ethanporcaro/eric-fulltext-meta huggingface dataset:
Computation and Learning Partnerships: Lessons from Wood Architecture, Engineering, and Construction Integration
Author: Riggio, Mariapaola
Date: 2021-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Architectural Education,Engineering Education,Construction (Process),Group Activities,Undergraduate Students,Graduate Students,Group Dynamics,Design,Data Use,Sharing Behavior,Computer Uses in Education,College Instruction,Woodworking

Examining an interdisciplinary university course for architecture, wood science, and engineering students, this paper studies how the students' ability to master digital workflows influenced their success in learning collaborative design skills. It highlights potential challenges and opportunities posed by the introduction of new digital tools to support emerging integrated building design in both education and professional practice. The particular course focuses on the wood industry, which is rapidly changing from a very traditional to a highly innovative sector and increasingly embracing the latest technological developments in computational design, simulation, and digital fabrication. This study explores the influence of parametric design on collaboration dynamics and workflow within an interdisciplinary group of students embodying the roles of manufacturer, engineer, and architect. Student-generated data of the first three years of the class is analyzed thematically to find correlations with productive collaborations. Focusing on a stage of an evolving teaching and learning process, this analysis allows identifications of common themes and patterns, suggesting implications for practice and future research. The course highlights the need to integrate data interoperability, collaboration skill-building, and material awareness in contemporary digitally enabled architecture, engineering, and construction education. The lessons learned in this course can be of value to academic programs and professional firms involved in incorporating digital design and interdisciplinary collaboration.
The Effect of Digital Device Usage on Student Academic Performance: A Case Study
Author: Limniou, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,Handheld Devices,Telecommunications,Laptop Computers,Computer Use,Computer Software,Correlation,Student Characteristics,Student Behavior,Undergraduate Students,Lecture Method,Attention,Learner Engagement,Self Efficacy,Test Anxiety,Value Judgment,Self Management,Foreign Countries

The aim of this investigation was to explore student behaviour when students brought their own digital devices into a lecture theatre. A total of 361 undergraduate psychology students from the University of Liverpool who used at least one digital device during lecture time fully completed an online questionnaire (159 first-, 124 second- and 78 third-year psychology students) during the 2018-2019 academic year. Although all the three years of undergraduate students brought laptops and/or smartphones into a lecture theatre, there was no significant difference in academic performance over the years of studies. The findings have linked student multitasking processes in a lecture theatre to Social Cognitive Theory principles (reciprocal interactions between behaviours, learning environment, and individuals). There was a significant difference between the three years regarding the use of applications and student characteristics after controlling for the different types of devices. Students who used only one application during lecture time were more likely to achieve higher academic performance as they were less distracted from their primary tasks of processing and retaining information. Overall, this investigation concluded the importance of reconsidering the teaching delivery process so as to avoid students' escapism using devices during lecture theatres due to their engagement level and lecture norm pressures.
Incidence of Gender in the Digital Competence of Higher Education Teachers in Research Work: Analysis with Descriptive and Comparative Methods
Author: Guillén-Gámez, Francisco D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Gender Differences,College Faculty,Educational Resources,Technological Literacy,Foreign Countries,Age Differences,Anxiety,Research Skills,Ethics,Technology Integration

The purpose of this study is to analyse and compare the level of digital competence of higher education teaching staff in research work through the use of ICT resources. For this purpose, an ex post facto design was employed together with an instrument composed of 30 items classified into seven dimensions: digital skills, digital ethics, digital flow, anxiety towards ICT, quality of ICT resources, intention to use ICT, and ICT integration. The sample consisted of a total of 1704 higher education teachers from all over Spain. The results showed that, overall, there were no significant differences in the level of digital competence of teaching staff between the two genders. However, significant differences were found in the following dimensions: digital skills, digital ethics, ICT anxiety, quality of ICT resources, and intention to use ICT. These findings highlight the urgent need for university institutions to propose training plans to improve the digital competences of their teaching and research staff in those dimensions that have been found to be deficient.
Who Supports Polish Educational Reforms? Exploring Actors&apos; and Observers&apos; Attitudes
Author: Karwowski, Maciej
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Resistance to Change,Student Attitudes,Parent Attitudes,Public Opinion,Attitude Measures,Psychometrics,Item Response Theory,Factor Analysis,Negative Attitudes,Elementary School Students,Secondary School Students,College Students

