ethanporcaro/eric-fulltext-meta huggingface dataset:
University-Community Outreach as an Enabler for Integral Human Development during the COVID-19 Pandemic
Author: Ramirez, Veronica Esposo
Date: 2023-00-00
Type: Journal Articles
Subjects: School Community Relationship,Outreach Programs,Universities,Individual Development,COVID-19,Pandemics,Foreign Countries,Community Needs,Program Evaluation,Sustainable Development,Capacity Building,Adult Education,Adult Literacy

This article examines how university-community outreach was an enabler for integral human development during the COVID-19 pandemic. Qualitative information about the University of Asia and the Pacific (UA&amp;P) Community Outreach Program (COP) is described and analyzed. In particular, the Kabagis Aeta Projects succeeded in its initial implementation, moving from distribution of goods to capability building. It has improved family living conditions and instilled positive work values among the Aetas of Castillejos, Zambales, Philippines. The interventions served as enablers of integral human development in personal, economic, social, ecological, and spiritual life. Beyond physical, structural interventions and resources, values formation was integrated to achieve integral human development. Structures furnished through the COP--the study center, livelihood workshop, and training center--provide venues for trainings and continuous learning for the Aetas. Possible clients or markets can also be explored to absorb the products and outputs of their newly learned skills.
The Impact of Experiential Learning Overseas on Kenyan Women Farmers
Author: Shileche, Anne
Date: 2023-00-00
Type: Journal Articles
Subjects: Experiential Learning,Foreign Countries,Females,Agricultural Occupations,International Programs,Psychological Patterns,Citizen Participation,Nutrition,Study Abroad,College Students,Agricultural Education

A multipartner agricultural and nutrition project was implemented in Kenya between 2015 and 2018. This study examined the impact of the international learning and research project on the emotional and civic engagement status of 43 Kenyan women farmers receiving agricultural and nutrition interventions, comparing this group to a control group. Some project women experienced higher emotional worthlessness in the short term but less worry in the long term in comparison to the control group women. Project women also had higher overall civic engagement levels after the 3-year project compared to the control group women. Our results demonstrate that experiential learning has advantages and disadvantages for overseas communities. For community benefits, research and learning projects should be a partnership with community members.
A Decade of E-Learning Implementation Challenges at the College of Business Education in Tanzania
Author: Mwandosya, Godfrey I.
Date: 2023-00-00
Type: Journal Articles
Subjects: Electronic Learning,Barriers,Business Education,Foreign Countries,Learning Management Systems,College Faculty,College Students,Teacher Attitudes,Student Attitudes,Educational Technology,Technology Uses in Education,Higher Education

The implementation of electronic learning (e-learning) in Tanzania's higher education institutions (HEIs) has flourished in recent years. The College of Business Education (CBE) embarked on an e-learning system Student Academic Register Information System (SARIS) and a Moodle system in the year 2011. However, the implementation of e-learning systems at CBE has had challenges and experiences that were neither properly reported nor documented for improvement. This study, therefore, aims at highlighting the decade long usage of the e-learning systems at CBE. The study adapted and extended the Andersson and Grönlund Conceptual Framework for e-learning in developing countries. During the wake of COVID-19 a total of 210 participants (12 teachers and 198 students) from four CBE campuses participated in the study and precautions of social distancing were observed. Data were collected using an in-depth interview and questionnaires. The analysis of qualitative data was conducted using content analysis and for the quantitative data the analysis was done on the frequencies as well as descriptive data through the Statistical Package for Social Sciences (SPSS) IBM version 23.0. The results revealed that amongst other factors, technology training, a conducive environment and readiness for e-learning pedagogy, posed some of the major challenges in the implementation of e-learning for both the teachers and students.
Measuring the Learning Gains from Engagement with the Green Shoots Maths Curriculum Online
Author: Tarling, Isabel
Date: 2023-00-00
Type: Journal Articles
Subjects: Achievement Gains,Learner Engagement,Mathematics Curriculum,Curriculum Evaluation,Electronic Learning,Foreign Countries,Elementary School Students,Mathematics Achievement,Affective Behavior,Student Behavior,Cognitive Processes,Student Attitudes,Parent Attitudes,Teacher Attitudes,Administrator Attitudes,Rural Urban Differences

