ethanporcaro/eric-fulltext-meta huggingface dataset:
Systematic Work with Speaking Skills and Motivation in Second Language Classes
Author: Horverak, May Olaug
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Speech Skills,Student Motivation,English (Second Language),Spanish,Foreign Countries,Student Attitudes,Educational Environment,Anxiety,Adolescents,Adults,Language Acquisition

Learning a foreign language is more difficult for some students than others, and particularly speaking out loud in class may be a challenge. The aim of this study is to investigate the potential of a systematic approach to facilitate mastery, motivation and a supportive language learning environment, to limit foreign language anxiety. An intervention was carried out in different language learning contexts, including English classes in Norway and Poland and Spanish classes in Norway. The research material collected consists of student logs, student evaluations and self-reported data from a validated questionnaire on foreign language anxiety. The findings show that many students reported becoming more motivated and comfortable in class and that the method helped them work with strategies to overcome problems. Self-reported questionnaire data suggest that in two of three contexts, the foreign language anxiety level of the students decreased significantly during the intervention period. It may be difficult to generalise based on the findings presented here as the sample from each context is limited, the data is self-reported, the intervention period was limited and there is no control group. To strengthen the study's findings, triangulation of multiple data sources was used. To conclude, the five-step method presented in this study may be a useful strategy to facilitate developing motivation and creating a supportive learning environment in the language classroom. However, more longitudinal and extensive studies are needed to investigate the potential of the approach presented here further.
The GoldList Notebook Method: A Study on L2 Vocabulary Learning
Author: Duplice, John
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,College Students,English (Second Language),Foreign Countries,Language Patterns,Teaching Methods,Second Language Instruction,Vocabulary Development

Vocabulary knowledge is of paramount importance when learning a second language. It requires effective and practical classroom vocabulary learning methods for long-term acquisition. Specific learning aspects helping the learner remember vocabulary such as spaced repetition and retrieval practice have shown efficacy but are often disconnected from practical in-class methods that can be used repeatedly. This study looked at data from 74 university students in Japan studying English vocabulary with the GoldList Notebook Method, which incorporates spaced learning and retrieval practice. The study was conducted over a nine-week period and consisted of a pre-test of target L2 idioms, a lesson teaching the idioms, the implementation of the GoldList Notebook Method, and a post-test on the target idioms. The data collected were analyzed through fixed effects with a generalized linear model in R version 4.0.3 and R Studio 1.2.5. In addition to quantitative data collected through the pre- and post-tests, qualitative observational data was compiled on the use of the GoldList Notebook Method in the classroom. The findings showed efficacy in using the method and found particular merit to spaced learning over two-week intervals. The study further addresses problems teachers may face implementing the method in the classroom and possible ways to alleviate the issues.
Trickle down Engagement: Effects of Perceived Teacher and Student Engagement on Learning Outcomes
Author: Saucier, Donald A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Learner Engagement,Teacher Behavior,Study Habits,Grades (Scholastic),Student Attitudes,Academic Achievement,Teacher Attitudes

Research has primarily focused on the engagement of the student in the classroom (Austin, 1993; Schunk &amp; Mullen, 2012; Tinto, 1993), often without consideration of the engagement of the teacher (Frenzel, Goetz, Lüdtke, Pekrun, &amp; Sutton, 2009). However, we predict that teachers' subjective experiences &quot;trickle down&quot; and ultimately impact the subjective experiences and performance of their students. Consistent with our Trickle-Down Engagement Model Hypothesis, we found undergraduate students' perceptions of their instructor's engagement were associated with their own engagement in the classroom (Studies 1 &amp; 2; Ns = 195 and 210, respectively), and students' increased classroom engagement was associated with more engagement while studying (which, in turn, predicted higher quiz scores; Study 1) as well as with higher final grades (Study 2). Our results suggest there are relatively simple changes teachers can make to their own pedagogy that may improve their own subjective experiences within the classroom and, consequently, trickle down to and improve their students' subjective experiences and performance.
&apos;Thinking Like a Clinician:&apos; A Pedagogical Approach for Teaching Foundational Clinical Reasoning Skills within a Pre-Preprofessional Undergraduate Anatomy Curriculum
Author: Anderson, Margene
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Anatomy,Health Sciences,Health Personnel,Professional Occupations,Clinical Experience,Thinking Skills,Evidence Based Practice,Teaching Methods,Skill Development,Novices

