ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Innovative Measures for Enhancing Quality in the ODL System in India
Author: Singh, Leena
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Innovation,Educational Quality,Quality Assurance,Benchmarking,Distance Education,Creativity,Open Universities,Foreign Countries,Standards

Quality aims at meeting customer satisfaction through its various attributes in a product, process or system. Quality has to meet the requirements of a competitive environment, offer good price for cost and meet customer satisfaction. In the Open and Distance Learning (ODL) system, quality means the special attributes of ODL, such as being learner-centric and product centric, the value for cost, and the ability to fulfill the expectations of the shareholders. The ODL system in India is almost thirty-five years old and has met the educational needs of millions of students in India and abroad. The system needs to further improve the quality of its products and services. There is growing demand for adopting innovative measures for improving the quality of ODL system in India. This paper examines the quality aspect of the ODL system from different perspectives with the objectives of identifying the gap areas and parameters of quality. Based on the findings, this paper proposes an implementation framework for improving quality in the ODL system in India. This proposed framework is expected to facilitate the policymakers in assuring quality in the system.
Online Learning Satisfaction in Higher Education amidst the COVID-19 Pandemic
Author: Simsek, Irfan
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Student Satisfaction,COVID-19,Pandemics,Foreign Countries,Asynchronous Communication,Synchronous Communication,Gender Differences,Undergraduate Students,Graduate Students

Regarding the COVID 19 pandemic, the process should be analyzed very well in order to realize effective online education practices possessing high level communication and interaction in higher education. In this respect in this study, initially it is aimed to determine the satisfaction levels of higher education students towards online education during the pandemic process that affects the whole world and then to reveal the changes of these levels according to the variables such as gender, discipline, education level and grade level. A quantitative cross-sectional design was used in the study. The sample of the study consists of 13447 university students studying online in different faculties of Istanbul University-Cerrahpasa in the fall semester of 2020-2021. According to the results, the students' satisfaction with online education was at a moderate level. In addition, it was observed that students preferred Zoom from the synchronous platforms the most and Canvas from the asynchronous platforms in the online education process. On the other hand, satisfaction levels of female students differ significantly from male students, Science and Engineering and Social Sciences students were more satisfied with the process than the Medicine and Health Sciences students. 6th grade students' satisfaction with the process was higher than other grade levels, and graduate students' satisfaction differed significantly from undergraduate and associate degree students. Finally, the significant differences for all variables were at a low effect level. In the research, various suggestions were made for educators and future studies in order to create more effective online learning environments.
Effects of Regional Plyometric Trainings on Agility Performance of Male Volleyball Players
Author: Alp, Mahmut
Date: 2021-00-00
Type: Journal Articles
Subjects: Team Sports,Athletes,Males,Training,Program Effectiveness,Psychomotor Skills,Foreign Countries,College Athletics,College Students

The study aims to investigate the regional plyometric trainings' effects on the agility performance of male volleyball players. Süleyman Demirel University Volleyball Team with 20 players attended to the study voluntarily. Players were randomly divided into volleyball training group (VTG) (n = 10) and plyometric training group (PTG) (n = 10). As the VTG continued with their routine volleyball training; regional plyometric trainings for the lower extremity were performed to the PTG for 6 weeks, 3 days a week, at least 30 minutes a day in addition to volleyball training. T and Pro-Agility Tests were applied to the groups at the beginning and end of the 6-week period. Descriptive Statistics, Paired T-Test, and Independent T-Test were used for comparison. &quot;p &lt; 0.05&quot; significance level was accepted for the results' evaluation. Results of comparison of the T and Pro-Agility pre and post tests' values of the groups, differences were statistically significant in PTG's values p &lt; 0.05), but no differences were found in VTG' values (p &gt; 0.05). Also, no differences were found as a result of the comparison of the pre and post T and Pro-Agility Test values between the groups (p &gt; 0.05). Considering that plyometric trainings provide maximum contraction in the shortest time possible and its effect on the characteristics like sudden changes of location and direction in the volleyball, applying plyometric trainings may be thought to be effective in volleyball training programs.
Comparison of Certain Physical and Performance Parameters of Young Football Players Based on Positions
Author: Atli, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Males,Adolescents,Athletes,Team Sports,Body Weight,Body Height,Body Composition,Age Differences,Performance,Psychomotor Skills,Foreign Countries,Muscular Strength,Individual Characteristics,Physical Characteristics

