ethanporcaro/eric-fulltext-meta huggingface dataset:
Dental Students&apos; Perspectives on the Implementation and Effectiveness of Online Learning Due to COVID-19 Pandemic: A Descriptive Cross-Sectional Study in Bulgaria
Author: Avramova, Nadya
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Undergraduate Students,Dentistry,Dental Schools,Online Courses,Electronic Learning,Distance Education,School Closing,Instructional Effectiveness,Stress Variables,Knowledge Level,Financial Problems,Public Health,Immunization Programs,COVID-19,Pandemics,Foreign Countries

Purpose: As dental education was significantly influenced by the novel coronavirus pandemic, this study aims to investigate preclinical dental students' perspectives on the implementation of remote education and school closure due to COVID-19 pandemic, self-reported effectiveness of on-line learning as well as their educational and personal experiences. Method: A self-administered questionnaire was posted online to a total of 258 out of 516 second and third-year preclinical dental students in Dec 2020/Jan 2021 at Faculty of Dental Medicine, Medical University-Sofia, Bulgaria. Survey items focused on 3 general domains: student attitude, assessment, and concerns regarding online learning; student current knowledge and perceptions of COVID-19 pandemic and student opinion of pandemic psychological impact on public health, personal experiences and intention for vaccination. Findings: One-hundred and sixty-nine students responded to the survey (response rate 65.5%). Most of them (70.4%) approved suspension of face-to-face classes due to the COVID-19 crisis. Eighty percent expressed dissatisfaction toward online teaching sessions and agreed that this will have negative effects on their education. Fifty-eight percent did not find remote education more stressful than in-person training. More concerns were expressed about financial issues than mental health problems. Intention for getting vaccinated was expressed by 53.3% and 40.8% thought that the vaccine would cause many side health effects. Implications for research and practice: Within the limitations of the study, identified gaps in online education could help increase effectiveness of learning environment and create opportunity to enhance education for the future. Dental student thoughts about COVID-19 vaccinations provide valuable information to administrators, public health professionals and policy makers to improve efforts towards preserving, protecting, and promoting public health.
Effectiveness of Instructional Design Framework Based on Cognitive Load Theory for Clinical Skills Training
Author: Wasfy, Nourhan F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Design,Instructional Effectiveness,Medical Education,Medical Students,Clinical Teaching (Health Professions),Simulated Environment,Training Methods,Vignettes,Video Technology,Demonstrations (Educational),Physical Examinations,Cognitive Processes,Difficulty Level,Foreign Countries

Purpose: Cognitive load theory (CLT) is receiving increased recognition in medical education and it was cited as an important theoretical framework for simulation-based medical education. Simulated learning environments can place a high demand on the cognitive resources of the learners, hence, we aimed to design an instructional framework to optimise the total cognitive load imposed on the medical students during their clinical skills training in the clinical skills laboratory. Method: This study is a quasiexperimental post-test design. The sampling technique was purposive sampling, which included year 2 students at the Faculty of Medicine-Suez Canal University population. The study was conducted in the clinical skills and simulation laboratory. The intervention group received a developed instructional design framework based on CLT. The control group learned with the ordinary teaching method without any intervention. The cognitive load was measured using the Cognitive Load Inventory (CLI) immediately after the training session for both groups. Furthermore, students' achievement in the clinical skill laboratory was compared in both groups. Findings: The total cognitive load is lower in the group that received the developed instructional design than that of the control group, and this result was statistically significant. Also, the performance of the intervention group is higher than in the control group. Implications for research and practice: The developed instructional design framework is a potentially useful guide for managing students' cognitive load in the clinical skills training session.
Explicit Models for Foreign Language Strategy Learning of Preservice Teachers at University Level
Author: Dmitrenko, Natalia
Date: 2021-00-00
Type: Journal Articles
Subjects: Direct Instruction,Second Language Instruction,Second Language Learning,English for Special Purposes,Instructional Effectiveness,Learning Strategies,Teaching Methods,Preservice Teachers,Communicative Competence (Languages),Foreign Countries

