ethanporcaro/eric-fulltext-meta huggingface dataset:
When and Who Dropouts from Distance Education?
Author: Utami, Sri
Date: 2020-04-00
Type: Journal Articles
Subjects: Dropouts,Distance Education,Foreign Countries,Dropout Characteristics,College Students,Biology,College Science,Science Departments,Student Characteristics

The high rate of drop out is still a problem in the distance learning system, including at the Universitas Terbuka (UT). At UT, the term dropout is better known as the status of non-active students. The study aims was to determine the median time and determinant of non-active student in distance learning in Indonesia. This study used a cohort analysis in student of biology department who first registered in 2012 to 2014. The median time of non-active students was identified by the Kaplan-Meier analysis and the determinant of non-active student was analyzed by Cox proportional hazard model. The percentage of non-active students in this study reached 42%, with half of the students becoming non-active in the first two semesters. Students who have a greater risk of becoming non-active are those who are &gt;45 years old, women, employed, recent education is not relevant to the field of biology, knowledge of the concept of distance learning and laboratory practice is lacking, has never participated in online tutorials and face-to-face tutorials, and is not satisfied existing academic services. The optimization of the provision and quality of preferred learning services at the beginning of the semester will be able to avoid higher-risk of non-active students.
Blended Learning: A New Approach to Teach Ballet Technique for Undergraduate Students
Author: Bayyat, Manal
Date: 2020-04-00
Type: Journal Articles
Subjects: Blended Learning,Undergraduate Students,Dance Education,Synchronous Communication,Performance Factors,Student Participation,Student Motivation,Females,Physical Education,Foreign Countries,Instructional Effectiveness,Young Adults,Electronic Learning,Self Determination

This study aims to investigate and compare the effect of the Blended Learning (BL) approach to Face to Face (FTF) teaching method on students' level of performance and sport participation motivation level. It is a qualitative study using the quasi-experimental method and applying the pre-test/post-test two-groups design model. The participants of this study were 40 female undergraduate students of School of Physical Education/University of Jordan. They were beginners enrolled in ballet classes with no previous experience in ballet; 18 students attended the FTF ballet class (control group), and 22 students attended the BL ballet class (experimental group). Skill performance tests and Sport participation Motivation Scale SMS-28 were used to collect the study's pre and post data. The data were then analyzed using descriptive analysis. The results of this study revealed no significant differences between teaching strategies in relation to students' level of performance. On the other hand, significant differences occurred in post-tests of students' motivation level in favor of the BL group. All intrinsic and extrinsic motivation subscales except for amotivation were significantly different in favor of BL classes. In conclusion, BL proved to be an efficient and convenient methodology in terms of enhancing students' level of performance and boost their motivation for sports participation.
Examining the Changes in Beliefs of Preservice Mathematics Teachers Attending the Pedagogic Formation Program about Teacher and Students Roles
Author: Kögce, Davut
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Attitude Change,Beliefs,Teacher Role,Student Role,Program Effectiveness,Teacher Education Programs,Public Colleges,Conventional Instruction,Constructivism (Learning),Freehand Drawing,Foreign Countries

This study aimed to identify the beliefs of preservice mathematics teachers receiving formation program as undergraduates or graduates in the Faculty of Science and Letters about teacher and student roles in the classroom setting and to explore how their beliefs changed at the end of the program. The research was conducted in the qualitative research design. The data were collected with a form of three open-ended questions asked to the preservice mathematics teacher attending the formation program in the faculty of education in the fall term of 2014-2015 academic year. The data were collected by applying this questionnaire to the preservice teachers at the beginning and end of the formation program. The answers of the preservice teachers were analyzed by classifying thematically by similarity and difference using the MAXQDA 11 qualitative data analysis software. While the preservice teachers had had beliefs placed somewhere between absolute knowing and transitional knowing about both teacher and student roles before the formation program, these beliefs were transformed into ones placed somewhere between transitional knowing and independent knowing after the formation program. This result indicated how important the pedagogical formation programs are for preservice teachers.
Fidelity First in Middle School Reading Programs
Author: Gonzalez, Emir
Date: 2020-00-00
Type: Journal Articles
Subjects: Fidelity,Reading Programs,Reading Achievement,Program Implementation,Middle School Teachers,Teacher Attitudes,Program Content,Outcomes of Education,Program Effectiveness,Instructional Effectiveness

