ethanporcaro/eric-fulltext-meta huggingface dataset:
Indonesian University Students&apos; Perception and Expectation towards ICT Use in Learning English as a Foreign Language
Author: Al Arif, Tubagus Zam Zam
Date: 2019-00-00
Type: Journal Articles
Subjects: College Freshmen,Expectation,Positive Attitudes,Technology Integration,Information Technology,Internet,Computer Use,Handheld Devices,Telecommunications,Time Management,English (Second Language),Second Language Instruction,Second Language Learning,Campuses,Educational Facilities,Access to Computers,Ownership,Foreign Countries,Public Colleges

This study aims to know the use of JCT frequency and purposes among EFL university students. It is also examines the students' perception and expectation towards JCT use in learning English as a foreign language. This research applied quantitative approach with a survey research design. The data were collected from a survey which involved 337 students who were selected using stratified random sampling technique from 13 faculties of a state university in Jambi, Indonesia. The instrument used in collecting the data was a questioner adapted from Tri and Nguyen (2014). Data collected were analyzed by using SPSS 23 in form of descriptive quantitative. The findings indicated that the students spent more time in using JCT for general purposes than English learning purposes. On the other hand, they showed positive attitudes towards the use of JCT in learning English. The students perceive that JCT has the important role in improving their English language skills, and they expected that the teachers use JCT more frequently in teaching and learning process. Furthermore, they expected that campus can provide sufficient equipment and JCT access in each classroom in order to make the learning process become effective.
Learning Basic Grammar Using Task-Based Learning: A Perspective on Analyzing Online Media Text
Author: Nurhayati, Dwi Astuti Wahyu
Date: 2019-00-00
Type: Journal Articles
Subjects: Grammar,Task Analysis,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Undergraduate Students,Student Attitudes,Online Courses,Learning Processes,Educational Benefits,Learning Strategies,Foreign Countries,Instructional Effectiveness

This paper displayed the perspective on analyzing online media text using task-based learning in learning basic grammar. The data were collected for 6 months through observation, interview and questionnaires from July to December 2018 in IAIN Tulungagung. It involves 45 Indonesian undergraduate students who were taking English Basic Grammar with online media text. The data was analyzed using a descriptive qualitative approach. The finding revealed that the students got experience of using online media text as learning basic grammar medium. Their perspectives on analyzing online media text using task-based learning are various (not interesting, passive in the learning process, low interest in reading, tend to rely on friends, and difficult to analyze the online text). Furthermore, their' perspective of using task-based learning in learning Basic English Grammar can be categorized into five types: the act of acquiring strategy, the experiencing process, the process of acquiring benefits, the pupils' responses, and evaluating their performance. It also reported that some benefits of task-based instruction strategy in teaching learning Basic English Grammar can be ability to deep understanding the materials, having good cooperation, having the ability to memorize, managing the time effectively, identifying the kinds of grammar part, and increasing the communication abilities. While the disadvantages of task-based learning in learning Basic English Grammar through analyzing the online media text included having difficulties in analyzing, not being used to with the learning model, getting bored and uncomfortable with the strategy, and being burdened with the task.
Distance STEM Educators&apos; Perceptions of Teachers&apos; Role
Author: Dogru, M. Said
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Teachers,STEM Education,Teacher Role,Role Perception,Secondary School Teachers,Secondary School Students,Student Needs,Psychological Needs,Expectation,Distance Education,Electronic Learning,Synchronous Communication,Interaction,COVID-19,Pandemics

STEM education has an important place in recent studies. With the COVID-19 pandemic, distance education applications have gained importance all over the world. STEM education applications have also turned into distance STEM education with the COVID-19 pandemic. The purpose of this study is to better understand STEM teachers' perceptions of online group education and how they perceive group education expectations. In this study, semi-structured interviews were conducted with secondary school STEM teachers. The interview was aimed at illuminating teachers' perceptions of the role and purpose of teachers, and students' expectations from a group science lesson. Themes arising from the thematic analysis of interviews were determined. The themes that emerged from the analysis are as follows: Teachers' perceptions of their teaching role, teachers' perceptions of students' psycho-social needs, and teachers' perceptions of students' educational needs. Promoting student interaction in online synchronous education was identified as a challenge. Besides, some discrepancies were observed between teachers' perceptions of students learning expectations and their preferred approaches, and it was found that students expect a didactic experience rather than an interactive one.
The Effect of STEM Activities on the Scientific Inquiry Skills of Pre-Service Primary School Teachers
Author: Öztürk, Elif
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Science Activities,Science Process Skills,21st Century Skills,Active Learning,Inquiry,Skill Development,Preservice Teachers,Elementary Education,Undergraduate Students,Public Colleges,Foreign Countries

