ethanporcaro/eric-fulltext-meta huggingface dataset:
Challenges and Adaptation on Online Learning during COVID-19 Pandemic
Author: Ammade, Salasiah
Date: 2022-08-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Barriers,Online Courses,Urban Schools,Vocational Education,English (Second Language),Language Teachers,Second Language Instruction,Educational Technology,Vocational Education Teachers,Foreign Countries,Secondary Schools

Coronavirus Disease (COVID-19) has impacted the continuity of learning in education aspects. This research aimed to analyze the challenges and the adaptative strategy of online learning for urban vocational school teachers and students during COVID-19. The research applied a descriptive qualitative design in supporting the data needed. The sample of the study was taken randomly from a vocational school in Indonesia consisting of seven students and four teachers in English subject teaching class. In gathering the data, observation and interview were used as research instrument and it was analyzed using Braun's thematic analysis. The data gathered revealed that vocational school students face some challenges when learning online in English teaching subject during COVID-19 pandemic and did the adaptation dealing with the situation. The interview exposed the challenge faced by the vocational school teachers and students during online learning covering lack of lesson understanding, low creativity in using learning sources, lack of psychological bond with the teacher, internet stability, lack of face meeting exposure, and learning accessibility. The adaptive strategy implemented by the respondents mainly link with technical stuff like stabilizing internet coverage, searching the learning resource more intensive, and providing learning module.
Effect of Online Flipped Classroom on Students&apos; Self-Directed Learning: A Case of Some Universities in Indonesia
Author: Diningrat, Syaiputra Wahyuda Meisa
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,Flipped Classroom,Online Courses,Independent Study,College Students,Self Management,Self Efficacy,Synchronous Communication,Student Attitudes,Problem Based Learning,Asynchronous Communication

This study investigated the effect of the online, flipped classroom model on learners' self-directed learning using the descriptive correlation design. A total of 181 students from three public universities that applied the online flipped classroom approach participated in the study. The finds reveal that students did very well in their self-management through the online flipped classroom. They were methodical, self-disciplined, and confident in their ability to search out new information. Furthermore, they were systematic in organizing their learning activity. The students were able to access the lecture notes on their own time, which increased their understanding of the material. The synchronous aspect of the flipped classroom had a positive correlation with student desire for learning and self-control. This suggests that the more students are exposed to synchronous activities, the greater their desire for learning and their self-control in the process of learning. Therefore, synchronous experiences are essential for students to be self-controlled and for them to have a desire for learning
Instructors&apos; Perceptions of Teaching Online during Emergency Remote Teaching: The Case of a Teacher Education College
Author: Awad, Nayif
Date: 2022-09-00
Type: Journal Articles
Subjects: Teacher Attitudes,Web Based Instruction,COVID-19,Pandemics,Emergency Programs,Distance Education,Teacher Education,Foreign Countries,Teacher Educators,Teacher Characteristics

This paper explored instructors' perceptions of teaching online during emergency remote teaching. The sample consisted of instructors from a teacher education college in Israel. Data were collected from a survey and were analyzed using descriptive and inferential statistics. The results suggested an overall tendency towards positive perceptions of online learning and teaching practices. While quantitative data revealed undecided opinions regarding institutional support, qualitative data suggested a need for pedagogical and technical support for students and instructors. Correlations concerning specific demographics and categories were detected. Significant differences in perceptions according to specific demographics, categories, and statements were found. The study recommends more comprehensive institutional support for students and instructors that incorporates: 1) self-learning; 2) assessment and provision of technical and pedagogical training; 3) a robust technological infrastructure; 4) a professional learning community; and 5) peer mentoring programs that respect diversity and include the more experienced online instructors as valuable resources.
Determining Digital Literacy among Teacher from Gender Perspective through the Rasch Model
Author: Wigati, Indah
Date: 2022-08-00
Type: Journal Articles
Subjects: Digital Literacy,Gender Differences,Classification,Teacher Competencies,Teaching Methods,Technology Integration,Learning Processes,COVID-19,Pandemics,High School Teachers,Online Courses,Distance Education,Foreign Countries

