ethanporcaro/eric-fulltext-meta huggingface dataset:
Nurturing Relationships Grounded in Assessment
Author: Abreau, Maria B. Serrano
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,COVID-19,Pandemics,Communities of Practice,College Faculty,School Closing,Distance Education,Teacher Role,Educational Technology,Student Evaluation,Teacher Responsibility,Evaluation Methods

I have been working as an Assessment Officer in a private university in Puerto Rico, for about two years now. It took a year to learn the job--what was assessment for, what was my function, how broad was the scope of my job, what influence did I have over institutional changes? Just as I thought I knew the job, the context changed, especially the shift to online modality, wrought by COVID-19. These circumstances have pushed me to review and reflect in every assessment aspect already learned and stated by the university's assessment office. Driven by this need for reflection, I came forward to virtual communities of educators (AALHE online conference, CLACSO virtual conferences and #abolitionistteaching on Instagram) who also had the purpose of reflecting over the educational process where assessment was not the exception. These communities have questioned, shared, and reimagined the educational process accordingly to what can be effective, given their experiences. I will share my reflections based on the learnings acquire from these virtual communities: there is a need to foster a change from a compliance paradigm to a culture of assessment that builds healthy relationships.
Design Analytics for Mobile Learning: Scaling up the Classification of Learning Designs Based on Cognitive and Contextual Elements
Author: Pishtari, Gerti
Date: 2022-00-00
Type: Journal Articles
Subjects: Scaling,Classification,Context Effect,Telecommunications,Handheld Devices,Task Analysis,Learning Analytics,Teaching Methods,Coding,Instructional Design,Accuracy,Comparative Analysis,Graduate Students,Information Technology,Computer Science Education,Foreign Countries,Alignment (Education),Algorithms

This research was triggered by the identified need in literature for large-scale studies about the kinds of designs that teachers create for mobile learning (m-learning). These studies require analyses of large datasets of learning designs. The common approach followed by researchers when analyzing designs has been to manually classify them following high-level pedagogically guided coding strategies, which demands extensive work. Therefore, the first goal of this paper is to explore the use of supervised machine learning (SML) to automatically classify the textual content of m-learning designs using pedagogically relevant classifications, such as the cognitive level demanded by students to carry out specific designed tasks, the phases of inquiry learning represented in the designs, or the role that the situated environment has in the designs. Because not all SML models are transparent, but researchers often need to understand their behaviour, the second goal of this paper is to consider the trade-off between models' performance and interpretability in the context of design analytics for m-learning. To achieve these goals, we compiled a dataset of designs deployed using two tools, Avastusrada and Smartzoos. With this dataset, we trained and compared different models and feature extraction techniques. We further optimized and compared the best performing and most interpretable algorithms (EstBERT and Logistic Regression) to consider the second goal with an illustrative case. We found that SML can reliably classify designs with accuracy &gt; 0.86 and Cohen's kappa &gt; 0.69.
Comparison of Normality Tests in Terms of Sample Sizes under Different Skewness and Kurtosis Coefficients
Author: Demir, Suleyman
Date: 2022-00-00
Type: Journal Articles
Subjects: Sample Size,Comparative Analysis,Computer Software,Evaluation Methods,Scores,Graphs,Simulation

This study aims to compare normality tests in different sample sizes in data with normal distribution under different kurtosis and skewness coefficients obtained simulatively. To this end, firstly, simulative data were produced using the MATLAB program for different skewness/kurtosis coefficients and different sample sizes. The normality analysis of each data type was conducted using the MATLAB program and ten different normality tests; namely, (Kolmogorov Smirnov (KS) Test, KS Stephens Modification, KS Marsaglia, KS Lilliefors Modification, Anderson-Darling Test, Cramer-Von Mises Test, Shapiro-Wilk Test, Shapiro-Francia Test, Jarque-Bera Test, and D'Agostino &amp; Pearson Test). As a result of the analyses conducted according to ten different normality tests, it was found that normality tests were not affected by the sample size when the skewness and kurtosis coefficients were equal to or close to zero; however, in cases where the skewness and kurtosis coefficients moved away from zero, it was found that normality tests are affected by the sample size, and such tests tend to give significant results. Therefore, in large samples, it may be suggested that critical values for skewness and kurtosis coefficients' z-scores as proposed by Kim (2013) and Mayers (2013) or the histogram graphs be used.
Using HeuristicsMiner to Analyze Problem-Solving Processes: Exemplary Use Case of a Productive-Failure Study
Author: Hartmann, Christian
Date: 2022-00-00
Type: Journal Articles
Subjects: Heuristics,Problem Solving,Computer Software,Comparative Analysis,Sample Size,Classroom Environment,Failure,Teaching Methods,Learning Processes,Secondary School Students,Foreign Countries,Mathematics Skills,Prior Learning,Mathematics Instruction,Prerequisites

