ethanporcaro/eric-fulltext-meta huggingface dataset:
Chemistry Teachers&apos; Pedagogical Content Knowledge in Teaching Hybridization
Author: Marifa, Huaru Alhassan
Date: 2023-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Science Teachers,Pedagogical Content Knowledge,Scientific Concepts,High School Teachers,Teacher Competencies,Foreign Countries,Knowledge Level

Pedagogical content knowledge, PCK, a concept in teacher education requires additional focus and attention by pre-tertiary teachers to improve teaching and learning and learners' performance. The study adopted PCK model developed by Magnusson et al. (1999) to investigate senior high school (SHS) chemistry teachers PCK in teaching the concept of hybridization. The study adopted a qualitative approach using the case study design. Six chemistry teachers from six SHSs in the Upper West Region of Ghana were purposively sampled for the study. Semistructured interviews, lesson plans analysis and observations were used as data collection instruments. Data was analyzed using content analysis. The findings reveal that most of the teachers have high knowledge of instructional strategies and knowledge of the science curriculum. In addition, it was revealed that many of the teachers have inadequate knowledge in their orientation towards science teaching, assessment of scientific knowledge, and in knowledge of students understanding of science. It was concluded that the teachers' PCK was inadequate since knowledge of instructional strategies and knowledge of curriculum alone does not define an effective science teacher. The study recommended that in-service professional training in PCK should be organized for teachers to improve their classroom practices.
Effect of 5E Learning Cycle Assisted with Concept Maps on Conceptual Understanding
Author: Varoglu, Lutfiye
Date: 2023-00-00
Type: Journal Articles
Subjects: Grade 8,Chemistry,Science Instruction,Models,Scientific Concepts,Concept Mapping,Foreign Countries,Secondary School Students,Student Attitudes,Concept Formation

This study aims to examine the effect of conceptual understandings related to anion-cation, acid-base, ionic-covalent, metal-nonmetal, and number of protons-number of electrons concept pairs taught in the periodic table to 8th grade students with the 5E learning model supported by concept maps. The study was conducted among 100 (50 in the experimental group and 50 in the control group) 8th grade students in North Cyprus in the second term of the 2018-2019 academic year. Data was collected using the chemistry concept diagnostic test, open-ended questions, and semi-structured interviews related to the concept pairs designed by the researchers. As a result of the study, it has been determined that the 5E learning model supported by concept maps improves the students' conceptual understanding, and the opinions of students from the experimental group on the learning environment have been analyzed.
Service-Learning Projects&apos; Contribution to Students&apos; Development
Author: Bengic-Colak, Gizem
Date: 2023-00-00
Type: Journal Articles
Subjects: Service Learning,Student Development,Social Studies,Program Effectiveness,Grade 6,Foreign Countries,Private Schools

The aim of the research is to determine the contribution of the use of the service-learning (SL) approach in social studies courses to the students' development. The participants of this research, which was carried out using qualitative research methodology, are 15 students and two social studies teachers who participated in SL projects within the scope of social studies course. Students had a 16-week experience of SL. Semi-structured interviews were conducted with students and teachers. The content analysis technique was used to analyze the obtained data. The result of the research revealed that the contribution of using SL approach in the social studies course contributed to the academic, personal, social, and citizenship development of the students.
An Initiative to Develop OER-Based General Education Courses in Higher Education
Author: Varma, Shanta Goswami
Date: 2023-00-00
Type: Journal Articles
Subjects: Open Educational Resources,General Education,Instructional Design,Success,School Holding Power,College Students,Student Attitudes,College Faculty,Teacher Attitudes,Student Costs

Following the institution's strategic goal to make it an affordable campus, institutional administrators advocated using open educational resources (OERs) to reduce the cost of attendance and improve low retention rates in gateway courses. In this project, researchers invited faculty members to systematically design, develop, and deliver three general education (GED) courses with OERs to promote and test innovative pedagogical approaches for student success and retention. The project also aims to enable students to complete and earn their degrees seamlessly and affordably. The purpose of this paper is to describe the initiative, disseminate information to instructors, administrators, and other scholars on the effective practices to integrate OERs into GED courses, and show the effectiveness of OERs in increasing students' learning experiences, instructors' teaching experiences, and student retention.
Portable Lightboard Use in Online Higher Education
Author: Gedik, Nuray
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Technology,Video Technology,Technology Uses in Education,College Students,Student Attitudes,College Faculty,Teacher Attitudes,Learner Engagement,Electronic Learning

