ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation of Online Learning Program in Migrant Community: Teachers&apos; Challenges and Suggestions
Author: Lwin, Sandar
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Online Courses,Immigrants,Refugees,Barriers,College Readiness,English (Second Language),Second Language Instruction,Test Coaching,Outreach Programs,High School Students,Access to Education,Student Attitudes,Networks,Course Content,Technological Literacy,Accreditation (Institutions)

While several scholarship opportunities are available to Myanmar migrants and refugee students in Thailand, many students face difficulties finding affordable and convenient ways to prepare for university entry requirements. To provide lifelong learning opportunities for these marginalized young adults, flexible online learning programs can play a significant role. This exploratory qualitative case study presents the challenges hindering the implementation of an online learning program in Mae Sot, a Thai town on the border with Myanmar. The study also reports suggestions of the participants in dealing with challenges of online learning for migrant students. Nine administrators and teachers of migrant learning centers (MLCs) in Tak province participated in this study. Semi-structured interviews and document analysis were methods applied. Although the migrant community acknowledges the benefits and opportunities of online learning, MLCs have not yet fully implemented eLearning as a mode of education. There are particular challenges to effectively implement the online learning program in the migrant community. Six challenges are identified: accessibility, support services, attitude, networking, contents, and accreditation, along with solutions proposed by the participants. This study claims that lack of accessibility, attitude and networking in the community are the major barriers among the other challenges in the migrant community. In dealing with challenges, three main recommendations proposed by the participants were: to develop courses for the beginner level, to establish an online learning study center with suitable infrastructure and resources in the migrant community, and to have regular communications with the migrant education providers.
Reinventing the Mission: The Vital Role of Academic Support in the Higher Education Accountability Era
Author: Huston, Joseph L.
Date: 2019-09-00
Type: Journal Articles
Subjects: Institutional Mission,Higher Education,Self Determination,Accountability,Academic Support Services,College Faculty,Student Characteristics,Educational Background,Prior Learning,Academic Achievement,Inclusion,Educational Opportunities,Biology,Science Instruction,Mathematics Instruction,Computer Mediated Communication,College Students,Tutoring,College Preparation

Historically, academic support departments have played a relatively passive role in our colleges and universities. Providing traditional, out-of-class support services such as tutoring, supplemental instruction, and skills workshops, these functions have commonly operated in detachment from the course environment. Faculty, particularly at two-year colleges, frequently encounter students with vastly different academic backgrounds and social experiences all within a single classroom. Within these classroom environments, cultural constructs such as the expectation of student self-determination and student accountability for performance collide with the varied realities of students' prior educational access and opportunities for accumulating the requisite knowledge, skills, and experiences conducive for success in higher education. As a landscape of elevated accountability has emerged for higher education, institutional administration, department leaders, and faculty are all feeling pressure for student success (Austin &amp; Sorcinelli, 2013). The environment is ideal for academic support units to explore the possibilities for integrating academic support services proactively into programs and courses. Working collaboratively with faculty to develop integrated academic support can create pathways towards the inclusive engagement of all students while equalizing opportunities for learning and success at the collegiate level.
A Systematic Review on Algebraic Thinking in Education
Author: Sibgatullin, Iskander R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Algebra,Thinking Skills,Mathematics Skills,Problem Solving,Elementary School Students,Secondary School Students,Mathematics Tests,Inservice Teacher Education,Preservice Teacher Education,Mathematics Activities,Educational Games,Mathematics Instruction,Teaching Methods

Algebraic thinking is a method of solving math problems that stresses the significance of general connections. Excellent algebraic thinking necessitates strong symbolization and generalization ability. Students aged 7 to 15 are at the Piaget thinking stage's formal operational stage. Teachers, especially those working with secondary school students, must be aware of how kids think and reason algebraically. A detailed literature review provides an overview of research on algebraic thinking. The goal of this study was to compile a list of full-text papers that presented empirical research on algebraic thinking. The &quot;algebraic thinking&quot; search phrase was used to search the ERIC and Scopus databases. A total of 36 studies were included in the review. The educational levels, participants, nations, research methodologies, study objectives, data collecting tools, and analytic approaches have all been considered in studies on algebraic thinking. The number of studies published has risen over time. 2019 was the year with the most studies. The majority of the research was carried out in the United States of America. The majority of the participants in the study were elementary and secondary school pupils. Teachers' knowledge, elements impacting algebraic thinking, relations, and comprehension, as well as measuring categories, were determined when the study was grouped according to the study's topic. The algebraic thinking exam was the most popular data gathering instrument. The qualitative technique was used in the study of algebraic thinking. The most common method was found to be qualitative analysis. While inferential statistics are preferred in quantitative techniques, latent class analysis, cluster analysis, and test development analysis are used depending on the study design. According to the results, it was stated that in-service or pre-service teacher training is needed for the development of algebraic thinking and non-routine activities such as games should be used in the classroom. In addition, it has been determined that teaching strategies such as geometry representation, multiple representation strategies, mental computational activity also improve algebraic thinking.
Current and Future Trends in the World of Universities
Author: Hugonnier, Bernard
Date: 2016-03-00
Type: Journal Articles
Subjects: Universities,Institutional Characteristics,Educational Change,Educational Trends,College Role,Futures (of Society),Trend Analysis,Educational Innovation,Educational Quality,Global Approach,Educational Finance,Expenditures,Technology Uses in Education

