ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning and Students&apos; Experiences with Blended Education
Author: Just, Edyta
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Programs,Course Content,Teaching Methods,Learning Activities,Teacher Role,Learning Strategies,Blended Learning,Online Courses,Conventional Instruction,Student Experience,Alumni,Graduate Students,Barriers

The article presents the outcomes of the research project supported by Linköping University, Sweden. The research project constitutes a part of an umbrella project called Pedagogiska Utvecklingsmedel för E-lärande 2019 (Pedagogical Development Tools for E-learning 2019). The research project focuses on the International Master's Program--Gender Studies--Intersectionality and Change? offered at the Unit of Gender Studies, Department of Thematic Studies, Faculty of Arts and Sciences, Linköping University, Sweden. The main aims of the research project are to determine which teaching content, teaching methods, learning activities, teacher's role, and students' own strategies matter for learning i.e., for acquiring knowledge and skills/competences in an international blended, face-to-face and online, Master's Program, and to present students' experiences with face-to-face and online education in the Program. The project is based on qualitative, semi-structured interviews with the 2nd year students and alumni who have participated in the Program. The interviews were conducted online in November and December 2019. The article presents which content, teaching methods, learning activities, teacher's role, and students' own strategies matter for the acquirement of knowledge and skills by the students in blended education. It describes how Campus and online phases of the Program matter for students' learning. Next to that, it indicates the challenges related to online study, but also educational methods that may help to overcome them.
Students with Disabilities at Two Higher Education Institutions Selected from South Africa: A Social Model of Disability
Author: Masoga, Mogomme Alpheus
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Students with Disabilities,College Students,Barriers,Student Recruitment,Inclusion,Rural Schools,Physical Disabilities,Student Needs,Accessibility (for Disabled),Social Influences,Attitudes toward Disabilities,Environmental Influences,College Role

Learners with disabilities are faced with unprecedented challenges in their pursuit of integration in the institutionalized higher education system in South Africa. The aim of this paper is to explore the recruitment and integration of students with disabilities (SWDs) at selected rural universities in South Africa in terms of facilities for physically challenged students. Personal conversations and informal discussions and desk and documentary research have collectively informed the present discourse. By utilizing a social model of disability, this study proposes that both institutions need to accelerate the provision of user-friendly facilities to accommodate various categories of SWDs either currently enrolled or those aspiring to study at the institutions. Considering the evaluations and observations explored in this opinion paper, the academic community of both institutions will need to pay attention to the special needs of SWDs because the absence of this attention will negatively impact the outcome of the academic life of learners.
Statistical Modeling of Students&apos; Academic Performances: A Longitudinal Study
Author: Kemda, Lionel Establet
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Failure,Student Behavior,College Students,Student Attrition,Outcomes of Education,Student Financial Aid,Race,Gender Differences,Academic Achievement,Dropouts,Admission (School),Foreign Countries,Statistical Analysis,Models

Within students' attrition studies, it is necessary to assess the longitudinal evolution of students within a given course of study, from enrolment to exit from the university through degree completion and academic dropout. Here, the student's academic progress is monitored through the number of courses failed each semester enrolled. The students' failure rate and academic behavior typically provide significant insight into students' exit outcomes from University programs. These programs usually have a maximum time frame required to complete the course. A likelihood-based approach is discussed that conditions on the exit outcome and random effects in adjusting within-subject correlation of longitudinal measurements. Ignoring the number of courses enrolled by a student may produce inadequate results on the actual failure rates. Conditioned on the exit outcomes of the student, we find out that factors such as financial aid, matriculation points, students' race and course type registered, and gender are distinguishing factors that affect students' academic performances, for completers and dropouts. Also, being in university-type accommodation (that often have added services such as transportation and internet connections) does not seem to significantly affect the failure rate within both groups of students. In addition, an increase in matriculation points significantly reduces the failure rate independent of the Quintile school of the student. Several count models such as mixed Poisson, mixed Zero Inflation Poisson, mixed Negative Binomial, and mixed Hurdle Poisson models are fitted and compared. In particular, the mixed Poisson model provides a better fit based on the Bayesian Information Criterion and residues analysis.
Perceived Life-Readiness from Real-World Curriculum Experiences of Alumni
Author: Azzarello, Caterina Belle
Date: 2021-00-00
Type: Journal Articles
Subjects: Readiness,Experiential Learning,Student Experience,Alumni,Undergraduate Study,College Graduates,Interpersonal Relationship,Attitudes,Adjustment (to Environment),Skill Development

