ethanporcaro/eric-fulltext-meta huggingface dataset:
A Case Study: Enhancing the Learning Process and the Quality of the Students&apos; Work in Online Courses Using Multiple High Impact Practices and Civic Strategies
Author: Ramadan, Awatef A. Ben
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Learning Processes,Educational Quality,Outcomes of Education,Graduate Students,Learning Strategies,Student Centered Learning,Creativity,Self Efficacy,Leadership

Background: Employing High Impact Practices (HIPs) in the curriculum will keep the students engaged and will boost their learning outcomes. Study Aim: Explore the students' feedback on two HIPs practices and measure the impact of the studied HIPs on the course's outcomes. Methodology: Two HIPs strategies were applied to the graduate students of an advanced online eight-week course. A cross-sectional study by conducting an online Survey-Monkey survey to assess the studied HIPs. The interventions were the group leadership and scaffolding the course's final project strategies. Results and Discussion: 53% (n=17) of students responded. 53% very liked and liked the leadership group HIP. 82% found the leadership group HIP helpful to present and establish discussions with their classmates. 76.5% either strongly agreed or agreed that the group leadership HIP helped them as presenters and discussion moderators, as well as in handling the weekly assignments. 52.94% agreed and strongly agreed that the leadership HIP helped them, as an audience, to understand the curriculum and assisted them in handling the weekly assignments and projects. 94.12% agreed or strongly agreed that the dissemination of the final project's sections on the weekly assignments helped them understand and write the final project effectively. The average final project grades of the class under study was 97% in comparison to 90% of the same course the instructor taught in Spring 2018. Conclusion: Introducing HIPs strategies will make the students feel that they owned the learning process and enhanced their creativity, self-confidence, and self-efficacy skills.
Effects of a Special Art Education Course on Attitudes toward Omani Learners with Special Needs
Author: Al-Yahyai, Fakhriya
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Art Education,Special Education,Teacher Education,Students with Disabilities,Attitudes toward Disabilities,Visual Arts,Attitude Change,Positive Attitudes,Undergraduate Students,Teacher Role,Course Content,Teaching Methods,Foreign Countries,Art Therapy

Visual arts are activities that contribute to educating learners with and without special needs. These activities provide an opportunity for learners with special needs (LSN) to freely express their feelings, conflicts, psychological problems, and their artistic creativity. Visual arts are considered as a source of satisfaction, development of the feeling of achievement, and happiness, and a means of activating thinking and learning. In the professional context, art therapy is one of the therapeutic interventions in special education programs. The aim of this research was to explore effects of a Special Art Education (SAE) Course on attitudes toward Omani LSN. Participants of 19 undergraduate students of Art Education Department (AED), Sultan Qaboos University (SQU) were involved in this research. Participants responded to the scale of attitudes towards the LSN before and after studying the SAE course. The scale consisted of 34 items distributed into three domains related to course instructor, course topics, and course teaching methods. The results indicated that these domains contributed to improving participants' attitudes. This improvement was demonstrated by the effects size of the SAE course on participants' attitudes toward Omani LSN.
Assessment as a Pedagogy and Measuring Tool in Promoting Deep Learning in Institutions of Higher Learning
Author: Masuku, Mfundo Mandla
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Assessment,College Instruction,Evaluation Methods,Measurement Techniques,Thinking Skills,Teaching Methods,Student Participation,College Students,Alignment (Education),Formative Evaluation,Grading

Traditionally, the key principle of assessment was based on the depth and intensity of the knowledge taught in class. In our modern state, the notion of assessment is more about learning and less about whether it is deep or surface learning. This could be attributed to challenges facing higher education, such as marketisation, massification, access and success. This article aims to demonstrate the significance of assessment as a pedagogical and measuring tool to promote deep learning in institutions of higher learning. It analyses how different types of assessment could contribute to deep learning while enhancing critical thinking and analytical skills. The article adopted the qualitative research approach to appraise critically and examine the literature on assessment in higher education. The sequence in which assessment tasks are presented, the pedagogical approaches adopted and measurement tools used should aim to present general non-threatening questions. The article recognises Bloom's taxonomy as it classifies educational learning objectives in the manner that accommodates deep learning. This article suggests that assessment should be made explicit, aligned with learning outcomes that consider deep learning in terms of acquisition of knowledge, comprehension, application, analysis, synthesis and understanding of basic concepts in what is learnt. It concludes that students need to be engaged in their assessment to enable them to develop skills and dispositions that prepare them for the future as socially responsible citizens. Research needs to be conducted on the higher education challenges that compromise the quality of assessment as this could have negative effects on the development of deep learning.
Winning Together: Using Game-Based Response Systems to Boost Perception of Learning
Author: Ashtari, Sadaf
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Audience Response Systems,Educational Technology,Handheld Devices,Learner Engagement,Information Systems,Undergraduate Students,Learning Motivation,Student Participation,Business Administration Education,Predictor Variables,Academic Ability,Ethnicity,Grades (Scholastic),Age,Achievement Gap,Active Learning