Middle school reading scores throughout the state of California have been predominantly less than average in recent years. A school located within this region has struggled to raise reading scores. An unknown problem existed that stemmed from the implementation of the school's reading program. The purpose of this investigation was to (a) determine the level of fidelity to the reading program, (b) understand the teachers' perceptions of the reading program, and (c) understand the structure of the reading program. The theory of andragogy guided this qualitative case study. Six teachers from a local school participated in the investigation. The teachers were purposely selected to take part in semi-structured interviews. Two sets of data were gathered for this investigation: (a) results from semi-structured interviews, and (b) publicly available reading data. The data were coded, and emerging themes were outlined. Six themes emerged to understand the overall process of the reading program. The results of the study pointed to the need for a more focused and sustained reading program. Another finding from the investigation was that teachers need year-around training in implementation fidelity. Another finding was that the reading program's structure can benefit from the 5 constructs that make up implementation fidelity. The implications of this study may affect positive social change by providing teachers with sustained training and support to be effective reading development facilitators. Well-trained teachers have a profound effect on their students and providing teachers a platform to guide these students toward a literate world can make a positive social change in their communities.
Social Media Addiction of New Media and Journalism Students
Author: Tutgun-Ünal, Aylin
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Addictive Behavior,Journalism Education,College Students,Information Technology,Gender Differences,Time,Psychological Patterns,Conflict,Photography,Student Behavior

Social media addiction problem emerges when the users cannot limit the use of social media networks and spend more time online. Today social media platforms have become work habits in many work areas as well media industry. So, it is important to determine the social media addiction tendency of university students who will work in the media after graduation. The aim of this research is to investigate social media addiction of the New Media and Journalism students, who were heavy users of new media tools, at Üsküdar University. The sample of the research consists of 85 students from New Media and Journalism Department. The research was conducted using a comparative survey model, with the data collected from Social Media Addiction Scale developed by Tutgun-Ünal and Deniz (2015); and social media addiction of students were examined in terms of various demographic variables. In the research, social media addiction of the students was found to be low. When the sub-scales were examined, occupation and mood modification levels of social media addiction of students were found to be moderate. The findings of the research revealed that (a) Social media addiction increases as the daily time spent increases, (b) Students sharing photos in social media by applying filter/makeup were found to be more addicted regarding the mood modification aspect, (c) Students use social media when they wake up in the morning, during the day, and before bed, (d) New Media and Journalism students' Instagram use is high, followed by students using Twitter the most.
Teacher Educators&apos; Self-Efficacy Beliefs and Actual Use of ICTs in Teaching in the Kumasi Metropolis
Author: Gbemu, Luciana Ama
Date: 2020-04-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Attitudes,Beliefs,Educational Technology,Technology Uses in Education,Technology Integration,Teacher Educators,Technological Literacy,Faculty Development,Foreign Countries

The study investigated how the Self-Efficacy Beliefs (SEB) of teacher educators in Colleges of Education in Ashanti Region of Ghana influenced their actual use of ICTs in teaching prospective teachers. Employing a mixed methods descriptive survey design, the views of 115 teacher educators were randomly sampled on a closed ended Likert-type scale questionnaire. A convenience sample of thirteen (13) of the teacher educators were subsequently observed for their actual use of ICTs in their teaching. The data were then subjected to frequency counts, percentage, and mean and correlational statistics analyses. The results indicated that the teacher educators were not certain on their ability to use ICTs in their teaching, besides not actually using such tools in their teaching. Furthermore, it can be inferred from the analyses that the lack of belief in their ability to use ICTs to teach translated into the teacher educators not actually using these tools in their teaching. It is recommended that the Colleges of Education collaborate with the government and T-TEL to empower the teacher educators through pedagogical training to enhance their ICTs self-efficacy beliefs and actual use.
Practical Training of Secondary School Teachers in Spain: Tutoring and Assessment Using ICT
Author: Martinez-Romera, Daniel
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Masters Programs,Masters Theses,Preservice Teachers,Computer Uses in Education,Student Evaluation,Graduate Students,Tutoring,Secondary Education,Student Teaching,Practicums,Tutors,Student Teacher Supervisors,Faculty Advisers

This study is part of a larger R&amp;D project that analyses the quality of training and the digital skills taught during the preservice training of teachers, as well as during the master's degree dissertation (TFM in Spanish) in the Degree in Education in Spain. The study is descriptive and exploratory in nature. It combines mixed techniques that are used on four sources: (1) External practice guides and dissertations (TFM) from 37 Spanish Faculties of Education; (2) interviews with a sample of 7 Master coordinators; (3) A survey on 94 university tutors from the above-mentioned universities, in charge of trainee teachers' external practice and dissertations (TFM); and (4) Interviews with 46 school tutors from practice schools. Results show the persistence of different situations and a lack of definition in the guidelines as well as in some teachers' perceptions that have more to do with educational models of the past. Among other aspects to improve, this degree shows a marginal use of ICT during Practicum and Dissertation phases, also a lack of assessment criteria in the guides regarding portfolios, theory/practice coordination, tutorship or prevention of plagiarism is observed in most of the studied cases.
Teacher Trainees&apos; Opinions Regarding Video-Recorded Microteaching Sessions
Author: Deneme, Selma
Date: 2020-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Video Technology,Microteaching,Preservice Teacher Education,English (Second Language),Second Language Instruction,Reflection,Home Study,Foreign Countries,Self Evaluation (Individuals)

