ethanporcaro/eric-fulltext-meta huggingface dataset:
Course Satisfaction and Student Engagement in Online Learning amid COVID-19 Pandemic: A Structural Equation Model
Author: Baloran, Erick T.
Date: 2021-10-00
Type: Journal Articles
Subjects: Student Satisfaction,Undergraduate Students,Online Courses,Electronic Learning,Learner Engagement,COVID-19,Pandemics,Correlation,Student Characteristics,Foreign Countries

The adoption of online learning modality among Higher Education Institutions increased exponentially amid the COVID-19 pandemic. As the universities shifted from onsite learning to online learning, course satisfaction and student engagement became the emerging concern among teachers. This study was designed to determine the significant relationship between course satisfaction and student engagement in online learning during the COVID-19 pandemic in the University of Mindanao-Bansalan College, Philippines. A total of 529 university students responded to the online survey. Results showed students' high level of course satisfaction and engagement with online learning delivery. Students have the same level of satisfaction on online learning delivery quality but have different online learning engagement levels as to year level. Also, this study revealed that online course satisfaction was significantly correlated with online student engagement. Through structural equation modeling, it was further specified that online course satisfaction is significantly related to students' skills engagement, emotion engagement, participation engagement, and performance engagement as constructs of student engagement in online learning. Higher Education Institutions (HEIs) need to improve online learning delivery quality in the new normal setting amid the COVID-19 pandemic and ensure to fill the gap between those students from advantaged and underprivileged backgrounds.
Critical Factors Influencing MOOCs Retention: The Mediating Role of Information Technology
Author: Khan, Amin Ullah
Date: 2021-10-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,COVID-19,Pandemics,Academic Persistence,Teacher Role,Relevance (Education),Social Media,Foreign Countries,Higher Education,College Students,College Faculty,Technological Literacy

In the current digital era, Massive Open Online Courses (MOOCs) are considered as an educational revolution specifically in the current situation of COVID-19. Although students from all over the globe register for MOOCs, only a small proportion of participants complete the online courses. MOOCs at present encounter the problem of low retention rates, thus providing numerous research gaps. This paper investigates the impact of critical factors such as the instructor's role, course relevancy, learning outcomes on MOOCs retention. This study also analyzes the mediating role of IT (Social Media) between critical factors and MOOCs retention and provides feasible solutions for the improvement of MOOCs retention rates. Data were collected from Pakistani participants who attended, registered, or completed any MOOC. The findings of this study indicate that critical factors such as the instructor's role, course relevancy, learning outcomes have a positive impact on MOOC participants' retention. The results also confirm the important mediating role of IT (Social Media). The universities and the instructors who offer MOOCs should consider these critical factors when offering an online course. These critical factors can enhance MOOCs participants' retention leading them to take the courses until certification.
Online Component Challenges of a Blended Learning Experience: A Comprehensive Approach
Author: Bayyat, Manal
Date: 2022-10-00
Type: Journal Articles
Subjects: Electronic Learning,Blended Learning,Measures (Individuals),Construct Validity,Test Reliability,Student Characteristics,Undergraduate Students,Athletics,Self Management,Technological Literacy,Social Isolation,Gender Differences,Age Differences,Internet,Income,Prior Learning,Difficulty Level,Foreign Countries

This study aims to investigate: (1) the construct validity of the &quot;Blended Learners' Online Component Challenges&quot; BLOCC scale; (2) the internal reliability of the scale; and (3) the differences between blended learners' online component challenges according to different socio-demographic variables for Sport Science students. The sample of the study consisted of 263 students enrolled in blended learning classes at the School of Sport Sciences/University of Jordan. The BLOCC scale was used to collect the required data. The scale measures the four different online component challenges: (1) Self-Management Challenges (SMC); (2) Technology Competency and Literacy Challenges (TCLC); (3) Student Isolation Challenges (SIC); and (4) Technological Sufficiency and Complexity Challenges (TSCC). BLOCC scale proved to be valid and reliable (four items were omitted). The overall fit statistics for the hypothesized four factor model (chi-squared (df = 2.69) = 603.47, p &lt; 0.001, (RMSEA) = 0.08 indicated a moderate and acceptable fit to the data representing the latent factor structure. Discriminant validity ranged between 0.53 and 0.70, Item-to-total correlation (0.55 and 0.72), Cronbach Alpha (0.72 and 0.86), and composite reliability (0.74 -0.95). Results of the study revealed that male students, students who have no internet accessibility, and those who have no previous experience in blended learning classes, all encountered significant higher levels of all BLOCC subscales. Older students (26-30 years old), and those with the lowest total income/month (&lt; 500 JD) encountered significant levels of TLCC and TSCC. Students with lower literacy in computer skills level encountered significant differences in SMC, TLCC and TSCC. We encourage future studies to propose and implement curative approaches to face such online component challenges.
Sources of Mathematics Self-Efficacy of Gifted and Non-Gifted Students in High School
Author: Ozcan, Bahadir
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Academically Gifted,High School Students,Mathematics Skills,Academic Ability,Mathematics Achievement,Foreign Countries,Student Experience,Psychological Patterns

