ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Technology Tools for Formative Assessments
Author: Robertson, Sarah N.
Date: 2019-07-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Formative Evaluation,Student Evaluation,Undergraduate Students,Web 2.0 Technologies,Test Format,Efficiency,Test Preparation,Summative Evaluation,Feedback (Response),Grading,Scores

Assessment is and has been a deliberate and essential piece of education. However, with the recent emergence and popularity of online education, faculty members have to find new ways to engage online learners with formative assessments. While much of the online learning environment can be self-guided, faculty interventions can make the content more engaging for the learner. Biggs and Tang (2011) note the term &quot;backwash&quot; which refers to the direct effect assessments have on a student's learning. Baleni (2015) further expounded on this point by stating that the assessments, not the curriculum, can define how and what a student learns. Using technology to create engaging formative assessment is one way that faculty members can enhance student learning while helping learners prepare for a summative assessment. However, one of the important findings of this study is the time and effort saved by online faculty members using this type of technology for formative assessment. Using an independent samples t-test, this study found a nonsignificant difference in quiz scores between the two formats (paper or Socrative) for formative assessment. The results suggest that Web 2.0 tools can be just beneficial in helping students prepare for a summative assessment. In addition, when chosen wisely, these tools can also influence participation, student wait time for feedback, and teacher grading time.
Attention! Student Voice: Providing Students with Digital Learning Materials before Scheduled Lectures Improves Learning Experience
Author: Daniel, Ben K.
Date: 2019-07-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Lecture Method,College Students,Student Attitudes,Attendance,Foreign Countries,Learner Engagement,Peer Relationship,Teacher Student Relationship,Program Effectiveness

This article presents the outcome of research into student experience in accessing digital lecture content before scheduled lectures. The present study explored the extent to which providing students with lecture materials before scheduled lectures influence class attendance. A survey was designed and administered to self-selected students (n=75), enrolled in a first-year Health Science course at a research-intensive University in New Zealand. Students mostly reported that access to digital lecture materials before scheduled lecture contributed immensely to learning. In particular, benefits reported included: better preparation for scheduled lectures, better note-taking during lectures, active engagement with content and the lecturer. Further, the study found that providing students with lecture materials before scheduled lectures did not directly influence attendance. This research contributes to the growing significance of the student's voice in shaping the design and optimisation of learning environments in higher education. It appeals to a need for continuous pedagogical transformation by dynamic and diverse student learning needs.
The Usage of E-Learning Instructional Technologies in Higher Education Institutions in the United Arab Emirates (UAE)
Author: Daouk, Lina
Date: 2019-07-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Higher Education,Foreign Countries,Ethnography,Teaching Methods,Integrated Learning Systems,Technology Uses in Education

Higher education institutions in the UAE are increasingly incorporating e-learning programs into their curriculum. The large investment spent on these learning systems does not match the slow rate of adoption of e-learning among the faculty of these higher education institutions in the UAE. This autoethnographic study aimed to investigate and identify the factors that affect the adoption of e-learning systems among the faculty in higher education institutions in the UAE. The diffusion of innovation theory was used as a theoretical model and as a lens to guide this autoethnographic study. The purpose of this study was to identify the factors that positively affect the rate of adoption of Blackboard Learn among the faculty of the Computer Information Sciences and how the faculty measured that success. A qualitative autoethnographic research methodology was used and data was collected from personal reflections presented in my personal experiences and from my own recall of discussions with colleague. The findings revealed that the Computer Information Sciences faculty use the four variables of the diffusion of innovation theory to determine the rate of adoption of new e-learning initiatives and to measure their success. This study confirmed the importance of relative advantages, communication channels, time and social system in the diffusion of e-learning. It also revealed the need to increase the level of some attributes of these variables to increase the adoption rate of Blackboard Learn.
Students&apos; Interaction and Perceptions in a Large-Enrolled Blended Seminar Series Course
Author: Liu, Bowen
Date: 2019-07-00
Type: Journal Articles
Subjects: Interaction,Peer Relationship,Class Size,Blended Learning,Seminars,Course Objectives,Discussion Groups,Active Learning,Instructional Effectiveness,Educational Technology,Student Participation,Lecture Method,Graduate Students,Foreign Countries,Positive Attitudes

