ethanporcaro/eric-fulltext-meta huggingface dataset:
Korean Teachers&apos; Perceptions of Embedding Pop Culture into Classrooms
Author: Jung, Young A.
Date: 2022-03-00
Type: Journal Articles
Subjects: Teaching Methods,Popular Culture,Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Cultural Awareness,Self Esteem,Instructional Design,Student Centered Learning,Faculty Development,Summer Programs,Student Projects,Korean,Technology Integration,Teacher Workshops,Camps,Heritage Education,Microteaching,Korean Americans,Middle School Teachers,Elementary School Teachers,High School Teachers,Community Colleges,Higher Education

This study examines the perceptions of Korean language teachers on the classroom practice of embedding contemporary Korean pop culture into classrooms for effective world language instruction. While integrating culture in language classrooms has been practiced for decades, Korean teachers in this study expressed a lack of confidence in designing activities with a wide array of samples of Korean culture in their instruction. In this article, we explore how 14 pre-and in-service Korean teachers who attended a 2019 professional development summer program engaged in a learner-centered classroom that utilized various forms of Korean culture, such as K-pop, as an instructional tool. Data were gathered during this teacher training program using online surveys, small group interviews, daily reflections, online discussion, and final projects based on a mixed-methods research design. The results of the study highlight the importance of thoughtful use of Korean culture and the appropriate use of technology to support and enhance culture-integrated language instruction. Finally, implications for future research and practice with world language teachers and teacher educators are discussed.
Language Teacher Preparation in a Pandemic: An International Comparison of Responses to COVID-19
Author: Kissau, Scott
Date: 2022-03-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Education Programs,COVID-19,Pandemics,Preservice Teacher Education,World Problems,Cultural Differences,Context Effect,Online Courses,School Closing,Teacher Shortage,Foreign Countries,Educational Technology,Barriers

The unprecedented challenges posed by the global COVID-19 pandemic risked seriously disrupting the continuous supply and preparation of new teachers that are desperately needed to fill world language teacher vacancies. To better understand how world language teacher preparation programs around the globe supported aspiring teachers in the successful completion of their teacher training, the researchers conducted a case study that investigated how world language teacher preparation programs on three different continents responded to the global pandemic. Results suggested that the programs were not equally prepared to navigate the pandemic and had similar, yet different responses to it. Contextual factors, such as national wealth, the prevalence of online instruction pre-pandemic, and the shortage of world language teachers influenced both program preparedness and the accommodations offered to teacher candidates. The results of the study should be considered when developing contingency plans to address future disruptions to program delivery and speak to the need for additional research investigating the impact of COVID-19 on teacher candidate performance and the performance of their future K-12 students.
Analysis of Differences in the Levels of TPACK: Unpacking Performance Indicators in the TPACK Levels Rubric
Author: Lyublinskaya, Irina
Date: 2022-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Measures (Individuals),Scoring Rubrics,Test Construction,Construct Validity,Factor Analysis,Mathematics,Lesson Plans,Teacher Education,Cognitive Processes,Difficulty Level,Inquiry,Active Learning,Evaluation Methods

Since the development of the technological pedagogical content knowledge (TPACK) framework, researchers have been developing a variety of instruments to measure the TPACK of pre-service and in-service teachers. The task of developing an efficient, reliable, and valid instrument is difficult. Even validated instruments require guidance for consistent use that preserves the instrument fidelity. The purpose of this study is to provide guidance for using the TPACK Levels Rubric, a validated instrument that was developed on the basis of the model for the progressive levels of TPACK. The authors systematically examined the criteria of the rubric in order to understand the differences in the levels of TPACK for each rubric component, and developed lesson exemplars to create guidelines for educators using this tool in assessing the TPACK levels of teachers. The iterative instrument analysis also led to the revision of the original rubric to establish the horizontal and vertical alignments and the consistency of the rubric, for each level across four components, and for each component across five levels. The construct validity of the revised rubric was confirmed on the basis of a exploratory factor analysis of 175 mathematics lesson plans and videos of taught lessons developed by graduate special education pre-service and in-service elementary school teachers.
A Survey of Smart Classroom Literature
Author: Kaur, Avneet
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Literature Reviews,Classroom Environment,Electronic Learning,Computer Mediated Communication,Visual Aids,Technology Uses in Education,Synchronous Communication,Student Participation,Learner Engagement

