ethanporcaro/eric-fulltext-meta huggingface dataset:
Are Private Universities Exempt from Student Concerns about Textbook Costs? A Survey of Students at American University
Author: Murphy, Lindsay Renee
Date: 2018-00-00
Type: Journal Articles
Subjects: Private Colleges,Student Costs,Textbooks,Undergraduate Students,Student Behavior,Behavior Change

A survey conducted in the fall of 2015 at American University in Washington, DC shows that rising textbook prices similarly affect students at an expensive private university as those at community colleges and state schools. Research on high textbook costs that has demonstrated corollary unwanted behavior changes in students, including not purchasing the book, resorting to illegal online downloads, and poor study habits, were confirmed at American University as well. Solutions that have been proposed to this problem of prohibitive textbook prices, including Open Educational Resources (OER), could have an equally profound impact at American University, and potentially similar private universities, as has been demonstrated at less selective and more affordable counterparts.
Digital Literacy: The Quest of an Inclusive Definition
Author: Njenga, James K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Literacy,Definitions,Critical Literacy,Socioeconomic Status,Economic Development,Constructivism (Learning),Empowerment

Forces of globalisation and economic competition enhanced by, among others, the digital technologies, are radically transforming the social context. Digital technologies are characterised by a powerful and pervasive Internet as well as the related information and communication technologies. Globalisation is facilitated by the universally accessible, reliable and inexpensive communication assisted by these digital technologies. However, there is growing and valid scepticism regarding the digitally influenced socio-economic emancipation. This scepticism is mainly driven by a lack of understanding of digital literacy as a holistic process of creating the necessary social, economic and political changes within a given context. The understanding of digital literacy therefore needs to join a number of seemingly divergent views of digital technology when dealing with these technologies' benefits in socio-economic emancipation. This understanding of digital literacy should therefore be shaped and focused more on understanding how digital literacy impacts the poor and marginalised, especially in looking at the socio-economic welfare of these marginalised sections of the society. This article discusses digital literacy by firstly looking at the shortcomings of the available definitions and approaches and then recommends a socio-economic development-orientated definition. The article brings to the fore the most critical digital literacy issues for socio-economic development. These issues are important; they ensure that digital literacy is not viewed in isolation, but rather in terms of its outcomes and consequences, especially with regard to socio-economic development.
Are We Teaching Critical Digital Literacy? Grade 9 Learners&apos; Practices of Digital Communication
Author: Mnyand, Lutho
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Literacy,Computer Literacy,Secondary School Students,Grade 9,Foreign Countries,Academic Achievement,Access to Computers,Socioeconomic Status,Rural Areas,Urban Areas,Informal Education,Social Media,Communication Skills,Computer Mediated Communication

South Africa's communication landscape has changed and is still changing because many previously disadvantaged areas have benefitted from the construction of roads, provision of electricity and installation of satellites. As a result, many previously disadvantaged learners have access to digital media in their homes. In this article, we argue that the immersion of many learners in digital media at home advances literacy achievement. Drawing on insights from cultural historical activity theory and multimodal social semiotics, we discuss the nature of learners' digital resources at home and how these resources could be meaningfully and critically used to advance literacy. Data were collected from Grade 9 learners in two King Williams Town schools in the form of questionnaires, focus group discussions, informal Facebook-Messenger conversations, one-on-one interviews with teachers and lesson observations. The analysis of data shows that many learners in this study are becoming digitally literate, irrespective of their socio-economic status or rural--urban location. However, digital literacy does not seem to be used as a base to advance literacy as advocated in the new curriculum and assessment policy statements.
Entry Qualifications of Students as Predictors of Academic Performance in Various Degree Programs in Distance Education Setting in Pakistan
Author: Abdullah, Nauman A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Academic Achievement,Masters Programs,Graduate Students,Virtual Universities,Predictor Variables,Grade Point Average,Qualifications

