ethanporcaro/eric-fulltext-meta huggingface dataset:
Self-Organized Teachers Learning to Overcome the Challenges of Remote Studies
Author: Cernajeva, Sarmite
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: College Faculty,Distance Education,Computer Uses in Education,Educational Technology,21st Century Skills,Digital Literacy,Technological Literacy,Workplace Learning,Professional Development,Foreign Countries,Teacher Collaboration,Teacher Attitudes,Self Management

The time of COVID-19 required appropriate infrastructure, effective planning, digitally competent adult teachers, high quality training content, user-friendly tools, as well as digitally competent learners, to make education and training systems in the digital area. The readiness of the teacher to implement the remote studies, digital skills and ability to learn, as well as mutual cooperation were the determining factors in ensuring quality education during the Pandemic. This article provides a brief insight into a survey of university teachers about the challenges and disadvantages of distance learning, and describes how teachers developed their skills by collaborating and teaching each other.
Long-Term Interaction with a Virtual Robot Facilitator of Small Group Discussions
Author: Mizrahi, Elinor
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Group Discussion,Artificial Intelligence,Videoconferencing,Facilitators (Individuals),Grade 5,Grade 6,Elementary School Students,Learner Engagement,Electronic Learning

In this contribution, we present a follow-up work-in-progress on an innovative system for facilitating small-group online discussions using an avatar during a video conference. A previous study has shown that the system had an effective, understandable, and more participatory interaction. Here, we examine long-term usage and its effects on subjective perceptions as well as objective engagement measures. Five groups of fifth and sixth grade students had six interactions with the avatar's facilitation. The results of the study show that all measures remained stable throughout the entire interaction, suggesting that the previous results were not due to the novelty effect and that the system is capable of maintaining long-term engagement and learning.
On the Effectiveness of an AI-Driven Educational Resource Recommendation System for Higher Education
Author: Schrumpf, Johannes
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Artificial Intelligence,Educational Technology,Educational Resources,Foreign Countries,Accuracy,Technology Uses in Education

Digital resources offer a vast assortment of educational opportunities for students in higher education. From 2018 to 2022, a digital study assistant (DSA), named SIDDATA, was developed at three German universities and consequently field-tested. One of the DSA's features is an AI-driven natural language interface for educational resource recommendation. This paper performs an analysis of the effectiveness of recommendations, by analyzing data generated over the course of two years of DSA usage. We find that although initial user interest is high, only a small percentage of users engage with the recommendation feature. Furthermore, we find that quality of recommendations was perceived as mixed to negative.
A Digital Study Assistant for Hierarchical Goal Setting Companion Faces the First Real Users
Author: Weber, Felix
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Goal Orientation,Computer Software,Artificial Intelligence,Universities,Undergraduate Students,Student Attitudes,Intervention,Learning Management Systems,Usability,Foreign Countries,Learning Processes

Digital Study Assistants (DSA) are an emerging type of software that combines web-based software architectures, various data sources, and algorithms from artificial intelligence (AI) to assist learners in improving their learning-related behaviors. In this paper, we summarize the implementation and results of a field study with a DSA for hierarchical goal-setting (HGS) at the Bremen, Hannover, and Osnabrück universities from November 2021 to April 2022. The results show that 70% of students in the sample chose to get digital assistance for educational goal-setting, which is the highest interest rate among the nine assistance functions available. Of the 290 students who chose to use the assistant, only 10 completed the full assistive intervention, which equals only 3.4%. We conclude that we should improve the usability and user experience and reduce the interaction costs of the intervention.
The Accessible Multimedia Educational Pills (MEP): A Format to Promote Inclusion in Corporate Digital Learning
Author: Moroni, Chiara
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Multimedia Instruction,Learning Management Systems,Inclusion,Online Courses,Students with Disabilities,Access to Education,Guidelines,Asynchronous Communication,Instructional Effectiveness,Learner Engagement,Course Content,Teaching Methods

