ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact of Globalization on Postgraduate Students&apos; Asynchronous Learning in English Language
Author: Javed, Muhammad
Date: 2018-00-00
Type: Journal Articles
Subjects: Global Approach,Graduate Students,Asynchronous Communication,English (Second Language),Second Language Learning,Distance Education,Social Media,Web 2.0 Technologies,Virtual Universities,Foreign Countries,Student Attitudes,Linguistic Input,Language Skills,Newspapers,Native Speakers,Telecommunications,Handheld Devices

Globalization affects students' asynchronous learning. The term asynchronous is usually used to describe communications in which information can be transmitted intermittently rather than in a steady stream. The current study aimed to identify the impact of globalization on postgraduate students' asynchronous learning in the English language. The students of postgraduate level from distance education institutions were addressed. In this regard, a sample of 600 students was selected by using convenient sampling technique. In order to achieve the objectives of the study, a self-designed questionnaire was administered. Descriptive statistics namely, percentage was used to analyze the data. The findings of the study indicate that globalization helps students to extend their knowledge. The results also show that globalization develops freedom among the English language learners for enhancing their knowledge. In addition, it was found that different social networks such as Facebook, WhatsApp, YouTube, blog, Snapchat, Viber, and Instagram assist learner to improve their language skills. Therefore, students are robustly recommended to utilize various social networks to enhance their asynchronous learning in the English Language.
The Usability of Augmented Reality in Open and Distance Learning Systems: A Qualitative Delphi Study
Author: Altinpulluk, Hakan
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Simulation,Distance Education,Usability,Delphi Technique,Foreign Countries,Access to Education,Instructional Design,Expertise,International Educational Exchange,Open Universities,Equal Education,Assistive Technology

The main purpose of this research is to determine the usability of augmented reality in open and distance learning environments in accordance with universal design principles, and to make predictions for the future by gathering expert opinions on this subject using the Delphi technique. The Delphi technique was applied to 14 expert participants for 3 rounds as the primary data collection tool with open ended questions based on the theoretical framework. Structured interview questions were used as a secondary data collection tool and were applied during an academic exchange in China. In the Delphi technique used as the primary data collection tool, 92 themes were evaluated by experts and accepted as usability principles by end of this research. Therefore, 92 themes under 21 titles were presented for the use of augmented reality within the framework of universal design principles in open and distance learning. This research may be the first unique study on the usability of augmented reality not just as the convergence of this technology with open and distance learning environments but also incorporating the learning and communication dimensions of this convergence, thereby contributing to the literature of the field. It is imperative to determine the usability of augmented reality in open and distance learning, along with the &quot;how&quot; of this use in application. In this regard, the findings of this study are significant in shedding light to the enrichment, diversification and increased interaction of open and distance learning environments in accordance with universal design principles, bringing a new perspective to how a different technology convergence may be conducted, providing further accessibility.
Effect of Interactive Whiteboard on Academic Achievement of Higher Secondary School Students
Author: Rizwan, Muhammad
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Students,English (Second Language),Second Language Instruction,Educational Technology,Technology Uses in Education,Student Attitudes,Program Effectiveness,Vocabulary Development,Conventional Instruction,Interaction,Academic Achievement,Foreign Countries

In this study the effects of using interactive whiteboards on the achievement of higher secondary students in respect of English vocabulary teaching were examined. The sample of the study comprised of 80 2nd year students of GCHSS No 1 Haripur District. The study involved two groups as the experimental group and control group. The subject of the study was three units of 2nd year English textbook, Unit 3 Battle of Uhud, Lingkuan Gorge, Unit 4 Determination, The Man Who Planted Trees and Unit 5 Technology and Society of the Future, Gender Inequality is Detrimental to Society. The vocabulary was taught to a control group using a traditional white board (TWB) and the experimental group was taught using an electronic or Interactive Whiteboard (IWB). An English achievement test as a pre-test and post-test was used to investigate the success of both groups. The results were evaluated by using the software SPSS. Findings and results disclosed that the experimental group outperformed the control group with respect to their achievements. The IWB appeared to have significant effects on the achievements of students for learning English vocabulary on higher secondary students. As a result, this study provides useful evidence for English teachers and students.
Mississippi&apos;s 2011 Concealed Carry Law: Analyzing Reported Criminality among Mississippi&apos;s Public Community Colleges
Author: Doss, Daniel Adrian
Date: 2020-00-00
Type: Journal Articles
Subjects: Crime,Community Colleges,College Environment,Weapons,School Safety,State Legislation,Federal Legislation

