ethanporcaro/eric-fulltext-meta huggingface dataset:
Stimulating Intrapreneurial Intentions with Digital Business Training in the VET Sector: The Potential of Massive Open Online Courses
Author: Friedl, Christian
Date: 2021-12-00
Type: Journal Articles
Subjects: Online Courses,Vocational Education,Business Education,Employees,Employee Attitudes,Entrepreneurship,Administrative Organization,Electronic Learning,Technology Uses in Education

It has become imperative to stimulate and support employees to behave entrepreneurially within organizations (intrapreneurship). However, little is known about how digital, massive, and scalable business education and training formats such as massive open online course (MOOCs) can contribute to vocational and educational training (VET) in general, and to nurture intrapreneurial behavior and corresponding intentions in specific. Therefore, the purpose of this paper is to explore the potential effect of a MOOC on intrapreneurial intentions of learners. Data were acquired from 412 employees taking a MOOC on intrapreneurship for constructs embedded in the theory of planned behavior, tailored to the context of intrapreneurship. The proposed method employs Wilcoxon signed-rank tests to compare the levels of constructs before and after the course and longitudinal structural equation modeling for gauging the initial level of intention and prior experience. The research reveals a positive effect on the perceived behavioral control, intentions, and attitude toward the behavior of learners by the MOOC and changing perceptions regarding subjective norms among peers. Besides indicating the potential for digital business training on an extensive scale, the study demonstrates the applicability of MOOCs as integrative self-selection funnel for a reliable identification of high-potential intrapreneurs. The findings are relevant for VET providers, organizations and business educators, especially in times of the COVID-19 pandemic, to understand better the multifaceted capacity of digital transformation, illustrated with training to stimulate intrapreneurship.
Project-Based Pedagogy: The Client&apos;s Perspective
Author: Aho, Wayne
Date: 2021-12-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Experiential Learning,Business Administration Education,Undergraduate Students,Perspective Taking,Capstone Experiences,Service Learning,School Business Relationship,Business

Project-based experiential business education seeks to provide students with lessons that are meaningful, practical, and enduring. While previous research has sought to understand how students and faculty members react to such educational experiences, it is also important to understand the perceptions of the business clients who engage with programs employing project-based education. The aim of this study was to better understand the experiences of business clients with whom students engaged as part of an undergraduate business capstone course. Two hundred fifty-three previous clients were surveyed with a 22.4% response rate. Responses were subjected to content analysis to cluster replies into representative themes, which were subsequently checked by comparison with responses from a focus group comprised of five of the original respondents. Sentiment analysis was then utilized to compare the prevalence of positive and negative statements associated with the themes. Responses related to working with the students and student learning were substantially positive (89% and 73% of statements, respectively). Student contributions were positively noted by many clients, with 86% reporting that changes were made based upon student recommendations. Seventy-seven percent reported that student engagement resulted in value creation for the client's organization. Notably, 71% of the clients reported long-term, positive impact from the engagement with the students. These responses indicate that the business clients perceive engagement with students in project-based experiential learning to have substantial value. When coupled with previous research, these results suggest a mutually beneficial experience for the clients, students, and faculty for project-based, experiential learning.
Promoting Employer Desired Competencies through a Multiphased &quot;Workgroup&quot; Project
Author: Smith, Ashly Bender
Date: 2021-12-00
Type: Journal Articles
Subjects: Employment Potential,Cooperative Learning,Competence,Career Readiness,Interpersonal Communication,Teamwork,Information Literacy,Soft Skills,21st Century Skills,Student Attitudes

Employers and business leaders have long been advocating for the importance of career readiness skills like critical thinking/problem solving, information literacy, teamwork/collaboration, professionalism/work ethic, and oral/written communication (NACE, 2019; Partnership, 2008). While faculty and students see value in projects that develop these skills, such projects can be some of the most challenging to incorporate effectively into business courses (Chapman et al., 2010; Detmering &amp; Johnson, 2012; Lee et al., 2016; Marks &amp; O'Connor, 2013). This article reports on a multi-phase group project that aims to strengthen a selection of these employer-desired skills while ameliorating student concerns about the research process and group work by combing a collaborative process with individually graded major products. The project design provides students with opportunities to strengthen their interpersonal communication, teamwork, and information literacy skills. Through anonymous surveys, students (n=33) indicated a positive response to the project design and that they perceived improvement in their information literacy skills. They indicated less improvement in their interpersonal communication and teamwork skills, prompting some recommended adjustments to the workgroup project for more effective implementation in a business course.
Initial Design and Testing of Multiplayer Cooperative Game to Support Physical Activity in Schools
Author: Oyelere, Solomon Sunday
Date: 2022-00-00
Type: Journal Articles
Subjects: Curriculum Development,Cooperative Learning,Game Based Learning,Physical Activity Level,Foreign Countries,Preadolescents

