ethanporcaro/eric-fulltext-meta huggingface dataset:
Combining Synchronous and Asynchronous Learning: Student Satisfaction with Online Learning Using Learning Management Systems
Author: Osman, Siti Zuraidah Md
Date: 2022-00-00
Type: Journal Articles
Subjects: Synchronous Communication,Asynchronous Communication,Electronic Learning,Student Satisfaction,Learning Management Systems,Learner Engagement,College Students,Knowledge Level

Students' satisfaction, knowledge, skills and attitude towards learning (KSAs), engagement and interaction in online learning are essential indicators in ensuring that the Learning Management System (LMS) is utilised effectively and efficiently. However, most students become passive listeners and observers during online teaching and learning activities on the LMS platform, both in synchronous and asynchronous learning. Therefore, this study aimed to identify student satisfaction in terms of KSAs, engagement and interaction with a combination of synchronous and asynchronous learning in online learning platforms. A questionnaire was distributed to 163 students from a higher education institution. The results showed that student satisfaction was at a high level in KSAs; there was a significant positive relationship between KSAs, interaction and student engagement which led to student satisfaction. Therefore, a teaching design which combines synchronous and asynchronous learning methods could be applied by educators to enhance students' KSAs, interaction and engagement to help raise their satisfaction levels.
Effectiveness of Online Learning during the COVID-19 Pandemic in Mizoram
Author: Lalduhawma, L. P.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Program Effectiveness,Secondary Education,Higher Education,Teacher Attitudes,Student Attitudes,Preferences,Internet,Barriers,Costs,Educational Technology,Technology Uses in Education,Foreign Countries

Due to the outbreak of COVID-19 pandemic, most schools in Mizoram shifted to online learning platforms to continue with their academic activities. A survey was carried out using a questionnaire to identify the effectiveness of online learning. 356 students and 60 teachers from different secondary and higher secondary schools in Mizoram responded to this survey. To find the effectiveness of online learning, percentages were calculated to analyze the data and the mathematical consensus (&quot;Cns&quot;) were calculated. Students' preferences and perceptions on various attributes of online classes were analyzed. The results indicated that most of the students and teachers were not quite ready to shift to online learning platforms. Bad internet connectivity, low data limits, slow data speed, demand for costly devices such as smart phones and related software and connectivity were problems faced in conducting online classes. It was found that the students preferred using smart phones to follow online classes, and mathematics was the most difficult subject to learn or teach in online classes.
Factors Affecting the Success of E-Learning-Based Training Using Learning Management System Platforms: Adaptations of Updated DeLone and McLean Models
Author: Yudiawan, Agus
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Learning Management Systems,Program Implementation,Foreign Countries,Faculty Development,Program Effectiveness

The purpose of this study is to determine the factors, both direct and indirect, that affect the success of the learning management systems implemented in the Ministry of Education's &quot;Sekolah Penggerak&quot; training program. The DeLone-McClean IS Success Model was modified to be used as the study's analysis tool. The study employed a quantitative method with 122 samples. The survey technique employing Google Forms was used in the data collection process. The Partial Least Square Structural Model was analyzed using the Smart-PLS 3.0 software. As the t-statistic value was more than 1.96 and the p-value was less than 0.05, all hypotheses testing direct influence on success were accepted. Only four of the thirteen hypotheses on indirect influence were rejected. In conclusion, the DeLone-McClean IS Success Model can be used to evaluate the effectiveness of a learning management system in various e-learning activities.
Factors Affecting the Perception of Happiness among Teachers in Vietnam
Author: Tham, Pham Thi Hong
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychological Patterns,Influences,Perception,Emotional Experience,Stress Variables,Work Environment,Values,State Policy,Security (Psychology),Interpersonal Competence,Job Satisfaction,Self Efficacy,Professionalism,Salary Wage Differentials,Junior High School Teachers

Vietnam is in the process of implementing education reforms in which teachers play a crucial role in determining success. This study aims to identify the main factors influencing the perception of happiness at work of Vietnamese teachers during the period of educational reform. In any period, teachers are always considered as being the force behind the success of education. Therefore, teachers' happiness is the most vital factor to be taken into consideration when educating students. Identifying the factors that affect teachers' happiness at work is the key to improving their teaching quality and quality of life. This study was conducted to investigate the factors affecting the perceived happiness of secondary school teachers in Vietnam today, thereby objectively assessing the emotional status of teachers in Vietnam in relation to the work they are doing. The results are as follows: 1) Teachers face a lot of pressure from many sides; 2) There is still a large percentage of teachers who do not really attach importance to the teaching profession; 3) State policies have not helped teachers feel secure in their professional activities; 4) Teacher capacity still needs to be greatly improved; 5) It is necessary to strengthen the connection between teachers, educational leaders, policy makers, school administrators and colleagues. This study uses descriptive statistics to present the research results. The survey was carried out in September 2021.
Leveraging Student Engagement through MS Teams at an Open and Distance E-Learning Institution
Author: Chaka, Chaka
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,Open Education,Distance Education,Electronic Learning,Foreign Countries,Undergraduate Students,Psychological Patterns,Student Behavior,Cognitive Processes,Synchronous Communication,Computer Software,English (Second Language),Second Language Learning

