ethanporcaro/eric-fulltext-meta huggingface dataset:
Towards the Compatibility of Professional and Scientific Learning Outcomes: Insights and Options in the Context of Competence Orientation
Author: Rein, Volker
Date: 2017-12-00
Type: Journal Articles
Subjects: Job Skills,Vocational Education,Higher Education,Competency Based Education,Foreign Countries,Academic Education,Qualifications,Behavioral Objectives

The steady increase in science-related requirements in operational areas of skilled and managing workforce is influencing worldwide the discourse on shaping professionalization. This article focuses on the compatibility of professional and scientific competence-oriented learning outcomes of qualification programmes within and across the education and training sectors. It is assumed that there is not, per se, a conceptual dichotomy in designing education and training programmes and credentials in a competence-oriented manner to address complex professional and scientific requirements in education and training in a compatible way. The article tries to shift the discussion from a systemic and institutional focus to a conceptual- and requirement-oriented perspective on qualification design. Using Germany as an example, it discusses the conceptual intersections of Vocational Education and Training and academic Higher Education on competence, and comparatively analyzes competence-oriented instruments for the classification and the transparency of learning outcomes and their application in the education practice of dual study programmes with vocational reference qualifications. On this basis, the article elucidates identified characteristics of comprehensive professional-scientific competences and relevant requirement areas in education and training. In addition, further prerequisites for an integrated competence acquisition in education programmes are discussed as well. It is assumed that these characteristics can also be regarded as important prerequisites for the connectivity of qualifications and permeable pathways within and between education systems.
Resource Utilisation and Curriculum Implementation in Community Colleges in Kenya
Author: Kigwilu, Peter Changilwa
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Implementation,Community Colleges,Educational Resources,Catholic Schools,Church Related Colleges,Mixed Methods Research,Questionnaires,Interviews,Teacher Surveys,Administrator Surveys,Student Surveys,Educational Facilities,Use Studies

The study investigated how Catholic-sponsored community colleges in Nairobi utilise the existing physical facilities and teaching and learning resources for effective implementation of Artisan and Craft curricula. The study adopted a mixed methods research design. Proportional stratified random sampling was used to sample 172 students and 18 teachers while four directors of community colleges were purposively selected. Questionnaires were administered to students and teachers, while directors were interviewed. Teaching and learning resources, such as workshops, equipment, lecture rooms, laboratories, raw materials for practical training and reference books, were found to be adequate, although underutilised. However, sports grounds, libraries and course texts were inadequate. Resource inadequacies were often mitigated by signing equipment co-sharing agreements with peer institutions and local firms. Teachers rated highly the influence of physical facilities on curriculum implementation. Both students and teachers rated highly the influence of teaching and learning resources on curriculum implementation. The study concludes that, while some physical facilities and teaching and learning resources are adequate, their underutilisation and the inadequacy of other core facilities and resources, such as libraries and course textbooks, hinder effective teaching and learning in these community colleges.
Enhancing Social Competence for Disadvantaged Youth in Pre-Vocational Education: Model Development through Design-Based Research
Author: Kuhn, Ida Kristina
Date: 2017-12-00
Type: Journal Articles
Subjects: Prevocational Education,Interpersonal Competence,Disadvantaged Youth,Mixed Methods Research,Instructional Effectiveness,Intervention,Secondary School Students,Learning,Influences,Foreign Countries

This study investigates the enhancement of social competence for disadvantaged young people based on the example of the &quot;Werkschule Bremen&quot; educational course. Theoretical approaches to social competence as a learning outcome are mainly based on the model of social information processing, although the meaning of both practical and experience-oriented approaches is constantly evolving. Taking the specific contextual conditions into account, this study combines qualitative and quantitative methods within the design-based research methodology in order to determine how a location-independent didactical concept to enhance social competence could be created as well as which comparable impacts on the participants' social competence can be verified. The results show that a basic didactical concept is feasible, while the teaching and learning environment has a huge impact on the comparability. It is also clear that the students' motivation to participate depends on both their own and their teachers' interest as well as the teachers' capacity to facilitate safe relationships. As a core result, this study delivers a didactic model that is based on target-controlled experience-oriented learning environments on the practical side and the social information processing approach on the theoretical side.
Preparing Japanese Students&apos; Digital Literacy for Study Abroad: Is More Training Needed?
Author: Cote, Travis J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,College Freshmen,Student Surveys,Tourism,Hospitality Occupations,Computer Literacy,Questionnaires,Self Evaluation (Individuals),Knowledge Level,Technological Literacy