The purpose of the article is to prove theoretically and check experimentally the effectiveness of explicit models for language learning strategies based on the instructions in the process of professionally oriented English communication. The hypothesis of the research implies that the level of professional English communicative competence will increase in the case of combining such models as &quot;top-down&quot; and &quot;bottom-up&quot; while professionally orienting English communication. The study employed the mixed research design method as quantitative (Likert's scale, Bespalko's learning coefficient, Fisher's criterion) and qualitative (interpretation of questionnaire results) methods. The levels of explicit models using for language learning strategies are defined by the results of the conducted survey of 116 pre-service teachers of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University. One of the conditions of experimental learning is a sequence of stages in the process of applying two explicit models for language strategy learning instruction &quot;top-down&quot; and &quot;bottom-up&quot; in the process of pre-service teachers' professionally oriented English communication. Findings: The results of the control test at the final step of the experiment have confirmed the effectiveness of two variants of explicit models for language strategy learning instruction in the process of professionally oriented English communication. The analysis of experimental training results has shown the formation of professionally oriented English communicative competence at the level B2, as well as a significant increase in the participants' knowledge, skills and abilities of foreign language learning strategies. Implications for research and practice: Combining &quot;top-down&quot; and &quot;bottom-up&quot; explicit models for language learning strategy instruction contributes to more effective assimilation and expansion of the repertoire of learning and communicative strategies and improves professionally oriented English communicative competence of pre-school teachers at university level.
Comparison of Teacher Recruitment and Retention Practices in Cameroonian and Chinese Secondary School: China&apos;s Lesson
Author: Guiaké, Mathias
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Shortage,Teacher Recruitment,Teacher Persistence,Secondary School Teachers,Public Schools,Cultural Differences,Educational Policy,Teaching Conditions,Stakeholders,Cooperation,Rural Schools,Governance,Government Role,Teacher Selection,Rural Urban Differences

The shortage of teachers in secondary education sector in Cameroon is worrisome. This article examines the practices of teacher recruitment and retention in public secondary school in Cameroon and China by looking at managerial practices. The comparison aimed at finding out what Cameroon could learn from China. The literature review shows very limited comparative studies on teacher recruitment and retention practices. Most studies focused on single countries and particular issues or groups of teachers/schools. This study, however, involves two case studies, especially with China as a country of strong reforms habit. The study employs qualitative approach in which both document analysis and semi-structured in-depth interviews were examined. Documents, including policies, administrative files and trusted reports, depict a macro picture of teacher recruitment and retention in both countries. The interviews data, analysed thematically, aimed to support information from documents. There were 58 respondents participated in the study. The study found out many differences between the two systems. It argued that practices, such as decentralising teacher recruitment, establishing special/affirmative policies for teacher recruitment in underdeveloped areas, improving teachers' living conditions, cooperation between educational stakeholders in developed and disadvantaged areas, and urbanising rural areas' schools are all good experiences Cameroon might learn from China.
Cooperative Learning in English Language Classrooms: Teachers&apos; Perceptions and Actions
Author: Nguyen, Cang
Date: 2021-10-00
Type: Journal Articles
Subjects: Cooperative Learning,English (Second Language),Second Language Instruction,Second Language Learning,Language Teachers,Secondary School Teachers,Teacher Attitudes,Curriculum Implementation,Barriers,Knowledge Level,Classroom Environment,Classroom Techniques,Foreign Countries

This study aimed to investigate teachers' perceptions and practices of cooperative learning (CL) in English language classrooms. It was conducted with the participation of 46 teachers (34 females and 12 males) from 10 schools (7 senior and 3 junior secondary schools) in a city in the Mekong delta -- Vietnam. All the participants had used CL in their classroom at least two year before they participated in the study. To find out teachers' perceptions of CL in English language classrooms, the study used questionnaires and interviews. The questionnaire consisting of 50 items was designed based on Likert scale aiming at collecting data about their perceptions and practices to promote CL in their classrooms. The interviews with six of the participants were conducted to obtain more insightful understanding of cooperative learning and how they practiced promoting cooperative learning and difficulties they had when they applied it in their classrooms. The results show that most of the investigated teachers had positive perceptions of applying cooperative learning, especially they had good understanding of it (M=4.3, SD=0.479). Regarding difficulties the teachers had, the results showed that the big class size, the noise and class control losing were claimed to be regular barriers. Besides, they also offered some ways to promote cooperative learning in English classrooms including clearly assigning roles for students, setting the stage for learning and closely monitoring the groups.
Error Analysis Using Newman Procedures and the Mathematical Representation Ability of Pre Service English Teachers
Author: Kurniati, Utut
Date: 2021-10-00
Type: Journal Articles
Subjects: Error Patterns,Statistics Education,College Students,Foreign Countries,Preservice Teachers,Mathematics Skills,Problem Solving,Second Language Instruction,English (Second Language)