Seminar series can address cutting-edge topics not covered in existing courses, but it is time-consuming for interaction between students in large-enrolled seminars. To promote student interaction without compromising course goals, a large blended seminar series course was designed by combining traditional offline lectures and online discussions for Educational Technology Frontiers course. The study collected posts from online discussion forums. Social network analysis and descriptive statistics were used to analyze students' interaction. The study also conducted three surveys to investigate students' perceptions of course success on the aspects of subject understanding and active learning. Wilcoxon signed rank test was used to determine significant differences of students' subject understanding before and after class. Descriptive statistics were used to explore students' active learning. The results showed that the course promotes students to participate in interaction and students show a high level of enthusiasm in interaction. The study also documented a strong and positive influence on students' perceptions of their subject understanding and active learning.
Inservice Teachers&apos; Perceptions of a Professional Development Plan Based on SAMR Model: A Case Study
Author: Aldosemani, Tahani
Date: 2019-07-00
Type: Journal Articles
Subjects: Case Studies,Inservice Teacher Education,Educational Strategies,Web 2.0 Technologies,Instructional Innovation,Technology Integration,Academic Achievement,Educational Objectives,Teaching Methods,Faculty Development,Educational Change,Educational Improvement,Teacher Workshops,Teacher Attitudes,Models,Technological Literacy,Pedagogical Content Knowledge,Classroom Techniques,Cultural Context,Foreign Countries

Technology integration is an important skill that teachers need to acquire to deepen students' learning and support achievement of instructional objectives. Selecting the best technology tool can be challenging however, teachers face more difficulties to effectively integrate technology into their classrooms. Providing one-time workshops is ineffective as it is based on the idea that the only challenge facing teachers is the lack of knowledge of effective teaching practices. This paper presents a case study of a professional training program that was planned and implemented as an initiative to meet the national reform and improvement goals and enhance teachers' performance and practices. The Smart Teachers 2030 initiative was planned to encourage teachers' integration of innovative instructional strategies using technology by educating and supporting them to substitute traditional educational strategies with a variety of Web 2.0 tools and applications.
Growing Pains: Faculty Challenges and Triumphs in Moving a Communication Program Online
Author: Chatham-Carpenter, April
Date: 2019-07-00
Type: Journal Articles
Subjects: Online Courses,Barriers,College Faculty,Student Needs,Conventional Instruction,Undergraduate Students,Teacher Student Relationship,Peer Relationship,Communications,Transformative Learning,Blended Learning,Teacher Attitudes

This case study of one communication department, which moved into offering their undergraduate program online, illustrates the innovative methods that the faculty employed in order to meet student demand for their courses. The faculty faced challenges related to meeting the needs of both their online and face-to-face students, to being asked to teach in formats where both sets of students were served, to building in opportunities for faculty-student and student-student connections in those environments, and to exploring how to make transformational learning opportunities available to all of their students. The implications of this study are discussed for making such a change sustainable in departments.
Teaching Quantitative Courses Online: Are Learning Tools Offered by Publishers Effective?
Author: Ahmadi, Mohammad
Date: 2019-07-00
Type: Journal Articles
Subjects: Statistics,Online Courses,Higher Education,Teaching Methods,Educational Technology,Computer Assisted Testing,Student Evaluation,College Students,Scores,Mastery Tests

In recent years, online teaching has become extremely popular. Most institutions of higher learning are offering online courses in almost every field of study. Teaching any course online is challenging, but teaching quantitative courses, such as operations management, management science, statistics, and others, have added a more challenging dimension to online teaching. Publishers have been assisting professors of quantitative methods courses by developing various teaching and evaluation tools. This study explores one such publisher's tool, Quiz Me Mastery Points, of Pearson's MyOmLab. The performance of students on their examinations and the Mastery Points they earned through the Quiz Me feature were compared, and it was determined that there was a significant correlation between the two.
The Impact of Body Language Use of a Conductor on Musical Quality
Author: Çoskunsoy, Bilgen Özcan
Date: 2019-09-00
Type: Journal Articles
Subjects: Nonverbal Communication,Music,Musicians,Administrators,Singing,Foreign Countries,Music Education,Music Teachers,College Students,College Graduates,College Faculty

