ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Pre-Service Mathematics Teachers&apos; Beliefs of TPACK during a Method Course and Field Experience
Author: Kartal, Büsra
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Mathematics Teachers,Technological Literacy,Pedagogical Content Knowledge,Elementary School Teachers,Workshops,Content Analysis,Methods Courses,Attitude Change,Teaching Methods,Mathematics Instruction,Educational Technology,Field Experience Programs,Case Studies,Foreign Countries,Semi Structured Interviews,Qualitative Research

The aim of this study is to investigate how and why elementary mathematics preservice teachers' (PSTs) beliefs about TPACK changed during a method course and field experience. Six PSTs were selected purposefully with reference to their different technological and mathematical backgrounds. Participants were interviewed five times (beginning of the study, after workshops, after method course, beginning and end of field experience) and interviews were conducted within the context of Niess (2005) TPACK components. Content analysis was performed with the help of a codebook developed by reviewing TPACK components literature. It has been seen that PSTs had naïve beliefs at the beginning of the study. Workshops, method course and field experience seemed to change their beliefs. Management concerns began to affect beliefs when PSTs' experiences about teaching with technology increased. It was suggested to give more opportunities for PSTs to teach with technology because; it was found that experiences had the most effect on beliefs.
Attitudes of Faculty Members and Students towards the Use of the Learning Management System in Teaching and Learning
Author: Alshorman, Bassam Ahmad
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,College Students,Student Attitudes,Integrated Learning Systems,Statistical Analysis,Statistical Significance,Gender Differences,Instructional Program Divisions,Humanities,Medical Education,Engineering Education

This study aimed to identify the attitudes of university faculty members and students towards the use of the Learning Management System (LMS) in teaching and learning. The descriptive analytical approach was used, and the data were collected using two different tools constructed by the researchers. The first is related to the attitudes of faculty members towards the use of the Learning Management System in teaching, and the other is linked to the students' attitudes towards using the Learning Management System in learning. The sample included 95 university faculty members and 307 students. Calculation Means, standard deviations and ANOVA were calculated. The study revealed that the attitudes of university faculty members and students towards using the Learning Management System in teaching and learning were positive. The results showed statistically significant differences in the attitudes of university faculty members due to gender and in favor of the males. The results did not show significant statistical differences due to the faculty members' experience and the academic track. The results also indicated that there were no statistically significant differences in students' attitudes towards using the Learning Management System in learning due to their gender. Nonetheless, the results indicated that there were statistically significant differences in students' attitudes due to the academic year and for the first-year students. The positive attitudes were decreasing as the years gradually progressed. The results also evidenced differences of statistical significance in students' attitudes towards the Learning Management System attributed to the academic track and for the benefit of applied and humanities studies and then the medical track and finally the engineering track. In the light of these findings, the researchers recommended intensive training of university faculty members and students in the employment of the Learning Management System in an optimal way to increase its effectiveness in teaching and learning. They also pressed the need for conducting further studies on the impediments facing the parties in the use of the Learning Management System and revealing the ways to solve them.
From Teacher Oriented to Student Centered Learning, Developing an ICT Supported Learning Approach at the Eduardo Mondlane University, Mozambique
Author: Muianga, Xavier
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Centered Learning,Information Technology,Web 2.0 Technologies,Action Research,Teaching Methods,Educational Change,Semi Structured Interviews,Observation,Integrated Learning Systems,Cooperative Learning,Electronic Learning,Outcomes of Education,Information Management,Problem Solving,Metacognition,Skill Development,Independent Study,Student Attitudes,Technological Literacy

Eduardo Mondlane University (UEM) is in the process of modernizing its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with web 2.0 tools was introduced as a pilot in the course 'ICT in Environmental Education' in the Faculty of Education. This study explored--using action research strategy--to what extent the new pedagogical approach contributed to students' competency development. Twenty-nine students were involved in the course, eight semi-structured interviews with students were combined with sixteen classroom observations and 8 weeks how students used the Learning Management System (LMS) and web 2.0 tools. Results showed that collaborative E-learning supported the development of students' information management and problem solving skills as well as their metacognitive strategies for self-regulated learning. ICT supported problem based learning contributed to an increased intrinsic motivation. However, not all students were ready to adopt an active role. At the start they looked upon teaching as a one-way knowledge transfer. This study recommends that E-learning initiatives in Mozambique should always go together with an ICT literacy course and training in 21st-century learning skills.
The Motor Skills of Adolescents with Hearing Impairment in a Regular Physical Education Environment
Author: Jernice, Tan S. Y.
Date: 2017-00-00
Type: Journal Articles
Subjects: Adolescents,Psychomotor Skills,Hearing Impairments,Physical Education,Females,Comparative Analysis,Secondary School Students,Foreign Countries,Measures (Individuals),Observation,Statistical Analysis,Physical Development,Scores