For the past twenty years, while the world in general has deeply changed, the world of universities has been subject to many forces that profoundly upset its traditions. Indeed, since Humboldt's time where universities were described as ivory towers, this sector knows serious upheavals and disruptions. It is therefore timely to reflect on the major current trends in the world of universities to discern what could be its future. The paper shows that the resolution of the challenges faced by universities, apart from funding, depends mainly upon universities themselves. This point is crucial. It is in their initiatives, managerial skills, innovations, and strong commitments that their future is written, but also that of their region and of their country. Presumably, the adjustments will be faster in Anglo-Saxon countries but also in Japan and Korea and much less in Europe and the rest of the world.
&quot;Away from the Textbook,&quot; Metacognitive Strategies in Mathematics: A Qualitative Study on Saudi Students&apos; Motivation to Learn Mathematics
Author: Alzahrani, Khalid S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Student Motivation,Mathematics Instruction,Metacognition,Student Interests,Student Needs,Self Esteem,Mathematics Skills,Thinking Skills,Males,Undergraduate Students

This study explores Saudi students' perceptions of their motivation to learn Mathematics using metacognitive strategies. Data were collected using a qualitative case study design among 13 Saudi secondary school students. The findings from the data collected through semi-structured interviews show that several motives encourage the participants to learn metacognitively. For instance, the findings demonstrate that the desire to experiment with a new concept helped to capture the interest of the learners and stimulate their curiosity to learn. Likewise, the desire to improve methods of thought which can meet the personal needs and goals of the learner may foster a positive attitude in learners and therefore contribute to their motivation. In addition, it is argued that students' confidence in their skills may help them feel they can successfully control their learning. Finally, it was shown that the desire of students to improve their thinking strategies in their lives reinforced their achievements with internal rewards and therefore helped them to be satisfied with their learning.
Higher Education Growth in India: Is Growth Appreciable and Comparable?
Author: Joshi, K. M.
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Development,Educational Quality,Enrollment Trends,Equal Education,Efficiency,Universities,Research,Productivity

The Indian higher education system is the largest in the world in terms of the number of institutions and second largest in enrollments. About 33.3 million students are currently enrolled in higher education institutions, but the Gross Enrollment Ratio (GER) is still very low at 23.6%. There are about 757 universities and 38,056 colleges in India. This mammoth network of higher education institutions include a large private sector that has emerged and experienced very rapid growth during last two decades. Despite this growth, Indian higher education is facing several challenges with regard to equity, efficiency and quality. It is still not inclusive, globally competitive, and innovative. The present paper examines the Indian higher education growth deception in this context and vindicate the imperative need for effective intervention policies.
The Invitation Circle: Creating Space for Decolonizing and Humanizing Inquiry
Author: Latta, Mark
Date: 2021-10-00
Type: Journal Articles
Subjects: Workshops,Cooperative Learning,Inquiry,Humanization,Indigenous Knowledge,Communities of Practice

This article discusses an invitation circle, a process of inviting workshop and classroom participants into collaborative and humanizing inquiry and provides guidelines for initiating an invitation circle. Drawing from indigenous and posthuman traditions, invitation circles model decolonizing inquiry, encourage participants to develop humanizing connections with one another, and foster imagination of futures unconstrained by the colonial imaginary.
Student Perceptions of Great Teaching: A Qualitative Analysis
Author: Bledsoe, Robert S.
Date: 2021-10-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Effectiveness,Teacher Characteristics,Teacher Student Relationship,Teacher Behavior,Student Evaluation of Teacher Performance,College Students,College Faculty