Sources of mathematics self-efficacy (SMS), which foster the development of self-efficacy belief, can develop differently in students with different cognitive characteristics. The objective of this study was to compare SMS of gifted and non-gifted students after controlling for mathematics achievement. Participants of the study consisted of 106 gifted and 118 non-gifted students in high schools. The study was a causal-comparative design. The data was collected through the Sources of Mathematics Self-Efficacy Scale, and students' self-reported previous fall mathematical grades. The results of the study revealed that after controlling for mathematics grades, while SMS of gifted children sharply decreased, SMS in the non-gifted group slightly increased. In addition, only vicarious experience dimensions of SMS were significantly different between gifted and non-gifted children. In conclusion, being gifted or non-gifted has an impact on the vicarious experience dimensions of SMS after controlling for mathematics achievement. Mathematics grade positively affects SMS in the gifted group and negatively affects the non-gifted group. Teachers are suggested to use achievement as a reinforcer for gifted students but not for non-gifted students.
STEM Education Practices and Moral Character Education: McSTEM?
Author: Yilmaz, Ferat
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Ethical Instruction,Educational Practices,Values Education,Outcomes of Education

The paper deals with the problems of the relationship between the practice of STEM education, which focuses only on scientific disciplines, knowledge, skills and abilities, and opposing views according to which educational practices consisting of scientific or academic disciplines such as STEM and educational practice focus on morality, values and virtues, ie directly considers the possibilities of these differences in attitudes and approaches to education to can be considered together. This paper aims to discuss whether STEM can be considered on the basis of moral character with the support of a compilation piece. In this direction, the discussion in question has been processed and expanded separately from the standpoint of each STEM discipline - science, technology, engineering and mathematics. The paper uses methods of analysis and discourse as a theoretical analysis to investigate the mentioned issue, which examined whether approaches such as STEM-E, STEM-C and STEM-A have a moral point of view. As a result of the literature review, it was concluded that STEM applications can be resolved on a moral basis. Accordingly, suggestions were given to teachers on how to maintain STEM practices within an ethical framework.
The Effect of Montessori Education on the Development of Phonological Awareness and Print Awareness
Author: Buldur, Aycan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Montessori Method,Teaching Methods,Phonological Awareness,Preschool Children,Preschool Education,Emergent Literacy,Instructional Effectiveness,Gender Differences

Montessori education program offers an alternative education opportunity for children, and it supports the development of children in early childhood period as well. In the study, it was aimed to examine the effect of Montessori education on the development of phonological awareness and print awareness, which are among the early childhood literacy skills. This study was conducted in a longitudinal research design. As the data were collected from the same participants, panel design was taken as the basis of the study. The study group was composed of a total of 50 children, 24 boys and 26 girls, in the&quot; 4-6 age&quot; group with normal development who received education in the Montessori class of a state nursery located in Sivas province of Turkey in the 2019-2020 academic year. As data collection tool, the &quot;Scale for Evaluating Early Literacy Skills&quot; (SEELS), which was developed by Karaman Benli (2013) and whose validity and reliability studies were carried out by the same author, was used. In the study, in order to examine whether there was a significant difference between the pretest and posttest scores in the phonological awareness and print awareness of children attending the Montessori Education program, dependent samples t-test was performed. In addition, in order to investigate whether there was a difference between the pretest and posttest scores regarding the participants' phonological awareness and print awareness in terms of gender, two-factor ANOVA test was employed. As a result of the study, it was determined that there was a difference in favor of posttest scores between the pretest and posttest mean scores of children with normal development in the &quot;4-6&quot; age group who were attending the Montessori Education program in terms of general phonological awareness, matching words starting with the same initial sounds, matching rhyming words, noticing the initial sounds of words, omitting sounds and syllables, connecting sounds, and general print awareness skills, and that this difference did not vary according to gender.
How to Become a Constructivist Teacher? The Impact of Philosophical Thoughts on Constructivist Learning Beliefs
Author: Bardakci, Salih
Date: 2021-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Attribution Theory,Teaching Methods,Faculty Development,Learning Processes,Epistemology,Structural Equation Models,Measures (Individuals),Educational Philosophy,Teacher Attitudes,Prediction,Foreign Countries

