ethanporcaro/eric-fulltext-meta huggingface dataset:
A Systematic Review for Netizens&apos; Response to the Truth Manipulation on Social Media
Author: Akram, Muhammad
Date: 2023-06-00
Type: Journal Articles
Subjects: Social Media,Deception,Misinformation,Propaganda,Cognitive Processes,News Reporting,Social Cognition,Content Analysis,Political Attitudes,Bias,Prevention,Credibility,Evaluative Thinking

The manipulated or manufactured truth on social media platforms spreads false information to influence netizens' cognition, often resulting in fabricated social and political narratives. This study systematically reviews the literature on truth manipulation and its impact on the cognition of social media users. The primary focus is on disinformation, misinformation, fake news, and propaganda. The study appraises 162 peer-reviewed publications indexed in the Web of Science Core Collection database using the systematic review method. The data was put through a bibliometric analysis to unpack the evolutionary nuances of netizens' cognitive response to manufactured truth, informativity, and manipulation on social media. The study highlights emerging trends and issues from truth manipulation on social media. The bibliometric analysis reveals since 2017, there has been an increase in the trend of scholarly work about truth manipulation on social media and its effects on the cognition of netizens. The USA seems to be the most prominent node to contribute to the study of truth manipulation. The content analysis shows multiple aspects causing truth manipulation. This study also seeks ways and methods to prevent and counter truth manipulation on social media. It looks at the possibilities of altering netizens' cognitive abilities by improving their critical social media literacies through fact-checking. The study results show that knowledge gaps persist in truth manipulation on social media and the cognitional aspects in response to fabricated narratives. We emphasize the importance of further investigations in this domain.
How to Harness the Potential of ChatGPT in Education?
Author: Zhu, Chenjia
Date: 2023-06-00
Type: Journal Articles
Subjects: Artificial Intelligence,Ethics,Technology Integration,Technology Uses in Education,Educational Benefits,Natural Language Processing

Technological advancements, particularly in the field of artificial intelligence (AI) have played an increasingly important role in transforming education. More recently, ground-breaking AI applications like ChatGPT have demonstrated the potential to bring radical changes to the educational landscape due to their capability to understand complex questions, generate plausible responses and human-like writing, and assist with the completion of complex tasks. However, ChatGPT has limitations in the quality of its output, such as the inclusion of inaccurate, fabricated and biased information and the lack of critical thinking and in-depth understanding. The combinations of these capabilities and limitations along with external factors (e.g., the growing demand for personalized learning support, the irresponsible and unethical use of AI) presents a range of opportunities and challenges to the potential use of ChatGPT in education. This paper presents a thorough SWOT (strength, weakness, opportunity, threat) analysis of ChatGPT, based on which we propose how ChatGPT can be properly integrated into teaching and learning practice to harness its potential in education.
MIMIC Model of Teachers and Students Attitudes towards Online Learning during COVID-19: A Gender Perspective
Author: Zulfiqar, Najia
Date: 2023-06-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Teacher Attitudes,Student Attitudes,Gender Differences,College Faculty,Undergraduate Students,Foreign Countries,Affordances,Barriers,Educational Technology

Academic institutions around the globe have shifted to online learning because of the unpredictable spread of COVID-19. The present study aimed to compare teachers' and students' attitudes towards online learning during the pandemic and to examine the effects of gender differences on their attitudes. In study 1, we adapted the Test of eLearning Related Attitudes for Pakistani students in three steps: expert review, piloting, and validation. The individual and collective expert review was performed to adapt the teacher version into the student version using the Technique for Research of Information by the Animation of a Group of Experts (TRIAGE). We tested three sets of measurement invariance models for participants' status and gender in study 2. Data were collected from 289 university teachers (men = 158, women = 131) and 444 undergraduate students (boys = 156, girls = 287). The results demonstrated that both groups had highly positive yet different attitudes towards online learning. Teachers were more satisfied than students. Model fit was poor, and the overall factor structure, factor loadings, and intercepts varied across groups. Intergroup gender invariance illustrated heterogeneity in attitudes towards online learning favoring men teachers and boy students. Study strengths and implications for the promotion of a positive experience of online learning are discussed.
Reconciling the Impact of Knowledge Management Processes on Knowledge Worker Productivity
Author: Umer, Muhammad
Date: 2023-06-00
Type: Journal Articles
Subjects: Knowledge Management,Professional Services,Employees,Productivity,Foreign Countries

