ethanporcaro/eric-fulltext-meta huggingface dataset:
Increase Engaged Student Learning Using Google Docs as a Discussion Platform
Author: Morse, Mary L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Technology Uses in Education,Discussion (Teaching Technique),Discussion Groups,Integrated Learning Systems,Student Participation,Graduate Students,Asynchronous Communication,Online Courses

Online discussion board activities have traditionally been a primary method of providing student-to-student interaction, especially in asynchronous online classes. This study examines the impact of an alternate online discussion tool on student participation in online discussion assignments. Three identical discussion assignments were examined over the course of two semesters. The first semester utilized the traditional Learning Management System (LMS) threaded discussion board. The second semester incorporated Google Docs as the discussion platform. Overall, students using Google Docs made 68 percent more posts per student than students using the traditional LMS discussion board. Students using Google Docs also demonstrated more engagement by sharing professional experiences and teaching strategies more often than those students using the traditional LMS discussion board. While the data are encouraging, limitations of this study encourage additional research in the areas of discussion platform, discussion group size, and group assignment methods.
Characterizing Team Orientations and Academic Performance in Cooperative Project-Based Learning Environments
Author: Jaiswal, Aparajita
Date: 2021-00-00
Type: Journal Articles
Subjects: Teamwork,Academic Achievement,Cooperative Learning,Active Learning,Student Projects,Undergraduate Students,Group Dynamics,Interpersonal Relationship,Goal Orientation,Role Perception,Correlation,Performance Factors,21st Century Skills

Information technology professionals are required to possess both technical and professional skills while functioning in teams. Higher education institutions are promoting teamwork by engaging students in cooperative and project-based learning environments. We characterized teams based on their collective orientations and evaluated their team performance in a cooperative project-based learning environment situated in a sophomore-level systems analysis and design course. We explored the orientation patterns in terms of goals, roles, processes, and interpersonal relations (GRPI). Specifically, we analyzed team retrospectives of 23 teams using a mixed-method approach. Findings characterized teams into balanced and unbalanced orientations. Teams with balanced orientations demonstrated a higher level of team performance in terms of academic achievement than the unbalanced category.
Motivations for Continued Use of Critical Thinking Skills among First-Year Seminar Graduates
Author: Sobel, Karen
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Critical Thinking,Thinking Skills,College Freshmen,First Year Seminars,Skill Development,Predictor Variables

Many first-year seminar courses, as well as other programs aimed at first-year undergraduate students, actively incorporate critical thinking into the curriculum. What factors motivate students who purposefully develop these critical thinking skills to continue using them during subsequent semesters? This article discusses results of a study on this topic. Twenty-four students participated in a study approximately one semester after completing a first-year seminar at their university. The study uses mixed methods to: (1) discuss students' self-reported responses regarding nine potential motivating factors for continuing use of critical thinking skills; (2) examine correlations with critical thinking performance on a writing sample; and (3) briefly compare students' self-reported motivating factors for continued use of critical thinking skills with parallel self-reported motivating factors for continued use of information literacy skills. The article ends with recommendations for applying the findings in the undergraduate classroom.
Changes in Coursebook Publishing: Exploring the Digital Components of Foreign Language Coursebook Packages
Author: Dringó-Horváth, Ida
Date: 2021-07-00
Type: Journal Articles
Subjects: Textbooks,Textbook Publication,Electronic Publishing,Printed Materials,English (Second Language),Second Language Instruction,German,Secondary Education,Public Education,Computer Peripherals,Multimedia Materials,Material Development,Global Approach,Influence of Technology,Foreign Countries

Although it is increasingly common for foreign language teachers to rely on external, online tools and resources, coursebooks are still fundamental elements of classroom-based FLT in many parts of the world. The study presented in the article therefore sets out to explore English Language Teaching (ELT) and German Language Teaching (GLT) coursebook packages available for use in Hungarian secondary education in terms of their print and digital components, shedding light on the ways in which publishers are trying to keep pace with freestanding digital materials. It thereby aims to highlight current global trends in relation to digitization in foreign language coursebook publishing. [Note: The issue number (2) shown on the PDF is incorrect. The correct citation for this article is v21 n3.]
Digital Vocabulary Class in English for Railway Mechanical Technology
Author: Pratiwi, Damar Isti
Date: 2021-07-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Student Attitudes,Transportation,Educational Technology,Technology Uses in Education,Vocabulary Development,English (Second Language),Mechanics (Process),Foreign Countries,Educational Games,English for Special Purposes,Postsecondary Education

