ethanporcaro/eric-fulltext-meta huggingface dataset:
Temporary Transitions to Online Problem-Based Learning: Advice for Tutors and Learners
Author: Kelly, Dervla
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,Problem Based Learning,COVID-19,Pandemics,Instructional Effectiveness,Cooperative Learning,Web Based Instruction,Videoconferencing

We provide a narrative review of the crucial elements for online Problem Based Learning (PBL) and a reflective overview of factors to consider when temporarily moving to online tutorials, forming a practical guide for educators in the health professions and beyond. We give general set-up advice based on the literature and our own recent experience (tutor and learner observational feedback, departmental meeting notes, newly-developed written resources and performance reports) of transitioning between temporary online PBL and face-to-face PBL but note that the majority of this advice translates easily to many types of virtual, interactive tutorial. We also include contextual evidence and theories from existing literature, with a focus on online PBL facilitation, learning and quality assurance. Despite widespread implementation of online teaching, there remain unanswered questions about whether deep learning occurs. The focus of this reflective paper is to better align online PBL practice with the principles of contextual, active, collaborative and self-directed learning and learning issues to be pursued.
Variations in Project-Based Course Design
Author: Son, Eun Hye
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Curriculum Design,Cooperative Learning,Teaching Styles,State Universities,Matrices,Scaffolding (Teaching Technique)

Project-based learning (PjBL) is seeing increasing scholarly interest and pedagogical use in higher education, but instances of PjBL do not necessarily seek the same educational outcomes. Using the grounded theory method, the authors plot five courses in a PjBL program on a matrix of course design characteristics ranging from Fixed to Flexible and Individualistic to Cooperative. They describe four major variations of PjBL based on this matrix. Recognizing that PjBL courses vary in their use of student choice and student collaboration, the authors make recommendations for assessment researchers and for teachers wishing to develop new strategies that fit their institutional and disciplinary contexts.
Reform of the University Curriculum in Usability: A Case Study Implementing an Integrative Approach
Author: Amelina, Yevgeniya
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Change,Usability,Information Technology,Computer Science Education,Case Studies,Foreign Countries,Universities,Teaching Methods,Innovation,Teacher Attitudes,College Faculty,Curriculum Development

User-centricity and usability are a premise of digitalization, a current trend for business model innovation based on advanced digital technologies. The article addresses a gap in the literature, in which descriptions of the cases of updating university curricula in usability are lacking. This gap also exists in the practice. The study uses the example of a project for revising the content of usability courses at the University of Turku as a case. The research objective is to explore an integrative approach to usability education. For this, we consider the data collected via interviews with the faculty teaching usability subjects. Thematic analysis is applied to examine the interview outcomes. Recommendations as to updating usability curricula are provided.
Prospective Primary School Teachers&apos; Work in Continuous Online Assessments in the Course of Didactics of Mathematics
Author: Katalenic, Ana
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Pedagogical Content Knowledge,Mathematics Instruction,Mathematics Tests,Taxonomy,Teacher Education Programs,Computer Assisted Testing,COVID-19,Pandemics,Distance Education,Content Analysis,Peer Relationship,Problem Solving,Blended Learning,Test Construction,Teaching Methods,Foreign Countries

This study aimed to examine students' work in online assessments to gain more understanding for designing continuous assessments in a blended learning environment for prospective primary school teachers. The study took place during emergency remote teaching due to the COVID-19 pandemic. Course work for prospective primary school teachers in the didactics of mathematics course included continuous, obligatory, non-graded, online assessments. We performed a qualitative content analysis of their answers. Students' work was examined regarding the content knowledge and requirements in the questions, based on the categories of Subject Matter Knowledge and Mathematical Assessment Task Hierarchy taxonomy. The results showed that students' study approach was strategic, relying heavily on peer support. Their work differed concerning the content and requirements of the questions. Students were more engaged in questions that required creating examples, discussing definitions and properties, and solving contextual problems. Questions related to horizon content knowledge were most challenging for students. We discussed how the results of our study could affect the design of continuous assessment in a blended learning environment for prospective primary school teachers.
The Effect of Gender, Grade, Time and Chronotype on Computational Thinking: Longitudinal Study
Author: Demir-Kaymak, Zeliha
Date: 2022-00-00
Type: Journal Articles
Subjects: Gender Differences,Individual Differences,Sleep,Time,Instructional Program Divisions,Computation,Thinking Skills,Longitudinal Studies,Foreign Countries,Secondary School Students

