ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing the Impact of a Student Loan Program on Time-to-Degree: The Case of a Program in Peru
Author: García, Luis
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Financial Aid,Poverty,Universities,Time to Degree,Economic Factors,Financial Needs,Correlation,College Students,Educational Attainment,Foreign Countries,Dropout Rate,Graduation,Program Descriptions,Student Characteristics

This paper evaluates whether student loans given to poor students at a large university in Peru are effective in reducing the time-to-degree. It uses a methodology that avoids the &quot;selection problem&quot; because the students voluntarily request a loan depending on their economic situation. The econometric results confirm the negative effect of educational loans for students.
Designing the Lebanese Public Education Budget: A Policy Document Analysis
Author: Baroudi, Sandra
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Education,Budgets,Educational Finance,Budgeting,Expenditures,Resource Allocation,Developing Nations,Administrative Organization,Educational Policy,Public Policy

Education has become a high-stakes, big-budget item worldwide and is often a major contributor to the country's GDP. Each country's public expenditure on education differs but there is a general recognition that education is a catalyst for country growth and development. In Lebanon, public sector education is viewed by the government as unproductive and the gap between private and public schooling is vast. The strong centralization and governance of Lebanese public schools' finance, management, and curriculum hinders the development of the public education sector and influences the performance of students and teachers. Although the total expenditure on education is high (about US$1.2 billion annually: approximately 2.45% of GDP and 6.4% of total public expenditure), Lebanon's public expenditure on education is lower than expenditure by its neighbors. This study used an interpretive document analysis method to analyze the design of the public budget policy used to determine the allocation of funds to the Lebanese education sector's development plan for the educational section. The study determined the uniform guidelines for the education's budget design by comparing the design used by Finland with that of 33 other developing countries. Analysis of results found that the Lebanese public education development plan uses six of eight best-practice guidelines. This study is potentially useful for educational policymakers and researchers interested in educational budget policies design in low performing systems. Comparative document analysis will assist policymakers in Lebanon to follow bench-marked guidelines in resource allocation to improve the quality of education.
Adaptation of Instructional Design to Promote Learning in Traditional EFL Classrooms: Adobe Captivate for E-Learning Content
Author: Boukhechba, Hicham
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Middle School Students,Comparative Analysis,Electronic Learning,Systems Approach,Teaching Methods,Instructional Design,Video Technology,Language Teachers,Computer Software,Learning Activities,Curriculum Development,Foreign Countries,Rural Schools,Lesson Plans,Pretests Posttests,Learner Engagement

The indispensability of ICT tools in EFL classrooms is rather taken for granted, often in a way to promote the teaching/learning experience. Accordingly, teachers more than ever are encouraged or even explicitly instructed to use different tools inside the classroom. However, the lack of a systematic approach that governs the design and the delivery of content has resulted in the misapplication, or in the failure to fully exploit the potential that technology brings to learning. Therefore, the current research attempts to adapt instructional design principles inside EFL classrooms to ensure a productive E-learning environment, through methodical control of the utilization of information and communication technologies. In pursuit of this endeavor, the current paper examines first, through a literature review, the concept of instructional design and its principles and how they can be incorporated inside traditional EFL classrooms. The methodology opted for relies on quantitative data collected from an experiment conducted on two middle school 4 MS (Middle School) classes. An experimental group received five lessons in which content was designed using Adobe Captivate and adhering to instructional design principles. On the other hand, a control group received five lessons with the same objective, yet with regular videos and media gathered from YouTube. The findings of the research divulge that creating content with instructional design principles in mind results in a classroom in which learners are engaged with tools throughout the whole session instead of just assistive devices used for a short activity or just to draw the attention of learners. However, it is clear that an EFL teacher cannot assume the role of an instructional designer but such a task needs to be assigned to instructional designers who need to work closely with teachers.
Development of a Scale for University Students&apos; Facebook Use Purposes and an Examination in Terms of Their Facebook Use Profiles
Author: Fidan, Mustafa
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,College Students,Profiles,Universities,Foreign Countries,Gender Differences,Self Concept,Social Networks,Friendship,Interpersonal Relationship,Computer Mediated Communication,Measures (Individuals),Student Attitudes,Information Sources,Technology Uses in Education