Students pursue college degrees expecting to learn skills necessary to navigate adult life. While this is the expectation of most students, there is a lack of research examining the perceived effectiveness of real-world applicability in undergraduate degrees. Objective: The purpose of this phenomenological and constructivist study was to explore how college alumni perceive their educational experiences in terms of real-world preparedness. Methods: Eight participants in their mid-twenties (5 females, 3 males) were selected using purposeful sampling. Participants participated in informal, semi-structured, one-on-one Zoom interviews and demographic questionnaire responses. Results: Emerging themes indicated that alumni felt the relationships formed had a greater contribution to their life-readiness compared to their real-world curriculum. Other emerging themes revealed alumni believed they developed valuable skills through hands-on experience and group work. Recommendations were made by alumni for curriculum changes, including smaller class sizes and inclusion of more practical courses. Conclusions: Based on these findings, future research should aim to replicate this study using a broader range of alumni to further investigate this phenomenon, as well as studies that investigate various college types and student experiences.
Research on the Development of Innovation of Teacher Education in University under the Era of All Media
Author: Wang, Kexin
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,Information Dissemination,Teacher Education,College Faculty,Internet,Addictive Behavior,Electronic Learning,Mass Media,Video Technology,Handheld Devices,Teaching Methods,Social Media

Today, we have already entered an unprecedented all media era in which the network media is highly developed and social we media are dazzling. Under this background, university teachers and students can not only obtain the information they need in a more efficient way than before, but also express their views and demands in a way of rapid and extensive dissemination. However, such a convenient all media also brought a lot of negative effects to the higher education. By analyzing the differences between the communication and social information dissemination in the era of all media and the past, this study on the one hand explores how universities innovate the incentive mechanism for the development of teacher education, and how university teachers themselves seize the opportunity of this era to improve themselves; on the other hand, it explores how to make better use of all media that students are keen on in the teaching process to carry out teaching work, maximize the benefits of high-speed dissemination of knowledge and information and minimize the disadvantages of students' addiction to the Internet, and by analyzing the effect of online teaching on the Novel coronavirus pneumonia epidemic situation, exploring the innovative path of future teacher education in universities, so as to better promote the development of higher education.
The Effect of Multiple-Choice Test Items&apos; Difficulty Degree on the Reliability Coefficient and the Standard Error of Measurement Depending on the Item Response Theory (IRT)
Author: Al-zboon, Habis Saad
Date: 2021-00-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Test Items,Difficulty Level,Error of Measurement,Item Response Theory,Test Reliability,Achievement Tests

This study aims at identifying the effect of multiple-choice test items' difficulty degree on the reliability coefficient and the standard error of measurement depending on the item response theory IRT. To achieve the objectives of the study, (WinGen3) software was used to generate the IRT parameters (difficulty, discrimination, guessing) for four forms of the test. Each form consisted of (30) items with different difficulty coefficients averages (-0.24, 0.24, 0.42, 0.93). The resulting items parameters were utilized to generate the ability and responses of (3000) examinees based on the three-parameter model. These data were converted into a readable file using the (SPSS) and the (BILOG-MG3) software. Then the reliability coefficients for the four test forms, the items parameters, and the items information function were calculated, and dependence on the information function values to calculate the standard error of measurement for each item. The results of the study showed that there are statistically significant differences at the level of significance ([alpha] = 0.05) between the averages of the values of the standard error of measurement attributed to the difference in the difficulty degree of the items in favor of the test with the higher difficulty coefficient. The results also found that there are apparent differences between the test reliability parameters attributed to the difficulty degree of the test according to the three-parameter model in favor of the form with the average difficulty degree.
Managing Conflict at Institution/s of Higher Learning: A Post-Positivist Perspective
Author: Lukman, Yusuf
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Environment,Activism,Postsecondary Education,Higher Education,Conflict Resolution,Conflict,Behavior,Student Costs

