ethanporcaro/eric-fulltext-meta huggingface dataset:
A Journey to the Values with Picture Books: A Research on the Value Acquisition of Young Children
Author: Akyol, Tugçe
Date: 2021-00-00
Type: Journal Articles
Subjects: Values Education,Social Values,Social Development,Moral Values,Picture Books,Childrens Literature,Preschool Children,Kindergarten,Reading,Learning Activities,Instructional Effectiveness,Foreign Countries

The objective of this study is to evaluate the impact of picture books with values content on the value acquisition of children. The participants of this quasi-experimental study were comprised of 20 preschoolers and a preschool teacher. As the data collection tool, the &quot;Value Checklist&quot; was used for the selection of the books, the &quot;The Scale for Preschool Social Values Acquisition&quot; and &quot;Values Rubric&quot; were used in determining the social value acquisition of children. According to the research results, it was determined that the sessions based on picture books with values-content influenced the social value acquisition of children in a positive way. Accordingly, it is considered important to prefer quality picture books for the practical activities on value acquisition of small children.
Online Classrooms during COVID-19 Pandemic: A Survey of Industrial Engineering Instructors in Indonesia
Author: Ardiyanto, Ardiyanto
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,COVID-19,Pandemics,Engineering Education,Educational Change,Teaching Methods,Web Based Instruction,Educational Quality,Course Evaluation,Student Participation,Assignments,Tests,Integrity,Barriers

Objectives: The purpose of this descriptive study was to understand the instructional methods, quality, and challenges in online instruction as industrial engineering instructors in Indonesia transitioned from face-to-face to fully online instruction during the COVID-19 pandemic. Methods: Instructors were invited to complete a survey that requested perceptions on methods, perceived quality, and challenges regarding course delivery and assessment in their online classrooms. Results: Despite the fact that more than half of the participants (59%) had some training, the majority (63%) reported that they had no experience in conducting online classrooms. Furthermore, more than 50% of the participants described the quality of the course delivery and assessment as the same or inferior to traditional classrooms. Most participants reported having an issue with measuring student involvement or gaining class interaction. Regarding the course assessment, the vast majority of the participants reported concerns about integrity issues associated with assignments and exams. Implications for Practice and Conclusion: Since instructors reported intention to continue online instruction post-pandemic, industrial engineering programs can begin strengthening the online learning infrastructure and providing some training to the instructors to minimize the discrepancies between face-to-face and online instruction.
An Investigation into Pre-Service Teachers&apos; Online Learning Climate Perceptions
Author: Önal, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Student Attitudes,Student Characteristics,Electronic Learning,Virtual Classrooms,Classroom Environment,Online Courses,Emergency Programs,Distance Education,COVID-19,Pandemics,Departments,Technological Literacy,Computer Use,Foreign Countries

Starting from the first half of 2020, educational institutions at all levels have had to switch to online education as an emergency solution for the global outbreak of COVID-19 pandemic. However, it would hardly be justified to argue that teachers and students were well-prepared for such a swift change. Accordingly, this transformation has resulted in many difficulties for teachers and students along with educational institutions. One of the primary challenges teachers have experienced throughout the process is creating a positive online classroom climate. Thus, the main purpose of the present study is to reveal the online learning climate perceptions of pre-service teachers by adapting and using the Online Learning Climate Scale (OLCS) in Turkish context. In a similar vein, such variables as gender, department or grade level, which may have an influence on the perceptions of pre-service teachers, are also aimed to be disclosed within the study. The research has been conducted with a study group of 348 pre-service teachers. It has been observed that the pre-service teachers' perceptions on online learning climate are at less than moderate level; therefore, far from satisfactory. Additionally, it has been noted that variables such as the department, grade level and level of digital literacy have an influence on the OLCS perceptions of the pre-service teachers. Finally, the overall results of the study suggest that the skill of creating a positive online learning climate needs to be improved for pre-service teachers via integrating courses into the curriculum of teacher training institutions and organizing subject-specific trainings.
The Growth and Challenges of Virtual Learning of English Language in Nigeria in Times of COVID-19 Pandemic
Author: Mustapha, Abdullahi Tafarki
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,School Closing,Distance Education,COVID-19,Pandemics,Barriers,English (Second Language),Second Language Instruction,Second Language Learning,Virtual Classrooms,Secondary School Students,Student Attitudes,Adolescents,Foreign Countries

