ethanporcaro/eric-fulltext-meta huggingface dataset:
Linguistic Imperialism and Standard Language Ideology in an English Textbook Used in China
Author: Zhang, Yu
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Second Language Instruction,Ideology,English (Second Language),Social Influences,Social Bias,Gender Bias,Textbook Content,Power Structure,Stereotypes,Higher Education,Intercultural Communication,Cultural Influences

An increasing number of studies have demonstrated how language textbooks serve as an arena for ideological reproduction. Following the theory of language ideology, this paper aims to examine the ideological representation of English in a textbook targeting Chinese university students in China. Data were subjected to content analysis and critical discourse analysis regarding their reference to the embodied identity options, images, case studies, cultural notes, exercises, dialogues, and reading passages in the textbook. Findings reveals that by highlighting the dominant position of English and simplifying the multilingual landscape, the textbook tends to place English at the center of prominence. The dominance of English is further entrenched by expressions of the values of speaking Standard English. It is argued that the representation of speaking Standard English ideology can be understood as the global penetration of linguistic imperialism. Furthermore, the textbook also reproduces biased gender and class representation of social characters, which might exacerbate learners? prejudice towards certain groups on the basis of their understandings of real-life power relations. It is hoped that the study can shed some lights on providing English language learners with a more diversified textbooks for cultivating their language awareness and intercultural competence.
Exploring the Utility of Social-Network-Derived Collaborative Opportunity Temperature Readings for Informing Design and Research of Large-Group Immersive Learning Environments
Author: Mallavarapu, Aditi
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Networks,Network Analysis,Cooperative Learning,Data Collection,Video Technology,Large Group Instruction,Social Structure,Group Dynamics,Case Studies,Museums,Exhibits,Intervention,Teaching Methods,Audio Equipment,Feedback (Response),Adults,Computer Simulation

Large-group (n &gt; 8) co-located collaboration has not been adequately studied because it demands different conceptual framings than those used to study small-group collaboration, while also posing pragmatic constraints on data collection. Working within these pragmatic constraints, we use video data to devise an indicator of the current possibilities for learner collaboration during large-group co-located interactions. We borrow conceptualizations from proxemics and social network analysis to construct &quot;collaborative opportunity networks,&quot; allowing us to define the concept of &quot;collaborative opportunity temperature&quot; (COT) readings: a &quot;snapshot&quot; of the current configuration of the different social subgroup structures within a large group, indicating emergent opportunities for collaboration (via talk or shared action) due to proximity. Using a case study of two groups of people (n = 11, n = 12) who interacted with a multi-user museum exhibit, we outline the processes of deriving COT. We show how to quickly detect differences in subgroup configurations that may result from educational interventions and how COT can triangulate with and complement other forms of data (audio transcripts and activity logs) during lengthier analyses. We also outline how COT readings can be used to supply formative feedback on social engagement to learners and be adapted to other learning environments.
Assessing Social and Emotional Competencies of Undergraduates: A Cross-Cultural Study
Author: Kaur, Sukhminder
Date: 2021-09-00
Type: Journal Articles
Subjects: Interpersonal Competence,Undergraduate Students,Student Evaluation,Foreign Countries,Gender Differences,Social Development,Emotional Development

The study was conducted to assess social-emotional competencies among Indian and Ethiopian undergraduates. A total of 400 (200 each) participants, with an equal number of 100 male and female were selected through a multi-stage sampling procedure from Punjabi University (India), and Wollega University and Ambo University (Ethiopia). The participants were tested with the Social Skills Inventory (SSI: Riggio &amp; Carney, 2003), which consists of two super-dimensions, i.e. emotional competence and social competence each having three sub-dimensions: emotional expressivity, emotional sensitivity, emotional control, and social expressivity, social sensitivity and social control respectively. Obtained data were subjected to t-statistics. Significant mean differences in social-emotional competence were observed between the Indian and Ethiopian young adults; male and female samples of the two countries. The Indian sample was greater in Social-emotional competence than the Ethiopian sample. Similarly, male and female participants from the Indian sample were greater in social-emotional skills than that of the Ethiopian sample, except for emotional sensitivity with the female participants, where the mean difference was non-significant. Further explorations are recommended to consolidate or refute the result of the present study.
Impact of Emergency Remote Education in the 2021 COVID-19 Pandemic: A Case of Higher Education Students in the Department of Mechanical Engineering
Author: Hsu, Yi-Chu
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Colleges,Engineering Education,School Closing,Distance Education,Student Attitudes,Barriers,Student Satisfaction,Educational Technology,Technology Uses in Education,College Students,Program Effectiveness