Study abroad programs provide an excellent opportunity for students to accelerate their language learning and acquire cultural capital (Byram &amp; Feng, 2006). Research into returnees from a variety of study abroad programs, however, has revealed that this is not always the case (e.g., Kinginger, 2011; Sato &amp; Hodge, 2015; Yoshimitsu, 2009). To promote a more positive academic and culturally-inclusive study abroad experience, one recommendation is for language teachers to focus on students' digital literacy (Kinginger, 2011). Given the reported poor levels of digital literacy among Japanese freshman students (see Lockley 2011; Murray &amp; Blyth, 2011), the researchers in this current study were attempting to determine if this wider trend also applied to students at their private university in Tokyo. The authors surveyed first-year College of Tourism and Hospitality (cth) students preparing for a year-long study abroad program. This paper will report on student responses to two sections of a computer literacy questionnaire created by Son, Robb and Charismadjiri (2011). The first section considers students responses to the digital self-assessment items, and in the second section, student results in a 10-item digital skills knowledge test will be reported on.
The Suitability of Cloud-Based Speech Recognition Engines for Language Learning
Author: Daniels, Paul
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Computer Software,Management Systems,Accuracy,Speech Communication,Undergraduate Students,Foreign Countries,English (Second Language),Statistical Analysis,Auditory Perception,Teaching Methods

As online automatic speech recognition (ASR) engines become more accurate and more widely implemented with call software, it becomes important to evaluate the effectiveness and the accuracy of these recognition engines using authentic speech samples. This study investigates two of the most prominent cloud-based speech recognition engines--Apple's Siri and Google Speech Recognition (GSR) to determine which engine would be more accurate at transcribing L2 learners' speech. The average recognition accuracy of Siri and GSR is reported using language samples of Japanese learners speaking English. The study also presents a series of computerized speech assessment tasks that were developed by the researchers using a cloud-based speech recognition engine in conjunction with Moodle, a widely used course management system.
Learner Agency and Its Effect on Spoken Interaction Time in the Target Language
Author: Knight, Janine
Date: 2017-00-00
Type: Journal Articles
Subjects: Synchronous Communication,Interaction,Computer Mediated Communication,Time,Behavior,Case Studies,Language Usage,Cognitive Processes,Social Influences,Audio Equipment,Interpersonal Communication,Questionnaires,Speech Communication,Planning,Decision Making,Ability,English (Second Language),Second Language Learning,College Students,Virtual Universities,Assignments

This paper presents the results of how four dyads in an online task-based synchronous computer-mediated (TB-SCMC) interaction event use their agency to carry out speaking tasks, and how their choices and actions affect time spent interacting in the target language. A case study approach was employed to analyse the language functions and cognitive and social processing that occurred in audio recordings of spoken interaction between four dyads, alongside other indicators of pre-task behaviour, triangulated with results from learner questionnaires. The study revealed that whilst all cases engaged in overt spoken interaction, some cases also avoided the designed task and engaged in covert pre-task planning. Learners' ability to reconfigure 1) the time mode of the task design; 2) the ways in which technological tools were used and 3) language choice, all impacted on their time spent interacting in the target language. The findings highlight tensions between learners' choices across the three dimensions that they had reconfigured, raising questions as to how to support time in synchronous interaction in the target language whilst supporting learners' agency. The implications are presented and discussed.
Influence of Achievement Motivation on Nigerian Undergraduates&apos; Attitude towards Examination
Author: Adegboyega, Lateef Omotosho
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Influences,Achievement Need,Correlation,Gender Differences,Age Differences,Educational Attitudes,Family Characteristics,Institutional Characteristics,Questionnaires,Student Motivation,Hypothesis Testing,Multiple Regression Analysis,Statistical Analysis

This paper investigated the influence of achievement motivation on Nigerian undergraduates' attitude towards examination. Descriptive survey of the correlational type was employed for the study. One thousand, five hundred and thirty-six (1,536) undergraduates in Nigeria were drawn using purposive and stratified sampling techniques. Four research questions were generated to guide the application of the study, while two null hypotheses were formulated and tested at 0.05 alpha level. &quot;Achievement Motivation Scale&quot; (AMS) and &quot;Attitude Towards Examination Scale&quot; (ATES) were the instruments used to collect relevant data. The findings revealed that majority of Nigerian undergraduates have a high level of achievement motivation. The findings also revealed that majority of Nigerian undergraduates have a positive attitude towards examination. There was a significant correlation between achievement motivation and attitude of Nigerian undergraduates towards examination. The findings also revealed that gender, age, level of study, university and family type had a significant positive influence on undergraduates' achievement motivation and attitude towards examination in Nigeria. It was therefore recommended, among others that counsellors and lecturers should be properly equipped with strategies needed to assist students in developing appropriate achievement motivation level so as to promote positive attitude towards examination.
Investigating the Effectiveness of Audio Input Enhancement on EFL Learners&apos; Retention of Intensifiers
Author: Negari, Giti Mousapour
Date: 2018-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Quasiexperimental Design,Pretests Posttests,Control Groups,Language Tests,Retention (Psychology),Multiple Choice Tests,Audio Equipment,Test Reliability,Teaching Methods,Linguistic Input,Comparative Analysis,Experimental Groups,High School Students,Foreign Countries,Language Proficiency,Form Classes (Languages),Statistical Analysis