This study aimed at investigating the causal relationships among teachers' constructivist learning beliefs, philosophical beliefs regarding the learning process, epistemological beliefs regarding the nature of knowledge and learning, vocational development opportunities, and the importance attached to these opportunities. In this direction, the causal relationships among these variables were tested through structural equation modelling using the data obtained from teachers working at basic education schools in Turkey. Constructivist Learning Beliefs Scale, Educational Beliefs Scale, Professional Development Scale, and Epistemological Beliefs Scale were used as the data collection tools. The results showed that philosophical beliefs, epistemological beliefs, and thoughts on vocational development opportunities significantly predicted teachers' constructivist learning beliefs.
Investigation of Regulatory Role of Collective Teacher Efficacy in the Effect of Job Satisfaction and Satisfaction with Life on Professional Burnout
Author: Aydogmus, Mevlüt
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Effectiveness,Elementary School Teachers,Secondary School Teachers,Teacher Burnout,Job Satisfaction,Life Satisfaction,Correlation,Measures (Individuals),Questionnaires,Foreign Countries

This study examined the effect of job satisfaction and satisfaction with life on perceptions of teachers' professional burnout and the regulatory role of collective teacher efficacy perception by conducting applied research on teachers who work in different educational settings. The measuring tools were &quot;Maslach Burnout Inventory&quot;, &quot;Short Form Minnesota Satisfaction Questionnaire&quot;, &quot;Satisfaction with Life Scale&quot; and &quot;Collective Teacher Efficacy Scale&quot;. The findings of the research showed that: Teachers' perceptions of job satisfaction and satisfaction with life negatively affected their perceptions of professional burnout. Collective teacher efficacy had a regulatory effect on the relationship between satisfaction with life and professional burnout, and on the relationship between job satisfaction and professional burnout.
Investigation of the Correlation between Childhood Trauma, Psychological Well-Being, and Altruistic Fear of Crime of Mothers with Children Aged Three to Six Years
Author: Deles, Bayram
Date: 2021-00-00
Type: Journal Articles
Subjects: Trauma,Well Being,Mental Health,Fear,Crime,Mothers,Foreign Countries,Preschool Children,Age Differences,Child Abuse,Parent Background,Child Neglect,Sexual Abuse

Childhood is the period during which physical and mental development is extremely rapid from the first years of life. Furthermore, many basic factors affecting the future lives of individuals start to be shaped. The child's future life, psychological well-being, and quality of life are negatively affected by the exposure to unwanted situations by the family or the environment during this period. As a matter of fact, behavior patterns exhibited by individuals during adulthood are thought to be correlated with childhood traumas. Thus, this study aimed to investigate the relationship between the altruistic fear of crime, psychological well-being, and childhood traumas among mothers with children aged three to six years. A cross-sectional correlation research design was used for this study. The sample of the study consisted of 214 volunteer mothers, whose children were attending a private preschool education institution in the city center of Gumushane province of Turkey during the 2019/2020 academic year. The research data were collected using &quot;Personal Information Form&quot;, &quot;Childhood Trauma Questionnaire&quot;, &quot;Altruistic Fear of Crime Scale&quot; and &quot;Psychological Well-being Scale&quot;. Data were analyzed using t-test, ANOVA, and correlation analysis. The results of the research showed that the age of the mothers, birth order, presence of any family member receiving psychological support, and marital satisfaction caused significant differences. Furthermore, scores obtained from &quot;Personal Information Form&quot;, &quot;Childhood Trauma Questionnaire&quot;, &quot;Altruistic Fear of Crime&quot; and &quot;Psychological Well-being Scale&quot; were found to be significantly correlated.
Identification of Multiracial Adolescents in Research Samples: An Examination and Critique of Existing Practices
Author: Mauer, Victoria
Date: 2021-11-00
Type: Journal Articles
Subjects: Adolescents,Multiracial Persons,Classification,Identification,Data Collection,Sampling,Racial Identification,Research Problems,Adolescent Attitudes,Caregiver Attitudes