This study examined differences in reported campus criminality on selected community college campuses in the years between 2005 and 2016 representing the years preceding and succeeding the implementation of Mississippi's 2011 concealed carry legislation. Each campus included in this study is a public-funded community college in Mississippi. Using a significance level of 0.05 and an analysis of variance approach, the hypothesis testing showed five statistically significant findings reflecting the cases of Copiah-Lincoln, East Central, Jones County, Mississippi Delta, and Northeast Mississippi Community Colleges.
Participation of International African Students at the University of Arkansas in Extracurricular Activities and Their Academic Outcomes
Author: Manuel, Paulo Hadi E.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Foreign Students,Student Participation,Extracurricular Activities,Grade Point Average,Academic Achievement,Social Capital

This paper examines whether there is an association between participation of the international African students at the University of Arkansas in extracurricular activities (ECAs) and their grade point average (GPA). With the increase of study abroad programs, numerous Africans at college age travel to the US to pursue their degrees. A considerable number of them get involved in extra-scholastic activities, whereas others are more concentrated on their academic programs. The researcher wanted to find whether there was a difference in GPA between those African students who were more involved in extracurricular activities and their counterparts who were least involved. Although the t-test's results were insignificant, the qualitative results of this study may be insightful for educators and advisors who deal with international students from Africa.
Physical Self-Schema Acceptance and Perceived Severity of Online Aggressiveness in Cyberbullying Incidents
Author: Roman, Alina
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Computer Mediated Communication,Student Behavior,Human Body,Aggression,Interpersonal Relationship,Self Concept,Schemata (Cognition),Late Adolescents,Student Attitudes

In the present study, physical self-schema referred to the perceived body image youths have over their physical appearance. Using a two-item online questionnaire, the study analyzed the effect of physical self-schema acceptance on perceived severity of online aggressiveness in cyberbullying. Five hundred and seven students from Belgium, Spain, Romania, and Turkey participated in the survey. The results suggest that when mapping effects of physical self-schema acceptance on perceived negative effect of online aggressiveness, the curvilinear interaction model (2%) is more robust than the linear interaction model (0.8%), when both models are statistically significant.
Exploring the Preference and Interest for Information Communication Technology (ICT) Usage among Students of Allama Iqbal Open University
Author: Shah, Babar Hussain
Date: 2018-00-00
Type: Journal Articles
Subjects: Preferences,Student Interests,Information Technology,Technology Integration,Distance Education,Rural Urban Differences,Student Characteristics,Open Universities,Web Sites,Computer Use,Graduate Students,Electronic Equipment,Foreign Countries

This research study was conducted to discover use of ICT in Distance Education by exploring interest and preference of ICT between students of rural and urban background at Allama Iqbal Open University Islamabad Pakistan. The study was aimed to establish the differences between urban and rural students' interest and preference of ICT in general across the university. This research is based on survey of the respondents from Allama Iqbal Open University Islamabad Pakistan. In order to conduct research a closed-ended questionnaire was developed after studying related literature. The respondents of this study were selected from four faculties of the University by applying cluster sampling technique. Two important constructs; Interest and Preference related to ICT among rural-urban students were investigated. It was concluded from results of the study that most of the respondents from rural and urban areas both used ICT for education related purpose. It was also found that urban students were taking more interest in ICT usage than the rural ones.
Awareness and Access of Open Access Resources by Teacher Educators and Student Teachers: Potential for Reflection
Author: Shahzadi, Uzma
Date: 2019-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Access to Information,Teacher Educators,Student Teachers,Teacher Education,Foreign Countries,Knowledge Level