Knowledge management has been a proven tool to foster organizational performance, innovations, and individual knowledge workers' productivity. A stream of empirical studies has demonstrated with contradictory results that each single organizational knowledge management process -- knowledge creation, knowledge sharing and utilization -- can enhance the knowledge workers' productivity in isolation. In contrast, our study argues with the support of Nonaka's theory and alignment theory that knowledge utilization is the only frontline and primary knowledge management process which can enhance knowledge workers' productivity while other knowledge management processes (knowledge creation and knowledge sharing) support and supplement each other as well as improve knowledge utilization. This means that shared and created knowledge will not enhance the productivity of knowledge workers until organizations strive for knowledge utilization. This study used data collected from 336 knowledge workers in the Telecom industry of Pakistan and examined it using partial least squares modelling. The findings indicated that knowledge utilization is the sole frontline and primary knowledge management to enhance the productivity of knowledge workers. Hence, knowledge utilization can only influence productivity indirectly by increasing the utilization of knowledge created and/or shared.
Zoom Supported Emergency Remote Teaching and Learning in Teacher Education: A Case Study from Hong Kong
Author: Kohnke, Lucas
Date: 2023-06-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,Distance Education,Educational Technology,Preservice Teachers,Student Attitudes,In Person Learning,Videoconferencing,Synchronous Communication,Program Effectiveness,Graduate Students

The shift from face-to-face teaching to emergency remote teaching has become the new normal due to the pandemic in 2020. However, little research has been conducted in Hong Kong to investigate pre-service teachers' perceptions of the immediate adoption and delivery of online face-to-face teaching. In response to this call, the present research conducted a questionnaire survey with 48 pre-service teachers at a Hong Kong university to examine their perceptions of Zoom as a viable alternative to the suspended traditional face-to-face delivery mode of instruction. It also discussed key factors that lead to better online learning outcomes. The results showed that the participants had overall positive perceptions of Zoom-supported synchronous online education. The Zoom feature that most students considered useful was screen sharing on computers. Zoom-supported synchronous online learning benefited students by helping them to attend class meetings remotely, study course materials and content, communicate and collaborate with their instructors and classmates, and develop a sense of community and social presence. Four main factors may influence learners' perceptions of synchronous online learning: the quality of online communication and collaboration, learning efficiency, learner autonomy and the usability of technology.
Determining the Conceptions of Assessment among Secondary School Inservice Science Teachers
Author: Yusoff, Shahazwan bin Mat
Date: 2023-07-00
Type: Journal Articles
Subjects: Teacher Attitudes,Secondary School Teachers,Science Teachers,Evaluation Methods,Accountability,Gender Differences,Chemistry,Biology,Physics,Assessment Literacy,Foreign Countries,Educational Improvement

This research probed the perceptions of secondary school science teachers concerning the objective and utility of assessment, exploring the influences of gender, teaching experience, and specific science subject components. A total of 100 secondary school teachers from Selangor participated in the study, completing the Teacher's Conception of Assessment (TCoA) online questionnaire. This instrument comprised 27 statements categorized into four key aspects: Improvement, Irrelevance, School Accountability, and Student Accountability. Interestingly, the data revealed that the highest mean score was attributed to the irrelevance of assessments (M=4.44; SD=0.86), followed by assessment for improvement (M=4.21; SD=0.95), student accountability (M=4.18; SD=1.32), and lastly, school accountability (M=4.15; SD=1.44). A closer examination of the data pointed towards significant gender-based differences in teachers' perceptions of institutional accountability and educational enhancement through assessments, with female and male teachers scoring higher in these respective areas. However, the length of teaching experience did not appear to significantly affect the teachers' perceptions across any of the assessed parameters. There were noteworthy differences in teachers' perceptions of student accountability in assessments when evaluated based on the subject taught, with Biology teachers reporting higher mean scores as compared to Chemistry and Physics teachers. Additionally, teachers' perceptions regarding the improvement role of assessments and their irrelevance differed significantly across subjects, with general science teachers attaining higher mean scores than Chemistry, Biology, and Physics teachers. The findings of this study shed light on teachers' understanding of assessment, particularly in the field of Science, and serve as a valuable resource for all educational stakeholders. By understanding teachers' perceptions, policymakers and school administrators can make informed decisions that would potentially enhance teaching and learning processes.
Teachers&apos; Perspectives in Conducting Collaborative Learning Activities for Science in Malaysian Secondary Schools
Author: Ravana, Venosha
Date: 2023-07-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Science Education,Secondary School Science,Secondary School Teachers,Cooperative Learning,Teaching Methods,Preferences,Barriers,Constructivism (Learning),Knowledge Level,Learning Activities

