ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Zimbabwe Open University&apos;s MyVista Platform in E-Communication, Accessing and Uploading Learning Materials, and Assessing Students&apos; Work
Author: Chirume, S.
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Open Universities,Educational Technology,Technology Uses in Education,Online Courses,College Students,College Faculty,Teacher Attitudes,Student Attitudes,Barriers,Computer Mediated Communication,Technological Literacy,Internet,Integrated Learning Systems

Zimbabwe Open University (ZOU) has come up with the technology platform known as MyVista which can be used to fulfil teaching and learning activities online. However, it appeared that when the MyVista platform became fully operational from 2017, both students and staff members faced a lot of challenges. To investigate these challenges, this study employed a qualitative survey with 30 students and 14 staff members of the Midlands Regional Campus, both groups conveniently chosen and asked to respond to a questaview. Findings showed that students had challenges in using the MyVista platform to register, to ecommunicate with other students and lecturers due to limited resources, due to poor network and due to lecturers not responding to their messages. They also said they needed a lot of constant training, among other things. Lecturers said students often sent wrong assignments, some without links and some which could not open. They also said they needed training on marking and grading assignments, and needed fast and reliable computers with anti-glare screens. The study recommends that ZOU needs to put in place adequate e-learning policies and procedures, adequate computers for the students and make them fast and accessible at all times. ZOU should be innovative by upgrading the ICT materials and the MyVista platform and train all students and staff in the proper use of the ICT facilities, inter alia. There is need to also carry out a similar study in other regional campuses of ZOU.
Rejoinder: Response To--&quot;An Examination of Plausible Score Correlation from the Trend in Mathematics and Science Study&quot;
Author: Wang, Jianjun
Date: 2019-05-00
Type: Journal Articles
Subjects: Scores,Correlation,Achievement Tests,Elementary Secondary Education,Foreign Countries,International Assessment,Mathematics Achievement,Mathematics Tests,Science Achievement,Science Tests,Error of Measurement,Computation,Sampling,Research Design,Statistical Analysis

This rejoinder keeps the original focus on statistical computing pertaining to the correlation of student achievement between mathematics and science from the Trend in Mathematics and Science Study (TIMSS). Albeit the availability of student performance data in TIMSS and the emphasis of the inter-subject connection in the Next Generation Science Standards in the U.S., the major TIMSS reports did not consistently include the correlational findings of student achievements, nor did the TIMSS macro, JACKREGPV per Mirazchiyski's recommendation, meet the need of correlation computing between each pair of plausible values (PV) in mathematics and science. In addition, an inflation of Type I error would be inevitable unless a feasible approach is taken to concurrently correlate the two sets of PVs from each subject. In this context, we adduced canonical correlation analysis (CCA) as a feasible approach that included considerations of both sampling weight and standard error adjustment due to complex sampling. More importantly, this rejoinder reveals two fundamental issues in the TIMSS literature: (1) Incompliance to the multiple imputation rule in reporting the TIMSS 1995 international findings (see Beaton et al., 1996a, b); (2) Need of substantially increasing the number of PV imputations as illustrated by the mainstream statistical computing in general (e.g., SAS Institute, 2015; STATA, 2017), and the recent international large scale assessments (ILSA) in particular. [For &quot;Response to 'An Examination of Plausible Score Correlation from the Trend in Mathematics and Science Study,'&quot; see EJ1208616.]
Does PAL Work? An Exploration of Affect amongst First-Year HE in FE Students
Author: Bosmans, Daniel
Date: 2019-02-00
Type: Journal Articles
Subjects: College Freshmen,Psychological Patterns,Peer Teaching,Anxiety,Instructional Effectiveness,Foreign Countries,Nontraditional Students,Stress Variables

The study evaluates a peer-assisted learning (PAL) scheme as an effective strategy in alleviating levels of negative emotions and, in the process, contributes to explorations of affect in first-year students in an HE in FE environment, with a particular focus on anxiety and related emotions. Various types of anxieties are defined in the context of a student's experience in HE, followed by an explanation of the present interventional study in an HE in FE institution, including the survey method used to collect data analyzed through SPSS. Surprisingly, the main findings are that overall anxiety and worry increased for students belonging to most faculties with time, regardless of participation in the PAL scheme. A positive finding was nonetheless that anxiety levels increased more steadily for students who belonged to the control group. The PAL scheme may have thus influenced how less anxious PAL students felt, compared to those who did not participate in the PAL scheme who were left feeling more anxious at the end of the semester.
Requisite Community Engagement for Teacher Education: A Different Take on Service Learning
Author: Keller, Deborah Biss
Date: 2019-05-00
Type: Journal Articles
Subjects: Service Learning,Preservice Teachers,Student Attitudes,Urban Universities,Introductory Courses,Cultural Background,Community Centers,Neighborhoods,Urban Areas,Adults,Teacher Education Programs,Social Justice,Cultural Awareness,Writing Assignments,African Americans,Power Structure,Racial Discrimination,Social Capital,Critical Theory,Whites,Course Descriptions

