ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Online Exams on the Quality of Distance Learners&apos; Exam and Exam Revision Experience: Perspectives from the Open University UK
Author: Cross, Simon
Date: 2023-06-00
Type: Journal Articles
Subjects: Outcomes of Education,Computer Assisted Testing,Educational Quality,Distance Education,Open Universities,Foreign Countries,Student Evaluation,College Students,Student Experience,COVID-19,Pandemics,Test Preparation

This paper reports findings from a research study at The Open University, UK into the quality of distance learners' online exam experience and the differences in experience between online (pandemic) and in-person (pre-pandemic) modes of examination. Our research responds to the ongoing need for greater insight into the exam experience and is?uniquely positioned in two ways. First, we made use of a robust reference dataset collected before the COVID-19 pandemic and compared this with a second survey administered a year after the pandemic started; second, we asked students about their experience preparing and revising for the exam as well as the exam itself. Exam revision represents an important transitional period for learners. Our results show that, overall, the shift to online remote exams did not impact the quality of distance learners' experience of revising for exams or taking the exam itself. We found no significant change in the revision experience across six of eight measures, including the learning benefits of learning while revising, enjoyment, and support. However, students reported feeling less anxious when revising for online exams. The quality of the exam experience itself was largely unaffected by the move from in-person to online remote exams. No significant differences were found for seven of the nine measures of exam experience. However, we found satisfaction with the exam environment was significantly higher for online exams and that learners felt the online exam was harder than they expected. Age and gender differences are also explored.
Conception of Scientific Literacy in the Development of Scientific Literacy Assessment Tools: A Systematic Theoretical Review
Author: Istyadji, Maya
Date: 2023-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Science Education,Evaluation Methods,Test Construction,Science Tests,Achievement Tests,Foreign Countries,Secondary School Students,International Assessment,Taxonomy,College Readiness

Scientific literacy has become the goal of science education throughout the world. To assess scientific literacy, the development of a scientific literacy instrument is imperative. Several scientific literacy instruments have been created, such as those for the Programme for International Student Assessment (PISA) and Project 61 for Science for All America. In this study, the authors conducted a systematic literature reviewof journal articles that report on the development of instruments to measure scientific literacy. This study used Publish or Perish 7 software to study all related articles from the SCOPUS database using keywords related to scientific literacy instrument assessment. The result shows that of 290 articles there were 46 articles that developed scientific literacy instruments and 43 articles that used at least one framework to create scientific literacy instruments. This study found 12 frameworks that had been used to develop scientific literacy instruments. However, the authors also found an article that did not use any framework to create a scientific literacy instrument. In this article, the authors discuss the trend of scientific literacy instrument development and its framework, how the framework has been used, and possibilities for future studies regarding the development of scientific literacy instruments.
Natural Sciences in Early Childhood Education: Experience in Using the Academic Poster
Author: Ortiz, Carles Dulsat
Date: 2023-00-00
Type: Journal Articles
Subjects: Natural Sciences,Science Education,Early Childhood Education,Preservice Teachers,Preservice Teacher Education,Visual Aids,Scientific Concepts,Science Instruction,Teaching Methods,Foreign Countries

This paper describes a study conducted in Bachelor of Pre-primary education degree classroom during a Teaching of the Natural Sciences class. It shows how poster may be used as a teaching and learning tool for natural science. The main motivation that guided the research was the fact that half the teacher trainee students had been removed from the natural sciences in their academic training for more than five years. It sets to approach the scientific concepts, but foremost it aims to go further in both scientific language adaptation or didactic transposition, as well as research and later exposition and presentation. It goes beyond the construction of scientific posters. The relevant elaboration of concepts related to the natural sciences is sought and to be able to explain them to their future children's education students. This experience has allowed collecting information by means of quantitative questionnaires; pre-test and post-test ad-hoc questionnaires were used, and complemented with a qualitative in-class observation diary. This one measured the students' participation. The qualitative part is analysed with the SPSS-22 software, while the qualitative data uses the dendrogram as an analysis tool. Through, this experience an increase in interest and motivation was achieved you need to state your conclusions more precisely, especially for the natural science subject, as well as introducing the use of the academic poster for its professional future.
Adaptation of an Activity Theory Framework for Effective Online Learning Experiences: Bringing Cognitive Presence, Teaching Presence, and Social Presence to Online Courses
Author: Gogus, Aytac
Date: 2023-06-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Learning Experience,Cognitive Processes,Curriculum Design,Models,Communities of Practice,Social Theories,Curriculum Development,Curriculum Implementation,Qualifications,Higher Education,Lesson Plans