The purposes of this study are to: (1) develop a valid and reliable scale for measuring university students' Facebook use purposes (FbUPs), and (2) investigate their FbUPs in terms of the variables of gender, Fb friend number, and use frequency as the indicators of Fb use profile. A total of 1098 students participated in the study from a university located in the north of Turkey. The study was conducted in two separate stages. First was the stage of scale development with 788 participants. Findings of this stage showed that The Scale-for Facebook Use Purposes (S-FbUPs) had three factors with 11-items, indicating good measurement features. In the second stage, data were collected from 310 participants to examine the effects of their Fb use profiles on the FbUPs. The findings of this stage showed that females used Fb more meaningfully than males, for educational and informational purposes. There were main significant effects of Fb friend number on the variables of &quot;interpersonal interaction&quot; and &quot;self-promotion to others&quot;. Besides, the findings indicated that the students who accessed Fb most often had higher self-promotion tendency. Points for future research and practical implications are also discussed in this paper.
The Impact Model: Teachers&apos; Mobile Learning Adoption in Higher Education
Author: Dolawattha, D. D. M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Technology Integration,Educational Technology,Technology Uses in Education,College Faculty,Teacher Attitudes,Value Judgment,Usability,Technological Literacy,Interaction,Motivation,Difficulty Level,Integrated Learning Systems,Foreign Countries

Mobile technology-based education is referred to as mobile learning and has great demand due to the prevailing contemporary socio-economic culture. Better mobile learning experiences require stakeholder satisfaction. This research aims to observe teachers' influencing factors for an applicable and sustainable mobile learning framework. The impact model with six observed variables, namely, Usefulness, Interactivity, Motivation, Attitude, Facilitating Conditions, Ease of Use and also the latent variable Teacher Adoption on Mobile Learning were proposed. This model was implemented and tested using the Moodle mobile application while introducing new features. Pre and post-usage questionnaires were used to identify the impact of observed variables on the latent variable. The sample was comprised of 60 university lecturers in different academic disciplines. Initially, the lecturers were asked to complete the pre-usage questionnaire and then they were allowed to use the implemented Moodle mobile application and finally, they were asked to complete the post-usage questionnaire. Results revealed that the most significant influencing factor for teacher's mobile learning adoption is &quot;Usefulness&quot;. It was concluded that, incorporating other factors with the most significant factor &quot;Usefulness&quot; into mobile learning adoption, can better explain teachers' perspective of an applicable and sustainable mobile learning framework.
Investigation into a Second Attempt at the Re-Introduction of Tablets in the Education System of Mauritius: A Case Study
Author: Hurreeram, Sabrina Luvlina
Date: 2019-00-00
Type: Journal Articles
Subjects: Handheld Devices,Grade 1,Grade 2,Computer Uses in Education,Teacher Attitudes,Foreign Countries,Teacher Role,Teaching Methods,Learning Processes,Educational Resources,Peer Evaluation,Case Studies,Elementary School Teachers,Technology Integration

This study aims at exploring the use of tablets in Grade 1 and Grade 2 from the educators' point of view in Mauritius. Data were collected via an online survey, after one year of implementation of use of tablets in these grades. Twenty three (23) educators responded, and semi-structured interviews were conducted with five (5) educators from three different achieving schools. For the purpose of analysis, the qualitative method with quantitative insight was opted for the survey and a thematic approach based on themes generated from the interview of the educators was chosen. The general findings show that educators play a key role in the use of tablets in the classroom. This in turn depends on direct impacting factors such as training, infrastructure, educational resources, personal effort and indirect impacting factors such as peer pressure and previous experience with technology in the classroom. The results indicate that the use of tablets has not been fully exploited in the classroom for the benefit of teaching and learning. There is room for further research to identify the on-field problems and hence propose adequate solutions so that optimum use of the tablets can be made.
The Place of Information and Communication Technologies in Curriculum Design and Development
Author: Livingstone, Kerwin A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Curriculum Design,Curriculum Development,Computer Uses in Education,Information Technology,Learning Theories,Technology Integration,Second Language Instruction