In this research it is aimed to examine the effects of STEM-based activities on pre-service primary school teachers' scientific inquiry skills, conducted in a science education course of third year undergraduate students. A mixed research method, combining pretest posttest single group design and semi-structured interviews guided the study. Participants of the study consist of 47 pre-service primary school teachers in a state university. The activities implemented with third grade pre-service primary school teachers for ten weeks/thirty course hours. &quot;Views About Scientific Inquiry&quot; scale which was developed and translated into Turkish was used as data collection tool. Based on the eight aspects of science standards, a STEM activity plan was created for each of these dimensions in terms of science, mathematics, engineering and technology achievements. Test as pre and post-test are analyzed statically and for the normally distributed data of VASI, the dependent samples t-test was applied. The dependent sample t-test was used to determine whether there was a significant difference between the pre-test and post-test scores after the scientific method-based STEM applications. Semi-structured interviews were performed to support quantitative data and analyzed descriptively. Results of the study showed that at the beginning of the research, the scientific inquiry skills and views of the preservice primary teachers were inadequate. Additionally, there is a significant difference on scientific inquiry skills and views of the study group, participating in the STEM-based science activities, after STEM applications and activities within the course. It can be concluded that STEM based activities enhance scientific inquiry understandings and skills of pre-service primary school teachers.
Mediation of Knowledge Transfer in the Transition from Visual to Textual Programming
Author: Tóth, Tomás
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Science Education,Programming,Coding,Computer Oriented Programs,Handheld Devices,Programming Languages

In education, we have noticed a significant gap between the ability of students to program in an educational visual programming environment and the ability to write code in a professional programming environment. The aim of our research was to verify the methodology of transition from visual programming of mobile applications in MIT App Inventor 2 to textual programming in the Android Studio using the Java Bridge tool as a mediator of knowledge transfer. We have examined the extent, to which students will be able to independently program own mobile applications after completing the transition from visual to textual programming using the mediator. To evaluate the performance of students, we have analysed qualitative data from teaching during 1 school year and determined the degree of achievement of educational goals according to Bloom's taxonomy. The results suggest that students in the secondary education can acquire advanced skills in programming mobile applications in a professional programming environment, when they have knowledge of visual programming in an educational programming environment, and a suitable mediator is used to transfer such knowledge into a new context.
Educating Students in Technology Enhanced Learning Design by Interweaving Instruction and Assessment
Author: Gogoulou, Agoritsa
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Design,Peer Evaluation,Evaluation Methods,Masters Programs,Foreign Countries,Feedback (Response),Technology Uses in Education,Computer Assisted Instruction,Learning Activities,Theory Practice Relationship,Skill Development

Developing an engaging and positive learning environment for learners, especially in a particular course, is one of the most creative aspects of teaching. Learning design supports the design of interventions, which are pedagogically informed, promote student-centered learning activities and make effective use of appropriate resources and technologies. In the context of this work, a framework is proposed for teaching learning design issues in tertiary education which interweaves teacher-centered activities with student-centered activities. The students are engaged in lab activities and in a learning design peer assessment project. Sustainable feedback practices are considered an integral part of the whole process. Findings drawn from an empirical study carried out during two consecutive academic years reveal that the interweaving of instruction and assessment may contribute to the understanding of the main learning design issues and to the cultivation of skills both in the development of educational applications as well as in the design of technology enhanced learning activities.
Multinational, Intercultural, Multidisciplinary &amp; Intensive (MIMI) Methodology to Enrich Soft Skills Development in Computer Science Students
Author: Dowdall, Shane
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Science Education,Soft Skills,Skill Development,Undergraduate Students,Teaching Methods,Cooperative Learning,Student Projects,Active Learning,Teamwork,Interdisciplinary Approach,Mentors,Multicultural Education,Problem Based Learning,Intercultural Communication,Computer Oriented Programs,Game Based Learning