This paper describes a multimedia content delivery system for e-learning through an accessible, omni-channel, multimedia framework. In particular, the paper describes technical solutions and methods that make asynchronous training course accessible and inclusive without ever compromising its effectiveness and level of engagement. The format presented in this paper that is Multimedia Educational Pills aims at making online courses more pleasant and engaging for everyone, including people with disabilities. The accessibility aspects presented include features regarding both the framework and the contents of the learning pills.
Using Zoom Meeting Platform as a Synchronous Online Learning Tool in EFL Classroom at Indonesia Tertiary Level: A Literature Review
Author: Mandasari, Berlinda
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Videoconferencing,Synchronous Communication,Electronic Learning,English (Second Language),English Language Learners,Foreign Countries,Literature Reviews,COVID-19,Pandemics,Technology Uses in Education,Barriers,Social Distance,Internet,Student Attitudes,Higher Education

The outbreak of COVID-19 pandemic affects educational system around the world. Online learning is no longer an option, but a compulsory during this pandemic. This paper is to identify how far synchronous online learning in English as foreign language learning at higher education implemented. This study focuses on the use of Zoom meeting platform as technological devices that supports synchronous online learning as well as identifying the students' perception and challenges faced by both lecturers and students in Indonesia. This study applies systemic literature review (SLR) approach by collecting research articles from Google Scholar indexed database. There are twenty-seven articles published in 2020-2022 that meet the criteria which are reviewed. This paper results the voices from students related to the advantages and disadvantages during using using Zoom Meeting platform in EFL classroom as well as the challenges faced by both lecturers and students. The result of this paper can provide insight toward the use of Zoom Meeting platform as technological devices that can be adopted as synchronous teaching tool during social distancing. However, the Zoom user should consider the availability of stable internet connection and teachers' and students' readiness.
The Value of Virtual Reality as a Complementary Tool for Learning Success
Author: Keller, Thomas
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Teaching Methods,Learning Strategies,Academic Achievement,Curriculum Development,Field Studies,Technology Uses in Education

A virtual reality learning unit for the functioning of a router is used to show how students at bachelor level can be provided with another teaching tool in the future, whereby the didactic approach of a change of perspective makes optimal use of the advantages of virtual reality and should enable a more profound understanding. Further studies are needed to determine a long-term learning effect as well as the efficiency of a combination of teaching methods. However, the high demand from students in the field study shows that students are open to virtual reality as a tool beyond traditional teaching methods.
Predicting Non-Routine Mathematical Problem-Solving Anxiety of Ninth Graders
Author: Dinç, Emre
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Learning Strategies,Problem Solving,Mathematics,Grade 9,Mathematics Anxiety,Test Anxiety,Goal Orientation,Self Efficacy,Help Seeking,Academic Achievement,High School Students,Foreign Countries

This study investigated how motivational orientations and learning strategies predict ninth graders' non-routine mathematical problem-solving anxiety. Non-routine mathematical problem-solving anxiety classification and prediction were investigated through TwoStep cluster analysis, linear discriminant analysis, and logistic regression. 274 ninth graders participated in the study. The participants were clustered based on their problem-solving achievements and test anxiety levels: high-level and low-level problem-solving anxiety. Extrinsic goal orientation, rehearsal, and peer learning were significant classifiers. Intrinsic goal orientation, self-efficacy, rehearsal, and help-seeking were significant predictors for ninth graders' non-routine mathematical problem-solving anxiety.
Secondary School Administrators&apos; Opinions on the Prevention of Violent Behaviours in Schools
Author: Tosun, Ulku
Date: 2015-08-00
Type: Journal Articles
Subjects: Administrator Attitudes,Student Behavior,School Violence,Prevention,Public Schools,Foreign Countries,Elementary Secondary Education