With the introduction of more modern instructional practices, the traditional approach to learning and teaching is becoming ever more obsolete. Education practitioners all over the world have been calling for educational institutions, in both developed and developing countries, to improve pedagogical practices as a means of significantly enhancing learner experiences and outcomes in the learning-teaching process. There is evidence that rapid technological changes are taking place in the educational landscape and that the utilisation of Information and Communication Technologies in the instructional process is becoming more and more mandatory. Bearing in mind the afore-mentioned, the objective of this discussion is to underscore the place of Information and Communication Technologies in curriculum design and development. The focus of this discussion and review of literature is on curriculum and what it entails, the importance of curriculum, curriculum design and development, and ICTs and curriculum design and development (which looks at learning theories and ICT-based curricula, integration of ICTs into educational curricula, integration of ICTs into foreign language curricula, and the need for ICT-based curricula). Special consideration is given to ICT-based foreign language curricula because of the increasing importance of language didactics and foreign language education today. Information and Communication Technologies should be considered and integrated into educational curricula because they can revolutionise instructional practices and stimulate pedagogical innovation; foster learner engagement; cater for student learning diversity; promote learner independence and autonomy; increase learner interaction and communication, and support intellectual expressiveness and &quot;creativity of learners, application, and lifelong learning.&quot;
The Effect of Quality Antecedents on the Acceptance of Learning Management Systems: A Case of Two Private Universities in Nigeria
Author: Yakubu, Mohammed Nasiru
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Colleges,Integrated Learning Systems,Intention,Teacher Effectiveness,Educational Quality,Student Behavior,College Students,Student Attitudes,Course Content,Electronic Learning,Usability

Research has shown that the use of technology for teaching and learning can be beneficial to both learners and instructors. Unfortunately, there are only a few universities in Nigeria that have been able to implement the use of technology for learning purposes, resulting in too few studies that investigate the factors that contribute towards the acceptance of eLearning systems in Nigeria. In this study, we develop a conceptual model to examine the influence of three quality antecedents on the behavioral intention to use learning management systems (LMS) by Nigerian students. An online survey was used to capture the students' perception of instructor quality, course quality, and system quality in regard to the use of the LMS in their respective institutions. 378 usable responses were received, and through use of the structural equation modeling (SEM) technique, the responses were analyzed. Our findings indicated that of the four hypotheses tested, all of the hypothesized relationships were supported. Our research model accounted for 33% of the variance in the students' behavioral intention to use the LMS. The results of this study will be informative to administration and governing bodies that adopt an LMS and will be relevant and beneficial to students in Nigerian universities.
Users&apos; Acceptance of E-Resources Usage at the Institute of Finance Management, Tanzania
Author: Mollel, Mumitie Moikan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Student Attitudes,College Students,College Faculty,Usability,Difficulty Level,Value Judgment,Technological Literacy,Intention,Access to Computers,Internet,Barriers

Whereas a large proportion of an institutional budget is allocated to the subscription of e-resources, the low usage of these resources by faculty members and students remain a longstanding challenge. The present study gauged the acceptance of e-resources usage by faculty members and students at the Institute of Finance Management. The study has employed a cross-sectional descriptive research design to gain insights into the acceptance and use of e-resources. A survey instrument was administered to 90 users of e-resources (that is, students and faculty members) conveniently. The study's findings reveal a difference in the usage of open access and subscription e-resources. The e-resources subscribed to by the Institute registered insignificant usage compared to open access resources. Factors such as perceived usefulness, ease of use, users' competencies, and facilitating conditions have been found to predict the behavioral intention of faculty and students to use e-resources. Inaccessibility of subscription e-resources, inadequacy of computers and information literacies and poor Internet connectivity have been found to limit the usage of e-resources. To increase the usage of subscription e-resources, the adoption of e-resources access enhancing tools such as LibHub, marketing the resources through outreach programmes, and increasing computer and information literacies are necessary.
Becoming a Teacher in an Era of School Shootings
Author: Wender, Emily
Date: 2019-00-00
Type: Journal Articles
Subjects: Career Choice,Teaching (Occupation),Emotional Response,Teacher Education Programs,Preservice Teacher Education,Preservice Teachers,Professional Identity,Role of Education,Violence,Weapons,Educational Environment,Teacher Role,Teacher Student Relationship,School Safety,Student Attitudes