With the exception of balance, adolescents with and without hearing impairment (HI) could have similar motor skills. However, the motor proficiency traits in this age group have not been clearly defined under the same integrated Physical Education (PE) environment. This study compared the gross and fine motor skills of twenty four female adolescents (HI group: n = 7; Hearing group: n = 17; age range: 13-15 years) in a regular school. Non-significant difference was found in overall gross and fine motor skills (p &gt; 0.05). However, the HI group scored significantly poorer in kinaesthetic integration than the Hearing group (p = 0.05). The findings of this study imply poorer balance abilities of adolescents with HI when compared to their hearing peers. Therefore, structured individualised physical activities focusing on balance development in addition to their regular PE lessons are proposed to improve their balance proficiency for better inclusivity.
Indicators of Students&apos; Intention to Use Massive Open Online Courses for Academic Purposes
Author: Tahiru, Mukaramatu
Date: 2018-00-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Higher Education,Intention,Attitude Measures,Knowledge Level,Use Studies,Graduate Students,Statistical Analysis,Hypothesis Testing,Likert Scales,Questionnaires,Foreign Countries,Multiple Regression Analysis

Massive Open Online Courses (MOOCs) have a considerable potential impact on teaching, learning, and traditional higher educational structures, according to many types of research. Several higher education institutions either through the specific development of MOOCs or the integration of existing MOOCs into their curriculum are swiftly implementing them on their campuses. To examine the MOOCs phenomenon more closely, this study explored the significant difference between MOOCs users and non-users in their intention to use MOOCs for academic purposes. It again explored the influence of awareness knowledge, how-to knowledge, perceived usefulness, actual usage, and attitude on intention to use MOOCs for academic purposes. The sample consisted of 190 postgraduate students. The analysis procedure made use of independent sample t-test and multiple regression analysis. The findings reveal a significant difference between users and non-users of MOOCs in their intentions to use MOOCs for academic purposes. It again indicated that all predictor variables significantly contribute to the prediction of intention to use MOOCs for academic purposes except how-to knowledge and actual usage. It also reveals that students' intention to use MOOCs for academic purposes is raised by the perceived usefulness which reflects in their attitude. Awareness knowledge, in turn, incline the perceived usefulness of MOOCs to students signifying that a substantial amount of knowledge of MOOCs is a precursor to a higher level of intention to use.
Effectiveness of Learning Method Contextual Teaching Learning (CTL) for Increasing Learning Outcomes of Entrepreneurship Education
Author: Lotulung, Chrisant Florence
Date: 2018-07-00
Type: Journal Articles
Subjects: Entrepreneurship,Higher Education,Business Administration Education,Models,Teaching Methods,Job Skills,Experiential Learning,Problem Based Learning,Student Diversity,Student Empowerment,Cooperation,Communities of Practice,Outcomes of Education

Entrepreneur is a process or a way to conduct a business that aims to obtain the expected results or profits by producing, selling or renting a product of goods or services. In college, entrepreneurship courses are given to equip the students so that after they graduate they can entrepreneurship. Entrepreneurship courses are still not effective because the learning process that took place is not optimal. This is because the method of learning used by lecturers is just a lecture. One of the learning models that can be used to achieve these three competencies is the Contextual Teaching Learning model. If someone has done the act of learning it will be seen a change in one or several aspects of the behavior. What is meant is the result of entrepreneurship learning is a manifestation of the ability achieved, controlled or owned by the individual in this case the student after receiving an entrepreneurial learning experience and the results can be knowledge, understanding and application of concepts, calculation of problem solving based on the subject.
Faculty Technology Mentoring Program Facilitates--A Case Study
Author: Konca, Ahmet Sami
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Studies,Mentors,Cooperative Learning,Teaching Methods,College Faculty,Technology Integration,Computer Software,Foreign Countries,Program Descriptions,Information Technology,Universities,Barriers,Technological Literacy,Educational Benefits,Service Learning,Graduate Students,Teacher Education,Questionnaires,Interviews,Qualitative Research