The higher education in Taiwan was forced to begin an unprecedented large-scale distance teaching emergently due to the outbreak of the COVID-19 pandemic in May 2021. This research accordingly intended to realize what the students had been experienced and the mechanical engineering at a private university of technology was investigated. There are five aspects surveyed and quantitatively their satisfying order from high to low is the following: learning resources, synchronous distance teaching, final assessment, learning effectiveness, and school equipment. Next, the qualitative data shows that most students embraced freedom and liberation at the beginning of the sudden implementation of the six-week emergency distance education, and soon discovered that the pressure of learning had become greater. Reasons include easy distraction at home, increased assignments, and relatively difficult online communication, etc. In summary, the participants have the highest satisfaction with &quot;learning resources&quot;, although there are still students who complained that they can only access the visual classroom by poor facilities, like mobile phones (6% of the participants who cannot access computers/laptops for learning), old-fashioned computers, or no internet at home. It shows the limitations of unfair resources to online learning. Furthermore, the learning effect is the second-worst, showing that although the students have mastered the skills for synchronous remote education in the six weeks, most of them still prefer to return to the familiar and reliable face-to-face classroom, owing to the difficulties in communication, hardware, and software conditions. Finally, some suggestions for the college students to prepare for the uncertain future are provided based on the study conclusions.
How the Monitoring Events of Individual Students Are Associated with Phases of Regulation -- A Network Analysis Approach
Author: Malmberg, Jonna
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Group Activities,Learning Processes,Student Motivation,Audits (Verification),Learning Strategies,Metacognition,Progress Monitoring,Cooperative Learning

The current study uses a within-person temporal and sequential analysis to understand individual learning processes as part of collaborative learning. Contemporary perspectives of self-regulated learning acknowledge monitoring as a crucial mechanism for each phase of the regulated learning cycle, but little is known about the function of the monitoring of these phases by individual students in groups and the role of motivation in this process. This study addresses this gap by investigating how monitoring coexists temporally and progresses sequentially during collaborative learning. Twelve high school students participated in an advanced physics course and collaborated in groups of three for twenty 90-minute learning sessions. Each student's monitoring events were first identified from the videotaped sessions and then associated with the regulation phase. In addition, the ways in which students acknowledged each monitoring event were coded. The results showed that cyclical phases of regulation do not coexist. However, when we examined temporal and sequential aspects of monitoring, the results showed that the monitoring of motivation predicts the monitoring of task definition, leading to task enactment. The results suggest that motivation is embedded in regulation phases. The current study sheds light on idiographic methods that have implications for individual learning analytics.
Investigating Cognitive Network Models of Learners&apos; Knowledge Representations
Author: Siew, Cynthia S. Q.
Date: 2022-00-00
Type: Journal Articles
Subjects: Network Analysis,Learning Analytics,Cognitive Processes,Knowledge Level,Cognitive Structures,Integrated Learning Systems,Learning Processes,Teaching Methods,Instructional Design,Models

This commentary discusses how research approaches from Cognitive Network Science can be of relevance to research in the field of Learning Analytics, with a focus on modelling the knowledge representations of learners and students as a network of interrelated concepts. After providing a brief overview of research in Cognitive Network Science, I suggest that a focus on the cognitive processes that occur in the knowledge network, as well as the mechanisms that give rise to changes in the structure of knowledge networks, can lead to potentially informative insights into how learners navigate their knowledge representations to retrieve information and how the knowledge representations of learners develop and grow over the course of their educational careers. Learning Analytics can leverage these insights to design adaptive learning or online learning platforms that optimize learning, and inform pedagogical practice and assessment design that support the development of effective and robust knowledge structures.
Listening to the Student Voice in Online Masters Community and Resource Development
Author: Clapp, Alison
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Masters Programs,Virtual Classrooms,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Online Courses,Intervention,Communities of Practice,Graduate Students,Research Training,Course Evaluation,Educational Resources,College Faculty,Teacher Student Relationship,Models,Student Experience,Action Research,Foreign Countries,Cohort Analysis

