ethanporcaro/eric-fulltext-meta huggingface dataset:
How E-Learning Engagement Time Affects Academic Achievement in E-Learning Environments. A Large-Scale Study of Open and Distance Learners
Author: Firat, Mehmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Learning,Learner Engagement,Academic Achievement,Distance Education,Correlation,Foreign Countries,Open Education,College Students,Information Technology,Instructional Materials

The literature is considerably rich about engagement and academic achievement in the context of open and distance learning. However, there is limited research that investigates these variables with large scale participants. In this regard, the aim of this research was to investigate causal correlations between e-learning engagement time and academic achievement of open and distance learners according to course subject, dropout, and bounce rate variables. The participants of this study were 323,264 open and distance learners from Anadolu University, Turkey. Throughout this research, open and distance learners' engagement time levels and their academic achievements are compared. Academic achievement was found to increase significantly when learners engaged more with e-learning materials.
Pakistani Teacher-Educator Professional Learning through an International Blended Course
Author: Impedovo, Maria Antonietta
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Educators,Teacher Educator Education,Faculty Development,Blended Learning,International Education,Skill Development,Teaching Skills,Technological Literacy,Instructional Design,Interpersonal Competence,Cultural Awareness,Professionalism

International teacher-educator learning supports a more complex vision of teacher professionalism for both developed and developing countries. The aim of this paper is the analysis of Pakistani teacher-educator professional learning after attending an international blended course, considering the impact of online and face-to-face participation and the main competencies involved in their professional learning. The blended learning course attended by the Pakistani Teacher-educators is part of an international project between Europe and Asia. The analysis is carried out using written traces in the online platform; 47 questionnaires at the end of the face-to-face training sessions in Pakistan and 10 deep-interviews with Pakistani educators; the written traces, open questions, and deep-interviews were qualitatively analyzed. Additionally, the educators' technological, pedagogical and instructional design and interpersonal and intercultural skills were also analysed. The paper considers how international learning could affect the professional learning of teacher-educators in Global South and the centrality of the design of innovative learning courses for today's environment of international globalization.
Structural Changes in the Landscape of Spanish Distance Universities
Author: Domínguez Figaredo, Daniel
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Open Universities,Distance Education,Educational Policy,Lifelong Learning,Governance,Educational Change,Educational Technology,Enrollment Rate,Supply and Demand,Resistance to Change,Sustainability,Online Courses

The main national distance learning universities were launched before the emergence of the Internet. In order to adapt to digital connectivity, these universities had to modify their organizational and methodological procedures. But in recent years important changes have emerged in the field of educational technology, and this has significantly altered the higher education sector. This work analyzed the recent updates that distance-learning universities in Spain have undertaken in order to adapt to the current higher education landscape. The evolution of enrolment rates in distance universities in Spain in the period 2003-2017 was taken as a reference. Based on the available data, the factors that explain the enrolment gap between types of entities are analyzed and key actions for the evolution of distance learning universities in Spain are suggested. This provides an evidence-based approach that aims to contribute to the reflection of academics, institutional managers and policy makers who are called upon to reorient the strategy of distance universities to make them sustainable in the medium and long term in the new landscape.
The Effectiveness of Sports Marketing Strategies in the Jordanian Physical Education Faculties from View of the Graduate Students
Author: Almomani, Zaiad
Date: 2019-00-00
Type: Journal Articles
Subjects: Physical Education,Graduate Students,Student Attitudes,Foreign Countries,Advertising,Marketing,Competition,Program Effectiveness,Athletics,Masters Degrees

The study aimed to identify the effectiveness of sports marketing strategies from the point of view of graduate students in the faculties of physical education at Jordanian universities. The study relied on the descriptive approach, and A questionnaire consisting of (4) areas, including (24) items, was used to collect data after verifying its validity and reliability. The study sample consisted of (210) students of graduate studies in the faculties of physical education at the Universities of Jordan and Yarmouk University. The results showed that the level of effectiveness of sports marketing strategies came at a high level, the most prominent of which was the marketing of tournaments and games, followed by the marketing of television, followed by the field of marketing methods, and the lowest level of marketing advertising and advertising to a high degree for all fields. The results showed that there were no statistically significant differences in the fields of marketing methods, advertising marketing, television marketing, marketing of tournaments and games according to the variables (gender, Cumulative Average, program). There were statistically significant differences according to gender to favor of males and degree variable to favor of the Master's degree in the marketing of tournaments and matches domain. The results showed that there were no differences in the effectiveness of sports marketing strategies as a whole depending on gender and Cumulative Average variables, while there were statistically significant differences according to the degree in favor of the Masters. The study recommended the need to pay attention to sports marketing strategies in all fields and enhance their role in improving the activity of sports institutions and federations.
Testing the Intervention of OER Renewable Assignments in a College Course
Author: Abri, Maimoona Humaid Al
Date: 2019-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Intervention,Teacher Attitudes,Graduate Students,Educational Technology,Student Satisfaction,Student Motivation,Adoption (Ideas),Student Role,Grants,Instructional Design,Assignments,Electronic Publishing

