ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Social Networks as a Communication Tool between Teachers and Students: A Literature Review
Author: Froment, Facundo
Date: 2017-10-00
Type: Journal Articles
Subjects: Social Networks,Teacher Student Relationship,Social Media,Teaching Methods,Learning Processes,Databases,Educational Research,Friendship,Bibliographies,Computer Mediated Communication,Elementary Secondary Education,Higher Education,Literature Reviews

Social networks have drastically changed communication between people, constituting a means of everyday use by which information is created and shared in a simple, instantaneous way with the rest of the world. Although social networks were not initially created for academic purposes, they are gradually being used as a means of communication between teachers and students, making them an extremely important element in the teaching learning process by offering new possibilities for communication and interaction as well as creating new learning spaces. The purpose of this study is to analyze the use of social networks as a communication tool between teachers and students through a thorough bibliographical review. To do this, a systematic review of scientific documents containing data on teacher-student communication through social networks was carried out, resulting in a total of 96 documents published between 2006 and 2016 indexed in different internationally consulted databases. From the analyzed documents were extracted the educational levels in which research on teacher student communication in social networks were carried out; the most addressed social networks in the study of teacher-student interaction through social networks; the research areas that have been developed and the main results.
The Predictive Level of Social Media Addiction for Life Satisfaction: A Study on University Students
Author: Sahin, Cengiz
Date: 2017-10-00
Type: Journal Articles
Subjects: Social Media,Addictive Behavior,Life Satisfaction,College Students,Internet,Correlation,Prediction,Measures (Individuals),Multiple Regression Analysis,Foreign Countries,Surveys,Student Attitudes

Social media addiction is considered as a sort of Internet addiction. Individuals who spend too much time on social media have a desire to be notified of anything immediately, which can cause virtual tolerance, virtual communication and virtual problems. Behaviours that force the person into these actions can be explained as social media addiction. This study aims to determine the relationship between social media addiction and life satisfaction among university students as well as the effect of social media addiction on predicting life satisfaction. The participants are composed of 612 (380 female, 232 male) university students. Social Media Addiction Scale-Adult Form (Sahin and Yagci, 2017) and Life Satisfaction Scale (Diener, Emmons, Larsen and Griffin, 1985; Köker, 1991) were used in the data collection process. Pearson product-moment correlation coefficient and regression methods were used to analyse the data. The results indicated that there is a negative relationship and moderate correlation between life satisfaction and social media addiction. There is also a significant relationship, according to the regression analysis, between life satisfaction and social media addiction levels.
Learners&apos; Perspectives on Pure Science Content in Vocational Degree Programs: Chemistry for Pharmacists
Author: Smith, James R.
Date: 2017-09-00
Type: Journal Articles
Subjects: Chemistry,Pharmaceutical Education,Pharmacy,Science Instruction,Simulated Environment,Educational Technology,Technology Uses in Education,Graduate Students,Masters Programs,Questionnaires,Online Surveys,Correlation,Secondary School Science,Student Attitudes,Biology,Foreign Countries,Difficulty Level,Program Effectiveness,Audience Response Systems

The objective of this study was to enquire how the chemistry experience of pharmacy students can be enhanced and how the virtual learning environment (VLE) for chemistry-related pharmacy modules might be improved. All Master of Pharmacy students at the University of Portsmouth United Kingdom were asked to complete a project-designed online questionnaire. Data from University course module feedback questionnaires were also analyzed. Qualitative and quantitative analyses were performed, using appropriate statistical evaluation. Pre-university chemistry was not correlated with current perceived relevance, difficulty, or workload (p&gt;0.05). The latter two were positively correlated (p = 0.003). Students realized their study of chemistry was important (89%). Chemistry- and biology-related areas were rated equally enjoyable (p&gt;0.05), but less than pharmacy practice areas (p&lt;0.0001). Students' preferred choices for VLE development were video lectures &gt; VLE quizzes &gt; audio content. Keeping chemistry content relevant on pharmacy programs is important. Strategies for improving learning through extended use of the VLE have been identified.
Fostering Curiosity in Science Classrooms: Inquiring into Practice Using Cogenerative Dialoguing
Author: Higgins, Joanna
Date: 2017-09-00
Type: Journal Articles
Subjects: Science Instruction,Secondary School Students,Dialogs (Language),Cooperative Learning,Teaching Methods,Video Technology,Educational Environment,Foreign Countries,Science Experiments,Classification,Plants (Botany),Student Attitudes,Teacher Attitudes

