ethanporcaro/eric-fulltext-meta huggingface dataset:
Preference for Virtual and Physical Classrooms among Undergraduate Agriculture Students at the Federal University of Agriculture, Abeokuta, Nigeria
Author: Ashimolowo, Olubunmi Rufina
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Agricultural Education,Preferences,Educational Technology,In Person Learning,Distance Education,Online Courses,Barriers,Age Differences,Technological Literacy,Student Characteristics

This study examined the preference for virtual and physical classrooms among undergraduate agriculture students at the Federal University of Agriculture, Abeokuta (FUNAAB). A cross-sectional survey research design was adopted and 334 students from the three Colleges of Agricultural Sciences were randomly selected for this study. Data were collected using questionnaires and analyzed with descriptive and inferential statistics. Results revealed that 52.1% of the students were female, the mean age was 21.12 ± 2.23 years. Platforms utilized by the majority of the students included Google Classroom (97.6%) and Google Meet (86.2%). It was also found that 64.4% of the students preferred virtual classrooms while 35.6% preferred physical classrooms, and that 62.0% had a positive perception of virtual classrooms. The most severe constraints to virtual learning included reduced interaction with lecturer ([x-bar] = 1.63) and erratic power supply ([x-bar] = 1.63). Results from Chi-square analyses revealed that students' preference for the virtual classroom was significantly associated with their age (?2 = 8.874, p=0.05) and computer literacy level (X[superscript 2] = 20.006, p [less than or equal to] 0.01). It was concluded that more Agriculture students in FUNAAB preferred virtual classrooms than physical classrooms. Among the recommendations the authors noted that University Management should ensure the provision of a constant power supply by making alternative power sources available within the Campus.
Impact of the COVID-19 Pandemic on the Use of ICT Tools in Science and Technology Education
Author: Antón-Sancho, Álvaro
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Technology,Computer Uses in Education,Technological Literacy,College Faculty,Science Education,Health Sciences,Engineering Education,Incidence,Faculty Development,Training,Gender Differences,Intellectual Disciplines,Allied Health Occupations Education,Foreign Countries,Teacher Competencies,Teacher Attitudes,Student Motivation

This article analyzes the self-concept about digital competence in university professors of Sciences, Health Sciences and Engineering and the impact that the COVID-19 pandemic has had on the Information and Communication Technologies (ICT) use habits of professors in these areas. For this purpose, a survey designed by the authors was completed by 340 university professors in the aforementioned areas. Based on the answers obtained from this survey, a descriptive quantitative analysis of the assessments of the self-concept of digital competence and training of the participants, of the didactic use of ICT and the frequency of their use before and after the pandemic has been carried out. The results showed that the digital competence of the professors is intermediate, but their training is valued as low, especially in Sciences and Health Sciences. The assessment of ICT is very good. The pandemic has caused a generalized increase in the use of ICT, mainly in Health Sciences, which is the area in which university students were most reluctant to use them. In addition, a gender gap which did not exist before the pandemic has been generated favoring females in the use of ICT in Science and Engineering. An age-based digital gap that existed before the pandemic has also been corrected in Health Sciences.
A Multiple Case Study of Implementing Community Service-Learning in Large-Scale Higher Education Courses
Author: Scheffelaar, Aukelien
Date: 2023-00-00
Type: Journal Articles
Subjects: Program Implementation,Service Learning,Volunteers,Higher Education,Reflection,Cooperative Learning,Transformative Learning,Class Size,Large Group Instruction,College Students,Foreign Countries

Community service-learning (CSL) is implemented mainly in smallscale classes. To date, little is known about how large-scale CSL courses could best be designed. This study seeks to identify benefits and potential strategies for designing large-scale CSL courses. A qualitative multiple case study was performed of three large-scale university courses (&gt; 100 students) at Vrije Universiteit Amsterdam. Based on three core concepts of CSL, &quot;reflection,&quot; &quot;reciprocal learning,&quot; and &quot;transformational learning experiences&quot; were used as sensitizing topics in the thematic analysis. Implementing CSL in large-scale courses showed multiple benefits, such as the amount of work that could be completed and the potential to reduce students' individual workload. At the same time, realizing CSL in large-scale courses offered some challenges. This article presents nine hands-on strategies to implement CSL in large-scale courses.
Does Further-Mathematics Predict Students&apos; Performance Physics? A Correlational Diagnosis of Three Years Secondary Education
Author: Badmus, Olalekan Taofeek
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Education,Science Achievement,Prediction,Gender Differences,Exit Examinations,High School Students,Institutional Characteristics,Physics,Correlation,Academic Persistence,Test Results,Cognitive Ability,Rural Urban Differences,Urban Schools,Rural Schools,Equal Education,Educational Opportunities,Public Schools,Private Schools,Mathematics Achievement,Educational Policy,Foreign Countries,Policy Analysis