The need to develop online classes in the COVID-19 pandemic era was undeniable. This study aimed to investigate students' learning achievement and their feedback in digital vocabulary class, which utilized Kahoot! and Socrative as drilling practice tools. It was quasi-experimental research on first-year students of the Railway Mechanical Technology program in Indonesian Railway Polytechnic (N=48). The primary data was gathered from vocabulary pretest and posttest. Then, the test results were analyzed using paired t-test, Pearson r correlation, and Cohen d coefficient. The supporting data were collected by giving a questionnaire to know students' feedbacks. The results revealed that the digital class effectively improved students' learning vocabulary achievement in English for railway mechanical technology. The questionnaire results showed positive feedback from the students in learning through digital platforms.
Calculus and Digital Natives in Rendezvous: &quot;wxMaxima&quot; Impact
Author: Karjanto, Natanael
Date: 2021-00-00
Type: Journal Articles
Subjects: Calculus,Mathematics Instruction,Teaching Methods,Intervention,Computer Software,Feedback (Response),Student Attitudes,Foreign Countries,High School Students,Computer Assisted Instruction

This article covers how a computer algebra system (CAS) &quot;wxMaxima&quot; can be explored for teaching single-variable and multivariable calculus to Korean digital natives. We present several examples where &quot;wxMaxima&quot; can handle calculus problems easily, not straightforwardly but still successfully with some human intervention, and unsuccessfully. By soliciting qualitative feedback on students' experience in exploiting the CAS, we gathered a mixed reaction. Although some students commented positively, the majority seemed to be resistant to embracing a new technological tool.
The Effect of Computer-Assisted Gamified Learning on Students&apos; Attitudes and Progress in Advanced Grammar Class
Author: Turula, Anna
Date: 2021-07-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Game Based Learning,Student Attitudes,Grammar,College Freshmen,English (Second Language),Second Language Instruction,Foreign Countries,Teaching Methods,Flipped Classroom

The paper looks at how an eclectic, gamified course design affects student attitudes to learning grammar as well as how effective such a design is in terms of final-exam results. Described and discussed here is a 2-year study investigating such digital enhancement in a Practical Grammar class. Carried out as experimental, the study involved 2 groups of first-year students of the English Studies programme at the Pedagogical University in Cracow, Poland. In the first research group (N1e=14), which underwent the treatment in the academic year 2016/2017, the traditional grammar class was replaced with a quasi- experimental instruction including elements of gamification, digital input flooding (including pull and push presentation techniques) and enhancement as well as collaborative (structure flashcards and grammar memes) and exploratory (structure samples from multimedia) learning of grammar. At the end of the course, the students' result of the final grammar test were gathered and compared with the results of the population of first-year students (N1c=113) in whose case the traditional treatment (lecture on rules plus practice in class; practice at home). Additionally the students' attitudes towards various aspects of the experiment were checked with a survey. The same treatment was repeated (N2e=13; N2c=78) in the academic year 2017/2018. Data analysis shows that while the experimental treatment proved equally effective examwise, various factors, such as learner individual differences and material specificity need to be taken into account. [Note: The issue number (2) shown on the PDF is incorrect. The correct citation for this article is v21 n3.]
Reasoning on Controversial Science Issues in Science Education and Science Communication
Author: Beniermann, Anna
Date: 2021-00-00
Type: Journal Articles
Subjects: Science and Society,Science Education,Scientific Principles,Persuasive Discourse,Evidence,Thinking Skills,Beliefs,Religious Factors,Controversial Issues (Course Content),Public Opinion,Informal Education,Adolescents,Adults,Foreign Countries

The ability to make evidence-based decisions, and hence to reason on questions concerning scientific and societal aspects, is a crucial goal in science education and science communication. However, science denial poses a constant challenge for society and education. &quot;Controversial science issues&quot; (CSI) encompass scientific knowledge rejected by the public as well as &quot;socioscientific issues,&quot; i.e., societal issues grounded in science that are frequently applied to science education. Generating evidence-based justifications for claims is central in scientific and informal reasoning. This study aims to describe attitudes and their justifications within the argumentations of a random online sample (N = 398) when reasoning informally on selected CSI. Following a deductive-inductive approach and qualitative content analysis of written open-ended answers, we identified five types of justifications based on a fine-grained category system. The results suggest a topic-specificity of justifications referring to specific scientific data, while justifications appealing to authorities tend to be common across topics. Subjective, and therefore normative, justifications were slightly related to conspiracy ideation and a general rejection of the scientific consensus. The category system could be applied to other CSI topics to help clarify the relation between scientific and informal reasoning in science education and communication.
The Effects of Online Learner-Driven Feedback on IELTS Writing Skills via Google Docs
Author: Ebadi, Saman
Date: 2021-07-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Electronic Learning,Feedback (Response),Peer Evaluation,Editing,Revision (Written Composition),Writing Skills,Skill Development,Web 2.0 Technologies,Synchronous Communication,English (Second Language),Second Language Learning,Test Preparation,Language Tests,Positive Attitudes,Late Adolescents,Young Adults,Foreign Countries