Academic performance of students has always been the area of concern for educational institutions as it is a key indicator of institutional quality. In order to have a better quality output the higher education institutions set some admission criteria such as scores on specified international standardized tests, previous academic qualifications, and admission tests of students or a combination of such scores. Virtual University of Pakistan (VU) is a technology-based distance learning institution that facilitates students who are unable to attend traditional institutions of higher education for a variety of reasons. It was of interest to the researchers to study the entry qualifications of students i.e. the admission criteria, as predictor of their academic performance in various degree programs at VU. For that purpose, the data of 5825 graduates in different two years masters programs in 2015-16 were taken as sample. The entry qualifications of students, and cumulative scores of their previous academic qualifications were taken as predictors of their performance i.e. cumulative grade point average (CGPA,) in relevant degree program. Descriptive (range, percentage) and inferential (pearson r, multiple regression) statistics were applied after grouping the students into low, average and high achievers on cumulative scores as well as entry qualification scores. The results showed significant differences in the predictions and their implications are useful for policy makers and relevant departments of the university as well as for other distance learning educational institutions.
The Relationship between Personality Traits, Learning Styles and Academic Performance of E-Learners
Author: Siddiquei, Nabia Luqman
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Cognitive Style,Personality Traits,Electronic Learning,Academic Achievement,College Students,Grade Point Average,Neurosis,Gender Differences,Foreign Countries,Personality Measures,Distance Education,Extraversion Introversion

The rapid growth of e-learning has greatly influenced the educational system across the globe. Personality traits and learning styles are both likely to play considerable roles in influencing academic achievement of e-learners. Based on this foundation, a study was designed that attempts to establish the missing links between personality traits, learning styles, and academic performance of students enrolled in various e-learning courses. University students (N=144) completed the Big Five Inventory (BFI), Index of Learning Style (ILS) and reported their grade point average (GPA). One of the Big Five traits i.e. extraversion was positively related with all four learning styles whereas neuroticism was negatively related with all four learning styles. It has also been revealed that GPA was positively correlated with three personality traits and was negatively correlated with neuroticism. Similarly GPA was positively correlated with three learning styles. Finally, there were no significant differences in learning styles and personality traits of e-learners in terms of gender. Implications of these results are expected to help academics, managers, and policy makers for implementation of future e-learning strategies in Pakistan.
Aspects of Academic Language Proficiency of Intermediate Phase Teacher Education Students
Author: van der Merwe, Dean
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Discourse,Language Proficiency,Case Studies,Teacher Education Programs,Foreign Countries,Academic Achievement,Literacy,Elementary School Teachers,Scores,Language Tests,English (Second Language),Second Language Learning,Language of Instruction,Undergraduate Students,Skill Development

Background: In the intermediate phase of schooling, learners' academic success is largely dependent on their ability to read and write academic texts. Teachers need to teach academic language intentionally and explicitly. In order for teachers to do this, they themselves need knowledge of academic language and its features. Teacher education students, therefore need to be explicitly taught about academic language and provided with sufficient opportunities to develop their own proficiency. Aim: This article aimed to explore the academic language proficiency of a cross-sectional sample of teacher education students at a Johannesburg university. Setting: This study took place at a South African university that implements a university accredited primary school teacher education qualification. The university is located in an urban area, but attracts students from both urban and rural contexts. Methods: Students' test scores on a core academic language skills instrument were utilised as data for this study, with descriptive and inferential statistical analyses procedures used to make sense thereof. Results: Findings from a cross-sectional analysis between first- and second-year students' scores indicated that students' academic language proficiency does not appear to improve after their initial year of study. Conclusion: The article concludes with a discussion of the implication hereof for teacher education and for the profession.
A Reading Project to Improve Literacy in the Foundation Phase: A Case Study in the Eastern Cape
Author: Cilliers, Liezel
Date: 2018-00-00
Type: Journal Articles
Subjects: Rural Schools,Rural Areas,Foreign Countries,Reading Programs,Teaching Methods,Reading Skills,Emergent Literacy,Elementary School Teachers,Elementary School Students,Reading Improvement

Early literacy teaching and learning in the foundation phase of rural schools in South Africa experience persistent challenges. In order to address some of these challenges, a national reading programme to improve literacy among rural learners was initiated by a nongovernmental organisation. The article provides an overview of how teachers in selected Eastern Cape foundation classrooms use the reading programme to enhance literacy of the learners. The objectives of the article are to investigate how the reading project has been incorporated into the teachers' teaching pedagogy and their perceptions as to how the reading programme has contributed to the school and community. Four purposively selected rural schools, each being part of the reading programme, served as research sites. Participants included eight teachers who used the reading supplement in their classroom. Qualitative data were gathered using semi-structured interviews with the teachers in each school. Through a process of thematic content analysis, the following themes emerged: (1) pedagogical challenges, (2) infrastructure and provisioning for literacy and (3) community engagement. The considerations for future reading programmes in rural areas include cost, availability of resources, training of teachers and practical aspects of the supplement, for example, font size and length of stories. These findings illustrate how the foundation teachers use the reading programme to enhance the literacy curriculum in schools situated in rural settings. The recommendation of the article is that the reading programme is useful and teachers should be encouraged to use the supplement reading activities in the foundation phase.
Changing Thoughts towards Digital Literacy Interventions for South African Entrepreneurs
Author: Steyn, Riana A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Entrepreneurship,Technological Literacy,Barriers,Technology Integration,Expertise,Knowledge Level,Technical Assistance,Undergraduate Students,Employees,Technological Advancement,Intervention,Industry,Small Businesses

