ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Leisure Time Satisfaction Levels of University Students Taking Reformer Pilates Training on Life Satisfaction: Structural Modeling
Author: Karagöz, Seniz
Date: 2022-00-00
Type: Journal Articles
Subjects: Leisure Time,College Students,Exercise,Life Satisfaction,Females,Foreign Countries

This study aims to examine the relationship between leisure time satisfaction and life satisfaction of university students receiving Reformer Pilates training. For this purpose, 234 people from Afyonkarahisar province, reached by purposeful sampling method, constituted the research participants. Leisure Satisfaction Scale developed by Beard and Raghep (1980) and The Satisfaction with Life Scale developed by Ed Diener et al. (1985) was used as a data collection tool. The Cronbach Alpha reliability coefficient of the Leisure Satisfaction Scale was 0.76, and the Cronbach Alpha reliability coefficient of the life satisfaction scale was 0.70. For the sub-dimensions of the leisure satisfaction scale, the internal consistency coefficients ranged from 0.70 to 0.89. Validity and reliability analysis (EFA) of the obtained data was performed, then confirmatory factor analysis (CFA) and structural equation modeling (SEM) were applied. As a result of the established model (RMSEA = 0.07, CFI = 0.96), a highly significant relationship was found between leisure time satisfaction and life satisfaction (p&lt;0.05). It was found that the leisure time satisfaction levels of female students who took the reformer pilates training had a high effect on life satisfaction. The findings suggest that reformer pilates training plays an important role in increasing life satisfaction in young women as a leisure time evaluation tool.
Determining In-Service Teachers&apos; Professional Development Expectations: An Instrument Development Study
Author: Muslu, Nilay
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Expectation,Test Construction,Foreign Countries,Test Validity,Test Reliability,Factor Analysis

Professional development programs (PDs) for in-service teachers are usually structured to deliver standardized content. However, considering the differences in the teaching practices utilized by teachers of different subjects, their needs and expectations may vary. Thus, this study develops an instrument to determine inservice teachers' expectations regarding PDs. Themes regarding the PD expectations of teachers were created based on a detailed literature review and authors' field experiences. In line with these themes, an item pool comprising 51 items was created. The developed instrument was applied online to 322 teachers from different provinces of Turkey and teaching different subjects. Exploratory factor analysis was performed on the dataset to ascertain the construct validity of the instrument. As a result of the analyses, the finalized instrument comprised 49 items and 6 dimensions; support, practice, learning, student success, organization, and career. The Cronbach's alpha internal reliability coefficient of all items in the finalized instrument was .94. These findings show that the instrument is a valid and reliable data collection tool for determining teacher expectations of PDs for identified themes. This instrument will be particularly useful in exploring the expectations of teachers while designing PDs and determining the extent to which current PDs meet teachers' expectations.
Teaching of Academic Subjects in English and Challenges in English Medium Instruction
Author: Hosan, Shamim
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language of Instruction,Second Language Instruction,Barriers,Language Teachers,Teacher Attitudes,Problem Solving,Educational Improvement,Teacher Student Relationship,Teaching Methods,Faculty Development,Learning Processes,Phenomenology,Language Planning,Foreign Countries,Student Attitudes,Indo European Languages,Language Proficiency

Teaching English as a foreign language is an apparently challenging task, especially when it is done in an area where English learn a very slight purpose. This study sought to investigate the challenges of English teaching as well as solutions adopted by English teachers in the Savar area. Moreover, the main objective of this research is to find ou.t what kinds of challenges the teacher community faces in the context of the English teaching infrastructure and how to get rid of those problems. Qualitative methods in a phenomenological approach have been used in the research through which in-depth research has been conducted and data collected through semi-structured interviews using purposive sampling. This study captured the perspective of English teachers in facing the challenges of English teaching in the classroom and the solutions they implemented to solve them through interviews. Participants in the study intended to improve the institution's EMI environment and foster nice interactions between teachers and students. 'Teaching techniques among content teachers,' 'challenges and constraints that content teachers encounter,' and 'Training courses for content teachers' are the primary themes that emerged from the study. To be sustainable, EMI activities incorporate teachers' self-development and institutional support, as well as students' self- and perceived peer learning practices. Students' and teachers' adaptive tactics provide information into how other EMI programs might optimize their deployment.
Investigation of Secondary School Students&apos; Anxiety and Lesson Participation towards Visual Arts Lesson
Author: Ozkan, Zeliha Canan
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Students,Visual Arts,Student Participation,Anxiety,Foreign Countries,Gender Differences,Academic Achievement,Instructional Program Divisions,Art Activities,Student Attitudes