This study reports the results of a mixed-methods approach to investigate the impact of peer online learner-driven feedback (LDF) using Google Docs and peer-editing in a face-to-face classroom on EFL learners' writing skill. As this study was conducted using a quasi-experimental design, two intact groups, each including twenty EFL learners, were selected as the participants of the study. They were attending an IELTS preparation course at a language school in Iran. To assess the learners' IELTS academic writing skills, we used academic writing task 1 and task 2 and conducted semi-structured interviews to explore the learners' perceptions towards the impact of online learner-driven peer-editing on writing tasks. An independent-samples t-test, along with two one-way MANCOVA, was used to analyse the quantitative data. The results showed that LDF-based peer-editing significantly enhanced the learners' academic writing skills, compared to the conventional in-class feedback. The thematic analysis used to analyse the qualitative data shed light on the learners' positive perceptions towards the effect of online learner-driven peer-editing on academic writing skills.
Perception of Risk in the Use of Technologies and Social Media. Implications for Identity Building during Adolescence
Author: Torrijos-Fincias, Patricia
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Concept,Adolescents,Adolescent Attitudes,Secondary School Students,Internet,Computer Use,Social Media,Addictive Behavior,Risk,Time Management,Leisure Time,Habit Formation,Age Differences,Maturity (Individuals),Foreign Countries

Life for today's adolescents generally involves spending a large part of their time in front of a screen, permanently connected to the internet. It is no surprise to learn that recent years have witnessed an increase in the number of studies on how adolescent identities are being affected by the phenomenon of hyperconnectivity. This article addresses the perception adolescents have of the uses and functions they encounter during the time they are online and their self-perceived risks, as well as the tools or strategies they use to tackle the threats of a hyperconnected society. This involved designing a qualitative study in which 130 adolescents took part in different focus groups. The results revealed that adolescents use technologies mainly as a means of communication and entertainment, and as they mature, they perceive greater risks associated with this use. The study also found that they deploy few tools and strategies to deal with the self-perceived risks.
Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities--Engaging in the Activity Area-Based Curriculum Making
Author: Peltomäki, Satu
Date: 2021-00-00
Type: Journal Articles
Subjects: Goal Orientation,Severe Intellectual Disability,Multiple Disabilities,Curriculum Development,Student Needs,Skill Development,Daily Living Skills,Individualized Education Programs,Barriers,Special Education Teachers,Students with Disabilities,Foreign Countries,Cooperative Planning,Elementary Secondary Education,Parent Participation,Allied Health Personnel,Teacher Aides

The activity area-based curriculum model (AACM) is used in the Finnish basic education to support pupils--most of whom have profound intellectual and multiple disabilities (PIMD)--who could benefit more from skills that advance independent life coping. Existing studies have concentrated mainly on the Individual Education Plan (IEP) goal-setting process for pupils with milder disabilities than PIMD and have consistently demonstrated significant barriers in the process. This study explores the collaborative IEP goal-setting process for pupils with the AACM. Sixty-five Finnish special education teachers using the AACM participated in the study. Semi-structured interviews were analysed with thematic network analysis. The groups involved in the IEP goal-setting process were divided into main and side mediators. The main mediators were described as significant collaborators with important knowledge of the pupil, while side mediators rarely participated in the process. The special education teachers appeared to be leading the collaboration and were positioned in the middle of the main and side mediators. Further research should focus on the implementation of parents' collaborative positions. Furthermore, practices and methods should be developed to reinforce the positions of group home staff, special education teacher colleagues and pupils with the AACM or PIMD themselves.
It Is Time for DiSCo--A Theoretical Model for Didactic Spatial Competence
Author: Leijon, Marie
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Environment,Educational Planning,Instructional Design,Affordances,Interaction,Teacher Competencies,Active Learning,Educational Innovation

In this position paper we present a theoretical model on how to support teachers to develop a &quot;didactic spatial competence&quot; (DiSCo). We define DiSCo as: Based on proven experience and science to have the ability to plan and design teaching and learning in a variety of learning spaces; to implement teaching and learning, act and react in a variety of learning spaces and to evaluate, reflect and transform both pedagogy and the learning space. In the paper we argue that a Didactic Spatial Competence (DiSCo) can be used to frame the complex relationship between learning spaces and teaching. DiSCo concerns to plan for teaching and learning in a variety of learning spaces that support the pedagogical ideas; but it also entails implementing, that is to critically reflect over and use affordances and meaning potential in various learning spaces, to have agency and competence to act and react during teaching and learning in various learning spaces and maybe first and foremost; to use the space in a meaning-making process together with students -- that is to create a place for learning. Furthermore, it includes a reflective and evaluative part.
Exploring Probability Concepts in a Game Context
Author: Sharma, Sashi
Date: 2021-00-00
Type: Journal Articles
Subjects: Statistics Education,Probability,Educational Games,Learning Activities,Data Collection,Data Analysis,Affordances,Culturally Relevant Education,Secondary School Students,Foreign Countries,Bilingual Students,Scores

