ethanporcaro/eric-fulltext-meta huggingface dataset:
Mobile Learning According to Students of Computer Engineering and Computer Education: A Comparison of Attitudes
Author: Gezgin, Deniz Mertkan
Date: 2018-01-00
Type: Journal Articles
Subjects: Electronic Learning,Comparative Analysis,Foreign Countries,Higher Education,Student Attitudes,Undergraduate Students,Correlation,Positive Attitudes,Multivariate Analysis,Statistical Analysis,Engineering Education,Educational Technology,Computer Science Education

Mobile learning has started to perform an increasingly significant role in improving learning outcomes in education. Successful and efficient implementation of m-learning in higher education, as with all educational levels, depends on users' acceptance of this technology. This study focuses on investigating the attitudes of undergraduate students of Computer Engineering (CENG) and Computer Education and Instructional Technology (CEIT) departments in a Turkish public university towards m-learning from three perspectives: gender, area of study, and mobile device ownership. Using a correlational survey method, a Mobile Learning Attitude Scale (MLAS) was administered to 531 students, analysis of which revealed a positive attitude to m-learning in general. A further investigation of the aforementioned three variables showed a more positive attitude for female students in terms of usability, for CEIT students in terms of advantages, usability and independence, and for those owning a mobile device in terms of usability. An important implication from the findings, among others, is supplementing Computer Engineering curriculum with elective courses on the fundamentals of mobile learning, and/or the design and development of m-learning software, so as to create, in the long run, more specialized and complementary teams comprised of trained CENG and CEIT graduates in m-learning sector.
Psychological Variables of Estimating Distance Learners&apos; Motivation
Author: Cakir, Ozlem
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Distance Education,Student Motivation,Psychological Patterns,Correlation,Online Courses,Student Satisfaction,Mixed Methods Research,Structured Interviews,Student Attitudes,Student Experience,Interaction,Program Effectiveness,Barriers,Student Surveys,Preservice Teachers,Learning Strategies,Questionnaires,Regression (Statistics)

The correlation between distance education motivation levels of students and their online experiences and satisfaction is studied in this paper; and the reasons of their satisfaction and dissatisfaction according to their motivation levels are described. In this study, 183 students, who were taking English and Turkish courses at Ankara University between 2013-2014 academic year through distance education participated. The study which was designed in the form of sequential mixed method research design, &quot;Motivation and Learning Strategies Inventory&quot; and &quot;Online Student Satisfaction Scale&quot; were utilized to collect data and structured interview forms that were developed by the researchers and they were also used to determine students' online learning experiences and their satisfaction levels about distance education. Three motivation levels as low-medium-high-level were identified by clustering analysis. Logistic regression analysis was performed to evaluate motivation levels and satisfaction data and content analysis was applied to evaluate the reasons behind their satisfaction. A significant correlation was found between the students' motivation levels and their online learning experiences and satisfaction. When it comes to the reasons of their satisfaction and dissatisfaction, the students who have low and medium-level motivation levels said that their dissatisfaction was due to lack of interaction and negative perceptions and their dependence on conventional education. On the other hand, the students who have high motivation stated that their satisfaction was because it is free from time and space, suitable for reviews, provides effective learning and meets the requirements of this age. The students who were not satisfied in three different motivation levels mentioned the problems of internet access and lack of synchronization between the picture and the sound in the videos.
Primary School Teachers&apos; Views and Opinions about the Idea of the National Levels of Students&apos; Attainment: &quot;Case Study England&quot;
Author: Maksimovic, Aleksandra
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Case Studies,Academic Achievement,Foreign Countries,Semi Structured Interviews,Elementary School Students,Academic Standards,Teacher Effectiveness,School Effectiveness,Student Evaluation,Student Role,Outcomes of Education,Achievement Tests