This investigation is based on eight extensive empirical studies (total N = 12,294) supplemented by automated analysis of online data, to examine attitudes toward educational reforms introduced in Poland in 2017. We explore the attitudes within groups categorized as actors (people directly affected by the reform, namely students and parents) and observers (the general population). The Attitudes Toward Educational Reform Scale (ATERS) was developed and validated. ATERS psychometric properties were examined using item response theory and confirmatory factor analyses, while the differences between groups were summarized meta-analytically. Consistently with expectations, we observed that the overall attitude toward the reform was negative, and the strength of this negative attitude increased along with being more directly affected by the changes introduced by it. While the general population held a relatively neutral attitude toward the reform, the attitude was clearly negative among parents and students. We discuss reasons and consequences of these findings.
Comprehensive School and Vocational Training in Spain. A Longitudinal Approach from the Transition from Lower to Upper Secondary Education
Author: Merino, Rafael
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Secondary School Students,Secondary Education,Compulsory Education,Educational Change,Socioeconomic Background,Ability Grouping,Academic Achievement

Fitting vocational training into the Spanish education system has been challenging and problematic because two objectives are trying to be fulfilled; the first to supply skills for the productive system and the second to be an alternative option for the young people who do not follow the academic track. Moreover, the political vicissitudes of recent decades have added to the difficulties involved in balancing these requirements. In Spain, both the economic agents and the education system itself with its academic inertia have relegated vocational training to a subordinate position, able to attract mainly young people with lower academic achievement and largely rejected by families with a higher educational level. The assumption was that the introduction of a comprehensive secondary education in the 1990s would provide parity between the academic and the vocational tracks. However, the comprehensive nature of this system was not fully applied, with students in many schools separated by ability levels, and in fact having little impact on the social bias of the students choosing vocational training. The empirical contribution of this study is based on a survey carried out among 2056 students from Barcelona in their last year of compulsory secondary education in 2013-14 and who continued in full-time education, be it baccalaureate or vocational training. The main result shows that comprehensive education improves school success and decreases the vocational orientation of students from low social backgrounds.
Adaptation of Kirkpatrick&apos;s Four-Level Model of Training Criteria to Evaluate Training Programmes for Head Teachers
Author: Alsalamah, Aljawharah
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Evaluation,Program Effectiveness,Faculty Development,Teacher Leadership,Teacher Attitudes,Models,Outcomes of Education,Evaluation Criteria,Females,Women Administrators,Supervisors,Foreign Countries

Training programmes are evaluated to verify their effectiveness, assess their ability to achieve their goals and identify the areas that require improvement. Therefore, the target of evaluators is to develop an appropriate framework for evaluating training programmes. This study adapted Kirkpatrick's four-level model of training criteria published in 1959 to evaluate training programmes for head teachers according to their own perceptions and those of their supervisors. The adapted model may help evaluators to conceptualise the assessment of learning outcomes of training programmes with metrics and instruments. The model also helps to determine the strengths and weaknesses of the training process. The adaptation includes concrete metrics and instruments for each of the four levels in the model: reaction criteria, learning criteria, behaviour criteria and results criteria. The adapted model was applied to evaluate 12 training programmes for female head teachers in Saudi Arabia. The study sample comprised 250 trainee head teachers and 12 supervisors. The results indicated that the adapted Kirkpatrick evaluation model was very effective in evaluating educational training for head teachers.
Local and External Stakeholders Affecting Educational Change during the Coronavirus Pandemic: A Study of Facebook Messages in Estonia
Author: Luik, Piret
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Distance Education,Educational Technology,Technology Uses in Education,Social Media,Stakeholders,Emotional Response,Language Usage,Coping,Role,Experience,Specialists,Teachers,Principals,Teacher Educators,Parents,Government Employees,School Personnel,Allied Health Personnel,Computer Mediated Communication,Speech Acts

