ethanporcaro/eric-fulltext-meta huggingface dataset:
Reducing Uncertainty and Podcasting Engagement: An HR Classroom Response to COVID-19
Author: Law-Penrose, Jared
Date: 2021-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Human Resources,Teaching Methods,Handheld Devices,Audio Equipment,Information Dissemination,Higher Education,School Closing,Online Courses,Educational Technology,Technology Uses in Education

The rapid spread of 2019 coronavirus disease (COVID-19) has radically reshaped the human resource (HR) management policies and practices in organizations of all sizes across the country. Additionally, COVID-19 has had a major impact on the way in which faculty members teach our classes. In this case study, I discuss the way in which I responded to these changes in the courses I teach related to HR. I start with a description of the way in which COVID-19 has impacted not only the course content, but also the pedagogical approach I use to engage students across my classes. I describe my attempt to foster trust despite the uncertainty associated with individual experiences related to COVID-19. I also explain the process for rapidly transitioning to a virtual classroom setting. I describe how I combined courses for instructional purposes and the way in which I pivoted the curriculum for each course. Specifically, I created time-relevant podcasts for students to use across different courses while maintaining distinct learning outcomes for each course. A sample podcast will be provided upon request for those interested.
Residence to Online: Collaboration during the Pandemic
Author: Cahill, Jacqueline L.
Date: 2021-04-00
Type: Journal Articles
Subjects: Web Based Instruction,COVID-19,Pandemics,Distance Education,Military Schools,Graduate Study,Educational Change,Teacher Collaboration,College Faculty

When 2019 coronavirus disease (COVID-19) arrived with vengeance, face-to-face colleges were scrambling to brainstorm and problem-solve how to best deliver the curriculum in a physically safe manner to complete the semester. At Air University, the intellectual and leadership development center of the Air Force, eSchool of Graduate Professional Military Education (eSchool) is the online graduate college, which offers Squadron Officer School (SOS), Air Command and Staff College (ACSC), Air War College (AWC), and Online Master's Program (OLMP). SOS, ACSC, and AWC all have residence colleges too. At the fully in-residence graduate college--Air Command and Staff College--adult learners, who are airmen, geographically move to attend the college. The instruction has always been fully face-to-face, so they did not have online curriculum nor are their professors trained to effectively teach online. In order to best meet the students' needs for in-residence ACSC, the eSchool was asked to help. This is when brainstorming sessions started as to how to pivot instruction during the pandemic, followed with sharing of resources, expertise, and faculty training. As a result, ACSC in-residence students received the second half of their semester courseware online, which followed significantly more best practices than if a collaboration of the online and residence colleges had not occurred. Perhaps there was a silver lining in the pandemic that may bring about additional educational options in the future.
Rolling the Die, Learning to Teach
Author: Scott-Harmon, Shelly
Date: 2021-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Coping,Computer Mediated Communication,Cooperation,Feedback (Response),Blended Learning,College Faculty

This essay reflects on one instructor's sudden pivot to online teaching and preparation for hybrid teaching prompted by campus management of the 2019 coronavirus disease pandemic. Focused on collaboration, technology, student feedback, and adaptation, the writer details a journey that is ongoing.
How Master of Library Studies Students Learn to Search for Information: A Pilot Study
Author: McNiff, Lindsay
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Study,Library Education,Information Science Education,Information Seeking,Research Skills,Graduate Students,Search Strategies,Information Retrieval,Library Services,Student Attitudes,Self Concept,Teaching Methods,Course Organization

Master of Library and Information Studies (MLIS) students represent a population for whom literature searching is a core practice and a learning outcome for an entry-level course on information searching. How LIS students learn to find information, though, is not completely clear. Many studies have explored undergraduate searching behavior, but few recent studies have investigated the search behaviors of MLIS students. The purpose of this Scholarship of Teaching and Learning study was to explore the following research questions: (1) How do MLIS students describe learning to search?; (2) What works in helping MLIS students see themselves as better searchers of information?; and (3) What works in helping MLIS students become better searchers of information? Participants articulated that course sequence was important in their development of searching skills, that demonstrable skills and engagement with research improved their view of themselves as searchers, and that course structure, content, and active learning were important factors in their improvement.
Investigating the Relationship among Social Media Addiction, Cognitive Absorption, and Self-Esteem
Author: Akkus Çutuk, Zeynep
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Addictive Behavior,Handheld Devices,Telecommunications,Self Esteem,Cognitive Processes,Psychological Patterns,Gender Differences,College Students,Young Adults,Predictor Variables,Foreign Countries