The purpose of this study was to explore students and instructor perceptions of the concept of renewable assignments in the open educational resources (OER) movement. Mixed methods were used, with a combination of a survey and semi-structured interview, administered at George Mason University in the United States. Eleven graduate students enrolled in the &quot;Instructional Design and Technology&quot; program in the course &quot;Advanced Instructional Design&quot; were invited to complete an online survey. A face-to-face interview was conducted with the instructor of the course. Descriptive statistics and thematic analysis were used to examine the results of the study. The data analysis found that only a small number of students were knowledgeable about OER, but the majority of participants indicated that they were very satisfied with the concept of renewable assignments. The findings suggest further investigation of the pedagogical models that tend to support student-generated OER.
Fostering Openness in Education: Considerations for Sustainable Policy-Making
Author: Atenas, Javiera
Date: 2019-00-00
Type: Journal Articles
Subjects: Open Education,Educational Policy,Policy Formation,Sustainability,Copyrights,Educational Change,International Cooperation,Partnerships in Education,Foreign Countries

This paper reviews a framework to support the co-creation of policies to sustainably foster Open Education. The framework has been derived from a comprehensive review of public and Open Education policy documents and related literature, as well as identification and consideration of contiguous issues in the education landscape that directly impact openness and can potentially derail policies, including datafication, copyright reforms, and the unbundling of services into component parts. The open policy framework, along with a canvas and set of change cards and a dynamic grounded in the participation and co-creation standard developed by the Open Government Partnership, have been used in three workshops piloted during 2018, to facilitate co-design of Open Education policies, by discussing contexts, objectives and challenges with policymakers and advisors both at national and institutional levels, policymakers and advocates with a series of tools and advise to enable arenas to co-create open-education policies.
The Effectiveness of Open Educational Resources in College Calculus. A Quantitative Study
Author: Kersey, Scott
Date: 2019-00-00
Type: Journal Articles
Subjects: Open Educational Resources,College Mathematics,Calculus,Mathematics Instruction,Instructional Effectiveness,Homework,Pretests Posttests,Scores,Mathematics Tests,Web Based Instruction,Instructional Materials

We investigate Open Educational Resources (OER) in post-secondary Calculus with face-to-face instruction using web-based homework in a side-by-side comparison with Closed (Proprietary) Educational Resources (CER). Statistical analyses using multilinear regression models are developed to demonstrate several significant effects, to within a probability of 5%. Our first finding is that students' pretest scores and access dates to online homework were both significant factors in predicting first exam scores. While pretest scores were similar between the groups, students in the OER group accessed the online homework earlier in the semester, which contributed to higher first exam scores. Second, homework scores were significantly higher in the CER group, which was a significant measure of final exam scores. In understanding this result, we cite student comments suggesting the proprietary CER homework system had more resources providing help on problems. However, the differences in final course grades were not significant. We conclude from our study that the OER materials are effective, but recommend that care is taken to ensure the free materials provide a quality experience.
Using ALC Press Inc.&apos;s NetAcademy Next as the Main Resource in Lower-Level University English CALL Classes in Japan: A Case Study
Author: Stewart, Glen Andrew
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Computer Assisted Instruction,College Second Language Programs,Lesson Plans,Second Language Instruction,Active Learning,Educational Resources,College Students

In this article, the results of a case study are reported. The focus was on the development and implementation of a &quot;regular class&quot; format (a standard lesson plan) for teachers of lower-level English learners whose English CALL courses incorporate ALC Press Inc.'s NetAcademy Next as the main resource. The relevant literature was firstly drawn upon to determine what a class for lower-level English learners should aim to provide (including chunk-based reading, reading aloud, repetition, etc.). The &quot;regular class&quot; format and a handout template to complement it were then created. Both were then implemented in the researcher's Spring, 2018 CALL classes and feedback sought from ninety-four learners.
User-Generated Content&apos;s Impact on the Sustainability of Open Educational Resources
Author: Ganapathi, Janani
Date: 2019-00-00
Type: Journal Articles
Subjects: Sustainability,Users (Information),Quality Assurance,Foreign Countries,Literacy Education,Publishing Industry,Cooperation