This study aims to examine the effects of secondary school students' anxiety towards the visual arts lesson and their participation in this lesson. In the study, students' levels of anxiety and participation in the visual arts lesson were examined together with variables such as gender, grade level and academic achievement. Secondary school students studying in Turkey and the sample of the research consisted of 286 students studying in secondary schools in Ankara, Konya and Mersin provinces. Anxiety Scale for Visual Arts Lesson and Visual Arts Class Participation Scale developed by the researcher were used as data collection tools. In addition, the demographic information of the students was obtained with the personal information form developed by the researcher. In the analysis of the data, descriptive analysis, independent groups t-test, F test and Regression Analysis techniques were used. According to the results obtained from the study, the secondary school students' anxiety levels for the visual arts lesson were found to be moderate and below, but their participation in the lesson was at a high level. In addition, it was determined that the anxiety towards the visual arts lesson predicted the participation in the lesson at a higher level, but affected it negatively. According to the grade level and achievement level of the students participating in the study, their participation in the visual arts lesson and their anxiety levels for the lesson differ. However, no significant difference was found in the dependent variables related to gender.
Online Presentations with &quot;PowerPoint Present Live&quot; Real-Time Automated Captions and Subtitles: Perceptions of Faculty and Administrators
Author: Orellana, Anymir
Date: 2020-06-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Computer Software,Public Speaking,Automation,Layout (Publications),Teacher Attitudes,Administrator Attitudes,Access to Education,College Faculty,Spanish,Distance Education,English (Second Language),Foreign Countries

Captioning of recorded videos is beneficial to many and a matter of compliance with accessibility regulations and guidelines. Like recorded captions, real-time captions can also be means to implement the Universal Design for Learning checkpoint to offer text-based alternatives to auditory information. A cost-effective solution to implement the checkpoint for live online presentations is to use speech recognition technologies to generate automated captions. In particular, &quot;Microsoft PowerPoint Present Live&quot; (MSPL) is an application that can be used to present with real-time automated captions and subtitles in multiple languages, allowing individuals to follow the presentation in their preferred language. The purpose of this study was to identify challenges that participants could encounter when using the MSPL feature of real-time automated captions/subtitles, and to determine what they describe as potential uses, challenges, and benefits of the feature. Participants were full-time faculty and administrators with a faculty appointment in a higher education institution. Data from five native English speakers and five native Spanish speakers were analyzed. Activities of remote usability testing and interviews were conducted to collect data. Overall, participants did not encounter challenges that they could not overcome and described MSPL as an easy-to-use and useful tool to present with captions/subtitles for teaching or training and to reach English and Spanish-speaking audiences. The themes that emerged as potential challenges were training, distraction, and technology. Findings are discussed and further research is recommended.
Relationships between Online Student Engagement Practices and GPA among RN-to-BSN Students
Author: Rioch, Kathryn E.
Date: 2022-06-00
Type: Journal Articles
Subjects: Learner Engagement,Electronic Learning,Teaching Methods,Grade Point Average,Nursing Education,Bachelors Degrees,Nursing Students,Communities of Practice,Inquiry

The purpose of this quantitative, correlational study was to investigate the relationships between perceived online student engagement and self-reported grade point average (GPA) among post-licensure, undergraduate nursing students. Participants for this study were RN-to-BSN students at a mid-sized university in the Midwest. Approximately 110 students were contacted for participation, with 27 complete student responses (N= 27). Study participants were predominately 36 years or older (63%), full-time students (55.6%), and female (77.8%). The Community of Inquiry survey instrument by authors Arbaugh et al. (2008) measured perceived student engagement. Significant, positive correlations among the variables of cognitive presence (r[subscript s]= 0.467, p= 0.014), teaching presence (r[subscript s]= 0.448, p= 0.019), and self-reported GPA were determined among RN-to-BSN students. Significant effect differences were found between student engagement groups and self-reported GPA (p&lt; 0.05); thus, within this study, student engagement significantly related to academic outcomes. Subsequently, the utilization of institution standards that heighten online student engagement could relate to improved student academic outcomes for RN-to-BSN students.
Understanding the Lived Experience of Online Learners: Towards a Framework for Phenomenological Research on Distance Education
Author: Becker, Jonathan D.
Date: 2022-06-00
Type: Journal Articles
Subjects: Distance Education,Empathy,Online Courses,Phenomenology,Learning Experience,Student Attitudes,Teacher Student Relationship,Higher Education,Guidelines,College Faculty,College Students,Epistemology,Teaching Experience,Teaching Methods,Knowledge Base for Teaching