This article examines pre-service teachers' responses to their experiences with community engagement as a service learning project as part of an introductory Education course at a large, midwestern urban university in the United States. It is typical for students in pre-service Education courses to participate in service learning in schools or community centers, but it is less common for Education courses to require service learning projects in which the focus is for students to engage with adult community members. I argue that it is imperative for students to become familiar with communities in which they teach and learn from residents' &quot;funds of knowledge&quot; (Gonzalez, Moll, &amp; Amanti, 2005). A service learning project with a community center, the focus of which is empowerment of local residents, is described. Located in an urban neighborhood in which most of the residents are of a racial minority different from most of the pre-service students themselves, the center provided the space for the class to learn from adult community residents about issues surrounding empowerment and community engagement. Drawing upon Freire's (2003) notion of praxis I present findings of a qualitative analysis of students' response papers in the context of a curriculum that focuses on critical social justice and the development of culturally competent teachers.
Globally Networked Learning in a University Classroom: A Pilot Program
Author: Oberhelman, Steven M.
Date: 2019-02-00
Type: Journal Articles
Subjects: Global Education,Study Abroad,Academic Achievement,College Students,Electronic Learning,Liberal Arts,Foreign Countries

In 2017, the College of Liberal Arts at Texas A&amp;M University created an initiative modeled on the State University of New York's Collaborative Online International Learning (COIL) program. COIL is an approach to fostering global competence through the development of a multicultural learning environment that links university classes in two different countries. Using various communication technologies, students complete shared assignments and projects, with faculty members from each country co-teaching and managing coursework. We piloted a COIL program with the purpose of fostering global competence and a multicultural learning environment through linking a Texas A&amp;M Liberal Arts class and a university class in a foreign country. Each of the paired classes met separately and regularly in its home country for much of the semester, but the students also worked asynchronously online to share ideas, collaboratively produce work relevant to the course of study, and reflect upon their own and their partners' cultural points of view. In this paper we discuss the results of this pilot program.
Investigating Future Educators Training to Teach English in Ecuador: An Examination of One University&apos;s Program
Author: Daniel, Mayra C.
Date: 2019-02-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Language Teachers,English (Second Language),Elementary Secondary Education,Preservice Teacher Education,Preservice Teachers,Internship Programs,Workshops,Second Language Instruction,Cultural Differences,Student Attitudes,Attitude Change,Student Diversity,Monolingualism,Multilingualism

Education in Ecuador is undergoing a process of change led and supported by the country's government leaders. In this study, researchers use a wide-angle lens informed by governmental mandates to investigate English language teaching. They examine how English language teachers are trained for the K-12 Ecuadorian context within one university's region. The 40 participants, students completing a school-based internship during the last year of their training to become teachers, represent a sample of Ecuador's cultural and linguistic diversity. This work is informed by findings from a previous study, consisting of observations and interviews of practicing teachers (Burgin &amp; Daniel, 2017). Using mixed methods, this research includes surveys and focus groups conducted before and after delivery of instructional workshops centered on topics related to English language instruction and teacher training. Findings indicate mixed-results from pre to post for teachers' cultural beliefs; however, positive change was found regarding participants' attitudes toward multicultural students. Data revealed that teachers require more support to deliver instruction that is appropriate for monolingual and multilingual student populations.
Conflict Resolution Strategies and Staff Effectiveness in Selected Federal Universities in Nigeria
Author: Abolo, Evuarherhe Veronica
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Conflict Resolution,Higher Education,School Personnel,College Faculty,Teacher Effectiveness,Morale,Work Environment,Colleges,Individual Characteristics,Governance,Attitudes

