ethanporcaro/eric-fulltext-meta huggingface dataset:
The Perception of Digital Academic Literacy Tutors during the COVID-19 Pandemic at the University of the Western Cape
Author: Dankers, Paul
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Tutors,COVID-19,Pandemics,Foreign Countries,Technological Literacy,Electronic Learning,Web Based Instruction,College Instruction

The abrupt transition in teaching and learning styles and the challenges faced by online tutors as a result of the COVID-19 pandemic are increasing areas of research. At the University of the Western Cape (UWC) preparing for the transition had an impact on tutors who had to make major adjustments to their tutoring. The research presented here investigated the perceptions of tutors and the challenges they faced by restrictions caused by the COVID-19 pandemic as they adapted to teaching remotely, and the limitations of access to online resources. A mainly qualitative approach with an element of triangulation was followed, in which qualitative and quantitative methods were applied. All participants agreed that the abrupt transition to online teaching and learning highlighted the type of conversations that should take place to fast track processes and provide greater online resources and support for tutors. These findings agreed with research conducted by international scholars. More research that focuses on tutors and how they were affected by the abrupt transition to online teaching in relation to the provision of data is necessary.
Usability Evaluation of Web Portals in Fostering Social Learning
Author: Oliha, Festus
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Web Sites,Usability,Evaluation,Foreign Countries,Universities,Student Attitudes,Teacher Attitudes,Technology Uses in Education

In this paper, a social-academic platform has been evaluated as one of the vital services that foster collaborative learning and increase the usage of academic web portals. However, the absence of the social and academic aspects in the context of the platforms available to the institutions in the study has resulted in usability concerns and reduced usage for interactions between their vital stakeholders -- tutors and students. The importance of an institution's web portal for alternative learning outside physical classrooms or lecture halls has been signalled by the impact of the coronavirus pandemic. In this study a platform has been evaluated via a standard post-task usability assessment scaling metric -- System Usability Scale (SUS), to examine the portals' usability and to validate the construct of perceived social learning and sharing of knowledge by random evaluators via the post-system usability assessment tool. The outcome of the post-system evaluation noted empirically that, the system perceived learnability was 70.9% and the usability scale score was 83.9% with excellent usability at the 90th-95th percentile range. Consequently, the study outcome suggests that the social academic web portal platform in the era of the pandemic is adaptable, usable, and can be used to foster social academic interactions between lecturers and students in learning institutions, and therefore increase the web portal's usage.
The Relevant Social Group Analysis of the SCOT Theory for Gender Differences among Teacher Education Students&apos; Attitude towards Using the Internet for Their Learning Potentials
Author: Singh, Damanjeet
Date: 2021-00-00
Type: Journal Articles
Subjects: Gender Differences,Preservice Teachers,Student Attitudes,Internet,Educational Technology,Technology Uses in Education,Social Influences,Foreign Countries,Technological Literacy

Different societies and social groups use technologies and interpret the meaning of technology accordingly, depending on their interactions with the technology. The interpretations about the technology enable manufacturers to focus on the advantages/disadvantages of the technology that result in new and improved technology. An understanding of relevant social groups is essential to understanding a particular technology. The key requirement of relevant social groups is that all members of a certain social group have the same interpretation of an artifact. Thus the relevant social group factor of the Social Construction of Technology (SCOT) theory was used to examine the relationship between gender differences and tertiary education students' attitude towards Internet use for their learning potential in this article. The quantitative research method was used in this study and a survey was employed for data collection process. The survey instrument was a partially adopted survey consisting of forty-six items. The sample consisted of 1092 tertiary education students from India and the results revealed a significant gender difference among tertiary education students in using the Internet for learning potentials.
Phenomenology of the Professional Crisis of the Teacher during the Online Learning
Author: Sadovnikova, Nadezhda
Date: 2022-00-00
Type: Journal Articles
Subjects: Phenomenology,Online Courses,Comparative Analysis,Personality Traits,Educational Change,Semantics,Teaching Methods,Program Development,College Faculty,Teacher Attitudes,Professional Identity,Foreign Countries,Locus of Control,Females,Secondary School Teachers,Psychological Patterns,Life Satisfaction

The study considers the phenomenology of the professional crisis of the teacher personality in the context of the transition to online learning. Based on the analysis of the results of the theoretical and empirical research involving 170 teachers, it was established that the features of the professional crisis of the teacher personality are the transformation of the value-semantic sphere of the personality and the actualization of reflexive and anticipation processes. The results of the empirical research allowed for the first time to reveal the features of the professional crisis of the teacher in the context of the transition. The experimental group had the life efficiency indicator on the level 47.92 out of 100 points, while the control group -- 69.59 points, which is not a much higher indicator. The results can become an empirical basis for the development of programs of psychological and pedagogical support for teachers experiencing professional crisis situations when implementing online learning programs.
Fostering In-Service Reading Teachers&apos; Understanding of Multicultural Literature and Teaching Stance through Structured Asynchronous Online Discussions
Author: Chen, Xiufang
Date: 2021-00-00
Type: Journal Articles
Subjects: Literature,Multicultural Education,Teacher Attitudes,Asynchronous Communication,Discussion,Electronic Learning,Reading Teachers,Graduate Students,Inservice Teacher Education,Critical Theory,Attitude Change