What behaviors do students consider as representative of exemplary teaching? Do those representations vary by context? This study evaluates 176 student nominations for a teaching award that asked nominators to articulate specific acts by individual instructors that exemplify &quot;great teaching.&quot; Through an iterative process, our content analysis identified 10 themes, which generally represent socioemotional connection, behaviors relevant to student learning, and instructor characteristics. We also identified two themes--the instructor as a model and as someone whose efforts exceed expectations--that do not appear frequently in existing literature. The quantitative analysis revealed that frequency of themes differed for instructors from traditional liberal arts and sciences disciplines and those from professional programs in the health sciences.
Facilitating Concept Map Analysis: Generating and Evaluating Representative General Chemistry Concept Maps with a Novel Use of Image J, Gephi, JPathfinder, and R
Author: Huie, Emily Z.
Date: 2022-00-00
Type: Journal Articles
Subjects: Concept Mapping,Chemistry,Mathematics Skills,Gender Differences,College Students,Cognitive Structures,Mathematics Tests,Placement Tests,Science Achievement,High Achievement,Low Achievement,Evaluation Methods,Multivariate Analysis

Concept maps are powerful tools used to reveal challenges in students' learning. However, their use introduces complexities when a large group of students' conceptualizations need to be examined. In this study, concept maps of 344 general chemistry students were analyzed after grouping them based on achievement in chemistry, math proficiency, and gender. The analysis was also expanded with the consideration of eccentricity values and the extended chemistry triplet. Although some similarities exist between the map of high-achieving students in chemistry and that of high-performing students in the Mathematics Placement Test (MPT), the calculated eccentricity values show interesting variations. On the other hand, the analysis of the map of the low-performing students in MPT and that of low-achieving students in chemistry revealed no clear patterns of symbolic, macroscopic, and submicroscopic terms. Practical suggestions were included to increase the use of representative maps in different assessment and teaching scenarios.
Measuring the Accessibility of Study in Japan Utilizing International Admissions Procedures of English-Taught Degree Programs
Author: Ota, Hiroshi
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,College Admission,Foreign Students,Universities,Undergraduate Students,Language of Instruction,English,Access to Education,Admission Criteria

The &quot;300,000 International Students Plan&quot; called for a significant increase in the number of international students in Japan, from 140,000 to 300,000. It was announced by the Japanese government in 2008 and the Global 30 Project, implemented as part of the Plan, has triggered the growth of English-taught degree (hereafter &quot;ETD&quot;) programs in Japanese universities. In this paper, the application guidelines and procedures of 20 universities which offer ETD programs for undergraduate students were collected and examined. Comparative analysis revealed that the admissions quotas for those ETD programs are, in general, limited to a small number of students and that their growth does not, therefore, necessarily lead to easier access for international students. The results of the analysis also indicated that the larger the international student admissions quota for an ETD program, the higher the accessibility of international admissions procedures provided by the respective university.
Values and Purposes of a PhD: Comparative Responses from South Africa and Mauritius
Author: Samuel, Michael Anthony
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Comparative Education,Doctoral Programs,Doctoral Students,Doctoral Degrees,Educational Benefits,Role of Education,Social Problems,Productivity,Social Justice

This paper compares the motivations of two developing countries, South Africa and Mauritius, in promoting doctoral education. Both are concerned about addressing their underproduction of PhDs, but is this focus a luxury in the face of prevalent societal issues, e.g., the HIV/AIDS pandemic, crime and unemployment in South Africa? Are PhDs resolving post-apartheid societal problems? Is their pursuit primarily about developing a competitive advantage? In Mauritius, alignment of the state agenda and the higher education system provides pragmatic interventions to establish itself as the knowledge hub of the Indian Ocean islands. However, the philosophically-driven PhD infuses potentially a critical disruption of &quot;comfortable collaborations&quot; with the state agenda. So what is the worth of a PhD, especially in the field of education? This paper suggests that the value of an educational PhD in developing world contexts has both enabling and constraining potential: to personal, institutional, social and nationalistic agendas. [This was the invited keynote address at the University of Hiroshima International Symposium (Hiroshima, Japan, February 12-13, 2015).]
The Use of Augmented Reality in Latin-American Engineering Education: A Scoping Review
Author: Bellido García, Roberto Santiago
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Simulation,Engineering Education,Technology Uses in Education,Foreign Countries,Higher Education,Teaching Methods,Barriers,Research Design,Educational Research