Not all instructors in higher education enter the classroom with teaching experience, but all have observed teaching in higher education from the perspective of a student. This &quot;apprenticeship of observation&quot; that Lortie (1975) wrote about decades ago at least gives instructors the opportunity to empathize with their students, an important disposition for successful instructors. As more and more instructors are being asked to teach via distance education, they are being asked to do so with no online teaching experience and no or limited experience as an online student. One way, then, for them to develop empathy for online students and become a better online instructor would be to read systematic explications of the lived experiences of online learners. Phenomenology as a research design is purposeful towards gaining an understanding of &quot;lifeworlds.&quot; There is a small but growing body of phenomenological research on distance education, but most of the work is thin, not consistent with core principles of phenomenological research, and not tailored to the uniqueness of the distance education environment. This article makes the case for more phenomenological research on distance education and works towards a framework for this kind of research.
Facilitating &quot;Cognitive Presence&quot; Online: Perception and Design
Author: McCarroll, Julie
Date: 2022-06-00
Type: Journal Articles
Subjects: Cognitive Processes,Learner Engagement,Lesson Plans,Online Courses,English for Academic Purposes,Scaffolding (Teaching Technique),Student Attitudes,Teaching Methods,Asynchronous Communication,Synchronous Communication,Instructional Design,Second Language Learning,Second Language Instruction,Teacher Attitudes,Language Teachers,Correlation,Best Practices,Communities of Practice,COVID-19,Pandemics,Educational Change,Undergraduate Students,Group Dynamics,Teacher Student Relationship,College Faculty,Reflection

In this paper, we focus on perceived cognitive presence (CP) in three sections of an intermediate level English for Academic Purposes (EAP) course facilitated online. The researchers intend to demonstrate how lesson design, scaffolding, and a blend of synchronous and asynchronous delivery create perceived CP. Data was collected from the CoI survey (Arbaugh et al., 2008), administered to both student and instructor participants, as well as an analysis of the lesson plans. Focusing on the survey questions related to the four phases of CP, researchers assigned numerical values to responses reported by participants (cf. Arbaugh et al., 2008). Student participants consistently reported lower levels of CP than teachers in the &quot;triggering event&quot; and &quot;exploration&quot; phases. Student participants in two of the three sections also reported &quot;lower&quot; levels of the &quot;integration&quot; and &quot;resolution&quot; phases than the teacher, but students in the third section reported &quot;higher&quot; levels. Moreover, student-reported experiences of CP in all four phases, except the exploration phase, increased with each iteration of the lesson plan. In addition, we analyze the weekly lesson plans in relation to the four phases of CP. Results demonstrate the relationship between lesson plans and perceived CP and will help to inform best practices in online learning contexts.
Effect of Feedback with Video-Based Peer Modeling on Learning and Self-Efficacy
Author: Eghterafi, Wadi
Date: 2022-06-00
Type: Journal Articles
Subjects: Feedback (Response),Mastery Learning,Self Efficacy,Teaching Methods,Coping,Video Technology,Scores,Tests,Comparative Analysis,Thinking Skills,Introductory Courses,Statistics Education,Error Correction,Online Courses,Self Evaluation (Individuals),Student Attitudes,Intervention,Outcomes of Education,Peer Teaching,Undergraduate Students,Psychology,Learning Activities,Computer Software

In this study, we examined the effect of video-based feedback designed to highlight a peer engaging in effective thinking processes on self-efficacy beliefs and learning outcomes (performance on a delayed quiz). Students in an introductory statistics course participated in an online learning activity where they received feedback in one of three randomly assigned conditions: a video of a peer demonstrating the process of arriving at a correct answer (mastery condition), a peer making mistakes then self-correcting those errors before arriving at a correct answer (coping condition), or a screenshot of a peer's correct worked example (as a control). Results indicated that students who watched the mastery videos, but not the coping videos, rated their self-efficacy higher and scored higher on a class quiz taken more than a day after the feedback intervention than students who viewed a worked example. However, students in the two video conditions did not significantly differ in terms of either self-efficacy and quiz performance. The results of this study, although modest in scope, illustrate how the design of feedback could lead to noticeable differences in student learning.
Exploring Perceived Human Resources Factors Influencing the Performance of Grade 12 Accounting Learners in North West Secondary Schools in South Africa
Author: Nwosu, Lilian Ifunanya
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Foreign Countries,Accounting,Academic Achievement,Human Resources,Personnel Selection,Teachers,Administrators,Teacher Attitudes,Pedagogical Content Knowledge,Teaching Skills