Competent clinical reasoning skills are necessary for providing safe and effective health care. Professional level health science education programs are keenly interested in fostering effective clinical reasoning skills. As such, many programs expect students to engage in complex clinical reasoning tasks early in their education. However, early novice students may not be entering programs with the requisite skills to meet those expectations. Pre-professional undergraduate anatomy curricula are prerequisites for professional education programs across the health sciences and could be an appropriate context for developing initial clinical reasoning skills, providing a &quot;cognitive head start&quot; for students matriculating into professional health science education programs. This article describes an evidence-based pedagogical approach for teaching initial clinical reasoning skills within an undergraduate anatomy curriculum. While an undergraduate anatomy curriculum is the context in this case, this approach is based on high-level pedagogical concepts and could be modified and adopted across the spectrum of disciplines that prepare students for professional level health science education programs.
Psychometric Properties of the Student Course Engagement Questionnaire (SCEQ): Measuring Engagement or Missing the Mark?
Author: Masland, Lindsay
Date: 2022-00-00
Type: Journal Articles
Subjects: Psychometrics,Learner Engagement,Questionnaires,Test Validity,Undergraduate Students,Student Satisfaction,Academic Achievement

Despite widespread use of the Student Course Engagement Questionnaire (SCEQ; Handelsman, Briggs, Sullivan, &amp; Towler, 2005) for the purposes of measuring college student engagement in scholarship of teaching and learning (SoTL) contexts, few studies have been published regarding its psychometric validity. The current study examined the structural and criterion validity of models proposed in the original study and in a subsequent validation study. The results indicated that neither model provided adequate fit to the current data. Concerns regarding structural, criterion, and content validity are discussed, and recommendations regarding the use of the SCEQ are provided in the context of current psychometric evidence and relevant theories of student engagement.
A Course-Based Undergraduate Research Experience (CURE) in Biology: Developing Systems Thinking through Field Experiences in Restoration Ecology
Author: Stanfield, Erin
Date: 2022-06-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Undergraduate Students,Research Training,Research Skills,Majors (Students),Academic Persistence,Thinking Skills,Writing (Composition),Scientific Literacy,Systems Approach,Hispanic American Students,Self Concept,Introductory Courses,Science Tests,Ecology,Field Experience Programs,Research Papers (Students),Student Attitudes,Scientific Attitudes,Outcomes of Education

Course-based undergraduate research experiences (CUREs) introduce research leading to skills acquisition and increased persistence in the major. CUREs generate enthusiasm and interest in doing science and serve as an intervention to increase equity and participation of historically marginalized students. In the second-semester laboratory of our introductory sequence for biology and marine science majors at California State University Monterey Bay (CSUMB), instructors updated and implemented a field-based CURE. The goals of the CURE were to promote increased scientific identity, systems thinking, and equity at a Hispanic-serving institution (HSI). Through the CURE, students engaged in scientific writing through a research paper with a focus on information literacy, critical thinking, and quantitative reasoning as important elements of thinking like a scientist. Course exams also revealed that students showed gains in their ability to evaluate a new biological system using systems thinking. More broadly, because such field-based experiences demonstrate equity gains among Latinx students and a much greater sense of scientific identity, they may have impacts beyond introductory biology including in students' personal and professional lives.
Information System Innovative Framework for Online Oral Examinations
Author: Ally, Said
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,Information Systems,Computer Assisted Testing,Oral Language,Verbal Tests,Alternative Assessment,Higher Education,Computer Software,Scoring Rubrics,Educational Malpractice,Foreign Countries

The outbreak of the COVID-19 pandemic largely disrupted the continuity of educational delivery. Online learning was the prompt response by educators. However, this comes with a big question on the conduct of assessment. Running examinations traditionally is vulnerable to high security risks and administration costs. A precise mechanism to administer examinations from anywhere is paramount. This paper presents a novel innovative framework for an online oral examination system called OREX. The framework was tested for 31 days between July and August 2020. The system allows questions to be randomly generated, and instantly activated based on the examination timetable. The software controls pairing between examiners and candidates, balances the workload between staff, and uses a virtually enabled examination room through an audiovisual conferencing tool. The OREX framework represents an imperative and profound innovation during the COVID-19 pandemic and provides an alternative assessment system for adoption by higher learning institutions, with new insights for the sustainable digitally enabled future of education.
Assessing Information and Communication Technology (ICT) Integration into the Curriculum of Ghanaian Pre-Tertiary Schools: A Case Study of Sagnerigu Municipality
Author: Ibrahim
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Integration,Student Attitudes,Teacher Attitudes,Barriers,Access to Computers,Internet,School Policy,Secondary Schools,Secondary School Students,Secondary School Teachers,Faculty Development