As part of a recent change, Augmented Reality (AR) has filled engineering classrooms, being employed for various pedagogical purposes around the world. However, little is known about the different features and uses of this technology in Latin America. This Scoping Review asks how are educational AR systems designed, used and evaluated in the region, comparing this to the international literature. To address this question, we charted 36 conference papers and scientific articles, taking care of the quality gaps and methodological diversity within our sample. Our results show that, even though most converge on conventional research, design and pedagogical practices, engineering educators working at institutes are taking the lead of design, pedagogical and research innovation. Furthermore, we show that Latin-American literature distinctively reveals how teachers adapt to the particular contexts of teaching, and the special importance of the usually overlooked conference papers literature.
Factors Associated with University Students&apos; Development and Success: Insights from Senior Undergraduates
Author: Han, Brenna
Date: 2022-02-00
Type: Journal Articles
Subjects: Student Development,Undergraduate Students,College Seniors,Foreign Countries,Sense of Community,Student Attitudes,Academic Achievement,Social Support Groups,Curriculum Design,Value Judgment

In order to effectively support students' learning and development at university, we need a better understanding of what helps undergraduate students thrive in the university environment. In this study, we surveyed 204 senior undergraduate students at a large research-intensive university in western Canada to explore factors related to thriving as a university student. We measured sense of belonging (including perceived faculty understanding, peer support, and classroom comfort), task value (students' perceptions of the value of their course content), and academic achievement (self-reported grade point average) for students' current year and their recollections of their first year at university. We also asked students to identify factors they considered integral to becoming a successful university learner. Both sense of belonging and perceived task value increased from first to senior year. Sense of belonging was consistently associated with academic achievement, whereas task value was associated with academic achievement in first year only. Two components of belonging (faculty understanding, classroom comfort) predicted academic achievement in first year; only one (classroom comfort) predicted academic achievement in the current year. Qualitative analysis of responses to open-ended questions identified themes in four categories as key contributors to students' development and success: personal development, social support, course design, and university resources and opportunities. Factors related to personal development (e.g., learning to prioritize health, improving time management skills, and developing self-regulated learning skills) were identified most frequently as key components in students' adaptation to university learning environments. Insights from this study can inform development of curricular and co-curricular strategies to better support undergraduate students' learning and development at university.
Faculty Perspectives on UDL: Exploring Bridges and Barriers for Broader Adoption in Higher Education
Author: Hills, Melissa
Date: 2022-02-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Access to Education,Affordances,Barriers,College Instruction,Foreign Countries,Inclusion,Accessibility (for Disabled)

Universal Design for Learning (UDL) strategies aim to reduce learning barriers in the classroom for all students and remove the need for students with disabilities to advocate on their own behalf. Leadership in Scholarship of Teaching and Learning has a role to play in advancing inclusive learning cultures in higher education. At the frontline of higher education delivery, faculty are best positioned to implement UDL practices. Initiatives to encourage broader implementation of UDL require an understanding of the barriers and opportunities in higher education. Published studies that investigate faculty understanding and implementation of UDL have been almost exclusively conducted in US institutions. Our study enriches the existing literature through a mixed methods approach with interviews and a faculty survey in a Canadian context. Themes revealed in our interviews were reinforced by survey findings. Many of the issues raised by faculty, including time and resource constraints, a lack of institutional support, and a lack of understanding are consistent with previous research done in the US, highlighting the systemic challenges for UDL implementation in higher education. To conclude, we explore the limits of a strictly bottom-up approach and contend, in line with recent studies, that top-down initiatives are also vital to encouraging broader implementation of UDL practices.
Falling through the Cracks: Graduate Students&apos; Experiences of Mentoring Absence
Author: Hall, Wendy
Date: 2022-02-00
Type: Journal Articles
Subjects: Graduate Students,Student Experience,Mentors,Student Attitudes,Interpersonal Relationship

Theory about how mentorship is supposed to work, its goals, and what &quot;makes it work&quot; is abundant. It is rarer to encounter empirical information about processes and implications when mentoring is a problem. Graduate students experience significant psychological, physical, financial, and relational challenges and likely have expectations about the ameliorating effects of mentorship. Limited qualitative literature has described graduate students' perceptions about problems with mentorship and students' outcomes. The descriptive qualitative study used secondary analysis to describe students' perceptions of problematic mentorship. Graduate student research assistants conducted 12 recorded focus group interviews and transcribed them. The authors used inductive content analysis to develop themes. Fifty-four participants were recruited, including masters' (n=19), PhD (n=34), and a graduate student not enrolled in a specific faculty (n=1). The students represented multiple disciplines. The major theme identified was &quot;falling through the cracks.&quot; The subthemes included missing mentorship, students' difficulties accessing mentorship, university structures undermining mentoring, and damage to mentees. Falling through the cracks highlights students' struggles with accessing mentorship, effects of missing mentorship, and students' solutions for modifying structural features that inhibit mentoring. Quantitative work could compare psychological outcomes associated with present and missing mentoring.