The integration of game-based techniques, Internet, and mobile phone technology in teaching has been adapted recently in classes as a Game-based Classroom Response System (GCRS). Game-based technological tools can make the learning environment more appealing for students, increase their learning perception and level of engagement. This cross-sectional study explores student perception of learning using GCRS (Kahoot) in undergraduate Information Systems courses. This study also examines the simplicity of working with GCRS, the extent to which the technology motivates student engagement, and the extent to which different features of GCRS can trigger or facilitate student participation. The effects of students' grade, gender, ethnicity, and age are examined as moderator factors on the relationships between ability, motivation, trigger, and students' perception of learning. Two groups of Business students enrolled in one general business course, Introduction of Management Information Systems (MIS101) and one upper-level course, Business Data Telecommunication (MIS140) were selected as a convenience sample. The findings suggest that the ability, motivation, and trigger capabilities of the GCRS were the most important predictors for the students' perception of learning in MIS101. Also, ethnicity, grade, and age were found to have moderator effects on the relationship between ability and motivation, and the perception of learning in the MIS140 sample.
A Comparison of Undergraduate Students&apos; Perception of Tutorials before and during the COVID-19: A Case of the University of Kwazulu-Natal in the Discipline of Public Governance
Author: Nyawo, Jabulani C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Experience,Expectation,Tutoring,Tutors,Role Perception,Academic Support Services,Academic Achievement,Public Administration Education,COVID-19,Pandemics,Electronic Learning,Foreign Countries

Enhancing students' learning experience through support structures such as tutorial sessions is essential. Students attending the tutorial sessions within the Discipline of Public Governance have never been given the opportunity to provide feedback on the sessions they have attended. They only get a chance to evaluate their lecturers using closed and open-ended questions to capture their learning experiences about modules' structure, content, delivery and assessments. This implied a need to explore the students' perceptions about the tutorial sessions during the normal conditions and under severe conditions like this of COVID-19. The quantitative approach was utilised and the data was collected through the distribution of questionnaires to the undergraduate students. The participants attended tutorials within the Discipline of Public Governance during the first semester of the year 2020. The study findings indicated that tutorial sessions occupy a critical role in students' development and learning. It is the platform for the students to easily interact with other students, discuss issues, and improve their performance. The study recommends that higher education institutions invest in the tutorial structure as one of the student support systems as it produces positive results in enhancing student learning. Redefining and reviewing the tutorial support structure is always crucial to improve the tutorial sessions' quality.
A Review of Racial Microaggression in Malaysian Educational System and Its Higher Education Institutions
Author: Nasir, Noormaizatul Akmar Muhamad
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Racial Bias,Cultural Pluralism,Student Diversity,Minority Group Students,Ethnic Groups,College Students,College Environment,Indigenous Populations,Student Rights

This paper reviews other forms of racial oppression among Malaysian students in the business of their school and campus life day. It begins with a brief demographic background of Malaysia as a pluralistic country together with explanation pertaining to the aspirations of its diverse society. Then, it reviews some literature and findings revealed from previous studies concerning various racial microaggression issues in Malaysia with reference to schools and higher learning institutions. The challenges reviewed in this paper may be relevant to the administrative parties concerned and educational practitioners mandated to manage and train these diverse students. Other than that, this paper also provides insights into the multiracial Malaysians, especially the majority race students concerning the sense of oppression and discontent that their other ethnic peers may feel resulting from the present distinctive practice of ethnic polarisation. This paper argues that microaggression is on the rise among Malaysian youngsters and this problem stems from the environment that shapes their learning landscape.
Investigating the E-Learning Challenges Faced by Students during COVID-19 in Namibia
Author: Kaisara, Godwin
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Technology Integration,Integrated Learning Systems,Handheld Devices,Access to Computers,Access to Education,Internet,Barriers,Family Environment,Social Isolation,Student Experience,Undergraduate Students,School Closing,Pandemics,COVID-19,Foreign Countries