Recent studies have shown that children are not adequately physically active and there is a need to increase children's physical activity. This study describes new opportunities and solutions for using existing games and gamification to increase physical activity among children in Sweden. We adopted the principles of Tic-Tac-Training to redesign, build, and test a classical multiplayer cooperative game, Battleship, to create a PA game that children experience as fun and engaging. The low fidelity prototype of the game was developed using an iterative game development life cycle and tested with 13 young male children aged 8-11 in a real-world informal setting. A mixed-method research approach was used to understand the users' experiences and the impact of the Battleship-PA game on behavior change regarding physical activity. Research data were collected through audio recordings of interactions, direct observation, and a user experience questionnaire. The results of this study indicate both positive and negative feedback that can be used to improve the game and user experiences. The results from the unfiltered recordings revealed that both teams were competitive, cooperated within their team, and became excited whenever they destroyed opponent's ships or were close to winning. However, the children felt bored and exhausted when many gamification tasks were repeated several times in a game session. Direct observation indicated that the children enjoyed the physical activities resulting from playing the game. However, participants who had not previously played the classical version of Battleship were confused about the objectives and concept of the game. The analysis of the user experience questionnaire indicated that most children found the game easy to play, motivating, engaging, interactive, fun, cooperative, competitive, and visually appealing. Furthermore, most children agreed that the game helped them to be physically active and strongly agreed that they enjoyed performing the physical activities in the game. Future work is needed to improve the game user interface, gamification elements, and prepare additional physical activity tasks for a rewarding experience.
The Role of General and Study-Related Intraindividual Factors on Academic Learning Outcomes under COVID-19: A Cross-Sectional and Longitudinal Analysis
Author: Casali, Nicole
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Achievement,Outcomes of Education,COVID-19,Pandemics,Student Behavior,Psychological Patterns,Student Motivation,Self Management,Soft Skills,Anxiety,College Students,Higher Education,Foreign Countries,Cognitive Development,Electronic Learning,Student Attitudes,Learning Strategies,Questionnaires,Self Efficacy

Little is known about the intraindividual dispositional factors related to cognitive, behavioral, and emotional academic learning outcomes under COVID-19. This study investigated (i) the associations of intraindividual factors, some related to studying (motivation to learn, self-regulated learning, and study resilience), others more general (soft skills, intolerance of uncertainty) with three situational academic learning outcomes (general distress, online self-regulated learning, study-related emotions), and (ii) the effect of time, intraindividual factors, online self-regulated learning, and study-related emotions on distress and achievement over the following three exam sessions. A total of 331 university students took part in the study during the first Italian nationwide lockdown (T1; March-May 2020). Of those, 121 also completed at least one follow-up (T2: August 2020; T3: September 2020; T4: February 2021). At T1, study-related dispositions and soft skills were positively associated with online self-regulated learning and study-related emotions, while study-related dispositions were also negatively associated with general distress. Intolerance of uncertainty was associated positively with general distress and negatively with study-related emotions. Longitudinal effects of T2 and T3 for intolerance of uncertainty and study-related emotions were observed for distress, while those for T4 were study-related dispositions for achievement. Nurturing intraindividual factors can help students cope with a prolonged stressful situation such as a pandemic.
Inclusion of Ultra-Orthodox Students in Higher Education: A Case Study about Women Seminary in the Engineering College of Jerusalem
Author: Naor, Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,Judaism,Foreign Countries,Womens Education,Educational Environment,Biblical Literature,Religious Education,Academic Achievement,STEM Education,Gender Differences,Sex Role,College Preparation,English (Second Language),Second Language Learning,Mathematics Education,Student Motivation,Comparative Analysis,Information Sources,Family Work Relationship,Financial Needs,Scholarships,Career Development,Employment