Rooted in critical literacy, critical multiculturalism, and social constructivist theories, this study examined how structured asynchronous online discussions (SAODs) fostered in-service reading teachers' understanding of multicultural literature and a teaching stance that embraces the transformative potential of multicultural literature in an online graduate literacy course. Data sources included whole class and small group SAODs throughout the eight-week course. Through a naturalistic data analysis method, findings indicate that SAOD as an evidence-based practice supported participants in developing deeper and expanded understanding of multicultural literature, themselves and others as cultural beings, and a teaching stance that acknowledges and values diversity in practice. This study suggests that literacy teacher educators and researchers use multicultural literature to address diversity and equity. It also recommends ways to deliver an online course in multicultural literature and how carefully structured discussion is a viable mode of delivery.
The Experiences of a Chinese Immigrant Family during the COVID-19 Pandemic
Author: Zhang, Jingshun
Date: 2021-00-00
Type: Journal Articles
Subjects: Experience,Immigrants,Foreign Countries,COVID-19,Pandemics,Distance Education,Electronic Learning,Middle School Students,Racial Discrimination,Racial Bias,Parent Participation,Cultural Influences,Learner Engagement

While the COVID-19 pandemic challenged educators, parents, and students to adapt to online learning, it significantly impacted Asian Americans, especially the Chinese immigrant families, with increased anti-Asian acts of racism and xenophobia. The case study investigated a Chinese immigrant family's experiences transitioning to online learning in the climate of anti-Chinese rhetoric in the United States. The case comprised a Chinese immigrant woman and her twins, a boy, and a girl, who were middle school students in a Northern California school district that transitioned to online learning in March 2020. Narrative interviews were conducted online and via telephone and analyzed using content analysis. The findings indicated the challenges in engaging students in online learning that impacted their interactions with classmates and their learning experiences. The findings also revealed the family's coping mechanisms for dealing with anti-Asian discrimination and prejudice against Chinese immigrants, an issue that the twin's school, teacher, and classmates seem to have ignored, according to their accounts. These mechanisms were grounded in their Chinese culture and parental involvement styles. The study emphasizes the need to educate teachers on the use of technology and online teaching to middle school students, the value of Chinese parental involvement in their children's education, and the dangers of bias, discrimination, and microaggressions to promote inclusive classrooms. The results will benefit the development of online teaching and learning and touch upon students' diversity, policy makers' strategies, and the quality of the learning environment.
Understanding Stereotypes of Chinese International Students in a U.S. University: A Case Study
Author: Chen, Lei
Date: 2021-00-00
Type: Journal Articles
Subjects: Stereotypes,Foreign Countries,Foreign Students,Undergraduate Students,Student Experience,Racial Discrimination,Student Attitudes,COVID-19,Pandemics,College Faculty,Teacher Attitudes

The recent coronavirus pandemic, combined with Trump's anti-China rhetoric, made the international students and scholars of Chinese origin the easy racist target. A qualitative case study with 34 undergraduate Chinese international students (CIS) and 10 of their chosen faculty members, the study examined CIS's studying abroad experiences in a U.S. university before, during and after the pandemic. Guided by the frameworks of neo-racism and model minority stereotype, this study showed that before the pandemic, there was implicit racism directed toward CIS in the academia while explicit racist attack was evident during and after the outbreak of the pandemic. Practical applications were discussed focusing on how the U.S. higher educational institutes could create a more inclusive environment for the CIS and the other international students.
Yellow Peril Redux: Vitalizing Pre-Existing Racial Conditions with a New Symbol
Author: Adachi, Nobuko
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Bias,Racial Discrimination,Violence,Asian Americans,COVID-19,Pandemics,Experience,Racial Attitudes,Stereotypes,Social Problems