Expectations of online masters students commencing their studies has been under-researched, as have the challenges of transition from undergraduates learning on-campus to postgraduate online students. The study described here investigates student expectations of this transition, development of resources for academic skills teaching, and student evaluation of interventions supporting them to join the academic community as masters. The methods were a series of action research cycles with a total of 38 students participating from 5 annual cohorts of Master of Research students, with the taught component entirely online. A student cohort (12 students) surveyed for initial course evaluation led to resources being developed for the course induction. Group interviews with the following cohorts evaluated new resource development after each course iteration, leading to further online seminars and skills resources development. In addition, further synchronous and non-synchronous activities with teacher presence were employed to improve student enculturation in the academic community. Recorded online interviews in virtual classrooms preceded transcription and thematic analysis, showing that student expectations of masters study and the skills required to join the academic community in all cohorts needed management. Students expected a continuation of undergraduate studies, &quot;but harder.&quot; Development of an optional online academic skills course, allied to student activities embedded in specialist content with increased teacher and social presence, was praised by the last student cohort interviewed. The online skills course is available to other online courses within this Graduate School. This model may be transferable to other institutions, particularly in light of increased online COVID-19 teaching.
Knowledge Transfer in a Two-Mode Network between Higher Education Teachers and Their Innovative Teaching Projects
Author: Stasewitsch, Elena
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,College Faculty,Educational Innovation,Social Networks,Transfer of Training,Foreign Countries

Knowledge transfer (KT) and innovation diffusion are closely related to each other because it is knowledge regarding an innovation that gets adopted. Little research in learning analytics provides insight into KT processes in two-mode networks, especially in the context of educational innovations. It is unclear how such networks are structured and whether funding can create a network structure efficient for KT. We used a case-study approach to analyze a two-mode network of 208 university members (based on archival data) who worked together on 91 innovative teaching projects. Our results show that the two-mode network displays a decentralized structure and more clustering than can be assumed by chance, promoting KT and learning. To gain a deeper understanding of the kind of knowledge that is transferred in the network, we analyzed the effects of different educational innovation elements (e.g., game-based learning) as attributes of higher education teachers. Overall, our results suggest that funding and the creation of project structures in the context of educational innovation is a sustainable way to create KT, and therefore organizational change. Furthermore, the results imply that university practitioners need to implement networking interventions to create more connections between subgroups in teacher-related networks.
Employability and Job Performance of Graduates of Occidental Mindoro State College Graduate School
Author: Casanova, Venessa S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Employment Potential,Career Readiness,Job Performance,Gender Differences,Age Differences,Graduate Study,Participant Characteristics,Educational Attainment,College Programs

This descriptive study determined the employability and job performance of Occidental Mindoro State College (OMSC) Graduate School graduates. The study was conducted from January 2020 to August 2020 at OMSC Main Campus, San Jose, Occidental Mindoro, Philippines. A total of 40 respondents selected through simple random sampling participated in the study. A self-made questionnaire was the main instrument used in gathering data for the endeavor. Data were analyzed using frequency and percentage, weighted mean, and Pearson-r moment correlation. Most respondents are middle-aged females who took Master of Arts in Education and graduated in 2013. The majority of the respondents are regular employees designated as unit heads, recently promoted, attended a few seminars and training, and did not receive any award and recognition after obtaining their master's degree. On the other hand, the respondents perform their jobs very well, as shown in their work quality, work habits, human relations, and leadership skills. Furthermore, there is a relationship between gender, graduation year, academic program, promotion, and graduates' job performance. It was concluded that gender, graduation year, academic program, and promotion might affect the graduates' job performance.
Networks and Learning: A View from Physics
Author: Traxler, Adrienne
Date: 2022-00-00
Type: Journal Articles
Subjects: Physics,Learning Analytics,Social Networks,Gender Differences,Network Analysis,Educational Research,Interdisciplinary Approach,Evidence,Comparative Analysis,Futures (of Society)

Like learning analytics, physics education research is a relatively young field that draws on perspectives from multiple disciplines. Network analysis has an even more heterodox perspective, with roots in mathematics, sociology, and, more recently, computer science and physics. This paper reviews how network analysis has been used in physics education research and how it connects to some of the work in this special issue. Insights from physics education research suggest combining social and interaction networks with other data sources and looking for finer-grained details to use in constructing networks, and learning analytics is promising for both avenues. The discussion ends by looking at the complications with incorporating gender into network analysis, and finally the possibilities for the future.
Factors Influencing Digital Transformation Adoption among Higher Education Institutions during Digital Disruption
Author: Tungpantong, Chanin
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Change,Electronic Learning,Factor Analysis,Higher Education,Foreign Countries,Technology Uses in Education