The development of communication and other soft skills among computer science students is not usually an easy task. Often, curricula focus on technical skills, with team projects being used for the improvement of communication skills. However, these teams usually comprise solely of computer science students. In this paper, we present a didactical methodology, called MIMI, which can be used in a short, intensive, programme for undergraduate students. This methodology has been implemented in real projects that have run annually since 2014. We advocate the use of team-based projects, with an important requirement that each team is both multidisciplinary and multinational. Additionally, the period of teamwork is short and intensive. A significant role in the project is given to team mentors. A mentor is a person, usually a university lecturer, who helps the team organize their work and tracks if the team's planned didactical results are being achieved. The program has proved to stimulate an increase of soft skills among the students who participated and, in particular, among the computer science students. The detailed description of our process will allow others to implement and build similar events in their university or company environments, the focus of which is a Multinational, Intercultural, Multidisciplinary &amp; Intensive (MIMI) methodology approach.
Addressing the Large Standard Error of Traditional CBM-R: Estimating the Conditional Standard Error of a Model-Based Estimate of CBM-R
Author: Nese, Joseph F. T.
Date: 2021-12-00
Type: Journal Articles
Subjects: Curriculum Based Assessment,Oral Reading,Reading Fluency,Error of Measurement,Progress Monitoring,Scores,Elementary School Students

Curriculum-based measurement of oral reading fluency (CBM-R) is widely used across the country as a quick measure of reading proficiency that also serves as a good predictor of comprehension and overall reading achievement, but it has several practical and technical inadequacies, including a large standard error of measurement (&quot;SEM&quot;). Reducing the &quot;SEM&quot; of CBM-R scores has positive implications for educators using these measures to screen or monitor student growth. The purpose of this study was to compare the &quot;SEM&quot; of traditional CBM-R words correct per minute (WCPM) fluency scores and the conditional &quot;SEM&quot; (CSEM) of model-based WCPM estimates, particularly for students with or at risk of poor reading outcomes. We found (a) the average CSEM for the model-based WCPM estimates was substantially smaller than the reported SEMs of traditional CBM-R systems, especially for scores at/below the 25th percentile, and (b) a large proportion (84%) of sample scores, and an even larger proportion of scores at/below the 25th percentile (about 99%) had a smaller CSEM than the reported SEMs of traditional CBM-R systems. [For the corresponding grantee submission, see ED608204.]
Development and Validation of the Minnesota Inference Assessment
Author: Kendeou, Panayiota
Date: 2021-12-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Inferences,Computer Assisted Testing,Elementary School Students,Young Children,Video Technology,Questioning Techniques,Comprehension,Progress Monitoring,Reading Tests,Developmentally Appropriate Practices,Measures (Individuals)

The overall aim of the current investigation was to develop and validate the initial version of the Minnesota Inference Assessment (MIA). MIA is a web-based measure of inference processes in Grades K-2. MIA leverages the affordances of different media to evaluate inference processes in a nonreading context, using age-appropriate fiction and nonfiction videos coupled with questioning. We evaluated MIA's technical adequacy in a proof-of-concept study. Taken together, the results support the interpretation that MIA shows promise as a valid and reliable measure of inferencing in a nonreading context for students in Grades K-2. Future directions involve further development of multiple, parallel forms that can be used for progress monitoring in K-2. [For the corresponding grantee submission, see ED606358.]
Aspects of Technical Adequacy of an Early-Writing Measure for English Language Learners in Grades 1 to 3
Author: Smith, R. Alex
Date: 2021-12-00
Type: Journal Articles
Subjects: Writing Tests,English Language Learners,Elementary School Students,Grade 1,Grade 2,Grade 3,Curriculum Based Assessment,Test Reliability,Predictive Validity

This study examined the technical adequacy of Picture Word, a type of Writing Curriculum-Based Measurement, with 73 English learners (ELs) with beginning to intermediate English language proficiency in Grades 1, 2, and 3. The ELs in this study attended schools in one midwestern U.S. school district employing an English-only model of instruction and spoke a variety of native languages. ELs completed two forms of Picture Word in the fall, winter, and spring. The criterion measure, a common English language proficiency assessment, was administered in the winter. Results indicated that Picture Word was not appropriate for the first-grade EL participants but showed promise for second- and third-grade ELs.
Understanding and Assessing STEM Teachers&apos; Use of IBL to Address Achievement-Related Diversity: A Case Study from Turkey
Author: Kaya, Gökhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Inquiry,Teaching Methods,Student Diversity,Faculty Development,Success,Academic Achievement,Secondary School Teachers,Barriers,Group Activities,Achievement Gap