Racially-motivated verbal and physical assaults toward people of Asian descent in the UnitedStates have escalated substantially in the United States since 2020. However, authorities do notoften view these cases as racially-motivated. I argue that this is a continuation of a long historicaltrend in the United States due to a renewed kind of Yellow Peril fear. I look at the language andmetaphors used by politicians that has revitalized pre-existing discrimination towards the EastAsian Americans, both during the pandemic and previously, and examine how those in authorityhandled these cases. Dissemination of misinformation and false news stories concerning COVIDhas created a new Yellow Peril Redux using new symbolic vocabulary. This has reified, reinforced,and--indeed--legitimated increased prejudice and intolerance against an already marginalizedcommunity.
Developing Translanguaging Stances in ESOL-Focused Teacher Education Courses: Teacher Candidates&apos; Beliefs about and Knowledge of Bilingualism and Bilingual Education
Author: Pontier, Ryan W.
Date: 2022-02-00
Type: Journal Articles
Subjects: Code Switching (Language),Bilingualism,Second Language Learning,Second Language Instruction,English (Second Language),Linguistic Theory,Language Attitudes,Monolingualism,Language Usage,Teacher Education Programs,Language Teachers,Preservice Teachers,Student Attitudes,Bilingual Education,Native Language,Pedagogical Content Knowledge,Student Characteristics

The population of emergent bilingual students in the United States is growing rapidly, requiring that teachers be prepared to provide them an effective education. Inadequate preparation of teachers to work with these students indicates the need to revise the ways that teacher education programs address this issue (Palmer &amp; Martínez, 2013), including investigation of teacher candidates' (TCs) beliefs and experiences. Drawing on translanguaging theory, this qualitative study used written responses to two key questions at two time points to investigate TCs' beliefs about and knowledge of bilingualism and bilingual education. Even after experiencing a semester in a teacher education course focused on dynamic bilingualism, findings highlight TCs' general maintenance of monolingual beliefs about bilingualism and bilingual education with some expansion into a dynamic, strengths-based perspective. Implications for future research and practice are discussed.
EFL Learners&apos; Modified Output and Their Perceptions of Recast during Face-to-Face, Audio-Based and Video-Based Synchronous Mobile-Mediated Communication
Author: Aeen, Javad Behesht
Date: 2022-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Computer Mediated Communication,Handheld Devices,Feedback (Response),Foreign Countries,Student Attitudes,Adults,Second Language Instruction,Synchronous Communication

Taking into account the facilitative role of mobile-mediated communication for promoting EFL learners' L2 development, this study investigated Iranian EFL learners' perceptions of recast and their modified output through face-to-face, audio, and video-based mobile-mediated communication. To this end, sixty intermediate EFL learners at two different language institutes were selected. They were randomly assigned into three groups namely, face-to-face, audio- and video-based conditions. During mobile-mediated interactions in three sessions, the participants received recasts for their errors, and then listened to the recorded episodes of their incorrect utterances followed by interlocutors' feedback via stimulated recall interviews. Afterwards, learners' stimulated recall interviews were collected in relation to learners' perceptions of recasts they received. The results of Chi-Square analysis revealed that the audio-based group had more accurate perceptions of recasts provided to them compared to the other two groups. Moreover, the analysis of learners' modified output indicated no statistical significance among the three groups. The study concluded that mobile-delivered recasts can be considered as noticeable to EFL learners as the conventional face-to-face ones.
Using the Internet to Instruct on Evidence-Based Practice (EBP) in Classrooms across Borders
Author: Chu, Shin Ying
Date: 2022-02-00
Type: Journal Articles
Subjects: Evidence Based Practice,Internet,Teaching Methods,Technology Uses in Education,Speech Language Pathology,Allied Health Personnel,Foreign Countries,Institutional Cooperation,Assignments,Cultural Differences,International Cooperation,Undergraduate Students,Primary Sources,Search Strategies,Student Attitudes,Peer Influence

Evidence-based practice (EBP) is a three-dimensional approach to professional services in which high-quality and current research evidence is integrated with practitioner expertise along with client values to inform assessment and treatment decisions. The primary objective of this study is to promote the importance of EBPs for speech-language-pathologies to their students' clinical practices. A cross-institute collaboration on EBP in-class assignment was conducted at the National University in Malaysia and Rockhurst University in the United States. This assignment required students to choose and explore a research article online and write a synopsis of the article and reflections about its findings for clinical application. The findings show that both groups of students learned how to access EBP, and this assignment helped them better understand EBP in the field of speech language pathology. Students from the United States reported that they had more of a base of knowledge about EBP than their peers in Malaysia. Findings from this study could help the local governance and speech-language pathology associations in Malaysia and the United States and university programs in both countries understand the current practice and professional development needs of speech therapists in both countries.
What Is Learner-Centered Education? A Qualitative Study Exploring the Perspectives of English Language Teachers in Colombia
Author: Bremner, Nicholas
Date: 2022-02-00
Type: Journal Articles
Subjects: Student Centered Learning,Teacher Attitudes,Language Teachers,Second Language Instruction,English (Second Language),Foreign Countries,Student Participation,Teacher Student Relationship,Formative Evaluation,Metacognition,Humanism,Definitions