Learning about probability can pose difficulties for students at all levels. Performing probability experiments using games can encourage students to develop understandings of probability grounded in real events. In this reflective paper, we explore the thinking of a group of students and teachers as they reasoned about experimental and theoretical probabilities in a game context. We designed a probability lesson based on the game LuLu (McCoy et al., 2007). In this article we share the activity and describe the kinds of explorations that can be facilitated in any secondary school mathematics classroom. We were particularly interested in investigating whether students could construct a bidirectional link between experimental probability and theoretical probability. Overall, the lesson enabled students to gain hands-on experience in data collection and analysis and better comprehend affordances of culturally diverse games.
A First Ever Look into Greece&apos;s Vast Educational Data: Interesting Findings and Policy Implications
Author: Papadogiannis, Ilias
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,Academic Achievement,Elementary School Students,Junior High School Students,Student Characteristics,Geographic Regions,Gender Differences,Parents,Occupations,Place of Residence,Barriers,Educational Policy,Difficulty Level,Courses,Grade 5,Grade 6

Intro: In this survey the academic performance of primary and secondary school students in Greece, for three consecutive school years, was examined. The data concerned all Greek students of the last two grades of elementary school and the three grades of junior high school. Method: Unsupervised learning methods such as an X-means algorithm in combination with descriptive and inductive statistical methods were used, in order to examine students' performance levels. The longitudinal stability of academic performance levels and the influence of demographic characteristics such as the region, gender and guardians' profession were also examined. Results: The existence of four levels of academic performance and longitudinal stability of frequencies per performance level was confirmed. There was also statistically significant differentiation based on the profession of guardian, gender, and area of residence. Discussion: The results demonstrated specific challenges that the educational policy of the country has to address. The stability of the percentages of students in the four groups of academic performance that emerged over time, shows corresponding stability in the factors that affect academic performance. A gradual reduction in the performance of students in high School was found, as the level of difficulty of the courses increases from class to class. Some demographic characteristics of students are not independent of their performance. However, due to the compliance with the general regulation of personal data, there was no access to additional features that may be related to performance, such as nationality and exact place of residence.
Impact of COVID-19 on Refugee-Background Students during School Shut down in Australia: A Call for Action
Author: Mudwari, Nabaraj
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Electronic Learning,Well Being,Health Promotion,Holistic Approach,At Risk Students,Barriers,Refugees,Disadvantaged,Family Environment,Ancillary School Services,Foreign Countries

The majority of schools across Australia rapidly implemented online education during the first wave of COVID-19 restrictions. The school closure disproportionately affected the routines and socialisation of vulnerable students, including those with a refugee background. Refugee-background students have been impacted by COVID-19 as school closures interrupted face-to-face education, including English language and tutorial support and counselling services. School shutdown also impeded refugee-background students' activities outside the home, which could render adverse effects on their physical, mental and social wellbeing. Holistic efforts are urgently needed in Australia to support refugee-background students in order to prevent further learning loss and promote health and wellbeing. [The page range (71-91) on p. 71 of the .pdf is incorrect. The correct page range is p71-76.]
Problematic Digital Technology Use in Children and Adolescents: Impact on Physical Well-Being
Author: Meates, Julie
Date: 2021-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Children,Adolescents,Well Being,Physical Fitness,Handheld Devices,Computer Uses in Education,Human Body

Since the evolution of the internet in 1969 and the inception of the personal computer in the early 1970s, a significant body of research has emerged that highlights the impacts of digital technology on education, health and human development. There is extensive research examining the physical, mental, and social health effects on young people and adolescents as well as the impacts of digital technology on their educational achievements. The aim of the review reported on here was to examine the impact of digital technology, and more specifically the use of Bring Your Own Device (BYOD) policies in schools. BYOD allows students to bring phones, tablets and personal computers to school. Numerous components with a negative impact on physical health have been identified. Outcomes of this study will be of interest to school leaders as policy makers. There is a need for trustworthy information on which to base reviews and revisions of school policy to ameliorate the risks of digital technology. This research report is also of relevance for tertiary providers and the government with the implementation of more online learning in class and online distance learning during COVID-19 restrictions.