Conflict is inevitable in all organizations, and the university being a center of learning, with diverse needs is not left out. The study examined the different conflicts occurring in the Nigerian South-West federal universities and their impact on staff effectiveness. The academic and the non-academic staff of the three South-West federal universities in Nigeria constituted the population for the study from which 1385 participants were selected as samples. The survey research design was adopted for the study. The stratified and simple random sampling techniques were used to select the sample from the three unions in the selected universities. Two sets of research instrument namely: Conflict and Staff Effectiveness Questionnaire (CSEQ) and an interview schedule were used for data collection. Three research questions and two research hypotheses were answered and tested in the study. The research questions were answered using descriptive statistics of percentages, frequencies, and means while the hypotheses were tested using inferential statistics of T-Test and Pearson Product Moment Correlation. The findings of the study are that conflicts were significantly related to staff effectiveness and that the effectiveness of the academic staff was affected more than that of the non-academic staff during conflicts. The study recommended the need for the Nigerian South-West federal universities and the federal government to embark on morale booster programs for the university staff.
Student-Centred Teaching in Laboratories Supported with Online Components in the Orientation Program MINT[superscript gruen]
Author: Schmitt, Franz-Josef
Date: 2018-11-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Centered Learning,Blended Learning,Orientation,Orientation Materials,STEM Education,Science Education,Science Laboratories,Laboratory Training,Science Experiments,Laboratory Procedures,Laboratory Safety,Chemistry,Educational Technology,Video Technology,Online Courses,Science Activities,Student Journals,Electronic Journals

Research-based learning motivates students to identify with different subjects. The orientation program MINTgrün at Technische Universität Berlin offers two study semesters for open choices of teaching modules, including a series of specially designed laboratories covering topics like robotics, construction, environmental research, programming, mathematics, gender studies and chemistry. MINTgrün is open for students of any interest. The online project laboratory in chemistry (OPLChem) is one example of the MINTgrün labs. OPLChem follows the concept of research-based learning and allows for a free choice of an experiment drafted by the students themselves after participating in impulse talks that report on former experiments conducted by the students of the preceding semester. In the OPLChem, the students turned out to be highly motivated in choosing experiments of personal interest, which were often related to sustainability, such as decontamination of oil spills on water, production of biological plastics, quantification of heavy metals in tap water, comestibles and dietary supplements, investigation of electric bacteria, or the optimization of oxygen generation by algae, just to name a few examples. In addition, we developed a series of teaching videos for basic experiments in chemistry showing how to handle the experimental setups correctly. Such videos are identified as helpful tools to reduce the effort for supervision during the internships, while the quality of the experimental work of the students improves. The online materials offer important theory, show the chemicals, explain the preparation of samples and the configuration of complex setups, give safety instructions, and introduce programs for data evaluation. The concept of the OPLChem allows the students to produce their own videos as a support of their written protocols. In that way, a growing pool of new videos of various experiments is established and the students publish these videos, their protocols, and additional materials on their own blogs for the public.
Relationships of Coaching Behaviors to Student-Athlete Well-Being
Author: Roxas, Adela S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Athletic Coaches,Well Being,Anxiety,Burnout,Self Esteem,College Choice,Cheating,Student Behavior,Athletes,Behavior,Training,Professional Development,College Athletics,College Students

Research on the association between coaching behaviors and student-athlete well-being has revealed significant relationships among coaching behaviors and a range of outcomes including anxiety, burnout, self-confidence, college choice satisfaction, and willingness to cheat to win. Findings from multiple studies suggested the need for improvements in coaching education. Overall, this review of extant literature suggested the need for additional research and empirically supported practices for coach and athlete development that support well-being.
Visual Thinking Routines: Classroom Snapshots
Author: Gholam, Alain
Date: 2019-02-00
Type: Journal Articles
Subjects: Thinking Skills,Foreign Countries,Education Courses,Visual Aids,Graduate Students,Preservice Teachers,Classroom Techniques

Visual thinking routines are principles based on several theories, approaches, and strategies. Such routines, which are usually used again and again in the classroom, promote thinking skills, call for collaboration and sharing of ideas, and above all, make thinking and learning visible. Visual thinking routines are carried out in different Graduate Education courses at the American University in Dubai. The following article explores what visual thinking routines are, their merits, and how they are effectively implemented in the classroom. The visual thinking routines administered in the courses (I see, I think, I wonder routine; Connect, Extent, Challenge routine; 4C's routine; Headlines routine; Color, Symbol, Image routine; Sentence, Phrase, Word routine; and I used to think…Now I think… routine) are described in the article in reference to the following three components: 1) Thinking moves: What thinking moves does the described thinking routine reinforce? 2) Application: When and how can the described routine be used? and 3) Classroom Example: How is the described routine used in the Graduate Education courses at the American University in Dubai? The article also documents snapshots and actual examples from classroom practices at the Graduate School of Education at the American University in Dubai. As with all original, new, and unique resources, visual thinking routines are not free of challenges. To make the most of this useful and valued resource, educators need to comprehend, model, and spread awareness of the effective ways of implementing such routines in the classroom. It is crucial that such routines are meaningfully and effectively integrated into the curriculum to reinforce thinking skills, collaboration, creativity, and make learning visible.
Application of Team-Based Learning at a Health Science Course: A Case Study
Author: Bengü, Elif
Date: 2019-02-00
Type: Journal Articles
Subjects: Cooperative Learning,Teamwork,Health Sciences,Medical Education,Foreign Countries,Undergraduate Students,Active Learning,Student Centered Learning,Student Attitudes,Accountability,Problem Based Learning

