ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning Ecologies in Online Students with Disabilities
Author: Rodrigo, Covadonga
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Students with Disabilities,Learning Processes,Barriers,Case Studies,Usability,Efficiency,Student Attitudes,Multimedia Instruction,Visual Aids,Cognitive Style,Classification,Visual Impairments,Hearing Impairments,Physical Disabilities,Intellectual Disability,Assistive Technology,Access to Education,Management Systems,Foreign Countries,Distance Education

E-Learning environments are enhancing both their functionalities and the quality of the resources provided, thus simplifying the creation of learning ecologies adapted for students with disabilities. The number of students with disabilities enrolled in online courses is so small, and their impairments are so specific that it becomes difficult to quantify and identify which specific actions should be taken to support them. This work contributes to scientific literature with two key aspects: (1) It identifies which barriers these students encounter, and which tools they use to create learning ecologies adapted to their impairments; (2) It also presents the results from a case study in which 161 students with recognised disabilities evaluate the efficiency and ease of use of an online learning environment in higher education studies. The work presented in this paper highlights the need to provide multimedia elements with subtitles, text transcriptions, and the option to be downloadable and editable so that the student can adapt them to their needs and learning style.
A Comparative Study between Monolingual and Bilingual Teaching Methodologies of English in a Health Sciences University in the United Arab Emirates
Author: Mohamed, Omnia Ibrahim
Date: 2020-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Teaching Methods,Outcomes of Education,Bilingualism,Monolingualism,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Instructional Effectiveness,Preferences,Arabs,Student Attitudes,Translation,Semitic Languages,Vocabulary Development,Grouping (Instructional Purposes),Nursing Education,Pharmaceutical Education,Dental Schools,College Students

This study examines the monolingual and the bilingual methods of teaching English to investigate which method is more effective and best achieves the learning outcomes of a language course. It also examines which method is preferred by the English language learners and gives better performance results. The study was conducted in RAK Medical and Health Sciences University located in The United Arab Emirates. The participants were Arab students who were divided into two groups. Each group was exposed to a different teaching method but the curriculum was the same. Then a questionnaire was distributed to determine the method that was preferred by the students as well as the method which resulted in a better performance. The results of the survey and the students' performance results showed that the bilingual method proves to be a more successful and convenient method in English classes than the monolingual method.
Differences in Item Statistics between Positively and Negatively Worded Stems on Histology Examinations
Author: Klender, Sara
Date: 2019-12-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Science Tests,Biology,Test Construction,Test Items,Difficulty Level,Test Format,Medical Students,Cytology,Questioning Techniques

Multiple-choice questions (MCQ) are commonly used on histology examinations. There are many guidelines for how to properly write MCQ and many of them recommend avoiding negatively worded stems. The current study aims to investigate differences between positively and negatively worded stems in a medical histology course by comparing the item difficulty and discrimination index between matched MCQs. When questions were matched by modified Bloom's Taxonomy classification, presence or absence of an image, and timing of content presentation, negatively worded lower level Bloom's questions were less difficult and had a lower discrimination index.
A Comparability Study of Text Difficulty and Task Characteristics of Parallel Academic IELTS Reading Tests
Author: Liao, Linyu
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Language Tests,High Stakes Tests,Scores,Difficulty Level,Reading Tests,Test Format,Computer Software,Computational Linguistics,Test Items,Item Analysis,Test Construction,Comparative Analysis,Academic Language

As a high-stakes standardized test, IELTS is expected to have comparable forms of test papers so that test takers from different test administration on different dates receive comparable test scores. Therefore, this study examined the text difficulty and task characteristics of four parallel academic IELTS reading tests to reveal to what extent the four tests were comparable in terms of text difficulty, construct coverage, response format, item scope, and task scope. The Coh-Metrix-TEA software was used for the text difficulty analyses and expert judgments were used for task characteristics analyses. The results show that the four reading tests were partly comparable in text difficulty, comparable in terms of construct coverage and item scope, but not comparable in terms of response format and task scope. Based on the findings, implications were discussed on test development and future research.
Using Paper Models to Teach Basic Concepts of the Human Musculoskeletal System
Author: Rehorek, Susan J.
Date: 2019-12-00
Type: Journal Articles
Subjects: Undergraduate Students,College Science,Science Education,Science Instruction,Teaching Methods,Manipulative Materials,Human Body,Anatomy,Instructional Effectiveness,Science Activities,Student Attitudes,Science Achievement

