ethanporcaro/eric-fulltext-meta huggingface dataset:
Usability Evaluation of Personalized Adaptive e-Learning System Using Use Questionnaire
Author: Hariyanto, Didik
Date: 2020-03-00
Type: Journal Articles
Subjects: Usability,Electronic Learning,Individualized Instruction,Computer Assisted Instruction,Cognitive Style,Knowledge Level,Computer Science Education,Public Schools,Vocational High Schools,Foreign Countries,Student Satisfaction,Questionnaires

One of the advanced technologies in e-learning deals with the systems' ability to fit the students' preferences. It emerged based upon the common conception that every person has different learning style. However, despite the many options of learning style models toward using personalized elearning, there are considerable challenges to assess the usability degree of the e-learning. The aim of this study is the evaluation of usability of personalized adaptive e-learning system that has been developed based on students' learning style and initial knowledge level. The study involved 62 Computer Network students in one of the public vocational secondary schools in Yogyakarta, Indonesia. To measure the usability, the USE Questionnaire, which consists of four indicators (usefulness, ease of use, ease of learning, and satisfaction) represented by 30 questions with four possible Likert scale options, was distributed to the students. The research finding indicates at first the usability of the adaptive e-learning system for the students was well accepted in all aspects of usability. Next, the multiple linear regression result showed that the variables usefulness, ease of use, and ease of learning simultaneously influence satisfaction. Lastly, the regression results also revealed that the variables usefulness and ease of use partially influence satisfaction, while the variable ease of learning does not.
The Digital Dalton Plan: Progressive Education as Integral Part of Web-Based Learning Environments
Author: Weichhart, Georg
Date: 2018-03-00
Type: Journal Articles
Subjects: Progressive Education,Electronic Learning,Educational Environment,Self Management,Online Courses,Learning Modules,Integrated Learning Systems,Concept Mapping

e-Learning systems increasingly support learning management and self-organized learning processes. Since the latter have been studied in the field of progressive education extensively, it is worthwhile to consider them for developing digital learning environments to support self-regulated learning processes. In this paper we aim at transforming one of the most prominent and sustainable approaches to self-organized learning, the &quot;Dalton Plan&quot; as proposed by Helen Parkhurst. Its assignment structure supports learners when managing their learning tasks, thus triggering self-organized acquisition of knowledge, and its feedback graphs enable transparent learning processes. Since e-learning environments have become common use, rather than creating another system, we propose a modular approach that can be used for extending existing e-learning environments. In order to design a respective component, we interviewed experts in self-organized e-learning. Their input facilitated integrating the Dalton Plan with existing features of e-learning environments. After representing each interview in concept maps, we were able to aggregate them for deriving e-learning requirements conform to the Dalton Plan instruments. In the course of implementing them, particular attention had to be paid to the asynchrony of interaction during runtime. Java Server Faces technology enable the Dalton Plan component to be migrated into existing web 2.0 e-learning platforms. The result was evaluated based on the acquired concept maps, as they also captured the transformation process of the Dalton Plan to e-learning features. The findings encourage embodying further progressive education approaches in this way, since the structured (concept) mapping of the Dalton Plan to e-learning features turned out to be accurate. The experts were able to recognize the potential of the approach both in terms of structuring the knowledge acquisition process, and in terms of developing progressive learning support features.
Incapacitation as a Mean of Protecting the Dignity of the Persons with Disabilities in the View of Convention on the Rights of Persons with Disabilities
Author: Szczupal, Bernadetta
Date: 2017-04-00
Type: Journal Articles
Subjects: Human Dignity,Attitudes toward Disabilities,Students with Disabilities,Accessibility (for Disabled),Intellectual Disability,Foreign Countries,Equal Protection,Legal Responsibility,Federal Regulation

The institution of incapacitation is perceived in the context of the assurance of legal support for people who, due to the condition of their health and to other circumstances, require such support. Pursuant to Article 12 of the Convention on the Rights of Persons with Disabilities: States Parties reaffirm that persons with disabilities have the right to recognition everywhere as persons before the law (Section 1) and they enjoy legal capacity on an equal basis with others in all aspects of life (Section 2). In this article, I present selected premises of incapacitation as protection of the rights of persons with intellectual disabilities according to the provisions of the Convention and the extent of their exercise in Poland. I reveal that the shape of the institution of incapacitation in Poland remains in contradiction with assumptions of Article 12 of the Convention. I discuss the criteria and the scope of limitations of a total and partial incapacitation. I present an interpretative declaration concerning Article 12 of the Convention made upon ratification. In view of the critical remarks made by the circles supporting persons with intellectual disabilities, the formula applied rarely represents a form of protection adjusted to the needs of such person, whereas it frequently deprives them of their dignity and legal possibilities of deciding autonomously about themselves adequate to their level of development.
Increasing Use of Research-Based Practices: Action Research Report on a College-School Partnership to Support Instruction Aligned to Middle School Common Core Math Standards for Students with Significant Disabilities
Author: Trela, Katherine
Date: 2018-00-00
Type: Journal Articles
Subjects: College School Cooperation,Middle School Students,Students with Disabilities,Partnerships in Education,Faculty Development,Middle School Teachers,Mathematics Instruction,Preservice Teacher Education,Preservice Teachers,Teaching Methods,Teacher Competencies,Metacognition,Intellectual Disability,Evidence Based Practice,Academic Standards