This study, which included 50 young amateur male footballers aged between 16 and 18, aims to compare certain physical and performance parameters of young football players based on positions. Based on their positions, the footballers were divided into two groups as &quot;central&quot; and &quot;wing&quot; positioned players. The body composition, anaerobic power, speed and flexibility values have been determined using field tests. The data were analyzed using SPSS 22 statistics program. Shapiro-Wilk test was used to determine the normality distribution of the data. The independent t-test was used because of the normal distribution of the data. Confidence interval for statistical processes was considered to be p &lt; 0.05. The average values and comparison results obtained from the physical parameters of the central and wing players have showed that there is a statistically significant difference between central and wing players in terms of height (cm), body weight (kg), fat mass (kg) and lean mass (kg) parameters (p &lt; 0.05), whereas there is no statistically significant difference in age (years) and fat rate (%) parameters (p &gt; 0.05). The average values and comparison results obtained from the physical parameters of the central and wing players have showed that there is a statistically significant difference between central and wing players in terms of vertical jump (cm), 30-m sprint (s) and anaerobic power (kgm/sec) parameters (p &lt; 0.05), whereas there is no statistically significant difference in 10-m sprint (s) and flexibility (cm) parameters (p &gt; 0.05). The results of this study showed that, in terms of physical parameters, the height, body weight, fat mass and lean mass values of the central players were statistically higher than the wing players. In terms of performance parameters, the vertical jump and 30-m sprint performance of the wing players were found to be statistically better than the central players, while the anaerobic power values of the central players were found to be statistically higher than the wing players.
Highlighting and Interpreting Current Empirical Facets of the Greek Educational Pathogeny: A Sociological Approach
Author: Goulas, Christos
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Sociology,Correlation,Educational Attainment,Employment,Annual Reports,Expenditures,Educational Trends,Outcomes of Education,Preservice Teacher Education,Brain Drain,State Universities,Competition,Global Approach,Labor Market,Criticism,Political Influences,Labor Needs,Foreign Countries,Money Management,Family Financial Resources,Higher Education,Teacher Qualifications,Teacher Salaries,Public School Teachers,Cross Cultural Studies

This paper aims at highlighting and interpreting current empirical facets of the Greek educational pathogeny through a sociological approach. Especially, the paper tries to investigate the relationship between education and employment in modern Greece based on the annual statistical report of KANEP/GSEE, choosing both selected facets and sociologically interpreted issues such as public and private expenditure, trends on specialties, outcomes of initial training teacher's profile etc. According to this data, the main political challenge is based on both the decrease of public expenditure and the maintenance of significantly high levels of household expenditure. Additionally, current trends, such as «brain drain» or migration of highly educated people, prove that Greek public universities' learning outcomes remain competitive and effective through the framework of a global labour market, notwithstanding the harsh critique blaming them for «statism» and mismatching with the labour needs.
Approach to the Formulation of the Variable Change Theorem
Author: Carballo, Armando Morales
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Instruction,Teaching Methods,Universities,Constructivism (Learning),Calculus,College Students,Foreign Countries

This research proposes a didactic strategy to enrich the assimilation processes of the change of variable theorem in solving the definite integral. The theoretical foundations that support it are based on the contributions of social constructivism, problem solving, and treatment of theorems. The practical validation of the strategy is carried out with students of the Higher Technical Level in Applied Mathematics at the Autonomous University of Guerrero.
Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools
Author: Siddiqui, Nadia
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Transfer,Teacher Persistence,Public School Teachers,Teacher Salaries,Teaching Experience,Job Satisfaction,Life Satisfaction,Work Environment,Rural Urban Differences,Gender Differences,Private Schools,Marital Status,Time Management,Predictor Variables,Foreign Countries,Elementary Secondary Education