Sustainability is a fundamental requirement to ensure long-term viability of open educational resource (OER) initiatives. To afford technology upgrades and author costs, most of the existing initiatives are heavily reliant on continued funding; limiting OER models to invest in commissioned works. User-generated resources come as a solution to this problem, although a fairly novel concept to the area of child literacy. Consequently, there is little evidence available in earlier literature on their use for education. With online platforms such as social media and gaming sites encouraging users to collaborate and create original content, user-generation is a potential instrument for circumventing costs and achieving rapid dissemination of works. However, it also presents a significant downside -- questionable quality. This paper discusses the use of user-created OERs for literacy, exploring the quality and sustainability implications that arise from this creation method and the measures undertaken by an Indian organization to overcome the same.
Implementing Argumentation-Based Science Learning Approach in Social Studies: Academic Achievement and Students&apos; Views
Author: Akbas, Yavuz
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Studies,Academic Achievement,Student Attitudes,Grade 7,Middle School Students,Foreign Countries,Experimental Groups,Control Groups,Achievement Tests,Science Education,Thinking Skills,Persuasive Discourse,Teaching Methods,Pretests Posttests

The purpose of this study was to investigate the effects of the argumentation-based science learning approach on students' academic achievements and examine student views about use of this approach in social studies. We used a mixed methods research design to document changes as a result of an argumentation-based science learning approach implementation. The participants were 94 seventh grade students from three different classrooms of a middle school in Erzurum, Turkey. We developed the Population in our Country Academic Achievement Test to collect quantitative data before and after the implementation, and used a semi-structured interview form to collect quantitative data after the implementation. Using descriptive, one-way ANOVA, and multiple comparison Tukey test statistical data analysis methods, we analyzed the quantitative data. Then, we used content analysis method to analyze the qualitative data. Results of the quantitative data analysis showed that there was no statistically significant difference between academic achievements mean scores of the students in the experimental and control groups in the pre-test. However, after the implementation, there were statistically significant differences between groups indicating that academic achievement mean scores of students in the experimental group was statistically higher than those students in the control groups in the post-test. Results of the qualitative data analysis indicated the argumentation-based science learning approach activities helped students understand subjects better, facilitated their learning, provided permanent learning opportunities, increased their interest and attitudes towards the course, and enhanced their success in social studies. These results suggested that implementing the argumentation-based science learning approach in social studies was effective in enhancing students' academic achievement and resulted in developing positive views of students about the approach.
Practices and Outcomes of Communicative Language Teaching in Higher Secondary Schools in Rural Bangladesh
Author: Mahmadun Nuby, Md. Hasan
Date: 2019-06-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),Foreign Countries,Second Language Instruction,Second Language Learning,Teaching Methods,Rural Schools,English (Second Language),Language Teachers,English Teachers,Secondary School Students,Secondary School Teachers,Outcomes of Education,Educational Practices,Teacher Student Relationship

This paper aims to provide insights into the challenges of Communicative Language Teaching (CLT) practice at higher secondary level in Bangladeshi rural settings. Employing qualitative approach, in-depth interviews were conducted with 24 rural English language teachers to explore the problems they face in CLT implementation. The interview data were scrutinized using thematic analysis. Three major themes emerge from the analysis which are: (i) pedagogical factors; (ii) contextual factors; and (iii) personal factors that obstruct CLT implementation to reach at its expected outcome. The paper reveals the gap between the objectives of the present ELT curriculum and teachers' practices. The teachers are optimistic with CLT approach for improving students' English skill, but they need viable support to overcome the factors working as the barriers of its proper implementation. Based on the teachers' suggestion, the study recommends the aligning of curriculum and test format, and also the training and logistic support for the teachers to overcome the issues surrounding the CLT implementation in the rural context of Bangladesh.
&quot;A Border Is a Ban&quot; -- Students&apos; Conceptual Understanding and Experiences of Europe&apos;s Borders and Boundaries
Author: Seidel, Sebastian
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Adolescents,Refugees,Student Experience,Geography Instruction,Spatial Ability,Comprehension,Human Geography,Geographic Concepts,Misconceptions,Maps