The current paper reports on a study that was conducted at the University of South Africa (UNISA) in 2021. The study involved three cohorts of undergraduate students (n = 20, n = 12 and n = 18), where each cohort participated in one of the virtual sessions offered on MS Teams as part of their modules' virtual classes. Employing a case study research design, the study used the interactions students had on MS Teams through messages in each session to determine how such messages served as indicators of student engagement. Four student engagement dimensions, namely emotional, behavioral, cognitive and academic engagement, were the focus of this study. Two of the findings of this study are: (a) only few students dominated the messages posted during the three live virtual sessions; and (b) cognitive and emotional engagement dimensions were the two predominant dimensions of student engagement. The paper ends with the implications and recommendations.
Impact of Prezi Media-Assisted Problem-Based Learning on Scientific Literacy and Independence of Elementary School Students
Author: Kristiantari, Maria Goreti Rini
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Multimedia Materials,Problem Based Learning,Scientific Literacy,Elementary School Students,Grade 4,Foreign Countries

The aim of this study was to analyze the impact of Problem Based Learning (PBL) with the support of Prezi media on scientific literacy and independence. The research design used was quasi-experimental in nature. The sample of this study consisted of 59 fourth grade students. Data were collected using a test and a questionnaire. The instruments used were a 20-item test to assess scientific literacy and a 30-item questionnaire to measure independence. The data were analyzed using descriptive analysis and statistical inference. Multivariate Analysis of Variance (MANOVA) was used in testing the hypotheses. The findings show that the PBL model supported by Prezi media has a simultaneous and partial effect on students' scientific literacy and independence. The findings also show that the Prezi media-enabled PBL model has a greater impact on scientific literacy than on students' independence.
Mediating Role of Teachers&apos; Self-Efficacy and Psychological Capital in Determining Success during Learning Transition Periods in Vocational Education
Author: Jaedun, Amat
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education Teachers,Self Efficacy,Psychological Characteristics,Success,Learning Processes,Change,Teaching Experience,In Person Learning,Electronic Learning,Distance Education,Retraining

Polemics on the low quality of teaching and learning outcomes during the period of transition from online to offline learning is an issue that must be addressed by vocational education institutions. This study aims to analyze the effects of retraining and teaching experience on successful learning outcomes during the transition period, either directly or through the involvement of self-efficacy and psychological capital as mediators. An ex-post-facto study that adopted a research design from Cohen, Lawrence &amp; Keith (2011) was carried out with a sample of 247 vocational education teachers in Indonesia. Data on all variables were collected through a closed questionnaire method based on a four-point Likert-scale. The data were then analyzed using structural equation modeling (SEM) analysis techniques with path analysis and bootstrap methods. The results of the study reveal that retraining and teaching experience have a significant effect on the success of learning outcomes during the transition between online and offline teaching methods in vocational education. There is a significant indirect effect of the two exogenous variables through the mediating involvement of self-efficacy and psychological capital. In Vocational education it is very important to organize the retraining that is needed among teachers to improve the quality of learning in the learning transition period, in addition to providing more teaching experiences to strengthen self-efficacy and provide sufficient psychological capital so that the quality of learning outcomes can be enhanced and sustained.
Teachers&apos; Knowledge of Hybrid Teaching Practiced during the COVID-19 Pandemic and Its Effects on Student Achievement
Author: Al Ajmi, Hadi Rashed
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Knowledge Level,Blended Learning,Educational Technology,Technology Uses in Education,Academic Achievement,Distance Education,Psychology,In Person Learning,Public School Teachers,Foreign Countries,Teaching Methods,Teacher Characteristics