The purpose of this study is to identify students' reactions to the implementation of team-based learning as an instructional strategy in a pharmacology course in the context of a Turkish university. Team-based learning is defined as an active form of learning that not only encourages individual effort but also team involvement to learn in an academic setting. Team-based learning is one of the learning techniques/methods that is increasingly being used in medical education. Literature shows that in team-based learning students apply the concepts at the time they are learned in the classroom, before the exams, as opposed to traditional lecturing, in which the concepts that are learned are later tested in the exams. Furthermore, research supports that faculty are more engaged with their students in team-based learning, since it affords instructors the ability to readily identify what their students are achieving, as opposed to traditional lecturing or other group approaches. There are limited studies in Turkey that examine the applications of team-based learning in a higher education setting. Therefore, this study describes the use of the team-based learning technique in an undergraduate health science course in Turkey. The initial results indicate that this instructional strategy was beneficial for students' learning.
Beyond the Webinar: Dynamic Online STEM Professional Development
Author: Brasili, Alexandria
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,After School Programs,Online Courses,Educational Technology,Technology Uses in Education,Faculty Development,Teacher Improvement,Access to Education,Videoconferencing

In compensation for the diminishing time spent on science in school, afterschool programs are taking an increasingly larger role in STEM education, with over 69 percent of programs in the U.S. offering some type of STEM programming (Afterschool Alliance, 2015). As the demand for afterschool STEM programs increases, so too does the need for trained educators and staff members. Access to high-quality, accessible, and inexpensive professional development is widely recognized as foundational to implementing high-quality programming that supports and enriches youth (e.g., Miller &amp; Hall, 2007; Vandell, Reisner, &amp; Pierce, 2007). Though afterschool staff and leaders may appreciate how professional development benefits program quality, implementation brings a whole set of challenges (Bradshaw, 2015). Many afterschool educators do not have flexibility in their jobs to attend off-site trainings, or they work multiple jobs and so do not have the time to travel. One study found that, although afterschool staff generally found professional development useful, only 26 percent had regular opportunities to participate (Huang &amp; Dietel, 2011). This article shares promising practices in virtual professional development for afterschool educators. According to the authors, their experience is with STEM professional development, their strategies can be adapted to other disciplines as well.
Will Social Critique Force the Faculty Role to Evolve?
Author: Deel, Kimberly
Date: 2016-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Role,Accountability,Faculty Workload,College Instruction,Scholarship,Change,Public Opinion

The American college professor has traditionally filled three primary roles in institutions of higher education: that of teacher, of scholar, and of servant leader. But a call of alarm has been sounded of late and some suggest that the economic turbulence of recent years has given rise to a Pandora's box of public scrutiny resulting in fissures that threaten to fracture the venerable triumvirate. The purpose of this essay is to examine the evolution of the faculty's role in higher education, to invite thoughtful comparison between these past and present functions, and to provoke discussion regarding the future of the professoriate in an increasingly critical social milieu.
Turkish EFL Learners&apos; Willingness to Communicate in L2 and Motivation
Author: Altiner, Cennet
Date: 2018-11-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Student Motivation,Interpersonal Communication,Student Attitudes,English (Second Language),Correlation,College Students

Willingness to communicate in a second language has become an important area of research recently. However, different factors which influence learners' willingness to communicate have not been widely investigated in the Turkish classroom context. Motivation is considered as an important factor which has a direct influence on learners' willingness to communicate. Thus, this study will look into the relationship between English as a foreign language (EFL) learners' willingness to communicate (WTC) in Turkish EFL context and their motivation about English learning through the participation of 106 EFL students who were registered in the one-year preparatory school at Usak University, Turkey. Language Learning Orientation Scale and Willingness to Communicate Scale were adopted for the study. Descriptive statistics and simple linear regression analysis were carried out to find out the relationship between WTC and motivation. Findings indicated that participants were somewhat willing to communicate and there was a significant correlation between learners' WTC and motivation. The findings of this study is useful in terms of the pedagogical and theoretical implications which emphasize the role of motivation in encouraging L2 learners' willingness to communicate.