Offering online courses can be seen as a way of enhancing the three essential &quot;presences&quot; (teaching, cognitive, and social) of the Community of Inquiry (CoI) model. Creating and enhancing cognitive, teaching, and social presences require an innovation for teachers during planning, implementing, and evaluating their online courses. As teachers develop their own expertise in teaching online, they contribute to the enhancement of cognitive, teaching, and social presences for effective online learning. The present conceptual study provides a review of the models presented previously and develops a complete model for effective online learning experience by adapting the Activity Theory within the context of online learning management. The study discusses a framework developed to adapt the Activity Theory for the design, development, implementation, and evaluation of online courses to enhance the cognitive, teaching, and social presences within complex cognitive tasks so that the learning outcomes of the course, as well as the required qualifications of higher education, can be reached.
&quot;Were the Fathers Available?&quot;: An Evaluation of Fathers&apos; Involvement in Emergency Remote Education of Learners Who Are Deaf/Hard of Hearing
Author: Adigun, Olufemi Timothy
Date: 2023-06-00
Type: Journal Articles
Subjects: Mothers,Fathers,Parent Participation,Students,Deafness,Hearing Impairments,Distance Education,Electronic Learning,COVID-19,Pandemics,Foreign Countries,Emergency Programs,Parent Child Relationship,Father Attitudes,Sign Language,Mother Attitudes,Influences

Prior to the emergence of the coronavirus disease in 2019 (COVID-19), studies revealed lower involvement of fathers in the education of learners who are Deaf and Hard of hearing (LDHH). Although research evidence reveals that work structure and other commitments may be responsible for fathers' limited involvement in the education of their children, there is limited research evidence on the involvement of fathers of LDHH in remote education during the COVID-19 lockdowns. Based on the perceptions of mothers of LDHH, this study therefore explored fathers' involvement in the remote education of their LDHH. Hinged on the Theory of Planned Behaviour, two research questions were raised and answered in the study. Eight mothers of LDHH from KwaZulu-Natal province in South Africa participated in this qualitative study. Data was gathered via a semi-structured telephonic interview, and the collected data was analysed thematically. The findings revealed that: (1) the involvement of fathers in the remote education of LDHH saw a fair increase during the lockdowns when compared to the pre-COVID-19 era; (2) father-child communication approaches, technical devices needed for remote learning, and ability to intervene promptly when technical glitches arises were factors that influenced the perceptions of the fathers' involvement in the remote education of LDHH during the lockdowns. Based on the findings, appropriate recommendations were made for policy and practice.
Motivation to Explicitly Teach Reading Comprehension Strategies after a Workshop
Author: Tiba, Chantyclaire
Date: 2023-00-00
Type: Journal Articles
Subjects: Direct Instruction,Reading Comprehension,Reading Instruction,Workshops,Faculty Development,Teaching Methods,Teacher Competencies,Foreign Countries,Reading Strategies,Time on Task

Background: Teachers are important role players in improving literacy; however, they lack the expertise to explicitly teach reading comprehension strategies. Studies have showed that when teachers are motivated to explicitly teach reading comprehension strategies in their classrooms, learners' comprehension is improved. Objective: The aim of the study was to investigate what motivates teachers to explicitly teach reading comprehension strategies in their classrooms after a workshop. Method: Purposive sampling was used and 20 teachers took part in this study. The research followed a qualitative approach, and the data were obtained from teachers' responses to an open-ended questionnaire. Thematic analysis using concepts from Shulman's 'Pedagogical Content Knowledge', Vygotsky's 'Social Constructivism', Bundura's 'Self-efficacy' and Chalmers and Gardiner's 'Academic Professional Development Effectiveness Framework' was conducted. Results: One key finding was that teachers developed competence through effective pedagogical practices used by facilitators of the workshop; this boosted their confidence. Conclusion: The findings suggest that professional development training plays an important role in making teachers aware of reading comprehension strategies, equipping them with skills that will enable them to guide learners to become proficient readers. Contribution: The uniqueness of this study is that it hinged on collecting empirical evidence, within a South African context, on what motivates teachers to explicitly teach reading comprehension in their professional practice after being exposed to a repertoire of reading comprehension strategies during a workshop.
Using Community of Inquire to Explore Teachers&apos; Responses to a Reading-for-Meaning Course
Author: Condy, Janet L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Communities of Practice,Teacher Response,Online Courses,Reading Instruction,Reading Teachers,Elementary School Teachers,Middle School Teachers,Reading Comprehension,Reflective Teaching,Faculty Development,Reading Strategies,Foreign Countries

