ethanporcaro/eric-fulltext-meta huggingface dataset:
A Systematic Review of Studies on Online Education for Autism Spectrum Disorder
Author: Polat, Hamza
Date: 2022-07-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,COVID-19,Pandemics,Online Courses,Special Education,Students with Disabilities,Educational Technology,Technology Uses in Education,Educational Research,Research Methodology,Demography,Periodicals,Geographic Location

The novel coronavirus (2019-nCoV) outbreak caused a paradigm change in education and made it necessary to conduct educational activities through online learning environments (OLEs). This sudden shift also affected special education practices for learners with autism spectrum disorder (ASD). The present study aims to investigate the current issues in online education studies relating to individuals with or involved with (i.e., parents or teachers) ASD. For this purpose, a literature search was carried out to review the relevant studies conducted from 2010 to 2019, and 19 studies were selected based on predefined research criteria. Content analysis was performed to analyze the reviewed articles considering the following domains: publication year, country, field, purpose, research methods, instruments, results, and suggestions. Results indicated that the publication rates of studies pertaining to individuals with ASD, their parents and teachers increased after 2014, and although OLEs are found to be beneficial in meeting the needs of the target group, several improvements are needed to make them more useful and adaptable.
Montessori, the White Cross, and Trauma-Informed Practice: Lessons for Contemporary Education
Author: Phillips, Bernadette
Date: 2022-00-00
Type: Journal Articles
Subjects: Montessori Method,Montessori Schools,Trauma,Early Experience,Children,Child Health,Well Being,Early Childhood Education,Educational History,Faculty Development,Classroom Environment,Mental Health,Instructional Effectiveness

Childhood adversity and trauma are pervasive and have powerful, far-reaching consequences for health and well-being. Recent years have seen increased recognition of the need for trauma-informed practice, which aims to promote understanding, healing, and the prevention of retraumatization. Historical data show that the early Montessori schools were known internationally as healing schools, wherein children affected by adversity or trauma were apparently healed on a considerable scale. This study presents the findings from a documentary analysis of three primary sources, namely, Maria Montessori's own original accounts, eyewitness accounts, and media reports pertaining to this healing aspect of the early Montessori schools. The findings demonstrate that, first, from the beginning of her career, Montessori worked with children who had experienced significant exposure to adversity or trauma, second, that her Montessori Method was shown to effect healing or recovery in these children, and third, that her long involvement with trauma-affected children directly led to her later attempts to set up an organization to be called the White Cross, which was to incorporate, among other things, a trauma-informed course for teacher-nurses. In this innovative approach to Montessori studies, we argue that Montessori was ahead of her time, that her work is even more relevant today in the context of adversity and trauma research, and that her methods, principles, and approaches may be harnessed and used in ways that promote trauma-informed practice in contemporary education settings.
Classification of Students&apos; Achievement via Machine Learning by Using System Logs in Learning Management System
Author: Koyuncu, Ilhan
Date: 2022-07-00
Type: Journal Articles
Subjects: Classification,Distance Education,Academic Achievement,Electronic Learning,Integrated Learning Systems,COVID-19,Pandemics,Measurement,College Students,Foreign Countries

During emergency remote teaching (ERT) process, factors affecting the achievement of students have changed. The purposes of this study are to determine the variables that affect the classification of students according to their course achievements in ERT during the pandemic process and to examine the classification performance of machine learning techniques. For these purposes, the logs from the learning management system were used. In the study, analyzes were carried out with various machine learning techniques and their performances were compared. As a result of the study, it was observed that Fisher's Linear Discriminant Analysis was the best technique in classification according to F measure performance criteria. As another result, the most effective variable, in classifying students, is the average number of days logged into the system per month and week. It has been observed that total activity duration (min), total number of weeks and total number of page views during the semester are less influential factors. Accordingly, it could be suggested to check the monthly and weekly follow-up of the lectures instead of the total follow-ups per semester. In addition, students' interaction patterns can be monitored with course tracking systems.
The Impact of Online Teaching on Students&apos; Engagement in Writing during the Pandemic of COVID-19
Author: Aldaghri, Ashwaq Abdulrahman
Date: 2022-07-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Writing (Composition),English (Second Language),Second Language Instruction,Learner Engagement,Foreign Countries,Student Attitudes,College Students,Writing Instruction,Educational Technology,Technology Uses in Education