It has long been the focus of many countries around the world to see their entrepreneurs grow and to introduce interventions to assist them, as they realise the impact these entrepreneurs have on their economies. Technology is believed to be one of the biggest tools that entrepreneurs can use to assist them in growing sustainable businesses. There is an increased need for small businesses to employ information and communication technology (ICT) to enhance their businesses as part of their countries' socio-economic development. This, in turn, leads to an increased need for digital literacy interventions for these entrepreneurs. Many interventions have tried to assist a country's residents to adopt ICT and enhance their digital literacy levels. However, many of these did not have the desired outcomes. Many barriers prevent these initiatives from being successful, for example difficulty in retaining the current workforce, a lack of skills and human capital development, a lack of resources, security concerns, mistrust regarding ICT and ICT service providers and a lack of trust. Data were gathered over three years (2012, 2013 and 2017) to determine whether there has been any change in the uptake of technology over time, whether technology is indeed the answer to many entrepreneurs' problems and whether some of the barriers could be overcome. An interpretivist paradigm using a qualitative approach was employed and 193 entrepreneurs were interviewed over three years to see if there was any change in their adoption of technology, which should be the case if one recognises the pace at which technology is changing. The identified barriers no longer seem to exist for South African entrepreneurs. It emerged that technology adoption and digital literacy studies should be industry-specific and should not be based on a generic approach. Thus, digital literacy cannot be used as a broad term and needs to be focused for each sector. This article proposes that most entrepreneurs have addressed one of the main barriers. These main barriers include a lack of expertise, in-house knowledge or a one-stop shop to assist with ICT queries and problems. Most of the entrepreneurs now have access to an information technology consultant or expert who can help them to become more digitally literate. Although many new technologies are being developed, certain standard software systems, such as the Microsoft Office package, will always be used. Thus, these standard software systems should be the focus of digital literacy training interventions. These interventions should be simple and easily accessible to everyone.
Cheating and Plagiarism in E-Assessment: Students&apos; Perspectives
Author: Kocdar, Serpil
Date: 2018-00-00
Type: Journal Articles
Subjects: Cheating,Plagiarism,Foreign Countries,College Students,Computer Assisted Testing,Trust (Psychology),Differences

The aim of this study was to identify students' perceptions on cheating and plagiarism and trust in e-assessment according to their assessment experience and mode of learning as well as exploring their concerns in e-assessment. Participants were 952 students from two public universities in Turkey and Bulgaria. The study was designed as a cross-sectional survey. A questionnaire consisting of closed and open-ended questions was applied to collect data. Descriptive statistics, t-test, ANOVA and thematic analyses were performed. According to the results, no significant difference was found on students' perceptions towards cheating and plagiarism and their feelings of trust in e-assessment regarding students' prior e-assessment experience. However, there was a significant difference on students' perceptions towards cheating and plagiarism and their feelings of trust in e-assessment regarding the mode of learning they are involved in. In addition, students' concerns about e-assessment were explored in details in the paper.
Experiences of Timorese Language Teachers in a Blended Massive Open Online Course (MOOC) for Continuing Professional Development (CPD)
Author: King, Monty
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Professional Continuing Education,Teacher Education,English Teachers,English (Second Language),Foreign Countries,Blended Learning,Teacher Attitudes,Experience,Educational Benefits,Barriers

This paper details the experiences of a group of Timorese English language teachers from Lorosa'e English Language Institute (LELI) in Dili, Timor-Leste, who participated in a professional development MOOC entitled &quot;Teaching for Success: Lessons and Teaching&quot; between March and April 2017. Drawing on the pedagogical principles of blended learning; participants engaged with online course content, and once a week met as a study group to view some video content together and discuss issues arising from it. The authors draw on participant observation, individual and focus group interviews and post-course author reflections to outline the benefits and challenges of doing blended MOOCs in Dili, and propose that they can provide local English language teachers opportunities for subject area knowledge building, language literacy development and more general lifelong learning.
Acknowledging Challenges and Embracing Innovative Instructional Practices in Response to Cultural and Linguistic Diversity
Author: Wood, Carla
Date: 2018-04-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Innovation,Migrant Workers,Cultural Differences,English (Second Language),Second Language Learning,Spanish,Student Attitudes,Teacher Attitudes,Teacher Characteristics,Self Efficacy,Cultural Awareness,Cultural Pluralism,Teacher Student Relationship,Peer Relationship,Intercultural Communication,Race,Gender Differences,Institutional Characteristics,Elementary School Teachers,Middle School Teachers