The outbreak of the coronavirus pandemic caused a sharp change in the educational practice world over as schools and institutions of learning are forced to seek alternatives to teaching styles. Learning centers were shut down to follow the order of social distancing, as a precautionary measure against the infectious virus disease that has rampage the world. This paper studies the professional consequences of the challenges fronting the English language teaching in Nigeria in the period of coronavirus pandemic otherwise known as &quot;COVID-19&quot;. It also offers how the needs and goals of the learners can be met in the period of the mandatory homestay. The article collects, collates, and reviews the data that comes up in the Learn at Home Program (LHP) webpage which is created for the purpose of continuing education in the time of &quot;COVID-19&quot;. A survey of the participants' responses was also conducted to investigate the efficacy and challenges that they encountered during the online delivery through the use of a variety of media stations on different topics of secondary schools in Nigeria. The paper, after pitching the challenges of this virtual instruction at the time of the pandemic, proffers certain solutions that can boost the efficacy of virtual education generally in Nigeria.
A Thematic Review of Using Digital Teaching Technologies in Turkish Language Teaching
Author: Kaldirim, Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Integration,Native Language Instruction,Turkish,Elementary Secondary Education,Educational Research,Research Methodology,Theses,Periodicals,Electronic Learning,Foreign Countries

When examining the current thematic analysis studies on digital teaching technologies in learning-teaching processes, three main limitations were encountered. The first of these limitations is that most of the thematic analysis studies dealt with all studies conducted in the literature, regardless of country. The second limitation of the studies conducted in the literature is that the existing thematic analysis are quite old. The last of the limitations is that the thematic analyzes of the studies on the use of digital teaching technologies in language education or teaching-based courses were mostly carried out in the field of foreign language teaching / second language teaching. This research aims to examine the literature on the use of digital teaching technologies in Turkish language teaching studies and to reveal a synthesis of this; get a general idea of the frequency of research in this field; to present the general framework of researches published in different regions, different journals and studied in different universities as thesis and to reveal how various variables (technology type, index of published journals, thesis type, etc.) affect the use of technology in Turkish language teaching studies. The research was designed in the thematic content analysis design, which is a type of content analysis. The general characteristics, reasons, aims, method information, results, and recommendations of the studies examined in this study were presented by analyzing them. The research results revealed that there is still a need for studies on using digital teaching technologies in Turkish language teaching studies. There are almost no studies, especially in some learning areas. Also, it has been concluded that digital teaching technologies are highly effective in learning areas of reading and writing. High socioeconomic levels and female students use technology better in the Turkish language course, and many positive and negative aspects of technology have been discovered for students.
The Design Framework for a Mobile Learning App on Eating Healthy: Connecting Learner Needs with App Features
Author: Sümer, Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Handheld Devices,Health Behavior,Informal Education,Eating Habits,Habit Formation,Nutrition,Merchandise Information,Food,Educational Technology,Instructional Design,Computer Software,Learning Theories,Scaffolding (Teaching Technique),Young Adults,Needs

This paper aims to propose a design framework for learning technologist to design and develop a mobile learning app in the context of eating healthy. In other words, this study offers a number of theoretical and practical implications that can assist developers in creating more effective mobile apps. In exploring the research behind the foundational problem associated with this study, there are three main learning theories that provide a framework for the app design; the behaviorist perspective, the social constructivism, and the self-determination theory. Based on those theories behind the design, it can be said that personal profile, item search/scan, food snapshot, challenges, social, and resources might be the features of the app to support learning needs.
A Qualitative Study Examining Home as Faculty Workplace during COVID-19 Self-Isolation
Author: Stadtlander, Lee
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Work Environment,Working Hours,Family Environment,Physical Environment,Computer Mediated Communication,Electronic Learning,Space Utilization,COVID-19,Pandemics,Emergency Programs,Personal Autonomy,Stress Variables,Coping

Objectives: Using the lens of the virtual workplace model, the current basic qualitative study examined how COVID-19 self-isolation affected both online and land-based faculty (working online as an emergency due to COVID-19) workspaces and work processes. Method: A total of 20 online and six land-based faculty completed e-mail interviews both one month and 3 months post self-isolation. Results: Online faculty were more satisfied with their home workplace, but both groups felt more negative about their online work, as they felt a loss of freedom and independence due to the isolation. Conclusions: Findings indicated that both land-based and online faculty showed indications of stress due to self-isolation, which in turn affected their feelings about work. Gaining a sense of control seems to be essential to reducing stress over time. Implication for theory and/or practice: Future researchers may wish to examine the relationship of feelings of employee burnout to the stress of the pandemic. How working from home interacts with burnout is not yet known, particularly for online faculty. Both employers and virtual workers may wish to utilize the study's findings in recognizing a need for control in virtual workers. [The page range on the PDF (p96-105) is incorrect. The correct page range is p95-108.]
Forming Oral History Researchers: Diversifying and Innovating Honors Experiential Learning across Campus
Author: Gómez, Myrriah
Date: 2021-00-00
Type: Journal Articles
Subjects: Oral History,Diversity,Educational Innovation,Honors Curriculum,Experiential Learning,Place Based Education,Hispanic American Students,Minority Serving Institutions,College Students,Community Involvement,Interdisciplinary Approach