Violence is an important issue in our country just as it is in the societies worldwide. Violence in schools as an interdisciplinary issue of sociology and psychology disciplines affects the school climate and students' learning processes negatively. It slows down students' development while defining aggression and sort of crime behaviors. In this study, the frequency of violent behaviors occurring in middle schools and school administrators reviews and precautions on this matter were analyzed. The study group of the present research consisted of 21 school administrators serving in Istanbul-Esenyurt district , public middle schools, in 2013-2014 academic year. A qualitative method was used and asked to the school administrators open-ended questions on how they manage violent behavior in their schools. The results were evaluated by 3 experts and were classified into 5 themes. According to the results, types of violent behaviour that were seen in schools were physical, verbal emotional and sexual.
Digital Stories to Teach English to Young Learners: Prospective ELT Teachers&apos; Beliefs, Attitudes and Experiences
Author: Korkmaz, Sule Çelik
Date: 2017-10-00
Type: Journal Articles
Subjects: Teacher Attitudes,English (Second Language),Second Language Instruction,Second Language Learning,Language Teachers,Foreign Countries,Story Telling,Technology Uses in Education,Preservice Teachers,Computer Assisted Instruction,Primary Education,Computer Software Evaluation

Equipping prospective teachers (PTs) of young English learners with a variety of child-appropriate materials and techniques is very prominent. Digital Stories (DSs) with their multimodal features enable teachers to meet the needs of 21st century digital native students when learning a foreign language. Thus, the study aims to investigate the beliefs, attitudes and experiences of 75 prospective English teachers of Uludag University ELT department about the creation and using child-appropriate digital stories to teach English to young learners (YLs). The data were collected through a 5-point Likert scale questionnaire with 26 items and the Cronbach alpha of the items was 0.87. In addition, a semi-structured interview was conducted with 10 participants to delve into the results obtained from the questionnaire. The descriptive analysis of the questionnaire revealed that nearly all of the participants agreed that digital stories should be used to take children's attention easily, better learn a foreign language, increase YLs' motivation, change the dynamics of the traditional classrooms, and keep YLs' attention throughout the lesson. However, based on their own experience in creating a child-appropriate digital story, nearly half of them reported that it was not easy to create an effective DS without being educated.
State Compensatory Education and High School Accelerated Instruction 2014-2015. Publication 14.152 RB
Author: Christian, Cinda
Date: 2016-09-00
Type: Reports - Research
Subjects: Compensatory Education,Supplementary Education,Equal Education,High School Students,At Risk Students,Potential Dropouts,Academic Achievement,Graduation Rate,Achievement Tests

State Compensatory Education (SCE) is a supplemental program designed to eliminate disparities in (a) student performance on assessment instruments administered under chapter 39 of the Texas EducationCode (1995, amended 2013), and (b) the rates of high school completion between students who are at risk of dropping out of school, as defined by Texas Education Code 29.081 (1995, amended 2013), and all other students. SCE funds must be used for programs or services that are supplemental to the regular education program and aim to increase the performance of students identified as at risk of dropout.
High-Dosage Tutoring Program Summary: Eastside Memorial High School, 2014-2015. Publication 15.08 RB
Author: Stelling, Laura
Date: 2015-10-00
Type: Reports - Research
Subjects: High School Students,Mathematics Instruction,Algebra,Tutoring,Program Effectiveness,Teacher Attitudes,Student Attitudes,Mathematics Achievement,Tutors,Attitudes

In the 2014-2015 school year, Eastside Memorial High School implemented a High-Dosage Tutoring (HDT) Program that served approximately 156 Algebra I students. This report summarizes student outcomes, tutor, teacher, and student perceptions, and program logistics.
Dyslexia: Definitions, Key Concepts, Academic Implications, &amp; Legislation. Publication 15.10
Author: Fowler, Laura T. Sanchez
Date: 2015-09-00
Type: Reports - Research
Subjects: Dyslexia,Definitions,Educational Research,Learning Disabilities,Etiology,Symptoms (Individual Disorders),Evidence Based Practice,Teaching Methods,Reading Instruction,Federal Legislation,Students with Disabilities,Disability Identification,Educational Legislation,Equal Education