COVID-19 has dramatically changed the process of teaching, as educational institutions replaced in-person teaching with online teaching to ensure educational continuity while managing the spread of the contagious disease. Drawing on the multifaceted concept of engagement, engagement is addressed as a sole construct. The present study adapted Student Course Engagement Questionnaire (SCEQ) to explore the impact of online teaching through Blackboard on English as foreign language (EFL) college students' engagement in writing. The study sample included 148 students. The results of the present non-experimental study generally indicated that online learning through Blackboard positively influenced the engagement of Saudi EFL learners. However, it is essential to note that the students showed a high level of engagement in terms of skills engagement. In contrast, the levels of engagement were moderate for the other three elements of engagement: Emotional, participation/interaction, and performance. The findings also demonstrated that the students perceived the learning experience positively. The participants valued the various virtues offered by online learning platforms, specifically Blackboard. Consequently, it is recommended that using Blackboard features such as blogs, breakout groups, and videoconferencing will help foster educational practices locally and internationally.
Investigating Nursing Students&apos; Satisfaction with the Quality of Courses and Virtual Learning during the COVID-19 Pandemic in 2020-2021
Author: Farsi, Zahra
Date: 2022-07-00
Type: Journal Articles
Subjects: Nursing Education,COVID-19,Pandemics,Nursing Students,Student Satisfaction,Educational Quality,Online Courses,Educational Technology,Electronic Learning,Foreign Countries,School Closing,Student Characteristics,Predictor Variables

Education in medical sciences, including nursing, has encountered numerous challenges following the worldwide outbreak of coronavirus disease 2019 (COVID-19). Additionally, students' satisfaction with the methods of instruction can be accompanied by improved learning outcomes. This study aimed to investigate the nursing students' satisfaction with the quality of courses (SQC) and satisfaction with virtual learning (SVL) during the COVID-19 pandemic. This cross-sectional study was conducted at a nursing school (105 nursing students) in Tehran,Iran, in the first semester of 2020-2021. The individual characteristics questionnaire, the Course Experience Questionnaire (CEQ), and the e-Learning Satisfaction Questionnaire (e-LSQ) were used for data collection. More than 88% of the nursing students were satisfied with the quality of the courses. The level of SVL in 57.1% of them was moderate. Among the individual variables, only the academic semester was regarded as a predictor of SQC (p=0.025). There was no significant relationship between the dimensions and the total score of CEQ with students' academic achievement (p&lt;0.05). Additionally, all the CEQ dimensions were significant predictors of the nursing students' SQC (p&lt;0.001). Given the unknown time of eradicating COVID-19, it is necessary to adopt appropriate policies and perform proper planning to continue better nursing education and increase student satisfaction.
Reflections on Massive Open Online Courses (MOOCS) during the COVID-19 Pandemic: A Bibliometric Mapping Analysis
Author: Tlili, Ahmed
Date: 2022-07-00
Type: Journal Articles
Subjects: MOOCs,COVID-19,Pandemics,Bibliometrics,Research,Online Courses,Geographic Location,Research Methodology,Foreign Countries

Massive Open Online Courses (MOOCs) have been around for some time, but several studies highlighted different issues associated with them, including quality. The COVID-19 pandemic catalyzed their second blooming, where MOOCs have seen a surge in enrollments since March 2020. This study intended to explore how this enrollment reflected on the research studies included in scientific publications, indexed by Web of Science. Specifically, the bibliometric mapping analyses of 108 studies have revealed an ongoing trend in the countries contributing to the MOOCs research, namely USA, China, UK and Spain. Additionally, MOOCs research coming from US, UK and other western countries was decreasing before the pandemic and showed a continuous dramatic reduction also during the COVID-19 pandemic. Growing attention in MOOCs research among less represented countries was also observed. Besides, most of the topics focused on by MOOCs research during the pandemic were mainly related to education and engineering.
The Merlin Project: Malaysian Students&apos; Acceptance of an AI Chatbot in Their Learning Process
Author: Neo, Mai
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Artificial Intelligence,Computer Mediated Communication,Learning Processes,College Students,Electronic Learning,Technology Uses in Education

The COVID-19 pandemic has accelerated the educational landscape of institutions of higher education, which were predominantly face-to-face. In Malaysia, many universities converted their courses into online courses to keep up with the challenges of working from home during the pandemic, using web technologies and blended learning approaches. However, there are challenges in ensuring students' attention and retention rates are maintained and enough support and scaffolding are provided to them when they are learning online. As such, the MERLIN Project was undertaken to develop a virtual learning assistant that would provide online support to students outside of their online classes. The project used Artificial Intelligence (AI) technology with Natural Language Processing (NLP) features to develop a chatbot that simulated humanlike conversation between chatbot and students. Content in the learning environment was media-rich and mapped to Mayer's 12 Multimedia Learning Principles. Data from 102 students was collected to gauge their perceptions and feedback. Results showed that students found the chatbot to be helpful in their learning process and improved their understanding of the course material. A conceptual learning framework for the use of AI chatbots as learning assistants is proposed to improve students' online learning experiences in the new normal.
Teachers&apos; Narratives from Initial Virtual Classrooms and Professional Development during the COVID-19 Pandemic in Developing Bangladesh
Author: Aktar, Tasnima
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Distance Education,Higher Education,English (Second Language),Second Language Instruction,Faculty Development,Language Teachers,College Faculty,Teacher Attitudes,Coping