Background: Although one of the most significant educational goals is to teach learners to comprehend written texts, the Global Education Monitoring Report (UNESCO 2021) identified that many children and adolescents have not acquired the minimum proficiency in reading even at the end of their secondary school career. South African literacy rates have remained with approximately 78% of Grade 4 learners unable to answer basic literal questions. Objectives: To explore teachers' responses to an 18 h online course on reading for meaning for Grade 4-7 teachers, using the Community of Inquire (CoI) framework. Method: An interpretive paradigm, using a qualitative approach and a case study design, was used for this 18 h online study which was conducted between February and March 2022. Ten teachers were purposively selected for this research article. Results: After inductively and deductively analysing the data collected from the post questionnaire survey and the online Telegram application comments, the teachers' responses to the three CoI presences are presented. Conclusion: When reflecting on the conceptualisation of using the CoI framework, the social presence dominated. The teaching presence became important when the teachers reflected on their teaching experiences. The cognitive presence then interacted with both the teaching and social presences as the teachers began to be more aware of their own changes in how they taught. Contribution: The study found that using the CoI framework was appropriate for understanding the teachers responses to an online course for reading-for-meaning.
Writing Together Alone: Digitally Connected &apos;Snack Writing&apos; for Progressing Academic Writing
Author: Winberg, Christine
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Writing (Composition),Computer Mediated Communication,Writing Processes,Goal Orientation,Reflection,Task Analysis,Collaborative Writing,Time Management,Social Theories,Communities of Practice

Background: 'Snack writing' is a term coined to describe regular short bursts of writing on a larger academic writing task. There is extensive research on academic writing, but research on 'snack writing' is limited. Moreover, the idea of 'snack writing' in an online environment is not evident in the literature. Objectives: The study objectives were: (1) to evaluate the effectiveness of an online 'snack writing' group; and (2) to identify what might enable or constrain productive academic writing amongst group members. Method: A reflective evaluation approach was used, in which participant researchers studied online chat data over a 6-month period. The study was framed by Activity Theory, in which digitally connected writing is understood as a new mediational means within an academic writing system. Results: 'Snack writing' in a digital environment was found to be effective when the writing task was focused, appropriate to the time available, and connected to a larger writing task. Goal setting, debriefing, and reflecting kept writers focused, while seeing a writing task develop over time enhanced confidence. Including writers with different levels of experience was effective for developing and sharing writing practices. Conclusion: Regular participation in digitally connected 'snack writing' is effective as it builds a supportive writing culture. Contribution: The study contributes to an understanding of how short bursts of writing in a digitally connected space could benefit academic tasks. The findings are therefore of use to postgraduate scholars, academics, and all those who want to progress an academic writing task when time is limited.
Influence of Peer Tutoring on Undergraduate Students&apos; Anxiety in Integrated Science: A Case Study of University of Education, Winneba
Author: Owusu-Fordjour, Collins
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Science Instruction,Peer Teaching,Tutoring,Anxiety,Integrated Curriculum,Peer Influence,Fear

The study's goal was to determine how peer tutoring affected the anxiety of undergraduate students studying Integrated Science at the University of Education, Winneba (UEW) in Ghana's Central Region. The study used a cross-sectional survey research design. Out of 193 students majoring in Integrated Science in their last year at UEW, the researchers chose a sample size of 82 for the survey using a simple random selection procedure. Interviews and a questionnaire served as the study's research tools. After the students completed the surveys, the respondents were then questioned to discover their answers. Statistical Package for the Social Science (SPSS) version 26.0 was used to enter, purify, and analyze the gathered data. The data were arranged into frequency and percentages using the descriptive SPSS function. Due to academic pressure and a fear of failing, the study's findings indicated that the respondents experienced extremely high levels of anxiety in Integrated Science. In addition, it was discovered that one of the main contributors to Integrated Science anxiety was that most students paid attention to what their peers had to say about the program, and in particular, some courses, which had instilled fear in them even before they had taken the course. The study suggested that teachers do their best to aid students' comprehension and that teachers should encourage students to interact more with one another.
A Study of Simulation-Role-Play Strategy on Pre-Service Teachers&apos; Academic Performance in Basic Electronics
Author: Owiredu, Joshua Kwabena
Date: 2023-00-00
Type: Journal Articles
Subjects: Simulation,Role Playing,Preservice Teachers,Teacher Education Programs,Intervention,Teaching Methods,Learning Processes,Case Studies,Science Instruction,Electronics,Science Tests,Foreign Countries,Instructional Effectiveness