The present study aimed at testing a model developed to uncover the relationships among social media addiction, cognitive absorption, and self-esteem. This study's sample consisted of 361 university students, 198 of whom were females, and 163 were males. Data were collected using the Social Media Addiction Scale (SMAS), the Cognitive Absorption Scale (CAS), and the Rosenberg Self-Esteem Scale (RSES). Structural Equation Modelling (SEM) was used to analyse the data. The results showed a positive and significant relationship between cognitive absorption and social media addiction; thus, cognitive absorption predicted social media addiction. A negative and significant relationship between self-esteem and social media addiction was also found; thus, self-esteem predicted social media addiction.
School Administrators&apos; Views on Distance Education during the COVID-19 Pandemic Process
Author: Zincirli, Muhammed
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Administrator Attitudes,Distance Education,School Closing,Access to Computers,Internet,Online Courses,Elementary Schools,Secondary Schools,Barriers,Program Effectiveness,Foreign Countries

Schools are among the most important educational organisations where education and training activities are carried out. Along with the impossibility of the continuation of face-to-face education during the COVID-19 pandemic, the distance education process has affected schools' abilities to continue educational activities. School administrators, who are among the most important sections responsible for properly carrying out education and training services in schools, have played a significant role in continuing distance education during the present COVID-19 pandemic. Although school administrators have carried out schools' general activities within the framework of social isolation rules, they have done all kinds of work to efficiently continue the distance education process. This study aimed to determine school administrators' views on distance education activities during the COVID-19 pandemic process. The study results are considered important since they will provide information on school administrators' perceptions of distance education during the COVID-19 pandemic process. The study was designed according to the qualitative research method. 46 school administrators (Principal or Deputy Principal) working in Elazig province. A structured interview form was used as the data collection method. The &quot;content analysis&quot; was performed in the study. The responses in all interview forms were tabulated under common codes to form categories (themes). The study's most remarkable results were that school administrators indicated that distance education during the COVID-19 pandemic process generally had positive and negative aspects. Furthermore, the situations such as Internet access, lack of technical infrastructure, and computer/tablet shortage were the most determined problems during the pandemic.
Test Delivery Medium Matters: Cognitive Effort Exertion on Assessment
Author: Akbay, Tuncer
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Testing,High Stakes Tests,International Assessment,Cognitive Ability,Comparative Analysis,Test Format,State Universities,Second Language Learning,Second Language Instruction,English (Second Language),Language Tests,Majors (Students),College Students,Student Motivation,Test Items,Foreign Countries

Integration of e-learning and computerized assessments into many levels of educational programs has been increasing as digital technology progresses. Due to a handful of prominent advantages of computer-based-testing (CBT), a rapid transition in test administration mode from paper-based-testing (PBT) to CBT has emerged. Recently, many national and international testing agencies have been offering an electronic version of some low- and high-stake tests along with their paper versions. In this study, we aim to examine test administration mode effect from a standpoint of cognitive effort exertion. To this end, the results of this experimental study suggest that the cognitive effort exertion rates of CBT and PBT examinees are different. More specifically, the study results suggest empirical evidence that examinees exert higher cognitive effort in a CBT in comparison to its PBT counterpart.
Predicting Freshmen&apos;s Academic Adjustment and Subsequent Achievement: Differences between Academic and Professional Higher Education Contexts
Author: Willems, Jonas
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Adjustment,Student Motivation,Secondary School Students,College Freshmen,Academic Education,Professional Education,Vocational Education,Track System (Education),Self Efficacy,Self Management,Academic Achievement,Predictor Variables,Longitudinal Studies,Learning Strategies,Foreign Countries

This study tests an integrative model, which delineates how students' academic motivation, academic self-efficacy and learning strategies (processing strategies and regulation strategies) at the end of secondary education impact academic adjustment in the first semester of the first year of higher education (FYHE) and subsequent academic achievement at the end of the FYHE, in two types of HE programmes. More precisely, the present study explores the extent to which the explanatory values of aforementioned determinants of academic adjustment and academic achievement differ across academic (providing more theoretical and scientific education) and professional (offering more vocational education that prepares students for a particular occupation, such as nursing) programmes. Hereto, multiple-group SEM analyses were carried out on a longitudinal dataset containing 1987 respondents (Academic programmes: N=1080, 54.4%; Professional programmes: N=907, 45.6%), using Mplus 8.3. Results indicate differences in the predictive power of determinants under scrutiny between professional and academic contexts. Firstly, learning strategies and motivational variables at the end of secondary education have more predictive power in the prediction of FYHE academic adjustment in the academic programmes than in professional programmes. Secondly, our results indicate that academic adjustment in the first semester of the FYHE influences academic achievement to a bigger extent in professional programmes than in academic programmes. Moreover, these differences across HE contexts were found after controlling for prior education. Implications of the findings are discussed.
Relationships between Teacher Practices in Secondary Education and First-Year Students&apos; Adjustment and Academic Achievement
Author: van der Zanden, P. J. A. C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Secondary Education,College Freshmen,Student Adjustment,Academic Achievement,Teacher Influence,College Readiness,Teacher Student Relationship,Personal Autonomy,Student Centered Learning,Foreign Countries,Psychological Patterns