This article addresses the importance of highlighting teachers' emotional labor within teacher education programs. Given the changing landscape of schools in the 21st century, teachers' emotional labor now includes participating in annual safety drills and lockdown trainings, in addition to responses to violence (threatened or actual). This study emerges out of a need to explore how this national context shapes teacher candidates' identity development and to consider how teacher education programs might better address this context. Employing Berry's (2007) framework of tensions within teaching practice, the paper offers a discourse analysis of a reflective journal entry written by a teacher candidate in response to the 2017 school shooting in Parkland, Florida. Arguing for the use of narrative inquiry within field experiences, the authors propose that teacher educators can help candidates develop more responsive and productive emotional practices by linking emotions to roles and relationships, using negative emotions to articulate purposes for teaching, and highlighting the emotional practices of experienced teachers.
Development of a Conceptual Framework to Support ICT Adoption by Ghanaian Higher Education Students
Author: Attuquayefio, Samuel
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Technology Integration,College Students,Expectation,Social Influences,Intention,Student Behavior,Health,Student Satisfaction,Age Differences,Gender Differences,Experience,Educational Attainment,Student Interests,Performance,Usability,Job Skills,Environmental Influences

The purpose of this study is to develop a conceptual framework to examine Ghanaian higher education students' adoption of ICTs for learning. The study reviewed the theoretical and empirical literature on technology adoption, to develop a conceptual framework to investigate Ghanaian higher education students' adoption of ICT for learning. The study identified 5 exogenous variables (performance expectancy, effort expectancy, social influence, facilitating conditions and ergonomic factors), 2 endogenous factors (behavioural intention and use behaviour), 2 mediating variables (health issues and satisfaction) and 5 moderating variables (age, gender, experience, voluntariness of use and educational level). The study will be useful to administrators and policy makers in higher education to help with understanding and development of the best measures to arouse Ghanaian students' interest to adopt ICTs for learning and research. The conceptual framework extended the UTAUT, with health issues and satisfaction as variables mediating the relationship between ergonomic factors and students' behavioural intention to use ICT for learning and research.
Building a Classroom Library Based on Multicultural Principles: A Checklist for Future K-6 Teachers
Author: Howlett, Kristina M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Materials,Library Materials,Multicultural Education,Childrens Literature,Student Diversity,Educational Principles,Critical Theory,Reading Material Selection,Cultural Awareness,Social Justice,Social Bias,Consciousness Raising,Elementary School Teachers,Classroom Environment

Building a classroom library while infusing multicultural (MC) content and multiple perspectives into the learning environment is an important job for teachers. Students need to have direct access to meaningful and relevant texts, and the classroom library is the optimal location. Teacher educators should strive to assist teacher candidates in building anti-bias libraries in early childhood and elementary programs with a wide variety of literature. Undoubtedly, teacher candidates wonder where and how to begin the process of selecting the best texts for their future libraries. How is it possible to know which books are the highest quality children's literature that represent a diverse reading list and demonstrate universal human experiences across a variety of cultures? In this article, the authors recommend that by using the six MC principles (Bennett, 2014) as a foundation and employing an evaluation checklist (see Appendix B) designed to elucidate literary criticism and absence of bias, teacher candidates will be able to develop and expand classroom libraries in the most culturally responsive manner. The purpose of this article is to underscore critical attention on educating the nation's teachers by developing a critical eye for high-quality MC literature that is available for the classroom as well as an ongoing commitment to seeking out the most effective array of literature for the children in their classrooms.
Exploring the Institutional OER Policy Landscape in South Africa: Dominant Discourses and Assumptions
Author: Chikuni, Patricia R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Open Educational Resources,Public Colleges,Access to Education,Equal Education,Educational Cooperation,Student Empowerment,Teaching Methods,Independent Study,Educational Policy

A number of universities in South Africa are sharing teaching materials online making them freely available as Open Educational Resources (OER). The open sharing of teaching materials has been coupled with a number of institutional policy initiatives. This paper seeks to explore the institutional policy landscape of OER in South Africa in order to first understand the discourses and assumptions that underpin OER policies and second, to critique and problematize the major discourses and assumptions that underpin OER policies. Critical Discourse Analysis (CDA) is used as a tool for identifying dominant discourses in OER. Findings show that OER policies in public universities in South Africa are underpinned by three dominant discourses on access, collaboration and transformation. The extent to which OER can democratise access to education and redress socio-historic inequalities in the provision of educational resources is not guaranteed. Some scholars argue that OER could in some contexts perpetuate inequalities if the same barriers of accessing education in a traditional classroom have not been dealt with. OER policies are written as optimistic accounts on how to publish OER but they do not do a good job in encouraging reuse.