Problem-solving and critical thinking are associated with 21st century skills and have gained popularity as computational thinking skills in recent decades. Having such skills has become a must for all ages/grade levels. This study was conducted to examine the effects of grade level, gender, chronotype, and time on computational thinking skills. To this end, the study was designed to follow a longitudinal research model. Participants were 436 secondary school students. Computational thinking test scores were collected from the students at certain time intervals. Results indicate that computational thinking skills are independent of gender, time, and chronotype but differ significantly depending on grade level. The interaction between grade level and time of testing also has a significant impact on computational thinking skills. The difference in grade level can be interpreted as taking an information technologies course increases computational thinking. The results suggest that such courses should be promoted to children at a young age. The joint effect of gender, grade level, and chronotype were not statistically significant and it is recommended to conduct future studies to investigate this result.
Challenges of Online Education for Teachers and Parents in the Emirati School System
Author: Khaled, Ahmed
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teachers,Students,Parents,Online Courses,Electronic Learning,Barriers,COVID-19,Pandemics,Adjustment (to Environment),Experience

This study examined the challenges and issues faced by teachers and parents related to the transition from face-to-face instruction to online instruction. During the COVID-19 pandemic, ten teachers and ten parents from the United Arab Emirates (UAE) school system were interviewed to reveal their challenges in managing online teaching and learning. According to the findings, both teachers and parents encountered several problems. Teachers faced challenges such as the need to adapt their teaching strategies and techniques to the new situation, the need for technical support to facilitate the teaching-learning process, the lack of students' in-class participation and genuine motivation, and the nature and format of the teaching platform, and the fact that they need to have a high level of experience in using technology to serve their students well and engage them in interactive classroom activities. Parents reported several challenges, including lack of experience with the online learning platform, unwillingness to work with teachers to use the online learning platform effectively, lack of experience in properly preparing their children to participate in active online instruction, and multiple children attending different classes at the same time. These challenges place a great burden on parents who must support their children in the younger grades.
Stress Tolerance in Probabilistic Thinking: A Case Study
Author: Taram, Abdul
Date: 2022-00-00
Type: Journal Articles
Subjects: Case Studies,Stress Variables,Probability,Thinking Skills,Problem Solving,Decision Making,Risk,Mathematics Instruction,Foreign Countries,Stress Management,Undergraduate Students,Mathematics Tests

Probabilistic thinking is a structure of thinking characterized by scenarios that allow one to explore reality. Therefore, the characteristic of probabilistic thinking is problem-oriented that will occur in a future full of uncertainty. Nevertheless, few studies examine the students' probabilistic thinking level based on the Stress Tolerance dimensions. Thus, in this study, researchers aim to describe the students' probabilistic thinking level based on the Stress Tolerance dimension in solving probability problems. It is shown that the smallest Stress Tolerance (ST)- Students consider confirming that the first solution is accurate. In contrast, the students with the highest score in ST-dimensions tend to make a simple step in solving the problem. The students' answers to probability problems characterize authentic risk-based decision-making. When we deal with probabilistic situations in everyday life, we all use a series of decision-making in our everyday estimation of probabilities, which sometimes leads to biases. However, the level of probabilistic thinking depends on the stress tolerance of the students. The students with the smallest stress tolerance score tend to get level 4 in probabilistic thinking. In contrast, the students with the highest stress tolerance score tends to reach level 1 in probabilistic thinking.
Types of Online Scaffolds Provided by a Teacher Educator in a Communal Blog for Supporting Pre-Service Teachers&apos; Reflective Practice: A Case Study
Author: Biberman-Shalev, Liat
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Teacher Educators,Electronic Publishing,Web Sites,Scaffolding (Teaching Technique),Reflection,Feedback (Response),Psychological Patterns,Peer Teaching,Metacognition,Language Usage,Journal Writing,Elementary School Teachers

Pre-service teachers' reflection is a common professional practice in the context of teacher education. The integration of blogs as reflective journals in teacher education may contribute to bridging practical field know-how with the academic knowledge base. In particular, the blog may serve as a virtual space for a community of practice where all partners equally develop professionally. The current study focused on the role of the teacher educator in promoting reflective practice by providing online scaffolds in a communal blog. In a qualitative research design that is based on a case study approach, two hundred and four teacher educators' blog comments were collected throughout an academic year and were analyzed. Five major types of online scaffolds within the teacher educator comments were identified: (1) positive feedback; (2) expressing emotions; (3) peer teaching; (4) meta-cognition; and (5) developing a professional language. It can be concluded that shifting from a traditional platform of individual feedback to a more communal online platform is not automatically linked to a model of a community of practice. As long as the hierarchical positioning of teacher educators compared to pre-service teachers is preserved by codes of academic status and grades the teacher educator's scaffolds would continue to reflect a traditional model rather than the construction of a genuine academic community of practice.
The Impact of COVID-19 Restrictions upon Transversal Skills Development amongst Higher Education Students
Author: Ievers, Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Skill Development,Electronic Learning,Educational Technology,Foreign Countries,College Students,Interpersonal Competence,Critical Thinking,Information Literacy,Citizenship