Over the past two decades, e-learning has become an increasingly important field of study that has attracted scholarly and policy makers' attention. Many developing nations have embraced e-learning as a tool to enhance accessibility and affordability of higher education. During the COVID-19 lockdown period, many universities across the world were forced to embrace online teaching and learning to circumvent lockdowns, social distancing and other public health interventions put in place to contain the spread of the novel coronavirus. Consequently, this study sought to establish students' experiences with the e-learning mode during the COVID-19 lockdown in Namibia. The paper discusses the results of an online survey of 137 undergraduate students about their experiences using e-learning technologies during the COVID-19-induced university closures. An online survey instrument was created on Google forms and a link distributed to students through WhatsApp class groups. Quantitative data were presented through frequency tables and figures, whilst we adopted thematic content analysis to analyse qualitative data. The results of the survey indicate that mobile devices remained the primary computing device used to access academic information. An analysis of the study results led to the emergence of five themes, viz, e-learning system accessibility, e-learning platform layout, resources to access Internet and network, isolation and home environment that captured student challenges with online classes. This paper argues that e-learning is still faced by a myriad of challenges that need to be addressed if it is to be a success. Furthermore, we advance the argument for mobile learning as a viable option for Africa due to the ubiquity of mobile devices.
Blended Learning with Edmodo: The Effectiveness of Statistical Learning during the COVID-19 Pandemic
Author: Sefriani, Rini
Date: 2021-03-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Statistics Education,COVID-19,Pandemics,Foreign Countries,Electronic Learning,Computer Mediated Communication

The condition of all countries in the world is devastated by the presence of a corona virus epidemic known as Corona Virus Diseases-19 (COVID-19). The efforts of the Indonesian government to break the chain of distribution of COVID-19 in the midst of society is to impose a policy of keeping distance, avoiding publicity, frequent hand washing and wearing masks. This also has an impact on the field of education where learning from home is also known as work from home (WFH). Learning is done with an online learning system that at least applies distance, physical social protection. Blended learning is one that is done using the Edmodo application, which can be done online at home. The purpose of this study is to find out how effective the use of the blended-learning learning model with Edmodo applications is to students of Informatics Engineering Education during the COVID-19 pandemic. This research is a quasi-experimental design with a pre-test and post-test control group. The results of this study indicate that the use of Edmodo's blended-learning learning model in Information Technology Education students during the COVID-19 pandemic period is effective and can be used as a virtual learning solution.
Crucial Problems in Arranged the Lesson Plan of Vocational Teacher
Author: Nurtanto, Muhammad
Date: 2021-03-00
Type: Journal Articles
Subjects: Vocational Education Teachers,Vocational Education,Curriculum Implementation,Lesson Plans,Foreign Countries,Educational Quality,Readiness

This study aimed to explore the implementation of the 2013 curriculum in vocational schools, Banten in terms of the readiness and quality of the learning tools that have been prepared. A total of 957 respondents from 2017 to 2018, consisting of four cities and three districts in Banten Province were involved in the training and mentoring program, namely vocational teachers and vice-principals in the curriculum field. Data were collected using questionnaire sheets, FGD notes, and observation check dates. The data obtained are analyzed and interpreted based on the specified categories. The results showed that: 1) Teacher readiness for learning tools in the components a) Core Competencies (CC) and Basic Competencies (BC) analysis of 45.31%, b) Program mapping of 38.37%, learning plan preparation of 39.45% and c) Learning evaluation of 36.78%; 2) The quality of lesson plan (LP) the science lesson plan analysis instrument (SLPAI) based is divided into two groups. The category &quot;Quality&quot; in the instructional program and instructional plan aspects, and the category &quot;Moderate&quot; in the instructional media and assessment and others aspects; and 3) The difficulty of learning device components, including authentic assessment, use of methods, literacy approaches, and lesson planning. The implementation of training, mentoring, and supervision programs are adjusted to the experience of vocational teachers taking into account the teacher's involvement in the implementation of the curriculum, age, and school readiness.
Effectiveness of Anchoring Vignettes in Re-Evaluating Self-Rated Social and Emotional Skills in Mathematics
Author: Otgonbaatar, Khajidmaa
Date: 2021-03-00
Type: Journal Articles
Subjects: Student Evaluation,Measurement Techniques,Social Emotional Learning,Interpersonal Competence,Emotional Development,Mathematics Education,Bias,Vignettes,Foreign Countries,High School Students,Grade 9,Persistence,Cooperative Learning