Education worldwide was affected by the coronavirus pandemic when many countries, including Estonia, had to switch to distance learning. It was an unexpected change in education and required a response from relevant stakeholders. This study aims to understand the activities of different stakeholders as revealed in the messages of the Facebook group 'Homeschooling with technology' from 6 March to 26 April 2020. A mixed method study design was used, including quantitative and qualitative content analysis of 872 messages posted by members of the Facebook group, which were divided into eight role groups. Teachers, educational technologists, principals and parents represented local stakeholders while external stakeholders included members from government institutions, supporters, teacher educators and members with other roles. The analysis covered activeness of each role group, emotional expressions, speech acts and topics represented in messages. The results indicate that educational technologists played a key role in handling the coronavirus pandemic situation in education. However, local stakeholders also received support from external stakeholders. The results help capture the roles, experiences and views of different stakeholders during the educational change caused by the coronavirus pandemic in order to learn from this and to be prepared for such situations in the future.
Fitness Level Differences between Students in Kosovo and Montenegro
Author: Morina, Besnik
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Differences,Life Style,Physical Fitness,Health Behavior,Gender Differences,Age Differences,Early Adolescents,Body Composition,Body Weight,Body Height,Muscular Strength

Geographical, cultural, and socio-economic factors create a different lifestyle. Accordingly, the aim of this research was to identify the differences in anthropometric and fitness characteristics among adolescents living in Montenegro and Kosovo in order to optimize the physical fitness as a consequence of the proactive behavior. Anthropometric characteristics and fitness level measures were assessed by Eurofit testing battery among 600 Kosovar and 600 Montenegrin students, equally distributed by gender. Differences between countries, gender, and age group (13, 14 and 15 years) were assessed with multivariate and univariate analysis of variance. The results showed that Montenegrin students are taller, heavier, and achieve better results in the sit-ups and 20-m endurance shuttle-run tests. Kosovar students achieve better results in the standing broad jump and 10 × 5 m shuttle-run tests. Males achieve significantly better results in all tests, excluding the sit-and-reach test. Statistically significant differences among age groups were found for all variables, regardless gender and country (except for the flamingo and sit-and reach tests). This study is of importance to physical education teachers and curriculum authors to optimize students' proactive behavior based on the identified anthropometric and physical fitness differences between the two countries, age groups, and genders.
Application of Virtual Reality in Computer Science Education: A Systemic Review Based on Bibliometric and Content Analysis Methods
Author: Agbo, Friday Joseph
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Computer Science Education,Educational Research,Research Methodology,Data Collection,Data Analysis,Authors,Universities,Sample Size,Game Based Learning,Citation Analysis,Foreign Countries

This study investigated the role of virtual reality (VR) in computer science (CS) education over the last 10 years by conducting a bibliometric and content analysis of articles related to the use of VR in CS education. A total of 971 articles published in peer-reviewed journals and conferences were collected from Web of Science and Scopus databases to conduct the bibliometric analysis. Furthermore, content analysis was conducted on 39 articles that met the inclusion criteria. This study demonstrates that VR research for CS education was faring well around 2011 but witnessed low production output between the years 2013 and 2016. However, scholars have increased their contribution in this field recently, starting from the year 2017. This study also revealed prolific scholars contributing to the field. It provides insightful information regarding research hotspots in VR that have emerged recently, which can be further explored to enhance CS education. In addition, the quantitative method remains the most preferred research method, while the questionnaire was the most used data collection technique. Moreover, descriptive analysis was primarily used in studies on VR in CS education. The study concludes that even though scholars are leveraging VR to advance CS education, more effort needs to be made by stakeholders across countries and institutions. In addition, a more rigorous methodological approach needs to be employed in future studies to provide more evidence-based research output. Our future study would investigate the pedagogy, content, and context of studies on VR in CS education.
Supporting Undergraduate STEMM Education: Perspectives from Faculty Mentors and Learning Assistants in Calculus II
Author: Hite, Rebecca
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,STEM Education,College Faculty,Mentors,Teacher Attitudes,Teaching Assistants,Calculus,Peer Relationship,Teacher Student Relationship,Teaching Skills,Knowledge Base for Teaching