Drawing on the COVID-19 pandemic lockdown experience, higher education institutions in Ghana invested in and are deriving strategies to fully utilise the Online Teaching and Learning platform. However, these strategies will not be successful if ICT is not fully integrated into the school curriculum. In Ghana, efforts have been made by different governments through policies and other initiatives to ensure the full integration of Information and Communication Technology (ICT) into the school curriculum. This research focuses on the integration in pre-tertiary institutions within the Sagnerigu Municipality. Questionnaires administered via an online survey were used to collect data from randomly selected respondents who were students and teachers in pre-tertiary schools in Sagnerigu Municipality, Northern Region, Ghana. The research findings revealed that there are some barriers to effective ICT integration, including inadequate computers, inadequate network connectivity and lack of school level ICT policies. It was also revealed that apart from ICT being taught as a subject in the schools, not much is done to ensure the use of ICT in teaching other subjects. Massive infrastructural development and technical and professional training of teachers are recommended to improve the situation at the pre-tertiary schools in Ghana.
Contributing Factors for the Integration of Information and Communication Technology into Ethiopian Higher Education Institutions Teaching-Learning Practices
Author: Ergado, Amanuel Ayde
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Computer Software,Information Systems,Guidelines,Foreign Countries,Technology Integration,Case Studies,Higher Education,Information Technology,Internet,Educational Policy,Technological Literacy,Teacher Attitudes,College Faculty,College Students,Student Attitudes,Educational Resources

This paper is aimed at exploring the contributing factors for the integration of Information and Communication Technology (ICT) into higher education teaching-learning practices. For the study, a qualitative case study was used and the stakeholders from higher learning institutions were selected via purposive sampling. The data collected through interview and focus group discussions were analyzed using the QDA Miner Lite software. Information system theories such as the Technology Acceptance Model (TAM) and Technology, Organisation, and Environment (TOE) framework guided the discussion of the results. The findings showed that there are limited ICT resources for education in Ethiopian higher learning institutions and the limited resources are not used effectively. The challenges like insufficient ICT infrastructure, lack of skill, resistance to change, wrongly perceiving ICT as an additional burden, lack of cooperative work, and lack of policy for ICT integration into teaching-learning practices are identified as the contributing factors. Based on the discussion using TAM and the TOE framework, the researchers developed a conceptual framework guiding the integration of ICT into the higher education system of Ethiopia. The research suggested that the stakeholders involved in the education sector specifically, higher learning institutions, should follow the framework developed for ICT integration into their education system.
Guidelines for Incorporating Active Learning into the Design of Online Management Courses Utilizing the Successive Approximation Model (SAM)
Author: Wolverton, Colleen
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Active Learning,Instructional Design,Distance Education,Models,Business Administration Education,College Students,Curriculum Evaluation

The growth of distance education had increased by 263% in 2016 (Babson College 2016), with over 6 million students enrolled in online courses (Allen and Seaman 2017). With the onset of new paradigms in online education involving the use of academic coaches, open educational resources, and much larger class sizes, it is important to reflect upon best practices that can aid in the presentation and construction of knowledge in online environments. Through this paper we seek to provide faculty with guidelines to expedite the design process for developing high-quality online courses that incorporate important pedagogical elements, such as active learning, into their online course design. The authors employ the Successive Approximation Model (SAM), an instructional design approach consisting of repeated iterations (Allen et.al., 2012), to support their presentation and practical recommendations for designers of management courses at the undergraduate and graduate levels of study. Findings suggest the importance of feedback and evaluation, design considerations for shortened time frames of online courses, reiterating the importance of students checking their course assignment sites daily, simplicity of course design layout for ease of use on various platforms, and careful considerations regarding redesign of face to face courses into online courses. Such changes lead to improvements in course design and provide insight to instructional designers and evaluators as they seek to assess and assist others in this process.
Implementing Interactive Literacy Software in Kenyan Early Childhood Education Classes
Author: Iminza, Rose
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Software,Foreign Countries,Literacy,Early Childhood Education,Reading Ability,Computer Literacy,Preschool Children,Educational Technology,Early Childhood Teachers,Teaching Methods