This study describes a faculty technology mentoring project intended at providing support and mentoring a faculty member. The project took place in Ahi Evran University from February to June 2015. The mentor and mentee weekly met and explored new technologies which were suitable to the mentee's courses and discussed potential benefits and barriers regarding the implementation of the technology. Process of the project included a collaborative learning community and two-way streaming of information. The mentoring project provided the mentee becoming aware of possible tools, software and applications for using in his teaching processes. The mentee utilized from the project by creating a collaborative learning, observing the mentee's implementation of the project concerning adjusting and fitting technology, pedagogy, and content. This article discusses the perspectives of both mentor and mentees.
Investigation of the Effects of Social Self-Confidence, Social Loneliness and Family Emotional Loneliness Variables on Internet Addiction
Author: Iskender, Murat
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Esteem,Psychological Patterns,Internet,Addictive Behavior,Interpersonal Competence,Measures (Individuals),Family Relationship,Prediction,High School Students,Student Attitudes,Student Characteristics,Statistical Analysis,Multiple Regression Analysis

This study aimed to investigate the relationship between internet addiction levels and social loneliness, family emotional loneliness and lack of social self-confidence levels of high school students. The study was conducted with 328 high school students. One hundred and sixty-five of the participants (50,3%) were females and 163 (49,7%) were males. The data were obtained with Internet Addiction Scale, Interpersonal Sensitivity Measure, and Social and Emotional Loneliness Scale. The study results showed that internet addiction and lack of social self-confidence, social loneliness and family emotional loneliness were related. As the result of stepwise regression analysis, it was found that the variable which best predicts internet addiction is the lack of social self-confidence (R = 0,649, R[superscript 2] = 0,422), and that it was followed by social loneliness and family emotional loneliness respectively. The findings of the study were discussed in relation to the literature and some suggestions were presented.
Development of E-Module Based on Problem Based Learning (PBL) on Heat and Temperature to Improve Student&apos;s Science Process Skill
Author: Serevina, Vina
Date: 2018-07-00
Type: Journal Articles
Subjects: Learning Modules,Problem Based Learning,Heat,Science Instruction,Science Process Skills,Educational Technology,Technology Uses in Education,Problem Solving,Pretests Posttests,Instructional Effectiveness,Questionnaires,Foreign Countries,High School Students,Secondary School Science

The purpose of the developing research of a Problem Based Learning (PBL) e-module is to improve student's science process skills. This research method used research and development (R&amp;D) with a 4D model (Define, Design, Development, and Disseminate). This product was made by using I-Spring Suite 8.0 application. This product was tested on 210 students of class XI Science at Public High School 13 Bekasi, Indonesia on heat and temperature topic. The results of this e-module validation by material experts were 84.06% (very feasible), media experts 93% (very feasible), and learning experts 89% (very feasible). Instrument for improving science process skills used validity testing with product moment and reliability testing with alpha cronbach. To measure the improvement of science process skill is used N-Gain which measure the science process skill between before and after learning on heat and temperature topic. The n-gain score is 0.51 (moderate category). So, development of emodule based on Problem Based Learning (PBL) on heat and temperature topic could improve student's science process skill.
Pre-Service Teachers&apos; Perceived Ease of Use, Perceived Usefulness, Attitude and Intentions towards Virtual Laboratory Package Utilization in Teaching and Learning of Physics
Author: Falode, Oluwole Caleb
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Difficulty Level,Usability,Student Attitudes,Intention,Educational Technology,Technology Uses in Education,Science Laboratories,Simulation,Student Surveys,Physics,Secondary School Science,Questionnaires,Foreign Countries,Science Teachers

This study was carried out to investigate pre-service teachers' perceived ease of use, perceived usefulness, attitude and intentions towards the utilization of virtual laboratory package in teaching and learning of Nigerian secondary school physics concepts. Descriptive survey research was employed and 66 fourth and fifth year Physics education students were purposively used as research sample. Four research questions guided the study and a 16-item questionnaire was used as instrument for data collection. The questionnaire was validated by educational technology experts, physics expert and guidance and counselling experts. Pilot study was carried out on year three physics education students and a reliability coefficients ranging from 0.76 to 0.89 was obtained for each of the four sections of the questionnaire. Data collected from the administration of the research instruments were analyzed using descriptive statistics of Mean and Standard Deviation. A decision rule was set, in which, a mean score of 2.50 and above was considered Agreed while a mean score below 2.50 was considered Disagreed. Findings revealed that pre-service physics teachers perceived the virtual laboratory package easy to use and useful with mean scores of 3.18 and 3.34 respectively. Also, respondents' attitude and intentions to use the package in teaching and learning of physics were positive with mean scores of 3.21 and 3.37 respectively. Based on these findings, it was recommended among others that administrators should equip schools with adequate Information and Communication Technology facilities that would aid students and teachers' utilization of virtual-based learning environments in teaching and learning process.
Investigation of the Satisfaction Levels of Teacher Candidates towards E-Courses
Author: Bagci, Hakki
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Satisfaction,Electronic Learning,Online Courses,Student Surveys,Attitude Measures,Course Content,Gender Differences,Departments,High School Graduates,Internet,Statistical Analysis