Traditionally, human anatomy is taught using cadaveric human or animal specimens, however such materials are not always available or are quite costly. Alternate instructional methods can include software, models, clay models, and illustrations. Unfortunately, while cost effective, these methods lack the ability to demonstrate the &quot;in situ&quot; three-dimensional relationships between anatomical structures. This study examined one alternative method of instruction, the construction of threedimensional paper models, which are currently limited in availability, and mostly designed for teaching medical anatomy programs. This study set out to determine (1) if a paper model system could be used to highlight the anatomic complexity of specific anatomic regions, (2) if a model system primarily designed for medical anatomy programs could be customized to topics and made appropriate for undergradute anatomy courses, and (3) if this low-technology and inexpensive form of instruction is an effective tool in teaching musculoskeletal anatomy. Students were given a series of four models to assemble during a time period of 4-weeks. Students were assessed with a series of paired questions before and after the model exercise relating to: number of muscles, plane of muscle, depth of structure, name and function of muscle. Comparison of the pre and post-test data demonstrated a gain in knowledge. Thus, the utilization of paper models are a viable and cost effective pedagogical tool for undergraduate anatomical education.
Mirroring Learning Ecologies of Outstanding Teachers to Integrate ICTs in the Classroom
Author: Romeu-Fontanillas, Teresa
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Technology,Technology Integration,Elementary School Teachers,Faculty Development,Instructional Innovation,Technological Literacy,Teacher Attitudes,Learning Processes,Teacher Characteristics,Barriers,Case Studies,Social Networks,Teaching Methods,Foreign Countries,Teacher Effectiveness

This paper presents an exploratory study to examine the practices of outstanding primary school teachers in their professional development for ICT integration in teaching and learning, as a means of understanding how their learning ecologies develop and function. Outstanding teachers in the context of this study are teachers who innovate pedagogically and who are influential in the community, having successfully developed their learning ecology. Using a qualitative approach, we explore the concept of learning ecologies as a driver for innovation in the professional development of teachers, using a carefully selected sample of nine outstanding teachers. Drawing from in-depth interviews, specific coding and NVIVO analysis, our results show that these teachers develop organized systems for activities, relationships and resource usage and production, which can be characterized as the components of their professional learning ecology, to continuously keep up to date. We also identified some characteristics of teachers that perform outstandingly and factors that potentially facilitate or hinder their learning ecology development. Further research in the field will enable an improved understanding of the professional learning ecologies of school teachers and support future interventions and recommendations for professional development through the cultivation of emerging professional learning ecologies.
Influencing Positive Student Behaviour Using the Endowment Effect
Author: Faulk, Larry H., II
Date: 2019-06-00
Type: Journal Articles
Subjects: Student Behavior,Learner Engagement,Value Judgment,College Credits,Extracurricular Activities,Gender Differences,Incentives,Business Administration Education,College Students,College Entrance Examinations,Grade Point Average,Professional Development

Educators are constantly searching for methods to enhance student engagement. This study capitalizes on the endowment effect to increase student engagement. The endowment effect is a concept from behavioural economics that suggests individuals' value something that they possess more than a similar item that is not possessed. To test the endowment effect, students in some sections are offered extra credit points for engaging in out-of-class activities while others are endowed (gifted) extra credit points that they must work to keep. The findings are that students endowed with points work harder to keep them, and this effect is especially pronounced among females and high performing students at significance levels of 1%. By making a simple no-cost change to the structure of a class, educators can tap into the power of the endowment effect to significantly enhance student engagement.
High-Impact Educational Experiences in Colleges of Business
Author: Shavers, Cynthia L.
Date: 2019-06-00
Type: Journal Articles
Subjects: College Students,Business Administration Education,Educational Innovation,Learner Engagement,Integrated Curriculum,Program Evaluation,Undergraduate Students,Outcomes of Education

The literature provides extensive evidence of the integration of high-impact educational experiences in the university through university core requirements and experiences coordinated through student services programs. The integration and assessment of such experiences within colleges of business is not highly documented. We surveyed business faculty and professional staff members who are actively involved in program assessment at their institutions to determine what innovative high-impact activities are integrated into their business programs to increase student engagement beyond learning in the traditional classroom and how the value of these activities is perceived and evaluated. The findings indicate that although business programs typically integrate high-impact educational experiences into their curricula, these experiences are not frequently assessed to determine if the intended student outcomes are achieved.
A Multidimensional Development Study of Written English Complexity of High-Level Non-English Major Students
Author: Guo, Yazhen
Date: 2020-00-00
Type: Journal Articles
Subjects: Written Language,Majors (Students),Difficulty Level,Advanced Students,Undergraduate Students,English (Second Language),Second Language Learning,Writing Skills,Foreign Countries,Writing Improvement,Student Attitudes