Advances in technology and the implementation of online learning require all parties in educational institutions, especially teachers, to be able to use technology. Digital literacy skills are needed to support the learning process. The purpose of this study was to measure the digital literacy skills of teachers through the Rasch model from a gender perspective during the coronavirus disease 2019 (COVID-19) pandemic at Senior High School/Madrasah Aliyah Negeri Palembang, Indonesia. A quantitative research method using Rasch analysis was applied. The results showed that the ability of teachers in digital literacy can be categorized as very high (three people), high (28 people), moderate (63 people), and low (two people) and showed that there are no question items that only favor one of the genders. The results showed that the male teachers in this study had a lower level of digital literacy skills than the female teachers.
Potential of Viber Messenger to Foster Online Social Presence among Blended Learning Students
Author: Ali, Ramiz
Date: 2022-09-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Blended Learning,Technology Uses in Education,Learner Engagement,Undergraduate Students,Graduate Students,Peer Relationship,Handheld Devices,Foreign Countries,Student Attitudes

The adoption of mobile apps in teaching and learning stimulates learner motivation and engagement, and as a result, can enrich the overall learning experience. This study explores how Viber messenger, an instant mobile messaging application, can be used to foster learner engagement and online social presence among blended learning students. A case study approach was used, and data were collected through a questionnaire and student focus groups. A total of 237 students enrolled in various undergraduate and postgraduate blended learning courses participated. Results showed students preferred technological tools that help them to receive easier and quicker communications and learning support. Results further revealed that Viber messenger can enhance student collaborations and can help maintain social presence within a blended learning community in a geographically dispersed context. Further findings and implications for teaching and learning are also discussed.
The Impact of Social Networks on Teaching and Learning at a Rural University in South Africa
Author: Mbodila, Munienge
Date: 2022-09-00
Type: Journal Articles
Subjects: Social Networks,College Instruction,Learning,Electronic Learning,Rural Schools,Universities,Technology Uses in Education,College Faculty,College Students,Teacher Attitudes,Student Attitudes,Usability,Technology Integration,Social Media,Foreign Countries

While originally not designed for academic purposes, the use of social networking tools has gained popularity in academia. The purpose of this study was to explore student and lecturer views, experiences, and beliefs on using social networks for teaching and learning in a rural context. Utilizing the mixed-methods approach, a questionnaire and face-to-face interviews were utilized to collect data. Stratified random sampling and purposive sampling were utilized to identify respondents currently using social networks in their teaching and learning. The Statistical Package for Social Sciences (SPSS) software was used to analyze the quantitative data while content analysis was used to identify emerging themes from the collected data. We conclude that while students were very positive towards the use of social networks in class, not all lecturers have embraced the use of this technology in teaching and learning and have some apprehensive that social networks might disrupt learning. We recommend developing monitoring mechanisms to mitigate any negative use of social networks for learning and teaching and vigorous lecturer advocacy programs to develop positive attitudes and to encourage lecturers to embrace the use of social network platforms in teaching. We further recommend developing standards and procedures for using social network platforms in teaching and providing the tools to integrate them into learning and teaching. The impact of using these platforms need to be considered by designers and those who implement them in learning and teaching.
The Prototype of Blended Learning&apos;s Support System to Improve the Pre-Service Teacher&apos;s Digital Literacy
Author: Rahmi, Ulfia
Date: 2022-09-00
Type: Journal Articles
Subjects: Blended Learning,Digital Literacy,Preservice Teachers,Foreign Countries,Models,Lesson Plans,Learning Management Systems,Information Literacy,Computer Literacy,Media Literacy,Communication Skills,Visual Literacy,Technological Literacy

Various blended learning models have been developed, but none of them have focused on support systems to improve the digital literacy of preservice teachers. This study aims to produce a prototype of a blended learning support system that can improve the digital literacy of preservice teachers. This type of research is research and development using a 4D model. This research was conducted at Universitas Negeri Padang and started with a needs analysis of 168 students to develop a blended learning prototype. The prototype was tested on six experts, six lecturers, and six students in the limited test and 50 students at the dissemination stage. The data collection instrument used observation and questionnaires. The data were analyzed using descriptive statistical analysis. The results show that the validity of the blended learning support system to improve the digital literacy of preservice teachers was in the very valid category. All indicators from the experts were higher than indicators from the lecturers. Although each support system was assessed differently by the experts and the lecturers, overall the digital literacy components in each support system were declared valid. The results of this study contribute to the development of digital literacy for preservice teachers by integrating digital literacy skills into a blended learning support system that includes lesson plans, content, and activities on the LMS as well as digital literacy-based assessments.
Bimodal Realities: Academic Achievement and Persistence of Traditional Undergraduate Students in Online Courses
Author: Schultz, Bethany
Date: 2022-09-00
Type: Journal Articles
Subjects: Undergraduate Students,General Education,Academic Achievement,Online Courses,Grades (Scholastic),College Credits,In Person Learning,Academic Persistence