In this paper, we examine the conceptual understanding and experiences that students in German secondary schools have of boundaries. For our research we conducted qualitative interviews and surveys (interviews n=20; surveys n=21) with children (aged 14-17) born both in Germany and with refugee backgrounds. We asked for the children's conceptual understanding of the emergence and function of boundaries and their personal encounters with them. We studied the results of these interviews using qualitative content analysis to learn more about the conceptual understanding and experiences of students. Our findings on the emergence of borders show that students have limited understanding of boundaries and differing spatial concepts that exist for them. We also observed interesting distinctions between personal experiences of borders. The results may provide a base for further research and development in terms of conceptual-change-based methods for geography education on the topics of territories, borders and boundaries.
A Qualitative Study on the Opinions of 7th Grade Students on Intangible Cultural Heritage
Author: Gürel, Davut
Date: 2019-00-00
Type: Journal Articles
Subjects: Grade 7,Middle School Students,Student Attitudes,Cultural Background,Foreign Countries,Cultural Awareness,Student Interests,Social Values,Gender Differences,Age Differences,Social Influences,Technological Advancement,Social Studies,Cultural Maintenance,Urban Schools

The purpose of this study is to identify the opinions of 7th grade students at middle schools on the elements of intangible cultural heritage (ICH) and to reveal their levels of awareness on such elements. The study based on qualitative research method was carried out through qualitative research design. The study group consists of 13 students studying at a school at the city center of Bartin. Data of the study were obtained from focus group interviews held with students. The data were analyzed through content analysis method by using MAXQDA 2018 qualitative data analysis software. According to findings, it has been concluded that the students are able to correctly interpret the notion of intangible cultural heritage and distinguish it from the notion of tangible cultural heritage, that students' awareness on local cultural values is higher than national cultural values, that students have a high interest in traditional children's games, which is a significant part of the intangible cultural heritage, however those games are not adequately experienced, that the survival of national values is dependent upon their discovery by the young generation, that settlement area, sex and age are major variables on the interest in cultural values, that society in general and family and educational institutions in particular have a quite significant function in development of young individuals' awareness on the conservation of national cultural values such as cultural and religious rituals, folk songs and tales etc., that technological developments cause young individuals to be alienated from national cultural values, that the conservation of such values is highly important for the existence of nations.
Fourth Grade Students&apos; Cognitive Structures Regarding &quot;Values&quot;: Application of the Word Association Test
Author: Balbag, Nur Leman
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Cognitive Structures,Associative Learning,Association Measures,Values Education,Social Studies,Values,Word Frequency,Social Attitudes

With the help of the Word Association Test (WAT), the present study aimed to reveal elementary school fourth grade students' cognitive structures regarding the values to be taught in relation to the learning areas within the scope of the course of social studies. The participants in the study were elementary school fourth grade students. In the research process, seven values such as respect, tolerance, love, responsibility, solidarity, benevolence and patriotism, which were all determined as the values to be taught to the students within the scope of the curriculum of the elementary school fourth grade course of social studies, were presented to the students at the end of the teaching process. The students were asked to write down the words that they associated at once with the seven key concepts in 1-minute. The data collected were recorded in a table of frequencies including the key concepts and words, and in the light of the data in this frequency table, mind maps showing the students' cognitive structures were formed. The results obtained via the examination of the connections and associations between the words and the key concepts in these mental maps demonstrated that the students produced the most words regarding the values of respect and tolerance and the least words regarding the value of solidarity. In addition, the students with a cut-off point of 50+ were found to associate the values of love, respect and tolerance with each other and the value of responsibility with the &quot;job-duty&quot;.
Evaluation of Geography Textbooks in Terms of Misconceptions about Climate Topic
Author: Bozkurt, Fisun
Date: 2019-00-00
Type: Journal Articles
Subjects: Textbook Content,Climate,Misconceptions,Scientific Concepts,Foreign Countries,High School Students,Physical Geography,Geography Instruction,Printing

This descriptive study is centred on the representation of climate concepts in the geography textbook and academic books. The study mainly examined how the concepts, which were determined by considering the misconceptions in our previous studies, were presented in the 9th grade newly-published geography textbook and academic books. Also, the study identified, discussed and showed the ways in which the representation of climate concepts in the textbook might corroborate the students' misconceptions. Secondly, the misconceptions were examined by comparing how they were presented in local and foreign academic books. In addition, appropriate corrections, explanations and visual materials were presented to explain the conceptions. The findings show that the misconceptions or deficiencies mentioned in our previous studies still persist in the newly published textbook and local academic books. It is believed that such a study can help solve the problems related to the misconceptions encountered in geography teaching, and that it can increase the geography teachers', textbook writers' and publishers' awareness of the common misconceptions of the students about climate and thus it can shed light on the definitions and materials that can be used in describing these concepts.