The awareness and application of the knowledge of Further Mathematics transcends the boundary of Physics as a discipline. The application of further mathematics in physics and vice versa is evident in the curriculum and literature. This study explores the attrition between physics and further-mathematics among senior secondary school students with a view to expose relationship in predictive terms. Ex post facto research of the co-relational type was employed to investigate respondents results in West African Senior School Certificate examination (WASSCE). Purposive sampling technique was employed in the selection of 103 participants. PPMC and MANOVA statistical tools were employed in the analysis of data. The study observed a significant relationship in the performance of students offering further mathematics and physics. A further probe along gender and school type were also done in this study. This study established equal cognitive capacity for both male and female learners in the subjects under examination. Furthermore, no significant difference in the performance of learners was observed in urban and rural schools as against the expected norm. We recommend equal opportunity for all gender, as well as, provide basis for truce in the debate on public and private schools with respect to performance.
Implementation of Web-Based Character Assessment on Students&apos; Character Outcomes: A Review on Perception and Gender
Author: Asrial, Asrial
Date: 2023-00-00
Type: Journal Articles
Subjects: Junior High School Students,Foreign Countries,Values Education,Web Browsers,Computer Assisted Testing,Perception,Sex,Evaluation,Gender Differences

This study aims to see the effect of student perceptions on web-based character assessment on the results of student character assessment. The population in this study was a junior high school in Batanghari Regency with a sample of 322 students using the purposive sampling technique. Quantitative methods are used in this study with descriptive and inferential analysis methods to obtain assumption tests (normality, homogeneity, and linearity) and hypothesis testing (ANOVA and Linear Regression). The results of this study indicate that the perception of male and female students on web-based character assessment affects the results of character assessment. A linear regression test results show a significance value of 0.001 for both sexes. This is a supporting indicator in implementing web-based assessments apart from the real-time benefits and swift feedback. Therefore, web-based character assessment is suitable for use in learning, as indicated by good student perceptions of the application of the web-based character assessment.
Evaluating Engaged Research in Promotion and Tenure: Not Everything That Counts Can Be Counted
Author: Wendling, Lauren A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Researchers,College Faculty,Faculty Promotion,Tenure,Community Involvement,Evaluation Methods,Departments,Comparative Analysis

As institutions of higher education evolve and adapt to meet the increasing needs of their communities, faculty are faced with the choice of where and how to employ their time and expertise. To advance and encourage partnerships between institutions and their communities, academic reward structures must be designed in ways that support those who choose to leverage their expertise, resources, and time to engage with community in meaningful and mutually beneficial ways. This dissertation (Wendling, 2022) contributes to the growing body of higher education community engagement literature by investigating how school- and department-level promotion and tenure committees not only define and understand faculty's engaged research, but how they evaluate it. Specifically, this dissertation explored what goes into making evaluative decisions, if and how committees utilize tools for evaluation, and how evaluative decisions are made.
Building Equitable Partnerships and a Social Justice Mindset through a Donor-Funded Reproductive Rights and Health Internship Program
Author: Daniel, Clare
Date: 2023-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Equal Education,Social Justice,Private Financial Support,Civil Rights,Health Education,Internship Programs,Undergraduate Students,Service Learning,Community Involvement,Minority Group Students,Student Attitudes

This article discusses the characteristics of a donor-funded internship program for undergraduate students interested in reproductive rights, health, and justice at Tulane University's Newcomb Institute. It describes the results of a preliminary study of this program's outcomes and makes recommendations for program improvements. This article will also argue that this program, despite its unique challenges, provides a model for other colleges and universities that are interested in developing equitable community partnerships and cultivating a social justice mindset in students. This study indicates that the program has been successful at developing young leaders in a social justice movement, serving underrepresented student groups, building trust with community partners, and creating opportunities for multiple collaborations with those partners.
Sense(making) &amp; Sensibility: Reflections on an Interpretivist Inquiry of Critical Service Learning
Author: Weaver, Laura
Date: 2023-00-00
Type: Journal Articles
Subjects: Service Learning,Social Change,Critical Theory,Evaluation,College Faculty,School Community Relationship,Power Structure

