ethanporcaro/eric-fulltext-meta huggingface dataset:
Internationalization of Japanese Higher Education: Effective Organization of Internationally Cooperative Higher Education Programs
Author: Saito, Kiyoko
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Higher Education,International Cooperation,Universities,Quality Assurance,International Educational Exchange,Educational Finance,Financial Support,Program Administration,International Programs

This study explored challenges of international collaborations in Japanese higher education by identifying management frameworks and elements necessary to run effective programs. Internationalization was examined from three perspectives: collaboration between a university's headquarters and its departments, program management, and quality assurance. A qualitative case-study design involved interviews with 48 directors of collaborative international programs. Results show that internationalization of Japanese higher education institutions has already progressed beyond the level of &quot;amateur&quot; activities but still faces several challenges. One key element of an entrepreneurial culture, effective central leadership, has already been introduced. Another key element is funding, but given limitations of forms dependent on public funding, selffunding systems, which have been established in some institutions, need to be embraced more widely. Quality assurance remains challenging for higher education, and most institutions have not yet obtained accreditation by external agencies.
Predicting Education Science Students&apos; Statistics Anxiety: The Role of Prior Experiences within a Framework of Domain-Specific Motivation Constructs
Author: Faber, Günter
Date: 2019-06-00
Type: Journal Articles
Subjects: Statistics,Mathematics Anxiety,Prior Learning,Student Motivation,Self Concept,Predictor Variables,Preservice Teachers,Cognitive Processes,Graduate Students,Special Education

Based on a cognitive--motivational modeling of construct relations, this study analyzed the role of prior statistics experiences within a framework of domain-specific self-concept and value variables to predict education science students' statistics anxiety. Data were analyzed from two independent samples comprising 113 and 87 participants--using the passing of a statistics exam as the experience measure in each case. In both samples, the results of three-way analyses of variance demonstrated students' statistics anxiety to be substantially explained by their negative utility value and self-concept but only to a minor extent by their prior statistics experiences. Students' statistics anxiety appeared to be dependent on value and self-concept scores across all experience levels. Though producing somewhat varying effect patterns, the findings from both samples led to similar effects, indicating the crucial role of self-belief variables. Results are discussed in terms of conceptual, methodological, and instructional implications.
Psychological Adaptation of International Students in the Northern Part of Cyprus
Author: Ladum, Ariel
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Cultural Context,Acculturation,Stress Variables,Emotional Response,Social Support Groups,Expectation,Interpersonal Relationship,Language Proficiency,Turkish,Adjustment (to Environment),Undergraduate Students,Financial Problems

This study examined how cultural distance, acculturative stress, and social support interacted to influence emotional responses among international students studying in the northern part of Cyprus. Acculturation models and the stress-buffering hypothesis served as theoretical frameworks. The research questions involved understanding whether international students experienced more negative emotional responses compared to students from the home culture and whether social support moderated acculturative stress and reactions to being in the northern part of Cyprus. An analysis of variance examined differences in emotional reactions between domestic and international students, whereas hierarchical multiple regression was used to examine the moderation hypotheses. Analysis of variance results indicated that domestic students had more positive emotional responses than international students to being in the northern part of Cyprus. Results did not show social support as a moderator for either international students' acculturative stress or their emotional responses to being in the host culture. However, results suggested that having unmet expectations, low financial satisfaction, and low social support predicted acculturative stress, whereas being in a relationship, having higher Turkish proficiency, having unmet expectations, and experiencing higher acculturative stress predicted more negative emotional responses. These results may help universities design programs to support psychological adaptation among international students, which could ultimately facilitate student retention.
Webs of Development: Professional Networks as Spaces for Learning
Author: Ngcoza, Kenneth
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Networks,Teacher Collaboration,Faculty Development,Communities of Practice,Mathematics Education,Science Education,Dialogs (Language)

This article is the result of a professional collaboration between two educationists (working originally in the fields of mathematics and science education), who share a passion for exploring collaborative approaches to the professional development of educators. It extends ideas explored in earlier work by focusing on the concept of professional networks as 'webs of development', and identifying fundamental 'threads' holding a range of different professionals working together in complex spaces of development. The article offers a framework juxtaposing aspects emerging from different research projects, which attempts to hold the complexity around engagement in spaces of development. The framework acknowledges and attempts to capture a sense of the joint responsibility of different professionals involved in the arena of education while conceptual threads of engagement are regarded as weaving through: connectivity, collaboration, negotiation, dialogue and appreciation. Such ideas are presented as a stellar framework for potential research in the future, offering an holistic, learning-focused approach to the concept of professional networks as 'webs of development'. We offer this theoretical article as an invitation for collegial engagement and dialogue -- a potential space for learning.
Promoting Learner Autonomy through Cooperative Learning
Author: Shi, Weixuan
Date: 2019-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Cooperative Learning,Independent Study,Student Attitudes,Attitude Change,Student Motivation,Second Language Learning,English (Second Language),College Students,Foreign Countries,Communicative Competence (Languages),Outcomes of Education