In today's technology age, e-learning environments and e-courses are increasingly used in every level of education. In e-learning environments, teachers and students come together without time and place limitation and they are trained such in a traditional classroom environment. Courses in e-learning environments are often used in universities and teacher training departments. E-learning has become one of the preferred learning environments, especially since students are not limited by a particular classroom environment and are flexible. From this perspective, it is also important to determine the level of teacher candidates' satisfaction with the lessons in the e-learning environments for organizing and expanding the e-courses. In this study, it is aimed to determine the satisfaction level of the teacher candidates towards e-courses. Survey method was used to collect the research data. Participants of the study are the teacher candidates of the Faculty of Education at Sakarya University in the academic year of 2016-2017. &quot;Satisfaction Scale for E-Courses&quot; developed by Kolburan Geçer and Deveci Topal (2015) was used in the study. The scale consists of 35 items and 5 factors. These factors are Course Content and Teaching Process, Used Materials and Communication Tools, Attitude Towards E-Course, Media Design and Teacher-Student Interaction. It was examined whether there was any difference between the satisfaction levels of teacher candidates towards e-courses according to their gender, department, high school graduation types and internet usage period. According to the results of the study, it was concluded that the satisfaction level of the teacher candidates towards e-courses was medium level. Satisfaction levels towards ecourses vary according to the gender of the teacher candidates, the used materials and communication tools and attitudes toward e-courses. Satisfaction levels towards e-courses differ only in the dimension of media design according to the departments of teacher candidates. Another result is that the satisfaction levels of the teacher candidates towards e-courses do not differ according to their high school graduation types and daily internet usage periods.
The Perceptions of Users Regarding Multimedia Principles in Mobile-Based Japanese Language Learning
Author: Ayub, Mohd Sofi Mohammad
Date: 2018-07-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Second Language Instruction,Teacher Attitudes,Student Attitudes,Undergraduate Students,College Faculty,Japanese,Telecommunications,Handheld Devices,Multimedia Instruction,Foreign Countries,Mixed Methods Research,Semi Structured Interviews

This study aimed to explore the perceptions of users regarding the use of seven multimedia principles in mobile-based Japanese language learning. Students and lecturers expounded their views on these seven multimedia principles: Generative Learning, Spatial Contiguity, Temporal Contiguity, Coherence, Modality, Redundancy and Personalization. A single group with intervening mobile-based Japanese language learning design was used to test each of the multimedia principles. The participants consisted of 62 undergraduates and three Multimedia lecturers. A mixed method approach was employed where questionnaires and interviews were used as data collection tools. The findings revealed that a majority of the respondents agreed that the multimedia principles were appropriate for application in mobile-based Japanese language learning, except for the Personalization and Redundancy principles. The respondents expressed the need for incorporating on-screen text and formal style text in a mobile learning environment. The findings of this study can facilitate instructors and developers to develop an optimal mobile-based learning experience for Japanese language learners.
Problem Based Learning and the Development of Professional Competences: An Experience in the Field of Biomedical Engineering
Author: Hernández, Carola Hernández
Date: 2018-07-00
Type: Journal Articles
Subjects: Problem Based Learning,Problem Solving,Biomedicine,Engineering Education,Curriculum Implementation,Blended Learning,Cohort Analysis,Qualitative Research,Hermeneutics,Educational Strategies,Competence,Skill Development,Online Surveys,Semi Structured Interviews,Higher Education

In recent decades, one important objective in higher education has been developing professionals who can display competences in their specific work fields. Hence, the development of such competences and skills has been a widely discussed, highlighting that the use of active pedagogical initiatives might be the best approach to fulfill this requirement. In this study we analyze the students' perspective of the implementation of a hybrid curriculum between Problem-based Learning and Project Oriented Problem-based Learning in a course called introduction to biomedical engineering. In addition, we discuss different aspects of how competences are developed through this hybrid curriculum that was designed using course objectives and competences. Furthermore, data from 78 students from 7 different cohorts is analyzed and discussed from a qualitative approach developed from a critical and hermeneutic perspective. The results show that students are able to identify and understand differences between a passive pedagogical strategy that is centered in the teacher, and an active pedagogical strategy, centered in the student. Moreover, they acknowledge the changes from one strategy to the other as drivers for participation and development of competences in the field of engineering -namely ethics and professional responsibility, effective communication, and understanding the impact of solutions proposed in the field on local and a global contexts.