This study aimed to evaluate the academic success of traditional undergraduate students in online general education coursework. This quantitative study uses student grades and credit completion data to examine differences between online and face-to-face students and the extent of those differences. When comparing the two modalities, the findings indicate a significant difference between final course grades and no significant difference in persistence to course completion. We recommend that higher education institutions align outcomes for courses offered in multiple modalities and continue to provide various course modalities for the traditional undergraduate student population.
Canadian Teachers&apos; Perceptions of Online Professional Development
Author: Beach, Pamela
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,Teachers,Faculty Development,Online Courses,Electronic Learning,Social Cognition,Teaching Experience,Teacher Motivation

This study used a survey method to explore the perceptions of online professional development (PD) from a sample of Canadian teachers. Ninety-two practicing teachers completed an anonymous online survey between July and September 2020. Results were analyzed using both quantitative and qualitative methods. Findings highlight Canadian teachers' previous experiences with online PD, their perceptions of different approaches to online PD, and their motivations for participating in online PD. Investing in teacher PD is a critical factor in maintaining quality education in Canada and across the globe. Generating feedback directly from teachers can contribute to PD opportunities that are conducive to teacher learning.
Communicating Instructor Power Online: A Case Study Examining Communities of Inquiry
Author: Watts, Julie
Date: 2022-09-00
Type: Journal Articles
Subjects: Power Structure,Computer Mediated Communication,Communities of Practice,Teacher Student Relationship,Teaching Methods,Direct Instruction,Feedback (Response),Course Descriptions,Discussion (Teaching Technique),Cognitive Processes,Learner Engagement,Seminars,Graduate Students,College Faculty,Online Courses,Teacher Attitudes,Student Attitudes

Understanding how power is communicated by instructors and students is important to student motivation and learning. To examine how power is communicated online by instructors and how receptive (or not) students are to this, I examined four online graduate seminars using two analytical tools: community of inquiry (COI) theory and McCroskey and Richmond's (1983) five bases of power framework. To communicate power, instructors drew from expert, referent, and legitimate power bases to cultivate teaching and social presence and to help students acquire cognitive presence. Direct instruction, feedback, and tools such as the syllabus and discussion board helped instructors communicate power.
Comparing the Sense of Online Classroom Community between Students from Urban and Rural Areas at a Chinese University
Author: Lin, Xi
Date: 2022-09-00
Type: Journal Articles
Subjects: Comparative Analysis,Sense of Community,Online Courses,Student Attitudes,Rural Urban Differences,Learning Processes,Foreign Countries,Undergraduate Students,Student Surveys,Prior Learning,Learning Experience,Distance Education,Educational Change,COVID-19,Pandemics,Student Characteristics

Building a sense of classroom community is essential for online courses, and various factors such as individual characteristics may influence this feeling. Therefore, this study investigated Chinese college students' sense of online classroom community by comparing students from rural and urban areas and their previous online learning experience. A total of 256 students were recruited in a southeastern Chinese university and given a survey to evaluate their classroom connectedness and learning. Results indicated that students from rural areas experience a lower level of connection with the online classroom community. Additionally, students who had previous online learning experiences have a stronger sense of online classroom community.
Experiences of East African Students in Norway: Development of a Process Model
Author: Akoth, Agnes
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Student Experience,Acculturation,Cultural Differences,Social Differences,Adjustment (to Environment),Costs,Language Usage,Coping,Psychological Patterns,Personal Autonomy,College Students

Norway has large unrealized potential for recruiting students from Africa. In order to increase student mobilisation and integration, it is important to know the potential challenges students from underrepresented continents are likely to face in an environment with severe sociocultural differences. This study examined experiences of 7 international students from East Africa studying in a larger city in Norway. Data was collected through semi-structured in-depth interviews, and grounded theory was applied. Analyses of the data resulted in the development of a process model, illustrating three main phases international students went through. The initial phase shows the financial, social, and emotional challenges that students faced. In the transitional phase, they found social support from students in similar situations, whereas in the settling phase they tended to mobilize individual and social resources for coping. The results are discussed in light of previous research and concluded with recommendations for higher education institutions.
The Impact of the COVID-19 Pandemic on International Students in a Public University in the United States: Academic and Non-Academic Challenges
Author: Martirosyan, Nara M.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Students,Public Colleges,Academic Support Services,Undergraduate Students,Student Attitudes,Barriers,Learner Engagement,Teacher Student Relationship,Financial Problems,Mental Health,Food,Hunger