This article presents a transdisciplinary, cross-campus collaboration among honors and non-honors students in the field of humanities. Trained in oral history methodologies and integrated as IRB-certified researchers into an ongoing (2018-present) project, a cohort of students (n = 34) participate in place-based, community-engaged learning and research involving Hispanic New Mexicans, known as &quot;Nuevomexicanas/os.&quot; Drawing on the tenets of experiential learning as a mode of honors discourse, the authors describe how this challenging ethnographic project serves to bring a diverse group of learners together while deepening interpersonal, intercultural, and interdisciplinary connections. Results indicate that students benefit from working with more diverse populations and gain insights, expertise, and experiences they demonstrably use outside of class. Acknowledging that this project is not a panacea for ongoing issues in diversifying or innovating honors experience, the authors posit this innovative curriculum as a means for creating connections and fostering student appreciation for each other, the diverse communities in which they live, and the importance of giving back.
Fostering Community in the Face of COVID: Case Studies from Two Community College Honors Programs
Author: Dotter, Anne
Date: 2021-00-00
Type: Journal Articles
Subjects: Community Colleges,Honors Curriculum,COVID-19,Pandemics,School Closing,Two Year College Students,Mental Health,Computer Mediated Communication,Interpersonal Relationship,Educational Technology,Technology Uses in Education,Adjustment (to Environment),Online Courses

This article features the work of two community college honors programs toward establishing and fostering community amid the COVID-19 crisis. Authors describe shared goals and priorities for their students during abrupt and extended shutdowns of both campuses. While working in tandem to ensure that their students felt cared for and contented, each program achieved the same goal in different ways, leading to long-lasting changes to be preserved after the pandemic.
&quot;One Singular Sensation&quot;: Integrating Personal Narratives into the Honors Classroom
Author: Napolitano, Marc
Date: 2021-00-00
Type: Journal Articles
Subjects: Personal Narratives,Honors Curriculum,Teaching Methods,Alienation,Educational Experience,Diversity,Inclusion,Learning Processes,Music,Figurative Language,Military Training,Theater Arts,English Instruction,Writing Instruction

Contemporary emphases on standardization, specialization, and selectivity in higher education alienate students and teachers from their own creativity, intellectual curiosity, and personal stories. This trend runs counter to the central focus of honors on fostering a diverse, scholarly learning environment. Authors suggest that integrating student personal narratives into honors curricula reinforces its values of multiplicity, inclusivity, and meaningful learning. Using metaphorical reference to the Broadway musical &quot;A Chorus Line&quot; as a unique lens into the pedagogical benefits of such integration, this essay provides ways of incorporating and sharing personal narratives in the classroom and offers strategies to ensure that all honors students find individual connections between the material and themselves. Asserting that all students hold a unique place &quot;on the line,&quot; authors show how integrating their personal narratives can subvert alienation and help create the rich, variegated academic experiences that are the hallmarks of honors pedagogy.
&quot;To Seek a Newer World&quot;: Honors in Virtual Reality
Author: Yarrison, Betsy Greenleaf
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Computer Simulation,COVID-19,Pandemics,Electronic Learning,Computer Assisted Instruction,Higher Education,Flipped Classroom

Honors education was never intended to be a virtual offering; it takes intimate, three-dimensional, communal, and intellectual interaction among faculty and students to tackle wicked problems. The COVID-19 crisis forced honors educators into an extreme reboot, extracting courses from comfortable working spaces and relocating them to strange new platforms for remote, computer-mediated instruction. For many faculty, the 2020 pandemic introduced online instruction for the first time. Toward this end, many novices were able to brilliantly reimagine and re-engineer their courses while others struggled. In this essay, the author points out that higher education has always adapted new technologies, asserting that many aspects of online, asynchronous teaching serve honors programs well. Faculty wishing to provide an online honors experience as rich and nuanced as the traditional model must understand that online teaching has its own added value, far more sophisticated than merely face-to-face instruction delivered remotely. The author argues that honors programs should be crucibles for innovation, not archives of the obsolete, and asks honors faculty to invite students into these brave, new, virtual worlds.
Tough Talks: Student-Led Programs to Facilitate Civil Discourse
Author: Horton, Leah
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Controversial Issues (Course Content),Classroom Communication,Cultural Pluralism,Prosocial Behavior,Diversity,Inclusion,Interpersonal Communication,Persuasive Discourse