Recommendations of the European Parliament and of the Council (2006) defined Transversal Skills as those considered necessary for personal fulfilment, active citizenship, social inclusion, and employment. This study employed empirical qualitative and quantitative methodologies to investigate and understand the perceived impact of COVID-19 restrictions and increased reliance on remote education technologies upon transversal skills development, from the perspective of students of Initial Teacher Education at Stranmillis University College, Northern Ireland. The resulting knowledge would contribute to better informed planning for transversal skills development in Higher Education, and would additionally be of importance to stakeholders affected by COVID-19. This study indicates that more extensive integration of online learning within future higher education programmes would significantly improve the development of many transversal skills, but that a balance should be maintained between online and face-to-face engagement to prevent the regression of other transversal skills and to protect mental health.
Recognizing Algorithmic Concepts in New Contexts: An Analysis of Students&apos; Reasoning
Author: Nijenhuis-Voogt, Jacqueline
Date: 2022-00-00
Type: Journal Articles
Subjects: Algorithms,Concept Formation,Problem Solving,Thinking Skills,Task Analysis,Secondary School Students,Student Attitudes,Recognition (Psychology),Teaching Methods,Computer Science Education,Foreign Countries

Teaching algorithmic thinking enables students to use their knowledge in various contexts to reuse existing solutions to algorithmic problems. The aim of this study is to examine how students recognize which algorithmic concepts can be used in a new situation. We developed a card sorting task and investigated the ways in which secondary school students arranged algorithmic problems (Bebras tasks) into groups using algorithm as a criterion. Furthermore, we examined the students' explanations for their groupings. The results of this qualitative study indicate that students may recognize underlying algorithmic concepts directly or by identifying similarities with a previously solved problem; however, the direct recognition was more successful. Our findings also include the factors that play a role in students' recognition of algorithmic concepts, such as the degree of similarity to problems discussed during lessons. Our study highlights the significance of teaching students how to recognize the structure of algorithmic problems.
The Effect of a Project on Teachers&apos; Self-Efficacy Beliefs in Organizing Trips to Out-of-School Environments
Author: Laçin-Simsek, Canan
Date: 2022-00-00
Type: Journal Articles
Subjects: Teachers,Field Trips,Planning,Self Efficacy,Beliefs,Gender Differences,Status,Educational Research

The aim of this study is to determine the effect of a project on teachers' self-efficacy beliefs about organizing trips to out-of-school environments. The present study is a simultaneous mixed pattern research using quantitative and qualitative data. Twenty-four science teachers participated in the study. The effect of training and applications was also evaluated in terms of gender and seniority. Data were collected through Self-Efficacy Belief Scale for Organizing Educational Trips to Out-of-school Environment and open-ended question forms. While there was no difference in self-efficacy beliefs between male and female teachers at the beginning of the project, there was a difference in favor of females at the end of the project. Also, while there was a difference in favor of senior teachers at the beginning of the project, this difference disappeared at the end of the project. As can be seen in the present study, practical activities related to out-of-school learning are very important and such training should be delivered to both in pre-service and inservice teachers.
Exploring the Impact of Technology-Integrated Mathematics Worksheet in the Teaching and Learning during COVID-19 Pandemic
Author: Haryani, Faradillah
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Worksheets,Educational Technology,Technology Uses in Education,Mathematics Instruction,Junior High School Teachers,Mathematics Teachers,Junior High School Students,Learner Engagement,Teacher Attitudes

The COVID-19 pandemic switched the learning activity at school to be home learning. In Indonesia, the practice of uploading paper-based worksheets is the most practice conducted during pandemic. Many students feel disengaged with the activity, leading to a decline in their study results. The use of paper-based worksheets itself also brings limitations to the learning activity. Therefore, this research introduces interactive and technology-integrated mathematics worksheets using Desmos for teaching and learning in high school to solve the issue through a series of workshop to junior high school mathematics teachers in Jakarta. The workshop participants would then use the developed worksheets in their teaching and learning. The questionnaires and reflection forms would be distributed after they had completed the worksheet implementation. The questionnaire adapted from the Triple E framework assessed the impact of the technology implementation. The data would be analyzed using descriptive statistics and described according to the triple E framework component to get insight from both students and teachers into the relevant issues in implementing the worksheet. The research found that most students can increase learning mathematics engagement and enhancement using this kind of worksheet during home learning. However, there were concerns regarding how the teacher was supposed to use this sort of worksheet.
Schematic Driven Pedagogy (SDP): The Potential Impact for Children with Autism Spectrum Disorder
Author: Kelly, Kristina
Date: 2022-00-00
Type: Journal Articles
Subjects: Schemata (Cognition),Autism Spectrum Disorders,Early Childhood Education,Interpersonal Competence,Play,Theory of Mind,Teaching Methods,Educational Philosophy