Teachers of students with significant cognitive disabilities have expressed the need for additional training and resources to realign instruction to general education standards. At the same time, pre-service teachers preparing to enter the field of special education need to be placed in classrooms where teachers have updated knowledge and skills to deliver grade-aligned instruction to students in this population. In this project, the needs of both groups were addressed through a partnership between an Institute of Higher Education (IHE) and local board of cooperative education services. Specifically, in-service teachers received training in research-based practices to implement grade-aligned math instruction to middle school students with significant cognitive disabilities. Pre-service teachers who received the same training in their college coursework created adapted materials to implement the instruction. Results of the project's effect on in-service teachers, their students, and pre-service teachers are reported. Implications for future directions in professional development are discussed.
Is a General Extended Technology Acceptance Model for e-Learning Generalizable?
Author: Doleck, Tenzin
Date: 2018-06-00
Type: Journal Articles
Subjects: Electronic Learning,Computer Attitudes,Adoption (Ideas),Generalizability Theory,Educational Technology,Models,College Students,Validity

e-Learning acceptance has received considerable attention in the educational technology literature. In recent years, many frameworks have been proposed, modified, and applied to better understand the factors underlying students' acceptance of e-learning. Despite the important progress made with the acceptance literature, extant empirical examinations have unfortunately often produced discordant findings. Researchers frequently advance situational factors as possible moderating influences on technology to explain the high degree of variance unexplained in specific technology acceptance situations. Generalized models have been proposed that attempt to integrate situational variables to account for the high degree of situational variability that occurs across technology acceptance contexts. Abdullah and Ward proposed such a general extended technology acceptance model in the context of e-learning (GETAMEL). In the current paper, our objective is to quantitatively evaluate the GETAMEL, and consider it with respect to a situative perspective on technology acceptance in order to more fully characterize the dynamical relationships and situational factors influencing determinants of e-learning acceptance. This study, drawing on a survey of 132 college students, validates the GETAMEL employing a partial least square path modeling approach.
Understanding the Learning Challenges of English-Medium Instruction Learners and Ways to Facilitate Their Learning: A Case Study of Taiwan Psychology Students&apos; Perspectives
Author: Hua, Tzu-Ling
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Language of Instruction,College Freshmen,Student Attitudes,Psychology,Lecture Method,Comprehension,Attention,Learner Engagement,Teacher Student Relationship,Learning Processes

English-medium instruction (EMI) has become a global education phenomenon in recent decades, especially in higher education. However, its implementation is still facing criticism. On the one hand, learners are welcoming the envisaged benefits of preparing them with professional content knowledge and English language proficiency to compete in the new global economy; on the other hand, they are reluctant to take the courses because of the challenges and difficulties EMI creates. Meanwhile, EMI lecturers are concerned about students' inability to survive, or better still thrive through EMI learning. EMI lecturers are expert in their professional domain but are not trained or prepared to teach EMI courses yet. This qualitative study examines the perception of first-year undergraduate students taking the EMI foundation psychology course in Taiwan, focusing on their perspectives of factors facilitating or hindering their EMI learning, and their suggestions for improving the situation. The results not only point out what kinds of teaching practice contribute to challenges for EMI learners in their learning process, but also the underlying reasons and the pedagogy practice that students suggest can be used to improve the situation. Insights provided by this study can be used to assist EMI lecturers in examining their own pedagogical practice and expand their knowledgeability about pedagogy. They can also be used as a way forward for assisting in the development of EMI teacher training and professional development, and the implementation of EMI.
How School Achievements Interplay with School Culture and Principal Behaviors: A Comparative Study
Author: Tlusciak-Deliowska, Aleksandra
Date: 2017-04-00
Type: Journal Articles
Subjects: School Culture,Academic Achievement,Principals,Behavior,Teacher Attitudes,Middle Schools,Middle School Teachers,Foreign Countries,Educational Environment,Competition,Cooperation,Leadership Styles,Teacher Collaboration,Participative Decision Making,Professional Development,Collegiality