In current assessment practice, self-ratings and questionnaires are a dominant tool used to measure the skills called social and emotional skills or noncognitive skills, although the tools are affected by various biases. In this regard, the anchoring vignette approach was introduced against the biases, correcting individuals' self-rated responses based on their rating of hypothetical individuals in the scenario. Drawing from students' self-rated social and emotional skills in mathematics, this paper presented the study which examined the effect of anchoring vignette approach on reliability and correlation by comparing self-rated and vignette-corrected scales. Research participants were Mongolian students in ninth grade (N=308). The participants were administered in two scales: self-ratings for math perseverance and cooperative learning in math, followed by a vignette set. The vignette-corrected scale showed higher reliability than the self-rating scale for both math perseverance and cooperative learning in math. Besides, the vignette-corrected scales for gender and region showed a stronger and more significant correlation than the self-rating scales, suggesting that there might be gender- and region-related differences in the way the students act in math class. In summary, these findings suggest that the anchoring vignette approach has the potential to measure social and emotional or non-cognitive aspects of mathematics in a more reliable way. Future studies could further investigate the reliability and validity of the anchoring vignette approach by including more cultural groups and designing the vignettes while considering various math contents and vignette gender.
Enhancement of Professional Behaviours and Perceptions of Critical Skill Job Preparedness through the Use of a Group Work Contract in Fourth-Year Nutritional Science Students
Author: Cartwright, Nadia M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Professionalism,Career Readiness,Assignments,Group Activities,Group Dynamics,Cooperative Learning,Skill Development,Job Skills,Communication Skills,Thinking Skills,Problem Solving,Scientific Literacy,Critical Thinking,Instructional Effectiveness,Nutrition Instruction,College Seniors,Student Attitudes,Attitude Change,Anxiety,Foreign Countries

Collaborative group assignments in undergraduate education are important for promoting skill development and preparation for the workplace; however, they are subject to the challenges associated with group dynamics. This research sought to determine the effectiveness of a Group Work Contract to facilitate professional behaviours and positive experiences amongst fourth year nutritional science students (n=144) while working collaboratively to complete a Group Literature Critique Assignment designed to promote scientific literacy and critical thinking skills. Changes in students' attitudes and approaches to group work were assessed before and after completion of the contract and the assignment via two online surveys (Pre- and Post-Group Work Surveys). Completion of the Group Work Contract improved group dynamics including i) frequency of communication, ii) distribution of effort between group members, iii) mutual reliability, iv) respectfulness and inclusivity. Students also reported fewer group problems and an improved ability to work collaboratively in problem solving (P&lt;0.05). Importantly, students reported reduced feelings of anxiety related to group learning and perceptions of achieving a better outcome versus working alone and learning more as a result of working in a group (P&lt;0.05). Additionally, students reported an improvement in their job readiness perceptions with respect to the development of their scientific literacy and critical thinking skills as a result of completing the Group Literature Critique Assignment (P&lt;0.05). Collectively, this data demonstrates that structuring the group work process through the implementation of a Group Work Contract can support the development of positive and effective group dynamics resulting in reduced student anxiety about collaborative learning and perception of a better overall outcome.
Examination of Inclusive Education and Resource Room Service in a Pre-School
Author: Yazçayir, Gülcihan
Date: 2021-00-00
Type: Journal Articles
Subjects: Inclusion,Resource Room Programs,Preschool Education,Special Needs Students,Preschool Teachers,Preschool Children,Student Needs,Teamwork,Teacher Collaboration,Special Education,Regular and Special Education Relationship,Teacher Attitudes,Success,Students with Disabilities,Program Effectiveness,Planning,Educational Environment,Foreign Countries

Equal and qualified education opportunities offered to children with special needs are important in terms of their development in the pre-school education process. This study aimed to examine inclusive education and resource room services in the pre-school. The study adopted a phenomenological research methodology. The participants were selected via the criterion sampling method, and comprised nine pre-school teachers who were providing resource room facilities for the children with special needs in their classes. The research data were collected through a semi-structured interview form, and document analysis. The analysis of the data was carried out through inductive approach. The results based on the data analysis revealed that inclusive education and resource room service had many contributions to the students with special needs, their families, their teachers, and the students with normal growth and development. In addition, the basic elements of inclusive education and resource room were determined to be physical arrangements in schools, teacher training, resource room, cooperation, and inclusion activities. However, the results based on the interview form showed that the methods, techniques and materials suitable for the characteristics of the students with special needs were not used in the planning, implementation, or evaluation processes of the inclusive education and in the resource room service. Likewise, it was noted that effective cooperation and teamwork were not carried out during these processes.