Despite a recent influx of conceptual studies on the topic of 'learner-centered education' (LCE), the term continues to be interpreted inconsistently by a wide range of stakeholders. This study develops previous quantitative work on teachers' understandings of LCE by exploring the perspectives of 16 Colombian EFL teachers. The methods consisted of semi-structured interviews based on a pre-interview questionnaire, which included both 'open response' and 'closed response' components. The study found similarities between participants' views and the findings of previous quantitative research. Participants considered LCE to be a multifaceted term, but placed more emphasis on 'practical' classroom-based aspects ('Active participation') than those aspects implying changes to teacher-student relationships and epistemology ('Power sharing' and 'Higher order skills'). Certain interpretations of LCE were considered more important by the study participants than is typically evident in the literature (notably 'Formative assessment', 'Metacognition' and 'Humanistic role'), suggesting that a wider range of aspects could be taken into account as part of a more flexible approach to defining LCE. Differences were also found between aspects mentioned in participants' initial 'open response' definitions, compared to their later 'closed response' questions, which may have implications for future conceptual research exploring stakeholder perspectives.
The Role of Academic Self-Efficacy and Social Support in Achieving Academic Flow in Online Learning
Author: Suryaratri, Ratna Dyah
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Social Support Groups,COVID-19,Pandemics,Psychological Patterns,Attention,Self Control,School Closing,Educational Technology,Electronic Learning,College Students,Online Courses,Distance Education,Barriers

Academic flow is an important factor characterized by feelings of happiness, increase in concentration and self-control, focus and activities, thereby making students' learning effective. However, exploration of academic flow is still limited, specifically during the global pandemic, which forced students to study from home, including in Indonesia. Therefore, this study investigates the effect of students' academic self-efficacy and social support towards academic flow during the pandemic. Data were collected from 400 college students consisting of 135 males and 265 females. The measurements used in this study are Flow Inventory for Student, College Academic Self-Efficacy Scale (CASES), and Social Provisions Scale (SPS). Multiple linear regression analysis was conducted to test the hypotheses. The result showed that academic self-efficacy and social support positively and significantly influenced college students' academic flow during online learning. This means an increase in academic self-efficacy and social support will likely lead to a rise in academic flow, specifically during the pandemic.
An Investigation into Music Teachers&apos; Perceptions of Technological Competencies
Author: Kibici, Volkan Burak
Date: 2022-00-00
Type: Journal Articles
Subjects: Music Teachers,Teacher Attitudes,Technological Literacy,Teacher Competencies,Secondary School Teachers,Foreign Countries,Technology Integration

The aim of this research is to determine the perceptions of music teachers about their technological competencies. For this purpose, it was aimed to determine what the pre-service teachers' views on their technological proficiency levels were and whether these views differed based on the variables of gender, age, school type, and grade level. Data were gathered through &quot;Technological Competency Scale for Teachers&quot; developed by (Bayraktar, 2015). The study was carried out with 231 music teachers working in secondary and high schools in the Central Anatolia region in the 2020-2021 academic year. Independent groups t-test and one-way analysis of variance techniques were used in the analysis of the data. It was found that the perceptions of music teachers regarding their technological competencies differed significantly by the variables of gender, age and school type. However, no significant difference was found between the technological competencies of music teachers working in secondary and high schools.
Cyberbullying/Cyber-Victimization Status, Cyberbullying Awareness, and Combat Strategies of Administrators and Teachers of Pre-School Education Institutions
Author: Tosun, Nilgun
Date: 2022-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Victims,Knowledge Level,Age Differences,Teacher Behavior,Intervention,Foreign Countries,Administrator Behavior,Gender Differences,Family Structure,Computer Use,Internet,Preschool Education,Individual Characteristics

This study aimed to determine whether the administrators and teachers of preschool education institutions are aware of cyberbullying, whether they are cyber victims or cyberbullies, and their situations of creating strategies by taking security measures to combat cyberbullying. In this regard; A total of 15 public, private and independent kindergartens and teachers of the Ministry of National Education in Edirne city center were included in the study. The Cyberbullying Scale for University Students, developed by Tanrikulu and Erdur - Baker (2019) was used as a data collection tool, the survey forms and the interview forms prepared by the researchers were used for managers and teachers. According to the results of the analysis, administrators and teachers' cyberbullying levels are lower than cyber victimization levels. Teachers who have not heard of cyberbullying are more likely to be cyberbullying than teachers who have heard of it. When the cyberbullying and cyber-victimization status of the teachers participating in the research were analyzed by age, it was concluded that younger teachers were more likely to be cyberbullies than older teachers. Managers with younger children are more cyberbullies than managers with older children. The managers and teachers who participated in the study stated that they learned the concept of cyberbullying most from social media. In addition, it was determined that participants' strategies to combat cyberbullying were also different from each other. Most managers and teachers have stated that seminars on cyberbullying should be held for them, and that family education is also important.