For many years, microteaching has been acknowledged as one the best training techniques in teacher education. It is a useful tool to apply theory into practice and to help teacher trainees develop their teaching skills. Yet there are some constraints observed in traditional microteaching. The two most important and common restrictions are limited opportunities of microteaching due to time constraints and lack self-reflection on microteaching performances. A mixed method research seemed to well suit to investigate this problem. The researcher conducted a video aided supplementary task, an out-of-class video-recorded microteaching session (&quot;OCVMT&quot;) for English language teacher trainees (n=55), to cope with the two common problems she faced in her microteaching sessions while teaching methodology classes. At the end of the semester, in addition to the portfolios including their self-evaluation reports and opinions of the &quot;OCVMT&quot; task, a survey was used to collect data about the teacher trainees opinions of the &quot;OCVMT&quot; sessions. The findings showed that the video-recorded microteaching sessions worked well in teacher education programs. The &quot;OCVMT&quot; sessions were found to solve the two most common problems faced in microteaching.
Who Takes a MOOC? Profile of Students in the Framework of a European Project
Author: Fernandez-Diaz, Elia
Date: 2020-04-00
Type: Journal Articles
Subjects: Online Courses,Student Characteristics,Foreign Countries,Profiles,Student Attitudes,Computer Literacy,Expectation,Educational Improvement

This research analyzes the profile of students on MOOC (massive open online courses) courses within the framework of the ECO project (E-learning, Communication and Open-Data: Massive Mobile, Ubiquitous and Open Learning) promoted by the European Union. An analysis of the profile of students enrolled in the five editions of the course entitled &quot;Educational innovation and professional development. Possibilities and limits of technology&quot; has been conducted based on the following objectives: (a) gain knowledge about the profile of students; (b) identify the students' perception of their level of digital competence for participating in the course; (c) find out what their real expectations were when they enrolled on the course; and (d) suggest proposals for improving the design of the course based on the study carried out on the student profile. This research shows the tendencies of students enrolled on these types of training processes and suggests improvements in the design of the course in order to satisfy the participants' motivations and expectations. In this regard, the results suggest that the design of MOOCs should be based on a sustainable, social and communicative curricular approach while at the same time greatly enhancing interaction and collaborative work.
Opinions of the Sixth Year Students Who Participated in Outdoor Learning Activity Practices for Science
Author: Ozkan, Gulbin
Date: 2020-00-00
Type: Journal Articles
Subjects: Grade 6,Middle School Students,Student Attitudes,Outdoor Education,Active Learning,Science Education,Pretests Posttests,Science Activities,Physical Activities

In this study, it is aimed to investigate the effects of learning 6th-grade students on the resultant force with active participation, using physical activity and applying four outdoor learning activities to their views on science. In this study, a case study, which is one of the qualitative research methods, was used to examine the students' views in depth. Data were collected open-ended questionnaire. The implementation was carried out in the fall semester of the 2018-2019 academic year. The sample of the study consisted of 25 sixth grade middle school students. The data were analyzed using content analysis. According to the findings obtained from the data analysis, it was determined that the students had positive opinions about science teaching with out-of-class activities. Also, out-of-class activities have changed the way students think about science.
The Impact of Online Annotation Tools on Students&apos; Academic Performance in a Distance University Program
Author: Benitez, Carmen
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Distance Education,Preservice Teachers,Program Effectiveness,Computer Software,Documentation,Student Attitudes,Academic Achievement,Student Motivation

The present study aims to test the effectiveness of the Nota Bene (NB) software as an on line annotation tool to enhance students' academic performance and to know their perceptions about the use of this tool. In this research, a quasi-experimental design was used in a private university in Ecuador. The participants were ninety-eight pre-service EFL teachers, who were trained during a five-month period and divided into two groups: control and experimental. They took a pre and a post-test at the beginning and at the end of the training period. The students from the experimental group answered a questionnaire about the perceptions on the use of NB. The statistically significant differences found in the results of the post-test indicate that NB is an effective software to enhance participants' academic performance. In addition, the students who used this tool had positive perceptions about the use of NB while doing their academic activities.
Reality of Strategic Planning Practice from the Perspective of Education Faculty Members
Author: Al Basel, Mayada M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Strategic Planning,Teacher Attitudes,Foreign Countries,College Administration,Teacher Educators,Academic Rank (Professional),Departments,Leadership Effectiveness,Administrators