Discussions surrounding early years' theorist Piaget's philosophy of learning schema styles and their potential impact upon children with a diagnosis of Autism Spectrum Disorder will be highlighted within this position paper. Furthermore, this paper will also focus on the need for a Schematic Driven Pedagogy implementation to connect both additional learning needs and early years pedagogies by exploring relevant literature within this field. The conclusions drawn from the most current literature suggests that a specific schema curriculum implementation designed for individual schemas could potentially provide many benefits for autistic children. Potential benefits explored within this paper include improvement within some social skills through the exploration of play-based situations adapted to individual schemas.
A Return to Local Governance of World Language Teacher Preparation Is Needed
Author: Swanson, Pete
Date: 2022-09-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Learning,Second Language Instruction,Teacher Education Programs,Preservice Teachers,Performance Based Assessment,Teacher Educators,Teacher Certification,Educational Change,Educational Practices

Given the call by Krashen (2012) and others advocating for shorter, easier to digest research papers, we provide a shorter than usual summary of the World Language edTPA via empirical findings from the Stanford Center for Assessment, Learning, and Equity and researchers in the field. We argue in favor of abandoning the World Language edTPA for manifold reasons in favor of placing world language teacher preparation and subsequent teacher candidate recommendation for certification and licensure where it belongs--in the competent hands of the teacher educators who prepare these individuals.
Developing a Peer Mentorship Program for World Language Educators in Pennsylvania
Author: Madel, Rich
Date: 2022-09-00
Type: Journal Articles
Subjects: Peer Teaching,Mentors,Language Teachers,Second Language Instruction,Program Development,Program Implementation,Beginning Teachers,Beginning Teacher Induction,Teacher Leadership,Teacher Persistence,Faculty Development,Program Effectiveness

Responding to concerning reports regarding common world language classroom practices failing to meet a communicative standard (Burke, 2011; 2014), acknowledging the critical shortage of teachers in the United States, and reacting to the call by Madel (2020) to leverage teacher leadership to promote pedagogical development within the field, this article describes the planning, development, and implementation process of a peer mentoring program for world language teachers in Pennsylvania. This program was designed with the specific intention of supporting novice teachers while simultaneously providing meaningful leadership opportunities for experienced teachers, both design aspects expected to impact retention efforts according to a review of the literature. Opportunities to evaluate the program's effectiveness empirically are also explored.
Goals, Growth, and Grades: Student Ownership of Learning through Reflection
Author: Rankin, Beckie Bray
Date: 2022-09-00
Type: Journal Articles
Subjects: Reflection,Learning Processes,Goal Orientation,Independent Study,Second Language Learning,Second Language Instruction,French,Spanish,Language Teachers,Teacher Attitudes,Classroom Techniques,Feedback (Response),Program Design,High School Students,Learning Management Systems,Student Motivation

As students feel empowered to select their own goals, they forge their own journeys to success. A culturally sustaining tool, student reflection is an informative practice for self-paced growth in language learning and beyond. A French and a Spanish teacher share their protocols to bring goal-setting into any classroom, along with the research and results from their own experience.
GeoGebra Software to Teach and Learn Circle Geometry: Academic Achievement of Grade 11 Students
Author: Adelabu, Folake Modupe
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 11,Geometry,Secondary School Mathematics,Foreign Countries,Courseware,High School Students,Mathematics Instruction,Geometric Concepts,Instructional Effectiveness,Technology Integration

This paper contains information on a study which investigated the use of GeoGebra software in teaching and learning circle geometry enhancing Grade 11 learners' academic achievement in South Africa. The study employed a quantitative methodological research design that included non-equivalent (pre-test and post-test) quasi-experimental research. One hundred and seven (108) Grade 11 learners participated in the study. Sixty (60) learners were in the experimental group while 48 learners participated as control group. The experimental group was taught with incorporated in the teaching and learning of circular geometry theorem using GeoGebra software. The control group was taught circle geometry by the teacher using traditional teaching methods (chalkboard, marker board and textbooks). The instruments used for the data collection for the study was pre- and post-test on circle geometry theorem for Grade 11. The result of the study showed that between the experimental and control groups, that there were statistically significant differences after using GeoGebra software to teach. GeoGebra software's intervention appears to increase learners' academic performance in circle geometry when compared to learners who are taught using traditional methods. The study recommends that teachers should integrate GeoGebra software in their teaching especially in circle geometry.