The emergency distance education period has led to new instructional experiences and unique practices in higher education. This study focuses on one such practice that included portable lightboards designed as a cost-effective solution to support instructors' online teaching processes from their homes. Using a case study design, data were collected via using through interviews with eight students and nine instructors who used the lightboard for the first time in order to to explore their perceptions and lived experiences. The findings obtained in this study showed that the instructors could benefit from the writing/drawing feature supported by the dynamic drawing principle of multimedia learning from their homes. Student engagement was enhanced due to offering a sustainable learning environment resembling face-to-face courses with unique limitations. The results offer key aspects of portable lightboards with great potential for future online or blended learning environments.
Optometry Students&apos; Experience of Online Learning during the COVID-19 Pandemic
Author: Govender, Davina
Date: 2023-00-00
Type: Journal Articles
Subjects: Optometry,Allied Health Occupations Education,COVID-19,Pandemics,School Closing,Online Courses,Student Experience,College Students,Barriers,Technological Literacy,Social Support Groups,Authentic Learning,Access to Computers,Internet,Foreign Countries

Optometry education, like other health professions, has historically been conducted via contact teaching and learning in classrooms, clinics and laboratories. In 2020, COVID-19 imposed an abrupt move to online learning for higher education institutions. This was performed with little insight into the feasibility and readiness for its adoption within certain contexts, as well as the potential impact on learning. This qualitative descriptive project purposively recruited a representative sample of 30 optometry students from a South African university to explore their experiences of online learning during the COVID-19 pandemic. Data were collected using focus group interviews. The data were audio-recorded, transcribed and analysed thematically. Four themes emerged from the research, namely; learning how to learn online, need for social support, technology dependent, and authentic learning. The key challenges observed were difficulty in transitioning to online learning, independent learning, and not having reliable access to internet connectivity. Gaps in clinical skills resulting from restricted access to contact training and real-world clinical exposure negatively impacted competency development. Contribution: Pandemic disruptions to routine academic programme activities within higher education institutions have the potential to negatively impact the learning experience for students where institutions and/or students may be unprepared or under-resourced to support such a shift. The results of this study further suggest that exposure to real-world clinical contexts for optometry students should be enabled even under pandemic conditions to promote the development of clinical competencies needed for effective healthcare delivery. Finally, remote online assessments must be designed to support authentic learning so as not to compromise exit-level outcomes, skills and competencies.
South African Tourism Students&apos; Learning Preferences during COVID-19 at Universities of Technology
Author: Mokoena, Pavla P.
Date: 2023-00-00
Type: Journal Articles
Subjects: Tourism,Student Attitudes,Preferences,COVID-19,Pandemics,Foreign Countries,School Closing,Distance Education,College Students,Educational Technology,Access to Education,Barriers,Blended Learning,Online Courses

Between 2020 and 2021, the COVID-19 pandemic forced governments, around the globe, to implement innovative initiatives to avoid a complete collapse of significant sectors. Emergency remote teaching (ERT) operational frameworks were developed through the Council for Higher Education (CHE) to guide higher education (HE) institutions' operational procedures. Considering that students at Universities of Technology (UoTs) are used to face-to-face teaching, ERT may have been aversely experienced. Thus, for this study, the review of Tourism Management students' learning preferences during ERT across three South African UoTs were ascertained. Through means of a sequential-explanatory research design, students were asked to complete a survey and, afterwards, those students who showed interest were interviewed in focus groups. Tourism Management UoT students did not see ERT in a positive light as access to HE was a major challenge for them during lockdown periods, indicating a lack of sufficient resources to properly participate in learning activities, and crucially, a lack of access to support mechanisms during ERT. Contribution: This study offers student perspectives of remote learning experiences. This data could assist in offering a balance between ERT initiatives and learner-guided frameworks for HE. This knowledge could be critical in limiting the gap in access and success for hybrid or blended tourism programmes post-COVID-19.
Translanguaging in English-Medium Instruction (EMI): Examining English Literature Content Classrooms
Author: Atas, Ufuk
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Usage,English Literature,Language of Instruction,English (Second Language),English Instruction,Turkish,Foreign Countries,Code Switching (Language),Bilingualism,Higher Education