Recently, there has been a substantial amount of research on smart classrooms, encompassing a number of areas, including Information and Communication Technology, Machine Learning, Sensor Networks, Cloud Computing, and Hardware. Smart classroom research has been quickly implemented to enhance education systems, resulting in higher engagement and empowerment of students, educators, and administrators. Despite decades of using emerging technology to improve teaching practices, critics often point out that methods miss adequate theoretical and technical foundations. As a result, there have been a number of conflicting reviews on different perspectives of smart classrooms. For a realistic smart classroom approach, a piecemeal implementation is insufficient. This survey contributes to the current literature by presenting a comprehensive analysis of various disciplines using a standard terminology and taxonomy. This multi-field study reveals new research possibilities and problems that must be tackled in order to integrate interdisciplinary works in a synergic manner. Our analysis shows that smart classroom is a rapidly developing research area that complements a number of emerging technologies. Moreover, this paper also describes the co-occurrence network of technological keywords using VOSviewer for an in-depth analysis.
The Impact of Language and Location on the Curriculum Preferences of Online Entrepreneurship Students: An Application of Google Analytics
Author: Starbird, S. Andrew
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Asynchronous Communication,Online Courses,Entrepreneurship,Curriculum Design,Preferences,English,Spanish,Language Usage,Learner Engagement,Student Interests,Computer Software,Geographic Location

The needs and interests of online learners can be difficult to assess. Large, self-paced, open courses attract learners from different locations, ethnicities, and educational backgrounds. It is critical that instructors and institutions understand the needs and interests of their learners so that curriculum and pedagogy can evolve. In this paper we consider the curriculum preferences of online learners who are accessing asynchronous, self-selected, and self-paced training content related to entrepreneurship. The content is free and is offered in both English and Spanish. We utilize data from Google Analytics, a free application that records critical data about the demographics and behavior of online users, to test hypotheses about the influence of language and location on the preferences and engagement of learners. We find statistically significant differences in the interests and engagement of learners to Spanish content as opposed to our English content. Similarly, we find that location has a statistically significant impact on the curriculum interests and engagement of learners. Using this information, we can design curriculum that is more closely aligned with the interests of our learners and allocate resources to improve pedagogy.
The Development of Research Skills in Nursing Postgraduate Training
Author: Ferreira, Rogério
Date: 2022-00-00
Type: Journal Articles
Subjects: Research Skills,Nursing Education,Graduate Study,Foreign Countries,Nursing,Skill Development,Evidence Based Practice,Theory Practice Relationship,Student Attitudes,Self Evaluation (Individuals),Discussion Groups,Content Analysis

The objective of this study was to understand the contribution of postgraduate training to the development of research skills, aiming at their application in clinical practice. Method: This was a qualitative, exploratory, and descriptive study conducted with eight nurses in the Local Health Unit of Baixo Alentejo, in Portugal, who had postgraduate training. The researchers conducted a group interview, or discussion group, using a semi-structured interview, which was assessed by two reviewers. The data were submitted to content analysis, and the results underwent a validation process with the participants and two reviewers. This study was approved by the institution's ethics committee. Result: In terms of the research skills developed in nursing postgraduate education, the following indicators emerged from the participants' discourse--understanding the research process, searching databases, developing literature reviews, assessing the quality of articles, developing research projects, communicating about science, and translating knowledge into clinical practice. Conclusion: The participants developed research skills in their nursing postgraduate training and reported developing these skills in their clinical practice.
Examining Students&apos; Perceptions towards Video-Based and Video-Assisted Active Learning Scenarios in Journalism and Communication Courses
Author: Galatsopoulou, Fani
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Video Technology,Active Learning,Vignettes,Journalism Education,Communication (Thought Transfer),Flipped Classroom,Blended Learning,Independent Study,Student Satisfaction,Self Efficacy,Teaching Methods,Foreign Countries,College Students

Audiovisual content is highly employed in modern education curricula. This study aimed to identify students' perceptions regarding the use of video in the courses they attend. Quantitative research was conducted among students of journalism and communication studies. Four courses were used for this study that employ video-based and video-assisted teaching strategies for active learning. Students used videos in different educational settings for flipped learning, blended learning, and autonomous self-paced learning. Their perceptions were examined through an extended form of the Technology Acceptance Model, encompassing more parameters (such as self-efficacy, perceived enjoyment, satisfaction, attitude, and intention of use) to identify causal relationships. In addition, the roles of technical parameters, such as internet connection, audio quality, and video quality, along with the duration of a video, were explored. The findings reveal students' positive attitudes towards videos, and all factors were significantly related to the intention of use. In addition, the technical aspects of the video did not constitute a problem in the educational process, most likely due to contemporary quality in internet connections and audiovisual productions along with playback equipment. The duration of the videos was also not presented as an issue as there are flexible ways to embed videos in the learning process. Overall, videos can be used in multiple active learning scenarios to enhance students' motivation and engagement and provide a joyful, collaborative, and hospitable learning environment. Students are familiar with digital tools and technologies and seem to enjoy audiovisual material in the learning process.
Flipped Classrooms and Their Effect on Omani Students&apos; Vocabulary Achievement and Motivation towards Learning English
Author: Al Qasmi, Amal Mohammed Bati
Date: 2022-05-00
Type: Journal Articles
Subjects: Foreign Countries,Flipped Classroom,Grade 10,Vocabulary Development,English (Second Language),Second Language Instruction,Barriers,Secondary School Students,Instructional Effectiveness,Student Motivation,Student Attitudes

