-centered interactions that mapped onto the student cohesiveness and cooperation scales of the WIHIC instrument. A high level of interaction in the investigation and involvement scales was also determined. What was surprising however, was the low level of teacher supportive interactions and interactions which demonstrated teacher impartiality as reported from students' perspective.
Predictors of the Challenges Faced by Beginning Teachers: Pre-Service Teacher Education Competency and Professional Commitment
Author: Kozikoglu, Ishak
Date: 2021-00-00
Type: Journal Articles
Subjects: Predictor Variables,Beginning Teachers,Teacher Attitudes,Preservice Teacher Education,Program Effectiveness,Barriers,Teacher Student Relationship,Teacher Administrator Relationship,Collegiality,Parent Teacher Cooperation,Planning,Competency Based Education,Foreign Countries,Professional Development

The purpose of this study is to determine to what level beginning teachers' perceptions concerning the competency of pre-service teacher education and their professional commitment predict the challenges they face. This study was conducted with 942 beginning teachers working at Istanbul, Konya, Gaziantep and Van provinces in Turkey. The data were collected with the scale of challenges faced by beginning teachers, teachers' perceptions scale concerning the competency of preservice teacher education and teachers' professional commitment scale developed by the researchers. Descriptive statistics, MANOVA, Pearson Product-Moment Correlation Coefficient and stepwise regression analysis were used for data analysis. As a result of the study, it was found that beginning teachers face challenges at moderate level in their first year. Furthermore, it was found that three variables (&quot;relations with students, colleagues, administrators, parents and society&quot;, &quot;teaching planning and implementation &quot; and &quot;commitment to the profession&quot;) are significant predictors explaining approximately one third (%30.4) of the variance concerning the challenges faced by beginning teachers.
Understanding Writing Center Use among Community College Students
Author: Savarese, Cristina M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing (Composition),Laboratories,Academic Support Services,Tutoring,Self Efficacy,Two Year College Students,First Generation College Students,Nontraditional Students,Grades (Scholastic),Freshman Composition,Remedial Instruction,Predictor Variables,Community Colleges,Student Participation

Student writing center use has been associated with positive academic outcomes, yet less attention has been paid to what, exactly, influences their participation. The researcher surveyed 434 community college students on a range of demographic and academic variables, as well as their level of self-efficacy in writing, to predict their writing center use and non-use. Enrollment in remedial coursework and freshman composition course grade emerged as significant factors. These results may influence how academic support professionals can both accommodate students likely to seek tutoring and promote the writing center as a resource for writers of all levels.