Learner autonomy has become a hot topic and goal in the research of foreign language education. However, it is the most difficult question to define language learner autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on learner autonomy in language teaching and learning, this study was to explore how cooperative group learning helps to improve learner autonomy. The survey's findings indicate that the group work helps to improve students' learning attitude, interest and motivation. It also reveals that students' language competence and awareness of using learning resources are improved. This article discusses plausible explanations for the survey findings and makes recommendations on the roles and knowledge that language teachers should play and have to facilitate the development of learner autonomy.
&quot;Who Bothers!&quot; A Common Ailment in Higher Education ELT Classrooms in Nepal
Author: Poudel, Kamal Kumar
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Instruction,English (Second Language),Higher Education,College Students,Student Attitudes,Value Judgment,Lecture Method,Observation,Instructional Effectiveness,College Faculty,Teacher Attitudes,Educational Strategies,Geographic Isolation,Attendance

Critics of higher education in Nepal, even the concerned agencies, are much worried about the decreased quality resulting in low employability of higher education. The most common adjectives used by them to describe this state are 'theoretical' and/or 'impractical'. The present case study was instigated when two college students of third year Bachelor's degree majoring in English, one from Bachelor of Arts (B. A.) and the other from Bachelor of Education (B. Ed.), remarked that the excessive lecture-based classes at college were not worth attending regularly. Stemming from this problem, each of the classes was observed once to see if the students' remark would be verified. As a triangulation process, the observation was then followed by an informal post-class interaction with the faculties whose classes were observed. This article, thus, basically assesses the efficacy of the excessive lecture (EL) within the limitation of teaching English to adult learners of higher education in Nepal. Considering the inefficacious nature of EL to cause learning, and the faculties' (Note 1) perceptions towards, and an over-attachment with, this method as the unique one, some alternative strategies applicable to English language teaching (ELT) classes have been recommended with the hope that they would be properly used to keep the burdened use of EL reasonably low. The article also recommends some changing roles of faculties involved in ELT in the higher education sector.
Investigation and Analysis on the Development of Chinese Teachers in Vietnam University
Author: Tham, Pham Thi Hong
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Chinese,Second Language Learning,Teacher Shortage,Teacher Attitudes,Language Teachers,Educational Equipment,Faculty Development,College Faculty,Teacher Qualifications,Textbook Content,Teaching Methods,Educational Finance,Teacher Effectiveness

In recent years, the expansion of relations with China has led to the increasing need for the use of employees knowing Chinese language. Today, Chinese language is not simply a necessary condition, but it also becomes a tool, an effective and powerful means to exchange and develop the Country. In the last 5 years, the number of students of Chinese language has increased dramatically, while the lecturers' have not increased, the new equipment has not been equipped, the curriculum has not yet completed, the regime of remuneration of the Country is not really attractive for talents, many teachers have not really tried to frequently participate in scientific research ... which made the teaching and learning Chinese difficult, especially in improving the quality of teaching. The results of many research projects showed that the number of Vietnamese graduate students who did not meet jobs' requirements occupied a very high ratio. Vietnamese students were often passive in learning and still weak in teamwork skills. In this study, we used the survey method using questionnaires and direct interviews. Through the results, we analyzed the factors from many different angles to find out causes of the above problems. At the same time, we also proposed some recommendations and resolutions for the current Chinese teaching and learning in Vietnam.
Learners&apos; Perceptions of Assessment Strategies in Higher Education
Author: Basera, Clay Hutama
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Higher Education,Foreign Countries,Evaluation Methods,Educational Strategies,Formative Evaluation,Summative Evaluation,Outcomes of Education