Recently, translanguaging has begun challenging and replacing English-only policies in English-medium instruction (EMI) contexts, advocating that bi/multilingual learners may better internalise information in two or more languages. Within this perspective and using linguistic ethnography as the framework, this case study examines the translanguaging practices used by the instructor and the students in English literature classrooms and how/whether these practices mediate learning when multilingual resources are used for pedagogical purposes. The data for this study comes from the researcher, as the instructor, observing and recording their two content classrooms in an English Literature department, namely Contemporary British Novel and Discourse Analysis courses. These observations and recordings were analysed from a pedagogical translanguaging lens to identify the instructor's input and the students' output in terms of their display of linguistic repertoires in English (the language of instruction) and Turkish (the shared language in the classroom). The results provide implications for research and practice, offerings suggestions for how/whether a pedagogical translanguaging lens might be adopted in content classrooms.
Inspecting Primary School Students&apos; Environmental Attitudes Based on Ecocentric and Anthropocentric Perspectives
Author: Dölek, Büsra Seyma
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,World Views,Ecology,Natural Resources,Elementary School Students,Student Attitudes,Conservation (Environment),Pollution,Energy Conservation,Recycling,Physical Environment,Gender Differences

This study aimed at (i) identifying primary school students' attitudes toward environmental issues based on the perspectives of ecocentrism and anthropocentrism and (ii) inspecting students' attitudes (i.e., ecocentric and anthropocentric) toward environmental issues in relation to gender and grade level. Data were gathered from 40 students through the administration of an interview questionnaire along with pictures concerning questions in the questionnaire. Results demonstrated that most of the participants who held positive attitudes reflected anthropocentric attitudes toward water, paper, and electricity consumption, reusing, and playground preferences whereas ecocentric attitudes toward plants, bugs, and other animals. Besides, half and slightly more than half of the participants with positive attitudes expressed ecocentric attitudes toward residence preferences and environmental pollution, respectively while nearly half of the participants with positive attitudes expressed anthropocentric attitudes toward the mentioned issues. It was also found that with the exception of one environmental issue, participants' attitudes toward environmental issues were not significantly associated with their gender. Additionally, no relation was found between participants' environmental attitudes and their grade level.
Self-Directed Learning and Intrinsic Motivation Levels in MOOCs
Author: Altinpulluk, Hakan
Date: 2023-00-00
Type: Journal Articles
Subjects: MOOCs,Independent Study,Student Motivation,Correlation,Educational Technology,Technological Literacy,Computer Use,Foreign Countries,Predictor Variables,College Students

The aim of this study was to determine the relationship between the intrinsic motivation levels and self-directed learning levels of learners within a massive open online course environment. In addition, the relationship between these variables and the technology competences/average daily use times of technology were also studied. This study was conducted with predictive design, one of the relational design types. In this context, a personal information form, self-directed learning scale and intrinsic motivation scale were used as data collection tools. The study had 295 participants who completed at least one full course in &quot;Akadema&quot;, the massive online open course platform of Anadolu University. The results obtained from the study indicate a near-medium level positive statistically significant level of correlation between the self-directed learning and intrinsic motivation levels of learners. Furthermore, the regression analysis conducted in the study resulted in the self-directed learning levels explaining intrinsic motivation levels at a 20.5% ratio. Based on the findings of the study, various recommendations were made regarding developing the technology competences and self-directed learning skills of students.
The Cost of Success: Exploring the Impact of Textbook Costs at a Hispanic-Serving R1 Institution
Author: Lo, Leo S.
Date: 2023-00-00
Type: Journal Articles
Subjects: Textbooks,Costs,Undergraduate Students,Hispanic American Students,Minority Serving Institutions,Student Attitudes,Budgeting,Well Being,Success,Stress Variables,Coping

The cost of textbooks is a significant concern for undergraduate students, particularly at institutions serving marginalized populations. This study explores this issue at the University of New Mexico, a Hispanic-Serving R1 institution. A comprehensive survey was conducted among undergraduate students to understand their perceptions of textbook costs and its impact on their academic success. The survey covered aspects such as the perceived reasonableness of costs, budgeting practices, and strategies to manage expenses. The results revealed that high textbook costs significantly affect students' financial well-being and academic success. Many students perceive these costs as unreasonable, leading to financial strain. Students employ various strategies to manage these expenses, including purchasing from vendors other than the campus bookstore, renting, or sharing books with classmates. This study underscores the need for enhanced support and resources to alleviate the financial burden of textbook costs on students, contributing valuable insights to the literature on this subject.
Towards Sustainable OER Practices: The Case of Bachelor Nursing in the Netherlands
Author: Versantvoort, Marja
Date: 2023-00-00
Type: Journal Articles
Subjects: Nursing Education,Open Educational Resources,Educational Quality,Models,Sustainability,Undergraduate Students,Institutional Cooperation,Universities,Program Descriptions,Sharing Behavior,Teacher Behavior,Innovation,Theories,Decision Making