The aim of this study is to research perceptions of primary school teachers in England about the implementation of the national levels of students' attainment and Standard Assessment Task (SAT). Teachers' views and opinions were studied by using a semi-structured interview created for this purpose. The following themes are explored: procedure of determining the students' level of attainment, responsibility for achieving high level of attainment, providing assistance to teachers in achieving the defined levels as well as what happens if students are under achieving and who and how provide help to teachers if they have problems to reach the required standards. The research involved twelve teachers from Hertfordshire. The respondents stated that the assessment of teachers should not be neglected in the process of student assessment since only the achievements of students in SAT are favoured. In addition, it is highlighted that personal and family context should be taken into account when assessing student achievement and based on that assessment the performance of teachers and schools should be estimated. Although teachers consider themselves to be largely responsible for achieving the results, they also point out the significant role of students, as well as the entire school and family environment. In this context, participation of school management, educational psychologist and teaching assistant are highlighted in the process of improving student achievement. Although the size of the sample does not allow the generalization of the outcomes, the research results indicate the tendency which can be significant for the process of standardization of education in Serbia.
Study Smart Not Hard
Author: Kamsa, Imane
Date: 2018-01-00
Type: Journal Articles
Subjects: Study Habits,Attention,Educational Technology,Technology Uses in Education,Intelligent Tutoring Systems,Time Factors (Learning),Time Management,Planning,Measurement,Scheduling,Leisure Time,College Students,Foreign Countries,Statistical Analysis,Experimental Groups,Comparative Analysis,Grades (Scholastic),Questionnaires

Learners' concentration is an essential factor for learning and acquisition. The duration of concentration varies from one individual to another. Some learners have a long duration of concentration; whereas, others have a short one. Leaving the learner in front of a screen for a random duration is a strategy that does not optimize online learning. In this perspective, we have implemented an approach based on three intelligent agents customizing and adapting the learning time according to the learner's concentration time. The first agent is called &quot;Detector Agent&quot; (DA).The task of this agent is to measure the learner's concentration time and to detect the factors that may influence it. The second agent is named &quot;Scheduler Agent&quot; (SA). Its function is to cut the time of a session in proportion to the concentration time measured by DA and to program relaxing breaks in order to regenerate the degree of concentration. And finally, the third agent is called &quot;Rectifier Agent&quot; (RA). The latter is responsible for rectifying the factors that negatively influence the concentration of the learners. These agents continuously communicate between each other in order to ensure an efficient treatment. The experienced results show that the approach contributes effectively in the acquisition and the performance of learners. Success rates have risen sharply and the learners express a growing satisfaction.
Quality Practices: An Open Distance Learning Perspective
Author: Ramdass, Kemlall
Date: 2018-01-00
Type: Journal Articles
Subjects: Open Education,Distance Education,Educational Quality,Educational Practices,Quality Assurance,Total Quality Management,Qualitative Research,Case Studies,Educational Finance,Faculty Workload,Trust (Psychology),Teacher Surveys,Technology Integration,Usability,Higher Education,Foreign Countries

Global transformation in higher education over the past two decades has led to the implementation of national policies in order to measure the performance of institutions in South Africa. The Higher Education Quality Council (HEQC) adopted the quality assurance (QA) model for the purposes of accountability and governance in South African Higher Education. The first Council of Higher Education (CHE) audit, encouraged a compliance mentality through a &quot;tick box&quot; mentality, thereby encouraging compliance of minimum standards. Thus, quality assurance audits became a &quot;feared&quot; phenomenon in all higher education institutions in South Africa. The complete lack of stewardship in addressing the culture of quality and its' implications for continuous improvement has led to inefficiencies in the entire higher education landscape. In this paper the &quot;fuzzy&quot; and perhaps &quot;slippery&quot; nature of quality is addressed through a critical analysis of the concepts of development, enhancement and assurance in relation to the quality of teaching and learning in higher education through a case study methodology using qualitative analysis in an open distance learning institution (ODL). The key argument is that although quality is important for improvement, practices at the institution are not changing in the way they should because of a quality culture that is determined by the Department of Higher Education and Training. Hence the research question is to determine the status of quality with a view of recommending total quality management as a strategy that would enhance the practice of quality in the organization. Therefore, this paper explores the current quality practices with the intent to improve the delivery of teaching and learning in an ODL environment.
Student Teachers&apos; Perceptions on Educational Technologies&apos; Past, Present and Future
Author: Orhan Goksun, Derya
Date: 2018-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Distance Education,Teacher Education Programs,Educational Technology,Technology Uses in Education,Documentation,Content Analysis,Television,Computer Peripherals,Online Courses,Bulletin Boards,Qualitative Research,Telecommunications,Handheld Devices,Internet,Computers,Simulated Environment,Robotics