To ease the transition to university, preparation in secondary school is often seen as a first step. This study investigated longitudinal relationships between teacher practices in secondary education (i.e., emotional support, autonomy support, and student-centred teacher practices) and first-year students' academic achievement and social and emotional adjustment at university. We focused on students' perceptions of their teachers' practices to, on the one hand, take individual differences into account and, on the other hand, to investigate differences in teacher practices between schools. In a three-wave longitudinal study, 235 students were followed from their final year of secondary school to the end of the first year at university. The results indicated that teacher practices related to students' social and emotional adjustment across the transition to university, but not to their academic achievement. Specifically, we found that perceived teachers' emotional support was related to students' social adjustment at university whereas autonomy support was associated with emotional adjustment. Differences in teacher practices between schools were quite small. This study indicated that teachers in secondary education might play a pivotal role in preparing students for university. This role goes beyond preparing students for academic achievement, as teachers may have a long-term impact on first-year students' social and emotional adjustment.
Creating Extra Credit Assignments That Challenge, Inspire, and Empower Students
Author: Goldina, Anya
Date: 2020-00-00
Type: Journal Articles
Subjects: Assignments,Anatomy,Physiology,Allied Health Occupations Education,College Instruction,Student Projects,Reflection,Creative Activities,Outcomes of Education,Interdisciplinary Approach

Extra credit assignments are often viewed with disdain by educators as opportunities to earn points for students that lack the study skills to do well on exams and quizzes. However, these assignments can serve as a platform for students to apply the course material to their own lives, optimizing their strengths and creativity, and encouraging them to take ownership of their learning. In this paper we discuss how we used extra credit assignments in a two-semester Human Anatomy and Physiology course to develop community outreach, art exhibits, and education events to empower our students and make science accessible to the public.
Making the Invisible Visible: Let&apos;s Discuss Invisible Disabilities
Author: Goodwin, Michael Edward
Date: 2020-08-00
Type: Journal Articles
Subjects: Disabilities,Attitudes toward Disabilities,Students with Disabilities,Access to Education,Student Rights,Civil Rights,Self Disclosure (Individuals),Employment Opportunities,Postsecondary Education,Enrollment,Graduation Rate,Student Attrition,Academic Achievement,Self Efficacy,Study Skills,Academic Accommodations (Disabilities)

Despite the passage of laws aimed at increasing access and equitable opportunities for students with disabilities in postsecondary education, issues related to disability continue to be rarely discussed in topics related to diversity, inclusion, and educational reform. Disability represents not only an immensely diverse section of the general population, it is a term that is problematic to define, and a term embroiled in controversy, both historically and from a current day perspective. This short piece invites readers to consider the history of how disability has been defined, explores specific issues faced by those living with 'invisible disabilities', such as learning disabilities and attention deficit hyperactivity disorder (ADHD), increases awareness of how these issues may affect educational outcomes, and encourages educators to seek best teaching practices that can address the specific needs of particular students in their classes.
A Comparison of Mathematical Tasks Types Used in Indonesian and Australian Textbooks Based on Geometry Contents
Author: Hidayah, Miftahul
Date: 2020-09-00
Type: Journal Articles
Subjects: Mathematics Materials,Mathematics Curriculum,Textbooks,Textbook Content,Problem Solving,Relevance (Education),Geometric Concepts,Comparative Education,Grade 7,Foreign Countries