The COVID-19 pandemic has substantially impacted higher education. The unexpected move to online learning and support services has created many challenges. International students, who often are unfamiliar with the culture and norms of American higher education, have been particularly disadvantaged. Analyzing data received through an online survey, researchers identified the top five academic and nonacademic challenges faced by international students during the pandemic, and their use of support services to overcome these challenges. The results inform college administrators, professors, and student services professionals on the experiences of international students during the pandemic and offer suggestions for reviving and expanding campus academic and social support services.
The Empirical Analysis of Degree-Mobile Students: The Hosting Country Perspective
Author: Fedotov, Dmitriy
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Mobility,Foreign Students,Foreign Countries,College Students,Educational Indicators,Educational Policy,Global Approach

The current study aims at providing empirical and theoretical support to the important topic of international student mobility (ISM) in Europe. Specifically, it provides empirical analysis of degree-mobile students in 32 countries: the European Union (EU), the European Free Trade Association (EFTA) and the United Kingdom. The study is based on the aggregate data from the European Tertiary Education Register (ETER). The goal is to construct indicator (benchmark) for analyzing degree mobility of students at the country level. The empirical analysis is conducted from the perspective of a receiving country. It effectively helps to establish the context and content of future discussions on how to address the practical problem of measuring and evaluating the dynamics of students flows in Europe.
&quot;Lock Us in a Room Together&quot;--Local Students&apos; Suggestions for Improving Socialization with International Students
Author: Tavares, Vander
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,College Students,Geographic Location,Group Dynamics,Socialization,Cultural Pluralism,Multilingualism,Cultural Awareness,Peer Relationship,Student Attitudes

In Canada, research has examined international-local student interaction by focusing on international students' perceptions and experiences. As such, the perspectives of local students toward socialization with international students remain less explored. Designed as a survey-based case study with 17 local students at a university in Ontario, this study sought to understand the perspectives of local students on how to improve socialization between the two groups. Additionally, this study investigated how local students conceptualized their experiences of multiculturalism and multilingualism at their university, considering the importance of diversity for the development of intercultural knowledge and intercultural relationships. Findings suggest that local students considered their university to be multicultural/multilingual primarily based on the availability of cultural events and different languages being spoken on campus. Moreover, local students ascribed much importance to socialization with international students but expected the university to assume a more formal role in developing structured opportunities for the two groups to come together.
Internationalization Experiences of Universities in the United States and in Turkey
Author: Tasçi, Gülsah
Date: 2022-00-00
Type: Journal Articles
Subjects: Global Approach,Universities,Foreign Countries,Comparative Education,Developing Nations,Developed Nations,Theory Practice Relationship,Stakeholders,Educational Strategies,Educational Benefits,Barriers,Study Abroad

This paper offers an analysis of key stakeholders' internationalization experiences in a selection of three leading universities in the United States and three in Turkey. We used phenomenological research methodology to understand the mechanisms behind internationalization in each setting, and a research design that allowed us to engage in a detailed analysis of the decisions made by some of the key university figures in each country. The findings will be useful for higher education institutions that seek to better understand the myriad ways that internationalization goals can become operationalized, and the impact of particular goals and strategies in two contrasting settings. By illustrating one way that internationalization as a broad trend becomes implemented in local contexts and filtered down for use in six distinct institutions, this paper adds a new intercultural perspective to the existing literature.
Information and Communication Technology in English Language Teaching: Some Opportunities and Challenges
Author: Poudel, Ambika Prasad
Date: 2022-00-00
Type: Journal Articles
Subjects: Information Technology,Access to Education,English (Second Language),Second Language Learning,Second Language Instruction,Technology Integration,Learning Activities,Cooperative Learning,Higher Education,Foreign Countries,Teaching Methods,Educational Improvement,Barriers,Language Teachers,Teacher Attitudes,Student Attitudes,College Students,Educational Opportunities,Developing Nations

The integration of Information and Communication Technologies (ICTs) in education has brought dramatic modifications in the paradigms and methods practiced in the developed countries. In recent years, the exploitation of ICTs in teaching and learning has been expanded in developing countries too. This study has made an attempt to explore the opportunities and challenges of using ICTs in English language teaching (ELT) in higher education in Nepal, a developing country in Asia. The English language teachers and students from two different colleges were the informants in this study, and interview and focus group discussion were used as the research methods. The study concluded that ICTs were useful for the participants in their teaching and learning activities mainly for accessing learning resources, preparing and presenting their lessons, and for conducting collaborative learning activities. However, it was found that the informants were not satisfied with their utilization of ICTs in teaching and learning of English. Access to ICT tools, and the skills needed to use ICTs were the main problems for them in the integration of ICTs in ELT. Therefore, these constraints need to be minimized to improve the integration of ICTs in ELT in higher education in Nepal.