This paper reports a case of implementing the free web-based interactive literacy software, ABRACADBRA, in early childhood education classes of Mombasa County, Kenya. A comprehensive model of training and support was offered to classroom teachers to help them integrate the software in preschool English Language instruction for three terms in 2019. The recorded changes in teaching suggest improvements in young students' foundational reading ability and computer skills among others. A combination of teacher resilience and school leadership drove successful implementation of ABRACADBRA. Avenues for future research include studying the effects of the software on a range of preschoolers' learning outcomes and examining the training and support model for optimal, sustainable, and scalable effects on instruction.
Student Perceptions Influencing MOOC Enrolment in Higher Education Institutions: An IQA Perspective
Author: Lexman, Rahul
Date: 2022-00-00
Type: Journal Articles
Subjects: MOOCs,Schemata (Cognition),Student Attitudes,Business Administration Education,Student Interests,Enrollment,Employment Qualifications,Foreign Countries,Educational Technology,Online Courses,Graduate Students,Decision Making

Massive Open Online Courses (MOOCs) have been viewed as a game changer in the evolving ecosystem of the online learning environment. Despite MOOCs being heralded as an educational paradigm in the higher education landscape, scarcity of academic research capturing the mental map of student perceptions to identify the drivers and outcomes influencing MOOC enrolment has not been extensively studied. To address this gap in the literature, the current study adopted Interactive Qualitative Analysis (IQA) to extract a composite mental model of student perceptions influencing MOOC enrolment. Following the IQA protocol, our study conducted focus group discussions (FGD) to identify affinities and their relationships, and semi-structured interviews to methodically code their experiences while exploring the affinities, using student samples from a Business school in India. Findings of our study indicated that, while students perceived 'Self Interest' and 'Institutional requirement' as the primary drivers for enrolling in MOOCs, 'Employability' and 'Result Demonstrability' emerged as the primary outcomes. Understanding learner perspectives could encourage both academics and course designers to make necessary pedagogical affordances to MOOCs to support learner engagement and retention in the future.
Students&apos; Learning Experiences in a Flipped Classroom: A Case Study in Ghana
Author: Aidoo, Benjamin
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Experience,Flipped Classroom,Foreign Countries,Student Attitudes,Undergraduate Students,Barriers

The purpose of this research was to analyze students' experiences in the flipped classroom and examine their perceptions of learning outcomes. This study aimed to introduce the flipped classroom approach (FCA) to undergraduate students to elicit more practical and conceptual information on how teachers can use this approach. The study utilized a mixed case study research design with triangulation to collect data through a survey and focus groups. The results showed that most students had positive perceptions of the flipped classroom in terms of engagement, usefulness, effectiveness, expectation, and satisfaction and would recommend the course taught using the flipped classroom approach. Also, the flipped classroom had positive learning impacts such as achievement, motivation, critical thinking, and collaborative learning. However, students faced some challenges learning in the flipped classroom environment due to a lack of resources to support their learning. The research contributes to the limited existing literature on flipped classrooms for stakeholders in developing countries.
Beyond Binaries: A Three-Sided Pedagogical Model for Classroom Debate
Author: Ijaz, Nadine
Date: 2022-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Critical Thinking,Teaching Methods,Student Attitudes,Undergraduate Students,Food,Social Justice,Foreign Countries,Debate,Models

This study evaluates an innovative three-sided approach to classroom debate aimed at fostering critical thinking beyond adversarial argumentation. In an undergraduate Food Justice course, two teams presented arguments &quot;for&quot; and &quot;against&quot; pre-defined resolutions, while a third team explored areas of convergence and divergence at the &quot;complex middle&quot;. Class members subsequently engaged in verbal and written reflections. Drawing on field notes, students' written reflections, and an evaluative student survey, the authors investigated the impacts of this approach. Most students found the three-team structure (80%) and post-debate verbal sharing sessions (72%) useful; almost two-thirds (64%) called for inclusion of a structured question/answer period. Many students actively embraced the complex middle as an interdisciplinary site for exploring real-world problems, noting flaws in their prior thinking, and becoming more alert to their socio-cultural positionalities. Additional research on similar pedagogies appears warranted.