This study investigates how STEM teachers use inquiry-based learning (IBL) to address achievement-related diversity in their classroom practices. Data were collected from three teachers who participated in a long-term in-service teacher training program. Teachers' views were elicited through interviews, in-class observation, and evaluation forms. The data obtained were used in a narrative structure to create a detailed case study of each teacher and compare them. It has been determined that some strategies emphasize the diversity of success in IBL activities stand out more. Although these strategies are different, they enable IBL to progress in regularly and enable them to address the diversity of success in the classroom. The lack of a wide variety of strategies used by teachers can be seen as one of the crucial problems in case studies. In particular, the use of methods that will lead to better use of time in the classroom by using out of group work and evaluating them in terms of successful diversity may appear to be an improvement in terms of achieving the desired goals.
An Evaluation of Local Mentor Support in AE E-Teacher Educational Technology Integration Online Teacher Training Course
Author: Yilmaz, Yasemin Yelbay
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Integration,Language Teachers,Mentors,Preservice Teacher Education,Preservice Teachers,Second Language Instruction,English (Second Language),Foreign Countries,Program Effectiveness,Student Attitudes,Outcomes of Education

This study addressed a different approach to online language teacher training programs. The researchers investigated the pros and cons of having local mentor support for an online course titled Using Technology in the English Language Classroom provided by the AE E-Teacher Program. The course was offered to preservice teachers from 24 different universities across Turkey. The study collected data through a pre- and post-online survey and individual semistructured interviews. The results revealed that while local mentoring as a supplement to the main course content contributed to teacher candidates' emotional and professional attachment to their profession by helping them relate theory to contextualized educational settings, it can still be improved by the integration of more interactive tasks that would help the attendees refer to specific practical implementation of the educational technology tools introduced in the program.
Twenty-First Century Skill Building for Homeschooled Students with Special Needs
Author: Tipton, Jami M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Home Schooling,Electronic Publishing,Web Sites,21st Century Skills,Teaching Methods,Interdisciplinary Approach,Students with Disabilities,Interpersonal Communication,Cooperative Learning,Student Needs,Social Media,Cooperation,Language Arts,Intellectual Disciplines

Although problem-based learning (PBL) is not new, the ways in which homeschool teachers use attributes of PBL with their students with special needs is unknown. Posts were collected from 20 homeschool teachers' blogs. After I coded 87 blog posts, results showed that homeschool teachers provided a variety of opportunities for their students to practice 21st-century skills. Specifically, they developed lessons that encouraged students to share what they learned and developed cross-disciplinary content, most often with language arts. Results may provide insights for homeschool teachers interested in more purposefully implementing PBL experiences with the purpose of teaching 21st-century skills.
Virtual Faculty Strategies for Supporting Motivation of Online Doctoral Students
Author: Jameson, Crissie M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Virtual Universities,Electronic Learning,College Faculty,Doctoral Students,Doctoral Dissertations,Individual Needs,Psychological Needs,Personal Autonomy,Competence,Teacher Student Relationship,Motivation Techniques,Progress Monitoring,Goal Orientation,Mentors

Our study focused on online faculty members and their perceptions of the strategies and activities they use to promote progress for and motivation in their online graduate students, particularly at the dissertation/doctoral study phase of the program. Results show high-achieving faculty members vary their strategies according to each students' needs. High-achieving faculty members reach out to students often, offer encouragement throughout the process, and establish realistic goals.
Service Learning: A Multidimensional Approach to Meaningful Learning Outcomes in a Practice Profession
Author: Smith, Misty G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Service Learning,Outcomes of Education,Social Work,Older Adults,Undergraduate Students,Theory Practice Relationship,Aging (Individuals),Student Attitudes,Bias,Attitude Change,Knowledge Level,Attitude Measures

A service learning project was used to encourage social work student engagement with older adults, support a community need, and meet the course objectives, one being conducting a social work assessment. Paired with an older adult resident, students applied theoretical concepts to a practice experience to meet student learning outcomes and expand comfort levels. Fourteen students participated in the convergent-mixed methods study. Assessment scales regarding bias and knowledge were administered and written reflections were recorded. Findings suggest students experienced deeper learning from applying theory and skills and had a positive shift in perspectives of older adults through the service-learning experience.