This paper presents a fine-grained process analysis of 22 students in a classroom-based learning setting. The students engaged (and failed) in problem-solving attempts prior to instruction (i.e., the Productive-Failure approach). We used the HeuristicsMiner algorithm to analyze the data of a quasi-experimental study. The applied algorithm allowed us to investigate temporally structured think-aloud data, to outline productive and unproductive problem-solving strategies. Our analyses and findings demonstrated that HeuristicsMiner enables researchers to effectively mine problem-solving processes and sequences, even for smaller sample sizes, which cannot be done with traditional coding-and-counting strategies. The limitations of the algorithm, as well as further implications for educational research and practice, are also discussed.
A Theoretical Expansion of the Play Cycle: Jakob Von Uexküll&apos;s Functional Cycle and the Perceptual Cue
Author: King, Pete
Date: 2022-00-00
Type: Journal Articles
Subjects: Play,Cues,Affordances,Preschool Education,Child Care,Early Childhood Education,Child Behavior,Theories,Stimuli

The author seeks to expand the notion of the &quot;play cycle,&quot; first introduced in 1998, to include the &quot;functional cycle,&quot; with its &quot;perceptual cue,&quot; touted by Jakob von Uexküll. He also discusses Simon Nicholson's theory of &quot;loose parts&quot; and James J. Gibson's notion of &quot;affordances.&quot; He outlines the impact of these and his now-revised play cycle and its perceptual cues on professional playwork and other play-related activities, especially those in preschool, child care, and the early years of education.
But First, Let&apos;s Jam: A New Materialist Twist on the Ontology of Play
Author: Fois, Loretta
Date: 2022-00-00
Type: Journal Articles
Subjects: Play,Creativity,Theories,Transformative Learning,Realism,Ethics,Cooperative Learning,Social Development

The author follows a new materialist approach to consider the informal and collaborative creative gathering called jamming as creative play, and she makes a case for the jam as a transformative event of genuine intrasubjective dialogue. She uses Karen Barad's theory of agential realism and Hans-Georg Gadamer's ethics of play to argue for the jam as an ethico-socio-political event that supports the communal and creation-centered aspects of our collective existence and offers an opportunity for learning responsibility (or &quot;response-ability,&quot; as Karen Barad calls it) and accountability. She concludes that jamming, like creative play, offers the kind of cooperative underpinnings essential to our relational and ontological makeup.
Nonplay in Norwegian Early Childhood Education and Care Institutions
Author: Storli, Rune
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Child Care,Young Children,Child Behavior,Kindergarten,Preschool Teachers,Freedom,Play

The authors consider play to be critical and intrinsic to healthy human life and development, and they argue that children's right to play should be supported by the environment in which they live. Their study seeks to understand what children do when they appear not to play during free play periods at early childhood education and care institutions. Their analysis of nonplay activities produced five categories: conversations, practical tasks, passive observation, wandering, and conflicts (or crying). These categories, they believe, can help kindergarten teachers become aware of factors in the physical environment that prevent children from playing and detect children who fall outside the play community.
Sociodemographics and Psychosocial Experience of Distance Learners in Nigeria: A Comparison of Single-Mode and Dual-Mode Universities
Author: Adebisi, Tajudeen
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Distance Education,Student Characteristics,Social Characteristics,Psychological Patterns,College Students,Blended Learning,In Person Learning,Student Experience,Predictor Variables

The study explored the psychosocial experience of distance learners at the National Open University of Nigeria (NOUN) and the Obafemi Awolowo University (OAU) in Ile-Ife. Psychosocial experience refers to the aggregate outcome of events and feelings that define or affect a person's knowledge and perception of their prevailing social environment. The study adopted mixed-methods phenomenology research design. We deployed multiphase mixed-method sampling involving a quota sampling technique to select 182 respondents, and a purposive sampling technique to select eight interviewees selected from the initial respondents--four students from each of NOUN and OAU. Two researcher-designed instruments--a questionnaire and an in-depth interview guide--were deployed for data collection. The collected data were analysed with frequency counts, percentage analysis, and phenomenological analysis. Analysis of their sociodemographic characteristics showed that the profile of the students at the dual-mode university (OAU) reflects characteristics of conventional distance learners more than does the profile of the students at the single-mode university (NOUN). Distance learners at NOUN and OAU had both similar and different psychosocial experience. Their experience was largely positive--only 14% and 12.3% of NOUN and OAU students (respectively) had considered dropping out. Factors affecting learners' experience in both institutions included personal motivation, the flexibility and cost-effectiveness of distance learning, insufficiency of facilitator-led tutorials (at NOUN), and difficulties due to work and family responsibilities (at OAU). The study concluded that Nigerian distance learners possess the requisite psychosocial capacity to negotiate meaning and acquire knowledge in single-mode or dual-mode institutions.
Augmented Sociomateriality: Implications of Artificial Intelligence for the Field of Learning Technology
Author: Johri, Aditya
Date: 2022-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Educational Technology,Technology Uses in Education,Affordances,Algorithms,Bias,Programming