Open access resources are considered to be the most valuable assets in the field of teaching, learning and research. Like other disciplines, the usage of open access resources by teacher educators and student teachers can be highly useful in teacher education. For this, it is expected from the teacher educators and student teachers that they must be acquainted of/with open access resources and know to access these resources. This study is, therefore, intended to explore the awareness of teacher educators and student teachers about the open access resources and to find out the extent to which teacher educators and student teachers access these resources. This study was descriptive in nature, the teacher educators and the student teachers at the Department of Education, Bahauddin Zakariya University, Multan served as a case. The population of the study was all regular teacher educators of the department and student teachers enrolled in B.Ed. (Hons.) and MA Education. Of 10 teacher educators, eight participated in study. Using cluster sampling, four classes were randomly selected as a sample out of six, representative of both programs. Of these four classes, 151 student teachers were selected as a sample. For collection of data, a questionnaire was developed, with Cronbach's Alpha reliability coefficient value of 0.84. Data were analyzed using descriptive and inferential statistics. It was concluded that majority of the teacher educators consider internet resources specifically HEC- Journals as an open access resource while majority of the student teachers consider books and internet as an open access resource. Teacher educators use internet to prepare their lectures, research and reflection while student teachers mostly use books as open access resource to prepare assigned tasks. It is recommended that an orientation about the use of open access resources may be the part of programs in teacher education departments.
Effects of Audiobooks on EFL Learners&apos; Reading Development: Focus on Fluency and Motivation
Author: Tusmagambet, Botagoz
Date: 2020-00-00
Type: Journal Articles
Subjects: Audio Books,English (Second Language),Second Language Learning,Reading Motivation,Reading Fluency,Intervention,Foreign Countries,Grade 9,High School Students,Student Attitudes,Pretests Posttests,Reading Rate

This study examined the effects of an intervention using audiobooks for the development of reading fluency, in terms of reading speed, reading comprehension, and motivation to read among Kazakhstani English as a foreign language (EFL) ninth-grade learners in the K-11 system. Silent reading with audiobooks (experimental group) and silent reading only (control group) were compared with a mixed-method study design, a reading motivation questionnaire, and a semi-structured interview. Quantitative data analysis was conducted using analysis of covariance (ANCOVA). The experimental group was found to significantly outperform the control group in reading speed while preserving substantial comprehension of the texts. The results further revealed that, while both groups' motivation level increased, no statistically significant difference was found between the experimental and control groups, suggesting that the use of audiobooks was not superior to silent reading for motivation enhancement. Nevertheless, a qualitative analysis of data obtained from the interviews revealed that the use of audiobooks had an overall positive effect on students' attitudes toward the use of audiobooks and reading comprehension. The study concludes with a discussion of limitations and suggestions for future research.
Effects of Written Corrective Feedback on the Use of the English Indefinite Article in EFL Learners&apos; Writing
Author: Lee, Jeong-Won
Date: 2020-00-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Teacher Student Relationship,Comparative Analysis,Metalinguistics,Form Classes (Languages),Writing Evaluation,Writing (Composition),Accuracy,Language Usage,College Students,Language Tests,Foreign Countries

The present study aimed at investigating the effects of the two types of teacher feedback--direct corrective feedback (DCF) and metalinguistic explanation (ME)--on the development of EFL learners' knowledge of the English indefinite article and on their use of it in writing. For this study, 58 college students classified into three groups (two experimental groups and one control group) took the error correction test and performed three writing tasks. The results of the study are: (1) there was no group effect of the two types of feedback in the development of their explicit knowledge of the target feature in the test, whereas a time effect was found that their knowledge of the target feature developed significantly after the treatment; and (2) no group differences were found between the two types of feedback in the use of the target feature in the revised writing and among the three writings, though the DCF group outperformed the ME group in the accurate use of the target feature in writing. Theoretical and pedagogical relevance of the findings is addressed.
Evaluation of Student Feedback within a MOOC Using Sentiment Analysis and Target Groups
Author: Lundqvist, Karsten Ø.
Date: 2020-09-00
Type: Journal Articles
Subjects: Feedback (Response),Online Courses,Student Experience,Peer Relationship,Computer Science Education,Programming,Learning Analytics,Natural Language Processing,Data Analysis,Computer Mediated Communication,Student Attitudes,Positive Attitudes,Negative Attitudes

Many course designers trying to evaluate the experience of participants in a MOOC will find it difficult to track and analyse the online actions and interactions of students because there may be thousands of learners enrolled in courses that sometimes last only a few weeks. This study explores the use of automated sentiment analysis in assessing student experience in a beginner computer programming MOOC. A dataset of more than 25,000 online posts made by participants during the course was analysed and compared to student feedback. The results were further analysed by grouping participants according to their prior knowledge of the subject: &quot;beginner,&quot; &quot;experienced,&quot; and &quot;unknown.&quot; In this study, the average sentiment expressed through online posts reflected the feedback statements. Beginners, the target group for the MOOC, were more positive about the course than experienced participants, largely due to the extra assistance they received. Many experienced participants had expected to learn about topics that were beyond the scope of the MOOC. The results suggest that MOOC designers should consider using sentiment analysis to evaluate student feedback and inform MOOC design.
A Comparative Study of National Infrastructures for Digital (Open) Educational Resources in Higher Education
Author: Marín, Victoria I.
Date: 2020-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Higher Education,Comparative Education,Educational Change,Foreign Countries,Educational Policy,Quality Assurance,Change Strategies,Information Dissemination,Standards,Public Colleges,Private Colleges,Centralization,Context Effect,Financial Support,Online Courses,Access to Education