The aim of this study is to reveal Computer Education and Instructional Technologies student teachers', who are in a distance teacher education program, perceptions on past, present and educational technologies of future via infographics. In this study, 54 infographics, which were created by student teachers who were enrolled in Special Teaching Methods II course at spring semester of 2013-2014 academic years, were analyzed. The infographics were analyzed via document review technique. These themes are &quot;Educational technologies of past&quot; (f = 241), &quot;Educational technologies of present&quot; (f = 240) and &quot;Educational technologies of future&quot; (f = 158). Student teachers mentioned the most frequently &quot;CD&quot; (f = 34) and &quot;Television&quot; (f = 32) oriented to educational technologies of past. The most frequent views on educational technologies of present were &quot;Smartboard&quot; (f = 24) and &quot;Online Courses&quot; (f = 23). The most frequent opinion of student teachers about the educational technologies of future is &quot;Holograms&quot; (f = 26) and &quot;Virtual classroom&quot; (f = 22).
Building an Online Community: Student Teachers&apos; Perceptions on the Advantages of Using Social Networking Services in a Teacher Education Program
Author: Habibi, Akhmad
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Teacher Attitudes,Educational Benefits,Social Networks,Teacher Education Programs,Preservice Teacher Education,Qualitative Research,Focus Groups,Group Discussion,Computer Mediated Communication,Interpersonal Communication,Learning Motivation,Independent Study,Critical Thinking,Learner Engagement,Case Studies,Practicums,Data Analysis

This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.
School Success for Children Experiencing Chronic Illness: National Recommendations for Addressing Global Barriers
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Achievement,Chronic Illness,Barriers,Academic Support Services,Educational Legislation,Educational Policy,Outcomes of Education,Teacher Education,Special Education,Eligibility,School Nurses,Home Schooling,Withdrawal (Education),Teacher Certification,Teacher Qualifications

Advances in medicine and medical technologies over the past several decades have extended the lives of many individuals who have chronic illnesses that were once considered terminal. Likewise, these advances have enabled more students to participate in school than ever before. As such, their short-term and long-term academic outcomes must be considered when determining the types of educational supports and services that will be provided to this unique population of students. Existing legislation and policies intend to ensure access to education for all children in the United States, but there continue to be several barriers incurred by students who are ill due to vacancies in legislation, as well as state and district policies. Modifications to current legislation and policies can improve educational outcomes for these students. This paper aims to draw attention to several areas in need of modification, while also providing possible solutions for these issues. [This article was written by the Legislative Alliance for Students with Health Conditions.]
Specialized Word Lists--Survey of the Literature--Research Perspective
Author: Palinkaševic, Radmila
Date: 2017-00-00
Type: Journal Articles
Subjects: Literature Reviews,Word Lists,Vocabulary Development,Vocabulary Skills,Lesson Plans,Guidelines,Teaching Methods,Educational Strategies

Word lists present an essential tool in vocabulary teaching. Compilation of specific word lists for various fields is one of the most prominent branches of research in this field at the moment. New methodological changes in word list formation have been proposed because of the appearance of the New-GSL (Brezina &amp; Gablasova, 2013) and AVL (Gardner &amp; Davies, 2013). The aim of this paper is twofold. The first one is to present a word list overview which would reflect how these changes have affected the field so far. The second is to serve as a methodological guide for future researchers interested in specific word list formation. The paper provides an overview of the two most significant word lists the GSL (West, 1953) and AWL (Coxhead, 2000) along with their proposed replacements, detailed information about seven specific word lists, which were published from 2013 to 2016, with a specific focus on corpus formation criteria, word selection criteria and validity and relevance testing. Contains a bibliography.
Evaluation of Classroom Teachers&apos; Opinions about In-Service Training (The Case of Mugla)
Author: Aykaç, Necdet
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Inservice Teacher Education,Faculty Development,Case Studies,Elementary School Teachers,Semi Structured Interviews,Focus Groups,Planning,Seminars,Educational Needs,Teacher Role,Program Effectiveness,Course Content,Program Implementation

The current study aimed to evaluate the classroom teachers' opinions about in-service training process. Thus, the current study was designed as a descriptive case study. A total of 28 classroom teachers constituted the sample group of the research. The research process was carried out on the classroom teachers working in state elementary schools in the city of Mugla. A semi-structured interview form was used as the data collection tool in the research and the data were collected through focus group interviews. The results showed that teachers experienced significant problems related to in-service trainings and they found such trainings useful for their professional development. Moreover, the teachers made different suggestions for the improvement of these trainings.
Study Habits and Academic Performance of Secondary School Students in Mathematic: A Case Study of Selected Secondary Schools in Uyo Local Education Council
Author: Sakirudeen, Abisola Oladeni
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Secondary School Mathematics,Mathematics Education,Study Habits,Mathematics Achievement,Case Studies,Hypothesis Testing,Correlation,Statistical Analysis,Questionnaires,Mathematics Tests,Achievement Tests,Notetaking,School Libraries,Users (Information),Time Management,Learning Strategies,Rating Scales