This study aimed to investigate the level of teachers' knowledge deemed necessary to meet the requirements of hybrid teaching during the COVID-19 pandemic. A descriptive quantitative approach was used in this study. A questionnaire was used as the tool for data collection; it was composed of three parts. The first part was designed to collect information on demographic characteristics, while the second part was used to collect information about teachers' knowledge of psychological education theories, teaching styles, IT and education tools. The third part aimed to collect information about the students' achievements based on teachers' views. A simple random sample of teachers was selected, comprising 1500 teachers from government schools. The validity and reliability of the questionnaire were measured. The study concluded that teachers had little knowledge about the basic requirements for hybrid teaching and what had been practiced was actually emergency remote teaching. The study recommended the adoption of hybrid teaching strategies nationally as a desired move to be applied and evaluated regularly.
The Effectiveness of the Problem-Solving Strategy in Enhancing the Academic Achievement of Islamic Studies Students at a Saudi College
Author: Omar, Mona Taha Mohamad
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Islamic Culture,Program Effectiveness,Student Centered Learning,Problem Solving,Academic Achievement,College Students,Islam,Lecture Method,Knowledge Level,Student Attitudes,Interaction,Teacher Education Programs

Recently, there has been a shift from teacher- to student-centered teaching paradigms, which have proven to lead to better learning outcomes. However, teaching in the Islamic Studies Department at Ad-Dilam College of Education, Prince Sattam Bin Abdulaziz University, Saudi Arabia, is currently mainly lecture-oriented. This is attributable to the nature of Islamic courses, which conventionally focus on lecturing on the part of teachers and memorization on the part of students. This study has explored the effectiveness of a student-centered teaching strategy, the problem-solving strategy, in enhancing the academic achievement of Islamic Studies students at Ad-Dilam College of Education. One group of students (N = 22) was taught a unit in the Special Teaching Methods Course using the problem-solving strategy. Another group (N = 20) was taught the same unit using conventional lecture-oriented teaching. An author-developed achievement test was used to compare the performance of the two groups after the intervention. Means, standard deviations, and independent samples t-tests revealed that the problem-solving classroom significantly outperformed the lecture-oriented classroom in skills, values, and total achievement. Both groups achieved comparable gains in the knowledge dimension of achievement, thus the difference between the groups in knowledge was not significant. Classroom observation during the intervention revealed that students in the problem-solving classroom were more enthusiastic and interacted more actively during classes. Based on the findings, implications are drawn and recommendations offered.
Thai University Students&apos; Perceptions of Online Education after Extended Period of Emergency Remote Education
Author: Raktham, Chutigarn
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,School Closing,Distance Education,Student Attitudes,College Students,Readiness,Barriers,Program Effectiveness,Technological Literacy,Self Efficacy,Teaching Methods,Educational Quality,In Person Learning,Blended Learning

For over 2 years, the COVID-19 pandemic forced large numbers of Thai students to engage in emergency remote education, but with the pandemic abating and students returning to face-to-face classrooms, this paper takes the opportunity to examine students' feelings about their experience with online education. The aims of this research are thus to investigate students' perceptions of their university's preparedness and its provision of ongoing support for online learning, the quality of the online teaching, the advantages and disadvantages of online classrooms, the students' technological self-efficacy, and their preferred mode of learning when the pandemic abates. The results reveal that students' overall satisfaction with the university's preparedness and support was at the moderate level, while the quality of online teaching and students' technological self-efficacy were rated at the high level. In terms of the advantages and disadvantages of online education, the latter outweighed the former. The students' preferred mode of learning after the end of the pandemic was face-to-face classrooms, followed in order by blended learning, and then fully online classrooms. The findings suggest that factors including the lack of university life experiences, an absence of classroom interaction, health problems, and heavy workloads could hinder the adoption of fully online classrooms.
The Role of Emotional Intelligence in Ontario International Graduate Students: An Auto-Ethnography
Author: Zabin, Rakha
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Emotional Intelligence,Foreign Students,Graduate Students,Learning Experience,Reflection,Self Control,Stress Management,Student Adjustment,Coping,Acculturation,Autobiographies,Ethnography

Emotional Intelligence (EQ) is a multifaceted ability that helps individuals to sense, understand, value, and effectively apply the power of emotions as a source of information, trust, creativity, and influence (Goleman, 2006; Mayer et al., 2011). The five components (self-awareness, self-regulation, empathy, motivation, and social skill) embedded within EQ may work solely or collectively to cope with everyday life events that international students may encounter. Such an emotional tool kit may help multicultural international students handle several adverse situations. This study focused on an auto-ethnographic account of the learning experience of one international graduate student's transition to becoming a scholar within a new cultural context. Self-reflection on the hurdles and socio-emotional challenges experienced during the transition to becoming a graduate student in Ontario informs the analysis. Findings suggest the need for Canadian universities to incorporate multiple components of EQ into their international university services, including mindfulness, self-regulation, and stress management.
Setting up Whole-School Policies and Practices through a Symbiotic Approach to Language Matters
Author: Erin, Jonas
Date: 2022-10-00
Type: Journal Articles
Subjects: School Policy,Educational Policy,Democracy,Democratic Values,Citizenship Education,International Education,Language Planning,Holistic Approach,International Cooperation,In Person Learning,Distance Education,Networks,Social Integration,Digital Literacy,Foreign Countries