The present study aimed to identify the reality of strategic planning practice by the leaders of the Faculty of Education, Damietta University from the perspective of faculty members. Therefore, it adopted the descriptive approach based on a survey of (63) faculty members. It applied a five-domain questionnaire. Results revealed the weak practice of strategic planning from the perspective of the participants. &quot;Future challenges&quot; domain was ranked first and rated &quot;high&quot; with a weighted average of (3.62) and a percentage of (72.38%). &quot;Preparation for strategic planning&quot; domain was ranked second and rated &quot;moderate&quot; with a weighted average of (3.14) and a percentage of (62.74%). The 3rd, 4th, and 5th domains regarding &quot;quadratic strategic analysis, implementation of the strategic plan, and evaluation and strategic oversight&quot; were ranked low. Their weighted averages were rated (2.28-2.50) with a percentage of (49.91%-64.24%).
Effectiveness of Blackboard and Edmodo in Self-Regulated Learning and Educational Satisfaction
Author: Almoeather, Reem
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Integrated Learning Systems,Educational Technology,Technology Uses in Education,Self Management,College Students,Teaching Methods,Student Satisfaction,Web Sites,Social Networks,Student Attitudes

Due to the increasing use of Internet-based Learning Management Systems (LMSs) and Social Learning Networks (SLNs), educators tend to employ these technologies in improving student learning skills and educational quality. This study investigates the impact of Blackboard LMS and Edmodo SLN on self-regulated learning and educational satisfaction among the Founding Year students at Princess Nourah Bint Abdulrahman University (PNU). The quasi-experimental approach applied to (148) students enrolled in the Founding Year, Faculty of Education, PNU. The participants were randomly distributed to two experimental groups: The first group compromised (61) students and the second one included (87) students. For achieving the study objectives, Blackboard and Edmodo based learning environments were designed. The educational material was transformed into a digital educational content and uploaded on the Blackboard system. Furthermore, scales for self-regulated learning and educational satisfaction were prepared. The self-regulated learning scale composed of (9) items illustrating the contributions of e-learning systems for developing the students' self-regulated learning skills. The educational satisfaction scale comprised (8) items illustrating the satisfaction of the students with e-learning systems. After applying the two scales to the participants, a t-test was utilized to analyze data and calculate the significance of differences between the mean scores of the pre and posttests. Results showed a statistically significant difference between the mean scores of the pre- and post-tests of self-regulated learning scale for Blackboard, favoring the post-test. There is a statistically significant difference between the mean scores of the pre- and post-tests of educational satisfaction scale for Blackboard, favoring the post-test. There is a statistically significant difference between the mean scores of the pre- and post-tests of self-regulated learning scale for Edmodo, favoring the post-test. There is a statistically significant difference between the mean scores of the pre- and post-tests of educational satisfaction scale for Edmodo, favoring the post-test. There is no statistically significant difference between the mean scores of the experimental group (taught using Blackboard) and the second experimental group (taught using Edmodo) in the post-test of the scale of self-regulation skills. There is no statistically significant difference between the mean scores of the experimental group (taught using Blackboard) and the second experimental group (taught using Edmodo) in the post-test of the scale of educational satisfaction. The study recommended holding training courses for students and faculty members on using Blackboard LMS and Edmodo SLN.
Effect of Web-Based Life Skills Education on Nurses&apos; Job Burnout
Author: Yektatalab, Shahrzd
Date: 2020-04-00
Type: Journal Articles
Subjects: Nurses,Burnout,Web Based Instruction,Program Effectiveness,Intervention,Emotional Response,Mental Health,Foreign Countries,Distance Education,Coping,Creative Thinking,Critical Thinking,Empathy,Problem Solving,Decision Making,Metacognition,Communication Skills

This study aimed to assess the effect of web-based life skills education on burnout in nurses. Participants were 104 nurses who had moderate to high burnout. The intervention group received web-based life skills education over 10 weeks. A week later intervention, burnout level was measured in control and intervention groups. Comparison of mean burnout score in the intervention group before and after the intervention showed a significant reduction in total burnout score, and in emotional exhaustion and depersonalization, and a significant increase in personal accomplishment. The study showed that web-based life skills education was able to reduce level of burnout.