The study examined study habits and academic performance of secondary school students in Mathematics. A case study of selected secondary schools in Uyo Local Education Council. The main purpose of the study was to investigate the relationship between study habits and academic performance of secondary school students in Mathematics. To carry out this study, three research questions and three null hypotheses were raised to guide the study. The population of 1128 Senior Secondary School Two (SS2) students with a sample size of 200 respondents was selected from 5 public secondary schools for the study using simple random sampling technique. A structured questionnaire was used to gather data for the study, which comprises of two sections (A and B), section A comprise of 15 items while section B, comprise of 30 achievement test on mathematics. The reliability coefficient of 0.91 was obtained using Spearman Brown formula. Data collected was analyzed using Pearson Product Moment Correlation Co-efficient (PPMC) and tested at 0.05 level of significance. However, the results revealed that there is a significant relationship between note taking, students' use of library, time allocation for study and students' academic performance in mathematics. Based on the result of the findings, it was recommended that group guidance should be organized in schools by professional counsellors in order to create awareness on how students can develop effective study habits which could lead to good academic performance in mathematics and a functional school library should be mounted in all the secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria.
The Relationship between Sex Role Stereotypical Beliefs, Self Efficacy, Academic Engagement and Academic Achievement: In the Case of Tana Hiq Secondary School Students, Ethiopia
Author: Dagnew, Asrat
Date: 2017-00-00
Type: Journal Articles
Subjects: Sex Role,Sex Stereotypes,Self Efficacy,Learner Engagement,Academic Achievement,Secondary School Students,Foreign Countries,Predictor Variables,Questionnaires,Documentation,Statistical Analysis,Correlation,Regression (Statistics),Gender Differences,Likert Scales,Student Records

The main objective of the study was to assess the relationship between sex role stereotypical beliefs, self-efficacy, academic engagement and academic achievement in Tana Hiq Secondary School. This research was also examining the predictive effects of sex role stereotypical beliefs, self-efficacy and academic engagement on academic achievement of students. Data were collected from 287 students through questionnaire and document. Data were analyzed by one sample t-test, independent t-test, Pearson Coefficients and multiple linear regressions. One sample t-test was employed to investigate the level of students' sex role stereotype beliefs, self-efficacy, academic engagement and academic achievement. Independent t-test was used to examine if there is significant difference in sex role stereotypical belief, self-efficacy, academic engagement and academic achievement between female and male students. Pearson Product Moment Correlation Coefficient was employed to explore the relationship between sex role stereotypical belief, self-efficacy, academic engagement and academic achievement, and multiple linear regression analysis was used to examine the predictive effects of sex role stereotypical beliefs, self-efficacy, and academic engagement to academic achievement. The major findings of the study include students' self-efficacy, academic engagement and academic achievement were significantly higher than the expected levels, there were no significant differences between females and males in sex role stereotypical belief, self-efficacy, academic engagement and academic achievement, the correlations among all variables in this study except correlation between sex role stereotypical belief and academic achievement were significant and positive and students' self efficacy and academic engagement significantly predicted academic achievement. Based on the findings, the conclusions are drawn and recommendations are forwarded.
The Metapedagogic Function of Language: Language for Language Teaching (Cases from the Nepalese Context)
Author: Poudel, Kamal Kumar
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Metalinguistics,Language Acquisition,Parent Child Relationship,Teaching Methods,Educational Strategies,Observation,Child Language,Caregiver Role,Context Effect,Early Childhood Education,Case Studies

The metalingual (also called &quot;metalinguistic&quot;) function of language is a well-discussed concept in the literature of functional linguistics. It is often conceived as a purpose in which language is used to define or talk about language itself. Similarly, the purpose in which language is used for teaching in general is explained as the &quot;instructional function&quot;. However, it has not yet explicitly been recognized by the literature that language is used for teaching language itself- a concept termed in this article as the &quot;metapedagogic function&quot;. As the &quot;cases&quot; explored from the Nepalese context reveal, language is very often used metapedagogically by adults from the family to the social context. This article also investigates how adults informally shape and contribute to children's first language (L[subscript 1]) acquisition, more particularly the appropriate use of language in its actual social context, in most cases and to the language awareness of other adults in some other cases.As the future directions, it also indicates towards investigating the potential applications of the informal L[subscript 1] assisting strategies to L[subscript 1] and L[subscript 2] learning in the classroom.