The present study attempted to investigate the effects of audio input enhancement on EFL learners' retention of intensifiers. To this end, two research questions were formulated. In order to address these research questions, this study attempted to reject two null hypotheses. Pretest-posttest control group quasi-experimental design was employed to determine the extent to which audio input enhancement could have an effect on the retention of intensifiers by EFL learners. Cluster sampling was used and 43 students participated in the study. They were assigned into two groups: an audio input enhancement group and a control group. A multiple choice test of English intensifiers was used during three phases of the study to collect the required data. The reliability of the test was estimated to be 0.74. At the initial stage, English-Beginner Test was administered to assure the students' homogeneity. Before implementing the treatment, a pre-test consisting of 20 multiple-choice items on intensifiers was administered to ensure that the participants' knowledge of the target forms was more or less the same. English intensifiers were taught through audio input enhancement in the experimental group; however, no input enhancement was applied in the control group.
L2 Motivational Self-System and Self-Efficacy: A Quantitative Survey-Based Study
Author: Roshandel, Javad
Date: 2018-01-00
Type: Journal Articles
Subjects: Statistical Analysis,Self Efficacy,English (Second Language),Student Motivation,Correlation,Regression (Statistics),Second Language Learning,Profiles,Predictor Variables,College Second Language Programs,Student Surveys,Student Attitudes,Family Influence,Language Aptitude,Cultural Influences,Foreign Countries

The present study explored English as a foreign language (EFL) students' motivation and self-efficacy. This is accomplished by incorporating the ten subfactors of L2 motivational self-system namely; criterion measures, ideal L2 self, ought-to L2 self, family influence, instrumentality promotion, instrumentality prevention, attitudes towards learning English, attitudes towards L2 community, cultural interest, and integrativeness. The Persian version of L2 Motivational Self-system Questionnaire and the English version of Learners' Self-Efficacy Survey were used to collect the data. The results estimated via correlation and regression analyses revealed that there was a significant relationship between L2 motivation and L2 self-efficacy. In other words, all the ten sub-factors predicted L2 self-efficacy positively and significantly among which criterion measures, attitudes towards learning English, instrumentality promotion, and ideal L2 self were the most powerful predictors of L2 self-efficacy.
Investigating EFL Teachers&apos; Conceptions and Literacy of Formative Assessment: Constructing and Validating an Inventory
Author: Khodabakhshzadeh, Hossein
Date: 2018-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Questionnaires,Language Teachers,Formative Evaluation,Construct Validity,Literacy,Teacher Attitudes,Goodness of Fit,Reliability,Foreign Countries,Item Analysis,Statistical Analysis,Factor Analysis

The present study aimed at constructing a formative assessment inventory for assessing EFL instructors' conception and literacy about the issue under study. Therefore, 302 male and female Iranian EFL teachers took part in the study in a random way to fill out the researcher made questionnaire. The first draft of the scale consisted of two main categories, tacit (theoretical) and practical knowledge along with 26 items. After employing EFA and CFA, it was revealed that the questionnaire consists of a high validity. Also, for having a better fit for model and construct validity, some of the items were omitted out of the first draft of the questionnaire because of having low loadings. In addition, the reliability of the questionnaire was gained by running Cronbach's Alpha which was 0.855. At the end, the results for EFA revealed that the two factors can be regarded as the two constructs that the test claims to measure, namely: (1) Tacit knowledge, and (2) practical knowledge. Among the 17 items of the &quot;Tacit knowledge category&quot; five items (9, 14, 15, 16, and 17) were excluded because of loadings less than 0.30.
Middle School Mathematics Teachers&apos; Reflection Activities in the Context of Lesson Study
Author: Bozkurt, Erhan
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Teachers,Mathematics Teachers,Communities of Practice,Faculty Development,Observation,Reflection,Video Technology,Teacher Competencies,Inferences,Teacher Attitudes,Case Studies