In the face of sudden migration to online teaching due to Covid-19 pandemic, education is going under trying times globally, especially in the low resource contexts of the Global South. Little is, however, known about how this forced migration to and coping with emergency remote teaching (ERT) are happening in the low resource context of developing Bangladesh, particularly in the Higher Education (HE). This paper, therefore, aims to understand how virtual classrooms look like in the Higher Education context in Bangladesh through TESOL teachers' narratives from initial virtual classrooms imparting ERT. Employing narrative inquiry, four teachers from four different public and private universities in Bangladesh share their experiences of doing, undergoing and reflecting as they try to adopt, adapt and strive in imparting ERT and carrying out education in HE. Insights from these initial teacher narratives may inform higher education pedagogies, teacher development in distance education environments in Bangladesh and similar contexts in the Global South. As the paper addresses HE teachers' initial orientation to ERT without exclusively dealing with TESOL education, it has multidisciplinary approach to migration to and coping with ERT in HE in general.
Effect of Intrinsic Motivation on Junior High School Students&apos; Creativity: Mediating Role of Cognitive Flexibility
Author: Wang, Rui-Ni
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Motivation,Junior High School Students,Creativity,Cognitive Processes,Foreign Countries,Predictor Variables,Structural Equation Models

This research's aim was to explore the role of cognitive flexibility in mediating the effect of intrinsic motivation on the creativity of junior high school students. A creativity scale, an intrinsic motivation inventory and a cognitive flexibility inventory were utilized to investigate a sample of junior high school students in Shaanxi Province in western China. 765 valid questionnaires were collected and analyzed using the structural equation model (SEM). The SEM analysis showed that intrinsic motivation and cognitive flexibility have significantly positive impacts on junior high school students' creativity. Furthermore, a full model revealed that cognitive alternatives and cognitive control mediate the relationship intrinsic motivation and creativity, and the mediation effect of cognitive alternatives is significantly greater than that of cognitive control. In general, the current research suggests that the impact of intrinsic motivation on junior high school students' creativity is mediated by cognitive flexibility, and its results amplify prior scholars' research results and give educators an inspiration how to cultivate creativity for the middle school students.
The Development of Life Skill Education Evaluation Model at Life Skill Training Centre
Author: Subarkah, Edi
Date: 2022-00-00
Type: Journal Articles
Subjects: Daily Living Skills,Questionnaires,Observation,Test Validity,Test Construction,Models,Foreign Countries

This research aims to develop the product of the life skill education program (LSEP) which is accurate, credible, and effective. This research used the Plomp model. The model covers the input, process, output, outcome and consists of instrument, scoring guidance, and good or bad criteria. The instruments used in the model are the questionnaire, observation sheet and interview guide. The content validity of the questionnaire and observation sheet was proved by expert judgement and continued by using the Aiken Formula, the construct validity of the questionnaire was proved by the construct validity using the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The content validity of the questionnaire and observation sheet involved 9 validity experts. The questionnaire construct was done in two steps; the first step involved 65 students analyzed using EFA and the second step involved 199 students analyzed with CFA. The reliability of the observation sheet and questionnaire was estimated by using the Cronbach Alpha technique. The result of the trial model and its analysis shows that all the instruments are good. LSEP model is tested by involving 15 students in the course and training institute. The result of the trial model shows that the model is effective because the users explains that the model is: a) comprehensive, covering many components and sub component programs such as the input, process, output, outcome, b) practical, simple and easy in usage, c) economical, not needing much cost, energy, and time, also d) supported by valid and reliable data collection instrument.
Beyond Boundaries of Cultural Capital in Determining the Inclusion of Information Technology in the High School Curriculum
Author: Dewa, Alton
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Capital,Secondary School Curriculum,Information Technology,Foreign Countries,Public Schools,Principals,Administrator Attitudes,Academic Achievement,Computer Science