Developing students' scientific literacy requires teachers to use a variety of pedagogical approaches including video as a form of instruction. In addition, using video is a way of engaging students in science ideas not otherwise accessible to them. This study investigated the merit of video clips representing scientific ideas in a secondary science classroom as one component of a science program. Drawing an interpretive approach framed as authentic participant-centered inquiry, the analysis used cogenerative dialoguing to generate collective perspectives on the affordances and constraints of learning from video. We found that the structure of a video in terms of complexity of the content delivery and its length shaped students' viewing experiences and access to science ideas. We argue that structures of the learning context afford and constrain students' opportunities to learn science from video.
Development of an Empirically-Based Conditional Learning Progression for Climate Change
Author: Breslyn, Wayne
Date: 2017-09-00
Type: Journal Articles
Subjects: Science Instruction,Climate,Change,Environmental Education,Interviews,Middle School Students,Student Attitudes,Teaching Methods,Science Tests,Institutional Characteristics,Mixed Methods Research,Grade 6,Grade 8,Observation,Misconceptions

Climate change encompasses a broad and complex set of concepts that is often challenging for students and educators. Using a learning progressions (LPs) knowledge system, we developed a LP that described student learning of climate change. In this exploratory study, we present findings from written assessments of climate change (n = 294) and in-depth interviews (n = 27) with middle school students. We examined learners understanding of four dimensions of climate change: The role of human activity, mechanism, impacts, and adaptation and mitigation. Findings were synthesized into a first step empirically supported LP for climate change that described a path from an initial to a sophisticated understanding of climate change.
Acquisition of Innovative and Entrepreneurial Skills in Basic Science Education for Job Creation in Nigeria
Author: Mbanefo, Maryrose Chinwe
Date: 2017-09-00
Type: Journal Articles
Subjects: Foreign Countries,Innovation,Entrepreneurship,Skill Development,Science Education,Job Skills,Teaching Methods,Teacher Surveys,Administrator Surveys,Principals,Science Teachers,Questionnaires,Likert Scales,Secondary Schools

Innovative and entrepreneurial skill acquisition in Nigeria entails focusing on what should be done to bridge the gap between the school and labor market, where the learner will work after graduation, so as to be self-reliant in the society. Specifically, the study determined: The innovative and entrepreneurial skills needed in basic science education for job creation and the teaching strategies required. The study was carried out in Nigeria and was guided by three research questions (RQs). A descriptive survey research design was adopted. The population of the study was made up of 441 principals and 4340 basic science teachers. The instrument used for data collection was a 22-item questionnaire. Mean and standard deviation statistics were used to address the three RQs. The findings revealed that a lot of skills were needed in science education for job creation, the teachers were required to use practically oriented methods in teaching the students, and a lot of factors posed challenges to the acquisition of entrepreneurial skills in basic science education. Consequently, the study made recommendations.
E-Story and Writing Skill among Second Language Learners
Author: Abd Rahim, Normaliza
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Indonesian,Foreign Countries,Writing Skills,Writing Instruction,Folk Culture,Qualitative Research,Story Telling,College Students,Teaching Methods

The study focused on the use of e-story and writing skill among the second language Korean learners. The objectives of the study were to identify and discuss the students' writing in the second language by using e-story. The samples of the study involved all 21 participants from two classes of Malay language at one of the universities in South Korea. The participants were taught in the Malay language as the second language for two hours a week in fourteen weeks. The participants were to rewrite the e-story learnt. The result of the study revealed that majority of the participants managed to rewrite the e-story. The participants also seemed to be interested in the e-story since it is different than the normal classroom. Also, the results showed that e-story manage to enhance study learning in the second language. It is hoped that further study will focus on other estory from the Malay folklore to enhance second language learners in learning.
Digital Game-Based Textbook vs. Traditional Print-Based Textbook: The Effect of Textbook Format on College Students&apos; Engagement with Textbook Content outside of the Classroom
Author: Thomas, Antonio Lamar
Date: 2017-10-00
Type: Journal Articles
Subjects: Textbooks,Electronic Publishing,Textbook Content,Two Year College Students,Computer Games,Likert Scales,Time on Task,Observation,Effect Size,Multivariate Analysis,Printed Materials,Cognitive Processes,Comparative Analysis,Teaching Methods,Educational Technology,Technology Uses in Education