Writing is widely regarded as one of the most important parts in the field of second language learning and teaching. The main assessment elements of L2 writing can be divided into accuracy, fluency and complexity. The evaluation of writing, accuracy, fluency and complexity can not only measure the writing achievement of L2 writers, but also reflect their writing ability. Based on the complexity of writing, this study adopts the dynamic system theory to investigate the multidimensional development of written English complexity. Three sophomores of high-level non-English majors in a university are selected as subjects to track the development and interaction patterns of eight linguistic complexity indices in 21 essays over three semesters at three levels: lexical construction, sentence construction and phrase construction. The results show that the change and development of subjects in this respect are not linear, but there are peaks, troughs, progress and regression. The development of written language has obvious dynamic and variability.
Study of e-Learning Outcomes: The Role of Late-Registration and Self-Selection
Author: Pathak, Bhavik K.
Date: 2019-06-00
Type: Journal Articles
Subjects: Electronic Learning,Outcomes of Education,School Registration,Blended Learning,Selection,Conventional Instruction,Online Courses,Grade Point Average,Dropouts,Academic Failure,Withdrawal (Education),Academic Achievement,Undergraduate Students,Business Administration Education,Courses

The objective of this paper is to study how the registration time (early versus late) and the availability of the self-selection options (online and face-to-face) affect the eLearning outcomes in higher education. The students' performance in terms of the GPA and the DFW (drop, fail, and withdrawal) is compared in two online sections of an undergraduate business core course. Each section represents a different characteristic in the context of the registration time and the available self-selection options. The results show the students who register late for the online classes and do not have an option to self-select between face-to-face and online sections achieve significantly lower grades and higher DFW (drop, fail, withdrawal) rates than those who register early and have self-selection options.
Analysis of Phonetic and Phonological Constraints of Saudi EFL Learners
Author: Al-Rubaat, Atalah Mohammad
Date: 2020-00-00
Type: Journal Articles
Subjects: Phonetics,Phonology,Phonemes,Pronunciation,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,College Students,Student Attitudes,Language Teachers,Difficulty Level,Pronunciation Instruction,Teacher Attitudes,Speech Communication,Skill Development

This study explores the pronunciation difficulties experienced by Saudi EFL learners at Jouf University (JU) in the north of Saudi Arabia. To achieve this purpose, two main instruments were implemented: an experiment of pronunciation sensitivity response and two interview formats. The sample of this study was selected randomly and consisted of (n=20) students studying English major in their sixth level at JU, and (n=10) English language instructors from the same institution. A mixed-method approach was employed to find out the phonetic and phonological difficulties that participants encountered during the implementation of the experiment of pronunciation sensitivity response, and to interpret participant's responses to the interview formats. The findings revealed that EFL learners experienced six phonetic and phonological problematic patterns related to mispronunciation of: initial consonant cluster, final consonant cluster, multi-syllabic words, unfamiliar sounds, vowels, and voiced or voiceless phonemes. It was also found that EFL learners and instructors had different views regarding these phonetic and phonological issues. The limited time for practice, the lack of authentic materials and tasks, and the need for immersion classes, and effective instruction and learning were all found to be responsible about the phonetic and phonological problems EFL learners encountered and at the same time they were found to be the motives for overcoming these issues. It is believed that the implications and recommendations included in this study would improve the performance of Saudi EFL speaking abilities once they are incorporated effectively in their English learning settings.
Testing the Influence of College Education on the Financial Literacy Level of University Students in Turkey
Author: Gok, Ibrahim Yasar
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Money Management,Knowledge Level,Undergraduate Study,College Freshmen,College Seniors,Multiple Literacies,Majors (Students),Gender Differences,Consumer Education

This research investigates whether the undergraduate education experience in Turkey affects financial literacy (FL) levels of university students. A survey study was carried out in Suleyman Demirel University (Isparta, Turkey). Students from 7 departments under the fields of natural and applied sciences, social sciences, and health sciences were included in the study, and the participants of which were composed of first-year and senior students. The results indicate that the FL levels of the senior students are significantly higher than those of the first-year students. In addition, senior students higher FL level is also verified by the analyses performed separately for each of the fields of science. It has been determined that this difference might be affected by factors such as getting to know the concept of FL, having an investment, intensity of reading, thinking, and talking about finance, attending a financial course, employment status and having an independent income. Students who undertook a specifically FL-based course showed higher levels of FL knowledge.
On the Cultivation of Middle School Students&apos; Creativity
Author: Gong, Shiqi
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,Teaching Methods,Creative Teaching,Educational Quality,Educational Improvement,English (Second Language),Second Language Learning,Second Language Instruction,Transfer of Training,Foreign Countries,Skill Development,Creative Thinking