Aims of the current study were to explore teachers' background, beliefs, attitudes, and sense of self-efficacy, as well as instructional supports and innovative practices in response to cultural and linguistic diversity in classrooms serving Spanish-English speaking children of migrant workers. A total of 22 teachers participated in semi-structured interviews regarding linguistic diversity in the classroom. Their responses were transcribed and qualitative analysis procedures were utilized to deconstruct units. Individual units were then clustered by similarities and differences into themes and subcategories of themes. Teacher responses to the interview questions produced themes: awareness of cultural and linguistic diversity, issues and challenges, and innovative instructional supports and practices. Participating teachers commented on general supports designed to assist communication between English Learners (EL) and the teacher or peers, facilitate communication with parents of ELs, and embrace and promote responsiveness to cultural linguistic diversity (CLD) in the classroom. Teachers identified specific supports to intensify instruction, including (a) employing multiple modalities, (b) increasing experience and exposure, and (c) providing individualized support. Additional resources and support are warranted to identify and disseminate effective practices to provide intensified instruction and support to ELs. [For the corresponding grantee submission, see ED588646.]
Coherence and Disparity in Assessment Literacies among Higher Education Staff
Author: Davies, Mark S.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Faculty,Summative Evaluation,Evaluation,Formative Evaluation,Evaluation Methods,Theory Practice Relationship,Foreign Countries,Staff Development,Definitions,Theories

Assessment literacies are finding leverage, but there is little exploration of links between theory, practice and perceived understandings in higher education (HE). This article builds on and consolidates research that has taken place over ten years that evaluates assessment literacies among HE lecturers in education and science, and in staff developers, by presenting a comparative view of the data. The results indicate that there was generally a good understanding of theoretical and practical aspects of summative assessment across all groups. However, understandings of formative assessment showed little concordance between and within the groups, particularly among staff developers, but this group was better at clarifying the necessary link between formative assessment and feedback. Although education lecturers had a firmer grasp of central terminologies, in general there are still deficits in understanding about how these terms interrelate. Staff developers' relative weakness of understanding in some areas is of concern since this group shapes those who teach. These issues are exacerbated by a lack of acknowledgement that they exist, which may seriously hamper the development of both staff and students in clarifying processes they encounter daily. Basic shared understandings are required that can translate into personal, coherent assessment literacies. As a community we need to take on this task, because if we do not, as individuals, or individual groups, we will continue to have fragmented assessment literacies.
Curriculum Principles, Didactic Practice and Social Issues: Thinking through Teachers&apos; Knowledge Practices in Collaborative Work
Author: Bladh, Gabriel
Date: 2018-00-00
Type: Journal Articles
Subjects: Curriculum,Social Studies,Social Problems,Knowledge Level,Course Content,Elementary Schools,Foreign Countries,Social Justice,Environment,Peace

Previous subject-specific education research has shown that education in social studies subjects is dominated by strong subject traditions, while current social issues are seldom addressed and the connection to academic disciplines is weak. Putting this result into context, we discuss how the debate initiated by Michael Young about 'powerful knowledge' as a curriculum principle for the selection of school knowledge gives important theoretical insights. However, we argue that these insights can be developed further by linking them to continental &quot;Didaktik&quot; theory, in particular to Wolfgang Klafki's models of 'categorical Bildung' and 'critical-constructive didactics' and Ingrid Carlgren's perspective on teaching as different knowledge practices. These ideas make clear the link between the selection of knowledge at curriculum level and the selection and transformation of knowledge at classroom level. Based on this theoretical argument, we discuss how researchers and teachers can collaborate around the selection and transformation of knowledge in a school setting, thereby contributing to a knowledge reservoir for the teaching profession. We conclude with a discussion of an ongoing case study taking place in an upper primary school in Sweden, which exemplifies our theoretical argumentation, showing how a 'time-geographical' perspective can inform teaching about migration as a phenomenon and current social issue.