In this study, which points out the communication between the choir and conductor, the impact of body language movements of the conductor such as left hand, face, gestures and head on the quality of music in choir is aimed to be analyzed in terms of the fact that as a leader, the conductor, is the most important factor that affects the general music quality of the choir. The study carries an important role as it indicates what affective impacts there can be depending on how the conductor leads &quot;Pulse&quot;, &quot;Measure Beat&quot;, &quot;Left Hand&quot; and &quot;Body Language&quot; and whether this conductive variety has an impact on musical elements such as Note, Tone Quality/Timbre/Sound, Balance/Sound Stability, Intonation, Rhythm, Articulation/Diction, Vocals, Expression/Emotion, Dynamics, Breath, Synchronization/Togetherness, Motivation in choir. During the experimental process of the study, a polyphonic piece named &quot;Evening Rise&quot; has been performed by a study group consisted of 29 members who were conducted with the methods of &quot;Pulse&quot;, &quot;Measure Beat&quot;, &quot;Left Hand&quot; and &quot;Body Language&quot; by the choir conductor. Audial and imagery data records obtained from each conduction method have been converted to Mpeg-4 format and evaluated by 9 expert conductors by using musical sub-dimensions such as Note, Tone Quality, Balance, Intonation, Rhythm, Articulation, Expression, Dynamics, Breath, Synchronization and Motivation that appear in Choir Musical Quality Assessment Form. As an outcome of the research, it is observed that &quot;Left Hand&quot; and &quot;Body Language&quot; conduction methods affect motivation, expression, articulation and dynamics steps placed in Choir Musical Quality Assessment Form a lot and that &quot;Pulse&quot; conduction does not affect musical elements sufficiently and that as a consequence of conduction methods of &quot;Measure Beat&quot;, &quot;Left Hand&quot; and &quot;Body Language&quot;, choir musical quality has been affected to a large extend.
Evaluation of Perceptions of Secondary School Students about the Concept of &quot;Music&quot; by Metaphors
Author: Çelenk, Koray
Date: 2019-09-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Music,Figurative Language,Foreign Countries,Music Education,Secondary School Mathematics,Grade 5,Grade 6,Grade 7,Grade 8,Secondary Schools,Music Teachers

Metaphor is associated with expressions such as symbolic expression, connotation and simile. Metaphor is the use of similes to liken, compare and explain something with another. The concepts have been tried to be analyzed through metaphors in many studies. Although studies on the analysis of metaphors in different branches and branches of studies are frequently encountered, studies on analysis through metaphors in music and music education are less common than other areas of education. This study aims to analyze the opinions of secondary school students about music concept by means of metaphors, and to determine the students' perceptions regarding music and music lesson through metaphors and to give a different and effective direction to music education. The study group consisted of 1003 students attending at the 5th, 6th, 7th and 8th grades at nine secondary schools selected from Erzurum, Turkey in 2017-2018 academic year by Random Sampling method. The study was carried out by the Descriptive Research Model. In this study, Phenomenology, one of the qualitative research methods, was used and the data were processed by the Content Analysis method. The data obtained were digitized and analyzed by coding in SPSS packet program. As a result of this research, it was determined that secondary school students had a high interest and affection towards music and music lesson and their music preferences were pop music. In addition, 68 kinds of metaphors and 13 kinds of conceptual categories related to music were obtained from 1003 participants. It was found that the most frequently repeated metaphors were &quot;Friend&quot; and &quot;Love&quot;, and generally the students' perceptions were positive towards the concept of music and music lesson, and the metaphors produced differed according to gender, class and music preference variables.
As an Educator, the Evaluation of the Competences of Coaches from the Point of View of the Elite Athletes: The Case of Elite Taekwondo Athletes
Author: Salman, Melih Nuri
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Athletic Coaches,Athletes,Physical Activities,Athletics,Student Attitudes,Motivation

This study was aimed at identifying the perceptions and assessments of elite taekwondo athletes toward coaching efficacy. The purposeful sample consisted of 77 elite taekwondo athletes who took part in Turkish national teams, won prizes in Turkish championships or prspective promising athletes. The research data were gathered by using the &quot;Athletes' Assessment of Coaching Efficacy Questionnaire&quot;, a 5-point Likert type questionnaire that comprises 26 questions and was adjusted to Turkish and developed by Salman (2012) based on the &quot;Coaching Confidence Questionnaire&quot; developed by Feltz et al. (1999). The Cronbach's alpha coefficient of the questionnaire was .967. The study used the Kaiser-Meyer-Olkin (KMO) and Barlett's test to explain the suitability of the research data for explanatory factor analysis, and the Kaiser-Meyer-Olkin (KMO) value was found .907. To analyze the data, t test, One-way ANOVA and Tukey's test were performed. No significant difference was found between the groups for coaching efficacy belief based on age group and training age (p&gt;0.05). There was a significant difference in favor of men in all dimensions in relation to gender (p&lt;0.05). As for sports career and national team participation, the study found a significant difference between the all groups (p&lt;0.05). According to the results of the study, the athletes expressed their coaches were sufficient in terms of technique and strategy while they had some deficiencies in character building and motivation.
Learning Strategies to Initiate and Motivate Students of an Introductory Microbiology Laboratory Class to Perform Cooperatively an Inquiry-Based Project
Author: Ghosh, Subir
Date: 2019-00-00
Type: Journal Articles
Subjects: Introductory Courses,Microbiology,Laboratory Experiments,Science Instruction,Inquiry,Safety,Food,Nursing Education,Learning Strategies,Evaluation Methods,Student Attitudes,Thinking Skills,Scientific Research,Teaching Methods,Cooperative Learning,Outcomes of Education,Feedback (Response),Student Evaluation