Mathematics Education in South Africa continues to face complex, multifaceted challenges, but as data from this study show, there is reason for hope. The Western Cape Education Department recently implemented the Green Shoots Maths Curriculum Online (MCO) program in 500 of its primary schools. An ABC classification of affective, behavioural, and cognitive learning gain was used to analyse the learning gain for learners, parents, and teachers who use the Green Shoots Maths Curriculum Online (MCO) program. As part of a larger longitudinal Education Design Research project, data in this study were produced through self-reported surveys, MCO usage data, Grade 6 learners' assessment results, and project documentation. Benefits from technology interventions such as the MCO project, tend to be unevenly distributed between resource-rich and resource-poor schools. Findings from this study however indicate that the learning gains for learners, parents and teachers were distributed across all types of schools since learners, parents, and teachers in all these contexts are accessing and using the program. The results from the study may benefit policymakers and education departments who wish to roll out similar programmes, school, and district leaders who manage short and long-term implementations, and teachers and learners wanting to use comparable programs such as this.
An Empirical Study of Student Performance during the COVID-19 Pandemic
Author: Ruzgar, Nursel S.
Date: 2023-00-00
Type: Journal Articles
Subjects: Academic Achievement,COVID-19,Pandemics,Attendance Patterns,Electronic Learning,Time on Task,Gender Differences,Individual Differences,College Students,Distance Education,Foreign Countries

This paper aims to establish if any of the following characteristics are associated with a difference in student performance during the COVID-19 pandemic: online lecture attendance, study time and performance; gender, class standing &quot;(freshman (1st year), sophomore (2nd year), junior (3rd year)and senior (4th year))&quot; and having one's own room. A Learning Management System was used to measure students' study times and performance on the assessments. A survey instrument was used to obtain information about their gender, class standing, whether they had their own room and their perceptions of online education. The study found a positive correlation between study times and performance, except for test 1 and its study time, and a positive relationship between academic performance and having their own room. There was also a difference noted between class standing and performance, however, there was no difference based on gender in the performance of the students.
Transforming Teaching and Learning through ICT: The Role of Academic Staff in the New Normal
Author: Thomas, O. A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Information Technology,Technology Uses in Education,Teacher Role,Educational Change,Higher Education,Models

Technology is fast reshaping the entire landscape of education and academics are charged with more responsibilities as they navigate through the new normal in education. The initial transformation which the ICT trend has brought to teaching and learning in educational institutions in scope and content, has made teaching a challenging profession where knowledge is expanding exponentially. It has also provided leverage for the sustained relevance of ICT in the transformation of teaching and learning, in this critical period in which the new normal has become inevitable to adopt. This paper therefore discusses the challenges and roles of academics in the new normal. Models of transformation were reviewed and a framework which provides approaches for transformation of teaching and learning through ICT in the new normal guided the study. It is recommended among others, that educational institutions establish a department of learning technology to support academics in their new functions, while ensuring the provision of relevant infrastructures to facilitate transformation of the teaching and learning process.
Reflections on the Post COVID-19 Teaching and Learning: Lessons from the Emergency Transition to Online Learning at Two African Universities
Author: Ngonda, Tiyamike
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Educational Change,Electronic Learning,Distance Education,Universities,Affordances,Learning Management Systems,Faculty Workload,Enrollment,Educational Benefits,Outcomes of Education

The COVID-19 restrictions resulted in the most significant disruptions to education in this century. Universities responded differently to the restrictions. For example, some universities in Southern Africa closed and had no academic activities for months. These universities had little online teaching and learning, opting for a phased return to face-to-face teaching and learning. Other universities shifted to online teaching and learning after a short suspension of academic activities. This article reflects on the cases presented by two universities, considering evidence from the literature on the challenges of transition to online teaching and learning, and the affordances of the learner management systems they adopted. The reflections uncovered the fact that although the responses of the two universities were different, the challenges they faced were similar. There are challenges of access to data and devices needed for online teaching and learning, lecturers', and students' struggles to adapt to online teaching and learning, and issues related to the incompatibility of face-to-face pedagogical practices with online teaching and learning. Despite these challenges, the emergency online teaching and learning mastered during the COVID-19 pandemic offer future benefits of lesser workload for staff, increased enrolments, and preparation of students for the fourth industrial revolution. However, universities that quickly return to face-to-face teaching without retaining the good practices developed during the pandemic might not benefit from the lessons learnt and may be unprepared for future disruptions to education.
The Availability of Qualified Teachers and Computer Laboratories for Teaching Computer Studies in Public Secondary Schools in Zambia: A Case Study of Lusaka City
Author: Bwalya, Tuesday
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Qualifications,Computer Science Education,Computer Assisted Instruction,Laboratories,Public Schools,Secondary School Students,Foreign Countries,Information Technology,Teacher Student Ratio,Educational Resources,Internet,Climate Control,Projection Equipment