Understanding the determinants of teacher mobility is important in order to implement effective policies for the recruitment, retention, and fair allocation of teachers. The teacher transfer policy implemented in Punjab, Pakistan, is intended to address corruption and a fair allocation of teachers in public schools. However, the policy has implications for teacher mobility. This paper presents survey findings on teacher mobility patterns in public schools in Punjab, Pakistan, examining the extent and determinants of mobility in comparison with teachers in private schools. In the survey, 1002 in-service teachers participated, and 46% reported changing school at least once during their teaching career. The findings show that teachers who changed schools in their early career, with an average of two years of teaching experience, gained higher salary benefits by changing schools compared to experienced teachers, with an average of 14 years of teaching experience, who never changed schools. In comparison with early career teachers, experienced teachers who never changed school had lower salaries but higher satisfaction with life in general and with the school as their workplace. The most common reasons for changing school were lack of teaching resources, difficulty in commuting to school, unmanageable student-teacher ratio, and no chance of promotion in their teaching career. Teacher mobility was slightly higher in public schools compared to private schools, despite implementation of a merit-based transfer policy. A binary logistic regression model was constructed with the outcome of teacher mobility (or not), with a base figure of 54%. By adding gender, marital status, school type, length of teaching experience, and teachers' satisfaction, the model increased correct predictions to 62%. Teacher salary and teaching workload did not explain any variation in the model. These findings have implications for teacher transfer policy in public schools and lessons for private schools to retain teachers by offering longer contracts and reliable pension schemes. Policymakers must consider facilitating teachers' satisfaction with their workplace, particularly by making public schools in rural areas attractive places for the retention of teachers in early career phases.
Laying the Groundwork to Investigate Diversity of Life Sciences Reading Lists in Higher Education and Its Link to Awarding Gaps
Author: Taylor, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Biological Sciences,Science Curriculum,College Curriculum,Inclusion,Minority Groups,Reading Lists,Undergraduate Study,Diversity,Authors,Geographic Regions,Disproportionate Representation,Racial Differences,Gender Differences,Effect Size,Periodicals

This study presents a case for decolonising the life sciences curriculum to improve representation of the Black, Asian, and Minority Ethnic (BAME) scholars--a step in eliminating the race &quot;awarding gap&quot;. Here, we investigated diversity among authors in terms of ethnicity and gender of reading lists at the School of Life Sciences, University of Sussex. We show that the reading lists are not diverse and do not represent the demography of the student body. For instance, a disproportionately high number of authors in the reading lists are white 83.40 ± 5.70% (n = 977 authors), male 75.90 ± 5.40% (n = 878 authors), and of European descent. Additionally, our analysis of the geographical locations of publications reveals that a significantly high number of our materials stem from the USA or the UK, whereas the second highest global output of scientific literature (after the USA) comes from China, which is only featured in 1.02% of the reading list. Moreover, we constructively provide potential solutions to decolonise the curriculum of the University of Sussex's School of Life Sciences by diversifying their reading lists. This study should help to establish a foundation, along with other work that is being conducted, to address the BAME awarding gap and to better showcase the work of women and ethnically underrepresented scientists in history and in modern day.
The Use of Generalizability Theory to Inform Sampling of Educator Language Used with Preschoolers with Autism Spectrum Disorder
Author: Ford, Andrea L. B.
Date: 2021-05-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Preschool Children,Measurement Techniques,Language Usage,Preschool Teachers,Interaction,Inclusion,Preschool Education,Error of Measurement,Reliability,Measurement,Students with Disabilities,Questioning Techniques,Language Acquisition

Purpose: A myriad features can impact the nature, frequency, and length of adult-child interactions important for language learning. Empirical investigations of language learning opportunities for young children with autism spectrum disorder (ASD) provide limited generalizable insight, with inferences more constrained to the sample than is often considered. The aim of this study was to explore a multidimensional understanding of reliability and define optimal measurement procedures for a measurement approach used to examine the language of preschool educators interacting with children with ASD. Method: We employed the logic of Generalizability Theory to differentiate sources of error for two measurement facets, &quot;occasion&quot; and &quot;observer.&quot; We video-recorded four 15-min occasions of educator-child interactions for 11 participants with ASD during free-play in their respective inclusive preschool classrooms. Two trained observers coded all videos for six educator language variables: open-ended questions/statements, choice questions, yes/no questions, imitation prompts, statements, and other talk. Results: The generalizability studies illustrated that, across all variables measured, observer accounted for little to no error. Occasion, however, accounted for much of the error for all language variables. To determine the number of occasions needed to achieve stable estimates of the variables, we manipulated occasion in the decision study. Five to more than 15 occasions were needed to achieve stability in educator language variables. Conclusion: To advance our understanding of the language learning environments of preschool classrooms that serve children with ASD, researchers must understand how aspects of the measurement design in those environments, such as occasion, impact the inferences they make.
Learning, Student Digital Capabilities and Academic Performance over the COVID-19 Pandemic
Author: Limniou, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Psychology,Veterinary Medicine,Student Characteristics,Technological Literacy,Information Literacy,Self Efficacy,Self Management,Independent Study,Study Habits,Critical Thinking,Student Motivation,Academic Achievement,Context Effect,Emergency Programs,Electronic Learning,Distance Education,COVID-19,Pandemics,Research Universities,Foreign Countries