Critical service learning, as outlined by Mitchell (2008), highlights the importance of shifting from the charity- and project-based model to a social-change model of service learning. Her call for greater attention to social change, redistribution of power, the development of authentic relationships, and, more recently with Latta (2020), futurity as the central strategies to enacting &quot;community-based pedagogy&quot; has received significant attention. However, little research has occurred on how to measure the effectiveness of these components. This reflective article expands upon and calls into question the ways in which critical service learning can be assessed. Utilizing focus groups, we ask the following questions: How do engaged scholar-practitioners operationalize Mitchell's (2008) three tenets of critical service learning? What are ways to measure the outcomes and impacts of Mitchell's three tenets of critical service learning?
Examining the Relationships of the Students&apos; Participation Patterns with Their Learning Satisfaction and Learning Achievement in Asynchronous Online Discussions
Author: Choi, Beomkyu
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Participation,Student Satisfaction,Academic Achievement,Asynchronous Communication,Discussion,Electronic Learning,Learning Processes,Undergraduate Students,Learning Management Systems

Examining how people learn in various learning environments is at the core of the science of learning. The more we understand how students learn from different dimensions and aspects, the better equipped we are to support their learning. This study aims to expand our understanding of how learning occurs within the context of an asynchronous online discussion. Several studies have investigated and reported on how to effectively structure and facilitate an asynchronous online discussion to promote high-quality discourse from an interventionist perspective. From the situative, participatory perspective on knowing and learning, this study aims at examining the quality of participation in an asynchronous online discussion. This includes the examination of students' participation patterns in asynchronous online discussions and the analyses of how these patterns explain their learning satisfaction and achievement. The present study identified the following participation patterns: Efficientist, Facilitator, Synthesizer, and Slacker found that there was a strong relationship of the participation patterns with learning satisfaction and learning achievement. The results indicate that participation patterns could be an important factor influencing student learning experience in an asynchronous online discussion. Future directions for research are discussed, including the analysis of social dynamics that could have an impact on participation patterns.
The Challenges of Conducting Online Inquiry-Based Learning among Tertiary Level Education
Author: Bekteshi, Edita
Date: 2023-00-00
Type: Journal Articles
Subjects: Online Courses,College Students,Preservice Teachers,Student Attitudes,Inquiry,English (Second Language),Second Language Instruction,COVID-19,Pandemics,School Closing,Blended Learning,Educational Technology,Foreign Countries

Online learning has become important approach in education nowadays, that requires practical changes at all levels of education. These educational changes can be best noticed through students who have experienced three phases on learning in higher education: Pandemic era-the isolated learning from homes, hybrid learning-home combined with in-class learning, and the recent/traditional phase: all-in-class learning. As such, 159 students/future teachers participated in the study in order to see the differences regarding online learning and their attitudes towards inquiry-based learning (IBL) in English classes. The results reveal that future teachers did not have any previous experience in online learning before COVID-19 and they are not eager to learn online, however, if they have to, then inquiry is their best learning as it triggers their critical thinking and self-paced learning, especially focused in the 'Exploration Phase'. The study concludes that inquiry-based learning via online is considered very powerful, however, teachers need to effortlessly embrace novice, 'ad-hoc' practical educational changes, as these current development practices require pedagogical training practices for online teaching, in line with substantive application of the online teaching tools.
The Impact on College Students of Service-Learning in After-School Programs
Author: Light, Ashley
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Service Learning,After School Programs,Low Income Students,Program Development,Self Efficacy,Interpersonal Competence,Community Involvement,Honors Curriculum,Student Attitudes,Attitude Change

In the United States, the dearth of quality expanded learning opportunities (ELO), such as afterschool and summer programs, has long been recognized as a national concern (DeKanter et al., 2000). The COVID-19 pandemic exacerbated this problem, as expanded learning opportunities of all kinds became increasingly limited in spring 2020 (Carver &amp; Doohen, 2021). This research evaluated a new service-learning project, Honors Afterschool Clubs, which allows college students to fill ELO needs by creating and leading afterschool clubs for high-needs, low-income youth. By analyzing college student pre- and postexperience surveys, semistructured interviews, and focus groups, the authors evaluated the perceived impacts of this project on college students and their learning. Our preliminary results suggest that in addition to providing an essential service to the community, families, and youth, college participants who lead afterschool clubs perceive an improvement in their self-efficacy, interpersonal skills, and career confidence.
The Impact of an Integrated STEAM Project Delivered via Mobile Technology on the Reasoning Ability of Elementary School Students
Author: Siregar, Yulia Elfrida Yanty
Date: 2023-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Elementary School Students,Telecommunications,Handheld Devices,Educational Technology,Thinking Skills,Grade 5,Foreign Countries,Program Effectiveness,COVID-19,Pandemics,School Closing,Distance Education