The aim of this case study is to define reflection activities of a lesson study group that consisted of three middle school mathematics teachers in Usak, Turkey. In the process, the participants worked in collaboration for about 5 months to implement three study lesson practices. The data were collected through observations in the reflection processes of the study lessons. Teachers' reflection activities were analyzed based on the literature of teacher self-regulation. As a result, lesson study encouraged teachers to make detailed and reliable evaluations, controllable causal attributions, and productive inferences for their teaching.
Multiple Intelligences, Motivations and Learning Experience Regarding Video-Assisted Subjects in a Rural University
Author: Hajhashemi, Karim
Date: 2018-01-00
Type: Journal Articles
Subjects: Multiple Intelligences,Learning Experience,Rural Schools,Video Technology,Universities,Foreign Countries,Statistical Analysis,Online Surveys,Student Motivation,Student Experience,Undergraduate Students,Likert Scales,Interactive Video,Electronic Learning,Factor Analysis,Correlation

This study investigates multiple intelligences in relation to online video experiences, age, gender, and mode of learning from a rural Australian university. The inter-relationships between learners' different intelligences and their motivations and learning experience with the supplementary online videos utilised in their subjects are investigated. These videos were accessed by students using a variety of digital devices, including mobile devices and in lecture theatres. Quantitative responses using online surveys were collected from 111 students. Measures included McKenzie's Multiple Intelligences Inventory and the Online Video Experience Inventory. The Online Video Experience Inventory resulted in two sub-scales, namely, motivation and learning experience. Overall multiple intelligences was significantly positively correlated with learning experience but not student motivation. Although the findings revealed a significant difference between the MI profiles of respondents and their age category, it was revealed that all students are lower in Existential intelligence. Further analyses between gender and the MI subscales also indicated significant differences between gender and Logical-Mathematical and Intrapersonal intelligences. However, a negligible significant relationship was found between the two sub-scales of the Learning Experience Inventory and age of the participants.
Analyzing the Effects of E-Learning on Science Education
Author: Çevik, Hüseyin
Date: 2018-01-00
Type: Journal Articles
Subjects: Science Education,Qualitative Research,Electronic Learning,Content Analysis,Elementary School Teachers,Teacher Attitudes,Semi Structured Interviews,Language Usage,Elementary School Students,Independent Study,Campuses,Foreign Countries,Web Based Instruction,Teaching Methods

This study aims to determine the effects of morpa campus, a practice of e-learning on the science learning in the primary level in terms of primary school teachers' views. Qualitative research method was used in this research. The sample of the study is composed of 16 teachers that use Morpa campus. In order to get their views about Morpa campus, open-ended semi-structured interview questions were prepared and applied. Content analysis was used in this study. According to the results of the study, it has appeared that Morpa Campus is compatible with the main acquisitions of the Ministry of Education, the order of themes and topics overlap with the Ministry of Education and the content is appropriate for the principle of progressivity as well as Morpa campus' having audio and visual units facilitates memorability. The disadvantages of Morpa Campus are that it teaches topics superficially and doesn't provide in-depth knowledge and contributes to the research deficiently whereas the advantages of it are that it uses a language that children can understand, it is clear and enriches the content of the lesson
Performance Assessment of State Senior High School Teachers Aged 56 Years and Above
Author: Yusrizal
Date: 2018-01-00
Type: Journal Articles
Subjects: Secondary School Teachers,Performance Based Assessment,Public School Teachers,Construct Validity,Factor Analysis,Learning Strategies,Classroom Techniques,Teacher Student Relationship,Teaching Methods,Questionnaires,Teacher Effectiveness,Foreign Countries,Statistical Analysis

This research aimed at determining the level of performance of state senior high school (Sekolah Menengah Atas Negeri abbreviated as SMAN) teachers aged 56 years and older. The research population was all SMAN teachers aged 56 years and older in Banda Aceh Municipality, Districts of Aceh Besar, Pidie and Pidie Jaya. Performance assessment instruments developed were tested for construct validity by factor analysis techniques, and reliability estimated by using Cronbach Alpha formula. The levels of teacher performance are grouped in five categories as: very high, high, medium, low and very low. The results show that the five components of the SMAN teachers' performance aged 56 years and older were at &quot;very high&quot; category, namely: learning strategies, mastery of materials, classroom management, communication between teachers and students, and teaching techniques. Another performance component, assessment of students learning outcomes was at &quot;medium&quot; category. So, it was found that the performance of SMAN teachers aged 56 years and above was very high.