This study examines how far the establishment of an ultra-orthodox (Haredi) women-only curriculum and learning environment crafted for their needs, such as supplementary Biblical studies, fosters students' enrollment and achievement in STEM. The methodology utilizes interviews with administrators accompanied by a Google questionnaire surveying students in order to compare the secular Azrieli College of Engineering with its new ultra-orthodox branch, Tmura Seminary, which aims to promote the acquisition by ultra-orthodox Jewish women of an engineering diploma so that they can find employment in the job market. This objective is significant because the ultra-orthodox community in Israel represents a unique family setting in which the men devote most of their workday to Judaic studies while the women are the breadwinners. The findings of the current study show that addressing the higher education gender gap by purposeful efforts to include ultra-orthodox women is indeed feasible. Still, it remains a challenging endeavor because besides being first-generation students subject to religious constraints, Haredi students are insufficiently prepared in mathematics and English before arriving at the campus, which requires that they participate in an intensive pre-academic preparatory program. The analysis of results showed differences between ultra-orthodox and secular students in their motivation for study, sources of information about suitable education institutions, balancing work and family life priorities, financial need for scholarships, and career path, which is directed toward finding a job in the high-tech industry rather than continuing after graduation to pursue a Master-level degree.
A Comparative Analysis of Preschool Children&apos;s Views on Activities Conducted with Educational Cartoons and Traditional Methods
Author: Kocak, Omer
Date: 2021-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Preschool Children,Cartoons,Teaching Methods,Learning Activities,Spatial Ability,Concept Formation,Retention (Psychology),Instructional Effectiveness,Foreign Countries,Games

This study aims to analyze the views of children whose spatial concept development is supported by activities conducted with educational cartoons compared to traditional methods. In this context, preschool children's views on the activities, their memory retention of them, and the levels of awareness caused by the activities were investigated. This study was conducted over a period of 4 weeks with four groups of preschool children. Activities were conducted using educational cartoons with two groups (experimental groups) and using traditional methods with the other two groups (control groups). This study used a quasiexperimental design, but a semistructured interview was used for data collection. The findings demonstrated that, while the majority of children in the experimental groups remembered all the activities, the majority of children in the control groups could not remember the activities. Whereas the majority of children in the experimental groups reported that the cartoons had taught them spatial concepts and games, the children in the control groups reported that the activities had taught them games.
Digital Divide Issues Affecting Undergraduates at a Hispanic-Serving Institution during the Pandemic: A Mixed-Methods Approach
Author: Bell, Trevor
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Minority Serving Institutions,Hispanic American Students,COVID-19,Pandemics,Access to Computers,Internet,Handheld Devices

Before COVID-19, digital divide research among college students was scarce, reinforcing the idea that technology access was nearly universal, with few demographic differences. Pandemic-era research found some technical challenges, but most studies were conducted nationally or at research-intensive (R1) universities, indicating a paucity in research among underrepresented populations, notably at Hispanic-Serving Institutions (HSI). This mixed-methods study aimed to assess digital inequities and pandemic-related technological challenges at an HSI, with high percentages of low-income and first-generation students. This study also sought to determine if findings were consistent with national and R1 research. We surveyed a representative sample of 2188 undergraduates and conducted semi-structured interviews with 26 students. Results showed many students had inadequate technology. Just 79% had the optimal combination of smartphone plus laptop or desktop, with first-generation, low-income, Black, and older students significantly less likely to have this combination and often having to share devices within their households. Internet quality significantly affected all coursework-related challenges, as almost half of students with unstable internet reported trouble completing assignments compared to 20% with stable internet. Finally, results suggest the digital divide may be more prevalent at HSIs than at previously studied institutions, while also offering insight into how these challenges affect similar universities.
Early Critical Thinking in a Mandarin-Speaking Child: An Exploratory Case Study
Author: Shao, Xuemei
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Preschool Children,Mandarin Chinese,Family Environment,Foreign Countries,Speech Communication,Interpersonal Communication,Parent Child Relationship

Critical thinking in children is a growing concern for early childhood educators; however, few studies have examined children's critical thinking in an out-of-class context. This case study aimed toward filling this research gap by examining the critical thinking of a Mandarin-speaking child aged 5 years and 8 months in an out-of-class context. The child's natural utterances produced in free conversation and story-readings have been audio- and video-taped twice a week over two months. The recordings have been transcribed and analyzed according to the Delphi Report and 'level of questions' to examine the child's critical thinking level. Findings revealed that the child demonstrated critical thinking, and two indicators, 'spontaneous statements' and 'continuous questions', reflected children's critical thinking level. It also found that these categories were reasonable and practical to identify young children's critical thinking levels.
Cookie-Jar Alarms: An Analysis of First-Grade Students&apos; Gendered Conceptions of Engineers Following a Programming Design Task
Author: Mitchell, April
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Activities,Grade 1,Elementary School Students,Gender Differences,Engineering Education,Student Attitudes,Disproportionate Representation