The relatively little amount of time that some college students spend reading their textbooks outside of the classroom presents a significant threat to their academic success. Using Prenksy's (2001) digital game-based learning (DGBL) principles and Astin's student involvement theory as frameworks, the purpose of this true experiment was to determine whether a significant difference in engagement, as indicated by mental effort and time on task, existed between college students who used a digital game-based textbook and students who used a traditional print-based textbook. A customizable digital game-based textbook designed using DGBL principles in a popular gaming genre embedded with textbook content identical to content in a traditional print-based textbook was used. Fifty-four undergraduate college students were randomly assigned to experimental and control groups. The results showed a statistically significant, Hotelling's T[superscript 2] (2,52) = 25.11, p&lt;0.001, D[superscript 2] = 1.86 difference in engagement between participants in the experimental and control groups and a large overall effect size. Post hoc analyses indicated the digital game-based textbook group, exerted significantly greater mental effort (t = 2.38, p&lt;0.001, d = 0.65) and spent significantly more time on task (t = 4.61, p &lt; 0.025, d = 1.25) than the traditional print-based textbook group.
ICT Integration in Turkey: Evaluation of English Language E-Content of the FATIH Project
Author: Kizilet, Esra
Date: 2017-10-00
Type: Journal Articles
Subjects: Information Technology,Semi Structured Interviews,English (Second Language),Second Language Learning,Second Language Instruction,Program Descriptions,Equal Education,Teacher Education,Computer Software,Technology Integration,Secondary School Students,Course Content,Computer Assisted Instruction,Teaching Methods,Instructional Materials,Foreign Countries,Qualitative Research,Video Technology,National Curriculum

A nationwide technology integration movement, FATIH Project, was initiated by Ministry of National Education. FATIH Project whose main objective is to provide equal opportunities to the learners during compulsory education is made up of many components: Hardware supply, procurement of software and e-content, infrastructure set up, and teacher training. The research to date has tended to focus on hardware and equipment supplied rather than e-content and software. The present study examines the crucial role of English language e-content in the context of macro technology integration project. Document analysis was used to describe the main characteristics of the e-content prepared for upper secondary schools English language courses. In addition, semi-structured interviews were employed to investigate the perceptions of the shareholders about the impact of the e-content on teaching English and to gain a detailed understanding of the e-content. The findings indicated that the nature of English language e-content on EBA is not manageable, flexible, and interactive. The study suggests that a rich and efficient online language learning repository should be provided to the language learners and teachers.
Managing Digital Learning Environments: Student Teachers&apos; Perception on the Social Networking Services Use in Writing Courses in Teacher Education
Author: Prasojo, Lantip Diat
Date: 2017-10-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Social Networks,English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Language Teachers,Teaching Methods,College Students,Qualitative Research,Foreign Countries,Teacher Education,Focus Groups,Questionnaires,Educational Policy,Academic Discourse,Case Studies

Limited studies have been conducted to examine how effective and what impacts dealing with students' learning experiences as well as the problems faced by the students. This study focused on English student teachers' experiences on the advantages and problems faced in using Social Networking Services (SNS) in English as Foreign Language (EFL) writing courses which is a part of larger research involving the use of SNS in two state universities in Jambi. This research was conducted in ten classes of two Indonesian universities for one year. This qualitative research involved a total of 6 focus group discussions with 60 students. Prior to focus group discussion, demographic questionnaires were distributed to know general information of all participants in relation to the use of SNS. A thematic analysis revealed general background of the participants in relation to the use of SNS, advantages of SNS use in writing courses, problems faced of the SNS use. The findings contribute to current understanding about how English student teachers experience using SNS. Based on the findings, this research offers policy recommendation to expand the use of SNS in EFL courses.
Efficacy of Computer Games on Language Learning
Author: Klimova, Blanka
Date: 2017-10-00
Type: Journal Articles
Subjects: Teaching Methods,Computer Games,Instructional Effectiveness,Vocabulary Development,Second Language Learning,Second Language Instruction,Databases,Learner Engagement,Educational Games,Intervention,Elementary Secondary Education,Higher Education,Control Groups,Experimental Groups,Likert Scales,Language Tests,Comparative Analysis,Educational Research,Literature Reviews

Information and communication technologies (ICT) have become an inseparable part of people's lives. For children the use of ICT is as natural as breathing and therefore they find the use of ICT in school education as normal as the use of textbooks. The purpose of this review study is to explore the efficacy of computer games on language learning and list its benefits and limitations for foreign language learning. This was done by conducting a literature search in the databases Web of Science, Scopus, ScienceDirect and Springer, and consequently by evaluating the findings of the relevant studies. The findings indicate that computer games, especially the educational ones, are effective in the vocabulary acquisition in foreign language learning. In addition, there are other benefits of using computer games in classrooms such as exposure to the target language, increased engagement, or enhancement of learners' involvement in communication. On the contrary, the findings reveal certain limitations of their use in language learning such as the fact that high interactivity may hinder the vocabulary acquisition and learning, not all games are useful for language learning, or a lack of knowledge about computer games among language teachers and institutions hinders their proper use.
Development of Computer-Based Experiment Set on Simple Harmonic Motion of Mass on Springs
Author: Musik, Panjit
Date: 2017-10-00
Type: Journal Articles
Subjects: Science Experiments,Physics,Scientific Concepts,Motion,Time,Secondary School Students,Pretests Posttests,Student Attitudes,Teaching Methods,Science Laboratories,Laboratory Experiments,Educational Technology,Computer Uses in Education,Foreign Countries