In higher education, Learning Assistants (LAs)--a relatively recent evolution grounded in peer mentorship models--are gaining popularity in classrooms as universities strive to meet the needs of undergraduate learners. Unlike Teaching Assistants, LAs are undergraduate students who receive continuous training from &quot;faculty mentors&quot; in content-area coaching and pedagogical skills. As near-peers, they assist assigned groups of undergraduates (students) during class. Research on LAs suggests that they are significant in mitigating high Drop-Fail-Withdrawal rates of large enrollment undergraduate science, technology, engineering, mathematics, and medical (STEMM) courses. However, there is a dearth of description regarding the learning between LAs and STEMM faculty mentors. This paper reports on perspectives of faculty mentors and their cooperating LAs in regard to their learning relationships during a Calculus II at a research-oriented university during Spring of 2020. Using an exploratory-descriptive qualitative design, faculty (oral responses) and LAs (written responses) reflected on their relationship. Content analysis (coding) resulted in four salient categories (by faculty and LA percentages, respectively) in: Showing Care and Fostering Relationships (47%, 23%); Honing Pedagogical Skills (27%, 36%); Being Prepared for Class and Students (23%, 28%); and Developing Content Knowledge in Calculus (3%, 13%). Benefits of LAs to faculty and ways to commence LA programs at institutions are also discussed.
Culturally Conscious Assessment as Pedagogy in Study Abroad: A Case Study of the Higher Education in the Ghanaian Context Program
Author: Martin, Jillian
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Study Abroad,Power Structure,Higher Education,Educational Experience,College Faculty,Teaching Methods,Evaluation Methods,Case Studies,Foreign Countries,Program Descriptions,Culturally Relevant Education,Action Research,Indigenous Knowledge,African Culture,College Students,Student Attitudes,Cultural Context

The Higher Education in the Ghanaian Context (HEGC!) study abroad program was created to engage participants in a critical examination of concepts related to power, privilege, and oppression within higher education settings in Ghana and the United States. The course has three components: pre-immersion, immersion, and emersion that are guided by a central question: What can this experience teach me about contributing to a global society through the application of culturally conscious practices in my field? To answer this question, HEGC! faculty incorporate culturally conscious pedagogy and assessment presented in this paper. The authors use a case study of the pedagogical and assessment approach for HEGC! as a form of assessment as pedagogy. This paper will provide an overview of the HEGC! study abroad program and the culturally conscious pedagogy and assessment strategies used. This paper concludes with implications for study abroad and assessment practices as well as intersubjective reflections from the authors.
Evaluating an Intensive Program to Increase Cultural Intelligence: A Quasi-Experimental Design
Author: Alexander, Kristofer Chang
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Comparative Analysis,Summer Programs,Student Centered Learning,Socialization,Intervention,Study Abroad,Metacognition,College Students,Program Descriptions,Outcomes of Education,Measures (Individuals),Mentors,Learning Theories,Program Evaluation

This study used a quasi-experimental design to compare the effects of an intercultural development program on students' Cultural Intelligence (CQ) compared with students in a summer research program who did not receive the intervention. Social Learning Theory guided a 9-week student-centered cultural learning course focused on attention, retention, and reproduction of each CQ domain. After the course, students had opportunities to practice their CQ abilities while studying abroad. Pre-assessment CQ determined an individualized learning plan. Reflective journaling and cultural mentoring were used to maximize student CQ growth. Using multi-level modeling, we observed a statistically significant increase in three CQ domains compared to the comparison control group: cognitive (p&lt;0.01), metacognitive (p&lt;0.01), and behavioral CQ (p&lt;0.01). Motivation CQ scores did not significantly improve (p=0.08). Our results suggest that a university intercultural development program that intentionally combines a cultural learning course with a study abroad experience may improve students' CQ.
To Understand You, I Need to Know Me: Approximating the Study Abroad Experience Utilizing Assessment as Learning in a Glocal Classroom
Author: Dunn-Jensen, Linda M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Study Abroad,Cultural Awareness,Metacognition,Feedback (Response),COVID-19,Pandemics,Teaching Methods,Intercultural Communication,Course Descriptions,Work Environment,Job Skills,Simulation,Learning Activities,Pretests Posttests,Independent Study,Leadership Training,Learning Theories,Student Evaluation,Local Issues,Global Education,Urban Universities,State Universities,Comparative Analysis,Measures (Individuals),Student Characteristics,College Students

Due to Covid-19 and the inaccessibility of study abroad for some students, we successfully tested an alternative for building intercultural effectiveness -- a glocal classroom (GC) pedagogy highlighting assessment as learning. Over a 15-week course, the GC replicated the work context and job demands of expert global leaders and developed global skills via activities and simulations. Pre-posttest measures of the Intercultural Effectiveness Scale (IES) found significant improvement in all dimensions. Students with prior international experience had higher pre-test results in the world orientation and relationship development dimensions; however, students without study abroad experience approximated those results in their post-test assessment, apparently as a result of the GC. Quantitative and qualitative findings suggest that assessment, self-awareness, self-directed PDPs, well-designed simulations, receiving and giving extensive feedback, and reflection can be effective methods for moving the needle on intercultural competencies without a physical international experience.