This study explored the perceived human resources factors influencing the performance of accounting learners in North West secondary schools in South Africa. Despite the significant role that secondary school accounting education is perceived to play in shaping the development of accounting professionals, few studies have focused on investigating the effect of human resources on accounting learners' performance in secondary school. The study sought to understand the human resource factors influencing the performance of accounting learners in North West secondary schools in South Africa. The study's findings may assist the school management to improve human resource utilisation towards the achievement of a better accounting learners' performance. To address the gap in the literature, a mixed method sequential explanatory study was conducted in North West districts with 183 School Management Teams and 61 educators. The sequential explanatory study aimed to explore the perceived human resources factors influencing the performance of Grade 12 Accounting learners in secondary schools in the North West Province, South Africa. The findings from the quantitative phase showed that human resource factors such as pedagogical subject content knowledge and skills held by the educator are perceived to influence learner performance. In the second phase, the qualitative approach validated and explained the various human resource factors that influence accounting learners' performance in North West secondary schools in South Africa. School management should ensure that they employ adequate accounting learners to teach accounting in schools. This is so because accounting requires a pedagogical content knowledge and skills in teaching and learning. In conclusion, it is recommended that schools interested in improving learner performance should identify and address context-specific perceived human resources factors that influence learner performance within their schools.
Interdisciplinarity in Data Analysis through the Primary School Textbooks in Greece and Singapore
Author: Zorzos, Michail
Date: 2022-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Interdisciplinary Approach,Foreign Countries,Elementary School Students,Textbooks,Mathematics Instruction,Probability,Statistics Education,Content Analysis,Comparative Education,Teaching Methods,Learning Activities,Comparative Analysis

Data analysis is one of the most popular fields of mathematics and includes statistics and probability. These two mathematical domains are some of the most well-known, influencing everyday life and the various sciences. Their teaching lays the foundation for primary education and culminates in secondary education. Probability and statistics are necessary for today and the future of several professions. This research attempts to highlight the multidisciplinary character of these two disciplines through the textbooks of primary education in Greece and Singapore. It aims to highlight the dependence of mathematics teaching on interdisciplinarity through textbooks. The textbook analysis was chosen because books offer varied learning opportunities. The researchers selected the books, partaking in the comparative analysis. After defining the basic principles dividing lines for the differentiation of the exercises, the analysis was conducted. It included two stages. In the first stage, the activities of the books were examined in their framework application. Then, their interdisciplinary character was accentuated in the scientific field. The results reveal a substantial dependence of data analysis on interdisciplinarity. More interesting is that the distribution of interdisciplinary exercises is prevalent in the scientific milieus.
Innovation and Technology: A Panacea to Teaching and Learning Challenges during the COVID-19 Lockdown in South Africa
Author: Adu, Kemi O.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Electronic Learning,College Faculty,Teacher Attitudes,Teaching Skills,Technological Literacy,Teacher Competencies,Foreign Countries,Readiness,Interpersonal Communication,Teacher Student Relationship

Innovation and technology brought by the 4th Industrial Revolution (4IR) have become an urgent reality to all teachers because of the need for a virtual classroom. In South Africa, over 13 million students in almost 25,000 schools have been affected by the COVID-19 lockdown. Most school teachers were not trained for online teaching, which was the only safe method of teaching during the lockdown period. This study, therefore, investigated how innovation and technology were utilised to mitigate the virtual classroom problems during the COVID-19 lockdown. This study employed a qualitative research approach using interviews to collect data based on the phenomenological research design. The sample for this study consisted of 12 lecturers purposively drawn from one university in the Eastern Cape Province of South Africa. Thematic content analysis was performed on the data. The findings revealed that a majority of the participants have poor pedagogical skills especially those related to using technologies such as Blackboard, Microsoft Teams, and V-Drive on computers for online teaching engagements during the COVID-19 lockdown; strategies utilised by the participants for their teaching activities during the lockdown included Microsoft Teams, WhatsApp voice notes, email attachments for sending bulky teaching materials to students, and other Computer-instructional resources. Thus, this study recommends an urgent need for capacity development workshops to equip lecturers with computer and ICT skills, knowledge, and strategies for online teaching delivery and increased provision of adequate learning and teaching facilities in all public educational institutions, including those in the rural areas.