For schools to successfully deliver the computer studies curriculum, they should have, among other things, qualified teachers and computer laboratories. This study investigated the availability of qualified computer studies teachers and computer laboratories in public secondary schools in Lusaka City, Zambia. A mixed-methods approach was employed in which 61 schools out of 72 were randomly selected to take part in a survey, and this was followed by interviews, observations, interviews and documentary analysis. Among those surveyed, 50 schools completed the questionnaire, and the results show that 76% of computer studies teachers have qualifications in computer studies or information and communication technologies (ICTs) and the majority (55%) hold a diploma. However, there is a higher teacher-pupil ratio of as high as 1:276. The findings further show that 98% of the schools have computer laboratories and the majority have a lower computer-pupil ratio of 1:2 and 1:3. The results also show that data projectors and air conditioning units are available in many computer laboratories. However, many computer laboratories do not have servers and Internet connectivity. Given the above findings, it has been recommended that the Government of Zambia recruit more computer studies teachers and that school managers ensure the availability of facilities such as Internet connectivity in the computer laboratories.
Use of Digital Tools for Social Engagement in Remote Learning during the COVID-19 Pandemic: A Case Study of a South African University
Author: Nkoala, Sisanda
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Technology,Electronic Learning,COVID-19,Pandemics,Distance Education,College Students,Intellectual Disciplines,Social Media,Videoconferencing,Learning Management Systems,Computer Mediated Communication,Foreign Countries

Digital tools have evolved into a way of life, and as a result, they have become a growing area of interest for academics who research teaching and learning. Scholars increasingly agree that because digital tools affect human-to-human connection, a greater emphasis on understanding their function in engagement from an interdisciplinary viewpoint is required. However, there does not appear to have been much research on how these tools facilitate social engagement, especially in teaching and learning. This mixed methods study employs a case-study design and explores how digital tools help or hinder social engagement in teaching and learning at a South African-based tertiary institution. A questionnaire consisting of open and closed questions was used to collect data from 88 students from four academic departments at a University of Technology (UoT): Media, Retail and Business Management, Entrepreneurship, and Food Science. Based on the concept of social engagement and the uses and gratifications theory, this interdisciplinary project examines how different fields employ digital tools for social engagement. Some of the findings are that of the communication technologies considered, WhatsApp (97%), video conferencing via Blackboard Collaborate (96.6%) and blackboard course content (95.5%) were the top three ranked tools. Further, WhatsApp was the preferred digital tool for communication with lecturers and peers, while Blackboard was the preferred platform for accessing course materials such as readings and videos. Other than video conferencing platforms such as Zoom, Blackboard Collaborate and YouTube, students use digital tools for engagement with peers. For example, around a quarter of students who used Blackboard Discussion Forums reported engaging with each other. From the qualitative reflections, the study found that students were communicating more with their lecturers through digital tools. Despite having access to lecture recordings, there was still a sense that the educational experience was not as engaging as students wanted it to be because of the lack of in-person engagement.
Perception of Learning Management System (LMS) on the Academic Performance of Undergraduate Students during the COVID-19 Pandemic
Author: Odekeye, Ola T.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Educational Technology,Learning Management Systems,Gender Differences,Instructional Program Divisions,Intellectual Disciplines,Barriers,Technological Literacy,Computer Use,Academic Achievement

The study investigated the perception of undergraduate students on the use of a Learning Management System (LMS) in the teaching-learning process. The study employed a descriptive survey design. The data for the study were collected using online questionnaires. The study sample comprised 551 undergraduate students from five colleges in Osun State University. The study found a significant difference in undergraduate students' perception of the use of LMS in instructional delivery based on gender, class levels and area of speciliasation. The results showed that the LMS is helpful in reflecting on students' knowledge gaps when preparing for classes. It also revealed that the cost for accessing the LMS, power failures and poor Internet services are major challenges in using the LMS platform. Hence, the study recommends students and lecturers should be encouraged to improve on their computer literacy skills to enhance their usage of the LMS and the use of the LMS should be improved upon and made functional by universities to facilitate blended learning.
Preparedness of Preservice and In-Service Teachers&apos; towards the Use of Mobile Devices in Nigeria
Author: Adewumi, Oluwafikayo E.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Inservice Teacher Education,Educational Technology,Handheld Devices,Telecommunications,Readiness,Technology Integration,Teacher Attitudes,Early Childhood Education,Elementary Secondary Education