Women remain underrepresented in engineering and broadening participation has recently become the focus of education reform efforts. Increased emphasis on K-12 engineering education calls for the design of learning environments and curricula that increase interest and conceptual understanding of engineering work, beginning in the early years of childhood. We seek to understand what works, for whom, in what contexts, how it works, and how engineering curricula can be improved to promote social justice. Here, we evaluate the impact of a curricular intervention designed to promote equity in elementary engineering education. The integrated STEM curriculum unit engages first-grade students in programming a cookie-jar alarm. Using a KIBO robot, students program a distance sensor to trigger the alarm and customize the sounds and flashing lights. Students' pre-/post-drawings of 'engineers at work' were used to elicit reflection in semi-structured interviews, and to assess changes in students' conceptions of engineering work following the curricular intervention. A mixed analysis of the data revealed students' conceptual understanding of engineering work improved following the two-week curricular intervention, regardless of gender. However, the girls in the study were more likely than boys to identify as an engineer following the programming design task. We discuss the students' self-reported explanations and elements of the intervention that may have facilitated conceptual change. We recommend that, to promote equity in engineering education, &quot;gender-responsive&quot; curricula are essential.
Building Education for Sustainable Futures in Early Childhood: Transformative Learning Captured within an Intercultural Training Program for Government Stakeholders from Rural China
Author: Li, Minyi
Date: 2021-00-00
Type: Journal Articles
Subjects: Sustainable Development,International Cooperation,Early Childhood Education,Rural Areas,Foreign Countries,Stakeholders,Study Abroad,Transformative Learning,Cross Cultural Training,Cultural Differences

The purpose of this study was to address the impact of international collaboration on education for sustainable development in the context of early childhood education in rural China. Government stakeholders in three Chinese provinces participated in a 14-day program in Bergen, Norway, focusing on early childhood education for sustainability (ECEfS). The overarching questions were how the participants experienced the transformative learning in a study-abroad program, how they perceived their experiences affected their &quot;glocal&quot; awareness of ECEfS, and how they reflected upon their experiences to form new glocal perspectives of ECEfS. The theoretical framework of the study was inspired by Mezirow's perspectives on transformative learning. In this study, 11 participants wrote narratives and reports about their experiences in Norway and were later interviewed about their understanding of ECEfS and the steps they were taking after the training period. We identified three E's: experiencing cultural shocks and &quot;outsider&quot; status, engaging critical reflections upon ECEfS, and envisioning commitment to future action, with five key components of transformative learning--a disorienting scenario, emotional response, critical reflection, perspective change, and commitment to future action within the ECEfS. Implications for intercultural experiences as catalysts to trigger transformative learning, and for building a dialogic relationship and hybrid organizations as agents of positive social change, and recommendations are included in the final section of this paper.
Preservice Educators&apos; Interpretations and Pedagogical Benefits of a STEM Integration through Agriculture, Food and Natural Resources Rubric
Author: Wan, Hui-Hui
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,STEM Education,Curriculum Development,Educational Change,Barriers,Integrated Curriculum,Preservice Teachers,Preservice Teacher Education,Knowledge Level,Teaching Experience,Scoring Rubrics,Student Attitudes

In the K-12 settings, teachers are encouraged to teach STEM subjects using a more integrated approach, and not be treated as stand-alone disciplines. STEM integration represents a way to think about curriculum change. It is a concept of how to restructure what is taught and what students learn. The nature of STEM disciplines no doubt creates certain challenges for STEM teachers. Despite researchers having made extensive progress in understanding of STEM integrative approaches, there are considerable barriers that relate to revolution of curriculum, assessment, and teaching practices in the K-12 STEM education system. For example, tools for assessing integrated STEM instruction have been developed, yet there has been limited implementation or adoption of teacher assessment for integrated STEM instruction. The purpose of this action research study was to understand how the preservice educators interpreted the language in the integrated STEM through AFNR rubric that was developed in 2018 (Wang &amp; Knobloch, 2018). Four themes emerged when examining how preservice educators interpreted and applied the rubric for integrated STEM education: (1) Prejudgments based on prior knowledge and experiences, or course expectations informed interpretation of levels of STEM integration; (2) limited to no teaching experience resulted in novice interpretation of the integrated STEM lessons; (3) level one (Exploring) was a clean cut, but gray areas existed in interpreting levels two (Developing) and three (Advancing); and (4) the rubric was a tool that helped preservice educators reflect on the purpose of teaching certain content/concepts. Preservice educators also gave recommendations to improve the rubric. Additionally, they recommended more scaffolding, examples, expert modeling, group discussion, and experiences when learning to use the rubric.