This quasi-experimental study aimed to investigate the effect of the flipped classroom strategy (FCS) on Omani grade ten students' vocabulary achievement and on their motivation towards learning English. This study also sought to explore the challenges that students face while learning via FCS. A total of 48 students participated in the study. There were 24 as an experimental group (taught via the FCS) and 24 as a control group (taught the same vocabulary using conventional teaching strategies). During the intervention, students in the experimental group practiced the core vocabulary using different materials (video clips, PDF files and group discussions via a WhatsApp group before carrying out face-to-face activities in the classroom). During the classroom time, the students engaged in activities with the practice materials individually, in pairs and in groups. The study used an achievement pre- and post-test. The study also used a motivation questionnaire (pre &amp; post) to determine the students' motivation for English language learning for both groups. The findings indicated that the experimental group outperformed the control group in the vocabulary test and that they had high motivation towards learning English. In addition, the study also pointed out some of the challenges of learning via FCS such as connectivity issues, and lack of group cooperation. Considering these findings, practice implications and recommendations for further research are presented.
Hyper Content e-Module in Information Behavior Course with the Assistant of Screencast
Author: Johan, Riche Cynthia
Date: 2022-05-00
Type: Journal Articles
Subjects: Video Technology,Educational Technology,Electronic Learning,Foreign Countries,Information Retrieval,Library Education,Information Science Education,Computer Software,Learning Modules,Higher Education,Technology Uses in Education

In the 21st century, continuous innovation and adaptation in every component of learning is required in education, both in the competency component, material content, strategy and media, as well as its evaluation. This study emphasized the development of an electronic or digital module in the information behavior course, it is one of the courses regarding the characteristics of the student activity level that accommodates information retrieval and strives to use appropriate information. The e-module design is developed utilize the 4D model by define, design, develop and disseminate. The participants of this research involved media experts, material experts and students of the Library and Information Science study program at two universities, which are are Universitas Pendidikan Indonesia and Universitas Negeri Malang, there are 20 people in total who used e-modules in limited dissemination on information behavior course. This research revealed the electronic module in the course, the emphasis of the module content design which is enriched with digital-based information sources or in another word called as hyper content that becomes a differentiator in presenting the module content, coupled with the power of audio and visual media or called as screencast. Through this research, lecturers able to prepare independent learning materials by utilizing digital technology.
Online English Language Learning among Tertiary Students
Author: Susanto, Alpino
Date: 2022-05-00
Type: Journal Articles
Subjects: Electronic Learning,English (Second Language),Second Language Learning,Student Attitudes,Foreign Countries,Technological Literacy,Access to Computers

The online learning in English language has been going along with the rapid development and diffusion of the information and communication technologies and shifted from being merely marginal trend to become popular, where the number of higher education institutions has dramatically increased to offer and led to extremely changes many aspect in learning societies. This study explores the technical abilities, technology accessibility and self-directed learning that contribute to student attitudes towards online English learning in predicting the continuance intention of the online learning. This study employed quantitative approach. There were 10 tertiary students interviewed as preliminary study, then 36 students were surveyed through questionnaire in a pilot test. The validated questionnaire were used in this study on the 102 students. Rasch measurement model was utilized to validate the 25 items of questionnaire, meanwhile the Smart PLS ver. 2.0 was used to assess the regression of exogen to endogen variables. The study concluded that self- directed learning contributed to the attitude towards online English language learning as mediator to continuance intention of online learning. The ability and positive attitude in using digital technology must be present to support English learning current and forthcoming. The next research can focus more on how students adapt to a variety of rapidly changing technologies to support their English skills.
State Defense Internalization in a University: Theory of Planned Behavior Approach
Author: Azizah, Nurul
Date: 2022-05-00
Type: Journal Articles
Subjects: Behavior Theories,State Universities,Theses,Writing (Composition),Graduates,Department Heads,Administrator Attitudes,Intention,Values,Self Efficacy,Values Education,Foreign Countries,Patriotism,Required Courses,National Security,Reliability,Behavior Standards