The Malaysian Education Blueprint 2013-2025 has increased emphasis on learning using projects and group work to support 21st century education goals in Malaysian secondary schools. In response to that, the current lower secondary science textbooks following the Integrated Curriculum for Secondary School (KSSM) have been revamped to include a majority of learning activities in the form of projects and group works. Since these activities are collaborative in nature, this study explores teachers' views in conducting science projects and group works using the collaborative learning approach. Twelve teachers teaching lower secondary science subject in Malaysian national schools were interviewed using a semi-structured interview protocol and their responses were analysed using the conventions of thematic analysis. Findings include revelations on teachers' understanding of collaborative learning, why teachers prefer collaborative learning activities for the lower secondary level, and classroom and instructional challenges in this matter. Recommendations have been made to better support teachers to deliver 21st century science education goals at the school level in similar contexts.
Student Absenteeism and English Language Performance: A Study of First Year Architecture Students
Author: Zeqiri, Luiza
Date: 2023-00-00
Type: Journal Articles
Subjects: College Freshmen,Architecture,Attendance,English (Second Language),Language Proficiency,Foreign Countries,Correlation,Grades (Scholastic),Gender Differences

First year undergraduate students go through a critical stage of their education; a challenging transition which makes them feel more independent and free to decide not to attend classes, although attendance is compulsory. Whether this absenteeism has any impact on their academic accomplishments remains a controversial topic. Furthermore, the current literature about the influence of students' attendance on English language achievements is limited. Hence, the purpose of this study was to investigate the correlation between absenteeism among undergraduate architecture students and their English language performance. The participants in this study were 300 first-year students, 153 female and 147 male students; studying at UBT - Higher Education Institution, in Kosova. The results obtained from this study helped to conclude that there is a statistically significant difference between the English exam grades of absent students and students who attended classes regularly. It was deduced that the students who made (1.8) absences had one exam grade decreased. It was also proven that female students who did not attend classes regularly outperformed male students (who had more than three absences) in their English language exam. It is inferred that results of this study will be a valuable contribution to the insufficient current literature related to the impact of absenteeism on undergraduate students' English achievements.
Role of System-Functional Linguistics in Revealing Gender Stereotypes in International Media Discourse
Author: Nie, Yaoying
Date: 2023-00-00
Type: Journal Articles
Subjects: Sex Stereotypes,Language Proficiency,Foreign Countries,Sex Role,Linguistics,Language Usage,Discourse Analysis,Language Attitudes,Media Literacy,Mass Media,Rating Scales,Correlation,College Students,Student Attitudes,English (Second Language),Second Language Learning,Mandarin Chinese

Gender stereotyping and perception of gender roles have been a pervasive issue in media discourse. Studies have shown that language plays a crucial role in shaping our perceptions and understanding of gender. Systemic functional linguistics (SFL) is a linguistic framework that analyzes the functional and social aspects of language use. This study aimed to investigate the relationship between SFL and gender stereotyping as well as the impact of SFL on gender stereotyping and perception of gender roles in international media discourse. Additionally, the study investigated whether language proficiency moderated the relationship between SFL and gender stereotyping. The study recruited 287 participants from colleges in Beijing and Shanghai cities of China. Participants were selected based on their language proficiency in English and Mandarin. Data were collected through a self-administered online questionnaire. The results indicated that SFL had a significant positive effect on both gender stereotyping and perception of gender roles in international media discourse. Furthermore, language proficiency was found to moderate the relationship between SFL and gender stereotyping, such that the effect of SFL on gender stereotyping was stronger for individuals with higher language proficiency. However, the mediating effect of perception of gender roles on the relationship between SFL and gender stereotyping was not significant. This study provided insights into the potential impact of SFL on gender stereotyping in international media discourse. It highlights the importance of language proficiency in shaping the perception and understanding of gender in media discourse. The study also provided directions for future research, such as investigating the role of other linguistic frameworks on gender stereotyping and exploring the impact of media literacy on gender perceptions.
Semantic Transformation and Cultural Adaptation of Metaphor and Multimodal Metaphor in Multilingual Communication from the Perspective of Cognitive Linguistics
Author: Tianying, Li
Date: 2023-00-00
Type: Journal Articles
Subjects: Psycholinguistics,Multilingualism,Language Processing,Semantics,Sociolinguistics,Pragmatics,Figurative Language,College Faculty,Teacher Attitudes,Correlation,Cultural Awareness,Context Effect,Social Environment,Cultural Context,Foreign Countries,Second Language Learning,Second Language Instruction,Intercultural Communication,Teacher Characteristics