This research aims to apply confirmatory factor analysis to identify the digital transformation components for higher education institutions. The research sample consisted of 300 personnel from agencies within higher education institutions, which are higher education institutions under the Ministry of Higher Education, Science, Research and Innovation, Thailand that use the database system on educational quality assurance called Commission on Higher Education Quality Assessment online system (CHE QA Online). The selection was the result of multi-stage random sampling from 100 higher education instructions. The research tool was an online questionnaire form on factors influencing the success of information systems in the digital transformation for higher education institutions by 5-level rating scale based on the Likert's scale. The result revealed that digital transformation factor consistent with empirical data (p-value = 0.860), which consist of 6 components: 1) Strategy 2) Process 3) Product/Service 4) People 5) Data) and 6) Technology. The research findings help higher education institutions prepare for the elements necessary for the institutional transformation to a digital organization.
Contemporary Relevance of Bertrand Russell&apos;s Views on Early Childhood Education
Author: Sharma, Runumi
Date: 2021-03-00
Type: Journal Articles
Subjects: Educational Philosophy,Educational Change,Preschool Education,Early Childhood Education,Values Education,Holistic Approach,Child Development,Educational Policy,Compulsory Education,Educational History,Physical Development,Cognitive Development,Foreign Countries,Relevance (Education)

Bertrand Russell's educational thoughts significantly deal with reforming education for school going children and he also supported pre-primary education. He favored early childhood education for physical, intellectual and character development. His emphasis on character development of a child shows the significance of early years of life for development of an individual. This paper aims at exploring Bertrand Russell's thoughts on early childhood education. It is an attempt to understand the significance of early childhood education for the holistic development of the children. Though there are early childhood education is prevalent in our country, but it was not mandatory to get early childhood education till the approval of National Education Policy (N.E.P., 2020). It has included early childhood education in compulsory school education for promoting better learning and well being of a child. It is a qualitative research in which historical method has been used where data has been collected from primary and secondary sources. The finding of the study shows that Bertrand Russell's thought on early childhood education is relevant in present Indian context for developing good values, physical and mental development as well as in future learning. This shows that the encouragement to early childhood education and Bertrand Russell's thoughts on early childhood education would be helpful for holistic development of children.
Fostering Epistemic Curiosity in School Children by Instructional Teaching Design: Classroom Realities of Indian Schools
Author: Singh, Chandra B. P.
Date: 2021-09-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Design,Learning Motivation,Foreign Countries,Elementary School Students,Middle School Students,Classroom Communication,Teacher Student Relationship,Learning Processes,Rote Learning,Questioning Techniques,Grades (Scholastic),Testing,Scores,Knowledge Level,Concept Formation,Check Lists,Classroom Observation Techniques

The study attempted to answer two basic questions of classroom teaching: a. what were the most common teaching practices at the elementary school level? And b. did teachers foster curiosity in children during teaching? Classroom proceedings enfolded various teaching activities that might lead to a knowledge gap in students. 137 primary and middle schools (altogether 411 classes) were randomly selected to measure a pattern of questioning and answering during classroom teaching. Findings revealed that a large number of teachers adopted lecturing followed by writing on the board, dictating, and ignored some important teaching techniques such as explaining, demonstrating, and experimentation; though they were familiar with all these. Hardly any student asked questions to the teachers. Teachers missed to generate a gap of knowledge in them, showing hardly any use of curiosity-led instructional teaching design. Throwing any question to class or a group of students was an unplanned teaching behaviour. It was a limitation of an in-built education system that prioritised rote learning, exam scores, and grades that measured more static knowledge rather than understanding knowledge. The findings discussed limitations of the in-built education system and mindset of teachers that discouraged epistemic curiosity in children.
Online Teaching-Learning at University Level Education from Psychological Perspective and Consequences: A Post-COVID Scenario
Author: Patel, Jainish
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,COVID-19,Pandemics,Online Courses,In Person Learning,Preferences,Instructional Effectiveness,School Closing

Present study focused on exploring the impact and consequences of online teaching and learning at the university level from the psychological standpoint using an interpretive questionnaire and a barrage of qualitative literature. An online survey was conducted using Google form to understand the post COVID education from student's point of view. Of the 143 student enrolled from India, 72.7% preferred the offline/physical classroom learning mode against only 27.3% that preferred the online. 43.8% students think that online teaching is not as effective as the offline that has been in use since over the years. Obtaining the impact of online teaching, only 25.6% agreed that online teaching had made positive impact on their mind, while 33.6% stated no impact. These results suggest that student believe their diligence to education yields more outcomes with traditional learning environments than with online education.