Few high schools offer Information Technology (IT)) as a subject in South Africa. This paper used Bourdieu's conception of cultural capital to investigate the reasons why many public schools are shunning away from including IT in their curriculum. Data were collected using a questionnaire and analysed using ANOVA, to determine whether cultural capital influences choosing IT as one of the subjects in the school curriculum. The results showed that public high school principals view IT as a subject that should be done in schools where there is medium-to-high cultural capital status. It is a challenge for schools with low cultural capital to offer IT among their subjects as it is not practiced by the community or society in which the schools exist. The paper concludes by recommending that there is room for the so-called 'low cultural capital' schools to offer IT among their subjects despite the challenges they are facing. Cultural capital does not hinder students' performance. Students from low cultural capital communities can achieve good grades even though they learn under difficult circumstances of inadequate educational resources.
Improving Data Visualization Skills: A Curriculum Design
Author: Asamoah, Daniel
Date: 2022-00-00
Type: Journal Articles
Subjects: Visual Aids,Data Analysis,Curriculum Design,Teaching Methods,Decision Making,Instructional Effectiveness,College Curriculum,College Students,Student Attitudes

It is unclear whether the data visualization skills possessed by data-centric practitioners reflect recent advances in computing systems and visual design principles, and their role in generating relevant and insightful output to support decision-making. In this study, the author presents a curriculum designed for teaching basic and advanced concepts in data visualization. The author used the survey method to examine whether respondents perceived the pedagogic approach to have enhanced their data visualization competence. The findings indicate preference for a hands-on pedagogic approach to learning data visualization as compared to an entirely theory-based approach. Furthermore, different components of the pedagogic approach were reviewed. The respondents rated most components of the curriculum highly as well as the pedagogical structure. As a cognitive tool, the respondents recognized that visualization helps to generate deeper insights into data, and it supports effective decision-making.
MBA Students&apos; Perceptions of Challenges and Attitudes towards Using a Unified Communication and Collaboration Software: A Canadian Study during the COVID-19 Pandemic
Author: Cheng, Wenxiong
Date: 2022-00-00
Type: Journal Articles
Subjects: Business Administration Education,Graduate Students,Student Attitudes,Barriers,Computer Mediated Communication,Foreign Countries,COVID-19,Pandemics,Distance Education,Readiness

This study discusses MBA students' perceptions of challenges and attitudes toward using a unified communication and collaboration software, that is, Microsoft Teams (MST) in a Canadian university during the early days of the COVID-19 pandemic. An online survey of students' perceptions of relevant issues was conducted. One hundred thirty-nine (139) valid responses were used for data analysis. The results show that students did not believe the IT readiness of their university regarding providing training for its faculty, staff, and students on the use of such tools was high. Students also did not believe Faculty IT skills and efforts toward using online learning tools were high. Likewise, the results show that students' attitudes toward using the software for learning during the period were low. Recommendations to address the challenges identified in the study include ongoing ICT training for faculty and students, making it mandatory for faculty to teach at least one of their courses in online format and development of dedicated software tools that could help to increase the use of such tools for online learning and teaching.
The Effectiveness of the Link2Success Program on Freshman Level Math Course Achievement
Author: Lu, Ming-Tsan Pierre
Date: 2022-00-00
Type: Journal Articles
Subjects: Program Effectiveness,College Freshmen,Mathematics Achievement,Algebra,Student Attitudes,Student Experience

To improve college students' achievement and success rate in the College Algebra course, a new program called Link2Success (L2S) was implemented in several sections of the course at the study's university. The program required students to increase their class time to six hours. Three of those hours were spent with certified tutors who helped students with the content preview and homework preparation. The purpose of this study was to investigate the effectiveness of the Link2Success program based on the achievement of College Algebra students. One College Algebra class with embedded L2S and one College Algebra class without L2S were randomly chosen and the grades of several assignments and exams were compared. A survey was given to L2S students to explore their experience and opinion about the program. Another survey was given to non-L2S students to find out if they felt that learning with an L2S program was beneficial to them and would have improved their grades. The results showed that L2S did not have a positive effect on the College Algebra students' achievement. However, L2S students felt more confident and rated the program highly where as non-L2S students felt they would have benefited from the program if it were implemented in their class.
Review of Online Examination Security for the Moodle Learning Management System
Author: Ally, Said
Date: 2022-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Computer Assisted Testing,Information Security,Evaluation Methods,Computer Software,Tests,Test Items

Moodle software has become the heart of teaching and learning services in education. The software is viewed as a trusted modern platform for transforming learning and teaching modes from conventional face-to-face to fully online classes. However, its use for online examination is very limited despite having a state-of-the-art Quiz Module with features which can auto-generate random question papers and marking schemes. This paper presents a security profile of the Moodle platform as an integral component for administration of online examinations by reviewing its pedagogical assessment features, software configurations, and settings of the Quiz module. The results provide crucial insights that show the Moodle Quiz module is a rich workspace that meets all practical requirements for an efficient, secured, cost-effective, and virtually enabled standard online examination platform. The findings suggest that Moodle can be an effective assessment system if the software is properly and securely hosted and configured on a well established and reliable computing infrastructure.