The study sought to establish learner perceptions about assessment strategies in higher education. This was against the backdrop of an emerging trend in the field of assessment that has resulted in different perceptions of learners with respect of their effectiveness in higher education learning. The study in particular endeavored to determine the perceptions of learners in relation to formative and summative assessment, as predominantly adopted assessment strategies in higher education. Forty six learners doing research methods were conveniently chosen to represent the target population and were served with self-administered questionnaires. The instrument used enabled the researcher to obtain quality data as respondents were given ample time to complete the questionnaire with limited pressure. The results were indicative of the fact that learners perceived formative assessment as a critical ingredient for effective learning in higher education. Formative assessment methods such as group presentations and other forms of collaborative learning were also perceived to be critical in higher education learning. Respondents also indicated that they perceived summative assessment as playing an augmenting role. Thus the two assessment approaches are perceived to be strategically important in enhancing effective learning in higher education.
Effect of Guided Inquiry Teaching Method on Secondary School Students&apos; Achievement in Light and Sound Waves in Abuja, Nigeria
Author: Ekomaye, Daniel Gideon
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Inquiry,Teaching Methods,Secondary School Students,Academic Achievement,Light,Foreign Countries,Secondary School Science,Science Instruction,Physics,Secondary School Teachers,Science Teachers,Hypothesis Testing,Experimental Groups,Control Groups

This study was carried out to determine the effect of guided inquiry teaching method (GITM) on secondary school students' achievement in light and sound waves in Abuja, Nigeria. A sample of 95 students drawn from a population of 1,832 was used for the study. Two research questions were raised and answered in the study using mean and standard deviation while two hypotheses formulated were tested using ANCOVA at 0.05 level of significant. Quasi-experimental research design comprising experimental and control groups was used for the study. The instrument for data gathering was light and sound waves achievement test (LASWAT). A validity index of 0.86 and a reliability index of 0.87 were respectively obtained for LASWAT. Students in both groups were given pre-test before instruction. During the instruction, the same content was presented to the two groups for a period of six weeks and thereafter a post-test was administered. The findings of the study revealed that the experimental group significantly scored higher in post-test than the control group. This is evidenced in H01, F(1, 93) = 85.476 and P = 0.000 &lt; x = 0.05. The results also showed that gender has no significant influence on mean achievement scores of students taught light and sound waves using GITM as revealed in H02, F(1,48) = 0.656 and P = 0.413 &gt; x = 0.05. The findings simply imply that GITM is superior to the conventional method in enhancing students' achievement in light and sound waves irrespective of gender in Abuja. Nigeria.
Exploring the Potential of the Learning Designer as a Teacher Support Tool
Author: Zalavra, Eleni
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Design,Preservice Teacher Education,Preservice Teachers,Programming,Educational Technology,Student Attitudes,Integrated Learning Systems

This paper reports on a study carried out with pre-service teachers who first developed a course by designing it in a Learning Design (LD) tool and then implemented it as a course in Moodle. The research explores the potential of &quot;the Learning Designer,&quot; the LD tool utilized in the study, by addressing three aspects of the LD tool's added value for teachers as designers: a) the development of a learning design, b) the reflection on a design and c) the usefulness of the LD process using an LD tool towards the implementation of a design in a Learning Management System (LMS). The findings suggest that the graphical representation of a learning design provided by the LD tool supports designers to structure learning activities. The components of a learning design incorporated in the LD tool such as the learning outcomes, the type of a learning activity according to a typology and how learners are organized scaffold the articulation of the pedagogy of a learning design. Moreover, the pre-service teachers requested more components e.g. for organizing technology-enhanced learning and more customizable features e.g. for defining and combining activity types. All means of design analysis, especially the graphical ones trigger the designers' reflection on the nature of the activities included in a learning design and provoke them to improve it. The pre-service teachers perceived as beneficial the LD process in &quot;the Learning Designer&quot; towards considering components of the learning design which are applicable in its implementation as a course in an LMS. Nevertheless, difficulties were reported concerning non-matching and missing components leading to the reconsideration of aspects of the original design during the implementation. The conclusions drawn from the study's findings reveal the potential of &quot;the Learning Designer&quot; to support teachers as designers and are of value both to researchers involved with developing LD tools and to practitioners interested in harnessing an LD tool to promote LD practices.
Driving High Inclination to Complete Massive Open Online Courses (MOOCs): Motivation and Engagement Factors for Learners
Author: Chaw, Lee Yen
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Motivation,Learner Engagement,Online Courses,College Students,Academic Persistence,Large Group Instruction