The dramatic growth in the use of mobile devices across different environments and fields has contributed significantly to mobile learning (mLearning). Students have benefitted through the multimedia features of mobiles and can utilize emerging technologies with their mobile devices for learning purposes. Despite the relevance of mobile learning in formal and informal learning environments, it seems to be less explored in Nigeria. Research has shown that teachers play a significant role in adopting any technology in the classroom, so it is essential to probe into preparedness related to the adoption in the classroom. The paper examines the preparedness of preservice and in-service teachers to use mobile devices in their classrooms using an online survey on mobile learning readiness and technology adoption stages. Quantitative data revealed that teachers are willing to adopt mLearning, and rate themselves above average on the technology adoption stage; however, a few factors like an unsupportive curriculum and lack of infrastructure are causing its setback. The research recommends that more awareness be raised to promote its adoption, create a supportive curriculum and provide the needed infrastructure in the classroom to support its use.
Distributing Expertise and Building Relationships: Designing for Relational Equity in Youth-Scientist Mentoring Interactions
Author: Klein, Elaine R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Equal Education,STEM Education,Mentors,Self Concept,Science Programs,School Community Relationship,Scientists,Expertise,Interpersonal Relationship,Program Design,High School Students,Student Attitudes,Cooperative Learning,Feedback (Response),Outcomes of Education,Universities,Graduate Students

Science mentoring programs are powerful opportunities for youth to develop conceptual knowledge, undertake authentic practices, and have impacts on their science-related identity work. Here, we use design-based research to understand how a university-community partnership expanded upon traditional mentoring structures to facilitate &quot;relational equity&quot; (DiGiacomo &amp; Gutiérrez, 2016) through distributing expertise and building relationships between participants. We analyzed qualitative data from 2 years of the STEM OUT mentoring program to develop claims about the elements of program design that led to distributed expertise and building relationships. Key findings include the need to design structures that position all participants as having expertise, highlight relationship-building as integral for youth-scientist interactions, and facilitate equitable power dynamics. Our findings are articulated as design principles for other youth-scientist mentoring programs, with the goal of broadening participation in the sciences by redefining not only who participates, but also what counts as science.
Effect of Brain-Based Teaching Method on Secondary School Physics Students&apos; Retention and Self-Efficacy
Author: Bada, Abiodun
Date: 2023-00-00
Type: Journal Articles
Subjects: Brain,Neurosciences,Secondary School Students,Science Education,Physics,Academic Persistence,Self Efficacy,Foreign Countries,Heat,Energy,Teaching Methods,Lecture Method,Instructional Effectiveness,Student Diversity

Inequality in education is a challenge that have persisted and still likely to persist for a long time in the field of education because students come into the classroom with different characteristics thus posing a great concern to the realization of classroom objectives. The use of adequate teaching strategy might break this limitation thereby making every student to engage in meaning learning. The two objectives of this study include (1) to investigate the effect of brain-based teaching (BBT) method on students' retention on the topic, heat energy (2) to investigate if self-efficacy influence physics students' retention on the topic, heat energy, when taught using brain-based teaching method. We adopt the design, pre-test post-test control group quasi experimental design for the investigation. The participants were 99 (experimental group, n= 46; control group, n=53) students and were selected from two schools in Ondo using random sampling technique. A researcher designed data collection tool titled heat energy test (HET) was used to collect data in this study. HET's validity was achieved by giving the draft to three science education experts and two secondary school physics teachers for validation. Both descriptive and inferential statistics (Mean, t-test. ANCOVA) were used for analysis. Brain-based teaching method significantly improved the retention of students in physics (heat energy) and also, self-efficacy did not influence physics students' retention in physics (heat energy). In conclusion, brain-based teaching method enhanced the retention of physics (heat energy) thus breaking the limitation posed by differences in the characteristics of the students.
Gamification: Game as a Medium for Learning Chemistry to Motivate and Increase Retention of Students&apos; Learning Outcomes
Author: Lutfi, Achmad
Date: 2023-00-00
Type: Journal Articles
Subjects: Gamification,Educational Games,Science Education,Chemistry,High School Students,Secondary School Science,Program Effectiveness,Student Motivation,Academic Persistence,Foreign Countries,Computer Games,Educational Technology,Student Attitudes

This study aims to obtain the game as a gamification in education that is appropriate to be used for hydrocarbon learning media based on the validity, practicality, and effectiveness of the game. The research method used is the research and development method, the study was conducted in East Java High School-Indonesia. Validity is obtained from the game assessment by the validator. Practicality is obtained from the questionnaire responses of students and observations of students' activities while using the game. The effectiveness is obtained from the learning outcomes of students, the results of students' learning motivation questionnaires, and student retention. Based on the results of the research, the game developed is named &quot;Hydrocarbons Chem-Rush&quot; is declared appropriate as a learning medium on hydrocarbon material. It has better learning outcomes than the control group, students are more motivated to continue playing and learning, students are active during learning, and it can make power of student retention very good.