From 2017-2020, 15 universities collaborated to create and share OER for a bachelor nursing program. A study was undertaken to analyse the impact of the project activities leading to the commitment to work towards sustaining the initiative. The project was described using the ESH model (Weggeman, 2000). Two sub-studies provided the results on the positive and negative impact of specific project activities and the impact of the project on the desired behaviour of educators, sharing and reusing OER. Rogers' theory of diffusion of innovation is used to interpret the results (Rogers, 2003). The main findings of the study are that defining and using a quality model for OER was crucial for the success of the project. For sustaining the activity after project ending, decision makers were involved immediately from the start. The management style with many responsibilities for the project members had a positive indirect impact on project outcomes.
Reflections of Adult Learners in Asynchronous Online Degree Programs
Author: Baker, Jonathan Tyler
Date: 2023-00-00
Type: Journal Articles
Subjects: Nontraditional Students,College Students,Adult Students,Adult Education,Online Courses,Asynchronous Communication,Preferences,Teacher Student Relationship,Sense of Community

The growing prevalence of online higher education courses has attracted millions of students, many of whom fall outside the traditional student demographic. This investigative study aims to close the existing knowledge gap about the experiences and preferences of adult asynchronous learners. The study was conducted as a series of semi-structured interviews with adult students enrolled in free-tuition online asynchronous programs (N = 26). The interviews were then coded using the content analysis technique. The findings suggest that the lack of consistent communication with faculty and university staff is the biggest issue faced by adult students online. Respondents also reported missing the sense of community. Despite that, it is the ability to do work on one's own schedule and flexibility in choosing the format for learning materials and assignments that are valued the most by adult students. Other findings and their implications are discussed further in the article.
Interprofessional Collaboration to Address Social Isolation and Facilitate Intergenerational Service Learning within Graduate Education
Author: Lavery, Angela
Date: 2023-00-00
Type: Journal Articles
Subjects: Interprofessional Relationship,Intergenerational Programs,Service Learning,Older Adults,Graduate Students,Social Isolation,COVID-19,Pandemics,Partnerships in Education,School Community Programs,Gerontology,Public Health,Social Work,Learning Experience,Program Effectiveness

This article presents an interdisciplinary collaboration to address the needs of older adults at risk of social isolation exacerbated by the COVID-19 pandemic. An intergenerational service-learning program developed by the Pennsylvania Department of Aging was offered to several universities across the state of Pennsylvania. The authors share their experience and lessons learned from pairing older adults with graduate students studying in the fields of Gerontology, Public Health, and Social Work.
Exploring the Impact of a Literacy-Based Service-Learning Project on Pre-Service Teachers
Author: Landreth, Shelly J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Education,Service Learning,Preservice Teachers,Reading Aloud to Others,Student Attitudes,Literacy Education,Educational Planning,Learning Experience,Barriers,Program Effectiveness

In this study, we describe a teacher educator's first experience implementing a service-learning project in a children's literature course in which pre-service teachers helped provide read-alouds for the local public library's summer reading program. We sought to examine the impact the project had on the seven participants. Data was collected through reflective journals and an end-of-course debrief. Four themes were identified in the data: Initial Feelings, Preparation and Planning, Lessons Learned, and Barriers and Challenges.
Community-Engaged Learning in Liberal Arts Colleges: Developing Engaged Citizens
Author: Baker, Vicki L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Citizenship Education,Higher Education,School Community Programs,Partnerships in Education,College Students,Service Learning,Social Justice,Citizen Participation,Local Issues,Area Studies,Community Action,Economic Change,Social Change,Politics

Employing an institutional case study approach, this manuscript features two high-impact learning opportunities open to Albion College students who seek to contribute to solving real-world problems in collaboration with local and surrounding communities: Albion College Community Collaborative (AC3) and Human Rights Lab. The programmatic approach to community-engaged partnerships featured sought to elevate local knowledge, promote engaged citizenship, and advance social, political, and economic change. We describe each program followed by lessons learned and critical considerations to advance the field and to inform the work of others seeking to employ a programmatic approach.
Alternative Spring Break: Engagement in a Rural, Low-Income Community
Author: West, Travis
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Service Learning,Elementary Secondary Education,Rural Youth,Low Income,School Community Programs,Access to Education,Barriers,Postsecondary Education,Program Effectiveness,Student Teaching

Community engagement programs offer college students an opportunity to impact youth in rural, low-income communities. While in a rural setting where educational training and support is not abundant, college students learn about struggles that rural, low-income youth face in exploring and attending postsecondary education options. The Alternative Spring Break (ASB) program in Vinton County impacts over 1,000 youth each year by increasing their awareness to education opportunities beyond high school. ASB college students are provided classroom instruction time to deliver content and real-life experiences to Vinton County youth.