A whole-school approach to foster competences for democratic culture, described by the Council of Europe's Reference Framework of Competences for Democratic Culture, implies the active involvement of all actors in three areas of school life: teaching and learning, school governance and culture, and co-operation with the community. The European Centre for Modern Languages' project Des environnements d'apprentissage optimisés pour et par les langues vivantes (EOL) similarly assumes that a whole-school approach is essential in the promotion of plurilingual and intercultural education in schools. The article illustrates the EOL project: the core principles of its approach, the tools, materials and examples of practices. The project and its followup activities have proved that setting up language learning friendly environments requires decisions at different levels so as to introduce mechanisms and routines. Considering language education as a key factor for social cohesion, the aim of the article is to answer the question of what schools should do so as to go beyond a one-off, isolated project to unite all stakeholders around a shared language plan for school, which fosters competences for democratic citizenship.
Total Wellness of Turkish International Students: Perceptions and Inherent Growth Tendencies
Author: Avci, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Student Adjustment,Acculturation,Wellness,Self Determination,Personal Autonomy,Competence,Predictor Variables,Interpersonal Relationship

Research on the international students primarily focuses on adjustment and acculturation issues rather than building and maintaining the wellness of specific cultural groups of international students. This study used basic psychological needs involved in self-determination theory to investigate the relationship between autonomy, competence, and relatedness needs, self-determined way of functioning, and wellness of Turkish international students in the U.S. Data was collected before COVID-19 pandemic using a self-administered survey from 179 (71 females) Turkish international students with a mean age of 29.7 years. The results indicated that the perceived total wellness of Turkish international students was slightly low. The results of regression analyses revealed that autonomy, competence, and relatedness are positive and significant predictors of Turkish international students' wellness. Furthermore, Turkish international students with a greater self-determined way of functioning report a higher level of wellness. We recommend culture specific implications and further research to maintain international students' wellness in their sojourn.
Examining Non-Cognitive Factors Predicting Reading Achievement in Turkey: Evidence from PISA 2018
Author: Karaman, Pinar
Date: 2022-09-00
Type: Journal Articles
Subjects: Predictor Variables,Reading Achievement,Foreign Countries,Achievement Tests,Secondary School Students,International Assessment,Student Characteristics,Metacognition,Soft Skills

The purpose of the study was to investigate how student and teacher-related non-cognitive variables were important factors in the reading performances of Turkish students in PISA 2018. The results of the HLM analysis revealed that economic, social, and cultural status (ESCS) as a background variable was considered an effective predictor of student and school reading achievement. The students' meta-cognitive strategies were the most influential variables among their non-cognitive variables. Besides, most of the teacher-related noncognitive factors had significant relationships with reading achievement even after controlling all student-related and background variables. Teachers' instructional behaviors, such as adaptive instruction and teacher-directed instruction, are much more related to reading performance than other teacher behaviors. The results suggested that fostering soft skills is essential for both students and teachers.
The Predictive Role of Self-Esteem, Attachment Styles, and Family of Origin Functions in Explaining Conflict Resolution in Romantic Relationships
Author: Çaglayan, Zeynep
Date: 2022-09-00
Type: Journal Articles
Subjects: Adults,Self Esteem,Self Concept Measures,Family Relationship,Measures (Individuals),Attachment Behavior,Conflict Resolution,Dating (Social),Intimacy,Interpersonal Relationship,Predictor Variables

This research aims to analyze the predictive role of self-esteem, attachment styles, and family of origin functions in explaining conflict resolution in romantic relationships. A total of 265 adult participants were administered Demographics Form, Conflict Resolution Styles Scale (CRSS), Rosenberg Self-Esteem Scale (RSES), Experiences in Close Relationships-Revised (ECR-R), and Family Assessment Device (FAD). Correlational design was used to examine relationships between variables. Multiple linear regression analysis was carried out within the aim of the study. According to the results, the predictive role of attachment styles and family of origin functions on conflict resolution was significant. However, self-esteem was not found to have a significant predictive role in conflict resolution. Findings were discussed along with current literature, and theoretical implications and suggestions for future research were presented.