The development of computer-based experiment set has become necessary in teaching physics in schools so that students can learn from their real experiences. The purpose of this study is to create and to develop the computer-based experiment set on simple harmonic motion of mass on springs for teaching and learning physics. The average period of oscillation, the displacement-time, the velocity-time and the acceleration-time are relevant to the theory. Based on Constructivism Approach, 96 upper secondary students were tested on this computer-based experiment set. The satisfaction of the samples to their learning activities is at a high level and their pretest and post-test scores are 9.22 and 73.80% respectively. With the developed experiment set, learners will have an easier way to study the simple harmonic motion of a hanging mass on spring and an easier way to measure the position of an oscillating mass as a function of time. Thus, learners would get their physics concept more precisely and more quickly than ever. Learners' laboratory skills are promoted both inside and outside classrooms. Physics teachers are able to construct experiment sets on their own with low cost, and this experiment set will certainly benefit their physics teaching.
The Effects of Extended Time on Writing Performance
Author: Goegan, Lauren D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Testing Accommodations,Learning Disabilities,Academic Accommodations (Disabilities),Statistical Analysis,Comparative Analysis,Writing (Composition),Writing Skills,Achievement Tests,Adults,Intelligence Tests,Test Length,Cognitive Tests,Short Term Memory,Essays

The effects of extended time on the writing performance of university students with learning disabilities (LD) was examined. Thirty-eight students (19 LD; 19 non-LD) completed a collection of cognitive, linguistic, and literacy measures, and wrote essays under regular and extended time conditions. Limited evidence was found to support the accommodation of extended time to improved writing quality indices. Compared to the students without LD, the students with LD demonstrated increased writing fluency with extended time, but the organizational and thematic quality of their essays continued to be lower. The results are discussed in relation to current theory and research on the persistence of writing disabilities into adulthood, and the provision of empirically supported accommodations for students with LD in higher education.
The Effectiveness of the Smart Board-Based Small-Group Graduated Guidance Instruction on Digital Gaming and Observational Learning Skills of Children with Autism Spectrum Disorder
Author: Cattik, Melih
Date: 2017-10-00
Type: Journal Articles
Subjects: Video Games,Autism,Pervasive Developmental Disorders,Teaching Methods,Small Group Instruction,Family Attitudes,Behavior,Skill Development,Foreign Countries,Educational Technology,Technology Uses in Education,Maintenance,Generalization,Program Effectiveness,Children,Questionnaires,Pretests Posttests,Semi Structured Interviews,Observational Learning

The objective of this study was to teach digital gaming skills to children with autism spectrum disorder (ASD) using a SMART board with a graduated guidance teaching method in a small-group instructional format, to determine the participants' levels of learning by observation, and to determine the views of their families on the conducted instruction. For this purpose, a multiple probe design across behaviors was used and replicated across four students who received training at a university practice unit and were diagnosed with ASD. In addition to the effectiveness data collected to determine the effects of the utilized instructional package on the levels of digital gaming and observational learning of the participants with ASD, reliability and social validity data were also collected. The effectiveness data analyzed with graphical analysis. Findings demonstrate that small-group instruction with graduated guidance was effective in teaching digital gaming skills to children with ASD. It was also observed that the children acquired a high level of accuracy at non-directly targeted gaming skills via observational learning.
The Third World Perspective on the Cold War: Making Curriculum and Pedagogy Relevant in History Classrooms
Author: Ahmad, Iftikhar
Date: 2017-00-00
Type: Journal Articles
Subjects: War,Social Systems,Political Attitudes,Foreign Countries,World History,High Schools,History Instruction,Cultural Influences,Social Influences,Context Effect,Secondary Education,Teaching Methods,Inquiry,Interviews,Questionnaires

American and global history curriculum frameworks for high schools across the 50 states generally present the topic of the Cold War from the Western political perspective and contain material about the impact of the US-Soviet ideological rivalry on American society. This article argues that since the Cold War impacted the lives of people in the Third World as well, their stories deserve a place in the history curriculum. This article also suggests that since American society is culturally diverse, it is imperative for history educators to teach history in the learners' social and cultural contexts. Therefore, both the Cold War history content and pedagogy should include perspectives from the Third World so that the past is relevant and meaningful for all students learning about the global Cold War.