The aim of this research is to describe the impact of implementing an integrated STEAM Project in mobile technology on the Mathematical Reasoning ability of elementary school students and to describe the process of designing an integrated STEAM Project and mobile application. A quantitative descriptive and quasi-experimental research design was employed, with data collection of test (pre-test and post-test), and Questionnaire A pre-test, and post-test was administered to determine the impact of the STEAM Project on students' reasoning abilities. A sample of 130 fifth grade students, 70 female students, and 60 male students from different elementary schools in Meuraxa District, Aceh Province, Indonesia participated in the research. Results show that an empirical analysis of mobile technology is valid and feasible for use with fifth grade elementary school students. Prior to implementing the STEAM Project, the average pre-test of reasoning ability was 40.44 with a standard deviation of 10.27. After implementation, the average score improved to 84.01 with a standard deviation of 7.31. The results of a Paired Sample Correlation obtained a mathematical reasoning ability score before and after implementation of the STEAM Project of 0.452. The calculations in the N-GAIN test table for the implementation of the STEAM Project on Reasoning Ability found 76 students, or 58.46%, in the high category, and 54 students, or 41.54%, in the medium category. The results of this study provide information, and recommendations for the development of learning models that could improve reasoning abilities. The project could be used as a reference template to accelerate the recovery of quality education during challenging times such as a pandemic.
The Struggle Animates the Learning: Exploring Student Experiences with a Community-Engaged, Project-Based Course on Evaluation
Author: Suiter, Sarah V.
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Experience,Community Involvement,Student Projects,Active Learning,Teaching Methods,Evaluation,Experiential Learning,Interdisciplinary Approach,Cooperation,Partnerships in Education,Graduate Students,Student Attitudes

For instructors engaged in teaching evaluation, bridging the gap between the content of formal educational experiences and what we want future evaluators to be able to do in practice remains a challenge. Studying the format and quality of university courses focused on program evaluation is one mechanism through which we might begin to narrow this gap. This article describes a community-engaged, project-based evaluation course that was taught during five semesters, and uses qualitative data to explore student experiences within the course along three dimensions: experiential education, interdisciplinary collaboration, and community partnerships. In particular, we highlight the productive yet uncomfortable role that challenge and ambiguity play in animating evaluation learning. We suggest implications for teaching evaluation based on our findings.
&quot;When I&apos;m at School, I&apos;m More than Just a Student…the City Is My City&quot;: Assessing College Student Outcomes in a Community Engagement Immersion Program
Author: Hannibal, Lilian C.
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Program Effectiveness,Community Involvement,Citizen Participation,Student Attitudes,Knowledge Level,Program Evaluation,Private Colleges,Catholic Schools

Community-engaged learning opportunities are increasingly prevalent in higher education. In addition to positive personal growth and learning outcomes, these opportunities allow students to learn about the community surrounding their campus and formulate their own understandings of social responsibility and citizenship. These connections can be especially powerful for students at colleges and universities located in or near urban areas. This study assesses the impact of REAL Dayton, a community engagement immersion program at a midsized Catholic and Marianist university, on students' attitudes toward and perceptions of their city through pre/post surveys and interviews. The program encourages students to build their knowledge of the city and create sustained relationships with the broader community. This research enhances understandings of the effects and outcomes of community engagement programs for students. Findings demonstrate the impact of community engagement on student knowledge about their city and student perceptions of their own roles as community members.
A Study on the Perception of South Korean High School Students about the Influence of Learner and Teacher on School Science Learning
Author: Han, Hwa-Jung
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Attitudes,Teacher Influence,Science Instruction,Secondary School Science,Student Motivation,Student Participation,Science Achievement,Humanities,Natural Sciences,Student Interests,Student Characteristics,Self Esteem,Student Satisfaction

This study was conducted on the perception of high school students regarding the influence of learner and teacher on school science learning. The subjects were 867 South Korean high school students at 464 natural science and 404 humanities learning course. The components of the influence of learner and teacher on school science learning consisted of learning motivation, class participation, learning, and achievement. Overall, high school students perceived that learners had a stronger influence than teacher on learning motivation, class participation and achievement except learning. High school students at natural science learning course recognized more than students of humanities learning course that learners had a stronger influence on learning motivation, class participation, and the achievement than teacher. Since high school students at natural science learning course considered their future careers when selecting such learning course, their interests and motivation in science were already higher than students of humanities learning course. Thus, school teachers have to make an effort to develop the professionalism of teaching because the learning effect was not limited to the cognitive skills of science class students, and may vary depending on the explanations of teachers.