This study examined the type of mathematical tasks in two Australian and two Indonesian mathematics textbooks for 7th-grade students. The quantitative data were collected from the coding results of the tasks in the textbooks. The tasks were coded based on six categories: the presentation forms, the cognitive requirements, the contextual features, the information provided, the number of steps required, and the numbers of answers. Both the similarities and differences in the mathematical tasks provided in the selected textbooks were analysed. The coding results reveal that the majority of tasks in both the Australian and Indonesian textbooks were presented in verbal and combined forms. Routine and closed tasks were still dominant in the four textbooks. More than 93% of tasks in the four textbooks had sufficient information for students to solve the problem. One of the Australian textbooks had a higher proportion of tasks with real-world contexts than the other textbooks. One of the Indonesian textbooks showed a high proportion of tasks requiring multiple steps or procedures. These results were used to explore the learning opportunities offered by the textbooks, and the possible influence on students' performances in international assessments. Some recommendation for the refinement of the textbooks and future research are also outlined at the end of the study.
A Critical Perspective in Terms of SOLO Taxonomy for Reading Outcomes in Mother-Tongue Teaching Curriculums (1981, 2006 and 2019) in Turkey
Author: Hasirci Aksoy, Sevil
Date: 2021-00-00
Type: Journal Articles
Subjects: Taxonomy,Native Language Instruction,Turkish,Thinking Skills,Reading Skills,Curriculum Evaluation,Outcomes of Education,Secondary School Students,Content Analysis,Comparative Analysis,Foreign Countries,Achievement Tests,International Assessment,Reading Tests,Reading Achievement,Cognitive Development,Elementary Secondary Education

Reading skill is important to improve children's higher-order thinking skills. But PISA reading results show that children in Turkey are not sufficient for this skill. That's why this study aimed to investigate the cognitive levels of reading outcomes included in the Turkish course curriculum in terms of The Structure of Observed Learning Outcomes (SOLO) taxonomy related to PISA reading competencies. The learning outcomes that constitute the data source of the research were taken from the secondary school Turkish language course curriculum published by the Teaching and Education Board of the Ministry of National Education in 1981, 2006, and 2019. After completing a document analysis on the reading outcomes, the data obtained were evaluated with descriptive content analysis. The results showed that relational level stands out in terms of percentage of reading outcomes, and this level is mostly in the 2019 curriculum. While the uni-structural level has been decreasing over the years, relational and extended abstract levels have increased. Even if an extended abstract cognitive level has increased over the years, it is still one of the least levels in the curriculums. When subskills of reading are compared, the most widely used is the reading comprehension theme. As a result of the study, it was concluded that there is a need to be handled in a coordinated manner in the reading outcomes of the curriculums in terms of cognitive skills and reading subskills.
The Mapping Process from L2 Lexical Forms to L1 Meaning
Author: Alshehri, Amira Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Mapping,Second Language Learning,Second Language Instruction,Vocabulary Development,Native Language,Semitic Languages,Translation,Likert Scales,Models,Transfer of Training,English (Second Language),Syntax,Native Speakers,Task Analysis,Contrastive Linguistics,Language Proficiency,Undergraduate Students,Educational Attainment,Masters Degrees,Doctoral Degrees,Foreign Countries,Language Tests

This study investigates two models of L2 vocabulary acquisition at an advanced L2 level: L1 lemma mediation and the revised hierarchical models. Proponents of the L1 lemma mediation model postulate that advanced L2 learners map L2 words to L1 meanings or concepts, whereas proponents of the revised hierarchical model argue that the increasing experience in L2 helps learners remap the L2 words to their L2 meanings. In this study, 26 proficient Arab L2 speakers of English and 26 English native speakers were given 76 semantically related word pairs and were instructed to rate their semantic relatedness on a 5-point Likert scale as quickly as possible. It was found that word pairs sharing the same Arabic translations had been rated significantly higher than word pairs not sharing the same Arabic translations. The results supported the L1 lemma model--namely, even advanced L2 learners still rely on their L1 to access the meanings of L2 words.
Comparing the Melodies of Turkish and English Speech: A Focus on Suprasegmentals
Author: Sürüç Sen, Nur
Date: 2021-00-00
Type: Journal Articles
Subjects: Intonation,Language Rhythm,Suprasegmentals,Turkish,English (Second Language),Second Language Learning,North American English,Native Speakers,Contrastive Linguistics,Oral Reading,Sentences,Intelligibility,Speech Communication,Phonology,Pronunciation,Computer Software,Teaching Methods,Second Language Instruction,Computational Linguistics,Foreign Countries

When it comes to paying attention to the suprasegmental features of their speech, most learners of English seem to be unaware that such phenomena as stress, pitch, duration, and pausing can be of great importance regarding mutual intelligibility. Since they carry a considerable weight of establishing an intelligible conversation, it is argued that they should take part in learners' curricula. In this light, the present study is set out to examine the suprasegmental features of a non-native learner and a native speaker, deriving similarities and diversions with regards to the way they operate the suprasegmental features in their speech data. Therefore, the present study analyses and compares some suprasegmental features of the speech data gathered from a Turkish learner of English and a native speaker of American English. In this vein, fifty sentences are read aloud separately by the Turkish learner of English and the native speaker. The similarities and diversion points are presented and analyzed to highlight some recursivities within the dataset. In this way, teachers and learners of English might be informed upon certain points to improve their intelligibility.