There has been a conscious effort in the past decade to produce a more theoretical account of the use of technology for learning. At the same time, advances in artificial intelligence (AI) are being rapidly incorporated into learning technologies, significantly changing their affordances for teaching and learning. In this article I address the question of whether introduction of AI and associated features such as machine learning is a novel development from a theoretical perspective, and if so, how? I draw on the existing perspective of sociomateriality for learning and argue that the use of AI is indeed different because AI transforms sociomateriality by allowing materiality to take on characteristics previously associated primarily with a human agent, thereby shifting the nature of the sociomaterial assemblage. In this &quot;data and algorithm&quot;-driven AI-based sociomateriality, affordances for &quot;representation and agency&quot; change, thereby modifying &quot;representational and relational practices&quot; that are essential for cognition. The dualities of data/algorithm, representational/ agentic augmentation, and relational/participatory practices act in tandem within this new sociomaterial assemblage. If left unchecked, this new assemblage is prone to perpetuate the biases programmed within the technology itself. Therefore, it is important to take ethical and moral implications of using AI-driven learning technologies into account before their use.
Playing the Game: A Realist Approach to Evaluating Online Student Access, Retention, Progression and Attainment Initiatives
Author: Clark, Daniel
Date: 2022-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Electronic Learning,Access to Education,School Holding Power,Academic Achievement,Educational Attainment,Game Based Learning,Foreign Countries,Gamification,Program Evaluation,Transitional Programs,Undergraduate Students,Knowledge Level,Self Esteem,Decision Making,Student Attitudes

This study presents an evaluation of an online game-based student access, retention, progression and attainment (ARPA) initiative at the University of Kent. The initiative, a narrative-based simulation of a condensed student journey from pre-enrolment to graduation, is designed to prepare and support students in their transition to and participation in Higher Education. Student retention continues to be a perennial issue across the Higher Education sector, and studies have indicated that the more knowledgeable and informed students are about their university environment, the less likely they are to leave before completing their studies. Many institutions have developed interventions with the express purpose of addressing these concerns. Recognising the contextualised and subjective nature of such interventions, a realist evaluative framework was adopted to better understand the initiative under scrutiny, asking what works, for whom and in what circumstances. Participant interviews were utilised to assess the efficacy of the initiative in supporting students and in helping them to navigate often unfamiliar institutional cultures, practices and expectations. A revised programme theory is presented, enabling deeper insight into the merit of the initiative and its overall worth as a mechanism for change within the ARPA paradigm.
The Impact of Online Learning Technology on Self-Regulation and Student Success
Author: Makhno, Kira
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Foreign Countries,MOOCs,Online Courses,Electronic Learning,Self Control,Academic Achievement,Science Instruction

The research purpose is to analyse the self-regulation of students who use the massive open online course (MOOC) technology to learn the exact sciences. The sample included 252 students: females were 47%, and males were 53%. The average age of students was 20.08 ± 0.72. The students were divided into two groups: group 1 consisted of students who learnt the Digital singular (nano) optics course online using the MicrosoftTeams platform with teacher's support; group 2 consisted of students who learnt the MOOC course individually. The relationships between self-regulation and academic success were also analysed. The research found that the overall level of self-regulation of students using MOOCs was 40% higher. In students who learnt online using the MicrosoftTeams, the level of self-regulation was average and amounted to 24.96 ± 1.32. In students who learnt the course based on the MOOC technology, the level of self-regulation was high and amounted to 35.02 ± 1.44 (p &lt; 0.05). The research of self-regulation shows higher results among the students who learnt using MOOCs platforms: flexibility -- 46%, planning -- 23% and results assessment -- 15%; modelling and programming were no different. The average success score of students after learning the course on the MicrosoftTeams platform was 3.83 ± 0.36, and in the MOOC group, it was 4.43 ± 1.89.
Adapting Paper-Based Tests for Computer Administration: Lessons Learned from 30 Years of Mode Effects Studies in Education
Author: Lynch, Sarah
Date: 2022-08-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Tests,Scores,Scoring,Evaluation Methods,Testing,COVID-19,Pandemics,School Closing,Technology Uses in Education,Test Validity,Best Practices,Test Format,Barriers,Test Items,Individual Characteristics,Technological Literacy,Responses