Pre-nursing students of an introductory Microbiology laboratory class, having learnt typical microbiological techniques during the semester, gained the confidence of conducting an inquiry-based project as part of their lab course work. Students cooperatively performed a microbiological analysis, to evaluate safety of sushi. This paper presents learning strategies and assessment methods to prepare and motivate the students for undertaking an investigative project. Approaches are discussed that were taken to continually assess the students during the performance of the project in order to ensure harmonious group activity and transition through the various stages of the investigative project. Students commented that their investigative experience had increased their thinking and analytical skills and heightened their awareness of the process of scientific discovery.
Work Intensification and the Secondary Vice-Principal Role
Author: Lim, Louis
Date: 2019-00-00
Type: Journal Articles
Subjects: Administrator Role,Assistant Principals,Secondary Schools,Time Management,Difficulty Level,Instructional Leadership,School Administration,Role Perception,Family Work Relationship,Administrator Attitudes,Foreign Countries,Learning Activities,Leadership Effectiveness,Needs Assessment,Working Hours

Work intensification has increased the workload and complexity of work performed by principals and vice-principals. This case narrative provides an account of work intensification on the secondary vice-principal role. The vice-principal role consists of administrating to various school operations and instructional leadership duties as assigned by the principal. In particular, the role has evolved into &quot;juggling&quot; reactive and urgent school operations tasks with important instructional leadership duties to improve student learning and achievement. The teaching notes address three tensions of the vice-principal role: (a) developing and strengthening personal leadership resources, (b) prioritizing school operations and instructional leadership duties, and (c) striving for work-life balance.
Engineering Skills That Emerge during Model-Eliciting Activities (MEAs) Based on 3D Modeling Done with Mathematics Pre-Service Teachers
Author: Guler, Gursel
Date: 2019-00-00
Type: Journal Articles
Subjects: Drafting,Engineering,Skills,Preservice Teachers,Models,Technology Uses in Education,Visual Aids,Computer Peripherals,Elementary Education,Mathematics Education,Student Attitudes,Problem Solving,Design

Modeling activities enriched with 3D printers are effective in providing teachers with the skills they should have and in using the technology in mathematics education. In this regard, in the present study, ten-week modeling activities were carried out with 3D printers that are widely used in different fields along with educational environments and the engineering and modeling skills used by pre-service teachers were revealed. In the study, eight teacher candidates studying in the 2nd grade of the Department of Elementary Mathematics Education in the Yozgat Bozok University Education Faculty took part. The study was designed as a case study defined as the study of specific situations in a certain context. Individual interviews, video recordings of the application and produced models were used as data collection tools to determine emerging engineering and modeling skills of teachers during Model-Eliciting Activities (MEAs). At the end of the study, it was revealed that pre-service teachers used engineering skills in designing, modeling and model producing. When the participants' views on the use of technology before and after the MEAs conducted with 3D printers were examined, it was observed that MEAs had a positive effect on the pre-service teachers' interest and motivation related to technology.
Examining the Structural Relations among PSTs&apos; Scientific Epistemological Beliefs, Epistemic Emotions and Argumentativeness: Sample from Turkey
Author: Bahcivan, Eralp
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Beliefs,Epistemology,Persuasive Discourse,Knowledge Level,Student Attitudes,Correlation,Emotional Response,Age Differences,Gender Differences

This study was conducted to investigate structural relations among preservice science teachers' scientific epistemological beliefs, epistemic emotions and argumentativeness. After validation of measurement results, a structural equation modeling analysis was implemented on the data covering 612 participants. Results showed that participants' epistemological beliefs significantly predicted their emotions and argumentativeness. Also, their epistemic emotions significantly predicted their argumentativeness. To illustrate, a preservice science teacher believing that knowing in science should be evidenced may feel herself excited if she encounters with opposite ideas. Then, this positive feeling together with her sophisticated epistemological beliefs may support her decisions to participate in argumentation processes. Considering these findings several implications were suggested.