Achieving deeper and permanent learning has always been the focus of teaching force. This purpose is independent of the teaching level or subject matter. Pre-service teachers' lack of interest and inability to connect learning levels are partly cited for their inability to develop this deeper and permanent learning of science concepts. In this respect, an action research design conducted using a case-study paradigm which included the simulation-role-play teaching strategy was used to teach pre-service teacher the concept of &quot;doping of pure semiconductors&quot; into p-type and n-type semiconductors. This is an area under basic electronics. The result of the non-parametric Wilcoxon Signed Rank Test analysis revealed a statistically significant increase in pre-service teachers' performance level in basic electronics test following an intervention using the simulation-role-play approach. The median score of the performance level also increased from a pre-test score to post-test score. The simulation-role-play teaching approach affected student teachers' learning of basic electronics by 55% which is considered a large effect. Further, when a sample of the pre-service teachers were interviewed, the result showed a positive view toward teaching using simulation approach which converts theoretical knowledge into practical knowledge for deeper understanding and permanent learning. The findings from this study would be helpful to student teachers and tutors in the colleges of education as it offered useful intervention in teaching and learning of doping of pure semiconductors.
A Comparative Study between Greek Pre-Service Teachers and Primary School Students&apos; Scientific Literacy Levels
Author: Tsoumanis, Konstantinos G.
Date: 2023-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Foreign Countries,Preservice Teachers,Elementary School Teachers,Scientific Literacy,Grade 6,Role,Science Process Skills,Science and Society,Mathematics Education

In recent decades, enhancing scientific literacy has been the ultimate goal of science education worldwide. This effort aims to develop the skills by individuals to cope with the challenges of the modern world, which requires scientific knowledge and thinking. This research study aimed to investigate and compare the scientific literacy level of Greek pre-service teachers and primary school students. The total number of participants was 787, of which 362 were pre-service teachers and 425 primary school students. Scientific literacy was assessed with the selected response measure of demonstrated scientific literacy (SLA-D). According to descriptive analyses and statistical hypothesis tests, pre-service teachers' scientific literacy level was considered significantly higher than students, as was expected. However, the scientific literacy level of both pre-service teachers and students in the sample remained low. This work provides recommendations for actions that can help improve the scientific literacy level of both students and teachers so that schools become a source of scientifically literate future citizens.
Reconfiguring Assessment Practices and Strategies in Online Education during the Pandemic
Author: Chavez, Jason V.
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Change,Teaching Methods,COVID-19,Pandemics,Student Evaluation,Evaluation Methods,Integrity,Student Attitudes,Teacher Attitudes,College Faculty,Undergraduate Students,Foreign Countries,Distance Education,Technological Literacy,Pedagogical Content Knowledge,Academic Achievement,Gender Differences,Socioeconomic Status,Disadvantaged,Computer Literacy,Faculty Development,Educational Needs

The rise of the COVID-19 pandemic has led to the overhaul of the conduct of teaching and learning particularly in the assessment of learners during a time of crisis trapped in many structural and practical challenges. This study examines the assessment practices and strategies to protect its quality and integrity in the delivery of teaching and learning among higher education students at Zamboanga Peninsula Polytechnic State University, Zamboanga City, Philippines. This research employs a comprehensive and reliable survey questionnaire on the assessment practices and strategies for assessment, including its quality and integrity. A total of 300 students and teachers were purposefully selected for the study. Based on the findings, practical assessment and skill assessment were among the most widely employed strategies by the teachers. There was a need for skill development in distance learning which calls teachers to integrate it into skill assessment strategies. The study yields the current practices of the teachers in assessing the academic performances of the students, strategies to execute their assessment practices that comply with the health protocols, and strategies to safeguard the quality and integrity of these assessments despite the difficulties in the learning environment. This study is integral to extending the body of knowledge regarding the different assessment practices and strategies and how these influence the delivery of online education. Nevertheless, academic institutions should reconfigure their assessment practices in terms of which of these suits well their stakeholders.