In today's digital age, tests are increasingly being delivered on computers. Many of these computer-based tests (CBTs) have been adapted from paper-based tests (PBTs). However, this change in mode of test administration has the potential to introduce construct-irrelevant variance, affecting the validity of score interpretations. Because of this, when scores from a CBT are to be interpreted in the same way as a PBT, evidence is needed to support the reliability and validity these scores (AERA et al. 2014). Numerous studies have investigated the impact of changing the mode of test delivery from paper to computer, not only in terms of their psychometric properties, but also with regard to possible sources of construct-irrelevant variance. This article summarizes the main lessons learned from mode effects studies in education over the past 30 years and discusses some of the questions remaining.
Assumptions Underlying Performance Assessment Reforms Intended to Improve Instructional Practices: A Research-Based Framework
Author: Wellberg, Sarah
Date: 2022-08-00
Type: Journal Articles
Subjects: Performance Based Assessment,Educational Change,Instructional Improvement,Classroom Environment,Educational Policy,Elementary Secondary Education,Program Implementation,Classroom Communication

There is renewed interest around including performance assessments in state and local assessment systems to spur positive changes in classroom instruction and student learning. Previous research has identified the external conditions that mediate the role of assessment in changing instructional practices. We extend that work by focusing on the internal classroom conditions that support improvements in student learning. We identified six key instructional practices from three teacher quality frameworks that may result from policy changes that include complex, performance-based assessments. For each practice, we explored the bidirectional relationships among the instructional core of students, teachers, and content. We argue that altering these relationships requires teachers and students to have both the disposition and the capacity to change, and we identify the assumptions that need to hold in order for those changes to occur in response to the inclusion of performance assessments in state and/or local assessment systems.
Building Intrapersonal Competencies in the First-Year Experience: Utilizing Random Forest, Cluster Analysis, and Linear Regression to Identify Students&apos; Strengths and Opportunities for Institutional Improvement
Author: Bresciani Ludvik, Marilee
Date: 2022-08-00
Type: Journal Articles
Subjects: Interpersonal Competence,First Year Seminars,College Freshmen,Academic Achievement,Achievement Gap,Instructional Design,Grade Point Average,Regression (Statistics),Student Placement,Academic Probation,Multivariate Analysis,Identification

In seeking to close equity gaps within a first-year student seminar course, course designers leveraged emerging research on intrapersonal competency cultivation, known to significantly predict student success across diverse students (NAS, 2018). After re-designing the course to intentionally cultivate specific intrapersonal competencies, researchers set out to explore how well the course closed historical institutional equity gaps as measured by end-of-term GPA. Over four years of data collection and course refinement, traditional regression analysis were useful for informing course improvements that resulted in the closing of some equity gaps. However, students were still being placed on academic probation and certain identities of students were over-represented in academic probation numbers. As such, the team utilized random forest, cluster analysis, and then regression analysis that allowed them to focus improvement efforts on a cluster of students that would have otherwise remained unidentified through traditional analysis measures.
Co-Evaluation of Expositive Texts in Primary Education: Rubric vs Comments
Author: Mayo Beltrán, Alba Mª
Date: 2022-08-00
Type: Journal Articles
Subjects: Scoring Rubrics,Evaluation Methods,Word Processing,Computer Software,Collaborative Writing,Peer Evaluation,Elementary School Students,Grade 5,Foreign Countries,Writing Improvement

This study compares the effects of two resources, a paper rubric (CR) or the comment bubbles from a word processor (CCB), to support peer co-evaluation of expository texts in primary education. A total of 57 students wrote a text which, after a peer co-evaluation process, was rewritten. To analyze the improvements in the texts, we used a rubric that was similar to the one in the first condition. The messages and suggestions for improvement were quantified and classified according to their range, evaluative content, and rhetorical content. Lastly, the incorporation of these suggestions in the final version of the expository text was analyzed. The results showed that the evaluative comments focused mainly on pointing out, rating, or simply correcting errors. However, hardly any justification was given for such corrections, nor were there any questions or improvement alternatives recorded for other shortcomings or non-error content. The students who co-evaluated each other with a rubric wrote more comments, addressing the different rhetorical components in a balanced way, even though these comments were written in a generic way. This might be why many of them were not incorporated in the second version of the texts, where a significant improvement could be noticed, but only in the conclusion section. In contrast, the comment bubbles recorded much more specific suggestions for correction. Although there was a slightly higher percentage of modifications in the second version of those texts, it was not enough to indicate a significant improvement in quality compared to the first version.