Institutions of Higher Learning in South Africa annually face challenges that often lead to student protests and demonstrations, mostly at the beginning of every academic year, which adversely impact the smooth running of academic programs. Stakeholders' expectations were at the apex of causes that destabilise the academic environment, academic almanac and the overall academic professional reputation. The volatility of this kind retards productivity and negatively affects many tertiary institutions across the Country. This empirically grounded paper focuses on conflicting variables amongst universities, but with reference to an Eastern Cape University in South Africa spread across its Campuses. Adopting the post-positivist approach, this study obtained data from over 180 respondents and the data was analysed by using descriptive and inferential statistics, including analyses of variance and Pearson Product Moment correlations. In addition, content analysis techniques were used to analyse the data collected from the unstructured questionnaire. In this empirical study the findings highlighted two major variables that gave rise to conflicts, escalation of strikes and demonstrations at Higher Institutions of learning and recommend a conflict management style apposite for handling the conundrum. The factors dealt with in this study are not peculiar to the institution studied, but are analogous to other institutions. The findings also underscored Integrating conflict management as the most commendable style for managing conflicts at institutions of higher learning.
Enhancing Creative Problem Solving in Postgraduate Courses of Education Management Using Project-Based Learning
Author: Chen, Pengfei
Date: 2021-00-00
Type: Journal Articles
Subjects: Creative Thinking,Problem Solving,Graduate Students,Active Learning,Student Projects,Foreign Countries

The aim of this study is to enhance students' creative problem-solving ability using a project-based learning approach. The study was based on a quasi-experimental design and the participants were 69 postgraduate students in the field of education management. There were 35 of the students assigned to the experimental group, and the remaining 34 to the control group. The experiment was conducted over 15 classes for 2 months. A creative problem-solving questionnaire was used as a pre-test and post-test before and after the experiment. The results showed that the students' creative problem-solving ability had been effectively enhanced by the intervention of project-based learning, especially in terms of identifying problems, finding solutions and evaluating them.
Balancing Inclusion and Diversity with Upholding Free Speech Rights in Canadian Universities: Challenging but Feasible
Author: Karimi, Sirvan
Date: 2021-00-00
Type: Journal Articles
Subjects: Inclusion,Diversity,Freedom of Speech,Foreign Countries,Universities,Academic Freedom,Intellectual Freedom,Federal Legislation

The tension emanated from deeply polarized socio-cultural values has found its way into the Canadian university campuses. In their endeavour to strike a balance between promoting diversity, inclusion and respecting free speech, the Canadian higher educational institutions have encountered formidable challenges. Central to the contention revolving around the free speech debate is an assertion that institutional pressures for consolidating a culture of political correctness is believed to have the potential to curtail and stifle freedom of expression which has in turn triggered governmental intervention in certain Canadian provinces. The lack of a proper balance between the quest for promoting inclusion, diversity and free speech can in the long run undermine the socially vital mission of universities, and hence corroding the public trust in the higher educational institutions. Obviously, there is no single solution that can function as panacea to surmount these pressing demands faced by the Canadian universities. However, it will be argued that the extension of constitutionally protected freedom of expression to the Canadian universities is not only geared to address the shortcomings of academic freedom, but it is also conducive to harmonizing the pursuit of promoting diversity and inclusion with upholding free speech principles.
Readiness of Students for Multi-Modal Emergency Remote Teaching at a Selected South African Higher Education Institution
Author: Matarirano, Obert
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Distance Education,Higher Education,Educational Technology,Technology Uses in Education,Integrated Learning Systems,Readiness,College Students,Age Differences,Gender Differences,Instructional Program Divisions,Student Characteristics,Accounting

The closures of Higher Education Institutions (HEIs) due to the COVID-19 pandemic meant that face to face classes had to be put on hold. However, the growth in information and communication technologies (ICT) made it possible for HEIs to continue with their core activities remotely, primarily using learning management systems (LMSs). The overuse of LMS at the selected HEI resulted in the former's collapse. The consequence was that management of the institution advised lecturers to use multi-modal emergency remote teaching (ERT) to save the academic year. Lecturers adopted a variety of platforms and approaches, largely depending on their preferences. This study identified the ICT platforms and approaches used by lecturers during remote teaching as well as estimating the readiness of students for emergency remote learning. Readiness was established with the use of the Technology Readiness Index 2.0 (TRI2.0) of the Technology Readiness Model. In addition, the effects of age, gender and level of study on technology readiness were estimated. A self-administered questionnaire was shared with senior students within the accounting department of the selected HEI. Descriptive and inferential statistics were used to analyse the data collected from 243 respondents. The study found that Microsoft teams was the commonly used platform whilst pre-recorded lectures and live classes were the popular approaches used. In terms of technology readiness, the study found that students were not ready as indicated by a low TRI 2.0 of 2.8. Age and study level had a positive effect on technology readiness. To provide the best possible learning experiences to students, lecturers need to understand what worked, what did not and why. The results of this study provide invaluable information and lay a foundation for successful future e-learning projects.
Computing Competency for Civil Engineering Graduates: Recent Updates and Developments in Saudi Arabia and the US
Author: Ahmed, Danish
Date: 2021-00-00
Type: Journal Articles
Subjects: Competence,Civil Engineering,Engineering Education,College Graduates,Foreign Countries,Electronic Learning,Computer Literacy,Programming