This brief report summarizes research on dyslexia. It is intended to provide an initial look at this common type of learning disability that impacts 1 in 5 students. Included in the brief are links to the original source material and to supplementary resources and videos to learn more.
The Creative Learning Initiative Innovates Teaching and Learning: Impact Highlights of the 2014-2015 School Year. Publication 15.11
Author: Wang, Crystal
Date: 2015-10-00
Type: Reports - Evaluative
Subjects: School Districts,Creative Teaching,Creativity,Partnerships in Education,Teaching Methods,Instructional Effectiveness,Attendance,Access to Education,Fine Arts,Art Education,Theater Arts,Elementary Education

The Creative Learning Initiative (CLI), a collective impact partnership among the Austin Independent School District (AISD), the city of Austin, and MINDPOP (an arts partnership dedicated to expanding creative learning in Austin and representing over 50 arts and cultural agencies), created arts-rich schools at a rate that exceeded the benchmark goal. The CLI had a positive impact on both teachers and students, as well as on the district. Teachers reported positive experiences with the program activities and positive changes in student engagement, behavior, and student achievement. Students had better academic performance, improved attendance, decreased discipline incidents, and increased access to arts opportunities.
Professional Development Activities Needs Assessment: 2015-2016. Publication 15.14
Author: Hutchins, Shaun D.
Date: 2015-12-00
Type: Reports - Evaluative
Subjects: Professional Development,Evaluation,Student Centered Learning,Teaching Methods,Academic Achievement,Student Participation,Problem Solving,Critical Thinking,Feedback (Response),Lesson Plans,Teaching Experience

Austin Independent School District (AISD) teacher appraisal results from 2014-2015 were used to identify areas of need for professional development in 2015-2016. Results from the Professional Development and Appraisal System and Professional Pathways for Teachers (PPfT) were included. A separate executive summary also was published. [For the Executive Summary, see ED626916.]
Professional Development Activities Needs Assessment: 2015-2016. Publication 15.14 ES
Author: Hutchins, Shaun D.
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Professional Development,Evaluation,Student Centered Learning,Teaching Methods,Academic Achievement,Student Participation,Problem Solving,Critical Thinking,Feedback (Response),Lesson Plans,Teaching Experience

Austin Independent School District (AISD) teacher appraisal results from 2014-2015 were used to identify areas of need for professional development in 2015-2016. Results from the Professional Development and Appraisal System and Professional Pathways for Teachers (PPfT) were included. This executive summary provides highlights from the full report (published separately). [For the full report, see ED626915.]
School Administrators&apos; Level of Using Scientific Problem Solving Skills in Organisational Problems Based on the Views of Inspectors
Author: Gülsen, Celal
Date: 2015-08-00
Type: Journal Articles
Subjects: School Administration,Administrators,Science Process Skills,Problem Solving,Inspection,Management Development,Administrator Effectiveness,High Schools

This study was designed to identify high school administrators' level of using scientific problem-solving techniques in organisational problems based on inspectors' views. The population of the study was the inspectors working in the city of Kirklareli in 2014-2015 school year. No sampling method was used since the whole population was reached within the study. Survey model was adopted, and the &quot;Scale of School Administrators' Level of Using Scientific Problem-Solving Processes and Techniques in Organisational Problems&quot; developed by Sagir and Göksoy (2011: 1-11) in 5-point Likert type was used as the data-gathering instrument. The scale was adapted to the Kirklareli sample and the Cronbach's Alpha coefficient was 0,95. According to the findings, the inspectors stated that school administrators differed in their level of using scientific problem solving techniques in terms of various variables. In overall, the inspectors indicated that school administrators properly defined the organisational problems they encountered, but did not apply the solutions developed to solve these problems. The study suggests that in-service training should be organised to enable administrators to use the necessary techniques to solve organisational problems, and policies including requiring them to do a master's degree in areas that focus on these issues should be developed to enhance administrator effectiveness.
Introduction of Computer-Based Simulated Experiments in University Psychology Class: A Class Practice of Learning Dual Storage Model of Human Memory
Author: Miwa, Kazuhisa
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Graduate Students,Psychology,Foreign Countries,Cognitive Processes,Models,Memory,Cognitive Science