These student-led, co-curricular programs are designed to give honors students the opportunity to learn and practice civil discourse through difficult conversations. Issues such as race, religion, politics, gender, and sexual orientation are carefully curated to help students practice and hone their dialogue skills outside the classroom where grades are not a factor. A brave spaces ideology provides the foundation for shared pools of meaning, encouraging students to move from certainty to curiosity with the shared understanding that discomfort is an opportunity for growth. By teaching students how to engage in controversy with civility, Tough Talks support an honors ethos of tolerance, diversity, and inclusion. Fast becoming the college's signature program, authors suggest that with the proper infrastructure and support, Tough Talks can be implemented at other institutions.
Virtual Honors Forum
Author: Thompson, Bruce
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Teamwork,COVID-19,Pandemics,Asynchronous Communication,Synchronous Communication,Distance Education,School Closing,Community Colleges,Computer Mediated Communication,Integrated Learning Systems,Leadership

This article describes how one honors leadership team adapted a traditional in-person Forum to a digital platform during the coronavirus crisis. Integrating a variety of asynchronous and synchronous remote technologies created a positive virtual learning experience for honors practitioners and students.
Virtual Improvement: Advising and Onboarding during a Pandemic
Author: Morrison, Lucy
Date: 2021-00-00
Type: Journal Articles
Subjects: Staff Orientation,COVID-19,Pandemics,Academic Advising,Faculty Advisers,Honors Curriculum,Teaching Assistants,Graduate Students,Videoconferencing,Computer Mediated Communication

An honors practitioner describes various challenges in onboarding and training a new academic advisor during the coronavirus crisis. Virtual interaction and multitasking skills prove fruitful for training in best practices while also bringing experienced and first-year students together in unexpected ways. The author cites several improvements in advisement, observing how remote technologies also allow for certain privacies and discretion.
An Inquiry-Based Learning Approach for Effective Concept Teaching
Author: Senyigit, Çigdem
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Physics,Science Instruction,Instructional Effectiveness,Concept Teaching,Concept Formation,Misconceptions,Preservice Teachers,Electronic Equipment,Computer Simulation,Lecture Method,Foreign Countries

The purpose of this research was to investigate the effect of simulation-supported inquiry-based learning on pre-service teachers' conceptual understanding of capacitors. The participants consisted of 50 pre-service teachers studying at a state university in Turkey. The participants were divided into two groups of 25 each on the basis of their physics grades in the previous semester. The research was patterned according to a non-equivalent control group design with pretest and posttest. The experimental group used simulation-supported inquiry-based learning, and the control group used lecture-based learning supported by simulations. The research data were collected with the Capacitor Concept Test prepared by the researchers. The findings showed that pre-service teachers had various misconceptions about parallel plate capacitors before the implementation. The research revealed that inquiry-based learning was more effective than lecture-based learning in eliminating these misconceptions.
A Formal Administrator Mentoring Program: Perceived Learning Benefits and Insights into Leadership Well-Being
Author: Connery, Lori A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mentors,Novices,Program Effectiveness,School Administration,Principals,Public Schools,Management Development,Professional Development,Well Being,Socialization,Reflection,Role Perception,Administrator Role,Leadership Effectiveness,Time Management,Problem Solving,Communication Skills,State Programs,Elementary Secondary Education

The purpose of this research was to investigate a formal principal mentoring program and report on perceived learning benefits and the well-being of the participants. The study highlights aspects of the mentoring relationship evidenced in the explicit and intentional development of school leaders. The empirical investigation used qualitative-naturalistic inquiry methods. Data were collected primarily through in-depth, focused participant interviews. The findings of this study revealed both the &quot;what&quot; and &quot;how&quot; of perceived benefits within formal mentoring relationships under the direction of a state-wide programmatic initiative. Of particular interest was the role of social learning through reflective activity and the results of occupational well-being. A truthful representation of aspects of mentoring relationships between novice and mentor principals within formal programming provided insights into how novice learning supports their well-being. Implications for the development and retention of principals are considered.