This paper discusses recent updates and developments of computing-based courses in the civil engineering discipline. Competency in computing is one of the most important capabilities for university graduates to obtain given the rapid development of computer technology in professional work. Civil engineering is no exception. In fact, many contemporary civil engineering projects require a high degree of computing skills, ranging from performing basic office work to programming for decision support system application in controlling flood water gates to executing construction automation via digital printing technology. However, the curriculum content for computing in civil engineering has been developmentally stagnant in the past several decades. This could be partly due to learning outcomes for civil engineering graduates, which do not explicitly mention a certain degree of achievement with respect to computing skills. Several computing-based courses offered in various civil engineering programs across Saudi Arabia and the US were examined, and their contents were compared to recent survey results administered by the American Society of Civil Engineering Technical Committee on Computing and Information Technology. The discussion is extended by examining technical courses offered in the Civil Engineering Program in Prince Mohammad Bin Fahd University with respect to computing skills. The outcomes of this study are expected to give input and suggestions for future upgrades of computing-based courses offered within the civil engineering curriculum.
Critical Social Pedagogy in Mathematics Teacher Education
Author: Olawale, B. E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Mathematics Instruction,Foreign Countries,Teacher Educators,Student Teachers,Citizenship Education,Democratic Values,Consciousness Raising,Critical Theory,Social Justice,Student Attitudes,Teacher Attitudes

There is no how-to recipe for implementing pedagogical approaches, as each school, learner and teacher has a unique perception of the nature of critical mathematics education. It is therefore the duty of educators and school administrators to cultivate critical teaching and learning experiences that can connect the standardised school curriculum to the reality of learners' everyday lives. As such, this study investigated the pedagogical approaches which mathematics teacher educators employed in the development of democratic citizens in South African universities. Underpinned by the constructivist paradigm, the study employed a qualitative research approach and a case study design. Data were generated from a total of six mathematics teacher educators and 75 second- to fourth-year student teachers majoring in mathematics education across three different universities. The findings from the study revealed that there are contradictions between pedagogical philosophies and the mathematics teacher educators' ideal image of their practice in the classroom. The nature of mathematics teaching, and the fear that learners come to class with different knowledges from their personal experience and have disparate opinions, hinder critical and social engagement within mathematics education classrooms. Based on the findings, it is recommended that mathematics teacher educators employ a problem-posing pedagogical approach which allows for the appropriation of knowledge in the form of self-reflection, a synergy of care, and self-determination which seeks to foster democratic values and critical consciousness in the development of democratic citizens.
Critical Thinking Dispositions of Undergraduate College Students in a Comprehensive University of Mainland China
Author: Ma, Huarong
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Undergraduate Students,Gender Differences,Foreign Countries,Measures (Individuals),Student Attitudes,Scores,Ethics,Self Esteem,Thinking Skills,Justice,Perspective Taking,Science Education,Engineering Education,Personality Traits

This study was undertaken to assess the critical thinking dispositions of undergraduate college students in a comprehensive university of mainland China and examine the roles of gender and major in the subjects' critical thinking dispositions. An adapted Chinese version of the California Critical Thinking Dispositions Inventory (CCTDI) was used to survey 534 undergraduate students. Statistics revealed that over 3/4 of the subjects were negative in their dispositions to think critically, and no more than 1/4 of them were positive. All the subscale mean scores were between 30-35, indicating an ambivalent attitude to critical thinking. Meanwhile, the subjects were stronger in systematicity, truth-seeking, and self-confidence than in analyticity, inquisitiveness, and cognitive maturity. Besides, males got significantly higher scores in overall critical thinking dispositions, truth-seeking, cognitive maturity, open-mindedness, and justice-orientedness, an added subscale in the Chinese version of CCTDI. Finally, science-engineering students achieved a non-significant higher overall mean score than non-science-engineering students. They also scored higher in seven out of the eight subscales, but the differences were only significant in open-mindedness and justice-orientedness.