This paper examines the possibilities and limitations of introducing simulated experiments in the psychology domain by practicing a course with graduate students in psychology, in which simulated experiments were conducted in place of real human experiments. The class-learning object was the dual-storage model of human memory. The simulation results showed anomalous results that differed from intuitive predictions. The results were also inconsistent with the results of prior human experiments. Analysis of reports submitted by 15 participants revealed that they focused on the anomalous results emerging in the simulation results and examined them based on the dual-storage model theory. On the basis of these results, future directions for this practice are discussed.
Students Use of Learning Aids: Lessons from Learning Analytics
Author: Tempelaar, Dirk
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Learning Analytics,Student Centered Learning,Learning Processes,Student Behavior,Blended Learning,Introductory Courses,Mathematics Instruction,Mathematics Tests,Test Preparation,Profiles,Intelligent Tutoring Systems,Time Factors (Learning),Undergraduate Students,Foreign Countries

E-tutorial learning aids as worked examples and hints have been established as effective instructional formats in problem-solving practices. However, less is known about variations in the use of learning aids across individuals at different stages in their learning process in student-centred learning contexts. This study investigates different profiles of students' learning behaviors based on clustering students' use of worked examples and hints in subsequent learning phases in a naturalistic setting. In a blended instructional format, the study was conducted on 1,072 students over an eight-week introductory mathematics course. By explicitly differentiating between learning to prepare a tutorial session, the first phase, learning to prepare a quiz session, the second phase, and learning to prepare the final exam as third phase, this study aims to contribute to the call for more temporality in learning analytics applications. Our study finds three profiles of learning that differ in the intensity and timing of the use of learning aids. Moreover, different profiles come with different learning dispositions, such as epistemic and activity learning emotions.
An Educational Unified Modelling Language Programming Environment and Its Two Case Studies
Author: Maruyama, Ryoga
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Programming Languages,Learning Processes,Models,Teaching Methods,STEM Education,Art Education,Elementary Secondary Education,Higher Education,Geometric Concepts,Visual Aids,Grade 4,Grade 5,Elementary School Students,Junior High School Students,Foreign Countries,Cues,Thinking Skills,Computer Science Education,Open Source Technology,Summer Programs,Robotics,Grade 9

This study aims to explore an educational learning environment that supports students to learn conceptual modelling with the unified modelling language (UML). In this study, we call the describing models &quot;UML programming.&quot; In this paper, we show an educational UML programming environment for science, technology, engineering, art, and mathematics (STEAM) related subjects (especially for Technology or Engineering) in schools, which are able to apply from elementary school to university. At first, we explain why, what, and how doing the UML programming. In this study, we use a state machine diagram for UML programming. To draw this model, the students just put some states in rectangular shape and transitions in arrow shape. Two types of educational model notations in state machine diagram are introduced. Then, some advanced functions of the SRPS are described. They are an educational model editor, and management of users, learning tasks and models submitted by students. Next, two case studies with the SRPS are shown. One case study is adopted to the summer camp for 5th- and 6th-grade students. The participants were 20 students and were engaged in 4 hours workshop. We used a car-type robot with two DC motors, a one-touch sensor, and one infrared sensor connected to a micro:bit. The other case study is a formal technology class at one Japanese public junior high school. One teacher and five classes worked on UML programming for traffic lights. Each class had 20 9th-grade students. One student at this school was given a traffic light robot with three Light-emitting diode (LED) lights, a one-touch sensor, and one infrared sensor connected to a micro:bit. Finally, on the basis of these two case studies using our environment, we discuss the potential for innovative STEAM education with UML programming.