Today, online learning is prospering from the widely available and easily accessible connection to the Web. Massive open online course (MOOC) platforms such as Coursera, edX, and Udemy have made available several thousands of short courses at several difficulty levels in a wide variety of disciplines, ranging from business, computer science to literature, for learners to select from. Learners who are looking to earn credentials for career advancement or personal interest would find MOOCs attractive not only because of the time and place flexibility these courses offer, but also because of the free enrollment or the very small certificate fee upon completion, as well as the emergent recognition these courses are receiving for their high quality learning delivery from leading educational institutions. Learners who enroll in a MOOC would typically need to participate in various learning activities and complete a few assessment tasks to complete the course. However, it has been commonly reported that the completion rates of MOOCs are low. Based on the common notion that when learners are more motivated to learn, they are likely to better engage in learning and have a higher likelihood to complete a MOOC, this study adopted the Motivation and Engagement Scale (MES) by Martin (2007, 2009) to collect responses from university students to examine whether positive motivation resulted in positive engagement; whether negative motivation resulted in negative engagement; and how positive or negative engagement swayed learners' inclination to complete a MOOC if they were to enroll in one. Findings show that there was a statistically significant positive relationship between positive motivation and positive engagement, between negative motivation and negative engagement, and between positive engagement and inclination to complete a MOOC. However, the relationship between negative engagement and inclination to complete a MOOC was statistically not significant. Findings of this study can be useful to MOOC providers and learners in their effort to develop strategies to increase completion rates of MOOCs.
Doctoral Students Research Trends and Practices: Implications for Curriculum Design in Higher Education
Author: Nurie, Yenus
Date: 2019-00-00
Type: Journal Articles
Subjects: Doctoral Students,Student Research,Curriculum Design,Higher Education,Doctoral Dissertations,Doctoral Degrees,English (Second Language),Second Language Instruction,Foreign Countries,Trend Analysis,Educational Research,Educational Trends

This study analyzed sixteen dissertations of students who completed their doctoral degree between 2014 and 2018 in Teaching English as a Foreign Language at Bahir Dar University, Ethiopia. Data was analyzed quantitatively pertaining to the dissertations' research areas, research methods, and research contexts using descriptive statistics. The results of this study revealed evidence on four major research trends. It was found that language kills were most favorable research areas where quantitative was the most prevalent research method used by the doctoral students. The result of this study also revealed that quasi-experimental was the most utilized research design, and doctoral students directed their research toward tertiary level education. Implications for higher education curriculum designers and future research directions are then presented.
Integrating Technology into Higher Education: A Case Study in Lebanon
Author: Hamzeh, Wael
Date: 2019-00-00
Type: Journal Articles
Subjects: Technology Integration,Higher Education,Educational Quality,Case Studies,Teaching Methods,Foreign Countries,Educational Change,Educational Technology,Quality Assurance,Strategic Planning,Business,Educational Administration

The higher education sector in Lebanon has undergone significant changes in the past twenty years, with a rapid increase in the number of higher education institutions that differ greatly in their missions, methodologies, and regulations. One of the remarkable differences between higher education institutions (HEI) in Lebanon is their vision and adaptation of technology into their institutions, with the lack of any government rules that guide HEIs to proper technology implementation strategies. While some institutions use international standards and models for quality assurance and management as a base for technology integration, others implement their own strategies of choosing and applying the technologies they deem appropriate. In this paper, we study the effect of technology adaptation strategies on HEIs in Lebanon and propose a model for technology integration in higher education, based on the current needs and status of the Lebanese higher education system. We build our model on the goals of achieving and assuring high quality in the pedagogy, business, and technology sectors in the HEI.
Does Isolation from Immigrant Students Benefit or Harm Third-Plus Generation Students?
Author: Pivovrova, Margarita
Date: 2019-06-24
Type: Journal Articles
Subjects: Immigrants,Immigration,Achievement Tests,International Assessment,Mathematics Achievement,High School Students,Institutional Characteristics,High Schools,Social Isolation,Educational Environment

Enforcing and expanding immigration restrictions have been at the forefront of the Trump administration's agenda since his inauguration in January 2017. Underlying these policies is an assumption that immigrants harm U.S. citizens. More specifically, both authorized and undocumented immigrants are framed as consuming a disproportionate share of social benefits. We used data from the 2012 Programme for International Student Assessment (PISA) to assess this claim in U.S. high school contexts, focusing on the mathematics achievement of third-plus generation students who did not attend schools with immigrant students. On average, the third-plus-generation students who did not attend schools that enrolled first or second generation immigrant students had lower achievement than their same generation peers attending schools that served immigrant students. We conclude by highlighting the research and policy implications of our findings.