The purpose of the study was to explore school culture in radically different schools due to school achievement. The particular objectives of this study were to investigate: (1) the teachers' perceptions of school culture (2) the teachers' perceptions of principal behaviors, and additionally (3) to determine the relationship between principals' behaviors and perception of school culture by teachers. This study employed a comparative-descriptive research design and took place in A - Middle School, representing a high-performing school, and B -Middle School, representing a low-performing school. These two middle schools were both located in capital city of Poland and were selected based on their position in Warsaw Middle Schools Ranking. The &quot;School Culture Survey&quot; (Gruenert &amp; Valentine, 1998) was used to obtain data about school culture factors. To determine the teachers' perceptions of principal's behaviors, &quot;The Organizational Climate Description Questionnaire - Middle Level&quot; (OCDQ-ML, Hoy et al., 1996) was used. Statistical comparisons of collaborative school culture indicated that the compared schools differ significantly in four school culture dimensions. In school A there is a culture focused on individual achievements, the competition more than cooperation, unlike the situation in B-middle school, in which collaborative school culture is strong and visible. According to principal behaviors, significant differences between compared schools were also identified. Namely, more supportive principal behaviors were typical for school B (low school performing), while restrictive principal behaviors were more common in school A (high-performing). Results indicated that principal behaviors and collaborative school culture were associated with each other.
The Effect of Two Semester Wrestling Training on University Students&apos; Body Composition and Some Motoric Characteristics
Author: Demirhan, Bilal
Date: 2020-00-00
Type: Journal Articles
Subjects: College Athletics,College Students,Program Length,Program Effectiveness,Body Composition,Males,Young Adults,Muscular Strength,Training Methods,Foreign Countries,Physical Development,Motor Reactions

The aim of this study was to examine the changes in the body composition and motor characteristics of the students attending the wrestling lesson in one academic year (8 months). The study included 19 male wrestler students with an average age of 21.20±1.61 years. Body weights, body circumference measurements, regional muscle strengths, anaerobic strength skinfold thicknesses and body fat percentages were measured twice before the start of the wrestling training at the beginning of the academic year. SPSS 20.0 package program was used to analyze the data obtained at the beginning and end of the season. In the evaluation of pretest and posttest measurements, wrestler students' body weights, BMI, shoulder circumference, chest circumference, bicep circumference (ext), bicep circumference (flx), hip circumference, upper leg circumference, vertical jump distance, long jump distances, Anaerobic power capacities There was a statistically significant difference between the back force, leg strength, biceps, triceps and abdominal skin folds (p&lt;0.05). As a result, it was determined that wrestling training taken by university students in a training process had a positive effect on muscle strength and anaerobic power levels and a positive effect on the development of body circumference measurements.
Challenges and Needs in the Context of Formal Language Education to Refugee Children and Adolescents in Greece
Author: Papapostolou, Anastasia
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Educational Needs,Refugees,Educational Environment,Student Needs,Public Schools,Adolescents,Language Teachers,Greek,English (Second Language),Second Language Instruction,Instructional Materials,Social Bias,Teaching Methods,Interpersonal Communication,Literacy,Student Attitudes,Classroom Environment,Social Influences,Cultural Influences,Language Usage,Teacher Attitudes,Interpersonal Relationship

The purpose of this study is to explore the challenges and needs of teachers' who offer language support to young refugees within the framework of formal education in Greece. In a field where research is limited and at an initial stage, a qualitative inquiry was conducted in a public school, which host classes of reception for refugee students, in the region of Fthiotida, in Greece. In particular, an exploratory case study was conducted through semi-structured interviews and observations in formal educational environments. Five participants were engaged in semi-structured interviews while observations occurred in two of their classrooms. The findings of the inquiry demonstrated that within the framework of refugee teaching environments in Greece teachers faced several challenges regarding practical, sociocultural, religious, ethical and emotional issues. The findings of the study highlight the need for teacher education to help them cope with diversity issues in their classrooms.
Effects of NeuroBike Cycling on EEG Brain Activity and Mathematical Performance: An Intervention Study
Author: John, Alexander
Date: 2017-04-00
Type: Journal Articles
Subjects: Brain Hemisphere Functions,Diagnostic Tests,Physical Activities,Mathematics Skills,Mathematics Achievement,Correlation,Intervention,Mathematics Tests,Algebra,Arithmetic,Comparative Analysis,Teaching Methods,Training,Spatial Ability,Cognitive Processes,Learning Processes,Problem Solving,Young Adults,Foreign Countries,Pretests Posttests,Psychoeducational Methods,Computer Software,Individual Characteristics,Physiology