This paper first explains the concept of creativity, then reviews the domestic and foreign researches on creativity, and then discusses the importance and basic principles of cultivating creativity of middle school students. Finally, the paper puts forward the ways to cultivate the creativity of middle school students. The purpose of this paper is to promote the development of the teaching theory and the renewal of the teaching concept so as to develop the creative teaching and research learning and further improve the quality education level.
Employability Skills: A Case Study on a Business-Oriented Sport Management Program
Author: Keiper, Margaret C.
Date: 2019-06-00
Type: Journal Articles
Subjects: Employment Potential,Job Skills,Business Skills,Business Administration Education,Physical Education,Transfer of Training,Alignment (Education),Labor Needs,Employer Attitudes,College Graduates,Interpersonal Competence,Teamwork,Communication Skills,Research Skills,Job Search Methods

The purpose of this study was to identify employability skills needed by students to be embedded into sport management curriculum. Focus group, qualitative, methodology was used. Three focus groups with a total of 11 (n=11) participants revealed skills and knowledge employers desired in graduates of sport management programs. Analysis of the data revealed four major categories of skills that employers desired: personal skills, technical skills, job search skills, and foundational knowledge. The skill of the moderator, transcription of the data, and individual focus group participants dominating the discussion were all common limitations to this study based on the focus group methodology used. Educators in business programs can use this methodology to identify transferable skills that can be embedded into their curriculum. Minimal literature exists on the practical application on how to align sport management curriculum and education with industry needs and expectations.
Comparison of Automatic and Expert Teachers&apos; Rating of Computerized English Listening-Speaking Test
Author: Linlin, Cao
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Tests,Computer Assisted Testing,English (Second Language),Second Language Learning,Speech Communication,Scores,Evaluators,Scoring,Listening Comprehension,Interrater Reliability,College Faculty,High School Teachers,Comparative Analysis,Computer Software,Foreign Countries,Teacher Attitudes,Specialists,Evaluation Methods

Through Many-Facet Rasch analysis, this study explores the rating differences between 1 computer automatic rater and 5 expert teacher raters on scoring 119 students in a computerized English listening-speaking test. Results indicate that both automatic and the teacher raters demonstrate good inter-rater reliability, though the automatic rater indicates less intra-rater reliability than college teacher and high school teacher raters under the stringent infit limits. There's no central tendency and random effect for both automatic and human raters. This research provides evidence for the automatic rating reform of the computerized English listening-speaking test (CELST) in Guangdong NMET and encourages the application of MFRM in actual score monitoring.
Kachru&apos;s Three Concentric Circles Model of English Language: An Overview of Criticism &amp; the Place of Kuwait in It
Author: Al-Mutairi, Mohammad A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Variation,English (Second Language),Linguistic Theory,Second Language Learning,Native Speakers,Foreign Policy,Language Role,Language Usage,Models,Foreign Countries,Criticism,Second Language Instruction,Classification,Teaching Methods

This paper attempts to examine in a descriptive way the pioneering model of &quot;World Englishes&quot; proposed by Kachru in the mid-1980s that allocates the presence of English into three concentric circles: The &quot;Inner&quot; Circle, the &quot;Outer&quot; Circle, and the &quot;Expanding&quot; Circle. The Inner Circle presents the countries where English is used as a native language and as a first language among people. These countries include the USA, the UK, Canada, Australia, and New Zealand. The Outer Circle includes countries that have old historical British colonial relations and where English is commonly used in social life or the government sectors. Most of the countries that belong to this circle are former colonies of the British Empire, such as India, Malaysia, Singapore, Ghana, Kenya, and others. The usage of English in these countries is similar to what is known as English as a second language. The third circle, The Expanding Circle, includes countries that introduce English as a foreign language in schools and universities, mostly for communicating in English with the Inner and Outer Circles. Such countries include Turkey, Saudi Arabia, The Emirates, Japan, China, Korea, and others. Since its first introduction in 1985, Kachru's Three Concentric Circles Model of English Language has occasioned a great debate. Many linguists considered it one of the most influential models for understanding the use of English in different countries. Some, on the other hand, including Kachru himself, criticized the model for its oversimplification and the unclear membership to the circles. In addition to an overview of criticism on Kachru's model based on different studies, this paper tries to locate the place of ELT in Kuwait among the three circles.