This study examined caregivers' longitudinal reports of adolescent multiracial categorization across the ages of 9.5, 10.5, and 14 years, and adolescents' reports of their own multiracial categorization at the age of 14 years. A portion of caregivers' reports of adolescent multiracial status were inconsistent across the years of the study; some adolescents' and caregivers' responses differed when questions assessing multiracial status were phrased in different ways; and adolescent and caregiver reports did not always align when adolescents were 14 years old. Given these findings, we recommend that researchers consider using multiple methods of racial data collection and collapsing the results to report &quot;estimated ranges&quot; of racial representation in samples, rather than specific percentages. Furthermore, when racial data must be provided by a single informant in the context of early adolescence, we suggest that researchers should think critically about which group's perspective, adolescents' or caregivers', is more relevant to the research questions at hand.
Investigation of the Psychological Resilience of Teacher Candidates in Terms of Sense of Humor and Life Satisfaction
Author: Tras, Zeliha
Date: 2021-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Preservice Teachers,Humor,Personality Traits,Life Satisfaction,Measures (Individuals),Multiple Regression Analysis,Gender Differences,Foreign Countries

The aim of this study is to examine the psychological resilience in teacher candidates in terms of sense of humor and life satisfaction. Correlational research model was used in the study. The dependent variable of the research is psychological resilience and independent variables are sense of humor and life satisfaction. The research was carried out on 427 teacher candidates between the ages of 18-27, 318 females (74.5%) and 109 males (25.5%). The Resilience Scale for Adults, The Multidimensional Sense of Humor Scale, The Satisfaction with Life Scale and Personal Information Form were used to collect data. Descriptive statistics, independent groups t-test, variance analysis, Pearson correlation coefficient and hierarchical regression analysis were used to analyze the data. When the findings of the study are analyzed, it is seen that psychological resilience in terms of gender differs significantly in favor of female teacher candidates. A positive relationship was found between teacher candidates' psychological resilience and sense of humor. In addition, a positive relationship was found between psychological resilience and life satisfaction. Looking at the findings, it is seen that the variables of sense of humor and life satisfaction predict psychological resilience significantly. The findings were discussed according to the literature and various suggestions were presented.
Quality Assessment of Online Discussion Forums: Construction and Validation of a Scale That Values Student Perception
Author: Oliveira, Alessandro Silva de
Date: 2021-10-00
Type: Journal Articles
Subjects: Discussion Groups,Computer Mediated Communication,Test Construction,Test Validity,Attitude Measures,Student Attitudes,Graduate Students,Electronic Learning,Cooperative Learning,Distance Education,Instructional Effectiveness,Course Evaluation,Foreign Countries

Online learning is a reality in much of the world. Among the tools available for online learning, there are Online Discussion Forums (ODF), due to their potential to promote collaborative learning. However, there is a lack in the literature about the evaluation of the forums, a gap marked by the absence of quantitative tools that make it possible to evaluate the forums from the student's perspective. In this sense, the objective of this paper was to develop and validate a Quality Perception of Online Discussion Forums (QPODF) scale. To this end, quantitative research was carried out with students of postgraduate courses &quot;lato sensu&quot; the online distance education. Exploratory factor analysis and confirmatory factor analysis was used to validate the QPODF scale. The results demonstrate that the quality of the construct perceived online discussion forums has two dimensions &quot;Forum Structure&quot; and &quot;Forum Mediation.&quot; The two identified factors were shown to be consistent and accurate to measure the quality of online forums. Moreover, the theoretical approach used to compose the scale is convergent with the measurement model proposed in the paper.
Teachers&apos; Self-Efficacy Beliefs and Opinions about Distance Education during the COVID-19 Pandemic
Author: Tas, Yasemin
Date: 2021-10-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Attitudes,Distance Education,COVID-19,Pandemics,Foreign Countries,Teaching Experience,Technology Uses in Education,Electronic Learning,Educational Attainment,Synchronous Communication,Teacher Administrator Relationship,Teacher Characteristics,Teacher Effectiveness

This study investigated teaching self-efficacy beliefs and opinions about distance education of teachers in Turkey who switched to distance education during the COVID-19 pandemic. 758 teachers from Turkey completed an online questionnaire comprising demographic information questions, Likert type scale items on self-efficacy for distance education, closed-ended questions addressing teachers' opinions about distance education, and an open-ended question enabling teachers express their experiences with distance education. Data analysis included descriptive statistics, independent samples t-tests, and content analysis. The analysis showed that teachers' beliefs in their own abilities in fulfilling the requirements of distance education, such as organizing effective learning environments and preparing different evaluation activities were not at a high level. The education they received, the active use of technology before the pandemic period and the type of school they work in have effects on teachers' self-efficacy towards distance education. The low number of students attending the live classes negatively affected their motivation. Furthermore, teachers thought that current instructional materials on the platform were not sufficient for students to be successful. However, teachers believed that their experiences in distance education during the pandemic increased their efficiency in education. Most participants received sufficient support from the school administration, but not from parents during this period. Students' lack of computers and/or internet and systemic errors were among the main problems encountered by the teachers regarding the distance education system. In the study, suggestions were made to make distance education more effective.