The general purpose of the study was to promote the research on effects of physical activity on mathematical performance and brain functions, which is of particular interest regarding children's education as well as for all adults. Several studies have identified an influence of cycling on cognitive processes and brain activity. In the present study, we investigated effects of cycling training on a special bicycle on spontaneous EEG brain activity and on mathematical performance of young adults. Participants performed different interventions (special bicycle - NeuroBike, common bicycle, daily activity) in a two-week intervention with three 20-minute training sessions per week. Spontaneous EEG was recorded before and after each training condition at rest as well as during different mathematical tests (algebra, arithmetic, geometry) before and after the two-week intervention. Behavioral data show reduced mathematical performance in geometry after the NeuroBike and common bicycle intervention in comparison to daily activity. EEG data reveal increased temporal and occipital theta power, occipital alpha power, and parietal and occipital beta power after the two week intervention without acute influence of NeuroBike cycling at rest. Repeated NeuroBike training lead to increased frontal power in all frequency bands as well as temporal theta and alpha power during algebra performance. The results indicate that continuous training on a NeuroBike fosters a beneficial brain state for learning at resting state, but does not lead instantaneously to an optimum brain state for active spatial processing in mathematical problem solving.
A Scale Assessing Social Academic Participation in Class for University Students
Author: Sánchez-Rosas, Javier
Date: 2017-04-00
Type: Journal Articles
Subjects: Student Participation,College Students,Self Efficacy,Peer Relationship,Helping Relationship,Interpersonal Competence,Learner Engagement,Learning Processes,Critical Thinking,Classroom Communication,Academic Achievement,Construct Validity

An instrumental study was carried out, with the purpose of developing a scale for assessing academic social participation (ASP) in class in university students, and testing its psychometric properties. Students from two national universities answered the ASP scale's items online, along with a scale assessing academic social self-efficacy. Exploratory factorial analysis was applied, obtaining a three dimensional scale (including academic help seeking - AHS-, work with peers -WP-, and autonomous contribution -AC-). All three dimensions were different but significantly correlated (p &lt; 0.01; r ranging from 0.14 to 0.41), which allows to admit academic social participation as a unified construct. Internal consistency values for all three scales (AHS [alpha] = 0.83; WP [alpha] = 0.81; AC [alpha] = 0.91) and the complete scale (ASP [alpha] = 0.88) indicate a good reliability. Correlations between sub scales and academic social self-efficacy partially support construct validity. Further studies are recommended to provide additional support on this psychometric property. Also, more specific analyses are suggested to elucidate the studied behaviors' natures.
Evaluation of the Professional Development Program for Secondary Math Teachers on Item Writing Related to Higher Order Thinking Skills
Author: Yurdakul, Bünyamin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Evaluation,Faculty Development,Secondary School Teachers,Mathematics Teachers,Test Construction,Test Items,Thinking Skills,Secondary School Students,Achievement Tests,International Assessment,Mathematics Achievement,Science Achievement,Mathematics Tests,Elementary Secondary Education,Science Tests,Teacher Attitudes

The fact that Turkey's achievement in large-scale international examinations is not at the expected level is associated with such factors as students, teachers, schools, curricula and assessment approaches. The literature links student-related causes mainly to their lack of higher-order thinking skills; and teacher-related causes to incompetency in writing items to measure these skills, and not participating in professional development (PD) activities aimed at measurement of the skills tested in these exams. For these reasons, the present study designed, implemented and evaluated a PD program to improve secondary math teachers' skills of writing higher-order items in compliance with Cognitive Diagnostic Models. The study was conducted with Guskey's five levels of evaluating teachers' PD in the holistic single-case design. The program was attended by 100 participants from 20 different cities of Turkey. During the study, both quantitative and qualitative data concerning the periods before, during and after the program implementations were obtained through pre and post evaluation questionnaires and worksheets. The results indicated that the PD program was satisfactory; however, it needed improvement in terms of the total time of the program, time allocated for activities and monitoring and supporting teachers' work at their institutions of service. In addition, it was revealed that the context should not be structured in writing higher-order items of mathematics, which involves multiple qualities and mathematical competence. [This paper was presented at the International Conference on Curriculum and Instruction (5th, Mugla, Turkey, October 26-28, 2017.]
Knowledge Sharing Intention at Malaysian Higher Learning Institutions: The Academics&apos; Viewpoint
Author: Fauzi, Muhammad Ashraf
Date: 2018-06-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Foreign Countries,Behavior Theories,Social Capital,Sharing Behavior,Peer Relationship,Social Networks,Trust (Psychology),Social Media,Intention,Knowledge Management,Higher Education

Knowledge sharing (KS) is a culture that has been fostered and supported in higher learning institutions (HLIs) in Malaysian. This research applies Theory of Planned Behavior (TPB) and Social Capital Theory (SCT) to determine the factors associated with Malaysian academic's KS intention in HLIs. The results indicate that social networking is an important factor of academics' attitude to KS, while commitment and trust do not influence their attitude to KS. Using social media is found to be a significant factor of perceived behavioral control towards KS. Further, academics' attitude to KS and perceived behavioral control towards KS are found to be significant determinants of their KS intention, while management support for subjective norm of KS is not significant for KS intention.