Universitas Pembangunan Nasional &quot;Veteran&quot; Jawa Timur (UPNVJT) is a university with state defense education's characters. In practice, those character did not cover the academic field as a whole. Through the theory of planned behavior (TPB), the research carried out the process of internalizing state defense values in thesis writing as a form of character graduates. The research was conducted using a quantitative approach involving stakeholders at UPNJT, namely LP3M and head of department. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) software. The results found that two TPB variables, namely attitudes and subjective norms in the organization, had an influence on the intention in implementing state defense values. The intention in implementing state defense values will influence perceived self-efficacy of state defense values. Meanwhile, the subjective norms of the perpetrators and the perception of behavioral control in accordance with the state defense values have no influence on the intention in implementing the state defense values.
Students&apos; Experiences and Learning Objectives: Implications for Future Online Learning
Author: Asih, Ria Arista
Date: 2022-05-00
Type: Journal Articles
Subjects: Educational Experience,Educational Objectives,English for Special Purposes,Second Language Learning,Second Language Instruction,Futures (of Society),Instructional Design,Faculty Development,Online Courses,COVID-19,Pandemics,Case Studies,Student Attitudes,Private Colleges,Undergraduate Students,Foreign Countries,Burnout,Language Teachers,Expectation

Positive online learning experiences during the COVID-19 pandemic remain debatable in the literature where students and instructors have been enforced to shift from conventional face-to-face meetings to virtual learning. This study aims to explore English for specific purposes (ESP) students' experiences during online learning, along with their concerns on learning attainment and personal adaptations. A qualitative case-study method was employed through interviews with students (n=19) from three private universities in Indonesia. The obtained data were analyzed through thematic analysis. Results showed that students of different departments approached ESP differently, but they similarly reported facing difficulties in reaching the learning objectives. They also experienced burnout from excessive online learning and found themselves hardly adapting to various instructors' strategies. These findings revealed the need to revisit online ESP delivery classes in higher education. Implications for the future design of online ESP learning courses and instructor professional development are discussed.
Students&apos; Preferences and Challenges in Learning English Fully Online with Google Classroom
Author: Wahyuni, Sri
Date: 2022-05-00
Type: Journal Articles
Subjects: Preferences,Barriers,English (Second Language),Electronic Learning,Distance Education,Educational Technology,COVID-19,Pandemics,High School Students,Foreign Countries,Student Attitudes

The Coronavirus 2019 outbreak caused the world to experience a pandemic and paralyze human activities, including the education sector. Consequently, the teaching-learning system changed from face-to-face to online. This study aimed to determine how high school students' preferences and challenges in Pekanbaru city employing the Google Classroom to learn English. This descriptive study involved 30 high school and vocational high school students as the sample who obtained through purposive sample technique. Google Form and interviews with Zoom were employed to gather the data. This study found that Google Classroom was quite effective in helping students replace the learning process during a pandemic with an online learning system.
Students&apos; Teacher-Dependency and Passiveness in Online Learning during COVID-19 Pandemic
Author: Ariebowo, Teguh
Date: 2022-05-00
Type: Journal Articles
Subjects: Online Courses,COVID-19,Pandemics,College Students,College Faculty,Student Behavior,Foreign Countries,Student Attitudes,Teacher Attitudes,Student Role,Teacher Role,Distance Education

Online learning during COVID-19 pandemic has made teacher and students even parents busy in adapting the change. Many issues rose regarding the implementation of online learning. One of the issues is the student's teacher dependency in learning. Along with this problem, students tend to be passive in online learning. This research was conducted in a higher education context. Quantitative survey research was conducted to 656 sophomore students and 10 teachers in a college of aerospace technology in Yogyakarta, Indonesia. Along with the questionnaire, an interview was held to gain the qualitative data to support the quantitative data. As the result, students tend to rely on their teachers and passive in learning.
The Effect of Kahoot! Learning Media on Learning Outcomes of German Language Students
Author: Litualy, Samuel Jusuf
Date: 2022-05-00
Type: Journal Articles
Subjects: Game Based Learning,Educational Technology,Outcomes of Education,German,Second Language Learning,College Students,Foreign Countries,Audience Response Systems

This study aimed to determine the effect of the Kahoot! educational game learning media on German language students' learning outcomes in the &quot;Sprechfertigkeit&quot; 2 course. The sample of this study consisted of 37 students. The test instruments were given during the pretest and posttest. The data were processed and analyzed by the SPSS program. The Cronbach Alpha validity test showed that the study had high validity (0.764). The instrument normality test shows the value of p&gt; alpha (0.05). The statistical test resulted that the value of t-test=631 (&gt;t-table=398). The study revealed a significant effect of the Kahoot! educational game learning media on learning outcomes of German students in &quot;Sprechfertigkeit&quot; 2.