This study aims to describe the representation ability profile of prospective English teachers in terms of Prior Knowledge (PK) and the types of errors that are made based on the Newman procedure. The research method used is descriptive qualitative case research. The subjects of this study were 50 level IV students taking Statistics on ELT (English Language Teaching) courses in the English Language Program at a university in Cirebon. The results of the data show that the ability of the prospective teacher's mathematical representation in solving statistical questions in ELT in terms of PK, namely the upper group with an average of 76.57% lower than the average midterm score of 95.75, the middle group with an average 67.82% lower than the midterm average of 82, and the lower group with an average of 38.33% lower than the midterm average of 57%. The types of mistakes made by the SKB group were many mistakes in understanding the problem, transforming the problem, and the final answer. The SKS group had the most mistakes in the final answer and the SKA group had the most errors in understanding the problem. Based on the results of research for learning mathematics to prospective language teachers starting from basic concepts, not only memorizing but concepts, giving problems related to the ability of mathematical representation with lots of practice questions, especially in statistical tests.
Research Competences in University Students in Virtual Learning Environments
Author: Garay-Argandona, Rafael
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Virtual Classrooms,Graduate Students,Research Training,Research Skills,Thinking Skills,Teamwork,Technological Literacy,Skill Development,Competence,Private Colleges,Foreign Countries

Research competencies are adopted in higher education, however, little is known about the role of these competencies in the virtual environment. This research is one of the first to describe research competences in postgraduate students in virtual learning environments. An observational design study using the research competences questionnaire was conducted with 89 students. The findings indicate that cognitive and teamwork competences are the most predominant (58.4% and 71.9%) and that the weakest areas are related to technological competences 33.7%, methodological competences 39.7% and project management 22.5%. These findings highlight the need to improve curricula in postgraduate schools where research competences are strengthened by prioritising technological, methodological and project management aspects so that students obtain the necessary skills and abilities and can improve their research processes.
Rural Families&apos; Thoughts about Sexual Development of Their Adolescents with Neurodevelopmental Disorders
Author: Guven, Didem
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Areas,Sexuality,Adolescents,Developmental Disabilities,Parents,Sex Education,Family Role,Teacher Role,Special Education Teachers,Safety,Physiology,Cultural Influences,Family Needs,Foreign Countries,Intellectual Disability,Hygiene,Behavior Problems,Down Syndrome

The study aims to determine rural families' experiences regarding sexual development of their adolescents with neurodevelopmental disorders. Thus, semi-structured interviews were conducted with 14 parents. Since the interviews included privacy issues, they were conducted one-to-one with the parents. The phenomenological method was used, depending on the research purpose. Inductive analysis was utilised in the analysis of the data obtained from the semistructured interviews. Validity and reliability were included in all stages of data collection, breakdown and analysis. As a result, the families stated that their children exhibited inappropriate socio-sexual behaviours during adolescence; they strive to teach their children sexuality issues, although they do not know how and they generally prefer carrying their children along to prevent sexual abuse. Also, due to not knowing much about sexuality, they generally received their relatives' support and requested comprehensive sexuality education (CSE) from special education teachers and other experts, especially about distinguishing good and bad people, menstruation and hiding sanitary pads. Although the literature reports that sexuality and its education are generally taboo, families in this study explained their thoughts on sexuality in full detail without tabooing. This makes the study different and meaningful, when compared to similar ones. The study was conducted in an eastern Turkey city with difficult access to special education. Thus, experts in rural areas are recommended to prepare and give necessary CSE programmes to families and individuals with special needs by conducting similar studies. These studies can be conducted not only with special education perspective but also in different disciplines. It is a basic human right for all individuals to receive CSE, thus as another recommendation, experts should give all children these courses in schools.
An Investigation of Occupational Burnout Levels of Turkish EFL Teachers by Various Variables
Author: Selma, Deneme
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Foreign Countries,Language Teachers,English (Second Language),Second Language Learning,Predictor Variables,Gender Differences,Marital Status,Teacher Administrator Relationship,Interprofessional Relationship,Socioeconomic Status,Individual Differences

This study aims to investigate the occupational burnout levels of Turkish EFL teachers by various variables. The general survey method was used in the study. The data were collected by creating a scale in the Google forms. The study group of the research consists of 365 EFL teachers working in the fall semester between January and March 2021. In this study, the Teacher Burnout Scale developed by Kaner, Sekercioglu, and Yellice (2008) was used. According to the results of the research, no significant relationship was found between the burnout levels of Turkish EFL teachers and the variables of gender, marital status, and economic level. On the other hand, it was seen that the variables of professional seniority, getting support from colleagues and administrators affected the burnout levels of the teachers. The findings were discussed in relation to the literature and suggestions were made.
Exploring the Relationship between Writing Anxiety and Writing Self-Efficacy of International Students Learning Turkish as a Second Language
Author: Morali, Gurkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Second Language Instruction,Correlation,Writing (Composition),Anxiety,Self Efficacy,Foreign Students,Gender Differences,Undergraduate Students,Graduate Students