This study investigates the complex dynamics of semantic change and cultural adaptation of metaphor in multilingual communication. The research uses cognitive linguistics, sociolinguistics, and pragmatics to develop a model that explains the fundamental mechanisms of metaphorical expression and comprehension across languages and cultures. Using qualitative analysis of 12 semi-structured interviews with senior-level academicians with experience in industry and academia, this study examines the interplay between semantic transformation, cultural adaptation, metaphor comprehension, cognitive processes, and contextual variables. The results demonstrate that as a metaphor is transmitted and adapted across languages and cultural contexts, it undergoes a complex semantic modification process. Cultural influences significantly affect the adaptation and interpretation of metaphors, highlighting the significance of sociocultural context in the production of metaphorical expressions. In addition, cognitive processes mediate metaphor comprehension and adaptation, emphasizing the significance of cognitive mechanisms in international communication. This research contributes to the theoretical understanding of metaphor in multilingual communication by illuminating the cognitive and social mechanisms that influence metaphorical discourse. The findings have implications for language instruction, translation, and communication in environments with linguistic diversity. The comprehensive approach of this study provides valuable guidelines for metaphorical expression and comprehension in various linguistic and cultural contexts.
Effectiveness of Virtual Laboratory on Grade Eight Students&apos; Achievement in Learning Electricity
Author: Al-Duhani, Fatma
Date: 2023-07-00
Type: Journal Articles
Subjects: Educational Technology,Grade 8,Science Achievement,Energy,Science Instruction,Science Laboratories,Computer Simulation,Conventional Instruction,Program Effectiveness,Foreign Countries

In the aftermath of the COVID-19 pandemic, many education systems around the world have recognized the value of using technology such as virtual laboratories to teach science subjects. This study aimed to explore the effectiveness of using a virtual laboratory on grade eight students in learning about electricity-related topics. A quasi-experimental research design was used; involving forty (40) students aged 14-15 years. Students in the control group used a physical laboratory to complete the practical activities whereas those in the experimental group used a specially designed virtual laboratory. The result indicated that the virtual laboratory significantly enhanced students' achievement in electricity-related topics more than the physical laboratory. These findings could be attributed to how students learn using the virtual laboratory. For instance, in the virtual laboratory, students can visualise imperceptible phenomena and processes. They also were able to control the variables and observe instant feedback. The findings of the research have provided several important implications for curriculum designers and science education.
Effect of the Mantle of the Expert in Students&apos; Geometry Achievement (Angles and Polygons)
Author: Barghouthi, Sahar M. M.
Date: 2023-07-00
Type: Journal Articles
Subjects: Geometry,Mathematics Achievement,Grade 7,Geometric Concepts,Foreign Countries,Program Effectiveness,Drama,Student Interests,Student Needs,Creative Thinking,Critical Thinking,Classroom Environment,Student Responsibility,Teacher Role,Student Role

Issues about poor achievement in mathematics (angles and polygons topics) among Palestinian students has led to the need for developing new effective strategies that can be used to improve mathematics achievement among Palestinian 7th grade students. The aim of study is to reveal the effect of employing the mantle of the expert on the achievement of angles and polygons topics among seventh grade students in Palestine. A quasi-experimental non-equivalent control group design using experimental and control groups with a pre and post-test was conducted. Data were collected using achievement test. The sample of study consisted of (76) students in the seventh grade that were divided into two groups, the experimental group (37) students and the control group (39) students. Data collected from the pre-test and post-test was analyzed using descriptive and inferential statistics. One-way MANOVA test was used to verify the differences of achievement between experimental and control groups. The research found that there is a significant impact of employing the mantle of the expert in increasing the achievement in geometry among seventh grade students. Students who are studied using mantle of the expert had better achievement than those who did not. This study recommended employing the mantle of the expert in teaching other topics in mathematics and in different study stages. This study too showed the necessity of paying attention to the use of classroom and extra-curricular activities in different academic subjects, particularly in mathematics, as well as indicated the necessity of holding courses and workshops to train teachers to use the mantle of the expert in the educational process.
The Survey on STEM Literacy of Science Teachers in China
Author: Xiaoqing, Zu
Date: 2023-07-00
Type: Journal Articles
Subjects: STEM Education,Literacy,Science Teachers,Pedagogical Content Knowledge,Educational Improvement,Foreign Countries,Teaching Methods,Learning Processes,Teacher Effectiveness,Teacher Attitudes,Teaching Skills,Statistics,Anxiety

As the key to STEM education, teachers' level of STEM literacy plays a crucial role in teaching and learning. The purpose of this study is to assess the current STEM literacy of science teachers in China. This is a survey study using a questionnaire instrument to gain both quantitative and qualitative data. The quantitative data were analyzed by Statistical Package for the Social Science (SPSS) to evaluate the status of STEM literacy among China's school science teachers. Interpretive methods were applied for qualitative data analysis to support the quantitative data. The researcher found that current science teachers generally have a poor understanding of STEM education, lack STEM knowledge and teaching skills, but have the awareness to improve their own literacy. It is hoped that by investigating the STEM literacy of science teachers, the research will have a positive impact on improving science education and is expected to contribute to the development of science education in China.