During the time of COVID-19 lockdown over spring 2020, universities shifted teaching from on-campus blended learning to an emergency remote fully online approach. The aim of this study was to compare Psychology and Veterinary Science undergraduate students' academic performance with their responses on a self-reported questionnaire regarding their digital capabilities, individual's characteristics, and the role of environment on their independent learning process over the first COVID-19 lockdown period. Social-Cognitive Theory was adopted to conceptualise students' behaviour, individuals' characteristics, and learning environment with their academic performance to a learning framework. A total of 303 students from both disciplines (133 Psychology and 170 Veterinary Science undergraduate students) participated in this study by completing an online questionnaire after following the teaching shift from blended learning to full remote online approach at a UK University during the 2019-2020 academic year. Differences between students' responses were identified due to their discipline's curricular structure, students' study behaviours (i.e., being exposed to unrelated learning activities), and students' cognitive effort to think critically in the search, evaluation and managing of digital information. Students with high level of self-regulation and digital capabilities were able to keep focused and engaged during the lockdown. Although universities and teachers were &quot;forced&quot; to shift their teaching approach due to the unfortunate disruption of the COVID-19 pandemic, most students have coped with the changed teaching delivery mode relatively easy with minimum guidance. However, teachers should further consider how digital technologies could enhance students' learning flexibility promoting critical thinking.
Inferential Statistical Reasoning of Math Teachers: Experiences in Virtual Contexts Generated by the COVID-19 Pandemic
Author: Lugo-Armenta, Jesús Guadalupe
Date: 2021-00-00
Type: Journal Articles
Subjects: Statistics Education,Statistical Inference,Probability,Thinking Skills,Mathematics Teachers,Preservice Teachers,Teacher Workshops,Teacher Education,High School Teachers,Latin Americans,Virtual Classrooms,Electronic Learning,COVID-19,Pandemics,Foreign Countries

The COVID-19 pandemic generated a new scenario in education, where technological resources mediate teaching and learning processes. This paper presents the development of a virtual teacher training experience aimed at promoting inferential reasoning in practicing and prospective mathematics teachers using inference problems on the Chi-square statistic. The objective of this article is to assess the implemented or intended institutional meanings and the degree of availability and adequacy of the material and temporal resources necessary for the development of the training experience. For this purpose, we use theoretical and methodological notions introduced by the Ontosemiotic Approach to Mathematical Knowledge and Instruction (OSA), among which are the notions of practice and suitability criteria. The participants of this experience were divided into three groups; one of them was comprised of practicing teachers and the other two of prospective teachers. The intervention used different virtual modalities that enabled the development of the participants' inferential reasoning in a similar way.
The Pedagogical Shift during COVID-19 Pandemic: Emergency Remote Learning Practices in Nursing and Its Effectiveness
Author: Sharma, Muna
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Electronic Learning,Active Learning,Emergency Programs,Nursing Education,Nursing Students,Student Attitudes,Teacher Attitudes,Instructional Effectiveness,Formative Evaluation,Internet,Barriers,Universities,Foreign Countries

COVID-19 pandemic has adversely affected the education system worldwide; consequently, education has been shifted to remote learning mode. There is still confusion regarding the effectiveness of remote learning compared to in-person education. Therefore, this study aimed to assess the perceived effectiveness and factors affecting emergency remote learning practices by administering online questionnaires. The study selected 254 participants (200 nursing students and 54 faculty) randomly from the five constituent nursing campuses of Tribhuvan University. A structured online questionnaire was developed in a google doc and an electronic link was shared to each of the participants. A self-generated excel sheet was transferred to SPSS Version 20 for the analysis. The result indicates that 46.2% of students used smartphones and almost all faculty used laptops for classes during COVID 19 pandemic. Students and faculty spent 11.45 ±8.43 and 4.26 ±2.05 hours respectively per week in class and &gt;80% of respondents felt that the sessions were overloaded. PowerPoint slides, document sharing, chat, emails, and video conferences were the tools used for class. Most of them faced internet and electricity problems in between. Almost all respondents preferred live classes over recorded classes; 71% students and 59% of faculty were not interested in online classes. The remote learning method of teaching was less effective than face-to-face learning for 33.5% of students and 59.2% of faculty. To conclude, although there has been increased student-teacher communication, cooperation between students and active learning, the overall effectiveness of remote learning is decreased. Hence, there is a crucial need for a strategy to enhance effectiveness.