The purpose of this correlational study was to explore the relationship between writing anxiety and writing self-efficacy levels of international students learning Turkish as a second language. Data were collected from a convenience sample of 204 international students through &quot;Writing Anxiety Scale for Learners of Turkish as a Foreign Language Scale&quot;, &quot;Writing Self-Efficacy Scale for Students Learning Turkish as a Foreign Language&quot; and a personal information form. In the analyses of the data, descriptive statistics, Mann-Whitney U test, Kruskal-Wallis-H test, Spearman's Rank-Difference Coefficients of Correlation were used. In this study, international students were found to have medium levels of writing anxiety and high levels of writing self-efficacy. Analyses indicated that male students had higher levels of action-oriented writing anxiety than female students. It was also found that doctoral students had higher levels of action-oriented writing anxiety than undergraduate students. Lastly, it was determined that there was a low and positive correlation between international students' writing self-efficacy and action-oriented writing anxiety.
Formation of Professional Competence of Learners in Teaching Medicinal Plants
Author: Kassimbekova, Mereke
Date: 2021-00-00
Type: Journal Articles
Subjects: Medicine,Plants (Botany),Biology,College Students,Program Effectiveness,Teaching Methods,Competence,Professional Personnel,Foreign Countries,College Science,Science Instruction

Professional competence is a necessary component of a person's professionalism in any area. The aim of the research is the formation of the professional activity of a future competitive specialist in the educational process of universities for the system-structural organization of professional training of biology students. The analysis of a wide range of various works aimed at professional pedagogical training of future specialists leads to the conclusion that its structure, content and organization cannot withstand the current state of social development. Currently, the modernization of the target, content and technological structures of professional education is associated with a revision of its content, form and methods in accordance with the requirements of continuing education, the main goal of which is to ensure the full and complete development of the future specialist. In this article, the results of a pedagogical experiment were obtained, which revealed the effectiveness of a specially prepared educational and methodological manual for training medicinal plants in the training of biologists in universities for educational and training.
Chalmers University of Technology: Overcoming Resistance and Inertia in Education through the Dynamics of a Matrix Organization Including Student Co-Creation
Author: Karlsson-Bengtsson, Anna
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,Technology Education,Educational Development,Educational Innovation,College Administration,Administrative Organization,Educational Change,Curriculum Design,Sustainable Development,Entrepreneurship,Organizational Change,Engineering Education,Mathematics Education,Programming,Foreign Countries

In this contribution we describe and reflect on the organization of Chalmers University of Technology and how it benefits education development and innovation. Chalmer's matrix organization with a buyer-supplier management model for education has proven to be a driving force for change and quality enhancement and promotes the agility necessary for implementing educational reforms in response to both internal and external impulses. We exemplify this by describing and analyzing development projects in curriculum design, education for sustainable development, entrepreneurship, and a new transformative model for flexible education.
How to Teach Engineering Ethics? A Retrospective and Prospective Sketch of TU Delft&apos;s Approach to Engineering Ethics Education
Author: van Grunsven, Janna
Date: 2021-00-00
Type: Journal Articles
Subjects: Engineering Education,Ethics,Moral Values,Design,Social Responsibility,Professionalism,Decision Making,Evaluative Thinking,Competency Based Education,Teaching Methods,Bachelors Degrees,Masters Degrees,Foreign Countries

This paper provides a retrospective and prospective overview of TU Delft's approach to engineering ethics education. For over twenty years, the Ethics and Philosophy of Technology Section at TU Delft has been at the forefront of engineering ethics education, offering education to a wide range of engineering and design students. The approach developed at TU Delft is deeply informed by the research of the Section, which is centred around Responsible Research and Innovation, Design for Values, and Risk Ethics. These theoretical approaches are premised on the notion that technologies are inherently value-laden, and as such contain the possibility of fostering or hindering moral values. Each of these approaches encourages students to take a proactive attitude with respect to their projects and profession, thinking creatively about -- and taking responsibility for -- how to both prevent harm and do good via the technologies they help develop. To explain how this is put into practice, this paper sketches a brief history of ethics teaching at TU Delft, outlines current activities, and presents future plans for Bachelor and Master's level engineering ethics education at TU Delft.