This paper reports on the first stage of an international comparative study for the project &quot;'Digital educational architectures: Open learning resources in distributed learning infrastructures--EduArc,'&quot; funded by the German Federal Ministry of Education and Research. This study reviews the situation of digital educational resources (or (O)ER) framed within the digital transformation of ten different Higher Education (HE) systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey and the United States). Following a comparative case study approach, we investigated issues related to the existence of policies, quality assurance mechanisms and measures for the promotion of change in supporting infrastructure development for (O)ER at the national level in HE in the different countries. The results of this mainly documentary research highlight differences and similarities, which are largely due to variations in these countries' political structure organisation. The discussion and conclusion point at the importance of understanding each country's context and culture, in order to understand the differences between them, as well as the challenges they face.
Exploring the Predictive Role of E-Learning Readiness and E-Learning Style on Student Engagement
Author: Ergün, Esin
Date: 2020-00-00
Type: Journal Articles
Subjects: Predictor Variables,Electronic Learning,Readiness,Learner Engagement,Foreign Countries,Cognitive Style,Self Control,Computer Mediated Communication,Self Efficacy

The aim of this study was to determine the factors predicting student engagement. The sample of the study consisted of 527 students from Karabuk University Distance Education Center. Independent variables of the study were e-learning style and online learning readiness. The data were analyzed using the stepwise multiple regression analysis. The findings revealed that students, who set a learning goal, can manage their time in line with this goal, put effort, organize their learning considering their needs, pay attention to learning situations or the learning object, prefer to work with visual elements, enjoy doing research, can remember easily and study with visuals that facilitate retrieval, prefer to work independently, take responsibility for their learning, and believe in their learning ability, have higher levels of engagement.
Reframing Task Condition: Repeating L1-L2 Writing and L2 Writing Performance
Author: Huh, Myung-Hye
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Writing Skills,Native Language,Language Role,Task Analysis,Writing Instruction,Essays,High School Students,Writing Evaluation,Korean,Foreign Countries

We examined the role of L1 writing on L2 writing performance by repeating the same topic twice through L1 writing first and L2 writing later. We designed what we call a 'L1 + L2 writing task' and a 'L2-only writing task' respectively. In the L1 + L2 writing task, students wrote a text in their L1, and wrote the same topic in L2, by removing the initial L1 essay. We focused on validating which task conditions (± L1 writing) account for the variation in linguistic performance in EFL high-school students' writing. Our study was conducted with two intact classes (n = 60) assigned to the L2-only, and students from the other two classes (n = 60) assigned to the L1 + L2. The findings indicate that L1 writing may push students to direct their attentional resources toward effective text construction, thereby mitigating a large number of simultaneous demands on attention. We add to empirical knowledge on the effects of L1 writing in task repetition, by exploring how task repetition affected our students' L2 writing performance.
&quot;Traversing Two Worlds&quot;: Influences upon Career Perspectives of Mexican-American Music Education Majors
Author: Weimer, Amy A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Work Attitudes,Mexican Americans,Hispanic American Students,Music Education,Majors (Students),Acculturation,Goal Orientation,Cultural Background,Self Efficacy,Values,Student Motivation,Gender Differences,Rating Scales,Self Concept Measures,Decision Making,Career Choice,Vocational Maturity

The present study examines the career pathways of Mexican-American music majors. Participants included 42 (17 female, 25 male) music majors enrolled at a Hispanic-Serving Institution in South Texas. The study focused on identifying relations among students' levels of acculturation and career goals. Students' cultural behavior, career self-efficacy, extrinsic and intrinsic work values, motivation, and social bonding were measured via standardized questionnaires. Results indicate that a greater degree of adhering to both traditional and American culture predict higher career outcomes, including culture and gender interactions.